Laura Hostetler and Ava Kelley Science Charts

Laura Hostetler and Ava Kelley: 4th Grade
Science: Week 2
Character Trait: Courage
Day 6 Day 7 Day 8 Day 9 Day 10
HKSOL: 4.1 HKSOL: 4.1 HKSOL: 4.1 HKSOL: 4.1 HKSOL: 4.1
Observe/ infer/ Observe/ infer/ Hypothesis Hypothesis Constant
predict/ conclude predict/ conclude Experiment
S/LI: The teacher Using a plant from The teacher will give The teacher will review The teacher will
will explain the the classroom, the some examples of the previous days lesson explain that when
difference teacher will explain cause-and-effect about variables. The testing a
between the difference relationships. The teacher will then explain hypothesis, it is
observation, between qualitative teacher will explain that by observing cause- important to keep
Inference, and and quantitave that changing the and-effect relationships some variables
Prediction. observations. cause of something and identifying the constant
Information The teacher will write will change the effect. variables, one can make a throughout the
gained through the some qualitative The teacher will testable hypothesis. The experiment. The
senses: made about the plant explain that the object teacher will explain that a teacher write the
Observation. on the board. The being changed is the hypotheses will point to students’
Why it happened: teacher will then variable. The teacher the way towards the hypothesis on the
Inference. What I guide the class in will use a container design of an experiment board. The teacher
expect to observe making quantitave filled with water and to test it. The teacher will guide the class
in the future: observation about the three different objects will use examples from in testing the
Prediction. plant. The teacher to illustrate cause- the previous lesson to hypothesis. The
will use a metric and-effect illustrate how to state a teacher will
MO: The teacher ruler, balance, and relationships. hypothesis. purposefully
will involve the thermometer to make Each time an object is change one
class in making observations. The dropped into the variable that is not
observations, teacher will guide the container, the teacher a part of the
inferences and students in making will write the cause hypotheses to
predictions by ubleck. and the effect of the illustrate how it
rolling different change. corrupts the
objects down a experiment.
ramp.
S/LI/CM: The The students will The students will help The students will be The students will re-
students will listen interact with the plant identify cause-and- separated into the same state their hypothesis.
and formulate and make a list of effect relationships. groups as the day before. The students will
perform hands-on-
questions as the qualitative As the teacher drops Students will observe the
experiments as each
teacher describes observations. The the objects into the cause-and-effect group performs their
the difference students will use their water, the students relationships. The experiments in front
between, own metric rulers, will identify variables students will be given ten of the class during
observations, balances and that might affect how minutes to create a instruction. The
inferences, and thermometers to fast the objects fall. hypotheses. The teams students will identity
predictions. make quantitative The students will be will present their the variable that
Students will take observations about grouped into small hypotheses as a couplet should remain
turns rolling the the plant. The groups. Each group (a pattern of poem with constant. The
students will also
objects down the students will make will be given objects two lines ending in
observe what happens
ramp. As the qualitative and to construct cause- rhyme). when the variable
teacher poses quantitative and-effect DA. Students with a that must be held
questions, the observations of the relationships. The strong Verbal-linguistic constant changes.
students will share ubleck. Students will groups will explain intelligence area will The students will take
their answers with also state the sense the relationship of the benefit from writing the a vocabulary quiz on
the class. they used as well as objects to the class, poem and orally the science words for
the measurement tool and identify the presenting their work. week two.
Rezba, p. 105 used. variables. Rezba, p. 236-238 Rezba, . 135-137
Rezba,, p. 8-10 Rezba, p. 234-236 Cornett, p. 142.
Science: Week 4
Character Trait: Courage
HKSOL 4.1 Constant HKSOL 4.1 HKSOL 4.1 HKSOL: 4.1 HKSOL: 4.1
Experiment Instruments of Instruments of Metric Measures Metric Measures
Measure Measure
The teacher will The teacher will The teacher will The teacher will The teacher will active
review the key terms introduce the lesson by present the students review the three the students prior
from the previous questioning the with two objects of properties of matter; knowledge by asking
week and write them students on what they similar size but length, mass, and review questions from
on the board; already know about unequal masses. The volume. The teacher the previous day’s
Observation, Inference, measuring length and teacher will make a will write the lesson. The teacher will
Conclusion, Prediction, volume. The teacher baseline assessment by definitions of each on introduce the metric
Variables, Independent will guide the students asking the students the board as a reminder prefixes. The teacher
Variables, and in an activity that will which object has the to the students. The will illustrate the
Hypothesis. The help them understand greater mass. The teacher will explain the meanings of the prefixes
teacher will lead the the importance of teacher will explain the base units of the metric by arranging students at
class in setting up the using a standard difference between system (meter, liter, the front of the
scientific investigation measure of unit. The weight and mass by and gram) and what classroom from the
on page 133 of the teacher will discuss using a balance. The they measure (length, tallest to the shortest.
Rezba text. Students how people in ancient teacher will introduce volume, and mass). Each student will
will discover how the times used their body the gram as the basic The teacher will display a card with the
amount of calcium parts for measurement unit for measuring present the class with prefix name, the prefix
chloride affects the and how that caused mass. The teacher three objects. The symbol, and the prefix
temperature of water. problems in will guide the class in teacher will guide the meaning.
communication. The finding the mass of students in discovering
teacher will introduce three or four object in weather the objects
the metric system, the the classroom. should be measured in
Rezba 33 meter, and the prefixes meters, liters, or
for meter and their grams.
meanings.
The students will make Given paper clips, The students will take The students will be The students will
quantitative short strips of paper, turns at comparing the separated into groups. participate in the class
observations that and a metric ruler, two objects and Each group will create illustration of the
involve the use of a students will work in guessing which has the a limerick that will prefixes. The students
thermometer and a pairs to determine the greater mass. The include the base units will be separated into
granulated cylinder. length of each others students will be of measurement and group. Each group will
The students will make arms. Students will separated into groups. what they are used to be given a prefix mane
inferences about the then compare their Each group will be measure, or an and the measurement
change in water results. The students given an object and a example of a particular unit meter. Each group
temperature as well as will compare their balance. The teams substance. will compose a If/So or
make predictions. results and discuss why will write an If/Then poem with their
Students will identity the ruler is the best advertisement using measurement units. The
the dependant and way to measure length. metric masses for the DA: Students with a students will take a
independent variables. The students will write object. The students strong musical vocabulary quiz on the
Finally, the students a story telling about all could include the unit intelligence area will science words for week
will make a hypotheses of the different price for the object. benefit from hearing 4.
based on what they measures of length The students will use the limericks as they
have observed from the they might encounter pictures to illustrate are presented in class.
experiment. in the course of one their advertisement.
day. Cornett, 142
Rezeba, p.138-140 Rezba, p. 58

Foresman, p. B12-B15 Foresman, p. B16-B17
Science: Week 6
Character Trait: Self-Esteem
Graphing experiment Graphing experiment Numerical data/ Numerical data/ Predictions from graphs
Data Data Experiment results Experiment results
The teacher will begin The teacher will ask The teacher will The teacher will The teacher will review
the lesson by the students to share display several line review the previous the terms Observe, infer,
explaining how to label some of the graphs that contain days lesson. The and predict. The
the x and y axes of a observations they unusual results. Based teacher will display teacher will spend a
line graph. The made form the on information given some of the graphs that great deal on this as a
teacher will explain previous lesson. The in the graphs, the the groups discussed. review for the quiz. The
where to place the teacher will guide the teacher will guide the The teacher will teacher will explain how
independent and class in making an students in identifying remind the class of information is received
dependant variables. inference about the unusual results. The some of the reasons from graphs. The
The teacher will give experiment. The teacher will also lead why the experimental teacher will use a
and example of this on teacher will have the the class in discussion data were unusual. pictograph of t-shirt
the overhead. The students identify the about why the results sales for each month of
teacher will remind the independent and the are unusual. the year. The teacher
students of the dependant variables. will guide the class in
difference between a The teacher will write identifying what it is
dependant and an them on the overhead. they are observing, and
independent variable. The teacher will what they can infer from
The teacher will guide explain how to their observation. The
the class in determine an teacher will then guide
constructing a graph appropriate interval the class in making a
that illustrates how scale for each axis. prediction about what
different amounts of The teacher will also will happen in future
fertilizer affects the give an example of sales.
height of a plant. how to plot the data
pairs as points on a
graph.
The students will The students will share
separate into six equal their observations Students will be Given a table The students will be
groups. Each group The students will use separated into groups. containing information divided into groups.
will be given a bean, a the information on the Each group will be of the previous weeks Groups will cut out
cup of water, and a board to construct a given different types of lunch count, students pictures of people at
balance for measuring line graph. The graphs displaying will create bar graphs. work and classify them
mass. The students students will create a different types of data. After the students into different categories
will place their beans graph that illustrates Each group will name create the graphs, they of occupation. Groups
in the water at the the effects of the the type of graph, and will list the lunch will paste the pictures
same time. Groups soaking time on the the independent and menus in order from onto construction paper
will take their beans mass of beans. After dependant variable. most favorite to least to create pictographs.
out at intervals of five completing their Students will also favorite. The groups will then
minutes. Students will graphs, the students identify unusual draw conclusions from
record the amount of will complete a information and give the graphs. The
soaking time and the worksheet on line possible reasons for the DA: Students who students will take a
mean gain in mass. graphs for individual unusual results. have difficulty vocabulary quiz on the
Students will use their assessment. The Groups will choose a drawing straight lines science words for week
experiment ot create a worksheet will present spokesman to share will be allowed to use six.
graph. The students different graphs with theier information with the computer or
will make and record the variables assigned the class. something with a
inferences about the to the axes. The straight edge to Carson-Delosa p. 43
amount of soaking students must create their graphs.
time and the mean gain determine whether the
in mass. labels are correct.
Science: Week 8
Predictions from Motion/Direction/ Motion/Direction/ Force/Motion Force/Motion
graphs Speed Speed
The teacher will spend The teacher will The teacher will The teacher will The teacher will begin
the first half of the introduce the lesson by introduce changes in introduce the lesson by the lesson with a quick
class reviewing for the by reading Force and motion by having the sliding a bood across review of 4.2
test. The teacher will Motion by Peter class discuss what the tabletop until it vocabulary. The teacher
re-define the key Lafferty to the class. happens to someone stops. The teacher will will introduce the lesson
words Observation, The teacher will explain wearing a seatbelt in have the students about gravity by reading
inference, prediction, how everything is a car that suddenly observe the books The Little Engine That
and conclusion. The constantly in motion. stops. The teacher motion and explain Could. The teacher will
teacher will also show The teacher will explain will have students what caused the book to define gravity and have
examples of the motion as an objects explain their answers. begin moving and then students jump up and
different types of direction and speed. The teacher will use to stop moving. The down to demonstrate
graphs. The teacher The teacher will guide this example to teacher will explain earth’s gravitational
will have the students the class in defining the introduce inertia. force using a match box pull. The teacher will
identify the dependant vocabulary words that The teacher will also car. The teacher will use objects of different
and independent are applicable to the introduce the then use different balls mass and a scale to
variables for each days lesson (motion, importance of Isaac to determine how the explain that the earths
graph. The teacher direction, speed) Newton. weight of a ball affects gravitational pull is
will read the directions the ball’s motion when measured in weight.
aloud for the students a force is applied to it. The teacher will remind
and guide the students the students of the
through one example difference between
for each section of the Force and Motion mass and weight.
test. Foresman, p.B32-B33
The students will take The students will The students will Students will take turns Students will participate
a test on 4.1. When define the vocabulary participate in the rolling and stopping the in the jumping activity
each student has words. The students class discussion on cars. Students will to understand gravity.
finished their quiz, will also put the inertia. The students gather into groups. The The students will pass
they will begin their vocabulary words into will separate into groups will measure the around the objects to
journal entries. sentences to show the groups to explore distance that each ball experience their
Students will have a meaning of the words. more about inertia. traveled from its differences in weight.
choice of topic. After each word is One group will flick starting point to its Students will answer
Students can write defined, the students a card off of a cup stopping point. Each questions one and two
about how they felt will work in groups to and find that the student will then create on their graphic
about their identify things that are quarter on the card a bar graph to organizers. The students
performance on the in motion and things drops into the cup. demonstrate how the will take a vocabulary
test. Students could that aren’t in motion. They will discuss weight of the ball quiz on the science
also write on what they E.g a traveling vehicle, what caused the card affects the ball’s motion words for the week.
know about motion, v.s someone treading to move and what when a force is applied DA: Students who are
direction, and speed water. Students will caused the quarter to to it (E.g a tennis ball kinesthetic learners or
since it is the next then paste the pictures move down. Another will roll farther than a have ADHD will be
science topic. The into a ven-diagraham to group will bowling ball when the physically active
teacher will hand out show objects that are in experiment with a same force is applied.) during the jumping
vocabulary previews motion (direction and rolling ball. Groups part of the lesson
and graphic organizers speed). will share their
for the next study on answers with the Foresman p. Be6
Force and Motion. class.
Foresman, p.B34
Science: Week 10
Friction Friction Kinetic Energy Kinetic Energy Static electricity
The teacher will The teacher will The teacher will use a The teacher will The teacher will begin
introduce Friction by continue to explain swinging pendulum to continue explaining the this chapter with an
comparing socks and friction by having he attain a base line concepts of energy, experiment on the
sneakers. The teacher students rub different assessment of the potential energy, and build up and release of
will have the students objects together. The students prior kinetic energy. The electricity using a
recall the meaning of teacher will guide the knowledge about teacher will write the small rug, a key and a
inertia. The teacher class in creating energy. The teacher terms on the board. metal door knob. The
will demonstrate the hovercrafts to explore will introduce and The teacher will have teacher will display a
effects of friction by how air reduces explain energy, the students provide diagram of an atom and
LIGHTLY kicking a friction. The teacher potential energy, and examples of each kind review its parts. The
soccer ball around the will write the kinetic energy. As the of energy to list on the teacher will lead the
room. The teacher will definitions for friction teacher explains these board. The teacher class in a discussion on
explain why friction and hovercraft on the terms, they will be will have students electrical charges in
happens as the ball is board. written on the board demonstrate and atoms. The teacher
being kicked. The for the students to see. illustrate their will guide the students
teacher will explain The teacher will guide examples. The teacher in an activity the
gravities role in the students in an will make sure that the demonstrates what
friction. inquiry experiment students have filled in happens to objects with
using an inclined plane the rest of their graphic like charges. The
and a toy car. Students organizers. teacher will guide the
will discover the class through a
relationship between cooperative learning
potential energy and activity.
kinetic energy.
The students will The students will work Students will offer The students will be Given the appropriate
participate in the socks in teams and use pieces their answers about the respectful as others material, groups of
and sneakers of cardboard, a swinging pendulum. demonstrate their students will make
comparison. The balloon, a sinker, a The student will work examples of energy. models of three atoms.
students will spool and glue to cooperatively in Students will Each atom will have a
participate in small create a hover craft. groups to perform the individually write a different charge.
groups to write and The students will experiment using an paragraph about Groups will present
perform short plays measure the distance inclined plane and a bungee jumping. their models to the
about how a sport the craft traveled toy car. The students Students will write class. The class will
would be different if it without the balloon, will use the data they about the sensations discuss how the models
were played on the with the balloon, and collect from the that a person bungee illustrate atoms with a
moon instead of the with the balloon and experiment to jumping might have. positive and negative
earth. Students will sinker. The students construct a reasonable The students will charge. The students
complete the questions will create a chart and explanation. The publish their will then use different
about friction on their record their students will use the compositions on-line at materials to draw what
graphic organizers. measurements. materials only for the www.sfscience.com. they think a real atom
DA: Students with a experiment. looks like. The students
strong spatial or DA: ESL students will take a vocabulary
Bodily-kinesthetic will benefit from quiz on the 4.2
intelligence area will being provided with vocabulary words for
benefit from building examples of kinetic the week.
the craft. and potential energy. Wesley, p. B52-B54
Foresman, p.B38- B39. Foresman, p. B42 Foresman, p. B43.
Foresman, p. B40-B41
Science: Week 12
Character Trait: Self Control
Static electricity Conductor/ Insulator Conductor/ Insulator Types of Circuits Types of Circuits
The teacher will have The teacher will give a The teacher will The teacher will The teacher will Bring
the students comb their quick review of present a poster of explain open and in a string of holiday
hair to introduce static electric charge and current moving closed circuits using an lights wired in a series.
electricity. The teacher electric current. The through a circuit. The electric train set. The The teacher will use it
will define the term teacher will use an teacher will explain teacher will have the to demonstrate what
and explain how static empty straw and a how electricity flows class discuss how the happens in a series
electricity is produced. straw with a sponge in in a circuit from the breaking of hands in circuit when one light
The teacher will show it to explain the negative pole to the the activity from is missing. The teacher
a step by step diagram concept of conductors positive pole. The yesterday is like an will show pictures of a
of the transfer of and insulators. The teacher will explain the open circuit. The series circuit and a
electric charges teacher will write the job of the wires as teacher will display parallel circuit. The
between objects. The new vocab words on conductors. The diagrams with teacher will use the
teacher will guide the the board. The teacher teacher will guide the examples of open and pictures to discuss the
students in will provide examples students in an exercise closed circuits. differences (In a series
constructing an of conductors and to demonstrate the circuit, there is only
electroscope( insulators and have the movement of negative one path for the current
instrument used to students test them in a particles through a to follow; in a parallel
detect an electric sample circuit. The circuit. circuit, there is more
charge. teacher will use the than one path for the
activity to create a current to follow).
class bulletin board on
conductors and
insulators.
The students will Students will use the The students will form The students will take The students will
cooperate in the hair straws to understand a large circuit by turns opening and pretend that they are
combing experiment. how electric current joining hands. The closing the circuit on electrons flowing
Students will discuss flows easier through flow of current will be the electric train. The through a circuit. The
the transfer of electric conductors. The represented by students students will observe students will write
charges between students will classify squeezing the hand of what happens when the paragraphs about their
objects. The students objects as insulators or the person to their right circuit is open. The journey through all
will construct an conductors of one at a time. The student will create their types of circuits (open,
electroscope using a electricity. The students will discuss own complete circuit closed, series, and
clear plastic cup, a students will pin an I what represented the using a flashlight bulb, parallel). The students
paper clip, and or a C beneath the source (the teacher), a size D battery and an will share their results
aluminum foil. objects on the bulletin what represented the insulated wire. with the class. The
Students will test the board. The students current, and what students will complete
charge of various will up-date their represented the a worksheet on the 4.3
objects. The students graphic organizers. conductor (students). vocabulary for the
will record their The students will week.
findings and share DA: Students with a complete a worksheet
them with the class. strong Math-Logic where they will
intelligence area will correctly label the flow
be allowed to of current through a
construct a table to circuit. The students
classify the objects. will also label the parts
of the circuit.
Wesley,p. 155-156 Wesley, p.150B Wesley, p.159 Wesley, p. 160
Science: Week 14
Character Trait: Self Control
Transformation of Transformation of Magnets Magnets History of electricity
electrical energy electrical energy
The teacher will have The teacher will bring The teacher will begin The teacher will begin The teacher will begin
the students memorize appliances to class that the lesson by having the lesson with the lesson by having
the mnemonic device are used to produce students experiment Introduction students explain how
McHale to remember heat (e.g, toaster, with compasses. The assignment on page their lives would be
the different forms of electric blanket, hair teacher will review B80 of the Foresman different without
energy (mechanical, dryer). The teacher will static electricity and text to attain a base electric light bulbs.
chemical, heat, atomic, read Heat, Lights, and lead the class in line assessment on the The teacher will
light, electric). The Action!. The teacher discussing how students knowledge of introduce Lewis H.
teacher will use the lab will give a quick magnetism is similar to electromagnetism. The Latimer as an African
mat 11 from How review of conductors static electricity. The teacher will explain American who
People Use Electricity and insulators. The teacher will guide the how generators patented the first cost-
to explain the three teacher will use the class in making and operate. The teacher efficient method for
prinicplis at work in a text to discuss experimenting with an will use a magnet, a producing the electric
motor. As the teacher electrons, friction, and electromagnetic. The wire and a meter to light bulb. The teacher
explains the process of high resistance teacher will introduce show the flow of will use the smart
making a motor, new conductors. the words magnet, electric current through board to research his
vocabulary words will The teacher will guide magnetism, magnetic the wire as the magnet life and other
be introduced. the class in an field, pole, compass passes through the coil. contributions that he
experiment to test and define them on the made to understanding
electricity traveling overhead. electricity.
through a graphite rod.
Students will recite the The students will The students will The students will The students will
mneumonic device predict how electricity experiment with describe what they discuss how their lives
McHale and create a is used to produce heat. magnets to determine observe during the would be different
copy for themselves. The class will be that similar charges base line assessment without electricity.
Students will be separated into groups repel each other and and record their The students will break
grouped into teams of of four. Each group opposite charges attract observations. The into groups to do
four. Students will will use a flashlight each other. The students will learn the tableaux (frozen
work cooperatively to bulb, a lamp holder, a students will work in importance of pictures) of the key
create their own battery pack and a groups of four to build conservation of energy moments in Lewis
electric motor. graphite rod to observe and experiment with an as they learn that Latimers life. The
Afterward, the class electric current electromagnet. The generators require students will explain
will discuss how the traveling through a students will use their natural energy to their illustrations to the
magnetism caused the high-resistance electromagnet to pick produce electricity. other class members.
rod to spin. graphite rod. The up chains of paper The students will work The students will
groups will draw clips. Students will in groups to think of complete a worksheet
DA: Students with illustrations of their use the data they ways to conserve on the 4.3 vocabulary
ADHD will have the findings. gather to prepare a bar energy. Each group for the week.
option of acting out a graph or a pictograph will present their
skit to explain of the different answers in the form of
magnetism. strengths of magnets a mural.
Scholastic, p. 62
Scholastic. 86 Scholastic, p. 102 Foresman, p. B81
Science: Week 16
Character Trait: Integrity
HKSOL: 4.3 HKSOL 4.4 HKSOL 4.4 HKSOL 4.4 plant HKSOL 4.4 plant
History of electricity structures of structures of common reproduction reproduction
common plants plants
The teacher will use the smart OL.S.MAThe The teacher will have The teacher will The teacher will
board to present information on teacher will have a inexpensive plants for introduce the have pictures of
the life of Benjamin Franklin. plant (still in soil) for groups of three different types of seeds that are at
The teacher will have students herself. The teacher students (with roots plants: Nonvascular different levels of
interact with the white board. will pull the plant still in soil). The and simple vascular germination. If
The teacher will visit out of the soil and teacher will inform plants along with possible, there will
http://www.pbs.org/ gently loosen the the students that in their sub names. be actual seeds
benfranklin/exp_shocking.html roots. Each part of order to test their The teacher will also present at different
to explore facts about Franklins the plant to be level of attention give examples of levels of
contributions to civil affairs, studied will be from yesterday, they each type of plant. germination. The
the world at large, and science introduced through will have to draw and Then there will be a teacher will have a
pointing it out on label the plant discussion about class discussion on
that particular plant. without going over it how plants go the different levels
again. through the of germination.
reproduction
process.
The students will use the smart A.S.LI.W.MA.The A.S.LI.MA.WThe PS.S.W.The students A.S.W.The students
board to visit students will draw a students will take will think of the will inspect the seeds
http://www.pbs.org/ diagram of the plant their plant out of the different ways that that are at the
benfranklin/exp_shocking.html. and label the parts of soil, gently loosing the seeds are able to different levels of
The students will use the ‘How the plant as the the roots. The be dispersed. They germination. After
Shocking’ tutorial to explore teacher goes over the students will proceed will write a there has been time
Franklins kite experiment parts in class. to drawing and paragraph on for the inspection,
Afterward, the students will labeling their plant in dispersion of seeds the students will
separate into groups to make detail. that are ready for draw the stages that
the same kind of kite that germination. were discussed
Benjamin Franklin used in his DA:Kinesthetic: The accurately.
experiment student will be able
to feel the different
parts of the plant.
They will be able to
separate the root
from the soil having
a hands on activity.
Harcourt, p.A90
Science: Week 18
HKSOL 4.4 HKSOL 4.4 HKSOL 4.4 HKSOL 4.4 HKSOL 4.5
photosynthesis photosynthesis dormancy dormancy adaptations of living
things
The teacher will The teacher will In the lessons to the The teacher will The teacher will
introduce the introduce another students, the teacher arrange the lesson to have pictures of
concept of important part of the will refer to be outside. The different animals in
photosynthesis by plant, chlorophyll. dormancy as teacher will guide the winter and in the
telling the students The job of dormant. The the students around summer. There will
that it is like a food chlorophyll will be teacher will have the outside to look for be a discussion on
factory. Which in discussed. The job students use their dormant plants at the the different ways
reality, of the chlorophyll is dictionaries to look school. The teacher that animals adapt to
photosynthesis is a to turn the light up dormant. There will also explain the different
food factory, only energy that is will then be a which plants are temperatures of the
for plants. This received by the plant discussion about dormant and which seasons.
process takes place into sugar. what dormant means plants are not
in the leaves of the in relation to plants. dormant.
plant. Through this
process, oxygen is
released in the air.
LI.S.T.MA.The S.T.W.R.The LS.S.PS.The S.LI.MA.The SL.W. T.The
students will students will students will students will have to students will
actively listen to the research the jobs that participate in make note of the research the
discussion while are in the leaves of a looking up dormant plants that the class common ways for
adding their plant. After their in their dictionaries. find outside of animals to adapt to
thoughts to the research, the The students will school that are the different
discussion. The students will write a write the definition dormant. Once the temperatures of the
students will also two paragraph paper that they find and ‘tour’ of dormant different seasons.
look at different on their findings. save for another use plants is finished all They will then have
leaves under a soon. They will also the students will to write a paragraph
microscope. be expected to come back to the on the specific
participate in the classroom and write animal that they
DA: Those students discussion of a paragraph on the researched and how
who have trouble dormant plants, differences in that particular
with writing may giving examples of appearance of the animal adapts to the
type their what they think dormant plants and weather.
paragraphs. dormant means in the plants that were
respect to plants. not dormant.
Science: Week 20
Adaptations of communities communities energy/food webs energy/food webs
living things
The teacher will ask The teacher will ask The teacher will The teacher will The teacher will
the students to add the students how show examples of have a tray of mention that people
to their paragraph they think animals how people work healthy snacks. The are like electrical
about their animal work together as a together in the teacher will used this appliances. If the
adapting to the community. The communities that opportunity to say appliances do not
weather, how they, animals work they live in. The that we get our have the feed of the
themselves, adapt to together, whether teacher will also tell energy from the food electricity they won’t
environmental they help each other the students that the that we eat. The work. If we do not
changes like the by finding food or class will be doing a teacher will carry a eat, and eat the
weather. being their food. In community project discussion about appropriate foods,
one species of for the school. food webs and our we won’t be able to
animals, they protect meals. work because we
each other. will be too weak.
S.PS.WThe students S.PS.LSThe S.PSThe students S.A.PS.W.H.LSThe S.A.PS.W.The
will add to their students will decide will give ideas for students will partake students will draw
paragraphs about which animal they the community of the healthy snacks another food web,
animal adaptation would like to be if project that their provided. They will but this time they
about how they they could be an class is doing for the also give examples will use their animal
adapt themselves to animal. After school. They will of their food webs of choice and make
environmental deciding on their play an active role in from home(meals). the food web for that
changes. They will animal of choice, the this activity. The students will animal.
compare and students will write Through this them draw and label
contrast their out a community activity, the students food webs of a DA: The web will
adaptations to those plan, saying what should realize the typical meal that already be drawn
adaptations made by they think makes up importance of they have at home or for those who need
the animal that they a good animal working as a at school. it and all they will
researched during community and how community and have to do is fill in
the last lesson. the animals should doing things for their the web.
act with each other. community.
Science: Week 22
Character Trait: Reliability
HKSOL 4.5 HKSOL 4.5 HKSOL 4.5 HKSOL 4.5 HKSOL 4.5 Human
habitats and habitats and Life cycles Life cycles influence on
niches niches ecosystems
The teacher will The teacher will The teacher will The teacher will The teacher will round up
provide the provide the students bring in pictures of have pictures of the necessary materials for
students with with materials to the life cycle of a the stages of the the two part experiment.
different types of make posters of butterfly. There cycle of life for a The teacher will ask the
habitats for their habitat. The will be a plant from the dry students what they think
humans and teacher will also discussion of the seed to the will happen if they plant
animals. There assist the students in different stages of beautiful plant flowers too close to each
will be a their preparation for the life cycle. right back to the other in a pot. They will
discussion of their presentation of seed again. The also be asked what they
comparing the two their chosen habitat. teacher will have think will happen to the
groups of habitats. the pictures in plants if they are more
order of the spread out in the pot.
natural occurrence
in the life cycle
while going over
them with the
students.
T.S.OL.WThe T.S.OL.A.W.LIThe LI.S.A.WThe LI.S.PSThe MA.S.PS.W.The students
students will students will put the students will pay students will need will plant five flower
research a human final touches on close attention to to pay close plants into a small pot.
habitat or animal their presentations the discussion. attention to the They will also plant five
habitat. They will along with making a They will add their way the pictures flower plants into a larger
present their poster of their thoughts to the are in the natural pot. They will make
findings to the habitat. After discussion. After occurrence order predictions about which
class, so they need everyone is the discussion of of the life cycle. ones they think will last the
to do thorough finished, they will the life cycle of the After the pictures longest and which ones
research on their present their chosen butterfly, the have been gone won’t make it.
chosen human or habitat to the class. students will draw over, the teacher
animal habitat. DA: The students the cycle and have will mix up the www.lessonplanspage.com,
may use word for the stages in the pictures. The Judy Schneider
word note of their correct order. students will have
presentation. to put them back
in the correct order
that they naturally
occur in the life
cycle of the plant.
Science: Week 24
Character Trait: Reliability
HKSOL 4.5 HKSOL 4.6 HKSOL 4.6 HKSOL 4.6 weather: HKSOL 4.6
human influence measurements and tools measurements and fronts, clouds, and weather: fronts,
on ecosystems of weather tools of weather storms clouds and storms
Part Two of The teacher will The teacher will The teacher will invite The teacher will
Experiment from introduce the weather place a at least one parent to have prepared
Day 110.The unit by having the thermometer in the come in to help with transparencies of
teacher will sit students make their own window of the this experiment. The hurricane
out the pots of the rain gauge. The teacher classroom in the teacher and the information. This
flowers from the will also ask the students morning (not volunteer will be the information will
last lesson. The what a rain gauge is digital). During two people doing the include the causes
teacher will ask used for in real life. The the introduction of actual experiment since of a hurricane, the
the students who teacher will also put thermometers, the there are matches characteristics of
had their random amounts of teacher will take involved. The a hurricane, and
prediction water into each persons the students over to experiment is on Cloud the names of past
correct. The rain gauge so that each the window for the Formation. Using the hurricanes.
teacher will also student can practice reading of the materials needed in the
ask them why the reading the thermometer. The experiment page, the
thing happened measurements. teacher will also teacher and the parent
that happened to introduce the will make a cloud in jar. ‘Weather: Super
the plants (the barometer, to read After the experiment, Science Activities’
overcrowded air pressure. The the teacher will page39-41
plants did not last air pressure is not introduce and discuss
as long). likely to stay at one the different types of
reading long clouds.
because air www.lessonplans.com
pressure is known
to change often.
S.W.LI.MA.PST A.S.LIThe students will T.S.W.MThe LI.S.W.PSDuring the A.S.W.LI.The
he students will participate in the student will experiment the students students will have
record the actual discussion about what a research the history will have to pay close to make a web of
occurrences of rain gauge is used for in of the thermometer attention. They will be hurricane
the experiment. real life. They will also and the barometer. asked to predict what information.
They will now make their own rain The students will will happen. After the They will need to
write two gauge. After making the make a timeline of experiment, the students include the
paragraphs. One rain gauge the students the important will have to write an hurricane
paragraph on will practice reading events of the experiment paragraph, characteristics,
what happened to measurements. thermometer and including everything causes, and some
the plants. www.reachoutmichigan. barometer. that happened during of the past names.
Another org the actual experiment. DA: The web will
paragraph on already be drawn
their prediction. for those who need
it and all they will
have to do is fill in
the web.
Science: Week 26
Character Trait: Cooperation
Revolution/Rotatio Revolution/Rotatio Earth’s seasons Earth’s seasons characteristics of
n of Earth, Sun, n of Earth, Sun, and phases of and phases of Sun, Moon, Earth
Moon Moon moon moon
The teacher will The teacher will give The teacher will ask The teacher will The teacher will read
introduce the the students facts the students if they have a chart in the the book “The Sun”
movement of Earth by about the movement of know why it is hot in front of the by Seymour Simon.
the summer and cold classroom displaying
having the students the Earth. The Earth The teacher will also
in the winter. After the 9 phases of the
participate in an rotates around the sun. students are given moon. The teacher
have prepared an
experiment. “Why Is It rotates (spins) once the chance to will also ask the enlarged version of
There Day and in each 24-hour day. respond to the students if they can the Earth/Moon chart
Night?” When it is dark outside question, they will identify some of the on page 66/67 of
(MacMillan/McGraw- here, it is light be informed that names of the phases (MacMillan/McGra
Hill p. 14) somewhere else. they are going to do before the names are w-Hill).
an experiment to actually mentioned
find out “Why is It to the class.
Warmer in (MacMillan/McGra
Summer?”. w-Hill p 52)
(MacMillan/McGra
w-Hill p. 72)
LI.S.PS.The students LI.OL.S.After the LI.S.PS.OL.The A.S.GA.LI.The LI.R.S.PS.W.The
will actively discussion of the students will students will do students will
participate in the given movement, the actively participate their best to think respectively listen to
experiment. The students will have to in the discussion of the names of the story about the
students will also talk about examples and the the moon phases sun. They will have
actively participate in that they may have experiment. before seeing the to pay close attention
a discussion on how seen yesterday in the Through the names on the to the fact given
they think the Earth experiment that they experiment, they chart. They will about the sun. After
moves, how fast, did. will find out that then be put in nine the story, the
which direction. the reason for it groups. Each students will have to
being hotter in group will be make accurate
summer is due to assigned a phase comparisons of the
the position of the and will have to Sun, Moon, and
sun and the draw and Earth using the book
shining of the sun creatively show and the chart of the
on the Earth. dimensions of the Earth and Moon.
moon. DA: Each student
will have their own
copy of the story in
order for them to
be able follow
along.
Science: Week 28
characteristics of understanding the understanding the State water State water resources
Sun, Moon, Earth history of Sun, history of Sun, resources
Moon, Earth Moon, Earth
The teacher will The teacher will The teacher will The teacher will The teacher will
review with the give a brief provide a few give and show introduce the concept
students the facts introduction to minutes of class examples of the of the water cycle. The
about the Sun, some of the history time for the students water resources of three stages will be
Moon, and Earth. concerning the Sun, to put the final the state of Virginia. discussed. Water
The teacher will Moon, and Earth. touches on their They will be shown vapor(evaporation),
then instruct the The teacher will presentations. The lakes, rivers, cloud formation, and
students that they also supervise in the teacher will also streams, ponds, and then to liquid again as
will have to draw a computer lab. observe how well the ocean. There rain. The teacher will
map of the Sun, the students will be a discussion also have a diagram of
Moon, and Earth, research and put on how practically this process on the
with the correct together their all of the water board to assist with
position on their information. resources feed into discussion and to help
map. one another. the understanding.
A.S.W.The student S.T.OL.W.A.The S.T.OL.W.A.The S.LI.T.W.The LI.W.S.PS.The
will have to draw an students will have to students will have to students will listen students will have to
accurate map of research on the put the final touches to the presentation participate in the
space, with the Sun, internet some on their about the water discussion. After the
Moon, and Earth interesting facts presentations. They resources. They discussion of the water
correctly position on about the Sun, will also have to will then pick their cycle, the students will
the map. Moon, or Earth. present their favorite one and then be given a
The students will research findings to research the water worksheet with the
have to make sure the classmates. resource on the water cycle on it
that they are While each person internet. After they without it being
thorough in their is presenting, the have done adequate labeled. The students
research because other students will research, they will will have to accurately
they will have to respectively listen have to write a label the water cycle
present their and write their paragraph about (the diagram provided
findings to the class. favorite fact from their water by the teacher will be
each presentation. resource. taken down by this
point).
DA: A fill in the blank

water cycle worksheet
will be given to those
who need it.
Science: Week 30
State animals and State animals and State: minerals, State: minerals, State forests, soil,
plants plants rocks, ores, and rocks, ores, and and land
energy sources energy sources
The teacher will The teacher will The teacher will The teacher and The teacher will
have many pictures have different introduce the many parent chaperons present the topic of a
of the state flower pictures of birds different types of will take the students forest as being like a
on display in the including the state energy sources. to Dixie Caverns to community. The
classroom (The bird of Virginia, the There is electricity, explore the cave and trees are like the
Dogwood Tree). Cardinal. The water, food, and the different rocks parents of the
She/He will also teacher will have a others. The teacher and other minerals community because
have art supplies discussion with the will assign a specific that are found there. they are covering the
gathered for the students that animals source of energy to a ‘community’ and
activity. The teacher are all around us. group of four or five protecting it. The
will also ask The teacher will ask students. The teacher will also
students if they can the students to say teacher will provide mention that like
think of any plant what their favorite each group with every community,
that they may have animal is besides a facts about their the forest has many
only seen in cat or dog. The source of energy. different kinds of
Virginia. Then lead teacher will also ask animals and plants.
the students in the the students if
art activity. anyone knows what
the state bird of
Virginia is and allow
for answers.
S.LI.A.The students S.PS.W.The students S.GA.W.OL.The S.LI.HS.The S.W.PS.The students
will have to try to will look at all of the students will be students will act will have to write a
actively participate pictures of the birds. divided into groups respectively on the paragraph on the
in the discussion of They will be asked if of four or five. They field trip. They will different animals that
plants that may only anyone knows the will be assigned a be expected to pay can be found in the
be in Virginia. After state bird for specific source of close attention to the forest and a short
the discussion of Virginia and asked energy and provided details because they paragraph on the
plants, the students to pick it out of the with the facts. They will have to report to different plants that
will take a moment ‘line up’. They will will now have to the teacher their can also be found.
to view each picture be asked what their work together in favorite part of the
of the State favorite animal is their group to trip. DA: Those students
Flower(The other than a dog or produce a short skit who have trouble
Dogwood Tree). cat. They will then about how their with writing may
After being able to write a paragraph on source of energy type their
view the pictures, an animal that they works. paragraphs.
the students will would want to be if
have to recreate a they were an animal.
Dogwood Tree using
construction paper,
glue, pipe cleaners,
and squares of tissue
paper.
Science: Week 32(Overview/Review Week)
Character Trait: Respect
HKSOL 4.1 HKSOL 4.2 HKSOL 4.3-4.4 HKSOL 4.5-4.6 HKSOL 4.7-4.10
The students will The students will 4.3 The students will The teacher and The teacher will review
develop an explore the many develop an parents will and give a brief overview
understanding and areas of motion, understanding of the chaperon a field of HKSOL 4.7-4.10. In
order to wrap everything
practice the force, and energy in areas of electricity trip to a local news
together for this day, the
procedures of an order to develop an and magnetism. station. The teacher will lead the
experiment, understanding of this purpose of this students in an experiment
hypothesis, data topic. 4.4 The students will field trip is for the that could incorporate
collection, etc. explore the many students to be able each standard.
areas of plants, to see how
parts, meteorologists
photosynthesis, and predict the weather
reproduction. using tools that
were covered in
class.
The students will The students will actively
act respectively. participate in an
The students will experiment. Before the
teacher goes over the
also answer
specified standards, the
questions about the students will complete
tools that are the first part of the
shown to us. They experiment. They will
will also be place a black construction
expected to ask at paper circle in the middle
least one question. of a pie plate. They will
then spread a solution of
warm water with dissolve
Epsom salt. Then all of
the pie plates will go out
in the sun(or under a heat
lamp). While the
heat/sun is working, the
class will be going over
the review. When the
plates are brought back to
the students, they will
make note of what
happened to the
salt(turned to crystals).
They will look for comet
looking crystals. They
will also determine why
the crystals formed and
what caused them to
form.
www.exploratorium.edu
Science: Week 34
Character Traits: Respect and Citizenship
Standardized
Testing All
Week

Science: Week 36
Character Trait: Citizenship
HKSOL 4.8 State HKSOL 4.9 HKSOL 4.9 HKSOL 4.10 heat as HKSOL 4.10 heat as
forests, soil, and Characteristics of Characteristics of energy and the energy and the transfer
land comets and asteroids comets and asteroids transfer
As a fun activity right The teacher will The teacher will The teacher will The teacher will
after testing, the introduce the review the points introduce heat and describe two ways that
teacher will review the definitions of comets that were gone over energy. The teacher energy causes heat. The
layers of soil. The
and asteroids. the day before about will mention the first being that when
teacher will request
that parents volunteer
Comets are life stars comets. Then the different sources of squirrels collect nuts for
to be in class for this with tails. Asteroids teacher will go over energy (sunlight, the winter. When the
activity. use to be said to be the important facts moving water, squirrel finally eats the
like planets; about asteroids. For gasoline, and collected nuts, his body
however, the more example, that they batteries). Then the will convert the food
that they are found were viewed as class will discuss energy into heat in
the more that being similar to how energy can order for him to stay
scientists say that planets and then produce heat. warm during the winter.
they look like stars. moving on to be The second being the
There will be a more like stars. Hot Air Balloon. The
discussion about the second being that of
typical size of electricity. The more
comets. electricity runs through
LIFEPAC, Unit 4.8 something, the warmer
that it will get. i.e. the
light bulb, a laptop(the
bottom), phone.
Harcourt, 2002, p. F26
A.GA.S.Students will be S.W.Students will A.S.W.The students PS.S.W.LI.Students S.T.LI.GA.E.W.The
in groups of 3 or 4 with
need to take notes on will review with the will have to think of students will feel
an adult(for extra
supervision). Each group definitions that are teacher the the different different things that
will have the following given. They will difference between a examples of how may have or may not
materials: cup, one or two have to be able to comet and an energy is have an electric current
ginger snaps, vanilla
pudding with red dye,
use the definitions asteroid. They will transformed into going through them.
crushed oreos, Nilla later. The students then have to draw heat. As students The students will be
wafers, and chocolate will be given flash either a comet or think of the different strongly advised to put
pudding(all per student). cards to help make a asteroid. After the way or instances their hands close to the
The students will have to
follow the teachers
study tool for the work of art is where energy is object before actually
instruction in order to key points that are finished, the students transformed into touching in case the
know the correct order of given. will complete a heat, the Teacher object is extremely hot.
ingredients and what each vocabulary will record their They will then record in
ingredient stands for.
Once everyone finishes,
worksheet from answers on the a chart of heated and
they may eat their edible HKSOL 4.9. board. They will not heated energy.
soil. have to record all As a wrap up the
Yarborough, teachers.net answers for later students will complete a
DA: Watch for food
allergies. Have another
usage. vocabulary worksheet
treat on hand. from HKSOL 4.10.
KEY
A – art
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
E – evaluation
GA – group activity
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TX – text
W – writing
Resources
Atwater, Mary. (1995). A System in the Sky: Science: Grade 3. New York:
MACMILLAN/McGRAQ-HIL SCHOOL PUBLISHING COMPANY.
Bugenig, D. (1996). How does a cloud form? Retrieved October 16, 2007 from
www.lessonplanspage.com
Frank, Marjorie Salvick and others (2002). Harcourt: Science: Physical Science: Units E
and F: Grade 3. Florida: Harcourt, Inc.
Frank, Marjorie Salvick and others (2005). Harcourt: Science: Life Science: Units A and
B: Grade 5. Florida: Harcourt, Inc.
Osborne, Merton B (1996). LIFEPAC: Science: Grade 4: Units 1-10. Arizona: Alpha
Omega Publications.
Schneider, Judy (Retrieved October 16, 2007). Crowding in an Ecosystem.

www.lessonplanspage.com
Yarborough, James C(posted February 2006: Retrieved October 16, 2007). Edible Soils.
www.teachers.net
Young, Ruth M. (2002). Weather: Supper Science Activities: Science: Grades 2-5.
California: Teacher Created Resources.
Crystal Creations: Grow Spikes of Crystals in the Sun (retrieved October 16, 2007).
www.exploratorium.edu
Make Your Own Rain Gauge (Retrieved October 16, 2007). www.reachoutmichigan.org

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