4 Processes that Shape the Earth.pdf

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Where to go for help:

Chris McGee – Science Coordinator Katie French – Avery

Jen Blumenkemper -‐ Bristol

LEFT TO DO:

¨ Assessment

¨ Link to Common Core

¨ Experiences

¨ Pacing guide

¨ Materials List

¨ Trade books/Resources

¨ Key Vocab list

Essential Learning Goal(s):

Students will apply concepts of Earth’s processes.

S 4

Student demonstrates innovation, in depth inference(s), or advanced application(s) with the learning goal which may include:

• Design solutions that improve earth’s processes impact on humans. • Test and revise design solutions created to improve earth’s

processes impact on humans.

3 Students will apply concepts of Earth’s processes through the use of maps, decoding patterns in rock formation and the effects of weathering and erosion to reduce the impacts on humans.

D 2 Students will use maps and decode patterns in rock formations.

B 1 Students will use maps to identify patterns in Earth’s processes.

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The performance expectations in fourth grade help students formulate answers to questions such as:

What are waves and what are some things they can do? How can water, ice, wind and vegetation change the land?

What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behavior, and

reproduction of plants and animals? What is energy and how is it related to motion?

How is energy transferred?

How can energy be used to solve a problem?

Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework.

• Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move.

• Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

• They apply their knowledge of natural Earth processes to generate and

compare multiple solutions to reduce the impacts of such processes on humans.

• In order to describe patterns of Earth’s features, students analyze and

interpret data from maps.

• Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

• By developing a model, they describe that an object can be seen when light

reflected from its surface enters the eye.

• Students are able to use evidence to construct an explanation of the

relationship between the speed of an object and the energy of that object.

• Students are expected to develop an understanding that energy can be

transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions.

• They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another.

The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world

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are called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-‐ appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

Objectives:

• Identify evidence from patterns in rock formations and fossils in rock layers

to support an explanation for changes in a landscape over time.

• Make observations and/or measurements to provide evidence of the effects

of weathering or the rate of erosion by water, ice, wind, or vegetation.

• Analyze and interpret data from maps to describe patterns of Earth’s features.

• Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans

Students will apply concepts of

Earth’s processes. Identify evidence from

patterns in rock formations and fossils

in rock layers to support an explanation

for changes in a landscape over time.

Make observations and/or measurements to provide evidence of

the effects of weathering or the rate

of erosion by water, ice, wind, or

vegetation.

Analyze and interpret data

from maps to describe patterns of Earth’s features.

Generate and compare multiple solutions to reduce

the impacts of natural Earth

processes on humans

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Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

S 4

• Proving an event occurred, before/after or in a specific tie period based on relative data

• Connecting rock layer information to events or places found within our community

3 Students identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time

D 2 Students collect and display rock formations and fossils in rock layers _{and require help to explain changes in a landscape over time.} B 1 Students identify patterns in rock formations and fossils.

Notes:

Clarification:

• Examples of evidence from patterns could include:

o Rock layers with shell fossils above rock layers with plant fossils and no shells

o Indicating a change from water to land over time

o A canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.

• Assessment does not include specific knowledge of the mechanism of rock

formation or memorization of specific rock formations and layers.

• Assessment is limited to relative time: Before after not carbon dating. Science and Engineering Practices:

• Constructing explanations and designing solutions in 3– 5 builds on K–2 experiences and progresses to the use of evidence in constructing

explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

o Identify the evidence that supports particular points in an explanation.

Disciplinary Core Idea(s)

• The History of Planet Earth

o Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes.

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o The presence and location of certain fossil types indicate the order in which rock layers were formed.

Cross Cutting Concept(s) • Patterns

o Patterns can be used as evidence to support an explanation.

• Scientific Knowledge Assumes an Order and Consistency in Natural Systems

o Science assumes consistent patterns in natural systems.

Link to Common Core ELA/Literacy

• W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

• W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

• W.4.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research.

Mathematics

• MP.2 Reason abstractly and quantitatively.

Objective Details:

Assessment

item(s): • Resource(s): •

Website(s): • Change over time: http://earth.google.com/outreach/tutorial_time.html

•

Trade

Book(s): •

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Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

S 4

• Investigating hurricanes, tornados, tsunami’s, etc. that are a

combination of variables that affect weathering and erosion.

• Proving one design solution is better than another at inhibiting

the rate of weathering or erosion.

3 Students are able to make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation

D 2 Students are able to collect and display evidence of the effects of _{weathering or the rate of erosion by water, ice, wind, or vegetation} B 1 Students are able to define weathering or erosion.

Notes:

Clarification:

• Examples of variables to test could include:

o Angle of slope in the downhill movement of water

o Amount of vegetation

o Speed of wind

o Relative rate of deposition

o Cycles of freezing and thawing of water

o Cycles of heating and cooling o Volume of water flow

• Assessment is limited to a single form of weathering or erosion.

Science and Engineering Practices:

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

o Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

• Earth Materials and Systems

o Rainfall helps to shape the land and affects the types of living things found in a region.

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o Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

Cross Cutting Concept(s) • Cause and Effect

o Cause and effect relationships are routinely identified, tested, and used to explain change..

• W.4.7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

• W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Mathematics

• MP.2 Reason abstractly and quantitatively. • MP.4 Model with mathematics.

• MP.5 Use appropriate tools strategically

• 4.MD.A.1 Know relative sizes of measurement units within one system of

units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-‐column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).

• 4.MD.A.2 Use the four operations to solve word problems involving

distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Assessment

item(s): • Resource(s):

• Stream table

• Diatomatous Earth, • Variable speed fan, • straws and sand Website(s): • W and E:

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• Resources: http://ethemes.missouri.edu/themes/1318

• Chapter 6 Rocks:

http://www.classzone.com/books/earth_science/terc/navig

ation/visualization.cfm

• Animation:

http://www.learner.org/interactives/rockcycle/change3.ht ml

• Trade

Book(s):

• Erosion on Earth: Concept Science Colin Walker

• VHS: All about weather and Erosion Schlessinger • Our Changing Earth Colin Walker

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Objective 3: I’m the Map, I’m the Map

Analyze and interpret data from maps to describe patterns of Earth’s features.

S 4

• Connect map data and information to events in the past and

predict future events based on data

3 Students can independently analyze and interpret data from maps to _{describe patterns of Earth’s features.} D 2 With help students can analyze and interpret data from maps to _{describe patterns of Earth’s features.} B 1 Students identify Earth’s features on a map.

Notes:

Clarification:

• Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquake.

• Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting

multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

o Analyze and interpret data to make sense of phenomena using logical reasoning.

• Plate Tectonics and Large-‐Scale System Interactions

o The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.

o Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.

o Major mountain chains form inside continents or near their edges.

o Maps can help locate the different land and water features areas of Earth.

Cross Cutting Concept(s) • Patterns

o Patterns can be used as evidence to support an explanation..

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Mathematics

• 4.MD.A.2 Use the four operations to solve word problems involving

distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Assessment

item(s): •

Resource(s): • _• various maps Google Map

• Stratologica Website(s): •

Trade

Book(s): •

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Objective 4: Solutions to problems

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

S

4 Student demonstrates innovation, in depth inference(s), or advanced application(s) with the learning goal which may include:

• Create or design solutions through testing or research.

3 Students are able to independently generate and compare multiple _{solutions to reduce the impact of natural Earth processes on humans.} D 2 With help students are able to generate and compare multiple solutions _{to reduce the impact of natural Earth processes on humans.} B 1 Students are able to identify a solution to reduce the impact of natural _{Earth processes on humans.}

Notes:

Clarification:

• Examples of solutions could include:

o Designing an earthquake resistant building

o Improving monitoring of volcanic activity

• Assessment is limited to earthquakes, floods, tsunamis, and volcanic

eruptions.

• Generate and compare multiple solutions to a problem based on how well

they meet the criteria and constraints of the design solution.

• Natural Hazards

o A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions).

o Humans cannot eliminate the hazards but can take steps to reduce

their impacts.

• Designing Solutions to Engineering Problems

o Testing a solution involves investigating how well it performs under a range of likely conditions.

Cross Cutting Concept(s) • Cause and Effect

o Cause and effect relationships are routinely identified, tested, and used to explain change

• Influence of Engineering, Technology, and Science on Society and the Natural World

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increase their benefits, to decrease known risks, and to meet societal demands..

• RI.4.1 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text

• RI.4.9 Integrate information from two texts on the same topic in order to

write or speak about the subject knowledgeably.

Mathematics

• MP.2 Reason abstractly and quantitatively. • MP.4 Model with mathematics.

• 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret

35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as

multiplication equations.

Assessment

item(s): • Resource(s): • Website(s): •

Trade

Book(s): •

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Vertical Alignment:

PreK ???

2

Earth’s Processes that Shape the Earth

• Make observations from media to construct an evidence-‐based

account that Earth events can occur quickly or slowly.

• Compare multiple solutions designed to slow or prevent wind or

water from changing the shape of the land

• Develop a model to represent the shapes and kinds of land and bodies

of water in an area.

• Obtain information to identify where water is found on Earth and that it can be solid or liquid

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Earth’s Systems

• Develop a model using an example to describe ways the geosphere,

biosphere, hydrosphere, and/or atmosphere interact.

• Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the

distribution of water on Earth.

• Obtain and combine information about ways individual communities

use science ideas to protect the Earth’s resources and environment.

MS

History of Earth

• Construct a scientific explanation based on evidence from rock strata

for how the geologic time scale is used to organize Earth’s 4.6-‐billion-‐ year-‐old history.

• Construct an explanation based on evidence for how geoscience

processes have changed Earth’s surface at varying time and spatial scales.

• Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

HS

Earth’s Systems

• Analyze geoscience data to make the claim that one change to Earth’s

surface can create feedbacks that cause changes to other Earth systems.

• Develop a model based on evidence of Earth’s interior to describe the

cycling of matter by thermal convection.

• Plan and conduct an investigation of the properties of water and its

effects on Earth materials and surface processes.

• Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

• Construct an argument based on evidence about the simultaneous

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3 •

MS • HS •

4 Processes that Shape the Earth.pdf

Table of Contents

Where to go for help:

LEFT TO DO:

Essential Learning Goal(s):

Objectives:

Objective 3: I’m the Map, I’m the Map

Objective 4: Solutions to problems

Vertical Alignment: