Transcript Fourth Grade Science Training - WCPSS Elementary Science Wiki

Fourth Grade Science Training
NC Essential Standards for Science
Glad you’re here!
Please complete the Batteries, Bulbs, and Wires
worksheet.
Do not look at the answers 
Today’s Training
• Introduction
- Structure of 4th Grade Science
- Explore Teacher Guides
- 5E Learning Cycle
- NCES Domains
• Unifying Themes in 4th Grade Science
• Wrap Up
Structure of 4th Grade Science
• Guided Inquiry; Teacher facilitates, students
construct
• Big Idea: Analyzing Systems & Earth History
• Prior knowledge from K-3 is utilized
• Assessment
The Cycle of Learning
Engage
Expand
Evaluate
Explain
Explore
Learning Cycle Component
Notebook Entries
Engage
• Focus Question
• Prediction
• Record class question
• I think/predict ___ because…”
Explore
• Plan
• Observation & Data
• Record materials and procedures
• Record observations and data
Explain (Making Meaning)
• Share data, group analysis
• Claims & Evidence
• Vocabulary & Content
• Conclusion
• “I claim ___ because …”
• Record or paste in notebook
• “I learned …”
Expand
• Apply
• Next Steps or New Questions
• “If ___ then ___”
• “I wonder …” or “What about…?”
Evaluate
• Formative assessment, quick write,
exit ticket, teacher review of entries
Physical Science Domain
Grade
Level
Force and
Motion
Matter: Properties &
Change
Energy:
Conservation &
Transfer
Interactions of
Energy & Matter
K
Animals 2x2*
Investigating
Properties
x
x
*Relative position
1
Balance & Motion
Comparing &
Measuring
x
x
2
Sound
Air & Weather; Solids
& Liquids
x
x
3
Human Body and
Objects in the Sky
Changes and Soils
Changes and
Objects in the Sky
x
x
4
Magnetism &
Electricity
Magnetism &
Electricity and Earth
Materials
Magnetism &
Electricity
5
Motion & Design
Motion & Design, Inv.
Weather
Inv. Weather and
Ecosystems
x
Life Science Domain
Grade
Level
Structure and
Functions
Ecosystems
Evolution &
Genetics
Molecular Biology
K
Animals 2 x 2
x
x
x
1
x
Organisms
x
Organisms
2
Life cycle of
Butterflies
x
Life cycle of
Butterflies
x
3
Human Body
Plant Growth &
Development
x
x
4
x
Animal Studies
x
Animal Studies
5
Human Body
Systems
Ecosystems
Human Body
Systems
x
Earth Science Domain
Grade
Level
Earth in the Universe
Earth Systems, Structures
& Processes
Earth History
K
x
Weather
x
1
x
Pebbles, Sand & Silt
x
2
Air & Weather*
Air & Weather
x
*Moon Observations
3
Objects in the Sky
Objects in the Sky and
Soils
x
4
x
x
Earth Materials and
Landforms
5
x
Inv. Weather
x
STC and FOSS
STC
• Animal Studies
FOSS
• Magnetism & Electricity
• Earth Materials
• Landforms
Take just a few moments to explore and compare the structure
of the manuals with your table group
Today’s Training
• Introduction
• Unifying Themes in 4th Grade Science
- FOSS Landforms
- FOSS Earth Materials
- FOSS Magnetism & Electricity
- STC Animal Studies
• Wrap Up
Magnetism & Electricity
Misconception Probe
• Batteries, Bulbs, and Wire
• Magnets in Water
Batteries, Bulbs, and Wires
• Kirsten has a battery and small bulbs. She
wonders how many strips of wire she will need
to connect the battery and the bulb so that the
bulb will light.
Magnets in Water
• Four friends were wondering if a magnet could
pick up steel paper clips in water.
Student Misconceptions
• Many K-8 students are not aware of the bipolarity of
batteries and light bulbs.
• Some students will regard one wire as “active” and the
second wire as a “safety wire.”
• Research has shown that students are inclined to link
gravity with magnetism.
Vertical Alignment
• In Kindergarten, students observe and describe the relative
position of organisms and give examples of different ways
organisms move.
• In 1st, students conduct investigations to build an
understanding of balanced forces, pushes, and pulls.
• In 2nd, students investigate and describe how moving air
interacts with objects. They also conduct investigations to
build an understanding of the relationship between sound
and vibrating objects.
Vertical Alignment
• In 3rd, students conduct investigations to build an
understanding of forces that affect motion and the effects of
gravity on any object on or near the Earth.
• In 4th, students make observations to build an understanding
of magnetic force and motion produced by electrically
charged objects.
• In 5th, students conduct investigations to build an
understanding of factors such as gravity, friction, and a
change in mass affect the motion of objects.
Essential Question for the Unit
• How do magnetism and electricity work
and how can they work together?
NC Essential Standards
4.P.1 Explain how various forces affect the motion of an
object.
4.P.2 Understand the composition and properties of matter
before and after they undergo a change or interaction.
4.P.3 Recognize that energy takes various forms that may be
grouped based on their interaction with matter.
Clarifying Objectives
4.P.1.1 Explain how magnets interact with all things made
of iron and with other magnets to produce motion
without touching them.
4.P.1.2 Explain how electrically charged objects push or
pull on other electrically charged objects and produce
motion.
Clarifying Objectives
4.P.2.1 Compare the physical properties of samples of matter
(strength, hardness, flexibility, ability to conduct heat,
ability to conduct electricity, ability to be attracted by
magnets, reactions to water and fire.
4.P.3.1 Recognize the basic forms of energy (light, sound, heat,
electrical, and magnetic) as the ability to cause motion or
create change.
Step 1:
• Read over the “Background for the Teacher”
that is included at the beginning of each
investigation.
Step 2:
• Read over the lesson notes in the “Lesson by
Lesson Guide” in CMAPP and on the wiki.
Step 3:
• Read over the “Materials” and “Getting
Ready” sections of the investigation.
• Make sure you have all of the necessary
materials.
Step 4:
• Follow the steps in the “Guiding the
Investigation” section.
• Make sure you are only doing the lessons
indicated on the storyline and Lesson by
Lesson guide.
Step 5:
• Repeat steps 1-4 for each investigation.
So let’s try this together
• Half of you will prepare investigation 2 and
half will prepare investigation 3
• If we have more than 4 participants, the rest
of you will prepare investigation 4
So what did you think?
• Let’s discuss our findings.
Breaking the Force
# of spacers # of washers
0
2
3
SKIP!
# of washers
1
4
5
# of spacers
Schematic Drawing of a Complete Circuit
Symbol for D-Cell
(source)
Symbol for
Light bulb
(receiver)
Data Collection
CONTROL
CIRCUIT
1 D-cell
battery
1 Light bulb
2 wires
TEST
ONE
1 D-cell
battery
2 light bulbs
3 wires
TEST
TWO
2 D-cell
batteries
2 light bulbs
4 wires
TEST
THREE
2 D-cell
batteries
1 light bulb
3 wires
SCORE
3: Brighter than the control
2: Same as the control
1: Less than the control
0: No light
Unit Resources
•
•
•
•
Misconception Probe
FOSS Magnetism & Electricity Teacher Guide
Lessons on CMAPP
Elementary Science Wiki
- Concept Storyline
- Unpacked Content
• FOSS web
- Teacher Prep Videos
- Online nonfiction readers
Plan Ahead!
• Check batteries!
• Do additional wires need to be cut and
stripped?
• How are the bulbs?
• Battery storage and disposal
Today’s Training
• Introduction
• Unifying Themes in 5th Grade Science
• Wrap Up
- Questions
- Reflection
- Leave Forms!
Please be in touch!
Kristen Hellier
Elementary Science Senior Administrator
[email protected]