G4+Sci+U2+-+Properties+of+Water

** GRADE 4 SCIENCE CURICULUM: 2012-2013 **
 * Alain L. Locke Magnet School for Environmental Stewardship **

November 26- February 1 Harcourt chapter 10
 * Unit 2: Properties of Water **


 * Big Understanding: **Exchanges within communities and environments are factors that influence change.
 * Essential Question: **What inspires sustainable change?

Common Core State Standards: W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range EfS Standards

Responsible Local and Global Citizenship

Healthy Commons

Natural Laws and Ecological Principles

Multiple Perspectives

Who are you? As a historian students will create a multimedia presentation from the point of view of a colonist, Native American or a water droplet for the History Channel’s celebration of the Colonial period. The presentation will depict the relationships between the Native Americans, colonists and their environment (water) during the colonial period. How could you rewrite history to make it the environment more sustainable? What would our world look like if the colonists had adopted the Native Americans way of life?
 * Performance Task: **

*As a water droplet what changes have you been through and witnessed and how has it changed you? *As a Native American how did the migration of Europeans change your life? How was there way of life different from yours? *As a colonist how did your life change when you arrived in the New World? What challenges did you encounter that you were not prepared for? What were the results of these struggles and how did you overcome them


 * [|Performance Task Teacher Example] **

Influence Inspire || Understand expectations and objectives of unit || Introduce unit making connections to unit 1. Introduce enduring understanding and essential question. Show PowerPoint presentation of performance task teacher example. (See link above) || Write about one person in your life that you have learned from and how you have changed as a result of this learning. || EfS C. Dynamics of Systems and Change || || Mass Volume Density || 1. define matter, mass, volume, and density 2. explain how physical properties can be used to identify matter || Read pgs. 338 - 364
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Investigate/Activity ** || ** Homework ** || ** Standards **  || ** Comments/ **
 * Observations ** ||
 * ** 1 ** || Exchanges
 * 2 and 3 || Matter

Insta lab pg. 345 || RS 74 - 75 ||  ||   || Liquid Gas State of matter || 1. describe how water changes state 2. explain how temperature changes the state of matter 3. explain that matter isn’t lost or gained as matter changes states || “Melt, Boil, Evaporate” – student book pg. 349
 * 4 || Solid

LM 131 Read pgs. 350 – 351

Insta lab pg. 351 || Read pgs. 352 – 355 Answer Questions 1, 3, 5, 6 and Narrative Writing Link

RS 76 - 77 ||  || Cause and Effect || Mixture Solution Solubility Suspension || 1. determine which solids dissolve 2. describe different kinds of mixtures and solutions 3. explain why some solids dissolve and some do not || “Which Solids Will Dissolve?” – student book pg. 357
 * 5 || Dissolve

LM 134 Read pgs. 358 – 362

Insta lab pg. 361 || RS 78 – 79 ||  || Main Idea and Details || Oil spill || 1. examine the affects of pollution on water
 * 6 || Pollution

2. evaluate methods for sustaining healthy bodies of water || Revisit previous lessons highlighting ability to separate certain solutions. Introduce the idea of a water/motor oil mixture. T models the mixture of oil and water in whole group setting. T poses question: If this were a larger body of water, what would be the consequences of the mixture? Show video depicting the affects of water pollution. || Students will brainstorm ideas to help solve the problem of oil spills in our natural environment. They can focus on new methods of transport or ways to decrease our dependence on oil. ||  ||   || Percent essential || identify and explain the uses and importance of water || Do Now: Why is water important? What do you use water for? Read aloud from __Clean Water__ pages 4-8. Ss will cut out their shadow profile and color 60% of it to represent the water composition. Ss will also calculate their water weight percentage (body weight x .60). Written explanation of activity and questions to accompany profile. || Student record the number of times they use water at home as well as the length of time spent using the water. This information will be recorded in a tally chart or table. (Students will be responsible for completing the chart every day for this unit to provide a week by week comparison.) Water Consumption Table ||  ||   || Conservation Dam Catskills || investigate the methods of water collection and delivery
 * 7 || Water weight
 * 8 || Aquifer, watershed, reservoir

locate NYC watershed || Where does your water come from? How does it get into your water bottle? ||  ||   ||   || Climate Change/ Global Warming || Analyze the affects of melting ice caps || Share interview Kids’ Questions On Climate Change Project a map on the screen and locate the polar regions. Discuss the climate, landscape, and wildlife living there. Ask: what would happen if all the ice melted? Where would it go? How would it change the natural environment? Place three glasses on windowsill: one with ice water, one with ice and one with ice water and one with a non-floating item and ice water. Discuss the results of each at the end of the day once the ice has melted.
 * 9 and 10 || Ice caps

Show “An Inconvenient Truth” ||  ||   ||   || Read article from both perspectives of climate change issue. Participate in debate corporate presidents vs. environmentalists with regard to climate change. || Ss will write a persuasive essay/letter regarding their ideas and understandings of climate change and their original solution to the problem. ||  ||   ||
 * 11 ||  || determine steps necessary to reverse the effects of climate change || [|SMART Presentation]
 * 12 ||  || Students will create their end of unit projects || Students will write from the perspective of a rain drop, explorer, Native American or a colonist.

(See performance task above) ||  || Responsible Local and Global Citizenship

Healthy Commons

Natural Laws and Ecological Principles

Multiple Perspectives ||  ||
 * 13 ||  || Review of Unit ||   || Study for exam ||   ||   ||
 * 14 ||  || End of unit written assessment || Students will complete the written exam || Students will write a reflection based on what they learned in this unit ||   ||   ||

In room 304 the green containers contain resources for this unit of study __Clean Water__ by Beth Geiger (Scholastic book set Sally Ride Science) ISBN 978-0-545-28364-9
 * Other Resources: **