|
     
Outline of Georgia Performance Standards (see
http://www.georgiastandards.org
for full descriptions of each standard). I will be adding a technology
integration activity for most of the performance standards.
| Standard Area and Number |
Standard |
Technology Activity |
|
Fourth Grade English Language Arts
Technology Activities |
ELA4R1 The student demonstrates
comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and
informational
texts.
For literary texts, the student identifies the characteristics of various genres
and
produces evidence of reading that: |
a. Relates theme in works of fiction and nonfiction to personal experience.
b. Identifies and analyzes the elements of plot, character, and setting in
stories
read, written, viewed, or performed.
c. Identifies the speaker of a poem or story.
d. Identifies sensory details and figurative language.
e. Identifies and shows the relevance of foreshadowing clues.
f. Makes judgments and inferences about setting, characters, and events and
supports them with elaborating and convincing evidence from the text.
g. Identifies similarities and differences between the characters or events and
theme in a literary work and the actual experiences in an author’s life.
h. Identifies themes and lessons in folktales, tall tales, and fables.
i. Identifies rhyme and rhythm, repetition, similes, and sensory images in
poems. |
Create a template in Word with
columns for personal experience, foreshadowing, setting, themes,
etc. Have students use this template to find examples of each in any
given story. |
| For informational texts, the student reads and comprehends in order to develop
understanding and expertise and produces evidence of reading that: |
a. Locates facts that answer the reader’s questions.
b. Identifies and uses knowledge of common textual features (e.g., paragraphs,
topic sentences, concluding sentences, glossary).
c. Identifies and uses knowledge of common graphic features (e.g., charts, maps,
diagrams, illustrations).
d. Identifies and uses knowledge of common organizational structures (e.g.,
chronological order, cause and effect).
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction. |
Create a template in Word or other
word processing software with columns for each of the required
elements. Pair students and give each pair a piece of informational
text and have them analyze it, pulling out examples of each element
and typing them into the template. |
| ELA4R2 |
The student consistently reads at least twenty-five books or book
equivalents (approximately 1,000,000 words) each year. The quality and
complexity
of the materials to be read are illustrated in the sample reading list. The
materials
should include traditional and contemporary literature (both fiction and
nonfiction)
as well as magazines, newspapers, textbooks, and electronic material. Such
reading should represent a diverse collection of material from at least three
different literary forms and from at least five different writers. |
Have students read a chapter book
online.
http://www.puzzleclub.org/story.htm |
ELA4R3 The student understands and
acquires new vocabulary and uses it
correctly in reading and writing. The student |
a. Reads a variety of texts and incorporates new words into oral and written
language.
b. Determines the meaning of unknown words using their context.
c. Identifies the meaning of common root words to determine the meaning of
unfamiliar words.
d. Determines meanings of words and alternate word choices using a dictionary
or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
h. Recognizes and uses words with multiple meanings (e.g., sentence, school,
hard) and determines which meaning is intended from the context of the
sentence.
i. Identifies and applies the meaning of the terms antonym, synonym, and
homophone. |
Have students choose a story on the
Internet and read it.
http://www.longlongtimeago.com/
Give them a graphic organizer to use as they read to write down
unfamiliar words, root words, synonyms, etc. |
| ELA4R4 The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres of the quality and complexity illustrated in the
sample reading list, in a way that makes meaning clear to listeners. The student |
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
(self- monitoring and self- correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody). |
Have students choose a story on the
Internet and read it aloud to another student. Have the listener use
a rubric to give the reader feedback on his/her reading style.
http://www.longlongtimeago.com/
|
WRITING
ELA4W1 The student produces writing that establishes an appropriate
organizational structure, sets a context and engages the reader, maintains a
coherent focus throughout, and signals a satisfying closure. The student |
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological
order, cause and effect, similarity and difference, and posing and answering a
question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements). |
Partner students and have them write
stories in Word or other word processing software. They should use
their own words, spell-check, and include appropriate graphics.
Allow them to use Yahooligans to search for information about the
stories they choose, but remind them that copying and pasting is not
allowed. |
ELA4W2 The student demonstrates competence in a variety of genres.
The student produces a narrative that: |
a. Engages the reader by establishing a context, creating a point of view, and
otherwise developing reader interest.
b. Establishes a plot, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of
characters and character conversation.
g. Uses a range of appropriate narrative strategies such as dialogue, tension,
or
suspense.
h. Provides a sense of closure to the writing. |
Assign a genre or topic for stories.
Partner students and have them write stories in Word or other word
processing software. They should use their own words, spell-check,
and include appropriate graphics. Allow them to use Yahooligans to
search for information about the stories they choose, but remind
them that copying and pasting is not allowed. Give them a rubric (or
make one together) to guide them through checking their stories for
the required elements. |
The student produces informational writing (e.g., report, procedures,
correspondence)
that: |
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Frames a central question about an issue or situation.
c. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details,
describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books,
newspapers, and online materials.
h. Provides a sense of closure to the writing. |
Assign a topic for writing. Partner
students and have them write stories in Word or other word
processing software. They should use their own words, spell-check,
and include appropriate graphics. Allow them to use Yahooligans to
search for information about the stories they choose, but remind
them that copying and pasting is not allowed. Give them a rubric (or
make one together) to guide them through checking their stories for
the required elements. |
| The student produces a response to literature that: |
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Advances a judgment that is interpretive, evaluative, or reflective.
c. Supports judgments through references to the text, other works, authors, or
non-print media, or references to personal knowledge.
d. Demonstrates an understanding of the literary work (e.g., a summary that
contains the main idea and most significant details of the reading selection).
e. Excludes extraneous details and inappropriate information.
f. Provides a sense of closure to the writing. |
Have students write responses to
stories in Word or other word processing software. They should use
their own words, spell-check, and include appropriate graphics.
Allow them to use Yahooligans to search for information about the
stories they choose, but remind them that copying and pasting is not
allowed. Give them a rubric (or make one together) to guide them
through checking their stories for the required elements. |
| The student produces a persuasive essay that: |
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. States a clear position.
c. Supports a position with relevant evidence.
d. Excludes extraneous details and inappropriate information.
e. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
f. Provides a sense of closure to the writing. |
Give students a list of possible
topics to choose from. Have them write stories in Word or other word
processing software. They should use their own words, spell-check,
and include appropriate graphics. Allow them to use Yahooligans to
search for information about the stories they choose, but remind
them that copying and pasting is not allowed. Give them a rubric (or
make one together) to guide them through checking their stories for
the required elements. |
ELA4W3 The student uses research and technology to support writing. The
student |
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational features
(e.g.,
prefaces, appendices).
c. Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia,
electronic information) as aids to writing.
d. Demonstrates basic keyboarding skills and familiarity with computer
terminology (e.g., software, memory, disk drive, hard drive). |
Have students use Yahooligans to look
up topics.
http://www.yahooligans.com
Have students use online dictionaries and other materials as
references.
http://www.dictionary.com
Use a rubric to grade students
on keyboarding skills.
Have students test themselves on parts of the computer with an
online quiz.
http://www.quia.com/jg/507201.html |
ELA4W4 The student consistently uses a writing process to develop, revise, and
evaluate writing. The student |
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc. |
Have students choose one piece of
writing done early in the year. Tell them to type this work into
Word or other word processing document. Have them go through the
writing and identify mistakes and make corrections. Have them extend
the writing and add to it. Tell them to use resources as needed.
Have them compare their previous work with the present document and
note changes made so they can see their growth and development.
(Note: If a student has moved in during the year, have an
extra story ready for him/her to use for this activity.) |
Conventions
ELA4C1 The student demonstrates understanding and control of the rules of the
English language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats. The student |
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb,
adverb).
c. Uses and identifies correct mechanics (end marks, commas for series,
capitalization), correct usage (subject and verb agreement in a simple
sentence), and correct sentence structure (elimination of sentence fragments).
d. Uses and identifies words or word parts from other languages that have been
adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word and
between
words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and
syllabication to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two,
too, to).
h. Varies the sentence structure by kind (declarative, interrogative,
imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound). |
a. Create a template in Inspiration
with sentences broken into subjects and predicates (subject in one
bubble, predicate in another). Mix up the bubbles. Have students try
to match them back up.
b. Have students create Inspiration documents with the four parts of
speech, examples, and sentences with each.
c. Create a template in Word with a story with a lot of mistakes.
Have students correct the mistakes (capitalization, subject/verb
agreement, etc.).
d. Have students look up some words and phrases on the Internet.
http://www.wordorigins.org/
e. N/a
f. Incorporated into ELA4W4.
g. Practice with homophones on the Internet.
http://www.wacona.com/homonyms/homonyms.html
h. Have students practice identifying types of sentences on the
Internet.
http://www.dowlingcentral.com/MrsD/quizzes/grammar/sentence2.htm |
Listening, Speaking, and Viewing
ELA4LSV1 The student participates in student -to-teacher, student-to-student,
and
group verbal interactions. The student |
a. Initiates new topics in addition to responding to adult- initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Uses language cues to indicate different levels of certainty or hypothesizing
(e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”).
e. Confirms understanding by paraphrasing the adult’s directions or suggestions.
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions.
h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks
classmates for similar expansions. |
Create a rubric together using Word.
The rubric should include all of the required elements. Through
creating the rubric, students will know what is expected during
verbal interactions while they participate in a verbal interaction.
:) |
ELA4LSV2 The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and
understand ideas.
When responding to visual and oral texts and media (e.g., television, radio,
film
productions, and electronic media), the student: |
a. Demonstrates an awareness of the presence of the media in the daily lives of
most people.
b. Evaluates the role of the media in focusing attention and in forming an
opinion.
c. Judges the extent to which the media provides a source of entertainment as
well as a source of information. |
Together (using a projection device),
visit some media web sites like CNN, FoxNews, and local television
stations. Visit some newspaper sites online. Find op-ed pieces and
discuss how they differ from factual articles or stories. Find
stories that provide entertainment as well as information. |
| When delivering or responding to presentations, the student: |
a. Shapes information to achieve a particular purpose and to appeal to the
interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing
content and in delivery.
e. Shapes content and organization according to criteria for importance and
impact rather than according to availability of information in resource
materials. |
Have students give PowerPoint
presentations using the notes features. Beforehand, go over
expectations for public speaking and presentations (with a rubric).
If possible, video the student giving the presentation and have
him/her grade himself/herself using the rubric. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Fourth Grade Math Technology
Activities |
Number and Operations
M4N1. Students will further develop their understanding of how whole
numbers
are represented in the base-ten numeration system. |
a. Identify place value names and places from hundredths through one million.
b. Equate a numbers word name, its standard form, and its expanded form. |
Have students use Excel to practice
putting numbers into the correct place values. Have them label
columns with each name, and then give them a list of numbers to put
into the columns. Have them figure out which column the numbers go
into. Have them make columns for standard forms and expanded forms
and put correct numbers into those columns. |
| M4N2. Students will understand and apply the
concept of rounding numbers. |
a. Round numbers to the nearest ten, hundred, or thousand.
b. Describe situations in which rounding numbers would be appropriate and
determine whether to round to the nearest ten, hundred, or thousand.
c. Understand the meaning of rounding a decimal fraction to the nearest whole
number.
d. Represent the results of computation as a rounded number when appropriate
and estimate a sum or difference by rounding numbers. |
Have students practice rounding and
estimating numbers on the Internet.
http://www.aaamath.com/B/grade4.htm#topic6 |
| M4N3. |
Students will solve problems involving multiplication of 2-3 digit numbers
by 1-2 digit numbers. |
Have students practice multiplication
on the Internet.
http://www.aaamath.com/B/g4_310mx.htm |
M4N4. Students will further develop their
understanding of division of whole
numbers and divide in problem solving situations without
calculators. |
a. Know the division facts with understanding and fluency.
b. Solve problems involving division by a 2-digit number (including those that
generate a remainder).
c. Understand the relationship between dividend, divisor, quotient, and
remainder.
d. Understand and explain the effect on the quotient of multiplying or dividing
both the divisor and dividend by the same number. (2050 ÷ 50 yields the
same answer as 205 ÷ 5). |
Have students practice division on
the Internet.
http://www.aaamath.com/B/grade4.htm#topic10 |
M4N5. Students will further develop their
understanding of the meaning of
decimal fractions and use them in computations. |
a. Understand decimal fractions are a part of the base-ten system.
b. Understand the relative size of numbers and order two digit decimal
fractions.
c. Add and subtract both one and two digit decimal fractions.
d. Model multiplication and division of decimal fractions by whole numbers.
e. Multiply and divide both one and two digit decimal fractions by whole
numbers. |
Have students practice with decimal
fractions on the Internet.
http://www.aaamath.com/B/g42b_ix1.htm |
M4N6. Students will further develop their
understanding of the meaning of
common fractions and use them in computations. |
a. Understand representations of simple equivalent fractions.
b. Add and subtract fractions and mixed numbers with common denominators.
(Denominators should not exceed twelve.)
c. Convert and use mixed numbers and improper fractions interchangeably. |
Have students practice with fractions
on the Internet.
http://www.aaamath.com/B/grade4.htm#topic13 |
M4N7. Students will explain and use properties of
the four arithmetic operations
to solve and check problems. |
a. Describe situations in which the four operations may be used and the
relationships among them.
b. Compute using the order of operations, including parentheses.
c. Compute using the commutative, associative, and distributive properties.
d. Use mental math and estimation strategies to compute. |
Practice with the four operations on
the Internet.
http://www.aaamath.com/B/div53_x2.htm |
Measurement
M4M1. Students will understand the concept of weight and how to
measure it. |
a. Use standard and metric units to measure the weight of objects.
b. Know units used to measure weight (gram, kilogram, ounces, pounds and
tons).
c. Compare one unit to another within a single system of measurement. |
Have students practice measuring on
the Internet.
http://oncampus.richmond.edu/academics/education/projects/webunits/measurement/ |
| M4M2. Students will understand the concept of
angles and how to measure it. |
a. Use tools, such as a protractor or angle ruler, and other methods such as
paper folding, drawing a diagonal in a square, to measure angles.
b. Understand the meaning and measure of a half rotation (180o) and a full
rotation (360o). |
Practice using a protractor and
measuring angles on the Internet.
http://www.kidport.com/Grade5/Math/MeasureGeo/MeasuringAngles.htm |
Geometry
M4G1. Students will define and identify the characteristics of
geometric figures
through examination and construction. |
a. Examine and compare angles in order to classify and identify triangles by
their angles.
b. Describe parallel and perpendicular lines in plane geometric figures.
c. Examine and classify quadrilaterals (including parallelograms, squares,
rectangles, trapezoids, and rhombi).
d. Compare and contrast the relationships among quadrilaterals. |
Have students use KidPix to draw the
different types of triangles and other geometric figures. Have them
use the moving van tool to classify the figures (move them into
similar groups). Have them use the text box tool to write
comparisons between two shapes or a statement that proves contrast
between two shapes. |
| M4G2. Students will understand fundamental solid
figures. |
a. Compare and contrast a cube and a rectangular prism in terms of the number
and shape of their faces, edges, and vertices.
b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
c. Construct/collect models for solid geometric figures (cube, prisms, cylinder,
etc.). |
Have students use KidPix to draw
cubes, prisms, parallel and perpendicular lines and planes, and
other geometric figures. Have them use the text box tool to write
comparisons between two shapes or a statement that proves contrast
between two shapes. |
| M4G3. Students will use the coordinate system. |
a. Understand and apply ordered pairs in the first quadrant of the coordinate
system.
b. Locate a point in the first quadrant in the coordinate plane and name the
ordered pair.
c. Graph ordered pairs in the first quadrant. |
Have students practice coordinate graphing on the
Internet.
Click on this link. |
Algebra
M4A1. Students will represent and interpret mathematical
relationships in
quantitative expressions. |
a. Understand and apply patterns and rules to describe relationships and solve
problems.
b. Represent unknowns using symbols, such as □ and ∆.
c. Write and evaluate mathematical expressions using symbols and different
values. |
Have students create documents in
Word or other word processing software with several problems that
leave unknown variables. Have students switch computers and fill in
the correct answers on another student's document. |
Data Analysis
M4D1. Students will gather, organize, and display data according to
the situation
and compare related features. |
a. Represent data in bar, line and pictographs.
b. Investigate the features and tendencies of graphs.
c. Compare different graphical representations for a given set of data.
d. Identify missing information and duplications in data. |
Have students use Excel to create
graphs and charts. Be sure each one includes a key. Have students
exchange graphs and interpret each other's. |
Process Skills
M4P1. Using the appropriate technology, students will solve problems
that arise in
mathematics and in other contexts. |
a. Solve non-routine word problems using the strategies of work backwards,
use or make a table, and make an organized list as well as all strategies
learned in previous grades.
b. Solve single and multi-step routine word problems related to all appropriate
fourth grade math standards.
c. Determine the operation(s) needed to solve a problem.
d. Determine the most efficient way to solve a problem (mentally,
paper/pencil, or calculator). |
Incorporated into M4P5. |
| M4P2. |
Students will investigate, develop, and evaluate mathematical arguments. |
Incorporated into M4P5. |
| M4P3. |
Students will use the language of mathematics to express ideas precisely. |
Incorporated into M4P5. |
| M4P4. |
Students will understand how mathematical ideas interconnect and build on
one another and apply mathematics in other content areas. |
Incorporated into M4P5. |
| M4P5. |
Students will create and use pictures, manipulatives, models, and symbols
to organize, record, and communicate mathematical ideas. |
Have students complete PowerPoint
presentations with math stories. For instance, "A spaceship landed
on our playground. Five aliens got out. They asked us for food for
five times that many aliens." Be sure they include pictures that
accurately represent the numbers in each slide. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Fourth Grade Social Studies Technology
Activities |
Historical Understanding
SS4H1 The student will describe how early Native American cultures
developed in
North America. |
a. locate where the American Indians settled with emphasis on Arctic (Inuit),
Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee)
and Southeastern (Seminole)
b. describe how the American Indians used their environment to obtain food,
clothing,
and shelter |
Have students work in pairs or small groups and
use maps in KidPix (Goodies) to mark the required elements. Have
them include text boxes with short sentences as to how the Indians
obtained food, clothing, and shelter. Have students use Yahooligans
to obtain information if needed. |
| SS4H2 The student will describe European exploration in North America. |
a. describe the reasons for, obstacles to, and accomplishments of the Spanish,
French,
and English explorations: John Cabot, Vasco Nunez Balboa, Juan Ponce de
Leon, Christopher Columbus, Henry Hudson, Jacques Cartier,
b. describe examples of cooperation and conflict between Europeans and Native
Americans |
a. Have students create charts with
columns in Word. The columns should have headings for "Reasons",
"Obstacles", and "Accomplishments". Have each row labeled with the
names of the explorers: John Cabot, Vasco Nunez Balboa, Juan
Ponce de Leon, Christopher Columbus, Henry Hudson, Jacques Cartier.
Students should fill in these charts with the required information
for each explorer. They can use the Internet (Yahooligans) to find
the information.
b. Have students create charts in Inspiration with examples of
cooperation and conflict between Europeans and Native Americans
during the time of exploration. They can find facts using their
textbooks and the Internet (Yahooligans). Be sure to help them
identify key words to use when searching. |
| SS4H3 The student will explain the factors that
shaped British colonial America. |
a. compare and contrast life in the New England, Mid-Atlantic, and Southern
colonies
b. describe colonial life in America as experienced by various people ,
including large
landowners, farmers, artisans, women, indentured servants, slaves, and Native
Americans. |
a. Have students create charts in Inspiration
with three columns of bubbles. Give each top bubble a title "New
England, Mid-Atlantic, Southern"). Have students fill in the
blank bubbles with examples of life in each of these places.
b. Have students create tables in Word. Columns should have these
titles: large landowners, farmers, artisans, women, indentured
servants, slaves, Native Americans. Have them fill in facts about
each group of people (what they ate, how they traveled, where they
lived, etc.). |
SS4H4 The student will explain the causes,
events, and results of the American
Revolution. |
a. trace the events that shaped the revolutionary movement in America including:
the
French and Indian War, British Imperial Policy that led to the 1765 Stamp Act,
the slogan “no taxation without representation,” and the activities of the Sons
of Liberty, and the Boston Tea Party
b. explain the writing of the Declaration of Independence including who wrote
it, how
it was written, why it was necessary, and how it was a response to tyranny and
the abuse of power
c. describe the major events of the Revolution and explain the factors leading
to
American victory and British defeat: including the Battles of Lexington and
Concord, and Yorktown
d. describe key individuals in the American Revolution with emphasis on King
George III, George Washington, Benjamin Franklin, Thomas Jefferson,
Benedict Arnold, Patrick Henry, and John Adams |
a. Have students use Excel, Word, or
other program to create timelines with the events that shaped the
revolutionary movement. Be sure they include these: the
French and Indian War, British Imperial Policy that led to the 1765 Stamp Act,
the slogan “no taxation without representation,” and the activities of the Sons
of Liberty, and the Boston Tea Party.
b. Have students create PowerPoint presentations with facts about
the Declaration of Independence. Facts should include the author,
how it was written, why it was necessary, and how it addressed the
problems of tyranny and abuse of power.
c. Have students create documents in Inspiration. They should
include bubbles for each major event in the Revolution, and bubbles
for how each event contributed to the American victory and the
British defeat. Events should include Battles of Lexington and
Concord, and Yorktown.
d. Have students create PowerPoint presentations with facts about
key individuals in the American Revolution. Students can research on
the Internet (Yahooligans) to find facts to include. They should
also find graphics and insert them appropriately. Be sure they
credit their resources. Individuals include: King
George III, George Washington, Benjamin Franklin, Thomas Jefferson,
Benedict Arnold, Patrick Henry, and John Adams |
| SS4H5 The student will analyze the challenges
faced by the new nation. |
a. identify the weaknesses of the government established by the Articles of
Confederation
b. identify the major leaders of the Constitutional Convention (James Madison
and
Benjamin Franklin) and describe the major issues they debated: the rights of
states; the Great Compromise; slavery,
c. identify the three branches of the US government as outlined by the
Constitution,
describe what they do, and how they relate to each other (checks and
balances and separation of power) and how they relate to the states
d. identify and explain the rights in the Bill of Rights, describe how the Bill
of Rights
places limits on the power of government, and explain the reasons for its
inclusion in the Constitution in 1791
e. describe the causes of the War of 1812, including burning of the Capitol and
the
White House |
a. Have students use the Internet
(Yahooligans) to find information about the Articles of
Confederation. Have them write down facts that they find to prove
that the Articles created a government with weaknesses. Make sure
they write down their sources, too.
b. Have students use the Internet to find texts of speeches and
writings by James Madison and Benjamin Franklin. Have students find
quotes made by these men during the Constitutional Convention. The
quotes should deal with rights of states, the Great Compromise, and
slavery.
c. Have students create documents in Inspiration that list the three
branches of U.S. government. They should also include bubbles that
describe what each branch does. They should include arrows to show
how each branch relates to the other (include text boxes with these
arrows for checks and balances, separation of power).
d. Have students create posters in Word or other program. The
posters should include a brief outline of the rights in the Bill of
Rights. It should include a list of limits the Bill of Rights places
on the power of government. It should also include reasons for the
Bill of Rights' inclusion in the Constitution. Students can use the
Internet (Yahooligans) and their textbooks to find information
needed.
e. Have students use the Internet (Yahooligans) to find causes of
the War of 1812, including burning of the Capitol and the White
House. Teach students how to evaluate web sites for authenticity and
factual information. |
| SS4H6 The student will explain westward expansion
of America between 1801 and 1861. |
a. describe territorial expansion with emphasis on the Louisiana Purchase, the
Lewis
& Clark expedition, and the acquisitions of Texas (the Alamo and
independence), Oregon (Oregon Trail), and California (Gold Rush and the
development of mining towns)
b. describe the impact of the steamboat, the steam locomotive, and the telegraph
on
life in America. |
a. Have students create maps in
KidPix (Goodies) to mark each of the required elements (Louisiana
Purchase, Lewis & Clark expedition, Texas, the Alamo, Oregon Trail,
California). Students should also include text boxes to type facts
as to why each of these acquisitions/happenings was important at the
time (Gold Rush, mining towns, Texas independence).
b. Have students use the Internet to find facts and pictures of the
steamboat, the steam locomotive, and the telegraph. Students should
compile these facts and pictures into a PowerPoint presentation
about how these items impacted America at the time. |
SS4H7 The student will examine the main ideas of
the abolitionist and suffrage
movements. |
a. discuss biographies of Harriet Tubman, and Elizabeth Cady Stanton
b. explain the significance of Sojourner Truth’s Address (“Ain’t I a Woman?”
1851)
to the Ohio Women’s Rights Convention |
Have students create PowerPoint
presentations about Harriet Tubman, Elizabeth Cady Stanton, and
Sojourner Truth. They should use the Internet (Yahooligans) to find
facts about each woman and how their contributions were important.
They should find photographs of each woman to include. They should
find excerpts of writings where applicable. Be sure they reference
their sources at the end of the presentation. |
Geographic Understandings
SS4G1 The student will be able to locate important physical and
man-made features in
the United States |
a. locate major physical features of the United States to include, Atlantic
Coastal
Plain, Great Plains, Continental Divide, The Great Basin, Death Valley, Gulf
of Mexico, St. Lawrence River, the Great Lakes
b. locate major man-made features to include, New York City NY, Boston MA,
Philadelphia PA, and the Erie Canal |
Have students use KidPix (Goodies) to
create maps that show the physical and man-made features of the
U.S., including: Atlantic Coastal
Plain, Great Plains, Continental Divide, The Great Basin, Death Valley, Gulf
of Mexico, St. Lawrence River, the Great Lakes, New York City NY, Boston MA,
Philadelphia PA, and the Erie Canal. Have them color-code to indicate which
features are physical and which are man-made. |
| SS4G2 The student will describe how physical
systems affect human systems. |
a. explain why each of the native American groups (SS4H1.a) occupied the areas
they
did, with emphasis on why some developed permanent villages and others did
not
b. describe how the early explorers (SS4H2.a) adapted, or failed to adapt to
the
various physical environments in which they traveled
c. explain how the physical geography of each colony helped determine economic
activities practiced therein,
d. explain how each force (Americans and British) attempted to use the physical
geography of each battle site to their benefit (SS4H4.c),
e. describe physical barriers that hindered and physical gateways that benefited
territorial expansion from 1801 to 1861 (SS4H6.a). |
a. Have students expand the maps made
in SS4H1 to include facts about why each group occupied the area it
did and why some had permanent villages and others did not.
b. Have students add to the previously created tables in Word
(SS4H2.a). One column should be titled "Problems with Environment"
and the other should be labeled "Adaptations". Have students find
information on the Internet about the problems the explorers
encountered in their environments. Have the students find and record
information about adaptations the explorers made in order to
continue their journeys: John Cabot, Vasco Nunez Balboa, Juan
Ponce de Leon, Christopher Columbus, Henry Hudson, Jacques Cartier).
c, d., and e. Have students create tables in Word with columns for
"Group of People", "Barriers", "Adaptations", and "Successes".
Students should find information in textbooks and on the Internet
(Yahooligans) with facts about each group of people, the barriers
they faced when settling or when fighting, and adaptations they had
to make. Finally, students should list whether the group of people
had a complete success or whether they still encountered problems. |
Civic/Government Understandings
SS4CG1 The student will describe the meaning of |
a. natural rights as found in the Declaration of Independence (the right to
life,
liberty, and the pursuit of happiness)
b. “We the people” from the Preamble to the U.S. Constitution as reflecting
consent of the governed or popular sovereignty
c. the federal system of government in the U.S. |
Have students create posters in Word
or other program. The posters should include a list of the natural
rights from the Declaration of Independence, as well as sentences to
describe the meanings of these rights. The posters should include a
title with "We the people" and a sentence about who that title
refers to. The posters should include a diagram or list of facts
about the federal system of government. Students should use the
Internet (Yahooligans) and their textbooks to find information to
include in the Posters. |
| SS4CG2 |
The student will explain the importance of freedom of expression as
explained
in the First Amendment to the U. S. Constitution. |
Set up a situation in which you are
going to videotape students. Have a series of questions ready to ask
them (the questions can be on any topic you choose). As you ask them
questions and videotape them, stop them mid-sentence and say
something like, "I'm sorry, you don't have the right to say that."
Continue the interview and a few minutes later, do the same thing.
Use this tape to show the frustration that would come if our freedom
of expression was limited. Have students brainstorm and create a
Poster in Word to illustrate other freedoms of expression (music,
dress, etc.). |
| SS4CG3 The student will describe the functions of
government |
a. explain the process for making and enforcing laws
b. explain managing conflicts and protecting rights
c. describe providing for the defense of the nation
d. explain limiting the power of people in authority
e. explain the fiscal responsibility of government |
a. Have students create documents in
Inspiration that outline the process of making and enforcing laws.
b. Have students create documents in Inspiration to give examples of
conflicts and what rights are involved. Have the students include
valid arguments as to why those rights should be protected.
c. Have students create documents in Inspiration to outline (use the
outlining tool) possible ways to defend the nation.
d. Have students research on the Internet (Yahooligans) to find
examples of people in power who have abused that power, and what
happened to them (Nixon, Hitler, Hussein, etc.) |
SS4CG4 The student will explain the importance
for Americans to share certain central
democratic beliefs and principles both personal and civic. |
a. explain the necessity of respecting the rights of others and promoting the
common
good,
b. explain the necessity of obeying reasonable laws/rules voluntarily, and
explain why
it is important for citizens in a democratic society participate to in public
(civic) life (staying informed, voting, volunteering, communicating with
public officials). |
Have students make a short video with
skits of students being disrespectful, and skits of the same
situation with people showing the proper respectful actions. Have
the students in the skits do "interviews" on tape as to why rules
are important. Have students do more
"interviews" explaining why they think it is important to stay
informed (read newspapers, etc.), vote, volunteer, and communicate
with public officials. View all of the skits and interviews and have
students write reflections and further thoughts on what they saw and
heard. |
SS4CG5 The student will name positive character
traits of key historic figures and
government leaders (honesty, patriotism, courage, trustworthiness). |
The student will name positive character traits of key historic figures
and
government leaders (honesty, patriotism, courage, trustworthiness). |
Have students create brochures in
Word or other program about positive character traits (honesty,
patriotism, courage, trustworthiness). They should include an
example of each trait as exhibited by someone from the United
States' history. For example, George Washington and "I cannot tell a
lie." |
ECONOMIC UNDERSTANDINGS:
SS4E1 The student will use the basic economic concepts of trade,
opportunity cost,
specialization, voluntary exchange, productivity, and price
incentives to illustrate
historical events. |
a. describe opportunity costs and their
relationship to decision-making across time
(such as decisions to send expeditions to the New World).
b. explain how price incentives affect people’s behavior and choices
(such as colonial
decisions about what crops to grow and products to produce).
c. describe how specialization improves standards of living, (such
as how
development of specific economies in the three colonial regions
developed).
d. explain how voluntary exchange helps both buyers and sellers,
(such as prehistoric
and colonial trade in North America).
e. describe how trade promotes economic activity (such as trade
activities in the early
nation were managed differently under the Articles of Confederation
and the
Constitution).
f. give examples of technological advancement and their impact on
business
productivity during the development of the United States. |
a. Have students use the Internet
(Yahooligans) to find out how expeditions by the explorers were
funded. Have them create tables in Word or other program to show
this information for each explorer. Have students write sentences
about how things might have happened if the explorers weren't able
to get the needed funding.
b. Have students use Inspiration to create documents about how
prices affected people's behavior and choices. For example, they
would create a bubble about Colonial farmers, and bubbles about the
crops they grew and products they produced. They should also include
text boxes with reasons why the people made those choices (how
prices affected the choices).
c-e. Have students create Venn diagrams in Inspiration. The diagrams
should show benefits for buyers and benefits for sellers during a
given time period (such as colonial trade in North America). Have
students include facts to show how the standards of living were
affected by buying or selling certain items. For example, the
sellers of tea helped their government make money because of the
taxes that were collected. The buyers of the tea did not make much
money because of the high taxes paid.
f. Have students use the Internet to find facts about
technological advancements. Have students make timelines in Excel or
Word to illustrate these advancements and their benefits.
http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html
|
| SS4E2 |
The student will identify the elements of a
personal budget and explains why
personal spending and saving decisions are important. |
Work through budget activities on the
Internet to see where money really goes when you have a job and
expenses.
http://themint.ncee.net/spending/whereyourpaycheckgoes.php |
| Standard Area and Number |
Standard |
Technology Activity |
|
Fourth Grade Science Technology
Activities |
Habits of the Mind
S4CS1. Students will be aware of the importance of curiosity,
honesty, openness, and
skepticism in science and will exhibit these traits in their own
efforts to understand
how the world works. |
a. Keep records of investigations and observations and do not alter the records
later.
b. Carefully distinguish observations from ideas and speculation about those
observations.
c. Offer reasons for findings and consider reasons suggested by others.
d. Take responsibility for understanding the importance of being safety
conscious. |
Use a blog to record observations of
experiments. Do not make changes or deletions to the blog. Be sure
to include hypotheses, materials, procedures, etc., in the blog. |
S4CS2. Students will have the computation and
estimation skills necessary for analyzing data
and following scientific explanations. |
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and
with a
calculator.
b. Use fractions and decimals, and translate between decimals and commonly ncountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths
(but not
sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length,
area,
volume, weight, or time, are reasonable answers to scientific problems by
comparing
them to typical values. |
N/A |
S4CS3. Students will use tools and instruments
for observing, measuring, and manipulating
objects in scientific activities utilizing safe laboratory
procedures. |
a. Choose appropriate common materials for making simple mechanical
constructions
and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising
reasonable
safety.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science
materials and
equipment. |
Have students use digital cameras and
video cameras whenever conducting experiments. Have them record
results in Word, Excel, etc. |
S4CS4. Students will use ideas of system, model,
change, and scale in exploring scientific and
technological matters. |
a. Observe and describe how parts influence one another in things with many
parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number
lines,
maps, and stories to represent corresponding features of objects, events, and
processes
in the real world. Identify ways in which the representations do not match their
original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or
irregular change—
using records, tables, or graphs of measurements where appropriate. |
Use a digital camera to take pictures
of the parts of something. For instance, the steering wheel of a
car, the tire, an oil filter. Have students look at the pictures and
explain what each one does. Show them a picture of the complete
object and ask them what that object does when the parts are put
together. Guide them in a discussion of the parts and what each
does, and how they are useless unless put together in the right way.
As an extension, have students take pictures of objects around the
classroom and discuss them in the same manner.
Have students draw pictures in KidPix of various
items. They should compare their pictures with the real items and
identify differences between the two.
Have students use digital images to show change in
things as they conduct experiments. |
| S4CS5. Students will communicate scientific ideas
and activities clearly. |
a. Write instructions that others can follow in carrying out a scientific
procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers
and
magazines, CD-ROMs, and computer databases. |
Have students use the Outline feature in
Inspiration to create instructions/directions for scientific
procedures. Create flowcharts in Inspiration to show progression of
steps in scientific process as students work through a project. |
| S4CS6. Students will question scientific claims
and arguments effectively. |
a. Support statements with facts found in books, articles, and databases, and
identify thesources used.
b. Identify when comparisons might not be fair because some conditions are
different. |
Have students create
bibliographies/reference pages in Word with basic information of
sources used to find facts. |
S4CS7. Students will be familiar with the
character of scientific knowledge and how it is
achieved.
Students will recognize that: |
a. Similar scientific investigations seldom produce exactly the same results,
which may
differ due to unexpected differences in whatever is being investigated,
unrecognized
differences in the methods or circumstances of the investigation, or observational
uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today. |
Have students look up basic
scientific laws in Yahooligans. Have them find dates when these laws
were proposed and proved. Have them find examples of each law and
determine if the laws are still applicable today. |
S4CS8. Students will understand important
features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices: |
a. Scientific investigations may take many different forms, including observing
what
things are like or what is happening somewhere, collecting specimens for
analysis, and
doing experiments.
b. Clear and active communication is an essential part of doing science. It
enables
scientists to inform others about their work, expose their ideas to criticism by
other
scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to
measure and
compare things accurately.
d. Science involves many different kinds of work and engages men and women of
all
ages and backgrounds. |
Email or have a teleconference (via
webcam) with a scientist. Have students compile a list of questions
to ask the scientist beforehand. Questions should include things
like, "What equipment do you use in your job? How does that
equipment help you? What is your background? What different kinds of
experiments do you do?" |
Earth Science
S4E1. Students will compare and contrast the physical attributes of
stars, star patterns, and
planets. |
a. Recognize the physical attributes of stars in the night sky such as number,
size, color
and patterns.
b. Compare the similarities and differences of planets to the stars in
appearance, position,
and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a
planet can be
seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
Sample Tasks:
A. Research, view, and model patterns of stars. Create a presentation depicting
models of
common constellations (such as the Big Dipper, Orion, etc.). Show the attributes
of the stars
such as magnitude, color, position/patterns, and number. Explain how the pattern
of the stars
in the constellation do not change but the position of the constellation changes
position
periodically throughout the year. For example you may notice how the Big Dipper
pattern of
stars seems to rotate around the North Star and is in a different position at
different seasons
of the year. You may want to read some of the stories and myths about the Big
Dipper (Big
Bear) constellation.
B. Compare the similarities and differences of planets to the stars in
appearance, position, and
number in the night sky. Explain why the pattern of stars in a constellation
stays the same,
but a planet can be seen in different locations relative to the constellations
at different times.
C. Relate stars to the sun by comparing attributes of stars in the night sky to
those of the sun.
Attributes include color, apparent size, distance from Earth and absolute size.
D. Challenge activity: Compare circumpolar and equatorial constellations to
understand the
Earth’s rotation.
Resources for constellation, star, and sky maps: Science and Children, NSTA
journal,
http://www.nasa.gov, Sky and Telescope magazine, newspapers |
Have students create PowerPoint
presentations. Divide students into groups and make each group
responsible for one portion of the standard. Topics should include
number of stars, size of stars, color of stars, patterns of stars,
positions of stars, planets' orbits, and technologies that are used
to view objects in the sky. Put all sections of the presentations
together and have each group present theirs to the class as a whole.
Students should use textbooks and the Internet for information.
http://www.nasa.gov |
S4E2. Students will model the position and motion
of the earth in the solar system and will
explain the role of relative position and motion in determining
sequence of the phases
of the moon. |
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth’s tilt
to explain
the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the
solar system.
Sample Tasks:
A. Use a sphere such as a tennis ball and a flashlight to show how the moon’s
appearance
changes. Draw a diagram to explain how the moon’s shadow changes according to
the
Earth’s path around the sun. Show the position of the Earth, sun, and moon at
the time of a
full moon, quarter moon, and a new moon. Keep a chart of the moon’s shape
throughout the
year to see how long it takes for the moon to complete a cycle.
B. Record, over a period of time, the position on the horizon where the Sun’s
apparent rising
and setting occur. Make predictions using models to explain the position where
these will
occur at a future date and observe the accuracy of your prediction. Times of the
sun rising
and setting are available through weather reports and in the newspaper. For
example, find a
reference point in your yard, or locate a window where the sun shines through in
the morning
(an eastern view). If you look out of the window when you get up in the morning
for a
period of time, you will notice that the sun appears to be in different places.
That movement
is a pattern. The same is evident at the end of the day. You can look out and
observe where
the sun is setting in your yard or visible through a window (a western view).
The pattern of
the sun setting is also evident. Explain your observations of the rising and
setting sun in
terms of your reference point. “The sun was up and shining brightly through the
window in
my kitchen this morning. The sun set over the swing set in my back yard before
we ate
dinner last night.”
C. Measure the shadows of fixed objects such as a flag pole or telephone poles
at different times
of the day and record the orientation relative to North position and length
(metric) of the
shadows. Periodically throughout the year, repeat the activity to note how the
shadow
lengths and orientation change during the school year. Use what you know to
model how the
change in the sun’s position results in shadows of changing lengths and
orientations.
D. Explain how the rotation of the earth results in the night-and-day cycle.
Explain how
scientists determined that the Earth is moving, but the sun is not.
E. Use a model or labeled diagram to explain the reason for seasonal changes as
it relates to the
tilt of the Earth on its axis of rotation.
F. Model the solar system including planets, Earth’s moon, and the sun. Use the
model to show
the relative size of each planet and their order from the sun.
G. Obtain pictures of distant objects in the sky (such as planets, stars, etc.)
as viewed through a
telescope or binoculars and compare to the unaided views of distant objects in
the night sky.
If possible, use a telescope, planetarium, and/or observatory to view the
difference.
Telescopic views of the night sky can be found online and in reference books.
(Refer to
resources in previous tasks.) |
Have students make illustrations in
KidPix for each of the required elements (day/night cycle of the
earth, phases of the moon, revolution of the earth around the sun,
size and order from the sun of the planets). Have students look up
information on the Internet (Yahooligans) to make sure their
representations are accurate. Label where appropriate (waxing
crescent, waning crescent, etc.). Have
students use a digital camera (or you use one) to take pictures of
the various elements. Have students use the pictures in a PowerPoint
presentation or print them to make a class book. |
S4E3. Students will differentiate between the
states of water and how they relate to the water
cycle and weather. |
a. Demonstrate how water changes states from solid (ice) to liquid (water) to
gas (water
vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water
becomes
a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions (rain, snow,
sleet, hail,
clouds, and fog).
Sample Tasks:
A. Research different forms of precipitation and sky conditions to explain rain,
snow, sleet,
hail, clouds, and fog.
B. Demonstrate how water changes states from solid (ice) to liquid (water) to
gas (vapor) and
changes from gas to liquid to solid. Use a thermometer that can measure
temperatures at
each of the state changes (below 0° Celsius and above 100° Celsius) and record
at what
temperature liquid water becomes ice or vapor. Diagram the water cycle depicting
different states of matter and temperature changes.
• Evaporation
• Condensation
• Precipitation
C. Investigate how clouds are formed. Keep a record to match the kind of cloud
with the
weather conditions and predict weather by observing cloud types.
D. Write a story about the journey of a drop of water through the water cycle.
E. Wet a portion of a sidewalk or chalkboard with a wet paper towel. Observe
changes in the
surface as it dries. Repeat this and time how long it takes for the water to
disappear or
evaporate. Then fan the wet area or use a hair dryer to see if the water
evaporates at a
different rate.
F. Try other areas and conditions to observe the changes in evaporation when the
weather is
hotter. (The temperature is higher.)
Resources for weather include newspapers, media reports on television and radio,
and online reports
and information from sites such as the Weather Channel’s http://www.weather.com. |
a. Videotape or get a student (and
parents) to videotape the changes of water from solid to liquid to
gas. Share the video with the rest of the class.
b. Have students use the Internet to find temperatures at which
water becomes a solid and a gas.
c. Have students look up information about different types of clouds
on the Internet.
http://vortex.plymouth.edu/clouds.html/
Have them save pictures and write down facts to include in a
PowerPoint presentation.
d. Illustrate and define the parts of the water cycle in KidPix or
Inspiration.
e. Have students use the Internet to gather pictures and facts of
each form of precipitation (rain, snow, sleet, hail, clouds, and
fog). Have them use these facts and pictures to create a PowerPoint
presentation about precipitation. |
S4E4. Students will analyze weather charts/maps
and collect weather data to predict weather
events and infer patterns and seasonal changes. |
a. Identify weather instruments and explain how each is used in gathering
weather data
and making forecasts. (Thermometer, rain gauge, barometer, wind vane,
anemometer)
b. Using a weather map, identify the fronts, temperature, and precipitation and
use the
information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather
patterns
throughout the year.
d. Differentiate between weather and climate.
Sample Tasks:
A. Collect and chart weather data using weather instruments such as thermometer,
wind vane,
anemometer, barometer, and rain gauge. Compare data seasonally throughout the
year to
note changes of weather data. For example, you could graph the temperatures for
a week
in August or September, a week in November or December, a week in February or
March,
and a week in April or May and compare.
B. Use a wind sock, or make a wind speed detector. Tape strips of tissue paper
to the end of a
pencil. Hold it up to detect wind. A common wind speed instrument used to
calculate
wind speed is an anemometer. A common wind scale is Beaufort’s Wind Scale.
C. Record the wind speed and direction for a period of time. Compare your data
to the
information given by weather forecasters in newspapers, radios, internet, and
television
reports.
D. Cut a circle (10 cm diameter) out of paper. Cut the circle into a spiral. Tie
a piece of
thread to the middle end of the spiral of paper. Hold it over a heat source such
as a light
bulb. Note the movement. Move the spiral away from the heat source. Note the
movement. Relate this movement of heated and cooled air to explain wind
patterns.
Resource information:
Beaufort Wind Scale: http://www.stormfax.com/beaufort.htm
How to make an anemometer: http://www.energyquest.ca.gov/projects/anemometer.html
E. Observe, record, and interpret weather conditions to predict weather
patterns. Keep a class
weather journal or class weather calendar periodically throughout the year:
• Seasonal weather charts
• Daily weather maps in a sequence to search for patterns
• Data you collect from weather instruments (thermometer, wind vane, rain gauge)
• Media weather reports (television, radio)
• Events such as thunderstorms, tornadoes, hurricanes, blizzards, etc.
F. Use the information you collect about weather events to inform others about
severe
weather and steps to take in the event of severe weather.
G. Chart and graph the weather data you collect. Match your findings with the
data on other
weather reports.
H. Use your observations, journal entries, weather maps, and other data to make
predictions
about the weather. Explain what information you used to make your prediction.
Compare
the accuracy of your predictions to the predictions of weather forecasters.
Explain the
similarities and differences of the predictions in terms of accuracy.
I. Construct simple weather instruments to collect measurements. Compare your
homemade
instrument measurements with weather reports. Draw conclusions about the
accuracy of
your instruments and the measurements.
J. Invite a local weather forecaster or meteorologist to discuss weather data,
weather maps,
and/or weather forecasting.
K. Use the seasonal weather charts (temperature highs and lows; precipitation,
etc.) to draw
conclusions about weather patterns and seasonal changes in your region of
Georgia
compared to weather patterns and seasons in other parts of Georgia and other
parts of the
United States. Relate your conclusions about weather patterns and seasonal
changes to the
climate of your area. Explain the difference between weather and climate. |
a. Have students use the Internet to
gather facts and pictures of weather instruments (thermometer, rain
gauge, barometer, wind vane, anemometer). Have them insert the
information into PowerPoint presentations and share them with other
classes.
b. Have students use the Internet to track weather changes for your
area and to predict what these fronts will cause temperatures and
other weather conditions to be. Have students use Excel or Word to
record their predictions.
http://www.weather.com
c. Have students check their predictions in b with the actual data
collected. Have them record the actual data in Excel or Word.
d. Have students create Venn diagrams in Inspiration to show the
differences between weather and climate.
|
Physical Science
S4P1. Students will investigate the nature of light using tools such
as mirrors, lenses, and
prisms. |
a. Identify materials that are transparent, opaque, and translucent.
b. Investigate the reflection of light using a mirror and a light source.
c. Identify the physical attributes of a convex lens, a concave lens, and a
prism and where
each is used.
Sample Tasks:
A. Use a mirror to catch a beam of light (flashlight, overhead projector,
sunlight) and redirect it.
Partner with another student with a mirror to reflect the beam from one mirror
to the next
mirror to a specific target on the wall. Challenge: See if the class can use
mirrors to reflect the
light from mirror to mirror from one location to a location down the hall.
B. Brainstorm a list of items that reflect light. Record their physical
attributes.
C. Explain reflection using geometric terms such as angle, line, point. Use a
mirror and a picture
to show symmetrical patterns or locate a line of symmetry.
D. Observe and record the refractive differences between convex and concave
lenses. Lenses are
found in magnifiers, microscopes, telescopes, binoculars, reading glasses,
cameras, etc.
E. Use a prism to see the colors in white light. Observe other ways that light
is broken into colors
such as oil on mud puddles, by raindrops creating a rainbow, diffraction
gratings, etc.
F. Investigate the absorption of light using different colors of materials in
sunlight. Fasten a
piece of black paper to a piece of aluminum foil to create a pouch. Put your
hand in the pouch
and face each side to sunlight. Which one reflects the light? Explain what you
notice about
the temperature that you feel. Measure the temperature when different colors of
construction
paper (light to dark) are placed on a thermometer and left in sunlight. Graph
the temperature
readings according to the different colors of paper. Use the information to
explain the
difference between reflection and absorption. |
Have students use a digital camera to
take pictures around the school of things that are transparent,
opaque, and translucent. Have them take pictures of reflections that
they see. Have them take pictures of the items that cause
reflections. Compile the pictures into a PowerPoint
presentation, or use the pictures as a sorting/reviewing exercise in
Word or Inspiration. Have students create
graphs in Excel to show temperature changes when they place
different colors of construction paper in sunlight. Their results
should show a correlation between light colors and reflection, and
dark colors and absorption. |
S4P2. Students will demonstrate how sound is
produced by vibrating objects and how sound
can be varied by changing the rate of vibration. |
a. Investigate how sound is produced.
b. Recognize the conditions that cause pitch to vary.
Sample Tasks:
A. Hold a ruler flat on a table so that part of it hangs off the side. While
holding one end of
the ruler, flip the other end and show how it vibrates to make a sound. Vary how
much
of the ruler is off the side of the table. Listen to the difference in pitch.
B. Begin a tuning fork vibrating and place the tines in a glass of water. See
the waves
produced by the vibrations. Use different sized tuning forks to discover how the
vibrations vary.
C. Put a rubber band around a small glass so that it is over the open end. Pluck
the rubber
band to see it vibrate. Put water in the glass. Pluck the rubber band again to
see the
evidence of vibrations in the water.
D. Cover a pie plate with clear plastic wrap. Place grains of sand, sugar, or
salt on the wrap.
Talk or sing or cause sound directed to the top of the pie plate. The vibrations
will cause
the grains to move.
E. Hold a rubber band stretched between your teeth and a finger. Carefully pluck
the rubber
band to hear the sound and feel the vibrations.
F. In small groups, experiment with different lengths of string, glasses filled
with different
amounts of water, different sized bells, etc. in order to produce different
sounds. Draw
the pattern you notice about how the size of an instrument or depth of liquid
affects the
sound produced.
G. Put a rubber band over a cup or the open end of a small box such as an open
milk carton.
Pluck the rubber band. Stretch the rubber band and pluck it again. Notice how
the pitch
of the sound changed.
H. Flatten the end of a plastic straw. Cut the corners off of the flattened end.
With practice,
you can produce a sound by blowing into the straw. Clipping off the straw will
make the
pitch change.
I. Blow over a soda bottle to make a sound. Adding water to shorten the column
of air
causes the pitch to change.
J. Tap a glass of water. By adding or removing water, you can change the pitch.
Make a
scale of water glasses and try to play a tune.
K. Make classroom instruments out of unbreakable materials that vibrate—rubber
bands,
rulers, pencils tapping cups with different amounts of water, straws, wax paper
on
combs, voice box.
L. Manipulate the classroom instruments to change pitch (High pitched sounds
have more
vibrations than low pitched sounds.) Explain how the length of the instrument or
depth
of liquid determines the pitch of the sound.
M. Make tin can or shoe box guitars. Put a string tightly across the opening or
use different
sizes of rubber bands. Use a pencil as a bridge for the string or rubber band to
vary the
tension. Discuss how the pitch is affected by the length of the string, width of
the rubber
band, string tension, or size of the can or box.
N. Demonstrate how pitch can be made higher or lower depending on the length of
the
instrument or the length of the air column. Draw, illustrate or find pictures of
different
instruments and tell how they are used to vary the vibrations and sounds they
make. For
example, by covering more holes on the clarinet, saxophone, or flute, the air
column is
lengthened and the pitch is lower. The piano strings for lower pitches are
longer and
thicker than the higher pitched strings. |
Have students use the Internet
(Yahooligans) to find clips of different types of sounds. |
S4P3. Students will demonstrate the relationship
between the application of a force and the
resulting change in position and motion on an object. |
a. Identify simple machines and explain their uses. (lever, pulley, wedge,
inclined plane,
screw, wheel and axle)
b. Using different size objects, observe how force affects speed and motion.
c. Explain what happens to the speed or direction of an object when a greater
force than
the initial one is applied.
d. Demonstrate the effect of gravitational force on the motion of an object.
Teacher note: The use of mathematical formulas is not recommended in S4P3.
Fourth grade
students should carry out investigations to provide a foundation of concrete
experience for the
abstract understandings of physical science in upper grades.
Sample Tasks:
A. Investigate and demonstrate how force applies to various activities, such as
batting a softball,
kicking a soccer ball, hitting a golf ball, or throwing a tennis ball.
B. Roll a toy car or marble beside a meter stick along a smooth surface such as
a desktop or table.
Record how far it travels when you push it lightly and when you increase the
force you apply.
Use what you discover to explain what happens to the speed or direction of an
object when agreater force than the initial one is applied.
C. Repeat the investigation using a long ramp and a toy car or marble. (Any
small sphere can be
used.) Measure the distance the car or marble travels when one end of the ramp
is 10
centimeters from the floor. Create a graph to record how far the car or marble
travels each
time you raise one end of the ramp another 5 centimeters to increase the angle
of the ramp.
Use your graph to predict how far the car or marble will roll when the ramp is
positioned at
different angles. Test your predictions and write an explanation based on your
data.
D. Repeat the investigation, but increase the mass of the toy car or use a
heavier marble.
Compare the distances. Explain what you found out.
E. Place a plastic cup on its side at the bottom of the ramp so that it will
catch the rolling object.
Mark the position of both the bottom of the ramp and the cup. Roll the toy car
or marble down
the ramp into the plastic cup. Measure and record the distance the cup moved.
Change the
angle of the ramp, roll the toy car, and note differences. Change the mass of
the car/marble
and note the difference. Remember to only do one change at a time. Gather data
changing the
angle or changing the mass, but don’t do both at the same time. Each one of
those will vary
the results (variable). Only changing one thing at a time is called controlling
the variables or
what you vary to get your results. Make a graph of your findings to share with
the class.
F. Use what you have learned to explain the difference between a car, a large
truck, and a
motorcycle rolling down a ramp. Use the terms force, speed, and motion in your
explanation.
G. Research scientists in history who studied force and motion such as Sir Isaac
Newton, Galileo,
etc.
H. Investigate how people use simple machines to solve problems. Use what you
know about
force, mass, and the motion of objects to explain why simple machines help
people do work
more easily.
I. Observe, record, and describe the effect of gravity on the motion of an
object by:
• Rolling a ball up or down a hill
• Rolling a ball down a ramp and changing the incline of the ramp
• Throwing a ball
• Dropping a ball
J. Draw a diagram to show how the objects in Task I are affected by the force of
gravity.
|
a. Have students use Inspiration to
make a chart of simple machines. They should include pictures and
text boxes with examples of their uses (lever, pulley, wedge,
inclined plane, screw, wheel, axle).
b-d. Have students use Inspiration to create Venn diagrams to
explain the differences found in experiments.
Have students use the Internet (Yahooligans) to research information
about Sir Isaac Newton, Galileo, and other famous scientists who
studied force and motion.
Have students create PowerPoint presentations with examples of
simple machines and how they are used to solve problems (how people
use them to do work).
|
Life Science
S4L1. Students will describe the roles of organisms and the flow of energy
within an ecosystem. |
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with
sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem)
of
organisms.
d. Predict effects on a population if some of the plants or animals in the
community are
scarce or if there are too many.
Sample Tasks:
A. Brainstorm a list of organisms in three columns: producers (plants),
consumers (plant eaters
and animal eaters), and decomposers (fungi, beetles and other organisms).
Discuss the roles
they each hold in a community (ecosystem).
B. Choose a location on the school grounds to study a small community of
organisms. Observe
and keep a journal recording the kinds and numbers of organisms, their role in
the
community, and how they meet their needs. (Not all roles of the community may be
found.)
Predict how the mini-ecosystem would be affected by changes in
• Light
• Temperature
• Soil composition
• Nutrients and water
• Number of organisms
• An increase or decrease in consumers (plant or animal eaters)
C. Relate an ecosystem’s capacity to support life according to the amount of
food or solar
energy available. Use cause and effect to predict what happens to an area if
some of the
plants or animals are scarce or if there are too many. For example, your school
paves an area
for a parking lot. The organisms that used the plants from that area for food
and/or shelter
will have to find another source of food and/or habitat or die. The cause is the
paving of the
parking lot took away the food source. The effect is that the organisms move or
die.
D. Create a compost pile in a location on the school grounds. Record changes in
the decaying
organisms over time and the new organisms that appear.
E. Choose an organism and research its life cycle including how it gets energy
and produces
energy for other organisms.
F. Identify ways plants and animals are dependent on one another other than
food, such as
• Seed dispersal of plants
• Pollination of plants (wind, water, insects, animals, etc.)
• Shelter
• Protection
G. Research each of these noting the organisms involved. Compile an illustrated
booklet with
the organisms showing examples of each.
H. Brainstorm a list of organisms in three columns: producers (plants),
consumers (plant eaters
and animal eaters), and decomposers (fungi, beetles and other organisms). Choose
some
organisms from each column and write their names on a strip of paper. Generate
an energy
chain depicting the flow of energy (via the food chain) by linking the paper
strips to show
each step of the food chain in a paper chain. Use the paper chain to draw a
diagram of how
the energy flows from the sun through the food chain and label the organisms
according to
the role they play.
I. Refer to particular food chains and predict what would happen to other
organisms if a link in
the chain disappeared. Write a story about a year without plants and the
products from plants
(wood, bread, shade, rubber, etc.) to explain the importance of this energy
source.
J. Use what you know about food chains and food webs to explain the energy
cycle. |
Have students create a chart in
Inspiration to show the roles of producers, consumers, and
decomposers, and how those roles interact. Have students include
pictures of examples of each of these.
Have students take digital pictures of organisms
around the school area and how they react to the environment.
Students should compile the pictures into a booklet with facts about
the organisms and their interactions.
Have students create tables in Word to show
columns of producers (plants), consumers (plant eaters and animal
eaters), and decomposers (fungi, beetles, etc.). They should work in
small groups to list as many things in each column as they can.
Have students write stories in Word about what
would happen to some organisms if others disappeared (give examples
for them to use). |
S4L2. Students will identify factors that affect
the survival or extinction of organisms such as
adaptation, variation of behaviors (hibernation) and external
features (camouflage and
protection). |
a. Identify external features of organisms that allow them to survive or
reproduce better
than organisms that do not have these features. (e.g. camouflage, use of
hibernation,
protection, etc.)
b. Identify factors that may have led to the extinction of some organisms.
Sample Tasks:
A. Research organisms that have external features such as camouflage of a fawn,
protection
such as poison or venom of a snake or spider, or behavior such as hibernation of
a black bear
that allow them to survive and reproduce better than organisms that don’t have
these
features. Create a display to show how adaptation can affect the survival of an
organism.
B. Choose a common organism in your area to observe. List how it is similar or
different from
other organisms of the same kind by the way it behaves or its external features.
C. Make a terrarium and observe the diversity of organisms that it supports.
Design an
experiment to determine the effect of changing the habitat to show benefits or
harmful
effects. Choose only one change to monitor. This is called controlling
variables. When you
vary one thing to get a new result, it is called a variable. Choose a variable
such as change in
temperature, addition of fertilizer, change in the amount of light, change in
the number of
organisms, change in the kind of organisms, change in the amount of water, etc.
Keep a
journal to record your observations. Share your findings with the class.
D. Use evidence (from fossils, reference materials and Internet) to research the
geological
record to identify factors that may have led to extinction of some organisms.
E. Discuss the conditions that lead to endangered and extinct organisms. Devise
a plan to
protect or publicize the protection of endangered organisms in your area.
F. Relate how the organisms that live in your area have external features
adapted to survive
using factors such as, but not limited to,
• Weather conditions (hot summers, cold winters, dry, wet)
• Light
• Food
• Shelter (Plants versus earth materials)
• Water (salt water versus fresh water)
G. Write a story about an organism that goes on vacation to another region.
Explain what that
organism would have to pack in its suitcase to survive. |
Have students use KidPix and Word to
create pictures of and written facts about their own imagined
adaptive species. They should include descriptions of the species'
use of camouflage, hibernation, ways it protects itself, etc. They
should also include descriptions of preferable habitats, eating
habits, shelters, etc. Have students write
stories in Word according to the standard's examples. "Write a story
about an organism that goes on vacation to another region. Explain
what that
organism would have to pack in its suitcase to survive." |
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