Science

Curriculum > Elementary > 4th Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Science 4 th 2 semesters
Course Description
In the fourth grade students learn what organisms are made of, how they function, and how they’re classified. They learn about the components of our earth and how they interact, the forces that determine motion, how our solar system is structured, and how technology has evolved through the ages. Students will be asked to think critically about problems that face our planet, and how to help solve them. Each concept serves a basis for further study in ensuing years. As with all subjects, science should be integrated with the rest of the curriculum.

Unit 1: Life Science

Informational Knowledge Objectives
Pre-Unit 1
Students will know:
1. Standards and rules of the classroom
2. Understand the concepts and skills to learn in Science
3. Some of the different tools and equipment used in science.
4. Relate the importance of science in our daily lives.
Unit 1A: Animal and Plant Classification
Students will know:
1. That all living things are made of cells.
2. That cells are too small to be seen
3. That there are many kinds of cells.
4. The main parts of all cells—cell membrane, nucleus, and cytoplasm.
5. That plant cells have chloroplasts and cell walls as well.
Suggestion
Make models of cells, both plant and animal, out of clay, candy, etc. Clear “clamshells” make excellent cell walls.
6. How plants are classified.
7. How plants reproduce.
8. How animals are classified.
9. Some of the many ways animals adapt to their environment.
Suggestion
Have the students do a “beak facsimile” activity—try to pick up “food” with various tools that mimic bird beaks.
10. How to use a dichotomous key.
Suggestion
Have students make a dichotomous key of school supplies, clothing, or the members of the class.
11. How to identify bilateral and radial symmetry.
Unit 1B: Energy From Plants
Students will know:
1. What plants need to survive.
2. That plants make their own food.
3. How roots, stems and leaves work together to supply the plant with what it needs to photosynthesize.
4. The purpose of chloroplasts
5. The difference between different types of roots.
6. The parts of a flower and the function of each.
7. How flowers are pollinated.
8. The life cycle of a flowering plant.
Suggestion
Grow plants from bulbs. Keep track of growth on graphs and in writing. When the bulbs have budded, start dissecting them at different stages. Do the last dissection of fully-formed seeds still on the flower. Draw each stage; use watercolors to enhance botanical illustrations.
9. Ways in which seeds are dispersed.
Suggestion
Have students design a seed, focusing on its means of dispersal. Write a short essay describing its journey from the mother plant.
10. Ways in which plants reproduce other than with seeds.
11. Some of the ways plants are used other than as food.
Unit 1C: Ecosystems
Students will know:
1. The definition of ecosystem.
2. Examples of ecosystems, from biomes to microsystems.
3. Examples of the components of several ecosystems.
4. That an ecosystem’s suitability for animal and plant life depends on its soil and climate.
5. The relationship between habitat, population, community, and ecosystem.
6. The definition of “niche”.
7. That without the sun there would be no life on earth.
8. The difference between herbivores, carnivores, and omnivores
9. The definition of “decomposer”.
10. The definition of food chain.
11. The definition of food web.
12. How producers, consumers, and decomposers and interrelated.
13. How matter flows through an ecosystem, including food webs.
14. The potential consequence of the absence of decomposers.
Suggestion
Have students write and illustrate a story of the changes they see in one place as a result of there being no decomposers.
15. How and why population numbers fluctuate.
Unit 1D: Changes in Ecosystems
Students will know:
1. That there is a fine balance between the living and non-living components of all ecosystems.
2. That disturbing the balance in an ecosystem affects the life that depends on it.
Suggestion
Have students make a cause and effect diagram, following one animal or plant in an ecosystem.
3. The potential causes of disturbances in an ecosystem.
4. Some examples of symbiosis.
Suggestion
Students can relate this to their own lives—with whom do they have a symbiotic relationship, and what type is it? Write an essay describing the relationship.
5. That ecosystems go through a gradual change, called “succession”.
6. The difference between threatened, endangered, and extinct.
7. The causes of a specie’s demise.
8. The stories told by fossils.
9. The causes of rapid changes in ecosystems.
10. The differences between the ways animals and plants change ecosystems compared to the way humans change ecosystems.
11. That humans sometimes reclaim some of a damaged ecosystem.
12. that humans recycle only a fraction of their waste.
Suggestion
Have students research the amount of waste their community recycles. Compare that to the amount recycled 10 years ago, and the amount recycled in another community in another state or country. How can students help increase recycling?
Unit 1E: Human Systems
Students will know:
1. the relationships between cells, tissues, organs, organ system, and organism.
Suggestion
Ask students to make an analogy to their addresses, objects in space, parts of a machine, etc., so they can see the part to whole relationships. Watch the Powers of 10 video: https://www.youtube.com/watch?v=0fKBhvDjuy0
2. Examples of the way organ systems are interdependent.
3. The components of the skeletal system.
4. The functions of the skeletal system.
5. Some characteristics of the skeletal system.
6. The difference between voluntary and involuntary muscles.
7. The functions of muscles.
8. The components of the respiratory system.
9. How the respiratory system works.
10. The functions of the circulatory system.
11. How the heart pumps blood.
12. How the circulatory and respiratory systems work together.
13. The organs within the digestive system.
14. The way the digestive system works.
15. The components of the central nervous system.
16. The functions of the central nervous system.
17. How the body protects itself against disease.
18. Some organisms that cause disease.
19. Good choices to make to help the body stay healthy.
20. The function of the immune system.
Procedural Knowledge Objectives
Pre-Unit 1
Students will be able to(SWBAT):
1. State the standards and rules of the classroom.
2. Explain some background concepts and skills necessary to learn science.
3. Identify different tools and equipment used in science.
4. Discuss the importance of science in our daily lives
Unit 1A: Animal and Plant Classification
1. State that all living things are made of cells.
2. Explain that cells are too small to be seen
3. Name many kinds of cells, in both plant and animal tissues.
4. Discuss the main parts of all cells—cell membrane, nucleus, and cytoplasm—and their functions.
5. Compare and contrast the components of plant and animal cells.
6. Classify plants according to their structures.
7. List the ways plants reproduce.
8. Classify given animals according to their characteristics.
9. Discuss some of the many ways animals adapt to their environment.
10. Create and use a dichotomous key.
11. Identify bilateral and radial symmetry.
Unit 1B: Energy From Plants
SWBAT:
1. List the things plants need to survive.
2. Explain that plants make their own food.
3. Discuss how roots, stems and leaves work together to supply the plant with what it needs to photosynthesize.
4. Explain the purpose of chloroplasts
5. Compare and contrast different types of roots.
6. Diagram and label the parts of a flower and explain the function of each.
7. List the ways flowers are pollinated.
8. Draw the life cycle of a flowering plant.
9. Diagram the ways in which seeds are dispersed.
10. List ways in which plants reproduce other than with seeds.
11. Explain how plants can be used in ways other than as food.
Unit 1C: Ecosystems
SWBAT:
1. define ecosystem.
2. List examples of ecosystems, from biomes to microsystems.
3. Diagram the components of several ecosystems.
4. Explain that an ecosystem’s suitability for animal and plant life depends on its soil and climate.
5. Explain the relationship between habitat, population, community, and ecosystem.
6. define “niche”.
7. State that without the sun there would be no life on earth.
8. Compare and contrast herbivores, carnivores, and omnivores.
9. define “decomposer”.
10. Define “food chain”.
11. define “food web”.
12. Draw the interrelationships between producers, consumers, and decomposers.
13. Explain how matter flows through an ecosystem, including food webs.
14. Explain the potential consequence of the absence of decomposers.
15. Graph a scenario of a population fluctuation, explaining the causes and effects.
Unit 1D: Changes in Ecosystems
1. Explain the fine balance between the living and non-living components of all ecosystems.
2. Show through a cause and effect diagram that disturbing the balance in an ecosystem affects the life that depends on it.
3. State the potential causes of disturbances in an ecosystem.
4. State some examples of symbiosis.
5. Draw the stages of succession in an ecosystem.
6. Differentiate between threatened, endangered, and extinct.
7. State the reasons species become threatened, endangered, or extinct.
8. Discuss the conclusions about changes in species that are evidenced in fossils.
9. List the causes of rapid changes in ecosystems.
10. Compare the ways animals and plants change ecosystems to the way humans change ecosystems.
11. State that humans sometimes reclaim some of a damaged ecosystem.
12. Discuss the advantages of the 3 R’s to the environment and quality of life.
Unit 1E: Human Systems
1. Diagram the relationships between cells, tissues, organs, organ system, and organism.
2. Explain the way certain organ systems are interdependent.
3. List the components of the skeletal system.
4. Explain the functions of the skeletal system.
5. List some characteristics of the skeletal system.
6. Compare and contrast voluntary and involuntary muscles.
7. Describe the functions of muscles.
8. Illustrate the components of the respiratory system.
9. Explain how the respiratory system works.
10. List he functions of the circulatory system.
11. Model how the heart pumps blood.
12. Explain how the circulatory and respiratory systems work together.
13. List the organs within the digestive system.
14. Explain the way the digestive system works.
15. Label the components of the central nervous system.
16. Describe the functions of the central nervous system.
17. Explain how the body protects itself against disease.
18. List some organisms that cause disease.
19. Describe good choices to make to help the body stay healthy.
20. Describe the function of the immune system.

Unit 2: Earth Science

Informational Knowledge Objectives
Unit 2A: Water Cycle and Weather
Students will know:
1. That 75% of the earth is covered by water.
2. How much fresh water is available for use, and where it is located.
3. The vocabulary of the water cycle.
4. The phases of the water cycle.
5. The definition of air mass.
6. The causes of air masses.
7. The effects of air masses colliding.
8. The names of the various cloud types.
Suggestion
Have students make posters of the layers of the atmosphere, put objects (planes, jets, weather balloons, etc.) in appropriate layers, put clouds in (made of cotton balls) in appropriate layers. Label everything.
9. How various instruments are used to measure and predict the weather.
10. How to read a weather map.
11. How the climate has changed over millennia.
12. How burning fossil fuels affects climate.
Unit 2B: Hurricanes and Tornadoes
Students will know:
1. The difference between a hurricane and a tropical storm.
2. How the systems of the earth and the sea work together to create a hurricane.
3. How to classify hurricanes.
4. The effects of a hurricane striking land.
5. The conditions necessary to form a tornado.
6. The components and characteristics of tornadoes.
7. How to classify tornadoes.
8. The differences and similarities between hurricanes and tornadoes.
9. How man-made models can be used to study severe weather.
Unit 2C: Minerals and Rocks
Students will know:
1. The definition of mineral.
2. How to identify a mineral using its physical properties.
3. How sedimentary rocks are formed.
4. The components of different types of sedimentary rocks.
5. How rocks become soil.
6. How scientists use rocks to find out about the earth’s past.
7. How a fossil forms.
8. how earth’s history is divided on the geological time scale, and how the age of a fossil can be guessed at by its depth in rock.
9. How igneous rock is formed.
10. How metamorphic rock is formed.
11. How rocks change from one form to another (the rock cycle).
Unit 2D: Changes to Earth’s Surface
Students will know:
1. That land can change slowly or quickly, depending on the conditions.
2. The difference between physical weathering and chemical weathering.
3. The definition of erosion.
4. The means by which materials are eroded and deposited.
5. The causes of landslides.
6. How erosion and deposition are controlled.
7. The causes of rapid change on earth’s surface, including volcanoes and tectonic plate movement.
8. How to classify an earthquake
Unit 2E: Using Natural Resources
Students will know:
1. The definition of natural resource.
2. The difference between renewable and non-renewable resources.
3. The composition of each layer of soil.
4. The differences between clay, silt, and sand
5. The uses of soil.
6. Some examples of renewable resources.
Suggestion
Have students design, create, and use a solar oven.
7. Some examples of non-renewable resources.
8. The impact of drilling for and burning fossil fuels.
9. How to conserve energy and reduce resource consumption.
Procedural Knowledge Objectives
Unit 2A: Water Cycle and Weather
SWBAT:
1. State that 75% of the earth is covered by water.
2. Describe how much fresh water is available for use, and where it is located.
3. Use the vocabulary of the water cycle.
4. Diagram the phases of the water cycle.
5. Define of air mass.
6. Explain the causes of air masses.
7. Describe the effects of air masses colliding.
8. name of the various cloud types and the conditions under which they form.
9. Use various instruments to measure and predict the weather.
10. read a weather map.
11. Explain how the climate has changed over millennia.
12. Explain how burning fossil fuels affects climate.
Unit 2B: Hurricanes and Tornadoes
SWBAT:
1. Compare and contrast hurricanes and tropical storms
2. Describe how the systems of the earth and the sea work together to create a hurricane.
3. classify hurricanes.
4. Describe the effects of a hurricane striking land.
5. Explain the conditions necessary to form a tornado.
6. List the components and characteris-tics of tornadoes.
7. classify tornadoes.
8. Compare and contrast hurricanes and tornadoes.
9. Make a model to explain an aspect of severe weather.
Unit 2C: Minerals and Rocks
SWBAT:
1. define mineral.
2. identify a mineral using its physical properties.
3. Explain how sedimentary rocks are formed.
4. Describe the components of different types of sedimentary rocks.
5. Explain how rocks become soil.
6. Explain how scientists use rocks to find out about the earth’s past.
7. Describe how a fossil forms.
8. Chart earth’s history on the geological time scale, and explain how the age of a fossil can be guessed at by its depth in rock.
9. Describe how igneous rock is formed.
10. Describe how metamorphic rock is formed.
11. Explain how rocks change from one form to another (the rock cycle).
Unit 2D: Changes to Earth’s Surface
SWBAT:
1. describe the conditions under which land changes slowly, and under which land changes quickly.
2. Compare and contrast physical and chemical weathering.
3. Define erosion.
4. Explain how materials are eroded and deposited.
5. List the causes of landslides.
6. Discuss how erosion and deposition are controlled.
7. Diagram the causes of rapid change on earth’s surface, including volcanoes and tectonic plate movement.
8. classify earthquakes.
Unit 2E: Using Natural Resources
SWBAT:
1. define natural resource.
2. differentiate between renewable and non-renewable resources.
3. List the composition of each layer of soil.
4. Compare and contrast clay, silt, and sand.
5. List the uses of soil.
6. List some examples of renewable resources.
7. List some examples of non-renewable resources.
8. Explain the impact of drilling for and burning fossil fuels.
9. Explain how to conserve energy and reduce resource consumption

Unit 3: Physical Science

Informational Knowledge Objectives
Unit 3A: Properties of Matter
Students will know:
1. The definition of matter.
2. That matter can be identified by its properties.
3. The three states of matter.
4. How matter is measured (mass and volume).
5. the definition of density.
6. How to calculate density.
7. The definition of mixture.
8. Ways in which mixtures can be separated.
9. The definition of solution.
10. Ways in which solutions can be separated.
11. The difference between physical and chemical changes.
12. How matter can change from one phase to another.
13. How the periodic table is arranged.
Unit 3B: Heat
Students will know:
1. The definition of thermal energy.
2. The difference between heat and temperature.
3. The three ways heat moves through materials.
4. The definitions of “conductor” and “insulator”.
Unit 3C: Electricity and Magnetism
Students will know:
1. The causes of lightning and static electricity
2. That, with the exception of static electricity, electricity flows through circuits.
3. The difference between series and parallel circuits.
4. The definition of magnetism and magnetic field.
5. That the earth is a huge magnet, to which compass needles respond.
6. How electricity can be transformed into magnetism.
7. How we use electromagnets.
8. How magnetism can be transformed into electricity
Unit 3D: Light and Sound
Students will know:
1. the causes of sound waves.
2. The difference between transverse and longitudinal waves.
3. The definition of frequency.
4. The definition of wavelength.
5. The effects of frequency and wavelength on decibel levels.
6. Why sound waves travel through matter and not a vacuum, and which states of matter sound waves travel through relatively quickly compared to others.
7. The definition of “echo”.
Suggestion
Read the Greek myth “Narcissus and Echo”.
8. How frequency determines pitch.
9. How various instruments make different sounds.
10. The components of the ear and how they work together to interpret sound.
11. Several sources of light.
Suggestion
Explore light sources. Focus on bioluminescence (tie in to a study on invertebrates) and/or ocean science.
http://education.nationalgeographic.com/activity/bioluminescence-living-light/
http://education.nationalgeographic.com/archive/xpeditions/lessons/08/gk2/seasfish.html
12. How light travels.
13. That there are many types of electromagnetic waves, of which visible light is only one, most of which we cannot see.
14. How light behaves when it strikes matter.
15. The difference between reflection, refraction, and absorption.
16. Why we see colors.
17. The difference between transparent, translucent, and opaque.
18. How lenses work, including that of the human eye.
19. Some of the uses of lasers.
Suggestion
Use laser lights to demonstrate reflection, refraction, and absorption. It’s very easy to measure angles of reflection with laser pens, graph paper, and mirrors
Unit 3E: Objects in Motion
Students will know:
1. Some of the ways objects move.
2. The definition of “frame of reference”.
3. How to calculate speed, distance, and time.
4. The definition of “velocity”.
5. The definition of “force”.
6. That forces can act together to change the net force.
7. The effect of friction on a moving object.
8. How and why the amount of friction changes from one material to another.
9. That the force of gravity depends on the mass, distance, and motion of objects.
10. How to measure force.
11. The definition of energy.
12. The difference between kinetic and potential energy.
13. That potential energy can be transformed kinetic energy and vice versa.
14. How the mass of an object affects the distance the object will move.
Unit 3F: Simple Machines
Students will know:
1. The definition of machine.
2. The definition of work.
3. The names of the six simple machines and the components (if any) of each.
4. Some examples of each of the six simple machines.
5. How to use simple machines to make work easier (to overcome force).
Procedural Knowledge Objectives
Unit 3A: Properties of Matter
SWBAT:
1. Define matter.
2. Explain the properties that we use to identify matter.
3. List the three states of matter.
4. Measure volume and mass of matter using the proper instruments.
5. Define density.
6. calculate density.
7. Define mixture.
8. List some of the ways mixtures can be separated.
9. Define solution.
10. List some of the ways solutions can be separated.
11. Compare and contrast physical and chemical changes.
12. Explain how matter can change from one phase to another.
13. Explain how the periodic table is arranged.
Unit 3B: Heat
SWBAT:
1. define thermal energy.
2. Differentiate between heat and temperature.
3. Explain the three ways heat moves through materials.
4. define “conductor” and “insulator”.
Unit 3C: Electricity and Magnetism
SWBAT:
1. explain the causes of lightning and static electricity
2. describe how, with the exception of static electricity, electricity flows through circuits.
3. Compare and contrast series and parallel circuits.
4. define magnetism and magnetic field.
5. Explain that the earth is a huge magnet, to which compass needles respond.
6. Describe how electricity can be transformed into magnetism.
7. List ways we use electromagnets.
8. Explain how magnetism can be transformed into electricity.
Unit 3D: Light and Sound
SWBAT:
1. List the causes of sound waves.
2. Compare and contrast transverse and longitudinal waves.
3. Define frequency.
4. Define wavelength.
5. Explain the effects of frequency and wavelength on decibel levels.
6. Explain why sound waves travel through matter and not a vacuum, and make a chart showing which states of matter sound waves travel through relatively quickly compared to others.
7. define “echo”.
8. Explain how frequency determines pitch.
9. Explain how various instruments make different sounds.
10. Make a model of the human ear, describing its components and how they work together to interpret sound.
11. List several sources of light.
12. Describe how light travels.
13. Describe many types of electromagnetic waves, stating that visible light is only one of them, and that most of them are not visible.
14. Explain how light behaves when it strikes matter.
15. Contrast reflection, refraction, and absorption.
16. Explain why we see colors.
17. Contrast transparent, translucent, and opaque.
18. Explain how lenses work, including that of the human eye.
19. Describe some of the uses of lasers.
Unit 3E: Objects in Motion
SWBAT:
1. Discuss some of the ways objects move.
2. define “frame of reference”.
3. calculate speed, distance, and time.
4. define “velocity”.
5. define “force”.
6. Explain how forces can act together to change the net force.
7. Describe the effect of friction on a moving object.
8. Explain how and why the amount of friction changes from one material to another.
9. explain that the force of gravity depends on the mass, distance, and motion of objects.
10. measure force.
11. define energy.
12. Compare and contrast kinetic and potential energy.
13. Diagram potential energy transforming into kinetic energy and vice versa.
14. Explain how the mass of an object affects the distance the object will move.
Unit 3F: Simple Machines
SWBAT:
1. define machine.
2. define work.
3. List the names of the six simple machines and the components (if any) of each.
4. List some examples of each of the six simple machines and explain their parts.
5. use simple machines to make work easier (to overcome force).

Unit 4: Space and Technology

Informational Knowledge Objectives
Unit 4A: Earth’s Cycles
Students will know:
1. how we know that the earth is moving
2. the difference between rotation and revolution.
3. How and why the moon seems to change shape throughout the month.
Suggestion
Phases of the moon activity:
http://www.proteacher.org/a/35551_Moon_Phase_Book.html
4. How shadows change appearance through-out the day.
Suggestion
Make a sundial, using an object that varies in width to show changes in shadows:
http://www.skyandtelescope.com/observing/how-to-make-a-sundial/
5. Why the number of hours of daylight change throughout the year.
6. The causes of solar and lunar eclipses
7. Why star patterns appear to change from the northern hemisphere to the southern.
Unit 4B: Inner and Outer Planets
Students will know:
1. The components of the universe
2. The components of our solar system.
3. The role of the force of gravity.
4. The names of the four inner planets and the five outer planets and the characteristics of each.
5. What makes the earth unique compared to the other planets.
Good resources:
http://www.rense.com/general72/size.htm
https://www.youtube.com/watch?v=fmxi3HvK2Js
https://vimeo.com/19231255
http://kids.nineplanets.org/intro.htm
Unit 4C: Effects of Technology
Students will know:
1. Some of the many ways technology affects our daily lives, including transportation, medicine, and communication.
2. Some of the man-made materials prevalent in everyday life.
Informational Knowledge Objectives
Unit 4A: Earth’s Cycles
SWBAT:
1. explain how we know that the earth is moving
2. contrast rotation and revolution.
3. How and why the moon seems to change shape throughout the month.
4. Draw a diagram showing how shadows change appearance through-out the day.
5. Explain why the number of hours of daylight change throughout the year.
6. List the causes of solar and lunar eclipses
7. Explain why star patterns appear to change from the northern hemisphere to the southern.
Unit 4B: Inner and Outer Planets
SWBAT:
1. Name the components of the universe
2. Name the components of our solar system.
3. Explain the role of the force of gravity in the solar system.
4. name the four inner planets and the five outer planets and list the characteristics of each.
5. Explain what makes the earth unique compared to the other planets.
Unit 4C: Effects of Technology
SWBAT:
1. describe some of the many ways technology affects our daily lives, including transportation, medicine, and communication.
2. List some of the man-made materials prevalent in everyday life.
Course Description
Course Learning Objectives
At the end of the course, the students are expected to
• relate science and technology to society and the environment
• develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving
• understand the basic concepts of science and technology.
The curriculum expectations are organized in four strands, which are the major areas of knowledge and skills in the science and technology curriculum. They are as follows:
• The Nature and Science of Engineering
• Physical Science
• Earth and Space Science
• Life Science
Recourses
Pearson Scott Foresman, www.superteachers.com; www.education.com; www.worksheetplace.com; www.havefunteaching.com; www.tlsbooks.com

Scott Foresman Science © 2010 to the Minnesota Academic Standards

Grading Scale
Grade 4 Minnesota Academic Standards Scott Foresman Science Grade 4
Strand: 4.1: The Nature of Science and Engineering
Sub strand: 4.1.2: Practice of Engineering
Standard: 4.1.2.1: Engineers design, create and develop structures, processes and systems that are intended to improve society and may make humans more productive.
4.1.2.1.1: Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. TE: 550-555, 558-559
Standard: 4.1.2.2: Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product.
4.1.2.2.1: Identify and investigate a design solution and describe how it was used to solve an everyday problem. Example: Investigate different varieties of construction tools. TE: 182, 274-275, 284, 450-451, 474-475, STEM EM4-5, EM6-7
4.1.2.2.2: Generate ideas and possible constraints for solving a problem through engineering design. Example: Design and build an electromagnet to sort steel and aluminum materials for recycling. TE: 140, 274-275, 394-395, 450-451, 460, 474-475, 572-575
4.1.2.2.3: Test and evaluate solutions, considering advantages and disadvantages of the engineering solution, and communicate the results effectively. TE: 572-575, STEM EM2-3, EM4-5, EM6-7, EM8-9
Sub strand: 4.1.3: Interactions Among Science, Technology Engineering, Mathematics, and Society
Standard: 4.1.3.3: The needs of any society influence the technologies that are developed and how they are used.
4.1.3.3.1: Describe a situation in which one invention led to other inventions. TE: 550-555, 556-559, STEM EM6-7
Strand: 4.2: Physical Science
Strand: 4.2: Physical Science
Standard: 4.2.1.1: Objects have observable properties that can be measured.
4.2.1.1.1: Measure temperature, volume, weight and length using appropriate tools and units. TE: 200-201, 322-327, 360-361
Standard: 4.2.1.2: Solids, liquids and gases are states of matter that have unique properties.
4.2.1.2.1: Distinguish between solids, liquids and gases in terms of shape and volume. Example: Water changes shape depending on the shape of its container. TE: 318-321
4.2.1.2.2: Describe how the states of matter change as a result of heating and cooling. TE: 200-201, 334-335
Sub strand: 4.2.3: Energy
Standard: 4.2.3.1: Energy appears in different forms, including heat and electromagnetism.
4.2.3.1.1: Describe the transfer of heat energy when a warm and a cool object are touching or placed near each other. TE: 356-359, 360-361
4.2.3.1.2: Describe how magnets can repel or attract each other and how they attract certain metal objects. TE: 382-385
4.2.3.1.3: Compare materials that are conductors and insulators of heat and/or electricity. Example: Glass conducts heat well, but is a poor conductor of electricity. TE: 354-355
Standard: 4.2.3.2: Energy can be transformed within a system or transferred to other systems or the environment.
4.2.3.2.1: Identify several ways to generate heat energy. Example: Burning a substance, rubbing hands together, or electricity flowing through wires. TE: 348, 356-357
4.2.3.2.2: Construct a simple electrical circuit using wires, batteries and light bulbs. TE: 378-381
4.2.3.2.3: Demonstrate how an electric current can produce a magnetic force. Example: Construct an electromagnet to pick up paperclips. TE: 386-389, 394-395
Strand: 4.3: Earth and Space Science
Sub strand: 4.3.1: Earth Structure and Processes
Standard: 4.3.1.3: Rocks are Earth materials that may vary in composition.
4.3.1.3.1: Recognize that rocks may be uniform or made of mixtures of different minerals. TE: 242-243, 246-249
4.3.1.3.2: Describe and classify minerals based on their physical properties. Example: Streak, luster, hardness, reaction to vinegar. TE: 238-241, 250-251
Sub strand: 4.3.2: Interdependence Within the Earth System
Standard: 4.3.2.3: Water circulates through the Earth's crust, oceans and atmosphere in what is known as the water cycle.
4.3.2.3.1: Identify where water collects on Earth, including atmosphere, ground and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. TE: 182-185, 186-187
Sub strand: 4.3.4: Human Interactions with Earth Systems
Standard: 4.3.4.1: In order to improve their existence, humans interact with and influence Earth systems.
4.3.4.1.1: Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. TE: 300-301
Strand: 4.4: Life Science
Sub strand: 4.4.4: Human Interactions with Living Systems
Standard: 4.4.4.2: Microorganisms can get inside one's body and they may keep it from working properly.
4.4.4.2.1: Recognize that the body has defense systems against germs, including tears, saliva, skin and blood. TE: 156-161
4.4.4.2.2: Give examples of diseases that can be prevented by vaccination. TE: 161
GRADING / EVALUATION
Each grading period grade will be determined by a weighted average of: 4
evaluation example
QUIZZES 20%
UNIT TEST/ CHAPTER TEST 25%
PARTICIPATION (SEATWORK, WORKBOOK, RECITATION) 25%
HOMEWORK 10%
PROJECT (LABORATORY, EXPERIMENTS) 20%
  100%
Weekly Informational Knowledge Overview - (Students will know...)
• Standards and rules in the classroom
• Books and resources needed for learning
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
• Relate the importance of Science in our daily lives
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Set standards and rules in the classroom
• Distribute books and resources needed for learning
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
• Relate the importance of Science in our daily lives
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
• Set standards and rules in the classroom
Language Objective:
• Introduce oneself and share one interesting fact about their selves
Main Activity:
• General Orientation with the school administration.
• Getting to know activities with the whole elementary students
Evaluation:
Ask what are set rules and standards to follow
Vocabulary:
Homework:
Learning Objective:
• Set standards and rules in the classroom
• Distribute books and resources needed for learning
Language Objective:
• Set standards in using the books and resources needed for learning
Main Activity:
• Setting of classroom rules, standards and topics to study for the school year
• Distribution of books and assigning of responsibilities
Evaluation:
Name ways in how to be a good steward of things.
Vocabulary:
Homework:
Learning Objective:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Language Objective:
• Relate the importance of Science in our daily lives
Main Activity:
• Introduce concepts and skills to learn in Science
• Importance of Science and its relevance to daily activities and things around us.
• Name different process skills needed in learning Science
• Share the different activities that involves different skills and talents
Evaluation:
Have an activity of observing, identifying and classifying things found in school that has relevance with Science
Vocabulary:
Homework:
Learning Objective:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Language Objective:
• Relate the importance of Science in our daily lives
Main Activity:
• Have them observe surrounding and make their own classification
• Identify different tools and equipment used in Science
• Ask where do we used the following
Evaluation:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Vocabulary:
Observation, classification, identification, inferring
Homework:
Learning Objective:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Language Objective:
• Relate the importance of Science in our daily lives
Main Activity:
• Have them observe surrounding and make their own classification
• Identify different tools and equipment used in Science
• Ask where do we used the following
Evaluation:
• Understand the concepts and skills to learn in Science
• Identify different tools and equipment used in Science
Vocabulary:
Observation, classification, identification, inferring
Homework:
Materials / Resources (including technology)
Textbook, video, science tools and equipment
State of Minnesota Standards Covered
  • 4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.
Weekly Informational Knowledge Overview - (Students will know...)
• What are the main parts of a plant?
• Why do plants need roots and stems?
• How are plants grouped?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify the common characteristics of plants and animals
• Identify the main parts of a plant and its functions
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Identify the similarities and differences of plants and animals
• Classify plants according to their structures
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify the common characteristics of plants and animals
• Identify the main parts of a plant and its functions
Language Objective:
• Name the common characteristics of plants and animals
Main Activity:
• Review of different skills used in Science. Ask them to observe a plant and an animal
• Identify the parts of the following, observe and compare their similarities and differences
• Introduce how these are used to adapt to their surroundings.
• List down the characteristics of plants
• Present the parts of a plant and the structures it has to live, survive and propagate
• Read and answer their textbook
Evaluation:
Label the parts of the plant
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Answer their Science workbook
Learning Objective:
• Identify the main parts of a plant and its functions
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
Language Objective:
• List the adaptation structures of plants to survive
Main Activity:
• Review of the parts and functions of plants
• Identify the main parts of a plant and its functions
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Present how the roots and stems are working together to deliver nutrients and water to the plant.
• Discuss concept in their board
Evaluation:
Make an experiment showing how roots absorbs minerals and water from the soil and delivers it to the stem to all parts
Vocabulary:
Homework:
Answer their Science workbook
Learning Objective:
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Identify the similarities and differences of plants and animals
Language Objective:
• Classify plants according to their structures
Main Activity:
• Review of parts and functions of plants and how they are important to the growth of the plant
• Describe the behavioral and structural adaptations of plants and animals to be able to adapt to the environment
• Identify the similarities and differences of plants and animals
• Classify plants according to their structures.
Evaluation:
Use their textbook to identify and describe each group.
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Answer their Science workbook
Learning Objective:
• Describe how plants can manufacture its own food
• Classify plants according to structures and behavioral adaptations
Language Objective:
• Classify plants according to structures and behavioral adaptations
Main Activity:
• Quick review of plants and animals similarities and differences
• Ask why some plants becomes carnivorous like the Venus fly trap? Explain how plants have adaptations behavior are used for them to survive and reproduce.
• Present how plants manufacture their food and how important they are to other living things.
• Watch a video about it.
• Discuss concepts in their book about it
Evaluation:
Answer their workbook
Vocabulary:
Leaves, roots, stems, flowers, fruits, seeds, xylem, phloem, system, deciduous, coniferous, pollinate, seed leaf, germinate, seedling
Homework:
Answer their Science workbook
Learning Objective:
• Assess students understanding of the concepts and skills from topic learned
Language Objective:
Main Activity:
• Review of the topics and lesson learned
• Give out the rules in taking a test
• Administer the test
Evaluation:
Check if the lesson topic is learned
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures, video, celery stalks, food coloring, napkins, empty water bottles
State of Minnesota Standards Covered
  • **There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Classification of animals
• Life cycles of animals
• Reproduction and adaptation of animals
• Characteristics of plants
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and classify different groups of animals according to their characteristics – Vertebrates & Invertebrates
• Use a Venn-diagram to compare and contrast different groups of animals
• Describe the life cycles of each group of animals
• Name ways in how they reproduce and adapt to survive in their environment
• Identify and classify different kinds of plants according to their characteristics
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and classify different groups of animals according to their characteristics – Vertebrates & Invertebrates
Language Objective:
• Describe the different groups of animals
Main Activity:
• Have a game of grouping different kinds of animals. Ask how they came upon that grouping.
• Introduce the ways in how animals can be grouped or classified.
• Discuss information in their textbook and describe their traits and characteristics for each group.
Evaluation:
• Make a diagram to classify animals
Vocabulary:
Vertebrates, invertebrates, mammals, fish, birds, reptiles, amphibians, insects, mollusks, crustaceans, sponges
Homework:
Answer their workbook
Learning Objective:
• Identify and classify different groups of animals according to their characteristics – Vertebrates & Invertebrates
Language Objective:
• Identify the different traits and characteristics of each groups
Main Activity:
• Using mind mapping to group vertebrates animals according to their characteristics
• Compare and contrast different groups using Venn Diagram
• Name other ways in how we can group animals.
Evaluation:
• Fill out the chart and list down animals belonging to each group
Vocabulary:
Vertebrates, mammals, reptiles, birds, amphibians, fish, invertebrates, arachnids, insects, crustaceans, mollusks, worms
Homework:
Make an album of the different groups of animals
Learning Objective:
• Describe the life cycles of each group of animals
• Name ways in how they reproduce and adapt to survive in their environment
Language Objective:
• Identify the terms used for animals adaptation
Main Activity:
• Recap of the group of animals
• How do the following reproduce their kind? Present the life cycle of each group and how do they develop
• Name some adaptation skills that each group has to survive and reproduce
• Discus the lesson in their textbook
Evaluation:
• Answer the activity in their workbook
Vocabulary:
Adaptation, traits, migration, hibernation, protective armor, poison, camouflage, mimicry, estivation
Homework:
Look for the meaning of the following vocabulary word using their glossary
Learning Objective:
• Identify characteristics of plants and their ability to produce its own food
Language Objective:
• Describe how photosynthesis takes place
Main Activity:
• Review of animal groupings. Relate it with plants and its characteristics.
• Describe the physical characteristics and abilities of plants to manufacture its own food.
• Introduce the things needed for photosynthesis and the process. Present using a video/ppt
Evaluation:
Illustrate how photosynthesis takes pace
Vocabulary:
Photosynthesis, stomata, carbon dioxide, oxygen, water, minerals, glucose, respiration, Chloroplast, chlorophyll
Homework:
Study and prepare for a chapter test tom
Learning Objective:
• Assess the knowledge learned from the lesson/ topics
Language Objective:
Main Activity:
• Review of the concept and vocabularies learned
• Give the directions and instructions in taking a test.
• Administer the test
Evaluation:
Check and evaluate if the lesson is learned
Vocabulary:
Homework:
Materials / Resources (including technology)
• Pictures of different animals
• Power point
• Venn diagram
• Textbook and workbooks
• Board and pen
State of Minnesota Standards Covered
  • **There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Classification of animals
• Reproduction and adaptation of animals
• Classification and characteristics of plants
• Parts and function of a plant
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and classify different groups of animals according to their characteristics – Vertebrates & Invertebrates
• Use a Venn-diagram to compare and contrast different groups of animals
• Describe the life cycles of each group of animals
• Name ways in how they reproduce and adapt to survive in their environment
• Identify and classify different kinds of plants according to their characteristics
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and classify different groups of animals according to their characteristics – Vertebrates & Invertebrates
Language Objective:
• Identify the different traits and characteristics of each groups
Main Activity:
• Using mind mapping to group vertebrates animals according to their characteristics
• Compare and contrast different groups using Venn Diagram
• Name other ways in how we can group animals.
Evaluation:
• Fill out the chart and list down animals belonging to each group
Vocabulary:
Vertebrates, mammals, reptiles, birds, amphibians, fish, invertebrates, arachnids, insects, crustaceans, mollusks, worms
Homework:
Learning Objective:
• Classify animals according to their characteristic – Backbone
Language Objective:
• Identify the characteristics of each group of animals
Main Activity:
• Present different pictures of animals and try to make a group out from it.
• Introduce how animals are classified and group – according to backbones
• Introduce the different groups of animals with backbone and without backbone
• Describe the characteristics of each group
Evaluation:
Let them classify animals according to their backbone and describe their characteristics
Vocabulary:
Vertebrates, Invertebrates, mammals, fish, birds, reptiles, amphibians, mollusks, insects, crustaceans
Homework:
Do activity in their workbook
Learning Objective:
• Name ways in how animals reproduce and adapt to survive in their environment
Language Objective:
• Identify the terms used for animals adaptation
Main Activity:
• Recap of the group of animals
• How do the following reproduce their kind? Present the life cycle of each group and how do they develop
• Name some adaptation skills that each group has to survive and reproduce
• Discus the lesson in their textbook
Evaluation:
• Answer the activity in their workbook
Vocabulary:
Adaptation, traits, migration, hibernation, protective armor, poison, camouflage, mimicry, estivation
Homework:
Make a research work of an animal they love and describe its characteristics and ability to survive and reproduce
Learning Objective:
• Identify characteristics of plants and their ability to produce its own food
Language Objective:
• Describe how photosynthesis takes place
Main Activity:
• Review of animal groupings. Relate it with plants and its characteristics.
• Describe the physical characteristics and abilities of plants to manufacture its own food with its different parts.
• Introduce the things needed for photosynthesis and the process. Present using a video/ppt
Evaluation:
Illustrate how photosynthesis takes pace
Vocabulary:
Photosynthesis, stomata, carbon dioxide, oxygen, water, minerals, glucose, respiration, Chloroplast, chlorophyll
Homework:
Prepare for an exam
Learning Objective:
• Assess the knowledge learned from the lesson/ topics
Language Objective:
Main Activity:
• Review of the concept and vocabularies learned
• Give the directions and instructions in taking a test.
• Administer the test
Evaluation:
Check and evaluate if the lesson is learned
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures of different animals, Power point, video, Venn diagram, Textbook and workbooks Board and pen
State of Minnesota Standards Covered
  • **There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Reproduction and adaptation of animals
• Classification and characteristics of plants
• Parts and function of a plant
• How plants reproduce
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe the life cycles of each group of animals
• Name ways how animals reproduce and adapt to survive in their environment
• Identify and classify different kinds of plants according to their characteristics
• Identify the parts and functions of the parts of a plant
• Label the parts of a flower
• Name ways how plants propagate
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Name ways in how animals reproduce and adapt to survive in their environment
Language Objective:
• Identify the terms used for animals adaptation
Main Activity:
• Recap of the group of animals
• How do the following reproduce their kind? Present the life cycle of each group and how do they develop
• Name some adaptation skills that each group has to survive and reproduce
• Discus the lesson in their textbook
Evaluation:
• Answer the activity in their workbook
Vocabulary:
Adaptation, traits, migration, hibernation, protective armor, poison, camouflage, mimicry, estivation
Homework:
Make a research work of an animal they love and describe its characteristics and ability to survive and reproduce.
Learning Objective:
• Assess the knowledge learned from the lesson/ topics
Language Objective:
Main Activity:
• Review of the concept and vocabularies learned
• Give the directions and instructions in taking a test.
• Administer the test
Evaluation:
Check and evaluate if the lesson is learned
Vocabulary:
Homework:
Learning Objective:
• Identify characteristics of plants and their ability to produce its own food
Language Objective:
• Describe how photosynthesis takes place
Main Activity:
• Review of animal groupings. Relate it with plants and its characteristics.
• Describe the physical characteristics and abilities of plants to manufacture its own food with its different parts.
• Introduce the things needed for photosynthesis and the process. Present using a video/ppt
Evaluation:
Illustrate how photosynthesis takes place
Vocabulary:
Photosynthesis, stomata, carbon dioxide, oxygen, water, minerals, glucose, respiration, Chloroplast, chlorophyll
Homework:
Bring any kind of flower
Learning Objective:
• Identify the structures of plants that serves as for growth, survival and reproduction
• Label the parts of a flower
Language Objective:
• Name the structures of plants that they used for reproduction
Main Activity:
• Review of the parts and function of plants
• Relate how plants propagate and reproduce.
• Present the flower as the most common way of how flowering plants reproduce.
• Introduce the concept of complete and incomplete flower
• Dissect and identify the different parts of a flower.
Evaluation:
Draw a model of the flower and label its parts
Vocabulary:
Pistil, stigma, style, ovary ovules, stamen, filament, pollen, petals, sepals
Homework:
Answer their workbook.
Learning Objective:
• Name ways how plants propagate and spread their seeds
Language Objective:
• Describe how pollination occur
Main Activity:
• Review of the parts of the flower
• Why do flowers have colorful petals or others have strong smell?
• Present agents of pollination and how each one can either create balance or imbalanced in plants growth and propagation
• Discuss the information in their textbook
Evaluation:
• Answer their workbook
Vocabulary:
Pollination, self pollination, cross pollination, wind, water, air, humans and animals
Homework:
Materials / Resources (including technology)
Pictures, textbook, workbook, seeds, flowers, ppt, video of photosynthesis, parts of a flower and spreading of seeds.
State of Minnesota Standards Covered
  • **There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Parts and function of a plant
• How plants reproduce
• Adaptation of plants
• Uses and importance of plants
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify the parts and functions of the parts of a plant
• Label the parts of a flower
• Name ways how plants propagate
• Identify and describe plant structures that are used for growth, survival and reproduction
• Describe and illustrate the importance and use of plants
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS– EidulAdha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Identify characteristics of plants and their ability to produce its own food
Language Objective:
• Describe how photosynthesis takes place
Main Activity:
• Review of animal groupings. Relate it with plants and its characteristics.
• Describe the different parts of plants and abilities of plants to manufacture its own food using its different parts.
• Introduce the things needed for photosynthesis and the process. Present using a video/ppt
Evaluation:
Illustrate how photosynthesis takes place
Vocabulary:
Photosynthesis, stomata, carbon dioxide, oxygen, water, minerals, glucose, respiration, Chloroplast,
Homework:
Answer their vocabulary words activity
Learning Objective:
• Identify characteristics of plants and their ability to produce its own food
Language Objective:
• Describe how photosynthesis takes place
Main Activity:
• Review of animal groupings. Relate it with plants and its characteristics.
• Describe the physical characteristics and abilities of plants to manufacture its own food.
• Introduce the things needed for photosynthesis and the process. Present using a video/ppt
Evaluation:
Illustrate how photosynthesis takes pace
Vocabulary:
Photosynthesis, stomata, carbon dioxide, oxygen, water, minerals, glucose, respiration, Chloroplast, chlorophyll
Homework:
Illustrate photosynthesis
Learning Objective:
• Identify the structures of plants that serves as for growth, survival and reproduction
• Label the parts of a flower
Language Objective:
• Name the structures of plants that they used for reproduction.
Main Activity:
• Review of the parts and function of plants
• Relate how plants propagate and reproduce.
• Present the flower as the most common way of how flowering plants reproduce.
• Introduce the concept of complete and incomplete flower
• Dissect and identify the different parts of a flower.
Evaluation:
Draw a model of the flower and label its parts
Vocabulary:
Pistil, stigma, style, ovary ovules, stamen, filament, pollen, petals, sepals,
Homework:
Choose five unique plants or flowers they know and describe how they adapt to survive
Learning Objective:
• Name ways how plants propagate and spread their seeds
Language Objective:
• Describe how pollination occur
Main Activity:
• Review of the parts of the flower
• Why do flowers have colorful petals or others have strong smell?
• Present agents of pollination and how each one can either create balance or imbalanced in plants growth and propagation
• Discuss the information in their textbook
Evaluation:
• Answer their workbook.
Vocabulary:
Pollination, self pollination, cross pollination, wind, water, air, humans and animals
Homework:
Materials / Resources (including technology)
Pictures, textbook, workbook, seeds, flowers, ppt, video of photosynthesis, parts of a flower and spreading of seeds.
State of Minnesota Standards Covered
**There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• How Plants Propagate
• Life cycle of plants
• Adaptations of Plants
• Importance of Plants
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Name ways in how seeds are spread
• Identify plant parts that are used to propagate
• Describe features or characteristics of plants in order to adapt and survive
• List down importance of plants
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS – LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Name ways in how seeds are spread
Language Objective:
• Identify plant parts that are used to propagate
Main Activity:
• Identifying plant parts and functions.
• Introduce the concept that most plants spread and reproduce through their flowers and seeds. Ask how about the one without seeds?
• Introduce that plants uses other parts to propagate using roots, stems, leaves, pores, spores and shoots
• Show a video of these examples and discuss concept found in their book
Evaluation:
• Name ways in how seeds are spread.
Vocabulary:
Propagate, seeds, spores, wind, water, animals and man
Homework:
Answer their workbooks
Learning Objective:
• Describe features or characteristics of plants in order to adapt and survive
Language Objective:
• Illustrate the life cycle of a plant and other unique plants
Main Activity:
• Ask about the parts of plants and agents that spreads seeds
• Present a video of popping seeds and cones and how they spread their seeds
• Illustrate how seeds grow and the parts of the seeds that enables them to survive when planted.
• Ask how plants in different places thrive and grow. Cite out carnivorous plants
Evaluation:
Illustrate how seeds turns into plants then to trees
Vocabulary:
Adaptation, camouflage, mimicry, carnivorous plants,
Homework:
Answer their workbooks
Learning Objective:
• Describe features or characteristics of plants in order to adapt and survive
• Identify the structures of plants that serves as for growth, survival and reproduction
Language Objective:
• Describe how plants adapt to their surrounding
Main Activity:
• Review of unique characteristics of plants in how they spread seeds
• Introduce that like animals, plants have features and characteristics that can adapt to their surrounding in order to survive and reproduce.
• Present different plants in how they display camouflage and mimicry in order to propagate and survive.
• Watch a video of adaptation of animals.
Evaluation:
• Name how plants adapt to their surrounding
Vocabulary:
Adaptation, camouflage, mimicry, carnivorous plants,
Homework:
Answer their workbook.
Learning Objective:
• List down importance of plants
Language Objective:
• Name benefits we get from plants
Main Activity:
• Review of plants reproduction and adaptations
• Ask what world we will have if plants are all extinct. Flashback on the movie LORAX
• Name things that we get from plants. List down uses of plants
• Read and discuss the concept in their book
• Answer the questions in their workbooks
Evaluation:
• Make a poster or poem or story showing the importance of plants and its uses
Vocabulary:
Food , shelter, clothing, medicine, habitat for animals, clean air, prevents flood and erosion
Homework:
Materials / Resources (including technology)
Pictures, textbook, workbook, seeds, flowers, ppt, video, parts of a flower and spreading of seeds
State of Minnesota Standards Covered
**There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Ecosystems
• Parts and kinds of ecosystem
• Flow of ecosystem
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and describe the basic characteristics of an ecosystem and its parts
• Describe how plants and animals interact with one another in an ecosystem
• Identify different types of ecosystems
• Describe the flow of energy in an ecosystem
• Identify the basic patterns and sequences and cycles occurring in Nature
• illustrate a sample of an ecosystem
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and describe the basic characteristics of an ecosystem and its parts
Language Objective:
• List down the parts of the ecosystem
Main Activity:
• Review of photosynthesis and how it is related in ecosystem • Name the living and non- living components of an ecosystem and present how each one interact to each other. • Identify different kinds of ecosystems • Illustrate how an ecosystem work and transfer its energy. • Present a video showing an ecosystem
Evaluation:
Name the basic components of an ecosystem and relate how they interact with each other.
Vocabulary:
Photosynthesis, fertilization, dormant , seed dispersal , ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers
Homework:
Answer their workbook
Learning Objective:
• Identify and describe the basic characteristics of an ecosystem and its parts
• Describe how plants and animals interact with one another in an ecosystem
• Identify different types of ecosystems
Language Objective:
• Describe an ecosystem
Main Activity:
• Review of how ecosystem interacts with its living and non-living components. Relate the situation with the changes in the environment and how it affect the man and animals
• Introduce how the transfer of energy occurs. Identify the Predator and prey concept. Present ways of survival also of animals and plants. Present the concept of food chain.
• Illustrate the following using their text
Evaluation:
Do workbook activity
Vocabulary:
Photosynthesis, fertilization, dormant , seed dispersal , ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers
Homework:
Answer their workbook
Learning Objective:
• Identify different types of ecosystems
• Describe the flow of energy in an ecosystem
Language Objective:
• Describe the flow of energy in an ecosystem
Main Activity:
• Review of food chain and the living things involved in it. Producers, 1st level consumers- Herbivores, 2nd level- Carnivores and the 3rd level- Omnivores,
• Relate how this food chain can interrelated to each other forming webs.
• Present illustration in their text and in videos.
Evaluation:
Describe the flow of energy
Vocabulary:
Photosynthesis, fertilization, dormant , seed dispersal , ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers
Homework:
Make their own food chain illustration
Learning Objective:
• illustrate a sample of an ecosystem
Language Objective:
• Show creativity in their work
Main Activity:
• Create their own dioramas of ecosystems
• Present the transfer of energy in it.
Evaluation:
Present the process of how living and non-living interact in their ecosystem
Vocabulary:
Photosynthesis, fertilization, dormant , seed dispersal , ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers
Homework:
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Illustrations of Photosynthesis process, Oxygen –carbon dioxide cycle, nitrogen cycle and food chain
• Kinds of ecosystem
• Flow of energy through food chain and food web
• Video / Computer
State of Minnesota Standards Covered
**There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Ecosystems
• Changes in the ecosystem
• Flow of ecosystem
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and describe the basic characteristics of an ecosystem and its parts
• Describe how plants and animals interact with one another and depend with another.
• Identify different types of ecosystems and how ecosystems changes
• Describe the flow of energy in an ecosystem and how a change in one flow affects the whole system
• Identify the basic patterns and sequences and cycles occurring in Nature
• Create an awareness of their responsibility of caring for the environment
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and describe the basic characteristics of an ecosystem and its parts
• Describe how plants and animals interact with one another and depend with another.
Language Objective:
• Describe the flow of energy in an ecosystem
Main Activity:
• Review of how ecosystem interacts with its living and non-living components.
• Explain how the transfer of energy occurs.
• Identify the Predator and prey concept. Symbiosis, parasitism
• Present ways of survival also of animals and plants. Review the concept of food chain and food web. Illustrate the following using their text
Evaluation:
Work on their ecosystem
Do workbook activity
Vocabulary:
Photosynthesis, ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
Read how dinosaurs became extinct.
Learning Objective:
• Identify different types of ecosystems and how ecosystems changes
• Describe the flow of energy in an ecosystem and how a change in one flow affects the whole system
Language Objective:
• Cite effects of changes in the environment
Main Activity:
• Review of how ecosystem interacts with its living and non-living components.
• Relate the situation with the changes in the environment and how it affects people and animals
• Identify and describe the basic characteristics of an ecosystem and its parts
• Introduce how ecosystem works and balanced.
• Present different ways on how plants, animals and other organisms relate and work together.
• Present the information in their text to further understand the concept.
• Watch a video of ecosystem
Evaluation:
Do workbook activity
Vocabulary:
Photosynthesis, ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
Work on their ecosystem
Learning Objective:
• Identify different types of ecosystems and how ecosystems changes
• Describe the flow of energy in an ecosystem and how a change in one flow affects the whole system
• Identify the basic patterns and sequences and cycles occurring in Nature
Language Objective:
• Describe patterns and sequences and cycles occurring in Nature
Main Activity:
• Review on how plants and animals interact with one another and depend with another.
• Present different ways on how plants and animals relate to each other. Predation, competition, parasitism, mutualism and others
• Identify different types of ecosystems and how ecosystems changes
• Describe the flow of energy in an ecosystem and how a change in one flow affects the whole system
• Read and explain concepts on their textbook.
• Watch a video showing imbalance of nature and its effects.
Evaluation:
Do workbook activities
Vocabulary:
Photosynthesis, ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
Name ways on how environment changes and how it affects the ecosystem.
Learning Objective:
• Describe the flow of energy in an ecosystem and how a change in one flow affects the whole system
• Identify the basic patterns and sequences and cycles occurring in Nature
Language Objective:
• Create an awareness of their responsibility of caring for the environment
Main Activity:
• Review on how plants and animals interact with one another and depend with another.
• Present different ways on how plants and animals relate to each other. Predation, competition, parasitism, mutualism and others
• Identify different types of ecosystems and how ecosystems changes
• Describe the flow of energy in an ecosystem and how a change in one flow affects the whole system
• Read and explain concepts on their textbook.
Evaluation:
Do workbook activities
Vocabulary:
Photosynthesis, ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
***HALLOWEEN PARTY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures of kinds of ecosystem and changes in the ecosystem, Video / Computer, textbook and workbook
State of Minnesota Standards Covered
**There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• Assess students’ understanding of the concepts and skills learned from the topic
• How does energy flow through in the ecosystem
• How does matter flow in the ecosystem
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Assess students’ understanding of the concepts and skills learned from the topic
• Describe the relationship of the different parts of the ecosystem
• Describe and illustrate the flow of energy in the ecosystem,
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify different classification of living things
Main Activity:
• Review game of lesson learned about plants
• Describe vocabulary words learned and provide examples
• Do activities in their workbooks
Evaluation:
Check if the concepts presented were learned and recalled
Vocabulary:
Plants, photosynthesis,
Homework:
Answer their workbooks
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify different classification of living things
Main Activity:
• Review game of lesson learned about animals
• Describe vocabulary words learned and provide examples
• Do activities in their workbooks
Evaluation:
Check if the concepts presented were learned and recalled
Vocabulary:
Plants, animals, vertebrates, invertebrates
Homework:
Prepare for topic test
***END OF GRADING PERIOD 1 ***
Learning Objective:
• Assess students’ understanding of the concepts and skills learned from the topic
Language Objective:
• Identify different classification of living things
Main Activity:
• Review game of lesson learned about relationship of plants and animals
• Describe vocabulary words learned and provide examples
• Do activities in their workbooks
• Administer the topic test
Evaluation:
Check if the concepts presented were learned and recalled
Vocabulary:
Homework:
***START OF GRADING PERIOD 2 ***
Learning Objective:
• Describe the relationship of the different parts of the ecosystem
Language Objective:
• Illustrate the relationships of living things to other living things.
Main Activity:
• Review of the what makes up an ecosystem; the living and non-living part
• Present pictures of different animals and living things and ask them how the pictures are related.
• Present how energy flows in the ecosystem through food chain and food web.
• Introduce the concepts in their textbook. Present how each one transfer their energy and related to its other.
Evaluation:
Illustrate a how the following are related create a diagram showing their relationship Grains, chicken, insects, cat,
Vocabulary:
Ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, producers, consumers, habitat, food chain, food web
Homework:
Make their own food chain relationship
Learning Objective:
• Describe the relationship of the different parts of the ecosystem
Language Objective:
• Illustrate the relationships of living things to other living things.
Main Activity:
• Review on how energy is transferred through food chain
• Present how food webs are food chains that are interlink to each other
• Present the illustration in their textbook
• Describe how the each part are working together
Evaluation:
Make their own food web
Vocabulary:
Ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, producers, consumers, habitat, food chain, food web
Homework:
Materials / Resources (including technology)
Textbooks, workbooks, video, ppt,
State of Minnesota Standards Covered
**There are no Minnesota 4th grade standards pertaining to plants/animals.
Weekly Informational Knowledge Overview - (Students will know...)
• How are ecosystems balanced?
• How do organisms interact?
• How do environments change?
• How do people disturb the balance?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Relate the size of the population is dependent upon the availability of the resources in the community
• Explains the importance of reusing, recycling and reducing of the use of the natural resources improve and protect the quality of life of a community.
• Identify and describe characteristics of plants and animals to survive and reproduce
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
• Understand and explains that changes in the part of the ecological system affects the whole system
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Relate the size of the population is dependent upon the availability of the resources in the community
Language Objective:
• Describe what makes up an ecosystem and the kinds and how they work together
Main Activity:
• Review of ecosystems and the different kinds.
• Present how different parts of the ecosystems work together,
• Ask what happens if their feeding relationship is disturbed or run out?
• Introduce the concept of how resources are important to an ecosystem growth and survival.
• Let them share their ideas from the concept they have learned from lesson 1.
Evaluation:
Answer their workbook about this lesson
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Answer Workbook activity
Learning Objective:
• Identify and describe characteristics of plants and animals to survive and reproduce
• Name ways in how living things and non-livings interact to each other
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
Language Objective:
• List down different organisms interact with each other,
Main Activity:
• Review of concept of how resources are important to an ecosystem growth and survival.
• Go back in how different organisms interact to each other for survival.
• Introduce different ways in how organisms relate to each other: mutualism, predation, parasitism and the like.
• Have them read and share their ideas and discuss the information in their textbook.
Evaluation:
Answer their check points for clarity and understanding
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Answer Workbook activity
Learning Objective:
• Identify and describe characteristics of plants and animals to survive and reproduce
• Name ways in how living things and non-livings interact to each other
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
Language Objective:
• List different organisms interact with each other,
Main Activity:
• Review of concept of how resources are important to an ecosystem growth and survival.
• Let them share their ideas from the concept they have learned.
• Present a video in how different organisms interact to each other for survival.
• Introduce different ways in how organisms relate to each other: mutualism, predation, parasitism and the like.
• Have them read and share their ideas and discuss the information in their textbook.
Evaluation:
Answer their check points for clarity and understanding
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Answer Workbook activity
Learning Objective:
• Relate the size of the population is dependent upon the availability of the resources in the community
• Explains the importance of reusing, recycling and reducing of the use of the natural resources improve and protect the quality of life of a community.
Language Objective:
• Identify and share the importance of the different relationships we have in the ecosystem
Main Activity:
• Ask how does environment change?
• Present different products and ask what are these made of?
• Introduce and explains the importance of reusing, recycling and reducing of the use of the natural resources to improve and protect the quality of life of a community.
• Present in how corals are destroyed and ways that people did to help out the system.
• Present the clean-up drive in the oceans made to improve and protect the coral reefs.
Evaluation:
• Make a poster in how we can use 3Rs to help save the world’s ecosystem,
Vocabulary:
Reduce, reuse. recycle, composting, succession, extinct and endangered animals
Homework:
Answer Workbook activity
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Videos, ppt, textbooks, workbooks, pictures, worksheets
State of Minnesota Standards Covered
4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used.
Weekly Informational Knowledge Overview - (Students will know...)
• How are ecosystems balanced?
• How do organisms interact?
• How do environments change?
• How do people disturb the balance?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Relate the size of the population is dependent upon the availability of the resources in the community
• Explains the importance of reusing, recycling and reducing of the use of the natural resources improve and protect the quality of life of a community.
• Identify and describe characteristics of plants and animals to survive and reproduce
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
• Understand and explains that changes in the part of the ecological system affects the whole system
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Relate the size of the population is dependent upon the availability of the resources in the community
Language Objective:
• Describe what makes up an ecosystem and the kinds and how they work together
Main Activity:
• Review of ecosystems and the different kinds.
• Present how different parts of the ecosystems work together,
• Ask what happens if their feeding relationship is disturbed or run out?
• Introduce the concept of how resources are important to an ecosystem growth and survival.
• Let them share their ideas from the concept they have learned from lesson 1.
Evaluation:
Answer their workbook about this lesson
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Name ways on how to take care of the resources that living things needed in their ecosystem
Learning Objective:
• Identify and describe characteristics of plants and animals to survive and reproduce
• Name ways in how living things and non-livings interact to each other
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
Language Objective:
• List down different organisms interact with each other,
Main Activity:
• Review of concept of how resources are important to an ecosystem growth and survival.
• Go back in how different organisms interact to each other for survival.
• Introduce different ways in how organisms relate to each other: mutualism, predation, parasitism and the like.
• Have them read and share their ideas and discuss the information in their textbook.
Evaluation:
Answer their check points for clarity and understanding
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Answer their workbook.
Learning Objective:
• Identify and describe characteristics of plants and animals to survive and reproduce
• Name ways in how living things and non-livings interact to each other
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
Language Objective:
• List down different organisms interact with each other,
Main Activity:
• Review of concept of how resources are important to an ecosystem growth and survival.
• Let them share their ideas from the concept they have learned.
• Present a video in how different organisms interact to each other for survival.
• Introduce different ways in how organisms relate to each other: mutualism, predation, parasitism and the like.
• Have them read and share their ideas and discuss the information in their textbook.
Evaluation:
Answer their check points for clarity and understanding
Vocabulary:
Competition, parasite, host, ecosystem, habitat, food chain, population, community
Homework:
Read about endangered and extinct animals
Learning Objective:
• Relate the size of the population is dependent upon the availability of the resources in the community
• Explains the importance of reusing, recycling and reducing of the use of the natural resources improve and protect the quality of life of a community.
Language Objective:
• Identify and share the importance of the different relationships we have in the ecosystem
Main Activity:
• Ask how does environment change?
• Present different products and ask what are these made of?
• Introduce and explains the importance of reusing, recycling and reducing of the use of the natural resources to improve and protect the quality of life of a community.
• Present in how corals are destroyed and ways that people did to help out the system.
• Present the clean-up drive in the oceans made to improve and protect the coral reefs.
Evaluation:
• Make a poster in how we can use 3Rs to help save the world’s ecosystem,
Vocabulary:
Reduce, reuse. recycle, composting, succession, extinct and endangered animals
Homework:
Study for a chapter test
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
• Check if they have learned the concepts taught.
Vocabulary:
Homework:
Materials / Resources (including technology)
Videos, ppt, textbooks, workbooks, pictures, worksheets
State of Minnesota Standards Covered
4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used.
Weekly Informational Knowledge Overview - (Students will know...)
• How do environments change?
• How do people disturb the balance in the ecosystem?
• What are the effects of these changes to man?
• Ways to conserve resources and our environment
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explains the importance of reusing, recycling and reducing of the use of the natural resources improve and protect the quality of life of a community.
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
• Name ways on how the activities of man affects and destroys the environment
• Understand and explains that changes in the part of the ecological system affects the whole system
• Name ways in how to protect our environment
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Relate the size of the population is dependent upon the availability of the resources in the community
• Explains the importance of reusing, recycling and reducing of the use of the natural resources improve and protect the quality of life of a community.
Language Objective:
• Identify and share the importance of the different relationships we have in the ecosystem
Main Activity:
• Ask how does environment change? Review on how the size of the population affects needs and se of resources
• Present different products and ask what are these made of?
• Introduce and explains the importance of reusing, recycling and reducing of the use of the natural resources to improve and protect the quality of life of a community.
• Present in how corals are destroyed and ways that people did to help out the system.
• Present the clean-up drive in the oceans made to improve and protect the coral reefs.
Evaluation:
• Make a poster in how we can use 3Rs to help save the world’s ecosystem,
Vocabulary:
Reduce, reuse. recycle, composting, succession, extinct and endangered animals
Homework:
List down activities of man that are beneficial and/ or harmful to man
Learning Objective:
• Name ways on how the activities of man affects and destroys the environment
• Understand and explains that changes in the part of the ecological system affects the whole system
Language Objective:
• Describe ways on how the activities of man affects and destroys the environment
Main Activity:
• Review of the parts of an ecosystem. List down the benefits of ecosystem.
• Present what causes ecosystem to change. Name causes that change the ecosystem.
• What are the effects when these are changed?
• Present the vocabulary words endangered and extinct.
• Name ways in how plants and animals become extinct.
Evaluation:
Have them watch and tell how changes in the environment greatly affects them and the other living things
Vocabulary:
ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
Learning Objective:
• Describe relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes
• Name ways on how the activities of man affects and destroys the environment
Language Objective:
• Name relationships of living things to other living things
Main Activity:
• Review of the different kinds of ecosystems.
• Present what causes ecosystem to change.
• Name causes that change the ecosystem.
• Introduce relationships occurring among species that may be harmful or helpful to them or others for survival and reproduction purposes and to the ecosystem as a whole
• Name ways on how the activities of man affects and destroys the environment
• What are the effects when these are changed?
• Present the vocabulary words endangered and extinct.
• Name ways in how plants and animals become extinct.
Evaluation:
Have them watch and tell how changes in the environment greatly affects them and the other living thing
Vocabulary:
ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
Prepare for a test
***AMERICAN THANKSGIVING***
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Check if they have learned the concepts taught.
Vocabulary:
Homework:
Learning Objective:
• Understand and explains that changes in the part of the ecological system affects the whole system
• Name ways in how to protect our environment
Language Objective:
• Make a poster illustrating care for the earth
Main Activity:
• Review the ways on how the activities of man affects and destroys the environment.
• List down effects on the ecosystem to the environment
• Name ways in how plants and animals become extinct.
• Have them watch and tell how changes in the environment greatly affects them and the other living thing
Evaluation:
• Make a cause and effect activity on how actions can harm/hurt and help actions
• Make a poster campaign in how to take care of the earth
Vocabulary:
ecosystem, population, community, niche, herbivores, carnivores, omnivores, decomposers, competition, parasite, host, succession, extinct, endangered, hazardous waste
Homework:
Materials / Resources (including technology)
Videos, ppt, textbooks, workbooks, pictures, worksheets
State of Minnesota Standards Covered
4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used.
4.1.2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem. For example: Investigate different varieties of construction tools.
4.1.2.2.2 Generate ideas and possible constraints for solving a problem through engineering design. For example: Design and build an electromagnet to sort steel and aluminum materials for recycling.
Weekly Informational Knowledge Overview - (Students will know...)
• Changes in the environment
• Care for the environment
• Healthy Environment
• Skeletal and Muscular system
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Understand and explains that changes in the part of the ecological system affects the whole system
• Illustrate how to care for the earth and the environment
• Identify that living things are made up of cell, tissues, organs and organ system
• Identify and label the parts and functions of the skeletal and muscular system
• Describe the functions and importance of the skeletal and muscular system
• Name ways on how to take care of the skeletal and digestive system
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Explain how organisms changes and affects their environment
• Illustrate and explain how changing the habitat of an organism may be beneficial or harmful to them
Language Objective:
• Illustrate in a poster on how changing the habitat of living things affects them
Main Activity:
• Present a video of how changes in their environment with man’s activity affects the living things
• Have a discussion and sharing of their observation on when we change their habitat affects them.
• Give importance of taking care of living things especially the endangered ones.
• Name way on how we can help in saving them in our own little way as children.
Evaluation:
• Illustrate in a poster on how changing the habitat of living things affects them
Vocabulary:
succession, endangered, hazardous waste, pollution, skeletal system, muscular system, cell, tissues, organs, systems
Homework:
Describe or illustrate how environment changed by man and nature
Learning Objective:
• Explain how organisms changes and affects their environment
• Illustrate and explain how changes in the environment may be beneficial or harmful to them
Language Objective:
• Illustrate in a poster on how changing the habitat of living things affects them
Main Activity:
• Review of the video they watched about how changes in their environment with man’s activity affects the living things
• Share their observation on how these changes affect the plants, animals and humans in a certain community. What are benefits and harm it does?
• Give importance of taking care of living things especially the endangered ones.
• Name way on how we can help in saving them in our own little way as children.
Evaluation:
Illustrate in a poster on how changing the habitat of living things affects them
Vocabulary:
succession, endangered, hazardous waste, pollution, skeletal system, muscular system, cell, tissues, organs, systems
Homework:
Read lesson 2 of Chapter 4 pp.114-115
Learning Objective:
• Identify that living things are made up of cell, tissues, organs and organ system
Language Objective:
• Relate how cells forms out to tissues, organs, systems to the whole body
Main Activity:
• Review of how changes in their environment with man’s activity affects the living things and human health
• Present how these changes affect the plants, animals and humans in a certain community.
• What are benefits and harm it does to it. Present how humans are affected and can harm.
• Give importance of taking care of our environment and setting up a healthy place for us to live healthy and safe. Name way on how in our own little way as children can have a safe and healthy environment and healthy body.
• Identify how cells are the smallest unit in a living thing and making up the whole system
Evaluation:
Describe how the cells are formed and formed the different systems of the body
Vocabulary:
skeletal system, muscular system, cell, tissues, organs, systems
Homework:
Make a health habit poster
Learning Objective:
• Describe the functions and importance of the skeletal and muscular system
• Name ways on how to take care of the skeletal and digestive system
Language Objective:
• Identify and label the parts and functions of the skeletal and muscular system
Main Activity:
• What would you think you would look like if you do not have bones? Or if you do not have muscles?
• Introduce the parts and functions of the skeletal and muscular system. Relate how the two are working together.
• Ask what the main work of the bones and muscles. Introduce the different parts and their importance.
• Discuss the information in their textbook.
Evaluation:
Cut and label the different bones and relate their importance
Vocabulary:
succession, endangered, hazardous waste, pollution, skeletal system, muscular system, cell, tissues, organs, systems
Homework:
Study for a test
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Check if they have learned the concepts taught
Vocabulary:
Homework:
Materials / Resources (including technology)
Video, ppt, textbook, worksheets, pictures
State of Minnesota Standards Covered
4.4.4.2.1 Recognize that the body has defense systems against germs, including tears, saliva, skin, and blood.
Weekly Informational Knowledge Overview - (Students will know...)
• Healthy Environment
• Skeletal and Muscular system
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify that living things are made up of cell, tissues, organs and organ system
• Identify and label the parts and functions of the skeletal and muscular system
• Describe the functions and importance of the skeletal and muscular system
• Name ways on how to take care of the skeletal and muscular system
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Identify that living things are made up of cell, tissues, organs and organ system
Language Objective:
• Relate how cells forms out to tissues, organs, systems to the whole body
Main Activity:
• Review of how changes in their environment with man’s activity affects the living things and human health
• Present how these changes affect the plants, animals and humans in a certain community.
• What are benefits and harm it does to it. Present how humans are affected and can harm.
• Give importance of taking care of our environment and setting up a healthy place for us to live healthy and safe. Name way on how in our own little way as children can have a safe and healthy environment and healthy body.
• Identify how cells are the smallest unit in a living thing and making up the whole system
Evaluation:
Describe how the cells are formed and formed the different systems of the body
Vocabulary:
skeletal system, muscular system, cell, tissues, organs, systems
Homework:
Answer their workbook activity
Learning Objective:
• Describe the functions and importance of the skeletal and muscular system
• Name ways on how to take care of the skeletal and muscular system
Language Objective:
• Identify and label the parts and functions of the skeletal and muscular system
Main Activity:
• What would you think you would look like if you do not have bones? Or if you do not have muscles?
• Introduce the parts and functions of the skeletal and muscular system. Relate how the two are working together.
• Ask what the main work of the bones and muscles. Introduce the different parts and their importance.
• Discuss the information in their textbook.
Evaluation:
Cut and label the different bones and relate their importance.
Vocabulary:
succession, endangered, hazardous waste, pollution, skeletal system, muscular system, cell, tissues, organs, systems
Homework:
Make a report of the experiment done about taking care of bones and effects of acid to bones
Learning Objective:
• Describe the functions and importance of the skeletal and muscular system
• Name ways on how to take care of the skeletal and muscular system
Language Objective:
• Label the parts of skeletal and muscular system
Main Activity:
• Review of the skeletal system and its parts and functions,
• Relate how the muscular system works together with the skeletal system. Name the major kinds of muscles and their functions.
• Explain how they work together. Relate these muscles to the organ system to the circulatory and digestive system.
Evaluation:
Have them answer their workbook
Vocabulary:
Homework:
Make a report of the experiment done about taking care of bones and effects of acid to bones
Learning Objective:
• Assess if the concept taught are learned and mastered.
Language Objective:
• Identify vocabularies used in the topic
Main Activity:
• Review of the concept learned.
• Remind them of the steps in taking a test.
• Administer the test.
Evaluation:
Check if they have learned the concepts taught
Vocabulary:
Homework:
Materials / Resources (including technology)
Video, ppt, textbook, worksheets, pictures, experiments
State of Minnesota Standards Covered
4.4.4.2.1 Recognize that the body has defense systems against germs, including tears, saliva, skin, and blood.
Weekly Informational Knowledge Overview - (Students will know...)
Respiratory and Circulatory System
Digestive and nervous system
Immune system
Weekly Procedural Knowledge Overview - (Students will be able to...)
Identify the different systems in the body
Identify the different organs and parts working together to function as a system
Describe the functions and uses of different organ system
Name the parts and functions of the heart and lungs
Name the parts and functions of the digestive system
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify the different organs and parts working together to function as a system
• Describe the functions and uses of different organ system
Language Objective:
• Name the parts and function s of the heart and lungs
Main Activity:
• Review of identifying different systems of the body and the major organs in the system
• Introduce the circulatory system by letting them count their pulse rate afterwards let them do a stretching and skipping rope activity count their pulse rate and compare it. Let them make a conclusion of the activity.
• Introduce how the heart, veins, artery, valves work together and its functions and importance. Relate it to how the engine works.
• Relate the information in their textbook on the parts and function of circulatory system
• Have them watch a video of the heart and how circulation transpires
Evaluation:
Name the major parts and functions of the heart and the circulatory system
Vocabulary:
Heart, artery, veins, capillary, valve , mucus, trachea, bronchioles, air sacs, esophagus
Homework:
Heart, artery, veins, capillary, valve , mucus, trachea, bronchioles, air sacs, esophagus
Learning Objective:
• Describe the functions and uses of different organ system
• Name the parts and functions of the heart
Language Objective:
• Name the importance of this system of the body.
Main Activity:
• Review of identifying different systems of the body and the major organs in the system
• Introduce the circulatory system by letting them count their pulse rate afterwards let them do a stretching and skipping rope activity. count their pulse rate and compare it. Let them make a conclusion of the activity.
• Introduce how the heart, veins, artery, valves work together and its functions and importance. Relate it to how the engine works.
• Relate the information in their textbook on the parts and function of circulatory system
• Have them watch a video of the heart and how circulation transpires
Evaluation:
Name the major parts and functions of the heart and the circulatory system
Vocabulary:
Heart, artery, veins, capillary, valve , mucus, trachea, bronchioles, air sacs, esophagus
Homework:
Learning Objective:
• Describe the functions and uses of different organ system
• Name the parts and functions of the heart and lungs
Language Objective:
• Name the parts and functions of the heart and lungs
Main Activity:
• Review the parts of the heart and circulatory system
• Introduce the lesson by relating the heart to the lungs and its system. Explain how the process of respiration happens and the importance of this system.
• Relate the information in their textbook about the lungs and its parts.
Evaluation:
Identify the different parts of the respiratory system and describe how respiration takes place.
Vocabulary:
Heart, artery, veins, capillary, valve , mucus, trachea, bronchioles, air sacs, esophagus
Homework:
Learning Objective:
• Name the parts and functions of the digestive system
Language Objective:
• Label the parts and function s of the digestive system
Main Activity:
• Introduce the digestion process, what happens and what is the work of its part.
• Introduce each part and relate how important the following to the whole system and to the whole body are.
• Read how the different parts contribute to the digestion of food and importance of the following.
Evaluation:
Label the parts of the digestive system and its major parts,
Vocabulary:
Heart, artery, veins, capillary, valve , mucus, trachea, bronchioles, air sacs, esophagus
Homework:
Learning Objective:
Language Objective:
Main Activity:
• Review Game of the different parts and functions of the different systems of the body learned.
• Ask who got hospitalized already? How does our body defend itself? Introduce the work of the immune system and how it fights of diseases.
• Read and explain concepts in their book. Share how the body defends us from viruses.
Evaluation:
Answer lesson checkpoint.
Vocabulary:
Heart, artery, veins, capillary, valve , mucus, trachea, bronchioles, air sacs, esophagus
Homework:
Materials / Resources (including technology)
Textbook, workbook, picture, ppt, video
State of Minnesota Standards Covered
4.4.4.2.1 Recognize that the body has defense systems against germs, including tears, saliva, skin, and blood.
Weekly Informational Knowledge Overview - (Students will know...)
• Water Cycle and Weather
• Earth’s Water and forms of water
• Water cycle
• Factors that affects weather
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify the waters of the earth and the different forms of bodies of water.
• Make a pie chart determining the different kinds of water the earth has.
• Describe how water cycle takes place
• Use a simple activity to illustrate how water cycle is formed
• Name the different factors that affect weather and the changes it undertakes
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Make a pie chart determining the different kinds of water the earth has.
Language Objective:
• Unlock meaning of vocabulary words
Main Activity:
• Have a field trip outside of the room and let them observe their surrounding and try to list down everything they have observe using their senses.
• Present the unit topic and the concepts they are going to learn and the vocabulary words they will encounter.
• Have them search for the meaning of their vocabulary words using their glossary and dictionary.
• Present the lesson about the distribution of water on earth. Using the globe ask what portion of water do they think occupies our planet. Introduce the water parts of the earth.
Evaluation:
Make a pie chart of the distribution of water on earth.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Use the vocabulary words in sentences
Learning Objective:
• Identify the waters of the earth and the different forms of bodies of water.
Language Objective:
• Identify the waters of the earth and the different forms of bodies of water.
Main Activity:
• Review of the vocabulary words
• Using the globe tract down the major bodies of water and its kinds. Distinguish if it is salt, fresh or frozen water.
• Present a power point/ video of bodies of water how they are connected to each other.
• Name ways how these forms are useful for living things and how they affect weather.
Evaluation:
Identify different bodies of water and classify if it is salt , fresh or frozen water.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Do lesson 1 from their workbook
Learning Objective:
• Describe how water cycle takes place
Language Objective:
• List the sequence of how water cycle takes place
Main Activity:
• Review of the bodies of water and different distribution on earth.
• Present the vocabulary words to be used in this lesson.
• Illustrate how the process of water cycle happens
• Introduce how water cycle is formed and how it affects weather.
Evaluation:
Using a simple activity demonstrate how water cycle happens and the terms used for it.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Do workbook activities
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• List down the different factors that affect weather and the changes it undertakes
Main Activity:
• Review of the bodies of water and different distribution on earth.
• Ask how these affects our weather.
• Present the vocabulary words to be used in this lesson.
• Present the different factors that affect weather.
• Emphasize that weather can change easily and how it varies from one place to another. Point out on the factors.
• Introduce how water cycle is formed and how it affects weather.
Evaluation:
Match the weather factors with the instrument that measures it.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Do workbook lesson
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• List the different factors that affect weather and the changes it undertakes
Main Activity:
• Review of water cycle
• Introduce the different factors that affect weather and how we can observe and collect data to help us predict weather and the conditions of our atmosphere for the day or of the succeeding days.
• Present a video/ppt for this.
• Present different weather instruments that are used to observe different kinds of factors/ conditions.
Evaluation:
List down and match weather factors and instruments used to observe them.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind van
Homework:
Materials / Resources (including technology)
Pictures of different weather instruments, Illustration / Chart of water Cycle, Pictures of different weather instruments, PPt and videos of weather, globe
State of Minnesota Standards Covered
4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.
4.3.4.1.1 Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.
Weekly Informational Knowledge Overview - (Students will know...)
• Water Cycle and Weather
• Earth’s Water and forms of water
• Factors that affects weather
• Measuring and predicting weather
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe how water cycle takes place
• Use a simple activity to illustrate how water cycle is formed.
• Name the different factors that affect weather and the changes it undertakes.
• Observe and predict weather using the different factors and weather instruments
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• List down the different factors that affect weather and the changes it undertakes
Main Activity:
• Review of the bodies of water and different distribution on earth.
• Ask how these affects our weather.
• Present the vocabulary words to be used in this lesson.
• Present the different factors that affect weather.
• Emphasize that weather can change easily and how it varies from one place to another. Point out on the factors.
• Introduce how water cycle is formed and how it affects weather.
Evaluation:
Match the weather factors with the instrument that measures it.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
List down the observation about the weather condition using these factors. Complete their chart for the whole week.
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• List down the different factors that affect weather and the changes it undertakes
Main Activity:
• Review of the bodies of water and different distribution on earth.
• Ask how these affects our weather.
• Present the vocabulary words to be used in this lesson.
• Present the different factors that affect weather.
• Emphasize that weather can change easily and how it varies from one place to another. Point out on the factors.
• Introduce how water cycle is formed and how it affects weather.
Evaluation:
Match the weather factors with the instrument that measures it.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind
Homework:
List down the observation about the weather condition using these factors. Complete their chart for the whole week.
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• List down the different factors that affect weather and the changes it undertakes
Main Activity:
• Review of water cycle
• Introduce the different factors that affect weather and how these ones can are observed and collect data to help us predict weather and the conditions of our atmosphere for the day or of the succeeding days.
• Present a video/ppt for this. Present different weather instruments that are used to observe different kinds of factors/ conditions.
Evaluation:
List down and match weather factors and instruments used to observe them.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
List down the observation about the weather condition using these factors. Complete their chart for the whole week.
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• Observe and predict weather using the different factors and weather instruments
Main Activity:
• Weather conditions observation ; cloud formation, temperature,
• Review of the different factors that affect weather like air mass, air pressure, cold and warm front. And how these can be used to determine our weather.
• Present different clouds and how these can be observed to help us predict what weather we will experience.
• Discuss the lesson in their textbook.
Evaluation:
Answer check point questions
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
List down the observation about the weather condition using these factors. Complete their chart for the whole week.
Learning Objective:
• Observe and predict weather using the different factors and weather instruments
Language Objective:
• Identify and describe weather and weather instruments
Main Activity:
• Review of the different factors that affect weather. Weather conditions observation ; cloud formation, temperature,
• Present the different instruments that the meteorologist is using to observe to help us predict what weather we will experience for the day or of the week. Present what is NASA and PAGASA’s role in this.
• Discuss the lesson in their textbook.
• Present videos showing different weather instruments and how these records weather conditions.
Evaluation:
Identify the different weather instruments and their work
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Materials / Resources (including technology)
Pictures of different weather instruments, Illustration / Chart of water Cycle, Pictures of different weather instruments, PPt and videos of weather, globe
State of Minnesota Standards Covered
4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.
4.3.4.1.1 Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.
Weekly Informational Knowledge Overview - (Students will know...)
• Water cycle and weather
• Factors that affects weather
• Measuring and predicting weather
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Use a simple activity to illustrate how water cycle is formed.
• Name the different factors that affect weather and the changes it undertakes.
• Describe what are air masses, how they are formed and affect the weather
• Observe and predict weather using the different factors and weather instruments
• Makes prediction using the different factors and ways to observe them using weather instruments
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Use a simple activity to illustrate how water cycle is formed.
Language Objective:
• Review of the bodies of water and different distribution on earth.
• Ask how these affects our weather. Present the vocabulary words to be used in this lesson.
• Present the different factors that affect weather.
• Emphasize that weather can change easily and how it varies from one place to another. Point out on the factors.
• Introduce how water cycle is formed and how it affects weather.
Main Activity:
Evaluation:
Using a simple activity demonstrate how water cycle happens and the terms used for it.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Learning Objective:
• Name the different factors that affect weather and the changes it undertakes
Language Objective:
• Observe the different factors that affect weather and the changes it undertakes
Main Activity:
• Introduce the different factors that affect weather and how these ones can are observed and collect data to help us predict weather and the conditions of our atmosphere for the day or of the succeeding days.
• Present a video/ppt for this. Present different weather instruments that are used to observe different kinds of factors/ conditions.
Evaluation:
List down and match weather factors and instruments used to observe them.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
Learning Objective:
• Observe and predict weather using the different factors and weather instruments
Language Objective:
• Makes prediction using the different factors and ways to observe them using weather instruments
Main Activity:
• Review of water cycle
• Introduce the different factors that affect weather and how these ones can are observed and collect data to help us predict weather and the conditions of our atmosphere for the day or of the succeeding days.
• Present a video/ppt for this. Present different weather instruments that are used to observe different kinds of factors/ conditions.
Evaluation:
List down and match weather factors and instruments used to observe them.
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer, Wind vane
Homework:
List down factors that affects weather
Learning Objective:
• Makes prediction using the different factors and ways to observe them using weather instruments
Language Objective:
• Fill in observation chart using the different weather instruments used
Main Activity:
• Weather conditions observation ; cloud formation, temperature,
• Introduce the different factors that affect weather like air mass, air pressure, cold and warm front. And how these can be used to determine our weather.
• Discuss the lesson in their textbook.
Evaluation:
Answer check point questions
Vocabulary:
Evaporation, Condensation, Precipitation, Humidity, Front, Meteorologist, Barometer, Anemometer,
Homework:
Study for a test
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
• Assess concepts learned from the topic discussed
Language Objective:
Main Activity:
• Recap of the topics learned about water its forms and kinds
And how weather is affected by it and how water cycle transpires.
• Administer the test
Evaluation:
Check if they are able to understand the concepts learned.
Vocabulary:
Homework:
Materials / Resources (including technology)
Pictures of different weather instruments, Illustration / Chart of water Cycle, , PPt and videos of weather ,globe
State of Minnesota Standards Covered
4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.
4.3.4.1.1 Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.
Weekly Informational Knowledge Overview - (Students will know...)
• Severe weather phenomenon and related safety concerns
• How oceans affects climate
• How hurricanes have a positive and negative effects to living things
• How different weather instruments and researches are used to help people solve problems, make decisions and form new ideas
• How man made models can be used to study and learn from the real things
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Severe weather phenomenon and related safety concerns
• Describe how extreme weather conditions are formed and affects living things
• List down safety measures to do during extreme weather conditions
• How different weather instruments and researches are used to help people solve problems, make decisions and form new ideas
• Give the importance of how man made models can be used to study and learn from the real things
• Make a model experiment of how hurricanes and tornadoes are formed.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
• Severe weather phenomenon and related safety concerns
Language Objective:
• Severe weather phenomenon and related safety concerns
Main Activity:
• Introduce severe weather phenomenon and related safety concerns
• Discuss effects of severe storms
• Write in journals about our experiences with extreme weather
Evaluation:
Journals
Vocabulary:
Hurricane, tropical depression, tropical storm, storm surge, tornado, vortex
Homework:
Learning Objective:
• How oceans affects climate
Language Objective:
• Describe how extreme weather conditions are formed and affects living things
Main Activity:
• Describe how extreme weather conditions are formed and affects living things
• Watch you tube video about what animals do when the storm hits
• What happens to tree? Plants? Homes?
• Answer textbook questions about extreme weather
Evaluation:
Textbook questions
Vocabulary:
Hurricane, tropical depression, tropical storm, storm surge, tornado, vortex
Homework:
Learning Objective:
• How hurricanes have a positive and negative effects to living things
Language Objective:
• List safety measures to do during extreme weather conditions
Main Activity:
• Watch storm safety clip on you tube
• List safety measures to do during extreme weather conditions
• Write in journals about how to stay safe in bad weather
Evaluation:
Journals
Vocabulary:
Hurricane, tropical depression, tropical storm, storm surge, tornado, vortex
Homework:
Learning Objective:
• How different weather instruments and researches are used to help people solve problems, make decisions and form new ideas
Language Objective:
• How different weather instruments and researches are used to help people solve problems, make decisions and form new ideas
Main Activity:
• Learn how different weather instruments and researches are used to help people solve problems, make decisions and form new ideas
• Use thermometers to measure temperature outside and inside.
• Make a rain gauge
Evaluation:
Observation
Vocabulary:
Hurricane, tropical depression, tropical storm, storm surge, tornado, vortex
Homework:
Learning Objective:
• How man made models can be used to study and learn from the real things
Language Objective:
• Give the importance of how man made models can be used to study and learn from the real things
• Make a model experiment of how hurricanes and tornadoes are formed.
Main Activity:
• Make a model experiment of how hurricanes and tornadoes are formed using two plastic soda bottles and a connector.
• Write about what they see in the experiment
Evaluation:
Observation, writing
Vocabulary:
Hurricane, tropical depression, tropical storm, storm surge, tornado, vortex
Homework:
Materials / Resources (including technology)
Textbooks, journals, two plastic bottles, connector, thermometer, Projector
State of Minnesota Standards Covered
4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.
4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.
Weekly Informational Knowledge Overview - (Students will know...)
• How rocks are formed.
• Different kinds of rocks
• How rocks recycle themselves
• How rocks are used
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Make a creative rock art work using rocks and pasting materials together.
• Describe how igneous, sedimentary and metamorphic rocks are formed
• Identify and classify rocks
• Identify and describe how rocks are formed
• Describe the rock cycle
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Make a creative rock art work using rocks and pasting materials together.
Language Objective:
• Describe how rocks are used to create art and used as material to tell how the cave people tell their stories.
Main Activity:
• Show pictures of rock art and how stories are told through drawings.
• Have them do rock art using rocks that they pound and mixed with pasting materials to make their own rock art design.
• Describe how rocks are used to create art and used as material to tell how the cave people tell their stories.
• Have them do their rock art painting.
Evaluation:
Check out their work and display it.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals, Luster, Color, Hardness, Streak, Cleavage
Homework:
Do homework packets
Learning Objective:
• Describe how igneous, sedimentary and metamorphic rocks are formed
Language Objective:
• Identify how rocks are formed.
Main Activity:
• Name different uses of rocks.
• Identify the different physical properties of minerals.
• Introduce how rocks are formed and what is it made of.
• Present how igneous rocks are formed. Give examples and characteristics of these kinds of rocks.
• Discuss the information in their textbook.
• Compare and contrast rocks and give out samples for each group.
• Have them watch a short clip about rock cycle and how igneous rocks are formed
Evaluation:
Do their workbook exercises.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals, Luster, Color, Hardness, Streak, Cleavage
Homework:
Do homework packets
Learning Objective:
• Describe how igneous, sedimentary and metamorphic rocks are formed
Language Objective:
• Identify how rocks are formed.
Main Activity:
• Introduce how sedimentary rocks are formed and what is it made of.
• Present how igneous rocks are weathered and formed into sediments and later on to sedimentary rocks. Give examples and characteristics of these kinds of rocks.
• Discuss the information in their textbook.
• Compare and contrast rocks and give out samples for each group.
• Using candies make their own sedimentary rocks showing layers of sediments and minerals ,
Evaluation:
Ask how sedimentary rocks are formed.
Have them feast on their sedimentary rock candy.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals, Luster, Color, Hardness, Streak, Cleavage
Homework:
Do homework packets
Learning Objective:
• Identify and describe how rocks are formed
• Describe the rock cycle
Language Objective:
• Describe how igneous, sedimentary and metamorphic rocks are formed
Main Activity:
• Name different uses of rocks.
• Introduce how rocks are formed and what is it made of and how the rock cycle occur.
• Discuss the information in their textbook.
• Compare and contrast rocks and give out samples for each group.
• Have them watch a short clip about rock cycle,
Evaluation:
Answer their workbook.
Vocabulary:
Igneous rocks, Sedimentary rocks, Metamorphic rocks, Minerals, Luster, Color, Hardness, Streak, Cleavage
Homework:
Prepare for a quiz tom.
Learning Objective:
• Assess if concepts about Rocks and minerals is learned.
Language Objective:
Main Activity:
• Use chapter review for a quick flashback of the topics learned.
• Give out the instructions to follow when taking a test.
• Administer the test
Evaluation:
Check if they were able to understand the mastered the lesson.
Vocabulary:
Homework:
Materials / Resources (including technology)
Kinds of rock sample pictures and real objects, textbook and workbook
State of Minnesota Standards Covered
4.3.1.3.1 Recognize that rocks may be uniform or made of mixtures of different minerals.
4.3.1.3.2 Describe and classify minerals based on their physical properties.
Weekly Informational Knowledge Overview - (Students will know...)
• The different landforms and their formation
• How does Earth’s surface wear away?
• What is erosion and weathering?
• How do weathered materials move?
• How can Earth’s surface change rapidly?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify that some changes in the Earth’s surface are due to slow processes and some are rapid changes
• Describe how processes of weathering and erosion constantly change the surface of the Earth.
• Describe how do weathered materials move
• Identify that the surface of the Earth is in a continuous change as like of waves, weather, shifts of land that produces many new features
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Explain that some changes in the Earth’s surface are due to slow processes and some are rapid changes
Language Objective:
• Identify factors that cause changes in the Earth’s surface.
Main Activity:
• Review of rocks and minerals on how these rocks recycle themselves. Fill out a rock cycle chart and explain how they are formed.
• Introduce the new lesson in how these changes affects the Earth’s surface causing forming or disappearing of land and structures.
• Introduce that changes can be rapid or a slow processes. Present rapid changes that can happen in split seconds and slow that can take years or so to form.
• Discuss what the different landforms are and how weathering and other factors like ice, water, wind, temperature, chemicals and living things changes them. Distinguish which causes rapid and slow changes.
• Unlock vocabulary words
Evaluation:
Identify factors that affects the Earth’s Surface
Vocabulary:
Weathering, Erosion, Deposition, Landslide, Volcano, Earthquake. Fault, Epicenter
Homework:
List down different landforms.
Learning Objective:
• Describe how processes of weathering and erosion constantly change the surface of the Earth.
Language Objective:
• Identify factors that cause changes in the Earth’s surface.
Main Activity:
• Review of landforms and how Earth’s surface is changed by different factors.
• Do activity on how a mineral waste away. Have them do activity and compare how water, wind, weathering changes things around us.
• Present how the Earth’s surface wears away. Introduce different landforms and how these wear away. Introduce how landforms are formed.
• Present how these landforms are constantly changing.
• Name different factors that wear and tear these landforms.
• Differentiate physical and chemical weathering
Evaluation:
List 5 examples of landforms. Identify and describe different factors that wears away the rocks and landforms
Vocabulary:
Weathering, Erosion, Deposition, Landslide, Volcano, Earthquake. Fault, Epicenter
Homework:
Answer Lesson 1 in their workbook
Learning Objective:
• Describe how do weathered materials move
Language Objective:
• Compare and contrast weathering and erosion
Main Activity:
• Review on how landforms are formed and how they change the Earth’s surface.
• Introduce how the Earth’s surface change and how it is moved from one to another.
• Present what is erosion and how water, wind, rain, ice, animals, plants, man and his activities causes erosion.
• Present a video on how these factors causes erosion and the harmful effects it does to the environment and living things.
• Name ways on how to prevent soil erosion and weathering.
• Compare and contrast erosion and weathering and also their relationships.
Evaluation:
List down agents of erosion and the harmful effects of it to living things and non-living.
Vocabulary:
Weathering, Erosion, Deposition, Landslide, Volcano, Earthquake. Fault, Epicenter
Homework:
Answer lesson 2 of workbook
Learning Objective:
• Identify that the surface of the Earth is in a continuous change as like of waves, weather, shifts of land that produces many new features
Language Objective:
• Describe how volcanic eruptions and earthquakes can constantly change the surface of the Earth.
Main Activity:
• Review of effects of erosion
• Present ways on how these agents changes the features of the Earth.
• Present how these slowly and rapidly can change and damage and destroy the properties and lives of others.
• Present how volcanic eruptions and earthquakes can rapidly change the structure of the place either creating or sinking an island.
• Present how volcanic eruptions and earthquakes are formed and its effects to the environment.
Evaluation:
What causes magma beneath a volcano to rise in the surface?
Name harmful effects of volcanic eruptions and earthquakes.
Vocabulary:
Weathering, Erosion, Deposition, Landslide, Volcano, Earthquake. Fault, Epicenter
Homework:
Answer lesson 3 of workbook
Learning Objective:
• Identify that the surface of the Earth is in a continuous change as like of waves, weather, shifts of land that produces many new features
Language Objective:
• Describe how volcanic eruptions and earthquakes can constantly change the surface of the Earth.
Main Activity:
• Present a video of volcanic eruptions and earthquakes on how they are formed and the effects it makes to the surface of the earth.
• Present how they can measure the magnitude or strength of an earthquake. Name the different facts they need to master and remember when earthquakes occur.
• Name effects of earthquake when it happens in the ocean floor.
• Introduce tsunami and effects it brings out to people and places.
Evaluation:
What is happening when there is an earthquake? Can we predict it from happening? What are the safety measures to do when there is an earthquake?
Vocabulary:
Weathering, Erosion, Deposition, Landslide, Volcano, Earthquake. Fault, Epicenter
Homework:
Materials / Resources (including technology)
Textbook, workbook, TV Projector, ppt, videos, rocks and pictures
State of Minnesota Standards Covered
4.3.1.3.1 Recognize that rocks may be uniform or made of mixtures of different minerals.
4.3.1.3.2 Describe and classify minerals based on their physical properties.
Weekly Informational Knowledge Overview - (Students will know...)
• How weathering and erosion happens
• What are agents of weathering and erosion
• How earthquake and volcanic eruptions happens
• How earth changes its feature in slow or rapid manner.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Illustrate how processes of weathering and erosion constantly change the surface of the Earth.
• Describe how weathering and erosion happens
• Identify different factors that cause weathering and erosion to happen
• Compare and contrast weathering and erosion
• Describe how earthquake and volcanic eruption occur and the surface of the Earth is continuous changed with it
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Illustrate how processes of weathering and erosion constantly change the surface of the Earth.
Language Objective:
• Identify different factors that cause weathering and erosion to happen.
Main Activity:
• Review of how the Earth’s surface changes
• Present how water, wind, rain, ice, animals, plants, man and his activities causes erosion.
• Discuss information in their textbook
• Present a video on how these factors causes erosion and the harmful effects it does to the environment and living things.
Evaluation:
List down agents of erosion and the harmful effects of it to living things and non-living.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
Answer worksheets on how weathering and erosion changes the surface of the earth
Learning Objective:
• Illustrate how processes of weathering and erosion constantly change the surface of the Earth.
Language Objective:
• Describe the effects of weathering and erosion to living things especially to man.
Main Activity:
• Present a landslide, permafrost video and how it creates a landslide.
• Discuss the effects of weathering and erosion to living things especially to man.
• Present ways on how these agents changes the features of the Earth. Present how these slowly and rapidly can change and damage and destroy the properties and lives of others.
• Name ways in how to prevent it.
• Discuss information in their textbook
Evaluation:
Answer the lesson check point
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
Answer exercises in their workbook.
Learning Objective:
• Describe how earthquake and volcanic eruption occur and the surface of the Earth is continuous changed with it
Language Objective:
• Name good and harmful effects of earthquake and volcanic eruption to the surface of the Earth
Main Activity:
• Have a game of forming the puzzle of the earth
• Relate how the earth is made up of plates and the earth’s interior layers and composition and movements causes it to move to either cause a volcano to form or erupt or earthquake to occur.
• Explain how the movement of the plates causes a rapid change on earth. Discuss the information in their textbook.
• Present a video of how the movement of the earth plates causes earthquakes, new land formation or can ignite volcanic eruptions.
Evaluation:
Have them answer lesson checkpoint.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
Answer exercises in their workbook.
Learning Objective:
• Describe how earthquake and volcanic eruption occur and the surface of the Earth is continuous changed with it
• List down safety measures during these events
Language Objective:
• Name good and harmful effects of earthquake and volcanic eruption to the surface of the Earth
Main Activity:
• Review of the different activities that change the features of the earth.
• Present a video of the rapid changes that volcanic eruptions and earthquakes cause and how it affects lives of people and other living things.
• List the effects. Name ways in how we can be prepared when these things happen. Present the safety measures using the fire, earthquake or volcanic eruption drill.
Evaluation:
Have a simulation game of doing the safety measures in school.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
Learning Objective:
• Assess how much of the concept has been learned and mastered
Language Objective:
Main Activity:
• Review of how different activities like weathering, erosion, earth quakes and volcanic eruptions change the features of the earth.
• Do Chapter checkup and check if they have learned the concepts taught.
• Administer the test
Evaluation:
Have them check their work.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
Materials / Resources (including technology)
Textbook, workbook, TV Projector, ppt, videos, rocks and pictures
State of Minnesota Standards Covered
4.3.1.3.1 Recognize that rocks may be uniform or made of mixtures of different minerals.
4.3.1.3.2 Describe and classify minerals based on their physical properties.
Weekly Informational Knowledge Overview - (Students will know...)
• How the Earth’s surface change because of Weathering and Erosion
• Describe how waves, weather conditions and plate shift create new Earth features
• How volcanoes and earthquakes are formed and how they change the Earth’s features
• Name safety measures during an earthquake and volcanic eruptions
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe how processes of weathering and erosion constantly change the surface of the Earth.
• Identify that the surface of the Earth is in a continuous change as like of waves, weather, shifts of land that produces many new features
• Describe how volcanoes and earthquakes are formed and erupts causing a rapid change in the Earth’s Surface
• Practice safety measures during a volcanic eruption and / or earthquakes
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe how processes of weathering and erosion constantly change the surface of the Earth.
Language Objective:
• identify what brought about the change in each features,
Main Activity:
• Have a game of forming the puzzle of the earth
• Relate how the earth is made up of plates and the earth’s interior layers and composition and movements causes it to move to either cause a volcano to form or erupt or earthquake to occur.
• Explain how the movement of the plates causes a rapid change on earth. Discuss the information in their textbook.
• Present a video of how the movements of the earth plates cause earthquakes, new land formation or can ignite volcanic eruptions.
Evaluation:
Have them answer lesson checkpoint.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
Look for distinctive landform features that are formed by erosion or weathering
Learning Objective:
• Identify that the surface of the Earth is in a continuous change as like of waves, weather, shifts of land that produces many new features
Language Objective:
• Name good and harmful effects of earthquake and volcanic eruption to the surface of the Earth
Main Activity:
• Present amazing landform structures of the earth
• Relate how the earth is made up of plates and the earth’s interior layers and composition and movements causes it to move to either cause a volcano to form or erupt or earthquake to occur.
• Explain how the movement of the plates causes a rapid change on earth. Discuss the information in their textbook.
• Present a video of how the movements of the earth plates causes earthquakes, new land formation or can ignite volcanic eruptions.
Evaluation:
Have them answer lesson checkpoint.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
List down good and harmful effects of earthquake and volcanic eruption
Learning Objective:
• Describe how volcanoes and earthquakes are formed and erupts causing a rapid change in the Earth’s Surface
Language Objective:
• Practice safety measures during a volcanic eruption and / or earthquakes
Main Activity:
• Review of the different activities that change the features of the earth.
• Present a video of the rapid changes that volcanic eruptions and earthquakes does and how it affects lives of people and other living things.
• List down the effects. Name ways in how we can be prepared when these things happen. Present the safety measures using the fire, earthquake or volcanic eruption drill.
Evaluation:
Have a simulation game of doing the safety measures in school.
Vocabulary:
Landform, weathering, erosion, deposition, landslide, volcano, fault, earthquake. epicenter
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook, workbook, TV Projector, ppt, videos, rocks and pictures, baking soda, soap and vinegar, soda and mentos
State of Minnesota Standards Covered
4.3.1.3.1 Recognize that rocks may be uniform or made of mixtures of different minerals.
4.3.1.3.2 Describe and classify minerals based on their physical properties.
Weekly Informational Knowledge Overview - (Students will know...)
• What natural resources are
• Which energy resources are renewable and non-renewable
• Uses of the natural resources
• How can we conserve energy
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify and classify natural resources
• Identify and describes the properties and composition of soil and its soil types
• Describes the uses of soil and its types
• Explain how natural resources are used by people
• Name ways in how to conserve natural resources
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify and classify natural resources
Language Objective:
• Describe the importance of natural resources
Main Activity:
• Have them name what are things that they need and use every day for them to meet their needs
• Introduce their basic needs and where they are coming from. Introduce what are natural resources. and ways of using it for energy and providing needs of every living things.
• Unlock vocabularies and identify different natural resources that can be found in their surroundings.
• Introduce the two types of natural resources can be renewable and nonrenewable. Compare and contrast the two.
• Have them watch a short clip about natural resources. Share the importance of natural resources.
Evaluation:
Identify natural resources
Vocabulary:
Solar energy, petroleum, humus, conservation, ore, recycling, fossil fuels,
Homework:
Learning Objective:
• Identify and describes the properties and composition of soil and its soil types
• Describes the uses of soil and its types
Language Objective:
• Describes the importance of soil and its types
Main Activity:
• Review of the different kinds of natural resources. Have them list down things we get out from it.
• Identify soil as one of the natural resources. Describe the characteristic and properties of soil and its soil types and how these resources are used by other living things.
• Discuss information in their textbook.
• Name different uses of soil types.
Evaluation:
Answer lesson check point.
Vocabulary:
Solar energy, petroleum, humus, conservation, ore, recycling, fossil fuels,
Homework:
Learning Objective:
• Uses of the natural resources
• How can we conserve energy
Language Objective:
• Explain how natural resources are used by people
• Name ways in how to conserve natural resources
Main Activity:
• Review of natural resources. Classify which are renewable and non-renewable
• Name ways we use our resources. Name ways of conserving our resources
• Introduce ways in how we can use our resources again.
• Discuss collecting recyclables to make a project.
Evaluation:
Workbook pages
Vocabulary:
Solar energy, petroleum, humus, conservation, ore, recycling, fossil fuels,
Homework:
Learning Objective:
• Uses of the natural resources
• How can we conserve energy
Language Objective:
• Explain how natural resources are used by people
• Name ways in how to conserve natural resources
Main Activity:
• Introduce the 3 R’s in environment conservation
• Name importance of segregating our used resource materials
• Present videos of how things are recycled, reuse and recycle
• Brainstorm things we can make with our recyclables
• Start projects (students choice)
Evaluation:
Observation
Vocabulary:
Solar energy, petroleum, humus, conservation, ore, recycling, fossil fuels,
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
• Uses of the natural resources
• How can we conserve energy
Language Objective:
• Explain how natural resources are used by people
• Name ways in how to conserve natural resources
Main Activity:
• Present videos of how things are recycled, reuse and recycle
• Continue projects with our recyclables
• Share projects with class
Evaluation:
Projects, presentation
Vocabulary:
Solar energy, petroleum, humus, conservation, ore, recycling, fossil fuels,
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
4.3.1.3.1 Recognize that rocks may be uniform or made of mixtures of different minerals.
4.3.1.3.2 Describe and classify minerals based on their physical properties.
Weekly Informational Knowledge Overview - (Students will know...)
• Uses of Natural Resources
• Protection and conservation of natural resources
• Caring for the environment
• Effects of not caring for earth - global warming
Weekly Procedural Knowledge Overview - (Students will be able to...)
• List down uses of natural resources
• Illustrate ways on how they can protect and conserve the natural resources
• Name ways of caring for the environment
• Harmful effects of not caring for earth - global warming
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• List down uses of natural resources
Language Objective:
• Identify the different uses of natural resources and its importance
Main Activity:
• Review of natural resources
• Make a list of these resources and identify the different uses and importance of the following to man and other living things.
• Present video of how the following resources are changed to meet the different needs of man and other livings that depends on it.
• Have them read their lists and present to their class.
Evaluation:
Make a poster list of their lesson.
Vocabulary:
Conservation, natural resources, fossil fuel, trees, produce, reduce, reuse and recycle
Homework:
Learning Objective:
• Name ways on how we can protect and conserve the natural resources
Language Objective:
• Illustrate ways on how we can protect and conserve the natural resources
Main Activity:
• Review of natural resources
• Make a list of ways we can conserve resources
• Have them get into groups and design a poster presenting their ideas
Evaluation:
Observation, posters
Vocabulary:
Conservation, natural resources, fossil fuel, trees, produce, reduce, reuse and recycle
Homework:
Learning Objective:
• Caring for the environment
Language Objective:
• Name ways of caring for the environment
Main Activity:
• Students will continue to work on posters about conservation
• Present posters to the class and put on display
Evaluation:
Observation, posters
Vocabulary:
Conservation, natural resources, fossil fuel, trees, produce, reduce, reuse and recycle
Homework:
Learning Objective:
• Effects of not caring for earth - global warming
Language Objective:
• Harmful effects of not caring for earth - global warming
Main Activity:
• Watch you tube video about global warming and its consequences.
• Write in journals about global warming
Evaluation:
Journal
Vocabulary:
Conservation, natural resources, fossil fuel, trees, produce, reduce, reuse and recycle
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.
4.3.4.1.1 Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.
Weekly Informational Knowledge Overview - (Students will know...)
• What is matter?
• What are the Physical Properties of Matter?
• How is matter measured?
• How do substances mix?
• What are Changes in Matter?
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Identify what is matter and different phases of matter.
• Describe the physical properties of matter
• Use a variety of measurements to compare and contrast the properties of matter
• Identify different ways in how substances can be mixed
• Describe how matter changes
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Identify what is matter and different phases of matter.
• Describe the physical properties of matter
Language Objective:
• Classify different phases of matter.
Main Activity:
• Identify the physical features of matter. Describe the physical properties of matter
• Use a variety of measurements to compare and contrast the properties of matter like mass, volume, meters and cm.
• Present the states of matter and the differences of the arrangement of their molecules
• List down different examples of matter and classify the following as solid, liquid or gas.
Evaluation:
Do worksheets about matter and classification
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Do workbook pages on Matter
Learning Objective:
• Describe the physical properties of matter
Language Objective:
• Use a variety of measurements to compare and contrast the properties of matter
Main Activity:
• Recap of what makes up living things. Ask what makes up the non-living things. Present the concept of matter and what makes up matter.
• Identify the physical features of matter.
• List down different examples of matter.
• Present a video showing the minute details of matter that cannot be seen without magnification.
• Discuss information in their text.
Evaluation:
Name the different properties of matter and ways to classify them.
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
List down properties of matter
Learning Objective:
• Identify different ways in how substances can be mixed
Language Objective:
• Differentiate ways in how substances can be mixed
Main Activity:
• Classify and group out different matter Describe the physical properties of matter
• Use a variety of measurements to compare and contrast the properties of matter
• Present different food and materials; describe the ingredient used for the following.
• Ask how they identified the following. Present the topic of solute, solvent, solution and mixtures
• Identify different ways in how substances can be mixed
• Have an activity of making solution what are factors that hasten the materials to combine which are soluble and which are not.
Evaluation:
Answer checkpoint questions
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Compare and contrast different the different physical properties of matter
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Describe the physical properties of matter
Language Objective:
• Use a variety of measurements to compare and contrast the properties of matter
Main Activity:
• Present different food and materials; coke, orange juice, medicine and others.
• Describe the ingredient used for the following.
• Ask how they identified the following. Present the topic of solute, solvent, solution and mixtures
• Identify different ways in how substances can be mixed
• Have an activity of making solution what are factors that hasten the materials to combine which are soluble and which are not.
Evaluation:
Check if they can be able to describe solubility of materials and how solutions are made.
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Materials / Resources (including technology)
Powdered drink, water, coffee , detergent , chlorine, sugar, cream, milk, oil, salt, food coloring
State of Minnesota Standards Covered
4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape and volume. For example: Liquid water changes shape depending on the shape of its container
Weekly Informational Knowledge Overview - (Students will know...)
• what is matter and the different phases of matter
• the physical properties of matter
• how to use a variety of measurements to compare and contrast the properties of matter
• the different ways in how substances can be mixed
• how matter changes
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Classify different matter into states of matter.
• Describe the physical properties of matter
• Use a variety of measurements to compare and contrast the properties of matter
• Identify different ways in how substances can be mixed
• Describe how matter changes
• Classify change as physical or chemical change
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Classify different matter into states of matter
Language Objective:
• List down different examples of matter in their states
Main Activity:
• Present the states of matter and the differences of the arrangement of their molecules
• List down different examples of matter and classify the following as solid, liquid or gas.
Evaluation:
Do worksheets about matter and classification
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Answer Workbook pages
Learning Objective:
• Use a variety of measurements to compare and contrast the properties of matter
Language Objective:
• Identify the different unit of measurement to use to different materials like solid, liquid and gas
Main Activity:
• Identify the physical features of matter. Describe the physical properties of matter
• Use a variety of measurements to compare and contrast the properties of matter like mass, volume, density, colors and others.
• Have them use their measuring tools to measure the materials they have in school like books, table, water bottle and others
Evaluation:
Name the different properties of matter and how they can be measures.
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Answer workbook pages
Learning Objective:
• Identify different ways in how substances can be mixed
Language Objective:
• Differentiate solution to mixtures
Main Activity:
• Present different food and materials; coke, orange juice, medicine and others.
• Describe the ingredient used for the following.
• Ask how they identified the following. Present the topic of solute, solvent, solution and mixtures
• Identify different ways in how substances can be mixed
• Have an activity of making solution what are factors that hasten the materials to combine which are soluble and which are not.
Evaluation:
Identify if the following are solution, solute, solvent or mixture.
Check if they can be able to describe solubility of materials and how solutions are made.
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Do homework booklet
Learning Objective:
• Describe how matter changes
Language Objective:
• Classify change as physical or chemical change
Main Activity:
• Review on states of matter and how they mix
• Ask how do matter changes? Present different materials and ask what happen to them what changes occur. Present the activity of making a paper airplane using paper and then burning it
• Compare and contrast the changes it undertakes.
• Discuss the information from their textbook
Evaluation:
Present different changes and identify if it is Physical or Chemical change
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Answer homework worksheets. Identify 5 different changes that occurs at home and identify if it is a physical or chemical change.
Learning Objective:
• Test their knowledge of the chapter learned
Language Objective:
• Review of concept learned and the vocabularies they’ve encountered
• Name the things to remember when taking a test
• Administer the test
Main Activity:
Evaluation:
Check if there is mastery
Vocabulary:
Matter , density, solid, liquid , gas, mixture, solutions, solute , solvent, solubility , Physical and chemical change
Homework:
Materials / Resources (including technology)
Powdered drink, water, coffee , detergent , chlorine, sugar, cream, milk, paper, borax, glue, oil, glass, fruits, cream, alcohol, spray, balloon
State of Minnesota Standards Covered
4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape and volume. For example: Liquid water changes shape depending on the shape of its container
Weekly Informational Knowledge Overview - (Students will know...)
• The effects of heating and cooling of matter will slow down or heat up the movements of the molecules.
• How to describe energy and its forms
• How energy is transferred in conduction, convection and radiation
• The different conductors of heat and insulators of heat
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Describe that heating and cooling of matter will slow down or heat up the movements of the molecules.
• Describe energy and its forms
• Explain how energy is transferred in conduction, convection and radiation
• Identify different conductors of heat
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe that heating and cooling of matter will slow down or heat up the movements of the molecules
Language Objective:
• Explain how heat affects matter and changes its state.
Main Activity:
• Recap on matter and its properties.
• Ask what can possibly happen when heat is applied to different states of matter like solid, liquid and gas. Introduce how heat makes the molecules move causing matter to change state or its composition.
• Present candle and crayon melting and what happens when it cools. Present how cooling objects keeps molecules from moving.
• Ask why do you think refrigerator is invented? What happens if food is left under the heat of the sun.
Evaluation:
Do activity of applying heat and coldness to object and observe its effect.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer the workbook exercises
Learning Objective:
• Describe different forms of energy
Language Objective:
• Describe energy and its forms
Main Activity:
• Present different food and materials; coke, orange juice, medicine and others.
• Describe the ingredient used for the following. Ask how they identified the following.
• Present what are solute, solvent, solution and mixtures. Identify different ways in how substances can be mixed. Have an activity of making solution what are factors that hasten the materials to combine which are soluble and which are not.
• Emphasize on how heat plays a big part in the movement of molecules.
Evaluation:
Check if they can be able to describe solubility of materials and how solutions are made.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer the workbook exercises
Learning Objective:
• Explain how energy is transferred in conduction, convection and radiation
Language Objective:
• Differentiate how energy is transferred in conduction, convection and radiation
Main Activity:
• Present a video of different sources of energy and how they transform and transfer
• Have an activity of using how water and cold water and how temperature is affected.
• Present conduction activities using different materials which are conductors and insulators.
• Cite out safety measures and uses of the following.
Evaluation:
• Use their textbook to identify different objects that are conductors and insulators.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer the workbook exercises
Learning Objective:
• Explain how energy is transferred in conduction, convection and radiation
Language Objective:
• Differentiate how energy is transferred in conduction, convection and radiation
Main Activity:
• Ask what can heat help and harm us?
• Present a video showing the transfer of heat in weather and inside the earth.
• Present different ways how heat is transferred. Relate how these are related to the activities that we do at home.
• Present conduction, convection and radiation. Have an activity showing conduction, convection and radiation.
• Discuss lessons in their textbook and have them identify differences of conduction, convection and radiation
Evaluation:
Differentiate conduction, convection and radiation
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer workbooks exercises
Learning Objective:
• Assess if the topics were understood and learned.
Language Objective:
Main Activity:
• Review of concept learned and the vocabularies they’ve encountered
• Name the things to remember when taking a test
• Administer the test
Evaluation:
Check if there is mastery
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Materials / Resources (including technology)
Vinegar, baking soda, pan, stove, noodles, spoon, candles, match, crayons, paper, ice, water, textbook, ppt, video clips, workbooks
State of Minnesota Standards Covered
4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape and volume. For example: Liquid water changes shape depending on the shape of its container
4.2.1.2.2 Describe how the states of matter change as a result of heating and cooling.
4.2.3.1.1 Describe the transfer of heat energy when a warm and a cool object are touching or placed near each other.
Weekly Informational Knowledge Overview - (Students will know...)
• How energy is transferred
• The different materials that absorbs heat
• Ways how energy can be transformed
• Different forms of energy and their uses
• Difference between parallel and series connections and cite out their uses
• Explain the importance of conservation of energy and its transformation
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explain how energy is transferred in conduction, convection and radiation
• Name ways how energy can be transformed
• Identify different forms of energy and their uses
• Make a parallel and series circuits
• Differentiate parallel and series connections and cite out their uses
• Explain the importance of conservation of energy and its transformation
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Demonstrate through activities on how energy is transferred in conduction, convection and radiation
Language Objective:
• Explain how energy is transferred in conduction, convection and radiation
Main Activity:
• Ask what can heat help and harm us?
• Present different ways how heat is transferred.
• Present conduction, convection and radiation.
• Have an activity showing conduction, convection and radiation.
• Discuss lessons in their textbook and have them identify differences of conduction, convection and radiation
Evaluation:
Have them answer lesson checkpoint.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation,
Homework:
Learning Objective:
• Name ways how energy can be transformed
• Identify different forms of energy and their uses
Language Objective:
• Name ways how energy can be transformed
• Describe the different forms of energy and their uses
Main Activity:
• What are different sources of energy?
• Introduce different kinds of energy.
• Recap on heat energy and how it transfers. Name uses of heat energy.
• Introduce different sources of energy and their uses. How are these sources important and how can we conserve and make it worked for us not against us.
• Present different energy and their uses in a short video and their uses and importance.
• Identify what kind of heat transfer is used with the different activities that we use everyday.
• Have them answer the worksheet about the transfer of heat and its uses.
Evaluation:
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation, static electricity, electric current, resistance, series circuit, parallel, circuit
Homework:
Answer workbook practice.
Learning Objective:
• Difference between parallel and series connections and cite their uses
Language Objective:
• Make a parallel and series circuits
• Differentiate parallel and series connections and cite out their uses
Main Activity:
• Present the difference between parallel and series connections and cite their uses
• Have an activity showing how they work.
• Discuss lessons in their textbook and have them identify differences of conduction, convection and radiation
Evaluation:
Textbook exercises
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation, static electricity, electric current, resistance, series circuit, parallel, circuit
Homework:
Answer workbook practice.
Learning Objective:
• Explain the importance of conservation of energy and its transformation
Language Objective:
• Explain the importance of conservation of energy and its transformation
Main Activity:
• Read textbook about conservation of energy
• Do guided inquiry in book
• Write in journals about the results
Evaluation:
Observation, journals
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation, static electricity, electric current, resistance, series circuit, parallel, circuit
Homework:
Learning Objective:
Review
Language Objective:
Main Activity:
TEST
Evaluation:
Test
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation, static electricity, electric current, resistance, series circuit, parallel, circuit
Homework:
Materials / Resources (including technology)
Video, battery, switches, wire, bulb, worksheets, magnet and wire, pot, stove. beaker, thermometer
State of Minnesota Standards Covered
4.2.3.1.3 Compare materials that are conductors and insulators of heat and/or electricity. For example: Glass conducts heat well, but is a poor conductor of electricity.
4.2.3.2.1 Identify several ways to generate heat energy. For example: Burning a substance, rubbing hands together, or electricity flowing through wires.
4.2.3.2.2 Construct a simple electrical circuit using wires, batteries, and light bulbs.
4.2.3.2.3 Demonstrate how an electric current can produce a magnetic force.
Weekly Informational Knowledge Overview - (Students will know...)
• The causes of sound waves.
• The difference between transverse and longitudinal waves.
• The definition of frequency.
• The definition of wavelength.
• The effects of frequency and wavelength on decibel levels.
• Why sound waves travel through matter and not a vacuum, and which states of matter sound waves travel through relatively quickly compared to others.
• The definition of “echo”.
• How frequency determines pitch.
• How various instruments make different sounds.
• The components of the ear and how they work together to interpret sound.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• List the causes of sound waves.
• Compare and contrast transverse and longitudinal waves.
• Define frequency.
• Define wavelength.
• Explain the effects of frequency and wavelength on decibel levels.
• Explain why sound waves travel through matter and not a vacuum, and make a chart showing, which states of matter sound waves travel through relatively quickly compared to others.
• Define “echo”.
• Explain how frequency determines pitch.
• Explain how various instruments make different sounds.
• Make a model of the human ear, describing its components and how they work together to interpret sound.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• The causes of sound waves.
• The difference between transverse and longitudinal waves.
Language Objective:
• List the causes of sound waves.
• Compare and contrast transverse and longitudinal waves.
Main Activity:
• Read about how sound waves are formed.
• Present video of transverse vs. longitudinal waves
• Have them write about these two types of waves in their journal. Draw them
Evaluation:
Journal
Vocabulary:
Transverse and longitudinal waves, frequency, wavelength, echo, pitch
Homework:
Learning Objective:
• The definition of frequency.
• The definition of wavelength.
• The effects of frequency and wavelength on decibel levels
Language Objective:
• Define frequency.
• Define wavelength.
• Explain the effects of frequency and wavelength on decibel levels.
Main Activity:
• Define frequency and wavelength.
• Present the effects of frequency and wavelength on decibel levels.
• Experiment making soft and loud sounds
• Textbook exercises
Evaluation:
Textbook exercises
Vocabulary:
Transverse and longitudinal waves, frequency, wavelength, echo, pitch
Homework:
Learning Objective:
• Why sound waves travel through matter and not a vacuum, and which states of matter sound waves travel through relatively quickly compared to others.
• The definition of “echo”.
Language Objective:
• Explain why sound waves travel through matter and not a vacuum, and make a chart showing, which states of matter sound waves travel through relatively quickly compared to others.
• Define “echo”.
Main Activity:
• Define “echo”.
• Read textbook about ho sound travels. Create a chart showing, which states of matter sound waves travel through relatively quickly compared to others. • Workbook
Evaluation:
• Workbook
Vocabulary:
Transverse and longitudinal waves, frequency, wavelength, echo, pitch
Homework:
Learning Objective:
• How frequency determines pitch.
• How various instruments make different sounds.
• The components of the ear and how they work together to interpret sound.
Language Objective:
• Explain how frequency determines pitch.
• Explain how various instruments make different sounds.
Main Activity:
• Explain how frequency determines pitch.
• Show how various instruments make different sounds.
• Let students explore with instruments and making different sounds
• Make a model of the human ear, describing its components and how they work together to interpret sound.
Evaluation:
Observation
Vocabulary:
Transverse and longitudinal waves, frequency, wavelength, echo, pitch
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbooks, workbooks, instruments, journals
State of Minnesota Standards Covered
4.1.2.2.3 Test and evaluate solutions, considering advantages and disadvantages for the engineering solution, and communicate the results effectively.
4.1.3.3.1 Describe a situation in which one invention led to other inventions.
4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.
Weekly Informational Knowledge Overview - (Students will know...)
• Several sources of light.
• How light travels.
• That there are many types of electromagnetic waves, of which visible light is only one, most of which we cannot see.
• How light behaves when it strikes matter.
• The difference between reflection, refraction, and absorption.
• Why we see colors.
• The difference between transparent, translucent, and opaque.
• How lenses work, including that of the human eye.
• Some of the uses of lasers.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• List several sources of light.
• Describe how light travels.
• Describe many types of electromagnetic waves, stating that visible light is only one of them, and that most of them are not visible.
• Explain how light behaves when it strikes matter.
• Contrast reflection, refraction, and absorption.
• Explain why we see colors.
• Contrast transparent, translucent, and opaque.
• Explain how lenses work, including that of the human eye.
• Describe some of the uses of lasers.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Several sources of light.
• How light travels.
• That there are many types of electromagnetic waves, of which visible light is only one, most of which we cannot see.
Language Objective:
• List several sources of light.
• Describe how light travels.
• Describe many types of electromagnetic waves, stating that visible light is only one of them, and that most of them are not visible
Main Activity:
• Discuss light sources and list on the board
• Read about how light travels and electromagnetic waves,
• Do worksheets on light
Evaluation:
Worksheets
Vocabulary:
• Electromagnetic waves, visible light, reflection, refraction, absorption, transparent, translucent, and opaque.
Homework:
Do workbook pages on Matter
Learning Objective:
• How light behaves when it strikes matter.
• The difference between reflection, refraction, and absorption.
• Why we see colors.
Language Objective:
• Explain how light behaves when it strikes matter.
• Contrast reflection, refraction, and absorption.
• Explain why we see colors.
Main Activity:
• Review light and discuss how color is visible
• Experiment with color- mix paints to make a painting
• Workbook
Evaluation:
Workbook
Vocabulary:
Electromagnetic waves, visible light, reflection, refraction, absorption, transparent, translucent, and opaque.
Homework:
List down properties of matter
Learning Objective:
• The difference between transparent, translucent, and opaque.
• How lenses work, including that of the human eye.
• Some of the uses of lasers.
Language Objective:
• Contrast transparent, translucent, and opaque.
• Explain how lenses work, including that of the human eye.
• Describe some of the uses of lasers.
Main Activity:
• Demonstrate the difference between transparent, translucent, and opaque by using different items and trying to see through them, clear acetate, colored acetate, and black construction paper.
• Create a collage using acetate, tissue paper and dark construction paper.
• Answer checkpoint questions in book.
Evaluation:
Answer checkpoint questions, art work
Vocabulary:
Electromagnetic waves, visible light, reflection, refraction, absorption, transparent, translucent, and opaque.
Homework:
Compare and contrast different the different physical properties of matter
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
• Review of Light and sound
Language Objective:
• Review concepts learned in light and sound
• Give test
Main Activity:
Evaluation:
Test
Vocabulary:
Electromagnetic waves, visible light, reflection, refraction, absorption, transparent, translucent, and opaque.
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
4.1.2.2.3 Test and evaluate solutions, considering advantages and disadvantages for the engineering solution, and communicate the results effectively.
4.1.3.3.1 Describe a situation in which one invention led to other inventions.
4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.
Weekly Informational Knowledge Overview - (Students will know...)
• Some of the ways objects move.
• The definition of “frame of reference”.
• How to calculate speed, distance, and time.
• The definition of “velocity”.
• The definition of “force”.
• That forces can act together to change the net force.
• The effect of friction on a moving object.
• How and why the amount of friction changes from one material to another.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Discuss some of the ways objects move.
• Define “frame of reference”.
• Calculate speed, distance, and time.
• Define “velocity”.
• Define “force”.
• Explain how forces can act together to change the net force.
• Describe the effect of friction on a moving object.
• Explain how and why the amount of friction changes from one material to another.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Some of the ways objects move.
• The definition of “frame of reference”.
Language Objective:
• Discuss some of the ways objects move.
• Define “frame of reference”.
Main Activity:
• Introduce how objects move-
• Students will brainstorm what they understand about the ways things move on a KWL chart
• What questions do we have about this?
• How can we find out?
Evaluation:
KWL chart, discussion
Vocabulary:
frame of reference, speed, distance, time, velocity, force, net force, friction
Homework:
Answer Workbook pages
Learning Objective:
• How to calculate speed, distance, and time.
• The definition of “velocity”.
• The definition of “force”.
Language Objective:
• Calculate speed, distance, and time.
• Define “velocity”.
• Define “force”.
Main Activity:
• Complete text book exercises to calculate speed, distance, and time
• Have students create problems in small groups for the class to solve.
• Write about one problem in journal
Evaluation:
Journal
Vocabulary:
frame of reference, speed, distance, time, velocity, force, net force, friction
Homework:
Answer workbook pages
Learning Objective:
• That forces can act together to change the net force
Language Objective:
• Explain how forces can act together to change the net force.
Main Activity:
• Read the textbook pages on force and net force.
• Answer checkpoint questions
Evaluation:
Checkpoint questions
Vocabulary:
frame of reference, speed, distance, time, velocity, force, net force, friction
Homework:
Do homework booklet
Learning Objective:
• Explain how and why the amount of friction changes from one material to another.
• The effect of friction on a moving object.
Language Objective:
• Explain how and why the amount of friction changes from one material to another.
• Describe the effect of friction on a moving object.
Main Activity:
• . Experiment with how and why the amount of friction changes from one material to another
• Discuss the information from their textbook
• Workbook page
Evaluation:
Workbook
Vocabulary:
frame of reference, speed, distance, time, velocity, force, net force, friction
Homework:
Answer homework worksheets. Identify 5 different changes that occurs at home and identify if it is a physical or chemical change.
Learning Objective:
• Test their knowledge of the chapter learned
Language Objective:
• Review of concept learned and the vocabularies they’ve encountered
• Name the things to remember when taking a test
• Administer the test
Main Activity:
Evaluation:
Check if there is mastery
Vocabulary:
frame of reference, speed, distance, time, velocity, force, net force, friction
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
4.2.3.2.2 Construct a simple electrical circuit using wires, batteries, and light bulbs.
4.2.3.2.3 Demonstrate how an electric current can produce a magnetic force.
Weekly Informational Knowledge Overview - (Students will know...)
• How to measure force.
• The definition of energy.
• The difference between kinetic and potential energy.
• That potential energy can be transformed kinetic energy and vice versa.
• How the mass of an object affects the distance the object will move.
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Measure force.
• Define energy.
• Compare and contrast kinetic and potential energy.
• Diagram potential energy transforming into kinetic energy and vice versa.
• Explain how the mass of an object affects the distance the object will move.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• Describe that heating and cooling of matter will slow down or heat up the movements of the molecules
Language Objective:
• Explain how heat affects matter and changes its state.
Main Activity:
• Recap on matter and its properties.
• Ask what can possibly happen when heat is applied to different states of matter like solid, liquid and gas. Introduce how heat makes the molecules move causing matter to change state or its composition.
• Present candle and crayon melting and what happens when it cools. Present how cooling objects keeps molecules from moving.
• Ask why do you think refrigerator is invented? What happens if food is left under the heat of the sun.
Evaluation:
Do activity of applying heat and coldness to object and observe its effect.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer the workbook exercises
Learning Objective:
• Describe different forms of energy
Language Objective:
• Describe energy and its forms
Main Activity:
• Present different food and materials; coke, orange juice, medicine and others.
• Describe the ingredient used for the following. Ask how they identified the following.
• Present what are solute, solvent, solution and mixtures. Identify different ways in how substances can be mixed. Have an activity of making solution what are factors that hasten the materials to combine which are soluble and which are not.
• Emphasize on how heat plays a big part in the movement of molecules.
Evaluation:
Check if they can be able to describe solubility of materials and how solutions are made.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer the workbook exercises
Learning Objective:
• Explain how energy is transferred in conduction, convection and radiation
Language Objective:
• Differentiate how energy is transferred in conduction, convection and radiation
Main Activity:
• Present a video of different sources of energy and how they transform and transfer
• Have an activity of using how water and cold water and how temperature is affected.
• Present conduction activities using different materials which are conductors and insulators.
• Cite out safety measures and uses of the following.
Evaluation:
• Use their textbook to identify different objects that are conductors and insulators.
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer the workbook exercises
Learning Objective:
• Explain how energy is transferred in conduction, convection and radiation
Language Objective:
• Differentiate how energy is transferred in conduction, convection and radiation
Main Activity:
• Ask what can heat help and harm us?
• Present a video showing the transfer of heat in weather and inside the earth.
• Present different ways how heat is transferred. Relate how these are related to the activities that we do at home.
• Present conduction, convection and radiation. Have an activity showing conduction, convection and radiation.
• Discuss lessons in their textbook and have them identify differences of conduction, convection and radiation
Evaluation:
Differentiate conduction, convection and radiation
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Answer workbooks exercises
Learning Objective:
• Assess if the topics were understood and learned.
Language Objective:
Main Activity:
• Review of concept learned and the vocabularies they’ve encountered
• Name the things to remember when taking a test
• Administer the test
Evaluation:
Check if there is mastery
Vocabulary:
Thermal energy, conductor, conduction, insulator, convection current, radiation
Homework:
Materials / Resources (including technology)
Vinegar, baking soda, pan, stove, noodles, spoon, candles, match, crayons, paper, ice, water, textbook, ppt, video clips, workbooks
State of Minnesota Standards Covered
4.2.3.2.1 Identify several ways to generate heat energy. For example: Burning a substance, rubbing hands together, or electricity flowing through wires.
4.2.3.2.2 Construct a simple electrical circuit using wires, batteries, and light bulbs.
4.2.3.2.3 Demonstrate how an electric current can produce a magnetic force.
Weekly Informational Knowledge Overview - (Students will know...)
• The definition of machine.
• The definition of work.
• The names of the six simple machines and the components (if any) of each.
• Some examples of each of the six simple machines.
• How to use simple machines to make-work easier (to overcome force).
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Define machine.
• Define work.
• List the names of the six simple machines and the components (if any) of each.
• List some examples of each of the six simple machines and explain their parts.
• Use simple machines to make-work easier (to overcome force).
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• The definition of machine.
Language Objective:
• Define machine.
Main Activity:
• Introduce simple machines. Discuss what a machine is.
• KWL chart- write what we know about machines
• Write questions we want answered about machines
• Read the textbook about simple machines
Evaluation:
Have them answer lesson checkpoint.
Vocabulary:
Machine, work, pulley, inclined plane, screw, lever, wheel and axle, wedge
Homework:
Answer workbook practice.
Learning Objective:
• The definition of work.
Language Objective:
• Define work
Main Activity:
Evaluation:
Vocabulary:
Machine, work, pulley, inclined plane, screw, lever, wheel and axle, wedge
Homework:
Answer workbook practice.
Learning Objective:
• The names of the six simple machines and the components (if any) of each
• Some examples of each of the six simple machines.
Language Objective:
• List the names of the six simple machines and the components (if any) of each
• List some examples of each of the six simple machines and explain their parts.
Main Activity:
• Read textbook section about simple machines
• Brainstorm other machines they know about/ use that area like these
• Have them draw one and write about what it does in their journals (this will be good practice for designing a machine tomorrow)
Evaluation:
Journal
Vocabulary:
Machine, work, pulley, inclined plane, screw, lever, wheel and axle, wedge
Homework:
Answer workbook practice.
Learning Objective:
• How to use simple machines to make-work easier (to overcome force).
Language Objective:
• Use simple machines to make-work easier (to overcome force).
Main Activity:
• Students will get into small groups and design simple machines to make-work easier (to overcome force).
• Draw and describe the function of their machine and how it works
• Present to the class
Evaluation:
Student designs, presentation
Vocabulary:
Machine, work, pulley, inclined plane, screw, lever, wheel and axle, wedge
Homework:
Learning Objective:
• Assess if the topics were understood and learned.
Language Objective:
Main Activity:
• Review of concept learned and the vocabularies they’ve encountered
• Name the things to remember when taking a test
• Administer the test
Evaluation:
Test
Vocabulary:
Machine, work, pulley, inclined plane, screw, lever, wheel and axle, wedge
Homework:
Materials / Resources (including technology)
Video, worksheets, textbook, tools, lever, inclined plane,
State of Minnesota Standards Covered
4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used.
4.1.2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem. For example: Investigate different varieties of construction tools.
4.1.2.2.2 Generate ideas and possible constraints for solving a problem through engineering design. For example: Design and build an electromagnet to sort steel and aluminum materials for recycling.
4.1.2.2.3 Test and evaluate solutions, considering advantages and disadvantages for the engineering solution, and communicate the results effectively.
4.1.3.3.1 Describe a situation in which one invention led to other inventions.
Weekly Informational Knowledge Overview - (Students will know...)
• How we know that the earth is moving
• The difference between rotation and revolution.
• How and why the moon seems to change shape throughout the month.
• How shadows change appearance throughout the day.
• Why the number of hours of daylight changes throughout the year.
• The causes of solar and lunar eclipses
• Why star patterns appear to change from the northern hemisphere to the southern
Weekly Procedural Knowledge Overview - (Students will be able to...)
• Explain how we know that the earth is moving
• Contrast rotation and revolution.
• How and why the moon seems to change shape throughout the month.
• Draw a diagram showing how shadows change appearance throughout the day.
• Explain why the number of hours of daylight changes throughout the year.
• List the causes of solar and lunar eclipses
• Explain why star patterns appear to change from the northern hemisphere to the southern.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
• How we know that the earth is moving
• The difference between rotation and revolution.
Language Objective:
• Explain how we know that the earth is moving
• Contrast rotation and revolution.
Main Activity:
• Ask what can heat help and harm us?
Evaluation:
Have them answer lesson checkpoint.
Vocabulary:
Rotation, revolution, phase, shadow, axis, solar eclipse, lunar eclipse, northern hemisphere, southern hemisphere, constellation
Homework:
Answer workbook practice.
Learning Objective:
• How and why the moon seems to change shape throughout the month.
Language Objective:
• How and why the moon seems to change shape throughout the month.
Main Activity:
• Read about how and why the moon seems to change shape throughout the month.
 Phases of the moon activity:
http://www.proteacher.org/a/35551_Moon_Phase_Book.html
Evaluation:
Vocabulary:
Rotation, revolution, phase, shadow, axis, solar eclipse, lunar eclipse, northern hemisphere, southern hemisphere, constellation
Homework:
Answer workbook practice.
Learning Objective:
• How shadows change appearance throughout the day
Language Objective:
• Draw a diagram showing how shadows change appearance throughout the day.
Main Activity:
 Make a sundial, using an object that varies in width to show changes in shadows:
http://www.skyandtelescope.com/observing/how-to-make-a-sundial/
Evaluation:
Journal, sundial
Vocabulary:
Rotation, revolution, phase, shadow, axis, solar eclipse, lunar eclipse, northern hemisphere, southern hemisphere, constellation
Homework:
Answer workbook practice.
Learning Objective:
• Why the number of hours of daylight changes throughout the year.
• The causes of solar and lunar eclipses
Language Objective:
• Explain why the number of hours of daylight changes throughout the year.
• List the causes of solar and lunar eclipses
Main Activity:
• Read textbook about eclipses
• Students will get into small groups and use the globe, flashlight to demonstrate eclipse.
• Workbook page
Evaluation:
Workbook
Vocabulary:
Rotation, revolution, phase, shadow, axis, solar eclipse, lunar eclipse, northern hemisphere, southern hemisphere, constellation
Homework:
Learning Objective:
• Why star patterns appear to change from the northern hemisphere to the southern
• Assess if the topics were understood and learned.
Language Objective:
Main Activity:
• Explain why star patterns appear to change from the northern hemisphere to the southern.
• Art project- constellations on black paper with glitter, light pastels
• Administer the test
Evaluation:
Test
Vocabulary:
Rotation, revolution, phase, shadow, axis, solar eclipse, lunar eclipse, northern hemisphere, southern hemisphere, constellation
Homework:
Materials / Resources (including technology)
Video, battery, switches, wire, bulb, worksheets, magnet and wire, pot, stove. beaker, thermometer
State of Minnesota Standards Covered
4.2.3.2.1 Identify several ways to generate heat energy. For example: Burning a substance, rubbing hands together, or electricity flowing through wires.
4.2.3.2.2 Construct a simple electrical circuit using wires, batteries, and light bulbs.
4.2.3.2.3 Demonstrate how an electric current can produce a magnetic force.
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