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Week
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Content
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Skills for Student Achievement
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Assessment
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Performance Standards Addressed
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September
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- Ideas
and Inventions
- Investigation
1: Rubbings
- Investigation
2: Carbon Printing
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- Investigate
textures which are different surface features of a material
- Investigate
patterns which are different surface features of a material
- Experiment
using rubbing techniques and
carbon-printing to observe things not easily seen
- Record
and compare patterns using rubbing and printing techniques
- Experiment
using the rubbing techniques to
create something
- Describe
that no two people have the same fingerprints
- Describe
how fingerprints can be compared using the whorl, arch, and loop
- Describe
how finger patterns can be used to identify people
- Experiment
using printing techniques to create something new
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- Teacher
observation
- Assessment
for inventions
- Response
sheet
- Student
homework assignments
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4
IV B 1,2
4 II C 2
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October
November
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- Ideas
and Inventions (cont.)
- Investigation
3: Color Writing
- Investigation
4: Reflecting
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- Experiment
using chromatography to separate the pigments in ink
- Experiment
using the application of the chromatography technique to create
something new
- Describe
how chromatograms can be compared
- Describe
how chromatography can provide evidence to solve a mystery
- Experiment
using mirrors to observe things
in and about the common environment that are not easily seen
- Describe
how mirror images result from light reflected from a surface
- Describe
how mirrors work
- Determine
symmetry in objects and in pictures
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- Teacher
observation
- Response
sheets
- Assessment
Chart
- Creating
an invention assessment
- End
of unit test
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November
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Space Science
- How day, night, seasons and the year
occur
- Planetary
motion and speed
- Relative
planet sizes and distances from the Sun
- Basic
planetary characteristics
- Sun
as a supplier of heat, light, and food
- Patterns
and movements of celestial objects
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- Explain
how the earth’s rotation results in daylight and nighttime.
- Create
a model to demonstrate how the Earth’s revolution around the Sun and the
tilt of the Earth’s axis result in seasonal changes according to Canby’s
relative position in the Northern Hemisphere.
- Identify
the orbiting of planets around the Sun and the Moon around the Earth as
a result of centrifugal/centripetal forces as caused by gravity and
differing masses of planets and stars
- Explain
why a planet’s relative position from the Sun results in a longer year.
- Identify
the planets in the solar system and their relative sizes, distances, and
basic characteristics.
- Name
the planets in Earth’s solar system, and identify their relative
positions from the Sun.
- Classify
planets as inner planets, outer planets, terrestrial (rocky planets) planets,
and gas planets
- Use
scale models or photographs to measure the relative sizes of the solar
system planets, and determine a size ratio relative to Earth.
- Choose
a model to represent solar system planets based on size.
- Observe
that the Sun applies heat and light to the Earth.
- Identify
the Sun as the source of heat and light which are essential to plant
producers which support our entire food chain.
- Recognize
that the stars in the sky appear to slowly move from east to west.
- Explain
that planets are visible to us when the Sun shines on them, and they
appear as wanderers because of their changing position relative to the
Earth’s rotation, and as seasonal wanderers relative to their position
in orbit around the Sun.
- Know
that Jupiter is visible because of its size, but that it appears at
different places in the sky at different times of the year.
- Identify
Venus as the Morning star and the Evening star.
- Understand
that some planets such as Venus and the Moon appear to have phases due
to how we view their sunny side or dark side from Earth.
- Understand
that Mercury’s close position to the Sun makes is difficult to see
because of the Sun’s bright light.
- Identify
the Sun as an average sized star.
The other stars are so far away that they look like points of
light.
- Identify
some basic constellations such as the Big Dipper, Little Dippper, Ursa
Major, the North Star, Casseopeia, Pegasus, and Orion.
- Observe
how a star’s location appears to
move seasonally because of the earth’s changing position, and
that different stars appear on the horizon at different times of the
year due to the tilt of the Earth’s axis.
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- Unit
Test
- Observation
Charts
- Teacher
observation of the following activities and discussions:
- Styrofoam
Ball – Earth Sun model
- Curves
- Washer
on a string
- Tennis
ball/Centripetal force
- Slinky
and Centrifugal force
- Quicker
(Ruler/Clay)
- Planet
research poster/presentation
- Grid
sheet
- Scale
model solar system activity
- How
Old Are You?
- How
Much Do You Weigh?
- Cooler
- Hot
box
- Too
Close
- Solar
Matters
- Growing
Global Problem
- Sun
loving plants
- Charting
moon phases
- Graphing
Birthday Moons
- Star
Clock Umbrella
- Changes
(Shows moon’s illumination by Sun
- Just
a Phase
- Star
Charts/Planisphere
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- 3
III B 1.2
- 3
III C 1,2,3,4
- 4
III C 1,2,3
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November
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- Human
Body
- Investigation
1: Bones
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- Explain
that a skeleton is a system of bones
- Locate
and label bones of human skeleton on a model and on a chart
- Assemble
the tagboard bones of a skeleton correctly
- Examine
and sort bones found in owl pellets
- Reconstruct
the skeleton of the rodent
- Compare
human bones to that of an rodent
- Observe
the bone structure and position of the human skeleton and a rodent
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- Teacher
observation
- Response
sheet
- Performance
assessment
- Student
sheet
- Mr.
Bones puzzle
- Diagram
of bones from owl pellets
- Short
answer tests
- Foss
end of unit test
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- 4 IV
A 1,2
- 4 IV
B 1,2
- 4 IV
G 1,2,3
- 4 IV
B
- 5 IV
E 2
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December
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- Human
Body (continued)
- Investigation
2: Joints
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- Identify
3 basic kinds of joints
- Observe
joints in hand, elbow, knee, shoulder, hip and foot
- Experiment
with models to study how hinge joints and ball-and-socket joints work
differently
- Describe
bone structure and function
- Experiment
with models how to articulate leg and pelvic bones
- Investigate
and determine hand and foot response time
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- Teacher
observation
- Diagrams
and worksheets
- Graphs
and tables
- Short
answer tests
- Response
sheet
- Performance
assessment
- End
of unit test
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January
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- Human
Body (continued)
- Investigation
3: Muscles
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- Describe
how muscles move bones
- Explain
where muscles are and what they do
- Describe
basic information about muscles
- Identify
muscles in the arm
- Experiment
with models to study muscle action
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- Teacher
observation
- Response
sheet
- Performance
assessment
- Student
sheet
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February
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- Human
Body (continued)
- Investigation
4: Coordination
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- Define
stimulus and response
- Identify
stimuli and responses in a narrative form
- Independently
investigate and research hand and foot response to visual and non-visual
stimuli
- Investigate
the effect of practice on response time.
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- Teacher
observation
- Response
sheet
- Performance
assessment
- Student
sheet
- End-of-module
assessment
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March
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- Magnetism
and Electricity
- Investigation
1: The Force
- Investigation
2: Making Connections
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- Describe
how to induce magnetism
- Describe
the relationship between magnets and iron objects
- Describe
temporary magnets
- Experiment
using magnets the force of attraction between a variety of materials
- Experiment
using model to identify how electricity flows
- Describe
how to a complete circuit works
- Identify
hidden connections
- Explain
bulb and battery circuit
- State
important uses of magnets
- Acquire
vocabulary associated with magnets
- Experiment
to feel how magnets attract and repel through paper or plastic
- Measure
the force of attraction between 2 magnets and graph results
- Measure
the change in force between two magnets as the distance between the
magnets increases or decreases
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- Teacher
observation
- Response
sheet
- Graphs
and tables
- Performance
assessment
- Student
sheet
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- 4 I
A 1
- 4 I
B 2,3
- 4 I
C 1,2,3
- 4 I
E 1,2
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April
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- Magnetism
and Electricity (continued)
- Investigation
2: Making Connections
- Investigation
3: Advanced Connections
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- Experiment
using model to identify how electricity flows in one direction
- Describe
how a complete circuit works
- Demonstrate
the ability of a switch to turn electric current on and off.
- Demonstrate
static electricity
- Name
sources of current electricity and list ways electricity helps us
- Identify
materials that are conductors and insulators
- Draw
pictures and diagrams of parallel / series circuits
- Demonstrate
an electromagnet and explain its usefulness
- Describe
how electricity flows one direction
Describe the flow of electricity through a short circuit
- Explain
the use of a short circuit
- Describe
a complete circuit
- Experiment
using models of series / parallel circuits to create an electric flow
- Explain
the differences between parallel and series circuits
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- Teacher
observation
- Response
sheet
- Performance
assessment
- Student
sheet
- End-of-module
assessment
- House
model using parallel circuit
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May
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Describe the flow of electricity through a short circuit
- Explain
the use of a short circuit
- Describe
a complete circuit
- Experiment
using models of series / parallel circuits to create an electric flow
- Explain
the differences between parallel and series circuits
- Observe
and compare sounds to develop discrimination ability
- Communicate
with others using a drop code
- Learn
that sound originates from a source that is vibrating and is detected in
a receiver such as the human ear
- Understand
the relationship between the pitch of a sound and the physical
properties of the sound source
- Compare
methods to amplify sound at the source and at the receiver
- Observe
and compare how sounds travel through solids, liquids, and air
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Teacher observation
Tests
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