STEMscopes Science Mississippi Teacher Editions Grade 4

K-8 SCIENCE

Teacher Edition

Grade 4

Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2025, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

To learn more, visit us at www.stemscopes.com.

Student Expectations

The student is expected to demonstrate an understanding of the organization, functions, and interconnections of the major human body systems, to demonstrate an understanding of how diseases can impact these systems, and to research methods to maintain a healthy body.

Student Wondering of Phenomenon

How does your body work together like a team to keep you healthy, and what happens when something goes wrong?

Key Concepts

• In multicellular organisms, the body is a system of multiple interacting subsystems.

• Systems of the human body interact to perform specific functions, including digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

• Noninfectious and infectious diseases can disrupt the function of organs and organ systems. Noninfectious diseases, such as diabetes, cancer, and heart disease, are diseases not caused by pathogens. Infectious diseases, such as the flu or cold, are caused by pathogens.

• We can maintain a healthy body with lifestyle choices that include diet and exercise.

L.4.1 Human Body Systems

Scope Planning and Overview

Scope Overview

This unit builds students’ understanding of how major human body systems are organized, function, and interconnect. Learners relate body systems to familiar structures and external systems, gather evidence through observation and timed tasks, and construct models to illustrate system coordination. They research and compare natural and engineered analogs to organ systems, communicate findings through presentations, and reflect on interdependencies. Students also investigate infectious and noninfectious diseases, analyze how disorders disrupt systems, and propose strategies for maintaining health, synthesizing research into concise, creative performances.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Circulatory System

The group of organs that work together to circulate blood through the body, supply oxygen and nutrients, and remove waste

Diet

What an organism eats

Digestive System

The group of organs that work together to break down food by physical and chemical processes into nutrients that the body can use

Exercise

Any body movement that requires energy and moves your muscles

Function

What something does

Interactions

Actions by one thing that have an effect on a different or separate thing

Mechanical Energy

All the energy something has due to its movement and position

Movement

A change in position or location

Muscular System

A group of organs that provide movement and warmth for the body

Nervous System

A group of organs and tissues that sense, transmit, and process information

Organ

A collection of similar tissues that make up a structure that performs a specific function

Respiration

A process by which animals use oxygen and food to make energy and carbon dioxide

Respiratory System

A group of organs that allow oxygen and carbon dioxide to exchange between the body and the environment

Engage Activity Summaries

Students explore how human body systems are organized, interconnected, and function by comparing them to parts of their school.

• Review key body systems and their functions, then relate everyday tasks to multiple systems working together.

• Tour the school to identify areas and functions that analogize to body systems, using a School Breakdown sheet.

• Record examples of system analogies, tasks requiring multiple systems, and implications when a system isn’t working properly.

Explore Activity Summaries

Research - Making Connections

Students investigate how various natural and man-made systems mirror the functions of human organ systems.

• Research and identify systems (e.g., highways, computers, trees) that parallel circulatory, nervous, respiratory, and other human systems using provided organizers and digital resources.

• Create Google Slides comparing at least three machine, natural, or other systems to specific organ systems, highlighting functional similarities with visuals.

• Present findings to the class and complete written reflections connecting their comparisons to organ system functions.

Making a Model - Systems at Work

Students investigate how multiple organ systems work together to accomplish common tasks and communicate their findings.

• Rotate through timed stations to perform tasks, gather data, and record observations on system interactions.

• Use collected evidence to answer reflection questions about how specific organs and systems coordinate.

• Plan and build a physical model that demonstrates how selected organ systems cooperate to complete a task.

• Present models to peers and discuss surprising relationships and system interdependencies.

Research - Your Health

Students investigate how diseases impact body systems and communicate their understanding through a creative performance.

• Research infectious and noninfectious diseases, including how they disrupt body systems and how medical fields support healthy lifestyles, using curated texts and responsible online searches.

• Collaboratively script, design props for, and produce a three-act play: introduction, disease impacts on the body, and strategies for maintaining health and preventing disease.

• Record or perform the play (under five minutes) and engage in audience Q&A to reinforce understanding and communication skills.

Notes

BODY SYSTEMS

L.4.1 Human Body Systems Engage

Estimated 30 min - 45 min

Activity Preparation

In this activity, students access prior knowledge to compare the body’s interconnected systems to their school. They understand that the organization, function, and interconnections of the human body are what make it function.

Materials

Printed

● 1 School Breakdown (per student)

● 1 Systems (per partner group)

Preparation

● Print one School Breakdown for each student.

● Pair students up.

● Print one Systems for each pair of students.

Connections

SEP Connection

Obtaining, Evaluating, and Communicating Information Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by comparing the interconnected systems of the human body to their school, thereby understanding how these systems work together to maintain health and what occurs when they malfunction. They will read and comprehend information about body systems, summarize scientific ideas, and communicate their findings through written formats. Additionally, students will develop and use models by creating analogies between body systems and school functions, identifying limitations of these models, and using them to describe and predict the functioning of natural systems.

Notes

CCC Connection

Systems and System Models Structure and Function

During this activity, students will explore systems and system models by comparing the interconnected systems of the human body to their school, understanding how these systems work together to maintain health and function, and what occurs when a system fails. This will help them grasp the concept that a system is a group of related parts that make up a whole, carrying out functions that individual parts cannot, and how different structures serve specific functions.

Procedure and Facilitation

1. Before the activity, engage students in a discussion about the body systems. Discuss how there are many different body systems that work together to make the body function properly.

2. Have student pairs look at and review the Systems page with the different body systems and their functions. Name different tasks a body can do— for example, jump rope, draw, cook, etc. Have students discuss with their partners how different systems work together to make these things possible.

3. Tell students that just like the body, the school is composed of many different parts that work together to make it run smoothly.

4. Take students on a tour of the the school with their School Breakdown sheet. During the tour, have them discuss the different areas of the school and their functions.

5. Challenge students to figuratively “take apart” the school and find body systems that complete similar functions to the different areas.

6. Have students write the following on their School Breakdown page:

○ What were different systems in the school that were similar to human body systems? Answers may vary but can include these ideas: The wood/metal frame of the school is like the skeletal system in the body. The walls, ceiling, and floors are like the muscular system. The front office with the principal, assistant principal, and front desk is like the nervous system. The vents and AC units are like the respiratory system. The cafeteria is like the digestive system. Teachers and students are like the circulatory system.

○ Give an example of tasks that require two or more body systems to work together. Examples may vary but can include these: Eating requires the muscular, skeletal, nervous, and digestive systems. Jumping rope requires the muscular, skeletal, and respiratory systems. Drawing requires the nervous, muscular, and skeletal systems.

○ What would happen if one of the body systems were not working properly? If one of the body systems were not working properly, it would be difficult for the body to run smoothly. It would also make many tasks difficult or almost impossible to complete.

Phenomenon Connection

How do the interconnected systems of the human body work together to maintain health, and what are the consequences when one system fails?

1. Based on your comparison with other classmates, how could you make the body systems work more efficiently together, similar to how you might improve the functioning of a school?

2. If one body system were to fail, how would that impact the other systems, and what might be the visible signs of this failure?

3. How can we ensure that all body systems are functioning optimally, and what lifestyle choices or interventions might support this?

FACILITATION TIP

Remind students that one school area may represent more than one body system, and one body system may connect to multiple school areas.

FACILITATION TIP

Have students create a two-column chart with “School Part” on one side and “Body System Equivalent” on the other. Add a third column for “Reason for Connection.”

FACILITATION TIP

Allow pairs to present one unique analogy they came up with. Collect them into a class-wide “School-Body Systems Map.”

Estimated 2 hrs - 3 hrs

L.4.1 Human Body Systems Explore 1:

Research - Making Connections

Activity Preparation

In this task, students research and discover various system functions and how they relate to different human organ systems.

Materials

Printed

● 1 Making Connections (per student)

Reusable

● Internet-connected device (per group)

Preparation

● Print a Making Connections for each student.

● Divide the class into groups of three or four students.

Connections

SEP Connection

Obtaining, Evaluating, and Communicating Information Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by researching and comparing various system functions to human organ systems, thereby explaining the phenomenon of how the body works together like a team to keep us healthy and what happens when something goes wrong. They will read and comprehend complex texts and reliable media to summarize scientific ideas, develop models using analogies to describe scientific principles, and communicate their findings through presentations, using diagrams and charts to illustrate the relationships and interactions within these systems.

Notes

CCC Connection

Systems and System Models Structure and Function

During this activity, students will explore systems and system models by researching and comparing human organ systems to various machine and natural systems, understanding how a group of related parts work together to perform functions that individual parts cannot, and analyzing the structure and function of different systems to explain how the body works like a team to maintain health and what occurs when these systems fail.

Procedure and Facilitation

1. Before beginning the activity, discuss with the class how the body is made up of different organ systems that work together to keep us healthy and moving. Discuss how much of the world around us also works in intricate systems similar to our own organ systems. Let students know they will be researching and discovering systems around them that function like different body systems and their organs.

2. You may show photographs of some or all of the following as examples of systems:

a. Circulatory: highway system

b. Nervous: government system or computer

c. Excretory: water cycle

d. Musculoskeletal: tractor with a loader

e. Digestive (teeth, saliva, and tongue): garbage disposal

f. Respiratory: tree

3. Let students know that they may use these systems as a starting point if they wish.

4. Allow them to use search engines, informational texts, and real-life experiences to research different systems and compare them to human organ systems.

5. Have students use Making Connections as a guide for their research.

6. Direct students to use Google Slides to present their findings.

7. Challenge students to compare at least three different machine, natural, and other systems to a human organ system within the slides.

8. Encourage students to use graphics and photographs to illustrate similarities in function.

9. After students have completed their research and slides, have them present their findings to the class.

10. Have students answer the Reflection questions in their Making Connections page.

Roadblock: Difficulty Reading Text on a Screen

Some students may have difficulty reading off a computer screen during research in this activity. Modify the appearance of the screen by magnifying or changing the colors and contrast as needed. If modifications are not possible, allow the student to work with a peer who can assist in reading material off the screen. Learn more strategies for students who have difficulty reading off a screen in the Interventions Toolbox.

Notes

FACILITATION TIP

Create a class chart with the names of human body systems and a few student-friendly keywords for each (e.g., circulatory: blood, heart, vessels; nervous: brain, nerves, messages; digestive: food, stomach, energy). Leave it posted for reference during research.

FACILITATION

TIP

Tiered Examples: Start with one analogy that’s very concrete (e.g., garbage disposal = digestive system), then model one that’s more abstract (e.g., Wi-Fi = nervous system). This shows them the range of possible comparisons.

FACILITATION TIP

To help students stay on task, narrow the research tools by providing a short list of pre-selected student-friendly websites or pre-printing short blurbs with images about different systems (water cycle, highway, government, etc.).

FACILITATION TIP

Provide students with sentence structures like: “The _ system is like a ________ because they both ...” “One part of the _ system is like ________ in the system because ...”

FACILITATION TIP

Real-world Connection: Share how engineers often use nature and body systems to design technology (biomimicry). For example, airplane wings are modeled after bird wings.

L.4.1 Human Body Systems

Explore 1: Research - Making Connections

English Language Proficiency

Guess Who?

Have students write riddles about the body systems using synonyms, antonyms, and figurative language. When students have completed their riddles, allow them to pair up and share. Students can record their guesses using the following sentence stem:

This riddle is about ________. My evidence was ________.

Phenomenon Connection

How do the various systems in our body work together like a team to maintain health, and what happens when one system fails or malfunctions?

1. Based on your research, how do different human organ systems compare to systems in the world around us, and what can we learn from these comparisons about maintaining health?

2. When one organ system in the body is not functioning properly, how does it affect the other systems, and what are some real-world examples of this interdependence?

3. How can understanding the similarities between human organ systems and external systems help us develop better solutions for health issues or system failures?

Notes

Estimated 1 hr - 2 hrs

L.4.1 Human Body Systems

Explore 2: Making a Model - Systems at Work

Activity Preparation

In this task, students obtain and communicate data to create a model outlining the relationship of the interactions of the body’s organ systems.

Materials

Printed

● 1 Making a Model — Systems at Work (per student)

● 1 set of Draw This! Cards (per class)

Reusable

Part I

● 4 timers (per class)

● 4 "mystery items," small toys/ objects (per class)

● 4 blindfolds (per class)

Consumable

Part I

● 2 cotton balls (per class)

● 4 brown paper bags (per class)

● 2 bite-size snacks, such as chocolate pieces, popcorn, or fish crackers (per student)

● Crayons (per class)

Part II (suggested)

● Modeling clay

● Shoeboxes

● Foil

● Balloons

● Plastic bags

● Pipe cleaners

● Yarn

● Cotton-tip cleaners

● Cardboard

● Butcher paper

● Construction paper

Preparation

● Print a Making a Model — Systems at Work for each student.

● Divide the class into groups of four.

● Print one set of Draw This! Cards for Station 5. Cut them, and place them in a basket or bag

● Set up the stations with the necessary materials:

○ Station 1: cotton balls and two blindfolds

○ Station 2: snacks and two timers

○ Station 3: none

○ Station 4: one “mystery item” in each of the four brown paper bags

○ Station 5: basket or bag of Draw This! Cards

Connections

SEP Connection

Obtaining, Evaluating, and Communicating Information Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information to create models that demonstrate how the body’s organ systems interact to maintain health and what occurs when these systems fail. By reading and comprehending complex texts, students will summarize scientific ideas and support them with evidence, while developing models to represent these interactions and predict phenomena related to the body’s functioning.

Systems and System Models

Structure and Function

During this activity, students will understand and model how the body’s organ systems interact as a cohesive system to maintain health, reflecting the concept that a system is composed of related parts that perform functions beyond the capabilities of individual components. They will explore the structure and function of different organ systems, recognizing that each system has specific roles and substructures that contribute to the overall functioning of the body, and what occurs when these systems fail to work together effectively.

Procedure and Facilitation

Part I

1. Discuss with students that for every task or function the body does, it takes multiple organ systems working together to accomplish it.

2. Share with students some examples of organ systems working together, and ask them to share some of their own—for example, eating (muscular, skeletal, digestive). Make sure to discuss the individual organs involved.

3. Explain to students that for this part of the activity, they will be collecting data on how it is necessary for different systems to work together to accomplish various tasks.

4. Explain each station, and ask students to use their Making a Model — Systems at Work as a guide and to record data. Directions for the stations can be found in the Making a Model — Systems at Work.

5. Tell students they have 10 minutes at each station and should rotate at your direction.

6. After they have finished all rotations, have students answer the Reflection questions.

Notes

FACILITATION TIP

Quick Warm-Up: Ask, “Can one body system work completely alone?” Collect yes/no votes with a quick discussion. This will frame the purpose of the activity.

FACILITATION TIP

Think-Aloud Modeling: Before rotations, demonstrate how you would record data at one station: “Eating a cracker uses digestive system (stomach, saliva), skeletal system (jaw bones), muscular system (chewing muscles).”

CCC Connection

L.4.1 Human Body Systems

Explore 2: Making a Model - Systems at Work

Part II

FACILITATION TIP

Model Examples: Show a quick teachercreated example, like balloons (lungs) taped inside a shoebox (ribcage) with yarn (muscles). Clarify that models don’t have to be realistic but should clearly show function.

1. After completing Part I, encourage students to use their knowledge of the relationships between organ systems to build a model of organ systems working together.

2. Direct students to choose a task from the previous stations and consider how the body systems worked together.

3. Ask students to use their Making a Model — Systems at Work as a guide for planning their models.

4. Have student groups use the available materials to build a model demonstrating how different organ systems have specific jobs but work together to accomplish a task.

5. Have students present their models to the class.

6. After the activities, discuss the following questions:

○ Which relationship did you find the most surprising? Answers may vary. Accept answers as long as students use data to support their answers.

○ How are the skeletal system and the muscular system related? The muscles push and pull against the skeletal system to create movement.

FACILITATION TIP

Connect to Real Life: Share simple scenarios: “When you get scared, why does your heart beat fast?” (nervous + circulatory). “Why do you breathe harder when running?” (muscular + respiratory + circulatory).

○ How are sensory organs connected to other major organ systems? Sensory organs are many different organs that help the nervous system operate. The body operates based on the information it receives from the sensory organs.

○ Which body system do you think is the most important? Why? All the body systems work independently and together to make the body function. This means that no body system is more important than the others.

Safety Guide

Do Not Eat or Drink Materials: Students should be reminded not to eat or drink any materials unless directed to do so.

English Language Proficiency

Inner and Outer Circles

After the students have had the opportunity to listen to the presentations of the body's organ systems, give them the opportunity to play a game.

● Create an inner circle and an outer circle.

● Make sure every student has another student in front of him or her.

● Ask a question out loud, provide wait time, and then allow the inner circle to answer the question by letting the outer circle know the answer.

● Have either the inner circle or outer circle move to the right or left three times to partner with a new student.

● Ask another question, allow wait time, and then have the outer circle provide an answer to the inner-circle students.

Phenomenon Connection

How do the organ systems in your body work together like a team to maintain health, and what happens when one system fails or malfunctions?

1. Based on your observations during the activity, which organ systems did you see working together most effectively, and why do you think their collaboration is crucial for maintaining health?

2. If one organ system in the body starts to fail, how might that impact the other systems, and what signs might indicate that something is going wrong?

3. How can understanding the interactions between different organ systems help us develop better strategies for preventing or treating health issues?

Estimated 2 hrs - 3 hrs

L.4.1 Human Body Systems

Explore 3: Research - Your Health

Activity Preparation

In this task, students research and communicate how infectious and noninfectious diseases disrupt the function of body systems. They also investigate how medical specialties and research methods help us find new ways to maintain a healthy body and lifestyle.

Materials

Printed

● 1 Your Health (per student)

Reusable

Part I

● Informational texts (per group)

● Internet- and video-capable device (per group)

Part II

● Scissors (per group)

● Crayons/markers (per group)

● Tape (per group)

● Glue (per group)

Consumable (suggested)

Part II

● Butcher paper (per group)

● Construction paper (per group)

● Glitter (per group)

Preparation

● Print a Your Health page for each student.

● Divide the class into groups of four.

● Solicit the librarian to pick out grade-appropriate informational texts on infectious diseases (e.g., cold, flu), noninfectious diseases (e.g., diabetes, heart disease), and medical specialties on diet, exercise, vaccines, and mental health.

Obtaining, Evaluating, and Communicating Information

Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by researching and creating a three-act play to explain how infectious and noninfectious diseases disrupt body systems and how medical specialties contribute to maintaining health. They will develop and use models by collaboratively creating scripts and props to represent the interactions within body systems and the effects of diseases, thereby describing and predicting the phenomenon of how the body works together to keep us healthy and what happens when something goes wrong.

Systems and System Models

Structure and Function

During this activity, students will explore how systems and system models can be used to understand the body’s interconnected parts and their functions, as well as how disruptions from diseases can impact overall health. They will investigate the structure and function of body systems, learning how different components interact to maintain health and what happens when these interactions are disrupted by infectious and noninfectious diseases. Through research and creative expression, students will gain insights into the phenomenon of how the body works as a team to keep us healthy and what occurs when something goes wrong.

SEP Connection

CCC Connection

Connections

Procedure and Facilitation

Part I

1. Before beginning the first part of the activity, discuss with students that they are to research how diseases (infectious/noninfectious) disrupt body systems as well as how the medical field has devised methods to help us maintain a healthy body and lifestyle.

2. Discuss different examples of infectious (e.g., cold, flu) and noninfectious diseases (e.g., diabetes, heart disease).

3. Tell students to use their Research — Your Health as a guide to their research.

4. Talk about the appropriate use of search engines, and challenge students to use the informational texts you have picked out.

5. Reveal that with their research, groups must script, produce, and record a three-act play to communicate their information.

Part II

1. Ask students to develop a three-act play in which they address the following information:

○ Act I: set up the story, introduce characters

○ Act II: describe infectious/noninfectious diseases and how they disrupt the body

○ Act III: describe how to maintain a healthy lifestyle to prevent both

2. Encourage students to work together in a cooperative manner to develop a script and props for their plays.

3. Ask students to record their plays on their devices. The play must not be any longer than five minutes. If recording is not an option, students may present their plays in front of the class.

4. Set a day for the play presentations. Have the directors of the plays introduce and present them. Encourage them to take questions from the audience.

FACILITATION

TIP

Anchor Chart: “Two Kinds of Diseases” Create a T-chart labeled Infectious and Noninfectious. List examples with pictures (flu, strep, COVID vs. asthma, diabetes, allergies). Keep the chart posted so students can reference it during research and script-writing.

FACILITATION TIP

Sentence Structures for Research: “The ________ disease affects the ________ system by...” “This disease spreads by...” “Doctors prevent or treat this disease by...”

FACILITATION TIP

Prop Box: If possible, set up a box with simple materials (construction paper, markers, yarn, tape, cardboard) for quick costumes and props (lab coats, “virus masks,” organ cutouts).

FACILITATION

TIP

Emphasize Accuracy + Fun: Encourage silly acting, but stress that facts about diseases and prevention must be correct.

L.4.1 Human Body Systems

Explore 3: Research - Your Health

Post-Activity Discussion

1. Explain how the body responds to infectious diseases. When a body is infected with a bacterial or viral disease, such as a cold or the flu, the immune system is activated and releases chemicals to fight the disease. This can result in symptoms such as a high fever, body aches, or vomiting.

2. How do infectious diseases spread? Infectious diseases spread through contact with bacteria and viruses, which then come into the body. This can happen by way of our being close to an infected person, picking up an object with a particular bacteria/virus, or ingesting something that is infected.

3. How do infectious and noninfectious diseases affect the body differently? Infectious diseases can be transmitted from person to person through contact. They are also fought off by the body’s immune system. Noninfectious diseases are usually a result of genetics or lifestyle and cannot be fought off by the immune system. They have to be treated long term with medicine and therapies.

4. What are some things that we can do to prevent the spread of disease? To maintain a healthy body, we must make sure to wash our hands frequently, minimize contact with sick people, disinfect surfaces, eat healthy, and exercise regularly.

English Language Proficiency

Forensic Carousel

Once students work in their small groups to determine the initial infected student(s) (patient zero), have half of the groups make an inner circle and the other half make an outer circle.

● Students should stand facing each other. Have students share their group’s hypothesis about who patient zero was.

● Next, have the inner-circle students move three to the left so that they have new partners (the outer circle should remain still), and compare their results again.

● Students should switch partners again, in the same manner, and discuss (but not write down) question 1 in the Student Journal.

● Have students switch partners again and discuss question 2. Have them switch one last time to discuss question 3 before sitting down to write their answers and complete Part II of the Explore activity.

● Make sure the correct science vocabulary is being used during discussions. Notes

Phenomenon Connection

How do different diseases affect the body’s ability to function as a team, and what strategies can we use to maintain health when these systems are disrupted?

1. How do infectious and noninfectious diseases disrupt the teamwork of body systems differently, and what are the implications for treatment and prevention?

2. In what ways can medical research and specialties contribute to restoring the balance and teamwork of body systems when affected by diseases?

3. How can lifestyle choices and preventive measures enhance the body’s ability to function as a cohesive team and reduce the risk of disease?

Notes

L.4.1 Human Body Systems

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Personal Trainer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - The Skeletal System

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

In multicellular organisms, the body is a system of multiple interacting subsystems.

Systems of the human body interact to perform specific functions, including digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

Noninfectious and infectious diseases can disrupt the function of organs and organ systems. Noninfectious diseases, such as diabetes, cancer, and heart disease, are diseases not caused by pathogens. Infectious diseases, such as the flu or cold, are caused by pathogens.

We can maintain a healthy body with lifestyle choices that include diet and exercise.

L.4.1 HUMAN BODY SYSTEMS

Student Expectations

The student is expected to demonstrate an understanding of plant and animal life cycles by using comparison and by developing models.

L.4.2 Life Cycles Scope Planning and Overview

• An organism undergoes observable changes during its life cycle, including birth, growth, development, reproduction, and death.

• We can compare the life cycles of various plants and animals.

• Some animals, such as butterflies and beetles, pass through distinctly different life stages during their life cycles. Some plants, such as radishes and lima beans, develop from seeds into small plants that resemble the adult form.

Scope Overview

This unit develops student understanding of plant and animal life cycles through evidence-based discussion, comparative analysis, and model creation. Students examine and reconcile differing claims, identify universal stages (birth, growth, reproduction, death), and note variations such as metamorphosis across organisms, including humans. They research selected organisms and construct accurate, labeled models to depict stage sequence and environmental context. Throughout, students use comparison and modeling to explain how organisms grow, reproduce, and complete their life cycles, aligning with the expectation.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Amphibian

A cold-blooded animal that is born in the water and has gills, which grows up to live on the land and have lungs

Animal

A living thing that can move on its own and that gets its energy from food

Compare

To consider the similarities and differences among things

Diversity

Having many different shapes, sizes, colors, etc.

Flowering Plants

Plants that rely on pollination for reproduction

Growth

An increase in size, abundance, or complexity

Life Cycle

The particular way a living thing grows, reproduces, and dies

Organism

A single, self-contained, living thing

Plant

A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

Reproduction

When one or more organisms bring new organisms of the same type into existence

Reptile

A cold-blooded animal that has lungs and a skeleton and whose skin is usually covered with scales

Notes

Key Concepts

How do plants and animals grow and change throughout their lives, and what makes their life cycles similar or different?

Student Wondering of Phenomenon

Engage Activity Summaries

Students evaluate differing claims about the monarch butterfly life cycle to build understanding of life cycle stages and continuity of a species.

• Read three student statements about the monarch butterfly life cycle and choose the one they agree with by standing at a numbered station.

• Discuss reasoning with peers within groups and share out; reconsider and move if their thinking changes.

• Engage in a class synthesis to determine why multiple interpretations can be valid, identify universal life cycle stages (birth, growth, reproduction, death), and compare human and butterfly life cycles.

Explore Activity Summaries

Activity - So Many Cycles!

Students analyze and compare life cycles to identify patterns and differences across organisms.

• Work in pairs to select two organisms and use life cycle visuals with a comparison chart to note similarities and differences across stages.

• Record observations about birth (egg vs. live birth), growth, reproduction, and death, including whether metamorphosis occurs.

• Share findings in a class discussion to define “life cycle,” compare across organisms (including humans), and highlight key patterns.

Making a Model - Coming to Life!

Students investigate life cycles by researching and building a three-dimensional model that accurately represents stages from birth to death.

• Select a plant or animal, research its life cycle using curated resources, and plan the model with sketches and notes.

• Construct a shoebox diorama showing each stage in order with labels, descriptions, arrows, and an appropriate environmental background.

• Collaborate to test and refine materials/design choices during construction to improve accuracy and clarity.

• Share models in a gallery walk, give/receive feedback via sticky notes, and present to explain how the organism grows, reproduces, and completes its life cycle.

L.4.2 Life Cycles Engage

Estimated 15 min - 30 min

Activity Preparation

In this activity, students read over three student statements about the life cycle of a butterfly and choose the statement they agree with.

Materials

Printed

● 1 Life Cycles (per student, group, or class)

Consumable

● 3 pieces of paper (per class)

Reusable

● 1 permanent marker (per class)

SEP Connection

Developing and Using Models

Preparation

Decide if you will print out a Life Cycles document for each student or each group. Alternately, you may project the page for the class. Number each piece of paper with a large 1, 2, or 3. Post the numbers around the room.

Connections

CCC Connection

Patterns

Obtaining, Evaluating, and Communicating Information

During this activity, students will develop and use models to describe and predict the phenomenon of how plants and animals grow and change throughout their lives, and what makes their life cycles similar or different. By engaging in discussions and analyzing different life cycle models of the monarch butterfly, students will collaboratively develop and revise models based on evidence, identify limitations of these models, and use them to test cause and effect relationships. Additionally, students will obtain and communicate scientific information by comparing life cycles and discussing their similarities and differences, thereby enhancing their understanding of life cycle stages such as birth, growth, reproduction, and death.

Notes

Structure and Function

During this activity, students will identify patterns in the life cycles of plants and animals by comparing the stages of birth, growth, reproduction, and death. They will classify similarities and differences in these cycles, using this understanding to make predictions about life cycle processes. Additionally, students will explore the structure and function of life cycle stages, recognizing how different substructures serve specific functions in the development and continuation of species.

Procedure and Facilitation

1. Instruct students to read the three student statements about the life cycle of the monarch butterfly. Have students discuss the statements with partners or in their groups.

2. Ask students to stand by the number matching the statement they agree with.

3. Have students discuss their choices with other students in the same group. Select a volunteer from each group to share the discussion.

4. Once all groups have shared, allow students to move from one number to another if they change their reasoning.

5. Discuss the following as a class:

○ Why is student 1 correct? Figure A has arrows connecting the adult to the eggs. This means that the life cycle in Figure A continues when the adult lays the eggs.

○ Why is student 2 correct? Figure B does not have arrows connecting the adult to the eggs. The life cycle stops at the adult, which means the adult probably dies.

○ Why are both figures A and B correct? It is true that when the animal dies, the life cycle ends, but the species continues since some adults lay eggs before dying.

○ What stages do all life cycles have in common? Birth, growth or development, reproduction, and death

○ What parts in the figures show the life stages of birth, growth, reproduction, and death? The eggs show birth; the caterpillars show growth; reproduction happens in the adult stage and results in the eggs. Death can happen at any time in the life cycle. Students may incorrectly think that death happens only to adults.

○ What parts of your cycle are similar to or different than the monarch butterfly’s life cycle? Humans are the same in that children grow quickly like caterpillars. We also have an adult stage and experience death at the end of the life cycle. Butterflies are different in that they are born from eggs, while humans have live births. Humans also do not go through metamorphosis like butterflies do.

Phenomenon Connection

How do the life cycles of different organisms, like butterflies and humans, show both similarities and differences in their stages of growth and development?

1. In what ways do the life cycles of butterflies and humans illustrate the basic stages of birth, growth, reproduction, and death?

2. How does the process of metamorphosis in butterflies compare to the developmental changes humans experience from childhood to adulthood?

3. What factors might influence the differences in life cycles between plants and animals, and how do these differences affect their survival and reproduction strategies?

FACILITATION TIP

Think-Pair-Stand: Before moving to a number, give students quiet time to pick a statement, then share reasoning with a partner. This makes them more confident when standing by their chosen number.

FACILITATION TIP

Stress the difference between an individual’s life (which ends in death) and the species’ life cycle (which continues through reproduction). Use a quick analogy: a single runner vs. a relay race team.

FACILITATION TIP

To help students reflect on life cycles, ask: “If you were explaining the butterfly life cycle to a younger student, what’s the most important point they should remember?”

Estimated 1 hr - 2 hrs

L.4.2 Life Cycles

Explore 1: Activity - So Many Cycles!

Activity Preparation

In this activity, students compare and contrast the life cycles of various plants and animals.

Materials

Printed

● 1 So Many Cycles! (per student)

● 1 Teacher Printout: Life Cycle Cards (per group)

Reusable

● Projector (optional)

● Markers

Consumable

● 1 sheet of poster paper

SEP Connection

Developing and Using Models

Preparation

Students should work in pairs. Print a So Many Cycles! for each student. Print one set of Life Cycle Cards per group, or project them electronically. Prepare a table like the one in So Many Cycles! on chart paper, or project it electronically.

Connections

Obtaining, Evaluating, and Communicating Information

During this activity, students will develop and use models to describe and predict the phenomenon of how plants and animals grow and change throughout their lives, and what makes their life cycles similar or different. By comparing and contrasting life cycles, students collaboratively develop models based on evidence to show relationships among variables in life cycle stages. They will identify limitations of these models and use them to test cause and effect relationships in natural systems. Additionally, students will obtain, evaluate, and communicate information by reading and summarizing scientific ideas, comparing across texts, and presenting their findings through various media formats.

Notes

CCC Connection

Patterns

Structure and Function

During this activity, students will identify patterns in the life cycles of plants and animals by comparing and contrasting their stages of birth, growth, reproduction, and death. They will use these patterns to classify organisms and make predictions about their life cycles, exploring the similarities and differences in structure and function that contribute to the diversity of life.

Procedure and Facilitation

1. Ask students to name some animals that lay eggs. Students may name birds, fish, reptiles, and insects. Tell students that these organisms are similar in the birth stages of their life cycles.

2. Tell students to compare and contrast the life cycle stages of two organisms. Demonstrate by showing the prepared chart from the Student Journal along with the Monarch Life Cycle and Clown Fish Life Cycle cards.

3. Observe aloud that although the two organisms are the same because they are born from an egg, they are also different because their young look different and have unique names. Note this in the chart, and encourage students to look for more similarities and differences. Refer to the answer key for more observations.

4. Ask each student to select a life cycle from the set of images provided to his or her group. Tell students that they will compare and contrast a life cycle of their choice with a partner’s life cycle. Allow sufficient time for students to fill out their So Many Cycles! page.

5. Discuss the following as a group:

○ What do we call an organism’s pattern of birth, growth, reproduction, and death? A life cycle

○ Describe an example of a full life cycle. Sample answer: Frogs are born from eggs and grow as tadpoles. They go through metamorphosis to become adults. They reproduce as adults and lay more eggs. They may die at any time during the life cycle.

○ How was your organism’s life cycle the same as or different from those of other organisms? Sample answer: The butterfly and the frog are the same because they go through metamorphosis. They are different because tadpoles must live in water,and caterpillars are larvae that must live on land.

○ How do many life cycles begin? How might they end? Many life cycles begin with an egg being laid by an adult. Another way life cycles begin is by live birth. Life cycles might end with the organism getting eaten or getting a disease.

○ Compare and contrast your own life cycle to your organism’s cycle. We go through direct development like birds and reptiles. We do not go through metamorphosis like some amphibians and insects.

English Language Proficiency

Think Time/Talk Time

After the students have gone over the Explore lesson, allow them to form groups by numbering off 1 to 4.

Allow them “think time” to answer the questions in their journals. Then give them “talk time” to discuss their answers with each other. When you call a number, the student with that number should report for his or her group.

Possible prompt: Explain what you observed when looking at the different life cycles.

FACILITATION TIP

Use sentence structures for comparisons: “Both the _ and the _ begin their life cycle with...” “The _ is different from the _ because...”

FACILITATION TIP

You can highlight two main types of development:

Direct development: young look like smaller versions of adults (humans, birds, reptiles).

Metamorphosis: young look very different from adults (frogs, butterflies).

FACILITATION TIP

Scaffold with sorting: Before comparing, give students mixed picture cards of life cycle stages and have them put them in order. This reinforces sequencing.

L.4.2 Life Cycles

Roadblock: Difficulty Comparing and Contrasting Objects

Students may have trouble comparing and contrasting life cycles in this activity. Model how to go about comparing and contrasting two sample life cycles by talking out loud while you list the comparisons on the board or projector. This will help students visualize the process and the strategies that can be used. Find more tips for assisting students who have difficulty comparing and contrasting in the Interventions Toolbox.

Phenomenon Connection

How do the life cycles of plants and animals demonstrate growth and change, and what factors contribute to the similarities and differences in these cycles?

1. In what ways are the life cycles of plants and animals similar, and what might account for these similarities?

2. How do environmental factors influence the life cycle stages of different organisms?

3. What are some examples of adaptations in life cycles that help organisms survive and reproduce in their specific habitats?

Notes

Estimated 2 hrs - 3 hrs

L.4.2 Life Cycles

Explore 2: Making a Model - Coming to Life!

In this activity, students create three-dimensional models of a variety of life cycles.

Materials

Printed

● 1 Coming to Life! (per student)

Reusable

● 1 set of colored pencils (per group)

● 2 pairs of scissors (per group)

● Chickens Aren’t the Only Ones by Ruth Heller

● Resource materials (books, pictures, articles, computer with Internet) (per class)

Suggested Internet resources (using an Internet search):

● Sheppard Software’s Frog Life-Cycle Game

● Life cycle of a jellyfish Visual Dictionary

● Salmon Life Cycle, Seymour Salmonid Society

Suggested books:

● From Caterpillar to Butterfly: Following the Life Cycle by Suzanne Slade

● From Tadpole to Frog: Following the Life Cycle by Suzanne Slade

● The Life Cycle of a Ladybug by Colleen Sexton

● From Seed to Plant by Gail Gibbons

Consumable

● 1 shoebox (per group)

● 1 bottle of glue (per group)

● 1 roll of clear tape (per group)

● 1 pad of sticky notes (per group)

● Assorted building materials (per class)

Suggested building materials:

● Colored construction paper

● Pipe cleaners

● Play-Doh or modeling clay

● Aluminum foil

● Wooden craft sticks

● Toothpicks

● Cotton balls

Activity Preparation

Preparation

● Print a Coming to Life! for each student in the class. Plan for students to work in small groups to meet the challenge. Collect posters, books, websites, and databases for students to use for research.

● Prepare a list of organisms for students to choose from to meet the challenge. Possible organisms include a butterfly, flowering plant, cricket, grasshopper, chicken, frog, jellyfish, clown fish, etc. Include enough organisms on the list to ensure life cycle variety and prevent the duplication of organisms between groups.

Connections

SEP Connection

Developing and Using Models

Obtaining, Evaluating, and Communicating Information

During this activity, students will develop and use three-dimensional models to explore and explain the phenomenon of how plants and animals grow and change throughout their lives, identifying similarities and differences in their life cycles. By constructing these models, students will engage in developing and revising models based on evidence, representing events, and designing solutions. They will identify limitations of their models and use them to describe and predict the life cycle phenomena. Additionally, students will obtain, evaluate, and communicate information by researching their chosen organisms, summarizing their findings, and presenting their models, thus enhancing their understanding of scientific principles and life cycle processes.

Procedure and Facilitation

Patterns

Structure and Function

During this activity, students will identify patterns in the life cycles of various organisms by creating three-dimensional models. They will observe similarities and differences in the growth and changes of plants and animals, allowing them to sort and classify these organisms. By examining the structure and function of different life cycle stages, students will understand how substructures serve specific functions, enabling them to make predictions about the life cycles of other organisms.

1. Tell students that they will be learning about life cycles by building threedimensional models. Present the problem to the class:

○ The local science museum is interested in adding a life cycles exhibit to its biology section. Your class has been hired to create threedimensional models of a variety of life cycles to be put on display in the new exhibit.

2. Explain the challenge to the students, and present the list of organisms for students to choose from.

○ Construct a three-dimensional representation of a plant or animal life cycle in a shoebox. You will choose an animal or plant, research that organism’s life cycle, and build a three-dimensional representation using the available materials.

3. Present the criteria and constraints to the students. Explain to the students that these are rules to follow.

○ Students are allowed to use only the materials you provide.

○ Students must choose an organism from the list you present.

○ The final project must include accurate labels and descriptions, include arrows pointing to the next stage, and be in the correct order.

○ The background in the shoebox should reflect the organism’s environment.

○ Students should be able to discuss the birth, growth, reproduction, and death of their organism during the presentation.

FACILITATION TIP

Remind students that all organisms share the stages of birth, growth, reproduction, and death, but details vary (e.g., egg vs. live birth, metamorphosis vs. direct development).

FACILITATION TIP

Provide sentence stems for labels: “In this stage, the organism...” “This stage is important because...”

CCC Connection

L.4.2 Life Cycles

Explore 2: Making a Model - Coming to Life!

FACILITATION

Assign group roles:

Researcher (looks up info)

TIP

Designer (sketches layout in Coming to Life!)

Builder (constructs with materials)

Presenter (explains model)

Rotate if groups have fewer students.

FACILITATION TIP

Gallery walk twist: Color-code sticky notes—green for compliments, yellow for clarifying questions, and pink for suggestions.

FACILITATION TIP

STEM extension: Challenge advanced students to add a “What If?”. For example, “What if the environment changed? How would this affect the organism’s life cycle?”

4. Allow students to think about and discuss their plans with their groups. Tell students to answer the guiding questions in their journals.

○ What steps will you take to make your life cycle?

○ What materials will you need?

5. Allow students time to use the resources gathered to research the life cycle of their chosen organism. Instruct students to draw their life cycle designs in their Coming to Life!. The time it takes to complete the designs will vary based on the student and the resources used.

6. When students have designed their life cycles, provide the materials requested so students may build their three-dimensional representations. Possible models include students building each stage from Play-Doh or aluminum foil. Students may also draw and cut out their models from construction paper. Students may choose to test and refine their design or choice of materials throughout the building process to construct the best possible product. Remind students to include labels and descriptions of the stages of the life cycle.

7. Set up a gallery walk for students to share and critique their models. Explain that the students who are observing should pose questions on sticky notes beside each model.

8. After the gallery walk, have students choose one to two questions about their model to answer during their presentation. Each group will then present its life cycle model to the class, discussing how the model shows the birth, growth, reproduction, and death of their organism. Possible questions from the audience include these:

○ How does your organism change as it grows? Our organism goes through complete metamorphosis, meaning it changes form as it becomes an adult.

○ How does your organism begin life? Our organism hatches from an egg. Our organism is born alive and does not come from a seed or an egg.

○ How does this life cycle continue throughout future generations? Since the adult reproduces, the life cycle continues with each offspring.

Notes

English Language Proficiency

Sentence Stems

For emerging language acquisition strategies, have the materials translated into the students' native language as a reference for them to use during the activity.

Students complete the sentence stems in their journals after observing changes to the chosen life cycle. Students may do them either after the group activity or as an exit ticket at the end of class.

Emerging

Have students draw how their chosen life cycle looks at the beginning of and throughout the process as it is growing. Be sure they label their drawing.

● The life cycle of ________ looks ________ .

Expanding/Bridging

Have students draw how the chosen life cycle looks at the beginning of and throughout the process as it is growing.

● The life cycle of ________ looks ________ .

● One prediction I can make about the ________ (different stages) of the ________ life cycle is ________ because________ .

Phenomenon Connection

How do the life cycles of different organisms illustrate the processes of growth and change, and what factors contribute to the similarities and differences in these cycles?

1. In what ways do the life cycles of plants and animals differ, and what might account for these differences?

2. How do environmental factors influence the stages of an organism’s life cycle?

3. What are the common stages found in most life cycles, and why are these stages crucial for the survival of a species?

L.4.2 Life Cycles

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Career Connections

Elaborate

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Monarch Magic

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student

Learning

Objectives

An organism undergoes observable changes during its life cycle, including birth, growth, development, reproduction, and death.

We can compare the life cycles of various plants and animals.

Some animals, such as butterflies and beetles, pass through distinctly different life stages during their life cycles. Some plants, such as radishes and lima beans, develop from seeds into small plants that resemble the adult form.

Prompts Will Be Used?

Does Student Mastery Look Like?

P.4.6A Heat and Electricity

Scope Planning and Overview

Students explore electricity and heat through station-based investigations, modeling, and design. They compare battery and plug-in systems, identify power sources, conductors, insulation, loads, and relate findings to safety. They measure heat produced by friction, radiant sources, and electrical devices, analyze temperature patterns, and test materials as conductors or insulators by completing circuits. Learning culminates in designing and communicating a multi-circuit device/ house that converts electrical energy into light, heat, sound, and motion, reinforced by historical research on key innovators’ contributions to modern energy use.

The student is expected to demonstrate an understanding of common sources and uses of heat and electric energy and the materials used to transfer heat and electricity by developing models and creating a device to convert one form of energy to another.

• Heat can come from a variety of sources, such as burning, friction, electric heaters, ovens, blankets, stoves, and the Sun.

• Objects that allow energy to flow are called conductors. Objects that prevent the flow of energy are called insulators.

• Electric energy can be transferred into motion, sound, heat, or light.

• Electricity flows through an electrical circuit if the path is closed.

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Circuit

The pathway through which electricity flows

Conductor

A material that allows heat or an electric current to flow through easily

Conversion

A change in nature, form, or units

Electrical Energy

Energy resulting from the flow of electric charge through a conductor

Electricity

The presence and flow of an electric charge

Energy Transfer

The movement of energy from one object or material to another or from one form to another

Friction

A force that resists the motion of two surfaces sliding across one another

Heat Energy

Energy that causes a change in temperature of materials

Insulator

A material through which heat or electricity does not easily flow

Motion

How an object moves from one place to another

Solar Energy

Energy that comes directly from the Sun and is converted to usable energy; a renewable resource

Sound

Energy from vibrations that you hear

Vibrations

A series of small, fast movements back and forth or from side to side

Notes

Student Expectations

Key Concepts

How can we design a simple machine that turns the heat from the sun into electricity to power a small fan?

Student Wondering of Phenomenon

1

Engage Activity Summaries

Students investigate basic electricity and circuits through guided, hands-on station exploration.

• Rotate through stations examining plug-in corded items with exposed wire and battery-powered devices, noting components like metal conductors, insulation, batteries, and loads.

• Follow station card prompts to observe, compare AC cords versus DC battery setups, and record observations and conclusions in lab journals.

• Synthesize findings to identify what’s required for a working circuit (power source, conductors, and load) and connect observations to safety concepts around insulation and exposed wires.

Explore Activity Summaries

Activity - Sources of Heat

Students investigate how different sources produce heat by rotating through three stations and collecting temperature data.

• Create heat through friction by sanding wood with sandpaper, measuring temperature changes over varying durations and speeds, and noting patterns.

• Observe an electric toaster as a heat source, recording observations and air temperature above the toaster before, during, and after operation.

• Measure radiant heat from a lamp by tracking temperature at a fixed distance over time, then graph and analyze heating and cooling trends.

Scientific Investigation - Shine On!

Students investigate how to complete simple circuits and identify conductors and insulators through hands-on testing.

• Build and test multiple circuit configurations with batteries, wires, and bulbs to determine what completes a circuit.

• Observe when the bulb lights to infer correct connections and troubleshoot incomplete circuits.

• Construct a designated circuit model, then insert various materials into the closed circuit to test conductivity.

• Record which objects act as conductors or insulators based on whether the bulb illuminates.

Engineering Solution - Miniature House

Students apply knowledge of electrical circuits and energy transformations to design and communicate a functional house model.

• Collaborate to plan and build a shoebox house prototype wired with circuits and switches that demonstrate electricity transforming into light, heat, sound, and/or motion in multiple locations.

• Test and refine circuits and switching mechanisms to meet defined criteria and constraints for safe, reliable operation.

• Create and deliver a poster or slideshow explaining the design, including the power source, circuit paths, switches, and all energy transformations.

Research - Electrical Breakthroughs

Students investigate key contributors to electricity and connect historical breakthroughs to modern life.

• Work in groups to research Alessandro Volta, Michael Faraday, Nikola Tesla, or Thomas Edison using internet sources and take structured notes on contributions.

• Analyze and record how each inventor’s breakthroughs influence students’ lives today.

• Create a poster synthesizing findings and present to the class.

• Listen to peer presentations and complete notes based on shared information.

P.4.6A Heat and Electricity Engage

Estimated 15 min - 30 min

Activity Preparation

In this activity, students discover different aspects of electricity and circuits as they explore each station.

Materials

Printed

● 1 set of Station Cards (per class)

Reusable

● 2 or more plug-in items, such as a lamp, a clock, or a string of lights, cheap or broken (per class)

● 2 or more simple battery circuit items, such as a cheap flashlight or a wall clock, so students can see how the batteries fit into the holder to make the battery work (per class)

● 1 craft knife (per teacher)

● 1 lab journal (per student)

SEP Connection

Planning and Carrying Out Investigations

Preparation

● The electrical cords on the plug-in items need to have the insulation stripped off, leaving a small portion of the wires exposed. Attach a bold-faced sign to the plugs on each of these items that says, “DO NOT PLUG IN!” Be sure to explain to students that the exposed wire is dangerous if the item is plugged into a circuit.

● Set up stations. There will be at least two of the following at each station: the electrical cord item(s), the battery item(s), and the safety education items. Put the items on tables for the students to rotate through the three stations, one group at a time.

Connections

Obtaining, Evaluating, and Communicating Information

Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by using evidence from their observations and measurements of electricity and circuits to address the phenomenon of designing a simple machine that converts solar heat into electricity to power a small fan. They will apply scientific ideas to solve this design problem, generate and compare multiple solutions based on criteria and constraints, and communicate their findings through various formats. Additionally, students will plan and carry out investigations to test their solutions, controlling variables and evaluating methods for data collection to support their explanations and design solutions.

Notes

CCC Connection

Energy and Matter

Cause and Effect

During this activity, students will explore the transfer of energy and matter by investigating how electricity flows through circuits, which will help them understand the phenomenon of designing a simple machine that converts solar energy into electricity to power a small fan. By identifying and testing causal relationships within the circuits, students will gain insights into how energy can be transferred and transformed, reinforcing the concepts of energy conservation and cause and effect.

Procedure and Facilitation

1. Instruct students to view and explore each station, following directions on the Station Cards to record information in their Student Journals. Be sure to repeat the instructions for students not to plug in any of the cords with exposed wires. NOTE: The alternating current (AC) coming out of a wall plug at 120 volts is dangerous when exposed, uninsulated wire is involved. It would be best to remove the plug. The direct current (DC) coming out of a small battery at 1.5 volts or 9 volts is minimal and not dangerous when connected to exposed wires.

2. Give students about five minutes to explore each station and record valid conclusions about circuits and electricity in their Student Journals.

3. Lead students to understanding with the following questions:

○ What did you notice about the inside of the electrical cords? There are metal wires running through the cords.

○ Why do you think electrical cords have rubber outer coatings? The rubber prevents the metal from getting too hot and protects us.

○ What did you notice about the inside of a flashlight? There are metal pieces and batteries.

○ What materials would you need to build a circuit? You would need metal wires to conduct the electricity, a load to turn on, and a power source.

Safety Guide

Electrical Device:

The alternating current (AC) coming out of a wall plug at 120 volts is dangerous when exposed, uninsulated wire is involved. DO NOT plug in these devices. It would be best to remove the plug.

Phenomenon Connection

How can understanding the principles of electricity and circuits help us design a simple machine that converts solar energy into electricity to power a small fan?

1. How can the knowledge of circuits and electricity from the activity be applied to harness solar energy effectively?

2. What components would be necessary to create a circuit that uses solar energy to power a small fan, and how would they be connected?

3. In what ways could we improve the efficiency of a solar-powered circuit to maximize the electricity generated from sunlight?

Notes

FACILITATION TIP

Have students draw quick diagrams in their Student Journals of what they see inside a flashlight or cord. This helps visual learners.

FACILITATION TIP

Provide sentence structures to support struggling learners.

“I noticed the wire inside was _________.”

“The rubber coating is important because...”

“A circuit needs _________, _________, and _________ to work.”

P.4.6A Heat and Electricity

Explore 1: Activity - Sources of Heat

Estimated 30 min - 45 min

Activity Preparation

In this activity, students explore various ways heat is produced by rotating to different stations.

Materials

Printed

● 1 Sources of Heat (per student)

● 1 set of Station Cards (per class)

Reusable

● 6 thermometers (per class)

● 2 heat lamps (per class)

● 6 timers (per class)

● 2 cookie sheets (per class)

● 2 toasters (per class)

● 1 oven mitt (per class)

Consumable

● 6 pieces of sandpaper (per class)

● 2 wooden planks (per class)

SEP Connection

Planning and Carrying Out Investigations

Preparation

● Organize materials so that the materials for each station are grouped and easily distributed. This activity is structured so that there are three stations and six groups of students. Each group of students rotates between one set of three stations so that two of each station are running. The toaster being used should be one that will heat up without anything being inside. The cookie sheet is simply an optional way to collect sawdust at the friction station.

● Place Station Cards at each station to provide directions for the students.

● Remind students that they should measure temperature using the Celsius scale.

Connections

Obtaining, Evaluating, and Communicating Information

Constructing Explanations and Designing Solutions

During this activity, students will engage in constructing explanations and designing solutions by using evidence from their observations and measurements at various heat-producing stations to understand the phenomenon of converting solar heat into electricity. They will apply scientific ideas to solve design problems by generating and comparing multiple solutions for designing a simple machine that can harness solar energy to power a small fan. Through planning and carrying out investigations, students will control variables and collect data to support their explanations and design solutions, ultimately communicating their findings through various formats.

Notes

CCC Connection

Energy and Matter Cause and Effect

During this activity, students will explore the transfer of energy and matter by observing how heat is produced and transferred in various ways, which relates to the phenomenon of designing a simple machine that converts solar heat into electricity. By engaging with different stations, students will identify and test causal relationships, gaining an understanding of how energy can be harnessed and transformed, which is essential for explaining the change required to power a small fan using solar energy.

Procedure and Facilitation

Friction Station

1. Direct students to wrap the piece of sandpaper around the bottom of the thermometer and record the temperature before sanding the wooden block.

2. Consider placing a towel or cookie sheet at this station to catch the sawdust produced from sanding the wood.

3. Have one member of the group slowly rub the sandpaper on the wooden block for one minute. Students should use the timer to know when one minute has passed.

4. Measure the temperature of the sandpaper and record it in the data table.

5. Repeat two more trials by rubbing the sandpaper on the block for two and then three minutes.

6. Have groups discuss their results and any patterns they notice while the sandpaper is cooling.

7. Tell students to repeat steps 1–5 while sanding more quickly and record their results next to Trial 2 on their data tables.

8. Have students discuss the questions listed in their Sources of Heat and record their answers.

Toaster Station

1. Be sure to discuss safety with students before beginning this activity. Make sure students are not pulling on the cord of the toaster and not placing anything inside the toaster.

2. Explain that students should touch the toaster only to turn it on. The toaster should remain on the lowest setting. Make sure to check in on the students periodically during their time at this station.

3. Have students observe the toaster before turning it on and record their observations on the Sources of Heat page. Be sure to measure the temperature of the air above the toaster (about two inches above the top of the toaster). Have students then turn the toaster on and observe how it changes. Tell them to again measure the temperature of the air above the toaster and record their data on the Sources of Heat page. Students who are measuring the temperature should wear the oven mitt for safety. Remind students to observe the coils inside the toaster only from a distance. Students are not to take the temperature or touch the inside of the toaster.

4. When the toaster is done, instruct students to wait three minutes and once again record their observations and the temperature of the air above the toaster.

5. Have students discuss the questions in their Sources of Heat page as a group and record their answers.

Notes

FACILITATION TIP

Show students how to rub steadily, not too hard, so they don’t break the sandpaper or the thermometer.

FACILITATION TIP

Repeat to students they are to observe only. They should not touch the coils and should use the oven mitt for any temperature checks.

P.4.6A Heat and Electricity

Explore 1: Activity - Sources of Heat

Lamp Station

1. Direct students to place a thermometer about 10 centimeters from a lamp and leave the thermometer and the lamp in the same place throughout the investigation.

2. Before starting, make sure to have the timer set to 10 minutes.

3. Record the starting temperature on the thermometer before turning on the lamp.

4. Turn the lamp on and start the timer.

5. Record the temperature of the thermometer every minute for 5 minutes.

FACILITATION TIP

Before switching off the lamp, have students predict whether the temperature will keep rising, stay the same, or drop.

FACILITATION TIP

After rotations, connect station findings to everyday experiences:

Friction: rubbing hands together for warmth.

Toaster: appliances converting electricity into heat.

Lamp: sunlight warming the Earth. This helps students see heat energy as a part of daily life.

6. Turn the light off, but keep the timer going.

7. Continue recording the temperature of the thermometer each minute for another 5 minutes.

8. Instruct students to use the template in their Sources of Heat to graph their data. Discuss with students that a line graph is a great way to show changes over time and that their line graphs can be created by plotting each point and connecting them.

9. Have students analyze the data, discuss the questions listed on the Sources of Heat page, and record their answers.

English Language Proficiency

Different Perspectives

Have students complete the lab with their groups, but before they begin to work on the Student Journal questions, have them select a partner from a different group (or you can assign one, depending on the needs of your class). Students should discuss with their partners the observations they made and the data they recorded in their data tables (in the Student Journal) before starting to answer the remaining questions.

Phenomenon Connection

How can the heat generated from different sources be harnessed to power a simple machine using solar energy?

1. Based on your observations at each station, which method of heat production do you think could be most effectively utilized in designing a machine that converts solar energy into electricity?

2. How does the process of heat transfer observed in the toaster and lamp stations relate to the concept of converting solar energy into electricity?

3. Considering the friction station, how might the principles of generating heat through motion be applied to enhance the efficiency of a solar-powered machine?

Notes

P.4.6A Heat and Electricity

Explore 2: Scientific Investigation - Shine On!

Estimated 30 min - 45 min

Activity Preparation

In this investigation, students test different circuit designs to determine what is needed to complete a circuit, including what materials are insulators or conductors.

Materials

Printed

● 1 Shine On! (per student)

Reusable

● 2 wires (per group)

● 1 D battery (per group)

● 1 D battery holder, optional (per group)

● 2 small light bulbs (per group)*

● 2 bulb holders (per group or pair)*

● 1 metal paper clip (per group)

● 1 cotton ball (per group)

● 1 popsicle stick (per group)

● 1 nail (per group)

● 1 eraser (per group)

● 1 plastic bag (per group)

*Christmas tree lights can be cut apart so you are left with the bulb and wires coming out of each side to use in place of the bulb and bulb holder.

Preparation

● Have all materials ready in advance.

Connections

SEP Connection

Planning and Carrying Out Investigations

Obtaining, Evaluating, and Communicating Information

Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by testing different circuit designs to determine the necessary components for a complete circuit, including identifying materials as insulators or conductors. They will apply scientific ideas to solve design problems by generating and comparing multiple solutions for completing a circuit. Students will obtain, evaluate, and communicate information by recording their observations and conclusions about the materials tested. Through planning and carrying out investigations, they will control variables and use evidence to support their explanations and design solutions, ultimately connecting these experiences to the phenomenon of designing a simple machine that converts solar heat into electricity to power a small fan.

Energy and Matter

Cause and Effect

During this activity, students will explore the phenomenon of designing a simple machine that turns the heat from the sun into electricity to power a small fan by investigating how energy can be transferred through circuits. They will apply the CCC statement of Energy and Matter by observing how energy is transferred from a battery to a light bulb, identifying materials as conductors or insulators, and understanding the conservation of energy within the circuit. Additionally, students will engage with the CCC statement of Cause and Effect by testing different circuit designs to identify causal relationships between the arrangement of components and the successful completion of a circuit, thereby explaining changes in energy flow and circuit functionality.

CCC Connection

Procedure and Facilitation

1. Pass out the materials and Shine On! to each group or pair.

2. Have students test each circuit design and then indicate whether it is a complete circuit by checking the Yes or No in the box. Teacher Note: You may want to model one circuit so the students know how to test the circuits. Also, warn students that if they hold a wire from one side of the battery to the other (without the wire going through a light), the wire will get hot and could burn them.

3. Discuss the following:

○ What did you have to do to make the light shine? We had to have the two ends of the light bulb connected to the two ends of the battery.

○ Is there more than one way to complete your circuit? We could add more wire to make the electricity travel farther. We could put more than one light bulb into the circuit.

○ One group made a complete circle from the battery to the bulb, but it did not light up. What advice would you give them? Make sure you are connected to both sides of the bulb and both sides of the battery, not just one side. Make sure the wires are touching everywhere they need to be on the bulb and battery. Make sure the battery is not dead.

○ What form of energy was the electricity from the battery being converted to? Light energy

4. Direct students to build Model A from their Shine On! page.

5. Explain to students that they will be testing objects to determine whether the objects are insulators or conductors. Remind students that an insulator does not conduct electricity, and a conductor allows the flow of electricity. If the light lights up with an object in the closed circuit, the object is a conductor. If the light does not light up, then the object is an insulator. Students should place the objects in between the wire and the light bulb.

6. Tell students to test the objects and write whether each object is an insulator or a conductor in their Shine On!.

7. Have them complete the rest of the Shine On!.

Notes

FACILITATION TIP

Reinforce terms like circuit, closed loop, conductor, insulator, flow of electricity, and energy transfer. Write these on the board for students to use while discussing.

FACILITATION TIP

Compare a circuit to a loop of water flowing through a hose. If the hose has a gap, water stops flowing. If the circuit has a break, electricity can’t flow. This analogy helps students grasp the abstract idea of current.

P.4.6A Heat and Electricity

Explore 2: Scientific Investigation - Shine On!

English Language Proficiency

Sentence Stems

For emerging language acquisition strategies, have the materials translated into the students' native language as a reference for them to use during the activity.

Students can use these sentence stems as an exit ticket or for future reference in their journals.

Emerging

● A complete circuit has ______________________ (list the items needed for a complete circuit).

● A/an ______________ (example of item) is (a conductor or an insulator) of electricity.

● ______________ is not a complete circuit because ____________.

Expanding/Bridging

● A complete circuit is __________________.

● In place of ______ (the conductor or insulator), I can use a/an ____________ to make a complete circuit because ____________.

Have the students write about replacing the conductor or insulator with another object that could complete the circuit. If possible, allow the students time to build the new circuit and draw it.

Phenomenon Connection

How can we design a simple machine that turns the heat from the sun into electricity to power a small fan?

1. What materials and circuit designs from the activity could be used to create a solar-powered circuit?

2. How does the concept of conductors and insulators apply when designing a solar-powered device?

3. In what ways can the principles of completing a circuit be applied to convert solar energy into electrical energy for practical use?

Notes

Estimated 2 hrs - 3 hrs

P.4.6A Heat and Electricity

Explore 3: Engineering Solution - Miniature House

Activity Preparation

Students use their knowledge of electrical circuits and energy transformations to create a miniature house for a construction company.

Materials

Printed

● 1 Miniature House (per student)

● 1 Electrical Wiring (per class)

● 1 Engineering Design Process (per class)

Reusable

● 1–2 computers with Internet access (optional)(per group)

● 2–4 D cell batteries (per group)

● 2–4 battery holders (per group)

● 3 light bulbs (per group)

● 2–3 buzzers (per class)

● 2–3 motors (per class)

● 1 wire cutter (per class)

● 1 permanent marker (per group)

● 1 projector (optional) (per class)

Consumable

● 1 m copper wire (per group)

● 1 box of brads (per class)

● 1 piece of chart paper (per group)

● 1 shoebox (per group)

● 1 roll of masking tape (per class)

● 1 roll of aluminum foil (per class)

● Recommended construction materials: foil, cardboard, construction paper, pipe cleaners, etc. (per class)

Preparation

● Print Miniature House for each student. Print the Student Rubric found in Miniature House for each student to use as an evaluation tool during presentations.

● Print a Electrical Wiring for the class, or prepare to display it on a projector.

● Strip and cut some copper wire for each group beforehand; 15 cm and 30 cm pieces should be sufficient for student needs.

● Gather the building materials and cut some pieces of masking tape.

● Plan to separate students into groups.

● Secure 1–3 computers for each group if researching or creating a slideshow.

● Locate and bookmark web resources that students can access for information about energy and electric circuits.

Notes: Aluminum foil and masking tape can be used to make “wire” if needed. Light bulbs can double as light and heat transformation. Stripped holiday lights are an inexpensive and plentiful source of bulbs. Notes

Connections

SEP Connection

Planning and Carrying Out Investigations

Obtaining,

Evaluating, and Communicating Information

Constructing

Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by applying scientific ideas to solve the design problem of creating a simple machine that turns the heat from the sun into electricity to power a small fan. They will use evidence from their observations and measurements to support their explanations and design solutions, identify the evidence that supports particular points in their explanations, and generate and compare multiple solutions based on how well they meet the criteria and constraints of the design solution. Students will also obtain, evaluate, and communicate information by reading and comprehending complex texts to summarize scientific and technical ideas, and by communicating their findings through oral and written formats, including presentations. Additionally, they will plan and carry out investigations by collaboratively producing data to serve as the basis for evidence, using fair tests with controlled variables, and making predictions about changes in variables to test their design solutions.

Procedure and Facilitation

Technology

Suggestion

CCC Connection

Energy and Matter Cause and Effect

During this activity, students will explore the phenomenon of designing a simple machine that turns the heat from the sun into electricity to power a small fan. They will apply the CCC statement of Energy and Matter by understanding how energy can be transferred and transformed in various ways within their miniature house models. Additionally, students will engage with the CCC statement of Cause and Effect by identifying and testing causal relationships in their electrical circuits, observing how changes in their designs affect the energy transformations and the functionality of their prototypes.

For students creating slideshow presentations, guide students through the process of importing media for their presentations, citing media from online resources, and formatting. You may wish to create a template for students to use.

The Problem

A local construction company would like to sell unbuilt homes in its new development. The company needs a way for people to visualize how heat and electricity will complete tasks in their new homes.

1. Ask students to observe any outlets in the classroom. Ask students to discuss with a partner how the electricity travels around the room to the outlets. Electricity travels along wiring or cables hidden within the walls. Display the Student Reference: Electrical Wiring so students can visualize the wiring.

2. Instruct students to observe the devices in the classroom that use electricity (lights, computers, sharpeners). Ask students to talk with a partner about the energy transformations that are taking place. A sharpener would change electricity into motion. A lamp would change electricity into light and heat. A computer would change electricity into light, heat, and sound.

3. Distribute the Miniature House to each student, and present the problem. Elaborate by stating that many people buy a house in a new community before it is even built. They must use a model house or blueprints to visualize their future house.

Display a simple classroom circuit diagram alongside the “Electrical Wiring” reference so students can see how wires behind walls are like the wires they’ll use in their houses.

P.4.6A

P.4.6A Heat and Electricity

Explore 3: Engineering Solution - Miniature House

The Challenge

As an architect for the company, design a miniature house that shows heat and electricity being transformed into other forms of energy.

1. Explain the challenge by informing students that architects often build models of their designs. Tell students that as architects, they are building a prototype, or model, of a miniature house.

2. Explain that the house should show electricity being transformed into other types of energy to accomplish tasks such as lighting rooms, moving fans, and creating sound.

3. Explain to students that they will be completing this engineering solution in groups.

4. You may wish to review the Engineering Design Process with students.

5. Review the Student Rubric found in Miniature House with students. Explain that this rubric is used to evaluate the design process, final product, and presentation.

6. Display the building materials available, and distribute any computers that are available for research. Explain where students can find saved websites or databases for research purposes.

Criteria and Constraints

● Work in groups to wire electricity for a house prototype. Use a shoebox.

● Use electricity or heat in at least three locations to complete tasks.

● Energy transformations must include motion, sound, heat, or light.

FACILITATION TIP

● Electrical circuits must have switches to control the flow of electricity.

Encourage students to sketch their house wiring plan on chart paper before building. This helps them avoid trialand-error confusion and aligns with the engineering design process. Notes

● Create a poster or slideshow presentation. Include a prototype and a sketch.

● During the presentation, discuss the power source, switches, and all the energy transformations in your miniature house.

Build, Test, Refine

1. Direct students to follow their plans and design their products. Distribute building materials as needed. Assist with various ideas of how to use buzzers and motors in and around the home.

2. Monitor student groups to ensure that they are collaborating and working within the design criteria and constraints. Students should test their circuits and switches to ensure they have a working prototype.

3. If criteria and constraints are not met, have students refine their products by altering their designs and testing again.

4. Use the following guiding questions to assist students:

○ Which criteria does your structure satisfy? Answers may vary. For example: We have energy transformations with electricity, and we control them with circuits and switches. We have electricity transforming into light energy at the front door. We show electricity transforming into sound in the form of a buzzer at the back door. We have electricity turning into motion energy in a ceiling fan in the living room.

○ What are some problems that have appeared through testing? Answers may vary. For example: The circuits were heating up because we needed a better switch to stop the flow of electricity. Connecting two wires caused the electricity to flow less efficiently.

○ How can you improve the design? Answers may vary. For example: We can use one long piece of copper wiring instead of connecting two pieces. We can connect one battery to one circuit instead of trying to share the battery on two circuits.

Share and Critique

1. Assist students as they create a poster or slideshow of their solution. Students must include an explanation of how their solution solved the problem. Students should use the template you provide. Help students to include and cite media in their presentations.

2. Have students present their solutions to the class. Encourage students to work collaboratively and respectfully to provide constructive feedback and questions for other groups so the design process can continue.

3. As students are presenting, use the Student Rubric to evaluate their presentations. Students may use the rubrics in their Miniature House to perform self or group evaluations.

4. Possible student questions may include the following:

○ What transformations did you include in your prototype? Answers may vary. For example: We included electricity being transformed into heat in the stove. We included heat being transformed into sound in the electric teapot. We used motors in the AC system, which transformed electricity into motion.

○ How did your solution follow the criteria? We included three transformations with an electrical source, switches, and transformations from electricity into heat, motion, sound, or light. The circuits are at different locations in the house, and all work in the prototype.

○ How did your design solve the problem? Answers may vary. For example: Our miniature house is a working prototype of the type of houses a family could buy from the construction company.

FACILITATION TIP

Show students how to check connections. Ask students the following questions: Is the wire touching both ends? Is the battery fresh? Is the switch working?

Teaching a systematic approach prevents frustration.

FACILITATION TIP

Remind students they are “architects” presenting to a construction company. Encourage professional language, clear explanations of energy transformations, and visuals that help “sell” their design.

P.4.6A Heat and Electricity

Explore 3: Engineering Solution - Miniature House

English Language Proficiency

Think,

Write, Share, and Pass

After the students have explored the materials to create a miniature house for a construction company, place them in groups, and hand each student a big index card with a question written on it. Have each student read the question, think, and write his or her response. Then let each student read his or her response to the group. Students should share so that no one can write exactly the same thing. Students should pass the index card to the next student. Continue the same steps until everyone in each group has had a chance to respond on each index card.

Possible questions:

● What steps did you take to wire the house?

● Explain what you did to light the house.

● What did you use to create electricity?

● Describe the energy transformations you included.

● What did you do to make your switches control the flow of electricity?

Roadblock: Difficulty Managing Time

This activity could take a lot of time for some students. Help those who need to better manage their time by posting a visual timer and creating an assignment chart. This chart can help students and groups track their progress toward completing all criteria as well as seeing what still needs to be finished in the time remaining. Learn more strategies for time management in the Intervention Toolbox.

Phenomenon Connection

How can we harness solar energy to power household devices, and what role do energy transformations play in this process?

1. How does the design of your miniature house demonstrate the transformation of solar energy into electricity, and how could this be applied to power a small fan?

2. What challenges did you encounter when trying to incorporate solar energy into your design, and how did you address them?

3. In what ways can the principles of energy transformation and electrical circuits be used to improve the efficiency of solar-powered devices in real homes?

P.4.6A Heat and Electricity

Explore 4: Research - Electrical Breakthroughs

Estimated 30 min - 45 min

Activity Preparation

Students use technology to communicate technological breakthroughs made by Alessandro Volta, Michael Faraday, Nikola Tesla, and Thomas Edison in electricity.

Materials

Printed

● 1 Electrical Breakthroughs (per student)

● 1 Electrical Breakthroughs, Key (per teacher)

Reusable

● 1 device with Internet access (per group)

SEP Connection

Planning and Carrying Out Investigations

Preparation

● Print a Electrical Breakthroughs for each student.

● You might want to review safe Internet searches with students prior to the activity.

Connections

CCC

Connection

Obtaining, Evaluating, and Communicating Information

Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by using evidence from their research on historical figures in electricity to understand how these advancements can be applied to design a simple machine that converts solar heat into electricity to power a small fan. They will obtain, evaluate, and communicate information by reading and summarizing scientific ideas, and they will plan and carry out investigations by comparing different technological breakthroughs to identify the most effective methods for solving the design problem.

Notes

Energy and Matter Cause and Effect

During this activity, students will explore the historical advancements in electricity by researching key figures and their contributions. This will help them understand the transfer of energy and matter, as they learn how these breakthroughs have led to the development of technologies that convert solar energy into electricity. By identifying and testing causal relationships, students will connect these historical advancements to the phenomenon of designing a simple machine that turns the heat from the sun into electricity to power a small fan.

Procedure and Facilitation

1. Turn off the lights in the class.

2. Ask students what is needed in order to turn on the lights. Students will answer electricity.

3. Explain to students that today they are researching historical figures to learn more about advancements in electricity and how those advancements affect us today.

4. Divide the class into four groups. Each group has a different historical figure to research. The historical figures are Alessandro Volta, Michael Faraday, Nikola Tesla, and Thomas Edison.

5. Review safe Internet searches for students, and give a device to each group.

6. Have students research their assigned historical figures and take notes in their Electrical Breakthroughs about what they learn about the person and his contribution to electricity.

7. Allow time for students to research.

8. After students have completed their research, have them discuss and write in their Electrical Breakthroughs about how their historical figures have impacted their lives today.

9. Have each group create a poster representing their research and its connection to them.

10. Have each group present their poster and research to the class. Students who are listening fill in their Electrical Breakthroughs about what they learned from the presentations.

Notes

FACILITATION TIP

Before turning off the lights, hold up a flashlight or small battery-powered lamp and ask: “What do these all need?” This reinforces that electricity comes in different forms and connects directly to the lesson.

FACILITATION TIP

Provide students with a list of 2–3 appropriate websites per figure to prevent wasted time and misinformation.

P.4.6A Heat and Electricity

Explore 4: Research - Electrical Breakthroughs

English Language Proficiency

Acting Out Characters

After the students have explored the activity, have them collect their thoughts to take part in the following activity:

● Put the following names on small, folded pieces of paper in a container: Alessandro Volta, Michael Faraday, Nikola Tesla, and Thomas Edison.

● Divide students into groups of four.

● Within each group, have each student select a person to act out individually.

● Give the groups 5–10 minutes to prepare their skits.

● Instruct groups to work out when each individual will be acting out his or her character. (Groups should not use “sounds like” as in charades.)

● As groups prepare skits, place numbers on small, folded pieces of paper.

● Have each group pick a paper out of the container to randomly assign the order of skit presentations.

● Warn each group to allow one minute of think time after each skit presentation concludes. (Do not call out answers like in charades.)

Phenomenon Connection

How do the contributions of these historical figures help us understand the process of converting solar energy into electrical energy?

1. In what ways did the breakthroughs of Volta, Faraday, Tesla, and Edison lay the groundwork for modern solar energy technologies?

2. How can the principles discovered by these historical figures be applied to improve the efficiency of solar-powered devices?

3. What challenges did these inventors face in their time, and how can their problem-solving approaches inform our design of a solar-powered fan?

Notes

P.4.6A Heat and Electricity

Scope Resources and Assessment Planner

Scope Resources

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - NASA Engineer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Conductors and Insulators

A reading passage about the concept, which includes five to eight comprehension questions.

PhET: Simulation Practice

Student activities using the PhET Interactive Simulations from the University of Colorado Boulder.

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Notes

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives What Prompts Will Be Used? What Does Student Mastery Look Like?

Heat can come from a variety of sources, such as burning, friction, electric heaters, ovens, blankets, stoves, and the Sun.

Objects that allow energy to flow are called conductors. Objects that prevent the flow of energy are called insulators.

Electric energy can be transferred into motion, sound, heat, or light.

Electricity flows through an electrical circuit if the path is closed.

Student Expectations

The student is expected to demonstrate an understanding of the properties of light as a form of energy by investigating and developing models to illustrate how light travels and behaves.

P.4.6B Light

Scope Planning and Overview

Scope Overview

This unit develops students’ understanding of light as energy through guided investigations and modeling. Learners observe straight-line travel and beam characteristics from varied sources, and use refraction to reveal the color spectrum. They examine visibility through transparent, translucent, and opaque media and test how materials reflect, refract, or absorb light. Students design and iterate simple models to demonstrate light behavior, document evidence from observations, and construct claims that connect their findings to the core properties of light and how it travels and interacts with matter.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Absorb

To soak up or take something in Light Energy Energy that allows us to see

• Light is a type of energy and will travel in a straight line.

• When light strikes an object, it absorbs all colors of light except the one that is reflected into our eyes.

• Light is reflected when it bounces off objects such as mirrors or other shiny surfaces. The image we see in a reflection is a flipped image of the original.

• Light is refracted, or bent, when passing from one medium to another, such as from air into water. A refracted image is a distorted or changed image of the original.

Material

The matter from which a thing is or can be made

Model

A limited representation of something that can help us understand its structure or how it works

Object

Anything that is visible or able to be touched

Opaque

A material that does not allow any light to pass through it

Reflection

The bouncing of energy waves off the surface of an object

Refraction

The bending or redirection of energy waves as they pass from one substance to another

Translucent

Partially allowing light to pass through

Transparent

Completely allowing light to pass through

Notes

Key Concepts

Why does a rainbow appear in the sky after it rains, and how does light create all those colors?

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate how light travels by observing different light sources through water in a teacher-led demonstration.

• Elicit prior ideas and have students record predictions about how light moves.

• Shine a flashlight, LED torch, and laser pointer through a water-filled bottle in a darkened room; students record observations.

• Discuss how the beams behave as the source moves, noting straight-line travel and differences in beam width.

• Students write a brief conclusion summarizing their evidence-based understanding.

Explore Activity Summaries

Activity - Color Spectrum

Students investigate that white light is composed of a spectrum and how refraction separates it.

• Work in pairs to recreate Newton’s experiments using a water-filled bowl (raindrop model) and a prism to refract light and produce spectra.

• Use hole-punched cardstock to project and isolate individual colors, test different light sources, and record color order in journals.

• Rotate pairs between setups, compare findings, and compile evidence.

• Construct a CER claim about white light and refraction, citing Newton’s work.

Activity

- Visibility and Light

Students investigate how light affects the visibility of objects by comparing transparent, translucent, and opaque conditions.

• Observe a colored object in clear water, then predict outcomes before adding powdered milk and coffee to create varying lighttransmission media.

• Mix materials in separate bottles, record observations, and explain how light reaching the object changes in each case.

• Classify bottles as transparent, translucent, or opaque and justify classifications using evidence from observations.

• Complete a card sort to categorize everyday objects and discuss reasoning with peers.

Making a Model - Can You See Through It?

Students explore how light interacts with different materials and design models to demonstrate reflection, refraction, and absorption.

• Build a simple tool with transparent, translucent, and opaque samples to test visibility and clarity, then record and label findings.

• Discuss and classify materials based on how light passes through or is blocked to connect observations to key vocabulary.

• Collaboratively create a light-path maze using mirrors, tubes, and a hand lens to view an object around obstacles, block its image, and make the image appear larger, documenting reasoning in journals.

P.4.6B Light Engage

Estimated 15 min - 30 min

Through this demonstration, students understand how light travels.

Materials

Printed

● 1 How Does Light Travel? (per student)

Reusable

● 1 flashlight (per class)

● 1 LED torch light (per class)

● 1 laser pointer (per class)

Consumable

● 1 flat-bottomed clear plastic bottle, 2 L (per class)

● Water (per class)

Preparation

Activity Preparation

● Print one How Does Light Travel? document for each student.

● Fill the bottle with water to the top, and make sure it is closed.

● Gather students in a circle around the demonstration.

Connections

SEP Connection

Engaging in Argument from Evidence Developing and Using Models

During this activity, students will engage in argument from evidence by critiquing and refining their explanations of how light travels through water, using observations from the demonstration to support their claims. They will distinguish between facts and speculation by evaluating how different light sources behave similarly or differently. Additionally, students will develop and use models to describe the phenomenon of light creating a rainbow, using their observations to predict how light interacts with water to produce colors. Through this process, they will collaboratively refine their understanding of the relationships between light, water, and color formation.

Notes

Cause and Effect

Energy and Matter

During this activity, students will explore the phenomenon of why a rainbow appears in the sky after it rains and how light creates all those colors. By observing how different light sources travel through water, students will identify and test causal relationships between light behavior and the resulting visual effects. This will help them understand the cause and effect relationship between light refraction and the dispersion of colors, as well as the conservation of energy and matter in the process.

CCC Connection

Procedure and Facilitation

1. Before you begin the activity, ask the students how they believe light moves and why they believe that. Have them write their answers and their reasoning in their How Does Light Travel? documents. Choose a couple of students to share their answers with the class.

2. Tell the students that they are going to see a demonstration that shows them how light travels and gets from one place to another.

3. Darken the room, and lay the the bottle of water on its side.

4. Begin with the flashlight. Before you turn it on, have students predict how they think the light will travel through the water. Place the flashlight on the flat surface of the bottle, and turn it on.

5. Move the flashlight around the flat surface, and have students write their observations in their How Does Light Travel? documents.

6. Repeat steps 3–5 for each light source.

7. As you move to the other light sources, have the following discussion with students:

○ Do you think the way the light travels will change depending on the light source? Answers will vary but may include the following: No, because even though they are different kinds of light, they will travel the same way. Yes, because each type of light is different.

○ What do you notice about how the light moves in the water? Answers may vary, but may include the following: I notice that the beam of light follows the source in a straight line.

○ Does the way the light travels change as we move the flashlight/torch light/laser pointer? No, the way the light travels does not change; the only thing that is different from source to source is the width of the straight line.

8. Have students write a conclusion based on their observations in their How Does Light Travel? documents.

Roadblock: Difficulty Processing Visual Information

Students who struggle with their vision may not be able to see the changes in the laser light in this activity. Repeat the procedure while pointing the laser onto a surface close to the student, such as his or her desk. Learn more strategies to help students with difficulties processing visual information in the Interventions Toolbox.

Phenomenon Connection

How does the behavior of light as it travels through different mediums help us understand the formation of a rainbow in the sky after it rains?

1. How does the straight-line path of light observed in the activity relate to the way light interacts with raindrops to form a rainbow?

2. In what ways might the different light sources used in the activity (flashlight, LED torch, laser pointer) help us understand the spectrum of colors seen in a rainbow?

3. How does the bending or refraction of light in water during the activity compare to the process that creates the colors in a rainbow?

FACILITATION TIP

Ask students to brainstorm examples in everyday life where they see beams of light (e.g., car headlights, flashlights, sunlight through windows, lasers at concerts).

FACILITATION TIP

Ask students to sketch what they see with each light source. For the laser pointer especially, have them trace the thin, sharp beam.

Estimated 1 hr - 2hrs

P.4.6B Light

Explore 1: Activity - Color Spectrum

Activity Preparation

In this activity, students explore the spectrum of white light. They collect evidence and construct a scientific claim based on their observations, citing the works of Sir Isaac Newton.

Materials

Printed

● 1 Student Journal (per student)

Reusable

● 1 clear, colorless, round bowl, such as a fishbowl (per group)

● 1 flashlight (per group)

● 1 prism (per group)

● 1 sunny window (per class)

● Colored pencils (per group)

Consumable

● 4 sheets of card stock (per group)

● 1 tea candle (per group)

● 1 lighter (per class)

Preparation

● Fill all bowls with water.

● Hole-punch a hole about three inches from the top of two sheets of card stock.

● Assist students by lighting each group’s tea candle when they are ready to use it. Remind students of safety rules to follow when around a flame.

● Place students into groups of four.

● The classroom needs to be darkened for this activity.

Connections

Engaging in Argument from Evidence Developing and Using Models

During this activity, students will engage in argument from evidence by constructing scientific claims about the phenomenon of rainbows, using data collected from their exploration of the spectrum of white light. They will critique and refine their explanations by comparing their findings with those of their peers, distinguishing between facts and speculation. Additionally, students will develop and use models, such as the water bowl and prism, to describe and predict how light refracts to create a spectrum of colors, thereby gaining a deeper understanding of the cause and effect relationships involved in the appearance of rainbows in the sky after it rains.

Cause and Effect Energy and Matter

During this activity, students will explore the cause and effect relationship of light refraction and the appearance of a rainbow. By identifying and testing how light interacts with water droplets and prisms, students will understand how the refraction of white light results in the spectrum of colors observed in a rainbow, demonstrating the principles of energy transfer and matter interaction.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Before beginning the activity, have the following discussion about Sir Isaac Newton’s work: Tell students that Sir Isaac Newton discovered that the white light that surrounds us (from the Sun, lamps, and other sources) is really composed of a spectrum of individual colors and that by refracting it he was able to separate it. Share with them that today, they will be Sir Isaac Newton, and they will recreate his experiment and make a scientific claim based on the evidence they gather.

2. Instruct students that there are two parts to this activity and that they are to divide their groups of four into pairs. One pair will work on Part I while the other pair works on Part II. After 20 minutes, they will switch and do the remaining part. At the end, the group will share their findings with the rest of the scientists in their group.

Part I

1. Distribute a bowl of water to each group, and let them know this bowl of water is a representative model of a raindrop.

2. Have one student hold the light source a few inches from the bowl.

3. Instruct the other student to position the hole-punched card stock to where the students can see a spectrum form in front of the refracted light beam.

4. Have students record the colors and their order in their Student Journals.

5. Tell students to now place one of the sheets with no hole behind the sheet with the hole.

6. Direct students to isolate the individual colors through the hole so that they show on the second sheet.

7. Have students try all light sources and record their findings in their Student Journals.

Part II

1. Have students place one prism on a flat surface horizontal to the light source.

2. Instruct students to shine the light source at the flat rectangular surface of the prism until they see it refract or bend.

3. Direct the second student to position the hole-punched card stock to where the students can see a spectrum form in front of the refracted light beam.

4. Have students record the colors and order of them in their Student Journals.

5. Tell students they will now place one of the sheets with no hole behind the sheet with the hole.

6. Direct students to isolate the individual colors through the hole so that they show on the second sheet.

Notes

FACILITATION

TIP

Encourage students to slowly move the flashlight and the card until they spot the rainbow.

FACILITATION

TIP

Have students try to block all but one color with the second card. Ask: “Can you break that color into more colors, or does it stay the same?”

P.4.6B Light

Explore 1: Activity - Color Spectrum

7. Have students try all light sources and record their findings in their Student Journals.

8. After students have completed the activity, have them work in groups to complete the CER in their Student Journals. Discuss the following questions:

○ What happened to the white light when it was refracted by the “water drop” and the prism? The refracted white light was divided into the different colors that composed it.

FACILITATION TIP

Each color bends a little differently. Red bends the least, and violet bends the most. That’s why the colors separate.

○ Why did the refracted light look like a rainbow? The refracted light looked like a rainbow because white light is made up of those colors, and when it is refracted, it breaks down into its different colors.

○ Give examples of where else you can see this happening and why. Answers will vary but may include the following: When there are water droplets in the air after a storm and the Sun comes out, the water droplets act as prisms and break the Sun’s white light into the different colors, making a rainbow. When we water plants in a garden with a hose, the sunlight refracts from the water droplets and makes a rainbow.

English Language Proficiency

Think Time/Talk Time

After the students have gone over the Explore lesson, allow them to form groups by numbering off 1–4.

Allow students “think time” to answer the questions in their journals. Then give them “talk time” to discuss their answers with each other. When you call a number, the student with that number should report for his or her group.

Possible prompt:

● Describe how white light is made up of different colors, and explain how the work of Sir Isaac Newton supports this claim.

Phenomenon Connection

How does the refraction of light through water droplets create the phenomenon of a rainbow, and what role does the spectrum of white light play in this process?

1. Based on your observations, how does the refraction of light through a prism or water droplet separate white light into different colors?

2. How might the angle and size of water droplets in the atmosphere affect the appearance and intensity of a rainbow?

3. In what other natural or everyday situations can we observe the separation of white light into its component colors, and how does this relate to the formation of rainbows?

Notes

Estimated 1 hr - 2hrs

P.4.6B Light

Explore 2: Activity - Visibility and Light

Activity Preparation

Students conduct an investigation to obtain and communicate information about how the visibility of an object is related to light.

Materials

Printed

● 1 Student Journal (per student)

● 1 Card Sort (per group)

Reusable

● 3 16 oz. clear plastic bottles (per group)

● 1 funnel (per group)

● 3 small plastic, colored objects, such as bingo chips (per group)

● Scissors

Consumable

● Water to fill up bottles (per group)

● 3 tbsp. powdered milk (per group)

Preparation

● Divide the class into groups of three students each.

● Print a Student Journal for each student and a Card Sort for each group.

● If a colored object or bingo chip is not available, use any small, colored plastic object.

● Place the colored object in the bottle, and fill the bottle with water.

Engaging in Argument from Evidence

Developing and Using Models

During this activity, students will engage in argument from evidence by critiquing and comparing the visibility of objects in different mediums, using their observations to support claims about how light interacts with transparent, translucent, and opaque substances. They will develop and use models to describe how light creates the phenomenon of a rainbow by representing how light passes through different materials, similar to how light refracts and disperses to form colors in a rainbow. This will help them understand the cause and effect relationship between light and visibility, and how light can create various colors in phenomena like rainbows.

● ½ cup instant coffee crystals (per group) Notes

Cause and Effect

Energy and Matter

Connections

During this activity, students will identify and test causal relationships by observing how the visibility of an object changes based on the light that reaches it, helping them understand the cause and effect relationship between light transmission and object visibility. This investigation also allows students to explore how energy, in the form of light, interacts with matter, demonstrating how light can be absorbed, transmitted, or blocked by different materials, thus explaining the phenomenon of how light creates the colors seen in a rainbow.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Before the lab begins, discuss with students that in this investigation, they are going to see how the visibility of an object depends on the light that reaches it. Discuss the following medium categories:

○ Transparent: ALL light passes through.

○ Translucent: Some light passes through.

○ Opaque: NO light passes through.

2. Direct students to observe how the transparent water in each of the bottles allows them to easily see the colored object at the bottom of the bottle.

3. Ask students to predict in their Student Journals what they think will happen when they mix the milk powder in one bottle and the coffee crystals in another.

4. Instruct students to mix the milk powder and coffee crystals in different bottles.

5. Ask students to record their observations and answer the questions in their Student Journals.

6. Facilitate the following discussion points:

○ Describe the differences in the three bottles. The bottle with only water allows us to see the colored object easily because all light reaches the object. You can make out the shape of the object in the bottle with milk powder but not as clearly, as only some light can reach the object. The object is not visible in the bottle with the coffee because no light reaches the object.

○ Which one is transparent/translucent/opaque? How do you know?

The bottle with only water is transparent because all light reaches the object. The bottle with water and powdered milk is translucent because only some of the light reaches the object. The bottle with the coffee is opaque because none of the light reaches the object.

○ How did the object’s visibility change when you added the milk powder?

The coffee? How was the light traveling to the object affected by each powder? When the milk powder was added, the object was still somewhat visible but not as clearly, as the milk powder obstructed some of the light in its path. When the coffee crystals were added to the water, the object was no longer visible because the light was absorbed and obstructed in its path to the object.

7. When students finish their Student Journals, have the groups cut the pictures out and sort the objects into the transparent, translucent, and opaque categories.

8. As they finish, instruct students to join other groups to discuss their findings and share the reasoning behind how they sorted the objects.

Notes

FACILITATION

TIP

Show quick examples (a clear plastic cup = transparent, wax paper = translucent, book = opaque) so students have a mental anchor before using the bottles.

FACILITATION

TIP

Encourage students to draw what they think the bottles will look like once milk and coffee are added. This helps students who struggle to express predictions in writing.

FACILITATION

TIP

Add the milk powder and coffee slowly, pausing so students can see the difference in visibility step by step.

FACILITATION

TIP

While students are sorting, ask them: “Why did you put this object in this category? What did the light do?”

P.4.6B Light

Explore 2: Activity - Visibility and Light

Safety Guide

Do Not Eat or Drink Materials:

Students should be reminded not to eat or drink any materials unless directed to do so.

English Language Proficiency

To Be Seen or Not to Be Seen?

Have students work in small groups and discuss their results with a partner. Students may use the following sentence stems to aid their conversations:

● I think the three bottles look ____________ .

● I agree because ___________ .

● I disagree because _____________ .

● I saw the colored bingo chip or colored object better when ___________ because __________ .

● I saw the colored bingo chip or colored object worse when ___________ because __________ .

Phenomenon Connection

When light passes through different substances, how does it change, and what does this tell us about the formation of a rainbow?

1. How does the visibility of objects in different bottles relate to the way light creates the colors in a rainbow?

2. In what ways do the transparent, translucent, and opaque properties of materials help explain why we see different colors in a rainbow?

3. How might the scattering and absorption of light in the atmosphere after a rainstorm contribute to the formation of a rainbow?

Notes

Estimated 2 hrs - 3 hrs

P.4.6B Light

Explore 3: Making a Model - Can You See Through It?

Activity Preparation

In this activity, students build a model that shows how light is reflected, refracted, and absorbed and investigate to explain how light behaves when it strikes transparent, translucent, and opaque materials.

Materials

Printed

● 1 Student Journal (per student)

● 1 Bookmark (per student)

Reusable

Part I

● Tape (per table)

● Scissors (per student)

● Glue for labels (per student)

● Book (per student)

Part II

● 3 handheld mirrors (e.g., compact mirrors or plexiglass mirrors) (per group)

● 1 small toy/object (e.g., toy car, plastic action figure, small pencil sharpener) (per group)

● 1 hand lens (per group)

● Tape (per group)

Consumable

Part I

● Colored card stock

● 3 transparent samples (e.g., clear plastic wrap, sandwich bag, colored cellophane) (per student)

● 3 translucent samples (e.g., wax paper, tracing paper, colored tissue paper) (per student)

● 3 opaque samples (e.g., foil paper, wrapping paper, construction paper) (per student)

Part II

● 4 bath tissue rolls (per group)

● 1 piece of construction paper (per group)

Preparation

Part I

● Gather all the samples for each student to have three for each category.

● Copy the Bookmark on colored card stock so the words do not show through.

Part II

● Divide the class into groups of four.

● Gather all the materials for each group.

Connections

SEP Connection

Engaging in Argument from Evidence Developing and Using Models

During this activity, students will engage in argument from evidence by constructing and supporting arguments with evidence, data, and models to explain the phenomenon of why a rainbow appears in the sky after it rains and how light creates all those colors. They will develop and use models to describe and predict the behavior of light as it reflects, refracts, and absorbs when interacting with transparent, translucent, and opaque materials. Through this process, students will refine their understanding by comparing arguments, evaluating evidence, and collaboratively developing models to represent the relationships among variables in the phenomenon.

CCC Connection

Cause and Effect

Energy and Matter

During this activity, students will identify and test causal relationships by building models to explore how light behaves when it interacts with different materials, such as transparent, translucent, and opaque objects. This will help them understand the cause and effect relationships involved in the phenomenon of rainbows appearing in the sky after it rains, as they observe how light is reflected, refracted, and absorbed to create various colors. Additionally, students will explore the concept of energy transfer as light interacts with matter, reinforcing their understanding of energy and matter principles.

1. Direct students to carefully cut out their Bookmarks and the squares inside marked “Cut Out.”

2. Tell students to collect their nine samples and to carefully cut the sample slightly bigger than the window on the Bookmark.

3. Have students tape the samples to the back of their Bookmarks so that they show through the squares.

4. Allow students to test their samples on objects and their books.

5. As they are testing, ask students to fill in their Student Journals, and facilitate the following discussion:

○ Is the material easy to see through? Answers will vary according to sample but may include the following: Yes, it is easy to see what is on the other side. A little—the general shape of the object/words is easy to see, but it is difficult to see the details. No, you cannot see anything on the other side of the sample.

○ Are the words blurry? Answers will vary but may include the following: No, they are clear and easy to read. Yes, I can see the length of the word but not the exact letters. No, no light is passing through the sample, so we cannot see any words.

○ Hold the sample to objects around you. Can you see them? Answers will vary according to sample but may include the following: Yes, light passes through the sample easily, and it is easy to see what is on the other side. A little—some light passes through the sample, and the general shape of the object/words is easy to see, but it is difficult to see the details. No, no light is passing through the sample, so you cannot see anything on the other side of the sample.

Model for students how to tape one sample to their bookmark before they do it themselves.

FACILITATION TIP

When labeling the samples, encourage students to say, “This one is _ because light _ (passes through/some passes through/ does not pass through).” Speaking the reasoning helps them remember.

FACILITATION TIP

Procedure and Facilitation

P.4.6B Light

Explore 3: Making a Model - Can You See Through It?

6. After students are finished testing, ask them to identify the sample as transparent, translucent, or opaque by gluing the appropriate label under each sample.

FACILITATION TIP

While monitoring, ask students the following questions:

What is the light doing when it hits the mirror?

Why does the image look bent or bigger through the lens?

What happens to the light when you block it?

Part II

1. Before students build their models, have a discussion about how light travels and how it interacts with different materials. Use the following questions:

○ What do you know about how light travels? Light travels in a straight line.

○ What would happen if light hit something with a smooth metal surface? When light hits something smooth and metal, it reflects like a mirror does.

○ If I place a pencil in a glass of water, it looks bent. What is happening to the light? A pencil looks bent in a glass of water because light is bent when it moves from air to water. The light that bounces off the pencil is bent.

2. Challenge students to use the materials provided to make a maze for the light to travel through.

3. Tell students that they must find a way to accomplish the following with their maze:

○ See the image of the object through the maze of bath tissue rolls without placing the rolls end-to-end in a straight line. Students must determine whether they will employ reflection, refraction, or absorption of light.

○ Without blocking the object itself, block the image of the object in the maze. Students must determine whether they will employ reflection, refraction, or absorption of light.

○ Make the image of the object appear bigger than it actually is. Students must determine whether they will employ reflection, refraction, or absorption of light.

4. As students work together to build their models, instruct them to work on their Student Journals as they go along for each part of the challenge.

Notes

English Language Proficiency

Graphic Organizer

After the students have had the opportunity to explore light in both activities, have them create a graphic organizer with a sheet of construction paper. On the graphic organizer, have the students title each section and draw a picture representing each word. Finally, have them create their own definition of what they think the word means using what they observed during the activities.

Sample:

Phenomenon

Connection

How does the behavior of light when it interacts with different materials help us understand the formation of a rainbow in the sky after it rains?

1. How does the reflection, refraction, and absorption of light in your model relate to the way light creates a rainbow?

2. In what ways do transparent, translucent, and opaque materials affect the colors we see in a rainbow?

3. How might the bending of light, as seen when a pencil looks bent in water, be similar to the process that creates a rainbow?

Reflection

Refraction

Picture:

P.4.6B Light

Scope Resources and Assessment Planner

Scope Resources

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - NASA Engineer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Rainbows

A reading passage about the concept, which includes five to eight comprehension questions.

PhET: Simulation Practice

Student activities using the PhET Interactive Simulations from the University of Colorado Boulder.

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Notes

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Light is a type of energy and will travel in a straight line.

When light strikes an object, it absorbs all colors of light except the one that is reflected into our eyes.

Light is reflected when it bounces off objects such as mirrors or other shiny surfaces. The image we see in a reflection is a flipped image of the original.

Light is refracted, or bent, when passing from one medium to another, such as from air into water. A refracted image is a distorted or changed image of the original.

Prompts Will Be Used?

Does Student Mastery Look Like?

P.4.6C Sound

Scope Planning and Overview

The student is expected to demonstrate an understanding of the properties of sound as a form of energy by investigating how sound is perceived and the effects of changes in vibration.

Key Concepts

• Sound waves are produced by vibrating objects.

• High-pitched sound waves are caused by objects that vibrate at a high frequency. The vibrations are faster, which produces many waves per second.

• Low-pitched sound waves are caused by objects that vibrate at a low frequency. The vibrations are slower, which produces fewer waves per second.

• Loud sounds produce tall waves, while soft sounds produce short waves. The height of a sound wave is called volume, or amplitude.

Students explore sound as energy by manipulating pitch and volume and observing resulting vibrations and their effects on matter. Using varied materials, they gather and compare evidence of how sound is produced, transmitted, and perceived, including how vibration speed and magnitude change with pitch and loudness. Students analyze observations to construct explanations aligned to the expectation and synthesize learning by researching contributors to sound science, creating and presenting brief products that connect foundational discoveries to present-day applications.

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Interpret

To explain the meaning of

Measurement

The size, length, or amount of something, as established by measuring

Observe

To use the senses to examine or inspect

Pitch

The property of sound that varies with how fast or slow the vibration is; slow vibrations produce low sounds, and fast vibrations produce high sounds

Sound Energy

Energy that travels as waves through the air or water and vibrates the eardrum upon contact

Vibrations

A series of small, fast movements back and forth or from side to side Scope Overview Scope Vocabulary

Notes

Student Expectations

Why do different musical instruments make different sounds even when they play the same note?

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate sound energy by observing how pitch and volume affect vibrations and their effects on objects.

• Use tuning forks of different sizes to produce and vary pitch and volume.

• Observe and record how vibrations transfer to colored water and a Ping-Pong ball.

• Compare how high vs. low pitch and soft vs. loud sounds change vibration speed and magnitude.

• Discuss evidence of sound energy and synthesize class observations.

Explore Activity Summaries

Scientific Investigation - Sound Energy

Students investigate how vibrations, pitch, volume, and materials affect sound.

• Predict how different materials transmit vibrations and build cup “drums” using various papers.

• Use high- and low-pitched tuning forks at different volumes to excite the drums and observe glitter movement as evidence of vibration.

• Record and compare observations across materials and pitches, then discuss how sound can make matter vibrate.

Research - Scientists of Sound

Students investigate historical contributors to the science of sound and communicate their findings through a short, creative product.

• Research an assigned sound pioneer using print and online sources and complete the provided organizer

• Create an illustrated digital book that summarizes the scientist’s life, discoveries, and impact on sound technology

• Present the book to the class and participate in a discussion connecting past innovations to present-day uses of sound

Notes

P.4.6C Sound Engage

Estimated 15 min - 30 min

In this activity, students explore the different properties of sound energy.

Materials

Printed

● 1 Sound Energy (per group)

Reusable

● 2 tuning forks of different pitches/ sizes (per group)

● 1 Ping-Pong ball (per group)

● 1 bottle of food coloring (per class)

Consumable

● 1 3 oz. paper bath cup (per group)

● Water

Preparation

Activity Preparation

● Print one Sound Energy document for each group.

● Divide the class into groups of four.

● Fill each cup halfway with water, and mix a couple drops of food coloring into the water.

● Distribute materials to each group.

Connections

SEP Connection

Planning and Carrying Out Investigations

Obtaining and Communicating Information

During this activity, students will plan and conduct investigations to explore why different musical instruments make different sounds even when they play the same note. By using tuning forks of different pitches and observing their effects on water and a Ping-Pong ball, students will control variables and produce data to serve as evidence for their explanations. They will evaluate methods for collecting data, make observations to explain the phenomenon, and communicate their findings through written and oral formats.

CCC Connection

Cause and Effect

Energy and Matter

During this activity, students will identify and test causal relationships by observing how different pitches and volumes of sound energy cause varying effects on objects, such as water and a Ping-Pong ball. They will explore the phenomenon of why different musical instruments make different sounds even when they play the same note by understanding that the size and force applied to the tuning forks affect the vibrations produced, demonstrating cause and effect. Additionally, students will learn about energy transfer as they observe how sound energy causes matter to vibrate, illustrating the concept of energy and matter.

Notes

Procedure and Facilitation

1. Discuss with students that today they are seeing sound. They are exploring how different sounds create different vibrations and have different effects on objects. Ask the following questions:

○ What is sound? Sound is produced by the vibration of an object.

○ Give examples of objects that make sound, and describe the differences between your examples. Answers will vary. Possible answers include a comb, a straw, a ruler, a Popsicle stick, and Pop Rocks candy. Some objects produce a louder sound, while others produce a softer sound. The pitch of the sounds also varies. Some are high, while others are low. Sound is produced by the vibration of an object.

2. Show students a tuning fork. Demonstrate how hitting a tuning fork affects its volume. The harder you hit it against a surface, the louder the sound it produces will be. The lighter you hit it, the softer the volume will be.

3. Direct students to notice the different sizes of the tuning forks, and discuss that the longer the tuning fork, the lower the pitch. The shorter the tuning fork, the higher the pitch.

4. Review the appropriate use of equipment, and allow students to practice producing various sounds with their tuning forks.

5. Have students hit the shorter tuning fork (high pitch) softly and gently, and then touch the tuning fork to the cup of water. Have them repeat this with the Ping-Pong ball. Direct students to record their observations in their Sound Energy documents.

6. Have students hit the shorter tuning fork harder this time for a loud volume, gently touching the cup of water and Ping-Pong ball. Direct students to record their observations.

7. Ask students to repeat this procedure with the second, longer tuning fork (low pitch). Direct students to record their observations.

8. Allow students to repeat these steps freely as they observe, analyze, compare, and discuss the differences in the results.

9. When students are finished, discuss the results as a class:

○ What evidence did you see of sound energy? The water and the PingPong ball both vibrated when the tuning fork was placed close to them.

○ How did the pitch and volume of the sound affect the vibrations? The lower the pitch, the longer and slower the vibrations were, and the higher the pitch, the shorter and faster the vibrations were. The louder the sound, the bigger the vibrations were, and the softer the sound, the smaller the vibrations were.

Notes

FACILITATION TIP

Share everday examples of vibrations such as: guitar strings vibrating, a speaker making your desk shake, or your voice echoing in a gym.

FACILITATION TIP

Show how to strike a tuning fork safely on a soft surface (like a rubber pad or your shoe). Emphasize not to bang too hard on hard surfaces.

FACILITATION TIP

While monitoring, ask:

“What is moving when the sound happens?”

“How does the Ping-Pong ball react to the loud sound compared to the soft sound?”

“What’s the difference between the long tuning fork and the short one?”

P.4.6C Sound Engage

Roadblock: Does Not Follow Verbal Directions

In this activity, students may be tempted to use the various materials for things other than what is instructed. To reinforce the verbal directions, demonstrate how the student should act during the activity, and ask the student to repeat or summarize how he or she should act. When the student begins, monitor whether he or she comprehended the direction. Read more strategies for students who do not follow verbal directions in the Interventions Toolbox.

Phenomenon Connection

Connection Statement with Posing Question: When different musical instruments play the same note, how do their unique properties and methods of sound production result in different sounds?

Class Discussion Questions:

1. How do the size and shape of a musical instrument affect the pitch and volume of the sound it produces?

2. In what ways do the materials used in constructing a musical instrument influence the sound it makes?

3. How can the method of playing an instrument (e.g., plucking, striking, blowing) change the characteristics of the sound produced?

Notes

P.4.6C Sound Explore 1: Scientific Investigation - Sound Energy

Estimated 30 min - 45 min

Activity Preparation

In this activity, students conduct a scientific investigation of the properties of sound and report findings based on their observations of how different variables and differences in vibration affect the pitch and volume of sound.

Materials

Printed

● 1 Sound Energy (per student)

Reusable

● 5 3 oz. cups (per group)

● 1 high-pitched tuning fork (per group)

● 1 low-pitched tuning fork (per group)

Consumable

● 1 sheet of facial tissue (per group)

● 1 sheet of plastic wrap (per group)

● 1 sheet of foil paper (per group)

● 1 sheet of construction paper (per group)

● 1 sheet of card stock (per group)

● 1 roll of adhesive tape (per group)

● 1 small bag of glitter (per group)

Preparation

● Print one Sound Energy for each student.

● Divide the class into groups of three or four.

● Distribute the materials to students.

Connections

Planning and Carrying Out Investigations

Obtaining and Communicating Information

During this activity, students will plan and conduct investigations to explore the phenomenon of why different musical instruments make different sounds even when they play the same note. By controlling variables such as the type of paper and the force applied to tuning forks, students will produce data to serve as evidence for their explanations. They will evaluate methods for collecting data, make observations and measurements, and communicate their findings to understand how differences in vibration affect sound properties like pitch and volume. This investigation will help students obtain and combine information to explain the phenomenon and communicate their scientific understanding effectively.

Cause and Effect

Energy and Matter

During this activity, students will identify and test causal relationships by observing how different materials and vibrations affect the pitch and volume of sound, thereby explaining why different musical instruments produce different sounds even when playing the same note. They will explore the concept of energy transfer and matter, recognizing that sound energy can cause matter to vibrate and that these vibrations are influenced by the properties of the materials involved.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Discuss how the different materials in front of students may affect the way sound energy travels. Have students make predictions about which kind of paper will be best for sound vibrations to travel through. Ask the following questions during the discussion:

○ How do you think you will see evidence of sound energy? The glitter will vibrate on top of the cup.

○ How do you think the volume and pitch of the sound will affect the vibrations made at the top of the drum? Answers will vary but may include the following: The higher the volume, the bigger the vibrations. The higher the pitch, the faster the vibrations. The lower the pitch, the slower the vibrations.

2. Demonstrate how hitting the tuning fork affects its volume. The harder you hit it against a surface, the louder the sound it produces. The lighter you hit it, the softer the sound.

3. Instruct students to stretch and tape each kind of paper taut over the open end of their cups to create “drums.” Direct students that there should be only one type of paper taped to each cup.

4. Have students place a pinch of glitter on top of each “drum.”

5. Ask students to hit the tuning fork softly and gently and then touch the tuning fork to each cup. Have students then repeat this step, hitting the tuning fork harder for a louder sound.

6. As students observe the vibration of the glitter on each cup, instruct them to observe and record their observations in their Sound Energy pages.

7. Facilitate an exchange of tuning forks. Groups with high-pitched tuning forks should exchange with groups with low-pitched tuning forks.

8. Direct students to repeat steps 5 and 6 with new tuning forks.

9. Discuss the findings as a class:

○ Vibrating matter can make sound, as when striking a drum; can sound make matter vibrate? Yes. For example, loud music can cause things around us to vibrate, and we can feel it. Some very loud noises can even cause glass to shatter.

○ Discuss findings and observations. Answers will vary.

○ Why is sound energy important? How would our world be different if there were no sound energy? Answers will vary but may include these ideas: Sound energy transmits important information about the world around us. If we had no sound energy, we would not be able to communicate through speech, hear music, hear sirens, etc.

Notes

FACILITATION TIP

Review pitch and volume differences with students.

High pitch = fast vibrations.

Low pitch = slow vibrations.

Volume Differences

Loud sounds = bigger vibrations (more movement of glitter).

Soft sounds = smaller vibrations.

FACILITATION TIP

Make a class chart of which paper materials produced the biggest and smallest glitter movements.

P.4.6C Sound

Explore 1: Scientific Investigation - Sound Energy

English Language Proficiency Group Flash Cards

Have students work in groups of four to create a set of flash cards to help them remember the key vocabulary terms for this lesson.

● Break students into groups of four. Give each group four index cards and a set of colored pencils or crayons.

● Have the students count off from 1 to 4 in each group.

● Assign the following terms to each student by number: (1) sound, (2) vibrations, (3) high pitch, (4) low pitch.

● Have students come up with a picture and a description for each of their terms on the index cards, putting the word and picture on one side of the card and the definition on the other side.

● Give time for students to share with their small groups why they chose their pictures and descriptions. Allow additional time for discussion.

● Provide time for groups to share their flash cards with the whole class.

Phenomenon Connection

Connection Statement with Posing Question: How do the vibrations and materials used in musical instruments affect the sounds they produce, and why do different instruments sound unique even when playing the same note?

Class Discussion Questions:

1. Based on your observations, how do different materials affect the way sound vibrations travel and are perceived?

2. How might the shape and size of an instrument influence the pitch and volume of the sound it produces?

3. In what ways do the vibrations from different instruments create unique sound qualities, and how can this be demonstrated with the materials used in the activity?

Notes

Estimated days 3-5

P.4.6C Sound

Explore 2: Research - Scientists of Sound

Activity Preparation

In this activity, students research and communicate information about scientists who pioneered the science of sound (e.g., Alexander Graham Bell, Robert Boyle, Daniel Bernoulli, and Guglielmo Marconi).

Materials

Printed

● 1 Scientists of Sound (per student)

Reusable

● Internet-accessible devices (per partner group)

● Informational/biographical books (per class)

SEP Connection

Planning and Carrying Out Investigations

Preparation

● Print one Scientists of Sound for each student.

● Divide the class into partner groups.

● Create a free class account on storybird.com.

● Print and distribute student invitations from the website with the log-in information.

● Possible scientists: Alexander Graham Bell, Robert Boyle, Daniel Bernoulli, Guglielmo Marconi, Marin Mersenne, Thomas Edison, Christian Doppler, Leonardo da Vinci, Galileo Galilei, Wallace Sabine.

Connections

Obtaining and Communicating Information

During this activity, students will plan and conduct investigations collaboratively to produce data that serves as evidence for explaining why different musical instruments make different sounds even when they play the same note. They will evaluate methods for collecting data, make observations, and communicate their findings by researching and presenting information about scientists who pioneered the science of sound. This process will involve obtaining and combining information from reliable sources to support their understanding of the phenomenon and effectively communicating their scientific ideas.

Notes

Cause and Effect Energy and Matter

During this activity, students will explore the cause and effect relationships in the science of sound by researching the contributions of sound pioneers. They will identify how these scientists’ discoveries and inventions have led to changes in technology and communication, understanding that events occurring together might signify a cause and effect relationship. Additionally, students will learn about the transfer of energy through sound waves, recognizing how energy and matter interact in the context of sound.

CCC Connection

Procedure and Facilitation

1. Discuss with the class that they are researching and making a book about the life and contributions of scientists who worked with sound energy.

2. Review the Scientists of Sound with students. Tell them this is where they are to gather the information they will write in their book.

3. Tour storybird.com as a class. Show students how to log on, begin an assignment, and add text and pictures.

4. Assign a scientist to each student group.

5. Give students three days to research information and fill in their Scientists of Sound.

6. Give students two days to make their books.

7. Allow student groups an opportunity to present their books to the class.

8. Discuss sound pioneers in class:

○ What are some discoveries/inventions that sound pioneers made that we still use today? Answers will vary by scientist but may include these ideas: We still use telephones that transmit the sound of our voices. Scientists still use the fact that sound travels in waves because they use these sound waves in many different technologies.

○ How would things be different if your sound pioneer had given up on his research? Answers will vary by scientist but may include that if the sound pioneer had given up on his research, we would not be able to communicate with our families as easily, or we might use sound waves for different things.

○ If you were a sound pioneer, what would you like to invent/contribute to the science of sound? Answers will vary.

Notes

FACILITATION TIP

Show students how to take notes in short facts, not full sentences, to help support research skills.

FACILITATION TIP

Encourage groups to use pictures, timelines, and fun facts in their storybird books so they are engaging.

FACILITATION TIP

Ask students, “If you could work with one of these scientists, which would you choose, and what would you invent together?”

P.4.6C Sound

Explore 2: Research - Scientists of Sound

English Language Proficiency

Acting Out Characters

After the students have explored the activity, have them collect their thoughts to take part in the following activity.

● Put the following names on small, folded pieces of paper in a container: Alexander Graham Bell, Robert Boyle, Daniel Bernoulli, and Guglielmo Marconi.

● Divide students into groups of four.

● Within each group, have each student select a person to act out individually.

● Give the groups 5–10 minutes to prepare their skits.

● Instruct groups to work out when each individual will be acting out his or her character. (Groups should not use “sounds like,” as in charades.)

● As groups prepare skits, place numbers on small, folded pieces of paper. Have each group pick a paper out of the container to randomly assign the order of skit presentations.

● Warn each group to allow one minute of thinking time after each skit presentation concludes. (Do not call out answers, as in charades.)

Phenomenon Connection

How do the unique contributions of sound pioneers help us understand why different musical instruments produce distinct sounds even when playing the same note?

1. What specific discoveries or inventions by the sound pioneers you researched could explain the differences in sound produced by various musical instruments?

2. How might the principles of sound waves, as studied by these scientists, account for the variations in timbre between instruments playing the same note?

3. If you were to design a new musical instrument, which scientific principles from your research would you apply to ensure it produces a unique sound?

Notes

P.4.6C Sound

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Audio Engineer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Guitar Lesson

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Sound waves are produced by vibrating objects.

High-pitched sound waves are caused by objects that vibrate at a high frequency. The vibrations are faster, which produces many waves per second.

Low-pitched sound waves are caused by objects that vibrate at a low frequency. The vibrations are slower, which produces fewer waves per second.

Loud sounds produce tall waves, while soft sounds produce short waves. The height of a sound wave is called volume, or amplitude.

Does Student Mastery Look Like?

Student Expectations

The student is expected to demonstrate an understanding of how the water cycle is propelled by the Sun’s energy using models.

E.4.9A The Sun and the Water Cycle Scope

Planning and Overview

This unit engages students in modeling how the Sun’s energy powers the water cycle. Learners build and compare simple and complex systems, make predictions, and collect timed observations of evaporation, condensation, precipitation, transpiration, runoff, and groundwater movement. Using heat lamps to simulate solar input, students gather evidence, analyze differences with and without energy, and synthesize findings to explain process interactions. Collaborative comparison and feedback strengthen models and reasoning as students demonstrate the Sun’s role in driving the continuous cycling of water.

• The Sun provides the energy that evaporates water on Earth.

• Much of the water cycle begins when the Sun’s energy evaporates water from oceans, which cover approximately 71% of Earth’s surface.

• Water changes from state to state in the water cycle.

• Models can be used to show the processes of the water cycle: evaporation, condensation, precipitation, transpiration, runoff, and groundwater.

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Condensation

Change in state of matter from a gas to a liquid

Energy

What is needed to do work or cause change

Evaporation

Change in state of matter from a liquid to a vapor or gas

Precipitation

Rain, snow, sleet, or hail that falls from clouds in the sky

Runoff

The movement of water on a surface to areas of lower elevation

Sun

The star at the center of the solar system that supplies heat and light to Earth; its enormous gravity keeps the solar system in orbit

Water Cycle

The constant movement of water through the land, air, oceans, and living things

Notes

Key Concepts

How does the Sun help make rain?

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate how solar energy drives the water cycle by comparing two simple cup models.

• Set up paired cups (one under a heat lamp, one not), make predictions, and observe changes at timed intervals.

• Record evidence of evaporation and condensation, noting differences between the heated and unheated cups.

• Analyze how the heat lamp models the Sun’s role as the energy source for the water cycle.

• Discuss how accumulated droplets on the plastic wrap represent precipitation and consider what would happen without the Sun.

Explore Activity Summaries

Making a Model - The Water Cycle: Who’s in Charge?

Students construct and test a physical model to observe how the Sun’s energy drives the water cycle.

• Build group models incorporating evaporation, condensation, precipitation, transpiration, runoff, and groundwater, labeling components and flow.

• Conduct a gallery walk to compare models and leave peer feedback with sticky notes.

• Seal models with plastic wrap, apply a heat lamp, and observe changes over time to collect evidence of cycle processes.

• Synthesize observations by completing the provided sheet and discussing key processes and the Sun as the energy source.

Notes

E.4.9A The Sun and the Water Cycle Engage

Activity Preparation

Estimated 30 min - 45 min

In this activity, students view a demonstration of how the Sun provides the energy that propels the water cycle.

Materials

Printed

● 1 The Sun and the Water Cycle (per student)

Reusable

● 1 heat lamp (per class)

● 1 bottle of food coloring, blue (per class)

● 1 permanent marker (1 per group)

Consumable

● 2 clear plastic cups (per small group)

● Clear plastic wrap (per small group)

● Water

● Adhesive tape

Preparation

● Gather materials prior to demonstration so that students may observe the process.

● Fill each plastic cup with approximately one inch of water.

● Add a few drops of food coloring to the water and mix.

● Cover each plastic cup with clear plastic wrap.

● Tape the plastic wrap to the cups.

Connections

SEP Connection

Developing and Using Models

Obtaining, Evaluating, and Communicating Information

During this activity, students will obtain, evaluate, and communicate information by observing the demonstration of how the Sun provides energy for the water cycle. They will read and comprehend the provided materials to summarize and obtain scientific ideas about the water cycle, supported by evidence from their observations. Students will develop and use models by collaboratively creating a simple model to represent the water cycle, identifying limitations, and using the model to describe and predict the effects of the Sun’s energy on water evaporation and precipitation. Through this process, they will communicate their scientific findings orally and in written formats, using tables and diagrams to convey their understanding of how the Sun helps make rain.

Energy and Matter Systems and System Models

During this activity, students will explore the phenomenon of how the Sun helps make rain by observing the water cycle in action. They will use a system model to understand how energy from the Sun drives the water cycle, transferring energy to water and causing it to evaporate. This demonstrates the concept of energy and matter, as students track the flow of matter (water) and recognize the conservation of matter through the cycle. By comparing the cups under the heat lamp and without, students will describe the system in terms of its components and their interactions, gaining insight into how the Sun’s energy is essential for the water cycle’s processes.

CCC Connection

Procedure and Facilitation

1. Tell students that today they are going to observe parts of the water cycle in action. Ask the following questions:

○ What is a cycle? Answers will vary but may include that it is a process that happens over and over.

○ What role do you think the heat lamp will play? Answers will vary but may include that the lamp will heat the water and cause it to evaporate like the Sun does to water on Earth.

○ What differences do you anticipate between the cup that sits under the heat lamp and the cup that does not? Answers will vary but may include that the water in the cup under the lamp will heat up and evaporate, while the water in the other cup will not.

2. Place students into small groups of three or four.

3. Have students mark their cups with a permanent marker to indicate which is theirs.

4. Have students place one of their two cups of water under the heat lamp and keep the other with their group.

5. Ask students to work with their group to predict what will occur in each cup.

6. At five-minute intervals, have students check and compare their cups.

7. Have students record their observations about what will happen after 5, 10, 15, and 20 minutes—specifically the differences in phenomena.

8. Lead students in a discussion to understand the following questions:

○ Which of the two models more closely demonstrates what happens to the water cycle on Earth? Why? The model under the heat lamp is similar to the water cycle on Earth because the heat lamp serves as the energy source like the Sun.

○ How does this demonstration show how the Sun drives the water cycle? The energy from the Sun evaporates the water on Earth like the heat lamp evaporated the water in our model.

○ What would happen to the water cycle if we had no Sun? Without the Sun, the water would not evaporate, which would mean there would be no condensation, precipitation, etc.

○ What will happen to the condensed water on the plastic wrap at the top once many water droplets join together? Which part of the water cycle would this model? Once many condensation water droplets join together, they will get too big and drop due to gravity. This would be similar to precipitation in the water cycle.

Notes

FACILITATION TIP

Remind students they have two models (lamp cup vs. no-lamp cup). Say: “Scientists always use a comparison to see cause and effect. Why do you think we need two cups instead of just one?”

FACILITATION TIP

Encourage students to look for the following:

Water level changes in the cup.

Tiny droplets forming on the plastic wrap. Differences between the lamp cup and the regular cup.

E.4.9A The Sun and the Water Cycle Engage

Roadblock: Unable to Generalize

Students may not be able to generalize the model seen in this activity to the real world. Identify the parts of the demonstration that students can see daily. Compare each to a real-world example, and encourage students to think of their own. Speak in terms of analogies or make direct comparisons. Read more strategies for generalization in the Interventions Toolbox.

Phenomenon Connection

How does the Sun’s energy drive the water cycle, and what would happen if this energy source were absent?

1. How does the heat lamp in our activity simulate the Sun’s role in the water cycle, and what observations did you make that support this?

2. What differences did you observe between the cup under the heat lamp and the one not exposed to it, and how do these differences relate to the water cycle on Earth?

3. If the Sun’s energy were removed from the water cycle, how would this impact the processes of evaporation, condensation, and precipitation?

Notes

Estimated 1 hr - 2 hrs

E.4.9A The Sun and the Water Cycle

Explore 1: Making a Model - The Water Cycle: Who’s in Charge?

Activity Preparation

In this activity, students develop and create a model to observe and analyze how the Sun’s energy drives the water cycle.

Materials

Printed

● 1 The Water Cycle - Who's in Charge? (per student)

Reusable

● 1 large, deep, clear plastic bowl/ container (per group)

● 1 heat lamp (per group)

Consumable

● 1 large rock (per group)

● 1 small plant (per group)

● Soil (pre-portioned per group)

● Gravel (pre-portioned per group)

● Sand (pre-portioned per group)

● Water (per group)

● Plastic wrap (per group)

● Sticky notes (per group)

Preparation

1. Divide students into groups of three or four.

2. Distribute materials to each group.

Connections

SEP Connection

Developing and Using Models

Obtaining, Evaluating, and Communicating Information

During this activity, students will develop and use models to describe and predict how the Sun’s energy drives the water cycle, thereby explaining the phenomenon of how the Sun helps make rain. They will obtain and combine information from reliable media to support their understanding and communicate their findings through labeled models and written explanations.

Energy and Matter Systems and System Models

During this activity, students will develop and create models to observe and analyze how the Sun’s energy drives the water cycle, helping them understand the transfer of energy and matter within the system. By constructing and interacting with their models, students will explore how energy from the Sun causes evaporation, leading to condensation and precipitation, and how these processes are interconnected within the water cycle system. This hands-on experience allows students to see the conservation of matter and the flow of energy, reinforcing the concept that a system is made up of related parts that interact to perform functions that individual components cannot achieve alone.

CCC Connection

Procedure and Facilitation

1. Challenge students to build models of the water cycle using the materials provided. Remind students that they must include each part of the cycle: evaporation, condensation, precipitation, transpiration, runoff, and groundwater.

2. Allow 30 minutes for model building. Instruct students to label each part of the cycle, including arrows indicating the direction of the cycle on the outside of the bowl using a washable marker.

3. Allow students to do a gallery walk as a group to observe the models created by their classmates. Have students use sticky notes to write questions and compliments about the other models.

4. Discuss similarities and differences in the models as a class.

5. Have students place plastic wrap over their models and position them under the heat lamp for 30 minutes.

6. Have students observe their models and complete their The Water CycleWho's in Charge?.

7. Discuss the following:

○ What are the main processes in the water cycle? Evaporation, condensation, precipitation, runoff, transpiration, and groundwater

○ What happens to water at each stage of the water cycle? Answers may vary. A drop of water starts off in a body of water—a puddle, a lake, a river, or the ocean. It is then heated by the Sun and evaporates into the air. It condenses and joins with other droplets to form a cloud. It eventually joins with other water droplets and is pulled by gravity back to Earth in the form of precipitation. It either falls into a body of water, becomes runoff and eventually joins a body of water, or sinks back into the soil into groundwater.

○ What provides the energy to power the water cycle? The Sun provides heat energy to power the water cycle.

Notes

FACILITATION TIP

Check groups by asking each student: “Which part of the water cycle are you showing?” This ensures all members understand, not just one builder.

FACILITATION TIP

Write one sample compliment and one sample question on sticky notes to show how to balance encouragement and curiosity.

Example: “I like how you used gravel to show runoff.” / “Where is transpiration happening in your model?”

E.4.9A The Sun and the Water Cycle

Explore 1: Making a Model - The Water Cycle: Who’s in Charge?

English Language Proficiency

Acting Out Words

After the students have explored the process of the water cycle and have had an opportunity to create a graffiti poster, have them collect their thoughts to take part in the following activity. Students should work collaboratively in groups to dramatize the highlighted vocabulary.

Place the following words on small, folded pieces of paper in a container: evaporation, condensation, precipitation, transpiration, runoff, and groundwater. Divide students into groups of four to six. Have each group select a word to be acted out. Give the groups 5–10 minutes to prepare their skits. (Groups should not use “sounds like,” as in charades.) As groups prepare skits, place numbers on small, folded pieces of paper. Have each group pick a paper out of the container to randomly assign the order of skit presentations. Warn each group to allow one minute of thinking time after each skit presentation concludes. (Do not call out answers, as in charades.)

After the thinking time, each group should guess the definition of the acted-out word. Each skit group should record each guess in a T-chart, indicating whether the guess is related to the word or not. The groups should keep guessing until they correctly define the word.

Phenomenon Connection

How does the Sun’s energy drive the water cycle, and what role does it play in the transformation of water through its various stages?

1. How does the heat from the Sun contribute to the process of evaporation in the water cycle?

2. In what ways do the models you created demonstrate the role of the Sun in causing precipitation?

3. How might the absence of the Sun affect the processes of condensation and transpiration in the water cycle?

Notes

E.4.9A The Sun and the Water Cycle

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Climatologist

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Water Cycle

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student

Learning Objectives What Prompts Will Be Used? What Does Student Mastery Look Like?

The Sun provides the energy that evaporates water on Earth.

Much of the water cycle begins when the Sun’s energy evaporates water from oceans, which cover approximately 71% of Earth’s surface.

Water changes from state to state in the water cycle.

Models can be used to show the processes of the water cycle: evaporation, condensation, precipitation, transpiration, runoff, and groundwater.

E.4.9B Weather and Climate

Scope Planning and Overview

Scope Overview

This unit builds understanding of how interacting air masses and fronts drive weather, and how weather differs from climate across seasons and regions. Students interpret weather maps, observe models of warm and cold air behavior, classify cloud types, and collect local data to make short-term forecasts. They analyze regional temperature and precipitation patterns using maps and graphs to compare climates. Applying the engineering design process, students design, test, and refine instruments that measure weather conditions, using evidence to communicate and improve solutions.

The student is expected to demonstrate an understanding of weather and climate patterns and to design an instrument to measure weather conditions.

Key Concepts

• Weather refers to the daily environmental conditions we experience around us. It is also used to describe the atmosphere in a place at a certain time.

• We can determine the weather in a particular place and time by looking at air temperature, barometric pressure, humidity, wind speed and direction, and precipitation.

• Patterns in weather conditions over time can be used to predict changes.

• Climate describes the typical weather of an area over long periods of time. Climate zones have different characteristics based on latitude, elevation, and proximity to water.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Anemometer

A tool used to measure the speed of wind

Barometer

A tool for measuring atmospheric pressure

Climate

Average weather conditions for a region year after year

Interpret

To explain the meaning of

Map

A drawing or picture that shows important features in an area

Measure

To determine the amount or size of something

Precipitation

Rain, snow, sleet, or hail that falls from clouds in the sky

Predict

To tell about in advance, especially on the basis of special knowledge

Rain Gauge

A tool that measures the amount of rain at a location

Regional

Affecting a particular region

Temperature

How hot or cold something is

Weather Instruments

Tools used for recording various aspects of the weather

Weather Pattern

Similar weather for a certain number of days

Wind Vane

A tool that shows wind direction

Notes

Student Expectations

How can we predict tomorrow’s weather using tools we create ourselves?

Student Wondering of Phenomenon

Engage Activity Summaries

Students explore how warm and cold fronts interact to cause weather changes through a teacher-led demonstration.

• Observe how food coloring disperses differently in hot and cold water to model warm and cold air masses.

• Predict what will happen when the warm and cold water meet, then watch the mixing and eventual layering as the partition is removed.

• Record observations and discuss why cold sinks and warm rises, connecting front interactions to stormy weather at their boundaries.

Activity - Weather Patterns

Students investigate weather patterns and cloud types through map analysis, data collection, and performance-based synthesis.

• Interpret weather maps to track warm and cold fronts, annotate map keys, and infer associated weather conditions.

• Collect and record daily weather data using classroom instruments (rain gauge, thermometer, wind tools, barometer), then make short-term forecasts.

• Collaborate to research, script, and perform skits that model cumulus, cirrus, stratus, and nimbus clouds, including composition, altitude, and typical weather.

Activity - Conditions in US Cities

Students analyze seasonal temperature and precipitation patterns across U.S. regions using map data and graphs to compare city climates.

• Interpret color-coded seasonal data maps to locate cities and read average temperature and precipitation values.

• Plot provided data on prepared graphs, using distinct colors to differentiate multiple cities.

• Compare and contrast climate patterns among cities across seasons using the completed graphs and maps.

• Synthesize findings by responding to journal questions and participating in a class discussion.

Engineering Solution - Engineering Design Process

Students apply the engineering design process to research, build, and refine weather instruments that measure different weather conditions.

• Research how common weather tools work, and plan designs while completing the Identify the Problem, Explore, and Design sections of the Student Journal.

• Construct five instruments using provided materials, test them outdoors (with simulated rain if needed), and document results in the Create, Test, and Make It Better sections.

• Iterate on designs based on test data, then present instruments to peers for questions and feedback to inform further improvements.

Notes

Explore Activity Summaries

E.4.9B Weather and Climate Engage

Estimated 15 min - 30 min

Activity Preparation

Through this demonstration, students understand how cold and warm fronts interact with each other to cause changes in weather.

Materials

Printed

● 1 Cold and Warm Front (per student)

Reusable

● 1 large glass/rectangular clear container (per class)

● 2 large clear insulated cups (per class)

● Microwave

Consumable

● Water (per class)

● 1 bottle of red food coloring (per class)

● 1 bottle of blue food coloring (per class)

● 5–7 ice cubes (per class)

● 1 piece of corrugated cardboard (per class)

Preparation

● Arrange the class into a circle to observe the demonstration.

● Fill both insulated cups with water.

● Heat one cup of water in the microwave for one and a half minutes.

● Put ice cubes into the other cup with water.

● Cut the piece of cardboard to the width of your container, and place it inside the container so that it separates it into two sections.

Connections

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by observing the interaction between cold and warm fronts, using evidence from their observations to predict weather changes. They will analyze and interpret data by organizing their observations into patterns that suggest relationships, using logical reasoning to make sense of the phenomenon. Additionally, students will apply mathematical and computational thinking by measuring and graphing the movement of the fronts to address scientific questions, ultimately using this data to evaluate and refine their understanding of weather prediction.

Patterns

Stability and Change

Cause and Effect

During this activity, students will identify patterns related to the interaction of cold and warm fronts to make predictions about weather changes. They will observe the stability and change in the movement of air masses and test causal relationships to explain how these interactions can lead to stormy weather, thereby understanding the phenomenon of predicting tomorrow’s weather using tools they create themselves.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Tell students that today they are going to see how cold fronts and warm fronts interact with each other to bring about changes in weather. Explain that a front is a mass of cold or warm air that usually moves west to east.

2. Gather the materials in front of you.

3. Drop a few drops of red food coloring into the hot water and observe. Tell students that the hot water represents a warm front.

4. Drop a few drops of blue food coloring into the cold water and observe. Tell students that the cold water represents a cold front.

5. Discuss how differently the food coloring mixes depending on the temperature of the water. Explain that since the molecules in the hot water move a lot faster, the food coloring will mix faster.

6. Stir the food coloring so that it is evenly distributed.

7. Pour the hot water into one section of the container.

8. Pour the cold water into the other section of the container.

9. At this time, ask students to write predictions on their Cold and Warm Fronts handout about what they think will happen to the water once you pull the cardboard out.

10. Have a few students share their predictions.

11. Gently and swiftly pull the cardboard partition out of the container.

12. Ask students to record their observations on their Cold and Warm Fronts page.

13. Discuss with students how the colors swirl around each other at first, and then the cold water settles at the bottom while the hot water sits at the top. Explain to students that zones where fronts meet can be stormy, like the way the different colors of water swirled around each other at first. Then the cold front pushes the warm front up while it settles at the bottom.

14. Discuss the following questions:

○ What is a front? A front is a mass of cold or warm air.

○ Why do you think the warm air gets pushed up while the cold air settles at the bottom? The warm air gets pushed up because the molecules move a lot faster, so they do not settle as easily as the slower-moving cold air molecules.

○ What kind of weather should you prepare for if a cold and a warm front are about to meet? When two different fronts meet, it usually leads to stormy weather, so you should probably be prepared with an umbrella and rain boots.

Notes

FACILITATION TIP

Write the word “front” on the board and explain simply: “A front is when two big groups of air meet—one cold, one warm.”

Use a quick analogy by saying: “Think of it like when two teams meet on a soccer field—sometimes they bump into each other!”

FACILITATION

TIP

Emphasize the Model Connection by explaining to students that:

Red water = warm front, Blue water = cold front.

Remind students: “This isn’t real air, but the water helps us see how fronts behave.”

E.4.9B Weather and Climate

Phenomenon Connection

Connection Statement with Posing Question:

How can understanding the interaction between cold and warm fronts help us predict tomorrow’s weather using tools we create ourselves?

Class Discussion Questions:

1. Based on the demonstration, how do the interactions between cold and warm fronts help us understand weather patterns and predict changes in weather?

2. How might the movement and interaction of air masses be used to create a simple tool for predicting weather changes?

3. In what ways can observing the behavior of fronts in a controlled environment, like our demonstration, inform our understanding of real-world weather forecasting?

Estimated days 3-5

E.4.9B Weather and Climate

Explore 1: Activity - Weather Patterns

Activity Preparation

In this activity, students observe and record weather data, research weather, and predict future weather as a class.

Materials

Printed

● 1 Student Journal (per student)

● 1 Weather Maps (per student)

Reusable

Part I

● Crayons or map pencils, blue (per group)

● Crayons or map pencils, red (per group)

Part II

● 1 rain gauge (per class)

● 1 wind sock or weather vane (per class)

● 1 thermometer (per class)

● 1 compass (for wind direction if weather vane does not have directions on top or if using a wind sock) (per class)

● 1 barometer (per class)

● 1 anemometer (per class)

Part III

● Crayons (per group)

● Varied student-requested materials for skit

● Optional: Internet-connected device (per group)

Consumable

Part III

● 3 ft. butcher paper backdrop (per group)

● Varied student-requested materials for skit

Preparation

● Divide students into groups of three to four.

● Preparation must be done days before.

● Set up the outside weather station, including the rain gauge, thermometer, wind sock or weather vane, barometer, and anemometer. The weather tools should be in an area accessible to all students. It may be necessary to speak with maintenance staff about proper placement. If you are unable to set up a weather station, you may look up weather information online.

● Make copies of the Student Journal and the Student Reference Sheet: Weather Maps.

● Get a large piece of butcher paper for the group graph.

Connections

SEP Connection

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by using evidence from their observations and measurements to predict tomorrow’s weather. They will analyze and interpret data collected from weather instruments and maps to identify patterns and relationships. Students will apply scientific ideas to solve the problem of predicting weather, generate multiple solutions, and compare them based on criteria and constraints. By engaging in mathematical and computational thinking, they will organize data, create graphs, and use these tools to refine their predictions and evaluate the effectiveness of their weather forecasting methods.

CCC Connection

Patterns

Stability and Change Cause and Effect

During this activity, students will identify patterns related to time, such as simple rates of change and cycles, to make predictions about tomorrow’s weather using tools they create themselves. They will measure changes in weather conditions over time, observing that some systems appear stable but change over longer periods. Additionally, students will identify and test causal relationships to explain changes in weather, understanding that events occurring together with regularity might or might not signify a cause and effect relationship.

Procedure and Facilitation

Part I: Weather Maps

1. Distribute a map to each student.

2. Lead a discussion on how to read the weather map and weather front lines. Be sure to focus on the fact that the front is moving and that the temperature does not change until the front has passed the city. Students can model this by running their finger across the arched line behind the triangles and half circles to demonstrate where the front has already passed.

3. After working with weather maps, be sure to discuss what kind of weather students will find as the fronts are moving through.

4. Have students color the lines with the triangles blue; these triangles represent cold fronts. A trick to help students remember is that the cold front looks like icicles.

5. Have students then color the lines with the half circles red; these represent warm fronts. A trick to help students remember is that the warm front looks like Suns.

6. Direct students to color their map keys appropriately.

7. Ask students to use the maps to determine the movements of the warm and cold fronts and to answer the questions in their Student Journals.

8. After working with weather maps, be sure to discuss what kind of weather students will find as the fronts are moving through. Students can describe weather conditions under each map.

Emphasize that most fronts in the U.S. move west to east. Point this out on a real U.S. map to give context.

E.4.9B Weather and Climate

Explore 1: Activity - Weather Patterns

FACILITATION TIP

If instruments aren’t available, use free weather apps so students can still collect “real data” to record.

FACILITATION TIP

Have students graph their data (temperature, rainfall, wind speed) over time. Even simple bar graphs help them spot patterns.

Part II: Outside Observations

● Go outside to the weather station (where you placed the weather instruments).

● Have students record the weather using tools and personal observations in Part II of their Student Journals.

● Repeat over several days—a five-day period is recommended. Do not feel like this activity has to be completed in one day.

● Ask students to make predictions on what they think the weather will be like the next day.

● Be sure to discuss the different types of precipitation that could occur (rain, sleet, snow, hail).

Part III: Cloud Skit

1. Write each of the following terms on the board: cumulus, cirrus, stratus, and nimbus. Have a class discussion about each term. This discussion should include a description of each type of cloud:

a. Cumulus: vertical clouds indicating fair weather; fluffy and cotton-like with flat bases; made of water droplets and ice crystals

b. Cirrus: high-level clouds that indicate fair weather; thin and wispy; made of ice crystals

c. Stratus: low-level gray clouds that are spread out, blocking out the Sun; made of water droplets

d. Nimbus: vertical low-level dark storm clouds; tall and fluffy; made of water droplets and ice crystals

2. Split the students into four groups. Assign each group one of the following clouds: cumulus, cirrus, stratus, or nimbus.

3. Explain to groups that they are to create a skit based on their assigned cloud.

4. Tell each group to use the butcher paper as the backdrop for the skit. Students can use any supplies (i.e., drawing what the weather looks like with each type of cloud, building clouds with cotton balls, or cutting out raindrops from the paper). Optional: Let students make props.

FACILITATION TIP

Encourage groups to add a “forecast line” at the end of their skit, e.g., “I’m Nimbus— when I arrive, get your rain boots ready!”

5. Have students write a short description and script for their assigned form of cloud in their Student Journals. Students may use the Internet to help them. Their skits should answer the following questions:

a. What are their clouds made of: water droplets or ice crystals?

b. At what level are their clouds found?

c. What type of weather conditions exist when their assigned clouds are in the sky?

6. Have each group present its skit to the class.

7. After each group presents its skit, have students complete the chart in their Student Journals.

Notes

English Language Proficiency

Outside Workers

● After the students have explored the weather data and weather maps, put them into groups of three so they can work together.

● Give each group a sheet of paper with the following:

○ Daily Condition:

○ Temperature:

○ Wind Direction:

○ Precipitation:

● Tell students that they are going to sketch or describe an outfit for a person who works outside every day based on the weather conditions you will be giving them.

● Give each group different daily conditions, temperatures, wind directions, and types of precipitation.

● When the groups are finished, have them explain how their outfit meets the person’s needs according to their assigned weather conditions.

Roadblock: Chronic Absenteeism

This activity requires group work over several days. This could be difficult for a student who is frequently absent. Create a goal sheet with the student for the duration of the activity. Agree on a positive reward upon completion. If absences are out of the student's control, provide the student with a peer tutor to help him or her keep track of the data and to understand what the group has been recording. Learn more strategies for handling chronic absenteeism in the Interventions Toolbox.

Phenomenon Connection

Connection Statement: How can we use our observations and tools to predict tomorrow’s weather, and how might our predictions change with different weather patterns?

Posing Question: How do the tools and methods we use to observe weather help us make accurate predictions about future weather conditions?

Class Discussion Questions:

1. Based on your observations and data collection, what patterns did you notice that helped you predict the weather for the next day?

2. How do different types of clouds and weather fronts influence the accuracy of your weather predictions?

3. In what ways could the accuracy of your weather predictions be improved by using additional tools or data sources?

Notes

Estimated 1 hr - 2 hrs

E.4.9B Weather and Climate

Explore 2: Activity - Conditions in US Cities

Activity Preparation

Students compare and contrast conditions for cities located in different regions around the United States by graphing average temperature and precipitation data given a set of color-coded maps.

Materials

Printed

● 1 Student Journal (per student)

● 1 Seasonal Data of the United States (per student)

● 1 Blank Map of the United States (per student)

Reusable

● 1 set of colored pencils (per pair or student)

SEP Connection

Analyzing and Interpreting Data

Preparation

Print one copy of the following for each student:

● Student Journal

● Student Reference Sheet: Seasonal Data of the United States (in color)

● Student Reference Sheet: Blank Map of the United States

Connections

Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by using evidence from their graphs and maps to predict tomorrow’s weather, applying scientific ideas to solve design problems. They will analyze and interpret data to make sense of the phenomenon, using logical reasoning and computation to reveal patterns and relationships. Students will also use mathematical and computational thinking to organize data sets, describe and graph quantities, and compare alternative solutions, thereby refining their understanding of how to predict weather using tools they create themselves.

Notes

CCC Connection

Patterns

Stability and Change Cause and Effect

During this activity, students will identify patterns related to time by graphing average temperature and precipitation data for different cities, allowing them to make predictions about future weather conditions. They will also measure changes in weather data over time, observing that while some systems appear stable, they may change over long periods. Additionally, students will explore cause and effect by examining how different weather conditions might influence each other, helping them understand the relationships between various weather phenomena.

Procedure and Facilitation

1. Have students read the scenario in the Student Journal.

2. Distribute a Blank Map of the United States to each student.

3. Distribute the Seasonal Data map set. The cities are not labeled on the data maps, so you may need to assist students in locating the city locations on the data maps. Students are to refer to these maps throughout the activity.

4. Point out the temperature data and the precipitation data keys on the maps. Explain that temperature data and precipitation data appear on the table as average numbers for each season in each city.

5. Direct student attention to the prepared graphs found in the Student Journal. Walk through the examples of graphed data for temperature and precipitation for both example cities. Be sure that students understand the labeling for the seasons on the graphs. The letters J, A, J, and O stand for January, April, July, and October, just as they appear on the data maps.

6. Have students use different colors for different cities to help distinguish among data for different cities.

7. Direct students to use their completed graphs and data maps when answering the remaining questions in their Student Journals.

8. You may be asked to help students locate your city on the map.

9. Upon completion, discuss the answers as a class.

English Language and Proficiency

Conditions in United States Cities

After all groups have finished their findings from the activity, have one student from each pair go around the class to view other students’ graphs. The other students will stay in their spots to share their findings. Allow students time to look at each of the results closely and ask questions as needed. Have the partners switch roles. Student pairs should then return to their seats and work together to complete sentence stems that compare and contrast the cities’ temperature and precipitation data.

Compare Sentence Stems:

● Chicago’s temperature averages are similar to ________ in that both ________ .

● Chicago’s precipitation averages are similar to ________ in that both ________ .

● Chicago and ________ are located in the ________ region in the United States.

Notes

FACILITATION TIP

Spend a minute reviewing U.S. regions (Northeast, South, Midwest, West). This helps students anchor where cities are located before they dive into data.

FACILITATION TIP

Model how to read one row of the data table and transfer it to the graph before students start.

FACILITATION TIP

Assign specific colors for temperature vs. precipitation across cities (e.g., warm colors for temperature, cool colors for precipitation). This reduces confusion.

E.4.9B Weather and Climate

Explore 2: Activity - Conditions in US Cities

Depending upon the level of your students, provide the first city of the sentence stem, or have students complete both (city) blanks of the sentence stem.

● ________ temperature averages are similar to ________ in that both ________ .

● ________ precipitation averages are similar to ________ in that both ________ .

● ________ and ________ are located in the ________ region in the United States.

Contrast Sentence Stems:

● Las Vegas’s temperature averages are different from ________ in that ________ .

● Las Vegas’s precipitation averages are different from ________ in that ________ .

● Las Vegas is located in the ________ region, and ________ is located in the ________ region in the United States.

● ________ temperature averages are different from ________ in that both ________ .

● ________ precipitation averages are different from ________ in that both ________

● ________ is located in the ________ region, and ________ is located in the ________ region in the United States.

Emerging ELLs would benefit from being paired with a student who knows more English to facilitate completion of the sentence stems.

Phenomenon Connection

How can analyzing temperature and precipitation data from different regions help us predict tomorrow’s weather using tools we create ourselves?

1. How do the patterns in temperature and precipitation data from different cities help us understand and predict weather changes?

2. What tools or methods could we create to better visualize and interpret weather data for accurate predictions?

3. How might the differences in seasonal data across various regions affect our ability to predict weather for a specific location?

Notes

Estimated days 5 - 15

E.4.9B Weather and Climate

Explore 3: Engineering Solution - Engineering Design Process

Activity Preparation

In this activity, students research and design their own weather instruments to measure weather conditions. Students use an engineering design process to define the problem, design, construct, evaluate, and improve the weather instrument.

Materials

Printed

● 1 Student Journal (per student)

Reusable, suggested

● Internet-connected device (per group)

● Pins

● Clay

● Markers

● Crayons

● Tape

● Scissors

● Water

● Food coloring

● Sand

● Permanent markers

● Pencils

● Pink erasers

● Funnel

● Watering can Consumable, suggested

● Plastic straws

● 3 oz. cups

● Construction paper

● Paper plates

● Emptied bottles (16 oz., 2 L)

● Rubbing alcohol

Preparation

● Make a copy of the Student Journal for each student.

● Divide the class into groups of four.

● Provide each group with materials for each design.

Connections

SEP Connection

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

During this activity, students will construct explanations and design solutions by using evidence from their self-created weather instruments to predict weather phenomena. They will analyze and interpret data collected from their instruments to identify patterns and relationships, using mathematical and computational thinking to refine their designs and improve their predictions of tomorrow’s weather.

Procedure and Facilitation

CCC Connection

Patterns

Stability and Change Cause and Effect

During this activity, students will identify patterns related to weather conditions by designing and constructing their own weather instruments. They will use these patterns to make predictions about future weather, thereby engaging with the concept of stability and change as they measure differences over time. Additionally, students will explore cause and effect relationships by testing their instruments and observing how changes in weather conditions affect their measurements, helping them understand that events occurring together might or might not signify a causal relationship.

1. Allow students two to three days to research how to make each weather tool.

2. As they research, instruct students to complete the Identify the Problem, Explore, and Design portions of their Student Journals.

3. Allow students approximately five days to create their weather tools. Note that additional materials may be needed.

4. During the time they are creating their instruments, allow students time to go outside to try them out. If there is no anticipated precipitation, you may create the conditions by using a watering can to imitate rain.

5. Note that students should complete the Create, Test, and Make It Better sections in their Student Journals for all five weather instruments.

6. When the instruments are complete, have student groups share their creations with the class. Allow audience members to ask questions and provide suggestions for improvement.

Notes

FACILITATION TIP

Consider setting up a “supply station.” Give each group a starter kit, but let them request additional items as they refine their designs.

E.4.9B Weather and Climate

Explore 3: Engineering Solution - Engineering Design Process

English Language Proficiency

Sentence Stems

For emerging language acquisition strategies, have the materials translated into the students' native language as a reference for them to use during the activity. Have students complete the group poster before writing.

When students can complete the following sentence stems verbally with a partner, allow them to use their journals for a writing activity. Encourage students to request assistance as needed during the process.

● A thermometer measures __________________.

● We use a barometer to ____________________.

● We use a hygrometer to ____________________.

● A rain gauge measures __________________.

● An anemometer measures __________________.

● We use a wind vane to ____________________.

Students should then draw and label pictures of the weather instruments to help them present what they learned to their class or small group.

Phenomenon Connection

How can the process of designing and testing our own weather instruments help us understand and predict tomorrow’s weather?

1. What factors did you consider when designing your weather instruments to ensure they accurately measure weather conditions?

2. How did testing your instruments in different weather conditions help you improve their accuracy and reliability?

3. In what ways can the data collected from your homemade weather instruments be used to make predictions about future weather patterns?

Notes

E.4.9B Weather and Climate

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Meteorologist

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Dan the Meteorologist

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Weather refers to the daily environmental conditions we experience around us. It is also used to describe the atmosphere in a place at a certain time.

We can determine the weather in a particular place and time by looking at air temperature, barometric pressure, humidity, wind speed and direction, and precipitation.

Patterns in weather conditions over time can be used to predict changes.

Climate describes the typical weather of an area over long periods of time. Climate zones have different characteristics based on latitude, elevation, and proximity to water.

Does Student Mastery Look Like?

E.4.9C Earth’s Landforms

Scope Planning and Overview

This unit engages students in modeling and analyzing how wind and moving water weather, erode, transport, and deposit materials to shape landforms and coastal systems. Learners collect and compare data, refine explanations through discussion, and evaluate strategies to reduce erosion and severe-weather impacts. They investigate interactions among Earth’s spheres, apply research to real-world hazards, and use engineering design to address water quality. Throughout, students develop and defend evidence-based models and arguments about natural processes and human activities affecting land and oceans.

The student is expected to demonstrate an understanding of how natural processes and human activities affect the features of Earth’s landforms and oceans through the analysis of data and the development of models and arguments.

How do you think the shape of mountains and the depth of oceans might change over time because of nature and people?

Key Concepts

• Earth’s surface can be changed by weathering, erosion, and deposition.

• The movement of water has shaped the ocean shore zone to form beaches, barrier islands, estuaries, and inlets.

• Humans have affected Earth’s systems by changing the atmosphere, developing land, polluting the land and oceans, and using natural resources. Conservation efforts seek to maintain areas that are unharmed.

• Severe weather can cause sudden or gradual changes to Earth’s systems. Humans can design technical solutions that can reduce the impact of severe weather.

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Atmosphere

The layer of gas surrounding planet Earth that is held in place by gravity

Biosphere

The sum of all living matter on Earth

Deposition

The buildup of land by the settlement of sediment and soil in a new location

Earth’s Surface

The part of Earth we can see

Earthquake

A sudden release of energy under Earth’s surface that makes the ground shake or crack

Erosion

The removal and movement of sediment from one place to another by gravity, water, wind, or ice

Geosphere

The portion of the system of Earth that includes Earth’s interior, rocks and minerals, landforms, and the processes that shape Earth’s surface

Hurricane

A large, rotating, tropical weather system consisting of an extreme low-pressure air mass with heavy rains and wind speeds of at least 119 km/h

Hydrosphere

All the water on Earth’s surface; includes all water sources above and below the surface

Landform

A feature on the surface of Earth such as a mountain, hill, dune, ocean, or river

Natural Processes

A series or group of events that occur naturally

Tsunami

A great sea wave produced especially by an earthquake or volcanic eruption under the sea

Weathering

The breakdown of rocks into very small particles by gravity, water, wind, and ice

Student Expectations

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate how wind shapes landforms by modeling erosion and deposition with sand.

• Work in groups to blow sand through straws across chalk-marked areas, attempting to move it into a target circle within a timed period.

• Observe and, if applicable, photograph outcomes to compare how sand is transported and deposited.

• Analyze results through guided discussion, connecting to real sand dune formation and exploring ways humans can reduce wind erosion.

Activity - Natural Processes Change Earth

Students explore how natural processes shape Earth’s surface and how humans can reduce impacts from severe weather.

• Analyze a Ring of Fire map and sort image/word cards to connect processes like weathering, erosion, deposition, earthquakes, tsunamis, and hurricanes to land changes.

• Engage in a gallery walk and whole-class discussion to compare categorizations and refine explanations and predictions.

• Research an assigned severe weather phenomenon using books and vetted websites, recording findings in the student journal.

• Create and share safety posters that outline actions people can take to lessen severe weather impacts, then gather information from peers’ posters to complete journal tasks.

Making a Model - Landforms, What Are They Good For?

Students investigate how moving water shapes coastal landforms by building and testing models.

• Construct models featuring a beach/shoreline, barrier island, bay, and estuary using sand and trays.

• Simulate tidal and freshwater flow (with colored water) to observe weathering, erosion, deposition, and water mixing.

• Record predictions and observations in journals; capture before/during/after evidence with photos as available.

• Analyze changes to features and discuss strategies to reduce erosion, including natural and human influences.

Activity - Water Filtration

Students investigate water filtration and connect engineering design to environmental conservation.

• View a brief water treatment context and focus on the filtration step.

• In teams, design, build, and test filtration systems with limited supplies to maximize clean water yield; measure results and compare clarity to benchmarks (optional points for quality and material use).

• Analyze outcomes and discuss effective filtering choices and trade-offs in time and resources.

• Construct claims-evidence-reasoning arguments about how human water conservation efforts affect Earth’s land, ocean, and atmosphere.

Research - Parts of the Biosphere

Students investigate how Earth’s spheres interact to support life.

• Begin with a class discussion to identify the biosphere, geosphere, atmosphere, and hydrosphere and what each includes.

• In groups, research an assigned sphere using the internet, recording what it includes and how it supports the others in a Student Journal with notes and images.

• Present findings to the class while peers document examples of two sphere-to-sphere interactions in their journals.

E.4.9C Earth’s Landforms Engage

Estimated 30 min - 45 min

Activity Preparation

In this activity, students investigate the effects of wind on sand over time to understand how natural processes change the features of Earth’s landforms.

Materials

Printed

● 1 Sand Dune Photo (per class)

Reusable

● 1 Computer with projector

● 1 Paper cup, 4 oz. (per group)

● 1 Pair of goggles (per student)

● 1 Timer (per teacher)

● 1 Piece of chalk (per teacher)

● 1 Camera (per teacher), optional

Consumable

● Sand, 4 oz. (per group)

● 1 Coffee stirring straw (per student)

SEP Connection

Preparation

● Print the Sand Dune Photo, or prepare a computer and projector to display the photo.

● Fill one 4 oz. cup with sand for each student group.

● Locate a safe, large concrete area outside. Select a non-windy day if possible.

● Use chalk to draw a large triangle for each group.

● Draw a small circle with chalk at the top point of each triangle.

Connections

CCC

Connection

Obtaining, Evaluating, and Communicating Information Constructing Explanations and Designing Solutions

During this activity, students will obtain, evaluate, and communicate information by reading and comprehending complex texts and reliable media to summarize and obtain scientific and technical ideas about wind erosion and its effects on landforms. They will construct explanations and design solutions by using evidence from their observations of sand movement to understand the phenomenon of how natural processes, like wind, change the features of Earth’s landforms over time. Students will also generate and compare multiple solutions to mitigate wind erosion, applying scientific ideas to solve design problems related to protecting sand dunes.

Notes

Stability and Change Cause and Effect

During this activity, students will explore cause and effect by investigating how wind causes sand to move, simulating natural processes that change Earth’s landforms. They will observe stability and change by measuring how the sand’s shape and position alter over time, drawing parallels to how mountains and oceans might change due to natural forces and human impact.

Procedure and Facilitation

1. Remind students about the importance of eye protection. They should wear goggles throughout this activity.

2. Direct student groups to pour their cup of sand along the base of their assigned triangle (away from the chalk circle).

3. Explain that when the timer starts, each group will have two minutes to blow through their straws to move the sand from the base of their triangle into the small circle.

4. Have students put on goggles.

5. Say, “Go!” and start the timer.

6. When the timer reaches two minutes, have students stop and look at the sand they have moved. Consider taking pictures of the results to discuss back in the classroom.

7. Lead students toward understanding with the following questions:

○ What happened to the sand as you began to blow air through the straw? It moved away from the straw.

○ Was it difficult to move the sand from the base of the triangle into the circle? Why or why not? Answers will vary. It may be difficult to accomplish the task if it is a windy day or if there are not many students. Students may notice that the sand can be easily blown, but it is a challenge to blow it into the circle.

○ What is the name of the process by which wind moves sand? Erosion or wind erosion

○ Is wind erosion something that is commonly seen? Answers will vary. We can see it at the beach with sand dunes.

○ What are some things we can do to reduce wind erosion? Answers will vary but may include building protective walls or barriers, adding vegetation, etc.

○ What happens to the sand that is eroded by wind? It is deposited in a new area. This action is called deposition.

Notes

FACILITATION TIP

If students only say “it moved,” press them to describe how (e.g., it scattered, blew in one direction, formed piles).

Use hand motions to mimic wind pushing particles, reinforcing cause and effect.

FACILITATION TIP

If students can’t relate, show a quick image of sand drifting across a road.

E.4.9C Earth’s Landforms

Engage

○ What other things could erode the land? Answers will vary but may include water, ice, storms, building houses, etc.

○ Show or project the Sand Dune Photo. Compare and contrast students' movement of their sand to the formation of these sand dunes. Answers will vary but may include these ideas: Our movement of sand was similar to the formation of sand dunes because the wind moved the sand to a new location. Some of the sand was lost in the movement and went elsewhere. The sand changed from its original shape. The movement of our sand was different than the formation of sand dunes because our activity took two minutes, and the creation of sand dunes takes much more time. Sand dunes are more difficult to move by wind because they are larger and sometimes covered with vegetation.

○ What are some ways humans can protect sand dunes from being blown away by wind or washed away by waves? Answers will vary but may include adding vegetation such as old Christmas trees, building fences to retain the sand, and posting signs to tell people to stay off the dunes because their footsteps can destroy plants that help anchor the sand.

Safety Guide

Safety Goggles

When using any form of very small particles or objects, it is safest for students to protect their eyes by wearing goggles.

Phenomenon Connection

How do natural processes like wind erosion and human activities influence the changing shapes of mountains and the depths of oceans over time?

1. Based on your observations of how wind moved the sand in the activity, how might similar processes affect the shape of mountains over long periods?

2. Considering the effects of wind erosion on sand dunes, what human activities could accelerate or mitigate these changes in natural landforms?

3. How might the processes that change sand dunes be similar or different from those that affect the depth of oceans?

Notes

Estimated 1 hr - 2hrs

E.4.9C Earth’s Landforms

Explore 1: Activity - Natural Processes Change Earth

Activity Preparation

In Part I, students participate in a card sort and a class discussion to analyze and interpret photos. Students describe and predict how natural processes affect Earth’s surface. In Part II, students obtain information about severe weather phenomena and create safety posters to communicate their findings, which explain the steps humans can take to reduce the impact of severe weather events.

Materials

Printed

● 1 Student Journal (per student)

● 1 Card Sort Set (per group)

● 1 Ring of Fire Map (per group)

Reusable

● 1 Computer with projector (per teacher)

● 1 Electronic device, such as an iPad (per group)

● Markers or crayons (per group)

● Trade books on thunderstorms, tornadoes, hurricanes, and blizzards (per group)

Consumable

● 1 Poster board (per group)

● 1 Plastic bag with zip top (per group)

Preparation

● Gather the necessary supplies for the lesson.

● Print a copy of the Student Journal: Natural Processes Change Earth for each student.

● Print one copy of the Natural Processes Change Earth Card Sort Set for each group. Cut them apart, and place each set in plastic bag for the card sort activity.

● Print the Ring of Fire Map for each group, or prepare a computer and projector to display the image.

● Visit a public or school library and locate appropriate trade books about thunderstorms, hurricanes, tornadoes, and blizzards. Recommended titles include the following:

○ Hurricanes by Jean Allen

○ Tornadoes by Liza N. Burby

○ Blizzards by Liza N. Burby

○ Thunderstorms by Matt Doeden

● In addition to using trade books to locate information, conduct an Internet search to identify appropriate websites that share information about severe weather phenomena and steps humans should take to reduce their impact.

Connections

Obtaining, Evaluating, and Communicating Information

Constructing Explanations and Designing Solutions

During this activity, students will obtain, evaluate, and communicate information by analyzing and interpreting photos and maps to describe and predict how natural processes affect Earth’s surface. They will use evidence from their card sort and class discussions to construct explanations of these processes, such as weathering, erosion, and volcanic activity, and how they change the shape of mountains and the depth of oceans over time. In Part II, students will research severe weather phenomena, obtain and combine information from reliable media, and communicate their findings through safety posters, explaining how humans can reduce the impact of these events. This process will help them apply scientific ideas to solve design problems and generate solutions based on evidence and criteria.

Stability and Change Cause and Effect

During this activity, students will identify and test causal relationships by analyzing how natural processes such as weathering, erosion, and severe weather events affect Earth’s surface. They will use these relationships to explain changes in the shape of mountains and the depth of oceans over time. Students will also measure and observe changes, understanding that while some systems appear stable, they will eventually change due to both natural processes and human impact.

SEP Connection

CCC Connection

Procedure and Facilitation

Part I

1. Divide the class into groups of three to four students.

2. Project the Ring of Fire Map, or distribute a copy of the map to each group. Ask students to carefully study the photo and discuss what they think this map shows and why. After groups have analyzed and discussed the map, encourage groups to share their ideas with the class.

3. Correct any misconceptions by sharing that the map is commonly called the Ring of Fire and displays a major area in the basin of the Pacific Ocean where a large number of earthquakes and volcanic eruptions occur. It forms a horseshoe shape and is associated with a series of ocean trenches and volcanic belts. Ask students why they think this area is so active.

○ What do you think is causing this earthquake and volcanic activity? This location represents the area where Earth’s plates are moving. Natural processes cause noticeable weathering, erosion, and deposition in this extremely active region.

4. Tell students the following:

○ Just as you analyzed information from the Ring of Fire Map, your group will now participate in a card sort activity. Your goal is to describe and predict how natural processes such as weathering, erosion, deposition, earthquakes, tsunamis, and hurricanes affect Earth’s surface. Each bag contains cards with either pictures or words. After your team has had time to analyze and interpret the information, sort the cards into categories to show their relationships. All members of your group must be able to explain the reasoning for how the cards are sorted.

5. Allow time for students to discuss and sort the cards. Circulate among the groups and provide assistance as needed.

6. Once groups are finished sorting cards, have students conduct a gallery walk to learn how other teams analyzed and interpreted the information. As a class, discuss your findings. Be sure the students' talk includes descriptions and predictions of how natural processes affect Earth’s surface.

7. Distribute a copy of the Student Journal: Natural Processes Change Earth to each student and complete Part I.

Part II

1. Tell students the following:

○ Did you know on average there are 31 tornadoes in Mississippi each year? In 1931, a Mississippi tornado lifted an 83-ton train and tossed it 80 feet from the track! Severe weather affects humans and the environment in many ways. There are steps people can take to prevent or minimize the destruction caused by severe weather. Today you will research weather phenomena, such as thunderstorms, hurricanes, tornadoes, or blizzards, and learn about steps people can take to reduce the impact of such events.

2. Divide the class into groups of three to four students. Each group will research one particular weather phenomenon, such as thunderstorms, hurricanes, tornadoes, or blizzards.

FACILITATION TIP

When discussing why the area is so active, relate to real-world examples: “Earth’s crust moves like puzzle pieces, and where they bump or slide past each other, we get earthquakes and volcanoes.”

FACILITATION TIP

Remind students that there is no single “right” way to sort the cards. Emphasize reasoning by asking, “Why do you think these belong together?”

FACILITATION TIP

Provide scaffolding for students who may struggle with research. Give them a few guiding questions such as:

What causes this type of weather?

What damage can it cause?

What can people do to stay safe?

E.4.9C Earth’s Landforms

Explore 1: Activity - Natural Processes Change Earth

FACILITATION TIP

Encourage students to include visuals and clear labels. Pictures can help explain hazards and safety steps for students who are visual learners.

3. Discuss Part II of the Student Journal: Natural Processes Change Earth. Allow time for student groups to obtain information for their assigned weather phenomena. Provide students with appropriate trade books and/or devices such as iPads along with a list of topic-related websites. Have students use page 2 to record research information for their assigned topics.

4. Once students have completed their research, explain that each group must create a poster (paper or electronic) to share information about the assigned topic. The poster should explain the steps people can take to reduce the impact of severe weather events. Provide the necessary materials for students to create posters.

5. Display completed posters within the classroom. Have students visit posters to obtain information and complete the remainder of Part II of the Student Journal: Natural Processes Change Earth.

English Language Proficiency

QSSS: Question, Signal, Stem, Share Question: What can cause a landform to be shaped?

Signal: When you are finished answering the question, stand behind your desk. Sentence Stem: ___________________ can cause a landform to be shaped.

Share: The tallest student begins the sharing activity.

Phenomenon Connection

How do natural processes and human activities shape the Earth’s surface over time?

1. How do natural processes like weathering, erosion, and deposition contribute to the changing shape of mountains and the depth of oceans?

2. In what ways can human activities accelerate or mitigate these natural changes to the Earth’s surface?

3. How can understanding severe weather phenomena help us develop strategies to protect and preserve the Earth’s surface?

Notes

Estimated 1 hr - 2 hrs

E.4.9C Earth’s Landforms

Explore 2: Making a Model - Landforms, What Are They Good For?

Activity Preparation

Students construct and observe models of beaches, barrier islands, estuaries, and marshes to explain the effect of the movement of water on the ocean shore zone.

Materials

Printed

● 1 Student Journal (per student)

● 1 Picture Set of beach, barrier island, bay, and estuary (optional)

Reusable

● 1 computer with projector

● 1 paint tray or large, waterproof plastic tub (per group)

● 1 wooden block if using a flatbottomed container (per group)

● 1 tray (per group)

● 2 buckets, large (per class)

● 2 containers, 1 L each (per group)

Consumable

● Water, 500 mL, dyed red (per group)

● Water, 500 mL, dyed blue (per group)

● Sand, 1 gal. (per group)

● 2 craft sticks, large (per group)

● 1 roll paper towels (per class)

● 1 bottle red food coloring

Preparation

● Print a copy of the Student Journal for each student. If needed, locate and print pictures of a beach, a barrier island, a bay, and an estuary.

● Conduct an Internet search for a video of Rapid Salt-Marsh Erosion in Grand Bay, Mississippi, and set up a device to view the video.

● Fill two 5-gallon buckets with water. Add red food coloring to one bucket of water to represent fresh water and blue food coloring to the other bucket of water to represent salt water.

● Gather the necessary model supplies. Place a paint tray or large, waterproof plastic tub filled halfway with sand, one container filled with 500 mL of red water, one container filled with 500 mL of blue water, two large craft sticks, and some paper towels onto a tray for each student group. If a flat-bottomed container is used, include a wooden block or other object to elevate the container similar to the slope of a paint tray. Students should have access to additional sand and water if needed. NOTE: This lab is messy and requires a lot of water. You may cover table surfaces to facilitate cleanup or conduct the lab outdoors.

● 1 bottle blue food coloring Notes

Connections

SEP Connection

Obtaining, Evaluating, and Communicating Information Constructing Explanations and Designing Solutions

During this activity, students will obtain, evaluate, and communicate information by constructing and observing models of beaches, barrier islands, estuaries, and marshes. This will help them explain the phenomenon of how the shape of mountains and the depth of oceans might change over time due to natural processes and human activities. By engaging with complex texts and reliable media, students will summarize and obtain scientific ideas supported by evidence. They will construct explanations using evidence from their observations to describe and predict changes in the ocean shore zone, and they will communicate their findings through various formats, including oral and written presentations, diagrams, and charts.

CCC Connection

Stability and Change Cause and Effect

During this activity, students will construct and observe models to identify and test causal relationships, using these relationships to explain how the movement of water causes changes in the ocean shore zone. They will measure changes in terms of differences over time, observing that while some features may appear stable, they will eventually change due to natural processes and human impact. This will help them understand the phenomenon of how the shape of mountains and the depth of oceans might change over time because of nature and people.

1. Display an empty gallon milk jug and ask students the following: Did you know the Mississippi Estuary discharges almost five million gallons of water per second into the Gulf of Mexico?

2. Tell students they are to build a model of an ocean shoreline today to observe how moving water affects the model. Each model will include a beach or shoreline, a barrier island, a bay, and an estuary.

3. Play the short video, which shows rapid salt-marsh erosion in Grand Bay, Mississippi. This time-lapse video shows erosion caused by almost seven months of wave action.

4. Ask students what evidence they see of weathering and erosion. The land where the marsh and the waves meet moves backward or behind the wooden structure due to the movement of the waves.

5. Ask students where they think the land went. Answers will vary but may include that the sediment is broken down and carried by the waves or that the soil is moved by the waves and settles in the marsh waters.

6. Review the terms beach, barrier island, estuary, and bay with students. Show pictures if necessary.

7. Explain to students that they should use a paint tray, sand, and water to construct a model that contains a beach (shoreline), a barrier island, an estuary, and a bay. If you are using colored water, be sure to designate the blue-colored water as salt water and the red-colored water as fresh water.

Notes

Procedure and Facilitation

E.4.9C Earth’s Landforms

Explore 2: Making a Model - Landforms, What Are They Good For?

FACILITATION TIP

to help guide predictions, prompt students with questions such as:

“What do you think will happen to the sand when the water flows through?”

“Which parts of your model will erode first?”

FACILITATION TIP

Demonstrate adding water slowly at first to show tidal effects. Too much water too fast can wash away the model entirely, preventing clear observations.

8. Divide the class into groups of three to four students. Distribute trays and Student Journal pages.

9. Instruct each group to build its model using the provided supplies. If time permits, groups should take photos of their models prior to testing. Ask students to discuss predictions about what will happen when water is added to the models. Groups can gallery tour prior to testing their models. After the models are built and predictions have been discussed, direct students to record their predictions and "before" pictures on the Student Journal page.

10. Test each model by simulating tides (blue water) and fresh water (red water) moving through the estuary. Students can either use their hands or craft sticks to simulate tidal action. Pour water into the estuary to simulate the movement of water through the estuary.

11. Observe and note changes to the ocean shore zone. If time permits, have students take photos during and/or after the addition of water to the models. Have students add their observations to their Student Journal pages.

12. As a class, lead a discussion using the following questions:

○ What happened to the features in your model when the water was added? Answers will vary but may include the following: the beach eroded, the barrier island moved, the bay became larger, etc.

○ (If using colored water) Did you notice any changes to the water? Answers will vary but may include the following: the colors mixed; where the estuary met the ocean, the water turned purple; the bay stayed blue; the fresh water (red) mixed with the ocean (blue).

○ What could you do to your model to slow down the weathering and erosion? Answers will vary but may include the following: add items such as moss or yarn to the beach and the barrier island to simulate vegetation, make the bay area deeper, add more barrier islands to prevent the erosion of the shoreline, slow the flow of water through the estuary.

FACILITATION TIP

Have students measure how far sand moved or how water levels changed to incorporate data analysis.

○ Like tides and rivers, humans can affect the weathering and erosion of shorelines. Can you think of things humans can do or stop doing to prevent the loss of our coastlines? Answers will vary but may include the following: limit construction along the coast, add vegetation to shorelines, designate coastal areas as nature preserves, rebuild or add sand to barrier islands after storms.

13. Direct students to answer the remaining questions on the Student Journal page.

Notes

English Language Proficiency

The Magnificent Quad Technique

● Place students in groups of four.

● Give each group four index cards.

● Assign each group one of the following terms: beaches, barrier islands, estuaries, or inlets.

● Explain that each member of the group should complete one index card (A, B, C, or D):

○ Have Student A decorate the word to be defined on the first index card.

○ Have Student B illustrate the word to be defined on the second index card.

○ Have Student C write the definition in bold type on the third index card.

○ Have Student D write an antonym of the word on the fourth index card.

● Have each group choose a small symbol to place on the back, upper righthand corner of all four index cards.

● Pick up the cards, mix them up, and redistribute the cards to all the students.

● Have students then find their matches for each group of cards. If necessary, students may use the symbols on the backs of the cards to find their matches.

● Have the new student groups of four discuss the new word, the illustration, the definition, and the antonym and prepare to present their word to the class.

Phenomenon Connection

How does the movement of water shape coastal landscapes, and what role do humans play in altering these natural processes?

1. How might the natural processes of weathering and erosion change the shape of mountains and the depth of oceans over time?

2. In what ways can human activities accelerate or mitigate the effects of erosion and weathering on coastal regions?

3. Considering the models you constructed, what strategies could be implemented to preserve coastal landscapes and prevent further erosion?

● You can facilitate this process by asking each group to report the strategies they used to find their matches. Notes

Estimated 2 hrs - 3 hrs

E.4.9C Earth’s Landforms

Explore 3: Activity - Water Filtration

Activity Preparation

Students design and test methods to filter polluted water using ordinary materials. Afterward, students construct scientific arguments to support claims that human conservation efforts affect Earth’s land, ocean, and atmosphere.

Materials

Printed

● 1 Student Journal (per student)

Reusable

● 1 computer with projector (per teacher)

● 1 permanent marker (per teacher)

● 1 permanent marker (per group)

● 4 graduated cylinders, 250 mL (per group)

● 1 tray (per group)

● 1 pair of scissors (per group)

Consumable

● Water, 1.3 L, prepared with soil and sand in it until it is thin but opaque (per class)

● 3 coffee filters (per teacher)

● 1 paper towel (per teacher)

● Grass clippings, handful (or moss) (per teacher)

● 3 clear plastic cups, 9 oz. (per teacher)

● 8 paper towels (per group)

● 8 coffee filters (per group)

● 15 cotton balls (per group)

● 5 clear plastic cups, 9 oz. (per group)

● Aquarium gravel, 1 cup (per group)

● Sand, 1 cup (per group)

● 8 cotton gauze squares, 4 in. (per group)

● 1 tulle netting piece, 12 x 36 in. (per group)

● 12 tissues, 2-ply, white (per group)

Preparation

● Print a copy of the Student Journal for each student.

● Conduct an Internet search for a video of water treatment plant science engineering and technology, and set up a device to view the video.

● Make 1.3 L of dirty water by mixing water with soil and sand until it is thin but opaque.

● Use the permanent marker to label three 9 oz. plastic cups with A, B, and C.

● Prepare filtered water for the three demonstration cups labeled A, B, and C. Filter 100 mL of dirty water through some grass, and place it into the cup labeled C. Filter 100 mL of dirty water through a coffee filter, and pour it into the cup labeled B. Filter 100 mL of dirty water through two coffee filters with a paper towel in the middle, and pour it into the cup labeled A.

● Add 1 cup of sand into a clear 9 oz. cup for each group. Add 1 cup aquarium gravel into a clear 9 oz. cup for each group.

● Create supply trays for each group. Each tray should include paper towels, coffee filters, tissues, tulle netting, cotton balls, sand, gravel, three plastic cups, one permanent marker, and four graduated cylinders.

● Create a central supply station for groups to collect additional materials if needed.

● Create a point system for water quality samples and supplies (optional: see Step 5 below).

Connections

SEP Connection

Obtaining, Evaluating, and Communicating Information Constructing Explanations and Designing Solutions

During this activity, students will obtain, evaluate, and communicate information by designing and testing methods to filter polluted water. They will read and comprehend complex texts and reliable media to summarize scientific ideas and describe how they are supported by evidence. By constructing explanations and designing solutions, students will use evidence to support claims about how human conservation efforts impact Earth’s land, ocean, and atmosphere, thereby addressing the phenomenon of how the shape of mountains and the depth of oceans might change over time due to natural and human influences.

CCC Connection

Stability and Change Cause and Effect

During this activity, students will identify and test causal relationships by designing and testing methods to filter polluted water, thereby understanding how human conservation efforts can affect Earth’s land, ocean, and atmosphere. They will measure changes in water quality over time, observing that while some systems may appear stable, they will eventually change due to both natural processes and human actions. This will help them understand the cause and effect relationships involved in environmental conservation and the stability and change of natural systems.

Procedure and Facilitation

Part I

1. Play the short video clip about a girl who finds out how a water treatment facility in Cambridge, Massachusetts, purifies the city’s water.

2. Remind students that water is a valuable resource. Although our planet is mostly water, clean sources of water are not plentiful or readily accessible. Water for human consumption sometimes comes from lakes and rivers. The treatment process can be expensive and takes time. The water often has contaminants that make it unfit for drinking. The water may contain dirt and debris that can be easily identified, but it may also contain bacteria and other microscopic organisms that cannot be seen with the human eye. This is why water from the pipes in our homes must go through a water treatment process. This process usually consists of five steps: aeration, coagulation, sedimentation, filtration, and disinfection. Today we will focus only on filtration, which removes most but not all of the impurities from the water. Be sure to tell students that although the filtered water in this activity may appear clear, it is still unfit to drink.

3. Divide the class into groups of three to four students. Tell students the city needs help cleaning its polluted water. It is time to put their science skills to use and help the local water company filter dirty water (display the liter of dirty water).

4. Show students the three demonstration quality control cups labeled A, B, and C. Explain that based on clarity, Cup A is almost ready for consumption by humans, Cup B is designated for animal use, and Cup C is for watering house plants and crops. Each group will be provided 200 mL of dirty water. Their goal is to produce as many milliliters of clean water as possible.

FACILITATION TIP

Make sure students understand the objective is to produce as much clean water as possible, aiming for the highest quality (Cup A), while being mindful of the resources available.

E.4.9C Earth’s Landforms

Explore 3: Activity - Water Filtration

5. Optional: Teams are judged by quality control. Filtering your water to Cup A standards will earn your group more points, but you are also charged with responsible use of your supplies. Share a point system with students. For example, Cup A quality water = 3 points per mL, Cup B = 2 points per mL, and Cup C = 1 point per mL. Each filter material costs 25 points. Example: Your group uses sand and tissues to produce 150 mL of grade B quality water. You would earn 250 points in total, as 150 mL of Cup B quality water is worth 300 points minus 50 points because two supply types were used.

6. Distribute a copy of the Student Journal page to each student. Allow time for teams to brainstorm ways to filter the water.

FACILITATION TIP

Prompt students to try different combinations of materials (e.g., gravel + cotton balls, coffee filter + sand) and discuss why some combinations work better than others.

FACILITATION TIP

Prompt critical thinking by asking students guiding questions:

“How does conserving clean water help protect land and oceans?”

“What evidence from your filtering experiment supports the importance of water conservation?”

7. Distribute 200 mL of dirty water and a supply tray to each group. Allow time for students to design filter systems and filter their water samples.

8. Instruct teams to measure their filtered water samples. Next they must determine the quality of the water samples by using the labeled demonstration cups of water for comparison. Once you have agreed with the group’s water quality decision, teams will calculate the amount of earned points.

9. Have teams post their earned points on chart paper or a chalkboard. Teams should also display their filtered water samples.

10. Allow time for students to complete Part I of the Student Journal page.

11. Conduct a class discussion using the following questions:

○ What was the best filtering agent? Why? Answers will vary.

○ Did the filtered water results ranked A earn more or fewer points than the sample results marked B and C? Why or why not? Answers will vary based on activity results. Typically, the higher the water quality, the more filtering agents used and the fewer points earned.

○ Clean water is important in our everyday lives. It requires time and money to clean our water. How did this activity demonstrate to you the importance of clean water? Answers will vary but might include the following: the filtered water samples with a higher quality required more supplies and time to clean; some water was wasted in the filtering process, and it took several filtering agents to clean the water, so in the real world we should be mindful to conserve or save water, etc.

○ If your team could repeat this activity, what would you do differently? Why? Answers will vary but might include the following: we would use more filtering agents to improve the quality of our water, we would not "charge" for supplies, etc.

Part II

1. Tell students that they must now construct scientific arguments to support claims that human conservation efforts to prevent water pollution or conserve clean water affect Earth’s land, ocean, and atmosphere.

2. Direct students to Part II of the Student Journal and review the prompt. Answer any student questions.

3. Allow time for students to complete the Claims, Evidence, and Reasoning sections.

4. Once students have completed the activity, encourage them to share their responses with each other.

English Language Proficiency

Four-Square Vocabulary

● Have students create a set of index cards for the following words: environment, pollution, conservation, and atmosphere.

○ Give each student four index cards.

○ Instruct students to draw four equal sections on each card.

○ Explain that the four sections will represent a vocabulary term, the definition, the word used in a sentence, and an illustration.

○ Give students a chance to switch cards or discuss with a partner after they have completed the assignment.

Phenomenon Connection

How do human activities, such as water filtration and conservation efforts, impact the natural processes that shape the Earth’s land and water bodies over time?

1. How might the methods we use to filter and conserve water today influence the shape and depth of natural water bodies like rivers and lakes in the future?

2. In what ways could human conservation efforts alter the natural erosion and deposition processes that shape mountains and ocean depths?

3. How can the techniques we develop for water purification contribute to mitigating the effects of pollution on Earth’s land, ocean, and atmosphere?

Notes

Estimated 1 hr - 2 hrs

E.4.9C Earth’s Landforms

Explore 4: Research - Parts of the Biosphere

Activity Preparation

Students research how the atmosphere, geosphere, and hydrosphere interact and support life in the biosphere.

Materials

Printed

● 1 Student Journal (per student)

Reusable

● 1 device with Internet access (per group)

SEP Connection

Preparation

● Locate at least one device per group for research.

● Print the Student Journal page for each student.

Obtaining, Evaluating, and Communicating Information Constructing Explanations and Designing Solutions

During this activity, students will obtain, evaluate, and communicate information by researching how the atmosphere, geosphere, and hydrosphere interact to support life in the biosphere. They will read and comprehend complex texts and reliable media to summarize scientific ideas, describe how these ideas are supported by evidence, and communicate their findings through presentations and written formats. Additionally, students will construct explanations and design solutions by using evidence to explain the interactions between Earth’s spheres and how these interactions might influence changes in the shape of mountains and the depth of oceans over time.

Notes

CCC Connection

Stability and Change Cause and Effect

Connections

During this activity, students will identify and test causal relationships between the Earth’s spheres to explain changes in the shape of mountains and the depth of oceans over time. They will measure these changes by observing interactions between the atmosphere, geosphere, hydrosphere, and biosphere, understanding that while some systems appear stable, they will eventually change due to natural and human influences.

Procedure and Facilitation

1. Divide students into four groups.

2. Discuss the following:

○ Can you name the spheres of Earth? Biosphere, geosphere, atmosphere, and hydrosphere

○ Can you describe what each one includes? The biosphere includes all living things. The geosphere includes all the land and rocks and magma/ lava. The atmosphere includes the air around Earth. The hydrosphere includes all the water on Earth.

3. Explain to students that even though there are four different spheres, they all interact and support each other.

4. Tell students that they are to research how the different biomes interact and support each other.

5. Distribute the Student Journal to students. Explain that each group will be assigned one of the spheres to research what it includes and how it affects and supports the other spheres.

6. Review safe Internet practices with students. Pass out devices to students, and allow time for students to research. Students should fill in the research and pictures in their Student Journals as they research.

7. After students have completed the activity, have the groups present their findings to the class. While the groups are presenting, have students complete their Student Journals by writing how two different spheres support each other.

Notes

FACILITATION TIP

Provide a list of reliable websites or online encyclopedias for students to use. This keeps them on task and ensures credible sources.

FACILITATION TIP

Remind students about safe browsing, avoiding pop-ups, and not downloading files.

E.4.9C Earth’s Landforms

Explore 4: Research - Parts of the Biosphere

English Language Proficiency

Agreement Circles

● After the students have a chance to explore through the investigation, place them in a circle in an open area.

● Explain to them that you will say some sentences about the Earth's systems (i.e., the atmosphere, geosphere, and/or hydrosphere) out loud.

● If they agree with the statement, they should walk into the inside of the circle and stand facing someone who does not agree with the statement. Then, they can discuss why they agree or disagree with the statement.

● Be sure to model the game before beginning.

Roadblock: Difficulty Managing Time

Phenomenon Connection

How do the interactions between Earth’s spheres contribute to the changing shape of mountains and the depth of oceans over time due to natural processes and human activities?

1. How do the interactions between the geosphere and hydrosphere contribute to the erosion and formation of mountains and ocean depths?

2. In what ways might human activities impact the atmosphere and subsequently alter the natural processes affecting mountain and ocean changes?

3. How does the biosphere play a role in the long-term changes of Earth’s physical features, such as mountains and oceans?

Research could take a lot of time for some students. Help those who need to better manage their time by posting a visual timer and creating an assignment chart. This chart can help students and groups track the criteria that they have met so far and identify what still needs to be finished with the time remaining. Learn more strategies for time management in the Intervention Toolbox. Notes

E.4.9C Earth’s Landforms

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Oceanographer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - A Changing Earth

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Earth’s surface can be changed by weathering, erosion, and deposition.

The movement of water has shaped the ocean shore zone to form beaches, barrier islands, estuaries, and inlets.

Humans have affected Earth’s systems by changing the atmosphere, developing land, polluting the land and oceans, and using natural resources. Conservation efforts seek to maintain areas that are unharmed.

Severe weather can cause sudden or gradual changes to Earth’s systems. Humans can design technical solutions that can reduce the impact of severe weather.

E.4.10 Energy Sources

Scope Planning and Overview

Scope Overview

This unit develops students’ understanding of renewable and nonrenewable energy sources, their effectiveness, and environmental impacts. Learners evaluate perspectives, clarify definitions, and trace how everyday needs are powered across time. Using data from historical scenarios, they compare energy output and pollution to identify patterns in resource efficiency. They then apply scientific principles to design and justify a renewable solution for a community within realworld constraints, strengthening evidence-based reasoning about trade-offs and the transition away from fossil fuels to meet human needs.

The student is expected to demonstrate an understanding of the various sources of energy used to meet human needs as well as their effectiveness and impact on the environment.

• Renewable resources include wind, solar, geothermal, biofuel, and hydroelectric energy.

• Nonrenewable resources include coal, oil, and natural gas.

• We should make responsible decisions on energy use based on effectiveness, relative pollution output, and possible impacts on the environment.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Coal

A solid fossil fuel that is formed from the remains of plants over very long periods of time

Compare

To consider the similarities and differences among things

Energy

What is needed to do work or cause change

Impact

To directly affect or change

Needs

Requirements for the well-being of an organism

Nonrenewable Resources

Resources that cannot be replaced by natural processes within a lifetime (coal, oil, natural gas, rocks, and minerals)

Notes

Student Expectations

Key Concepts

How does the energy we use to power our homes and gadgets affect the planet and the world around us?

Student Wondering of Phenomenon

Engage Activity Summaries

Students evaluate perspectives on renewable and nonrenewable resources and articulate their reasoning

• Read a set of statements about resource types and select the one they most agree with.

• Justify their choice to a partner and share out with the class; optionally group by shared positions for discussion.

• Engage in a class discussion to clarify definitions, identify examples, trace energy sources, and consider pollution impacts.

Explore Activity Summaries

Activity - Nonrenewable Resources

Students explore how nonrenewable resources power everyday activities across historical eras and how energy output relates to pollution.

• Sort story cards by activity (traveling, cooking, cleaning), time period (1800s, 1900s, 2000s), and resource type (coal, oil, wood).

• Record and total energy (megajoules) and carbon dioxide (kilograms) for each resource in a data table.

• Create bar graphs to compare energy and pollution outputs across resources.

• Analyze patterns and discuss trends in resource use, efficiency, and time required for activities over time.

Engineering Solution - Alternative Energy for McCally

Students collaboratively plan a renewable energy solution for a fictional town transitioning away from fossil fuels.

• Analyze the town’s context and constraints, compare solar/wind/hydro options, and select an energy source based on pros and cons.

• Assume expert roles to research, blueprint the layout, and apply scientific principles to the design.

• Produce a mapped poster-model showing site placement, environmental impacts, and workforce changes.

• Present and justify the plan to peers, responding to questions and refining as needed.

E.4.10 Energy Sources

Estimated 15 min - 30 min

Activity Preparation

Students read statements about renewable and nonrenewable resources and choose the statement they agree with the most.

Materials

Printed ● 1 Renewable and Nonrenewable Resources document (per student, group, or class)

Preparation

You may choose to either print out the Renewable and Nonrenewable Resources document for each student or group or project it on the board for the entire class.

Connections

SEP Connection

Constructing Explanations and Designing Solutions

Obtaining, Evaluating, and Communicating Information

During this activity, students will obtain, evaluate, and communicate information by reading and comprehending complex texts about renewable and nonrenewable resources. They will compare and combine information to support their understanding of how the energy we use to power our homes and gadgets affects the planet and the world around us. By discussing and explaining their choices, students will construct explanations and design solutions, using evidence to support their understanding of the differences between renewable and nonrenewable resources and their impact on the environment.

CCC Connection

Energy and Matter Cause and Effect

During this activity, students will explore the concept of energy and matter by examining how energy is transferred from renewable and nonrenewable resources to power our homes and gadgets, and how this affects the planet. They will identify and test causal relationships between energy use and environmental impact, recognizing that burning nonrenewable resources leads to pollution, while renewable resources offer cleaner alternatives. Through discussion and analysis, students will deepen their understanding of the conservation of matter and the cause and effect relationships inherent in energy production and consumption.

Notes

Procedure and Facilitation

1. Ask students to read each student statement.

2. Have students choose the student statement they agree with the most.

3. Direct students to explain their answers to a partner. Select pairs to share their answers with the class. Optional: Post the statements around the room. Have students stand by the statement they agree with the most. Ask students to discuss their answers within the group. Select a student within each group to share with the class.

4. As a class, discuss the following:

○ Are all resources renewable? Some resources are renewable, and others are nonrenewable.

○ What is the difference between a renewable and a nonrenewable resource? A renewable resource can be replaced within a human lifetime, and a nonrenewable resource cannot be replaced within a human lifetime.

○ Name some renewable and nonrenewable resources. Renewable resources include solar, wind, and hydroelectric power. Nonrenewable resources include fossil fuels such as coal, oil, and natural gas.

○ Where do we get the energy to power our lights, cars, and machines? Some energy comes from the burning of nonrenewable resources in a power plant to produce electricity. Gas and natural gas are produced from refining crude oil. Some energy can be produced from machines that use renewable energy sources such as solar power, wind, and water.

Phenomenon Connection

How does the choice between renewable and nonrenewable energy sources impact the environment and contribute to global climate change?

1. Based on your understanding of renewable and nonrenewable resources, how might our energy choices today affect the planet in the next 50 years?

2. How can the transition from nonrenewable to renewable energy sources reduce pollution and its effects on the environment?

3. What are some challenges and benefits of relying more on renewable energy sources for powering our homes and gadgets?

○ How does using natural resources produce pollution? Burning nonrenewable resources to produce energy creates pollution in the form of carbon dioxide and soot (burnt solids). Renewable resources do not produce pollution when they produce energy. Notes

FACILITATION TIP

Ask students to justify their choice with examples (“I agree with this statement because solar panels use sunlight, which comes back every day”).

FACILITATION TIP

Draw a T-chart on the board to sort renewable vs. nonrenewable resources as students share ideas.

Estimated 1 hr - 2 hrs

E.4.10 Energy Sources

Explore 1: Activity - Nonrenewable Resources

Activity Preparation

Students sort story cards describing activities that require nonrenewable resources through three time periods: the 1800s, 1900s, and 2000s.

Materials

Printed

● 1 Nonrenewable Resources (per student)

● 1 Nonrenewable Resources Card Sort (per pair or group)

Reusable

● 1 plastic ziplock bag (per pair or group)

SEP Connection

Preparation

Print one set of cards from the Nonrenewable Resources Card Sort per pair or group on card stock. Cut out the cards, and place each set in a plastic ziplock bag.

Connections

CCC Connection

Constructing Explanations and Designing Solutions

Obtaining, Evaluating, and Communicating Information

During this activity, students will obtain, evaluate, and communicate information by sorting story cards to understand how nonrenewable energy resources like coal, oil, and wood have been used across different time periods and their impact on energy and pollution outputs. By comparing and analyzing data from these resources, students will construct explanations about the relationship between energy use and pollution, and how these factors have evolved over time. This will help them comprehend the phenomenon of how the energy we use to power our homes and gadgets affects the planet and the world around us.

Notes

Energy and Matter Cause and Effect

During this activity, students will explore the causal relationships between the energy output and pollution produced by nonrenewable resources, allowing them to understand how the energy we use to power our homes and gadgets affects the planet and the world around us. They will track the flow of energy and matter, observing how the burning of coal, oil, and wood leads to carbon dioxide emissions, and analyze how these processes have evolved over time, reflecting on the conservation of matter and the implications for environmental change.

Procedure and Facilitation

1. Ask students to discuss how their electricity is produced. If they are visible, you may point out any power lines and transformers around your school and ask where the electricity comes from. Students may give a variety of answers and may think that most of their electricity is produced from solar power. Four-fifths* of electricity in Mississippi is produced from burning natural gas and coal in a power plant. Less than 2% of the energy in the state is produced from renewable biofuels.

2. Tell students that mostly nonrenewable energy sources such as coal and natural gas are burned in a power plant to produce their electricity. Ask students to think about what else is produced when coal and natural gas are burned. In addition to energy, pollution is produced.

3. Tell students that they are to compare how much energy and pollution are produced for three traditional nonrenewable sources of energy: coal, oil, and wood.

4. Explain to students that they will receive story cards describing activities done by children in three different time periods: the 1800s, 1900s, and 2000s. These activities describe traveling, cooking, and cleaning. Tell students that they must organize the cards according to the activity and the type of nonrenewable resource.

5. Show students that at the bottom of each card, the energy output is given as millions of joules, or megajoules. The pollution output is given as the amount of carbon dioxide measured in kilograms. Explain that a joule is a scientific unit defining the amount of energy needed to increase the temperature of a gram of water by 1°C. A megajoule is 1,000 joules.

6. Point out to students where they should write down the data for each nonrenewable resource in their Nonrenewable Resources. Explain to students that they must add the energy and pollution outputs for each nonrenewable resource at the bottom of the table.

7. You may write the column and the row titles on the board so students can sort their titles first. As students work, encourage them to look for clues in the description of the activity to determine whether the resource used is coal, oil, or wood.

8. When students have completed their data organization, have them create two bar graphs to compare the energy output and pollution output of the resources in their Nonrenewable Resources pages.

9. Discuss the following as a class:

○ Which activity requires the greatest amount of energy output? Why? Traveling requires the greatest energy output. It takes a large amount of energy to move a steamboat, steam train, or car over a distance of 200 miles.

○ Which activity requires the least amount of energy? Why? Cooking requires the least amount of energy. Food does not require large amounts of heat to cook.

○ What do you notice about the energy output of the three nonrenewable resources? The three energy resources of coal, oil, and wood produce similar amounts of energy. Oil produces a little more energy than the others.

FACILITATION TIP

Show students examples of old vs. modern energy use (e.g., a steam engine vs. a car) to make the historical comparison more tangible.

FACILITATION TIP

Prompt students to notice the relationship between energy output and pollution, e.g., “If this activity uses more fuel, what do you predict about the CO₂ produced?”

FACILITATION TIP

Show one example of how to graph energy vs. pollution for a single resource before students do their own.

E.4.10 Energy Sources

Explore 1: Activity - Nonrenewable Resources

○ What type of pollution is produced by the three nonrenewable resources? Why is this pollution produced? Carbon dioxide gas is produced. Carbon dioxide is produced when a fuel is burned.

○ Compare the energy output of the resources with the pollution output. What can you conclude from the data? When the energy output increases, the amount of pollution increases. Perhaps the more fuel that is burned, the more pollution is produced.

○ Which activities were most likely from the 1800s, 1900s, and 2000s? What type of resource was used most during these time periods? The activities classified under wood took place in the 1800s. The activities under coal were from the 1900s. The activities under oil were from the 2000s. These energy resources were dominant during those time periods.

○ What do you observe about the time needed to perform the activities throughout the time periods? The amount of time needed decreased over time. For example, the amount of time needed to travel 200 miles by steamboat was two days in the 1800s. In the 2000s, the time needed was three hours by car. This can be explained by improvements in machines. Machines are now able to use energy more efficiently.

English Language Proficiency

Energy Resources Advertisement

After students have had the opportunity to explore the sorting story cards activity, allow them to reflect on it.

Partner students so that they can design a picture advertisement comparing the energy and pollution outputs of nonrenewable resources (e.g., coal, crude oil, wood). After students finish their advertisement, have them present it and tell the class about the effectiveness and possible impacts of these nonrenewable resources.

Phenomenon Connection

How does the use of nonrenewable energy resources in different time periods impact the environment and contribute to pollution?

1. How did the reliance on different nonrenewable resources (wood, coal, oil) in the 1800s, 1900s, and 2000s affect the amount of pollution produced during those times?

2. In what ways have technological advancements influenced the efficiency of energy use and the time required for activities across these time periods?

3. Considering the pollution output data, what are the potential environmental consequences of continuing to rely on nonrenewable resources for energy in the future?

Notes

Estimated 1 hr - 2 hrs

E.4.10 Energy Sources

Explore 2: Engineering Solution - Alternative Energy for McCally

Activity Preparation

Students develop a plan for a new source of energy for the town of McCally.

Materials

Printed

● 1 Alternative Energy for McCally (per student)

● 1 Student Rubric (per student or group)

● 1 Source of Energy Information Cards (per group)

● 1 Expert Roles (per group)

Reusable

● 1 set of colored pencils (per group)

Consumable

● 1 large piece of poster paper (per group)

● Various craft supplies (per group)

● Craft sticks

● Toothpicks

● Cotton balls

● Cotton swabs

● Clear plastic wrap

● Paper clips

● Aluminum foil

● Card stock

● Construction paper

● Small paper cups

● Modeling clay

Preparation

● Print Student Reference Sheet: Source of Energy Information Cards and Student Reference Sheet: Expert Roles for each group.

● Print a copy of the Alternative Energy for McCally for each student.

● Place students into groups of four to correspond to the four expert roles. Students may take on more than one role if the groups are smaller.

Notes

Connections

SEP Connection

Constructing Explanations and Designing Solutions

Obtaining, Evaluating, and Communicating Information

During this activity, students will obtain, evaluate, and communicate information by reading and comprehending complex texts and reliable media to summarize and obtain scientific and technical ideas about alternative energy sources. They will construct explanations and design solutions by using evidence to support their plans for a new energy source for the town of McCally. This process will help them understand how the energy we use to power our homes and gadgets affects the planet and the world around us. Students will generate and compare multiple solutions to the problem, considering the environmental and economic impacts, and communicate their findings through oral and written presentations, including maps, diagrams, and models.

Procedure and Facilitation

Energy and Matter Cause and Effect

During this activity, students will explore the causal relationships between energy sources and their environmental impacts, allowing them to understand how the energy we use to power our homes and gadgets affects the planet and the world around us. By designing alternative energy solutions for the town of McCally, students will observe the transfer of energy and matter, recognizing the conservation of matter and the potential changes in the local ecosystem and economy.

1. Explain to students that they are playing a role to solve a problem for the fictional town of McCally. Discuss the problem.

The Problem

McCally is a town with a problem. Its residents would like to find a different energy source so they can get away from burning fossil fuels. The area is very dry except for one big river, and there are lots of open areas. Lot of birds and animals migrate through the area twice a year. The major industry in town is oil and gas drilling, and 80% of the residents are employed in this industry. McCally is also a major manufacturer of video games.

2. Present the challenge that students must solve in order to help the town of McCally.

The Challenge

Find an alternative energy source for the town of McCally.

3. Explain the criteria and constraints to the students. Explain that these are the rules that students must follow in order to meet the challenge.

Criteria and Constraints

○ Groups have a limited time set by the teacher to brainstorm and discuss which energy source they want to use.

○ Groups may not change their energy source after the time is up.

○ Groups must draw a map of the area, including the site of the energy source, the town, and the river.

○ Groups must list the positive and negative environmental effects of their plan.

○ The plan must address how the energy source will change the workforce of the town of McCally (types of jobs available and types of jobs lost).

4. Present the Student Reference: Expert Roles to students. Allow students time in their groups to read and select their roles.

FACILITATION TIP

Prompt groups to consider all factors: environmental impact, cost, workforce changes, and practicality. Ask guiding questions like:

“What are potential challenges for using solar panels in a desert area?”

“How will the river be used for hydroelectric energy without harming wildlife?”

CCC Connection

E.4.10 Energy Sources

Explore 2: Engineering Solution - Alternative Energy for McCally

Expert Roles

There are four expert roles. Each group needs to have at least one expert for each role. Students choose which role they would like to be an expert in.

○ Design Team Expert: As the Design Team Expert, your role is to ensure that your team successfully completes the task in the allowed amount of time. You lead and keep track of all planning, encourage communication among engineers, and make sure that all members of the team fully know and understand all parts of the plan. You and your team members present your final product.

○ Architectural Engineer: As the Architectural Engineer, your role is to ensure that your team develops a design blueprint for your alternative energy layout with labels. Be sure to keep all blueprints to track any changes that are made after testing. You guide the team’s activities to ensure that all the required elements of the blueprint are included in your design and presentation. You and your team members present your final product.

○ Material Engineer: As the Material Engineer, your role is to research the different possible types of alternative energy your group could use to create the energy source for your town. You guide your team in selecting a practical alternative energy source. You and your team members present your final product.

○ Mechanical Engineer: As the Mechanical Engineer, your role is to ensure that your team includes scientific principles in your design process. You guide the team’s activities so that all the required elements of the criteria and blueprint design are included in your design and presentation. You and your team members present your final product.

5. Present the Student Reference Sheet: Source of Energy Information Cards to the students. Explain that the three renewable energy sources of solar, wind, and hydroelectric energy are considered nonpolluting. Explain that students must weigh the pros (pluses) and the cons (minuses) of each source of energy. Students must list the pros and cons of the energy source they select for the town of McCally on their final presentation poster.

6. Prompt students to list the steps of their plan and design for the challenge. Make sure students identify any scientific tools or other materials/ technology they need. Remind students that they must draw a map of their plan in their Alternative Energy for McCally document.

Design

Students list the steps of their plan and design for the challenge. Make sure students identify any scientific tools or other materials/technology they used.

7. Confirm that each group has selected their form of energy by the end of the allotted time.

FACILITATION TIP

Give clear time limits for selecting energy source, designing the map, and building the model. Remind groups when time is halfway through each step.

8. Allow students time to draw their maps in their Alternative Energy for McCally. Instruct groups to then create their models on their poster boards. Provide craft materials for groups to create models of their designs.

Notes

Build, Test, and Refine

Monitor student groups to ensure that they are remaining within their design parameters. Once groups have created their design, they should discuss it. Groups may redraw and refine it as needed.

9. Groups should present their design in an oral presentation. This may be done as a class or as a gallery walk in which groups take turns presenting and viewing presentations. You may choose to evaluate the solution using the Student Rubric for each student or for the group.

Share and Critique

Allow time for each group to present its solution to the design challenge. Students need to explain how their solution will solve the problem, increase the benefits, and decrease the risks for this challenge. Students must have sufficient evidence to back their designs. Invite other students/groups to ask questions.

English Language Proficiency

Clean Energy Source Theater

Gather students into groups of five. Tell them they will have 20 minutes to create a play explaining some of the various forms of clean energy (solar power, hydropower, wind power, etc.) in a creative manner. The play must have a beginning, middle, and end to the story, and at least three specific forms of clean energy must be included. All students must contribute to creating the play, and all students must have an active role in the play. Students should be encouraged to present their play to the class.

Roadblock: Inappropriate Social Interaction with Peers

Some students may have difficulty interacting with peers during this group activity. Demonstrate active listening skills while others are speaking, and encourage students to make eye contact if they are comfortable doing so. Assist students in brainstorming ways to control their urge to interrupt. Find more strategies for students who have inappropriate social interactions with peers in the Interventions Toolbox.

Phenomenon Connection

How can the choice of energy sources for a town impact the environment and the local community?

1. Considering the energy source your group selected, how might it affect the local wildlife and ecosystem in McCally?

2. How would transitioning to your chosen energy source impact the employment landscape in McCally, given its current reliance on oil and gas drilling?

3. What are the potential long-term environmental benefits and drawbacks of implementing your energy plan in McCally?

FACILITATION TIP

Ask students probing questions such as:

“How could this energy source affect migratory birds?”

“What could happen if there’s a drought or low river flow?”

FACILITATION

TIP

Remind students to explain why their design works, including scientific reasoning and environmental impacts.

E.4.10 Energy Sources

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Farmer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - A Wind Farm in Texas

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Renewable resources include wind, solar, geothermal, biofuel, and hydroelectric energy.

Nonrenewable resources include coal, oil, and natural gas.

We should make responsible decisions on energy use based on effectiveness, relative pollution output, and possible impacts on the environment.

ISBN: 979-8-3308-1918-8