NGSS Grade 4 Speed Bag Sample by Educational Bootcamp

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TEACHERS’ EDITION (NGSS) GRADE 4 Speed Bag Drawing (Input and Output) Sections - provides students with the opportunity to organize concepts and information using a pictorial/visual representation. Disciplinary Core Ideas - provides students with essential concepts directly related to educational standards, ensuring a focused and comprehensive understanding of the subject matter. Mission Idea Charts - helps students organize post-reading experiences, crafted to engage in crosscutting concepts that have an application across various domains. ELA/Literacy Connections - allows students to draw evidence from literary or informational texts, integrating information on the same topic. Vocabulary Drills - helps students understand and retain essential scientific terms and concepts which are crucial for grasping the material presented. Enrichment and Writing Connections - allows students to support their point of view using informational texts. Multiple Choice Assessments - gives students practice in meeting their performance expectations for each standard. Items are scored by awarding one point for each question answered correctly.

SCIENCE BOOTCAMP®️- SCIENCE SPEED BAG TEACHERS’ EDITION - GRADE 4 (NGSS) Copyright ©2024 by Educational Bootcamp®️. 1st Edition. All rights reserved Publisher: J & J Educational Bootcamp, Inc. Content Development: Educational Bootcamp J & J Educational Bootcamp, Inc. Sunrise, Florida 33351 EducationalBootcamp.com info@educationalbootcamp.com No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission from Educational Bootcamp. Printed in the United States of America

For information regarding the CPSIA on printed material call: 203-595-3636 and provide reference # LANC 807255

TABLE OF CONTENTS LESSON TITLE

CODE

PERFORMANCE EXPECTATION

PAGES

ENERGY

Mission 1 Speed Impacts An Objects Energy

4-PS3-1

Mission 2 Energy Transfer from Place to Place

4-PS3-2

Mission 3 Changes in Energy Within Colliding Objects

4-PS3-3

Ask questions and predict outcomes about the changes in energy that occur when objects collide.

pp. 25 - 36

Mission 4 Energy Conversion Devices

4-PS3-4

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

pp. 37 - 48

Mission 5 Energy and Fuels Impact the Environment

4-ESS3-1

Use evidence to construct an explanation relating the speed of an object to the energy of that object. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

pp. 1 - 12

pp. 13 - 24

pp. 49 - 60

WAVES: WAVES AND INFORMATION

Mission 6 Using Models to Create Wave Patterns

4-PS4-1

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

pp. 61 - 72

Mission 7 Waves, Patterns, and the Power of Communication

4-PS4-3

Generate and compare multiple solutions that use patterns to transfer information.

pp. 73 - 84

STRUCTURE, FUNCTION, AND INFORMATION PROCESSING

Mission 8 Light, Reflection, and How We See

4-PS4-2

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Mission 9 Plant and Animal Structures and Their Functions

4-LS1-1

Construct an argument that plants, and animals have internal and external structures that function to support pp. 97 - 108 survival, growth, behavior, and reproduction.

Mission 10 Animal Senses and Their Response to Stimuli

4-LS1-2

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

pp. 85 - 96

pp. 109 - 120

EARTH’S SYSTEMS: PROCESSES THAT SHAPE THE EARTH

Mission 11 Rock Formations and Fossils in Rock Layers

4-ESS1-1

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Mission 12 Measuring Weathering and Erosion

4-ESS2-1

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Mission 13 Topographic Maps of the Earth’s Land

4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earth’s features.

Mission 14 Reducing the Impact of Natural Hazards

4-ESS3-2

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

pp. 121 - 132

pp. 133 - 144

pp. 145 - 156 pp. 157 - 168

Appendix

Vocabulary

ALL

pp. 193 - 196

FOURTH GRADE PERFORMANCE EXPECTATIONS The performance expectations in fourth grade help students formulate answers to questions such as: What are waves and what are some things they can do? How can water, ice, wind, and vegetation change the land? What patterns of Earth’s features can be determined with the use of maps? How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals? What is energy and how is it related to motion? How is energy transferred? How can energy be used to solve a problem? Students must use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these proficiency in asking questions, developing, and using models, planning, and carrying out investigations, analyzing and interpreting data, constructing explanations, and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. All students in fourth grade are expected to use these practices to demonstrate understanding of the core ideas.

ASSESSMENT SCORING RUBRIC Multiple Choice (MC)

Multiple-choice items are scored by awarding one point for each correct answer. Each set of questions has 7 multiple choice questions representing 2 low complexity, 3 moderate complexity, and 2 high complexity questions.

Scoring Block

A Scoring Block is provided at the end of each Mission to provide the Response to the Intervention (Science Bootcamp). Bubble in the number of correctly answered questions. SHADE IN THE NUMBER ANSWERED CORRECTLY 1

Scoring Block

Small Group Instruction Small group instruction should take place once every two weeks, the day after the End-of-Mission Assessment. BLUE GROUP - All 7 multiple choice questions answered correctly GREEN GROUP - 6 to 5 multiple choice questions answered correctly YELLOW GROUP - 3 to 4 multiple choice questions answered correctly RED GROUP - 2 or less multiple choice questions answered correctly

Mission 3 CHANGES IN ENERGY WITHIN COLLIDING OBJECTS CORE IDEA: 4-PS3-3

SAMPLE PERFORMANCE EXPECTATION

4-PS3-3

Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. Assessment Boundary: Assessment does not include quantitative measurements of energy.

KEY CONCEPTS Energy can be moved from place to place by moving objects. Energy moves by moving objects through sound, light, or electric currents. Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another. During collisions, some energy is transferred to the surrounding air. Energy transferred to the air gets heated, and sound is produced. Objects colliding cause the transfer of energy and the change of motion. Energy can be transferred in various ways and between objects.

Mission 3 UNDERSTANDING ENERGY: THE BASICS OF MOTION, FORCES, AND COLLISIONS Energy is something we use every day, even if we do not always notice it. It makes things move, light up, and make sounds. For example, energy is what makes a fan spin, a flashlight shine, or a guitar produce music. WHAT IS ENERGY? Energy is the ability to make things happen. It comes in many forms, such as motion, heat, sound, or light. For example, when you push a swing, your energy moves it back and forth. HOW DOES ENERGY MOVE? Energy can move from one place to another. Think about rolling a ball down a hill. The ball’s energy moves with it and changes depending on how fast or slow it goes. ENERGY IS NEVER LOST. Even when energy changes forms, the energy does not disappear. When a flashlight stops shining, the battery’s energy is used up and turned into light and some heat. WHAT ARE FORCES? Forces are pushes or pulls. When you kick a ball, your foot applies a force and transfers energy to the ball, making it move. Forces can also slow things down, like when you drag a box across the floor and friction stops it. Before jumping into how collisions transfer energy, keep these key ideas in mind: energy makes things move or change, it can pass between objects, and forces are what make that transfer possible.

SPEED BAG QUICK DRAW

Pg 174 or 175

Foundational Text MISSION IDEA CHART What is energy?

Energy is the ability to make things happen or cause change. Forms: mechanical (motion), heat, sound, light

Does energy disappear?

How does energy move?

Energy is never lost; it changes forms.

Energy moves from one place to another.

Example: Flashlight energy turns into heat and light.

Example: A rolling ball transfers energy as it moves.

What are forces?

What slows motion?

Forces are pushes or pulls.

Example: Kicking a ball transfers energy to it.

Friction is a force that sists motion.

Example: Dragging a box across the floor.

re-

Mission 3 Energy is all around us, making things move, light up, or even produce sounds. In this mission, we will explore how energy transfers from one object to another when they collide and what happens to the objects and their surroundings during these collisions. Get ready to investigate energy in action! DEFINING ENERGY Energy is the ability to do work or cause change. It can take many forms, including sound, light, electric currents, and motion. For example, when you roll a ball, the energy you use to push it transfers to the ball, making it move. Energy is always present whenever objects are in motion, and it can move from one place to another through different processes.

CONSERVATION OF ENERGY When objects collide, energy does not disappear—it is conserved. This means the total energy before and after a collision stays the same, but it may change forms. For instance, a rolling ball hitting another ball might stop moving, but the energy transfers to the second ball, causing it to roll. Some energy may also transfer to the air, creating sound and heat. ENERGY TRANSFER IN COLLISIONS When two objects collide, their contact transfers energy, changing their motion. This is called energy transfer. For example: A rolling toy car hits another car. The moving car slows down, and the stationary car begins to move. During the collision, some energy goes into the air as heat, warming the molecules around the collision site. You might also hear a “crash” sound because sound waves carry energy away from the point of contact. THE RELATIONSHIP BETWEEN ENERGY AND FORCES Collisions involve forces. A contact force happens when two objects physically touch, like a push or pull. These forces transfer energy, causing changes in the objects’ speed, direction, or shape. For example: A fast-moving soccer ball hits a goalpost and bounces back. The force from the post changes the ball’s motion and direction. Friction, another contact force, slows down objects in motion by resisting their movement. The more energy an object has, the bigger the changes it causes when it collides with something else. A faster-moving object has more energy than a slower one, which is why it makes a bigger impact during collisions.

Disciplinary Core Idea VOCABULARY DRILL DIRECTIONS: Complete the crossword puzzle below using the clues for both across and down words. Begin with the easiest clues, then use the letters from the filled-in words to help solve the intersecting words.

DOWN 1. the movement of energy between objects or places 7. when objects touch with force, transferring energy 8. one object hitting another, changing energy or motion

ACROSS 2. the term that describes that energy cannot be created or destroyed, only transferred or changed in form 4. a force from two objects touching, like a push or pull. 3. a contact force that slows motion when surfaces touch 5. a push or pull that changes an object’s motion 6. the path something moves or points

Mission 3 THE GREAT NUMBER-CAR RACE Elliot could barely contain his excitement as he stepped into the Number-Car Amusement Park for his 11th birthday. His three best friends—Jaxon, Mateo, and Ryan—were just as thrilled. The park was alive with sounds: engines revving, bells ringing, and the occasional crash of numbered cars colliding on the tracks. Each car was painted with a number from 1 to 10, and every ride was themed around speed, energy, and competition. “Let’s settle it today,” Jaxon said, puffing out his chest. “Who’s the fastest driver among us?” “Please, Jaxon,” Mateo replied, rolling his eyes. “You couldn’t beat me last time, even if your car had rocket boosters.” “Stop talking, and let’s race!” Ryan interrupted, already running toward the ticket booth. Elliot laughed, feeling like this was going to be his best birthday ever. The boys each chose a brightly colored number-car: Elliot picked the sleek red #5, Jaxon went for the bold yellow #7, Mateo snagged the cool blue #3, and Ryan climbed into the edgy black #9. As the countdown began, the track lights flashed green, and the cars roared to life, powered by electric currents that made the entire course vibrate with energy. The cars sped around the twisting track, and Elliot could feel the thrill of energy transferring through the wheels and into the car. He leaned slightly forward, gripping the wheel tightly as he approached the first curve. Suddenly, Jaxon’s car bumped into his. “Hey! Watch it!” Elliot shouted, laughing. “Just a little energy transfer!” Jaxon shouted back with a grin. Mateo suddenly zoomed past both of them, yelling, “You two can fight it out for second place— I’m winning this one!” As the race went on, the boys collided, laughed, and strategized. Each time the cars bumped into each other, Elliot remembered how energy did not disappear but was transferred between them. He noticed that the crashes made the air buzz with sound and heat, just like they learned in science class. On the final stretch, Ryan and Mateo were neck and neck, with Elliot just behind. Jaxon had fallen back after a particularly loud crash with the side rail. “Time to use the turbo boost!” Elliot yelled, slamming the accelerator. His car zipped forward, the energy surging through the electric motor. He passed Ryan, then Mateo, just as they crossed the finish line. “I won!” Elliot shouted, throwing his hands in the air.

ELA/Literacy Connection “Happy birthday, winner,” Mateo said with a grin, shaking his head. “You barely won,” Ryan said, pretending to sulk. “Let’s do it again,” Jaxon said, already heading back to the line. “This time, I’ll show you how it’s done!” Elliot smiled, knowing that no matter who won the next race, this birthday would be one to remember.

What is the story mainly about? A

Elliot and his friends racing at the Number-Car Amusement Park

B a

Elliot learning about science in school

Elliot’s car breaking down during the race

D a

Mateo winning the race

What happened right after the race began? Aa

Mateo won the race.

Elliot’s car bumped into Jaxon’s.

The boys chose their number-cars.

D a

The boys celebrated Elliot’s win.

Why did the cars make sounds and heat during the race? A

because energy transfers during collisions

B a

because the cars were powered by batteries

because the cars were going too fast

D a

because the track was vibrating

Mission 3 POEM: ENERGY IN ACTION Energy flows, it never rests, It moves in motion, its greatest test. When objects collide, we see it shift, A dance of forces, a natural gift. A ball rolls fast, with speed so bright, Until it meets another in its flight. The faster one slows, the slower one speeds, Energy transfers—it meets their needs. But what will happen when speeds collide? Ask the question, let curiosity guide. Will the faster ball stop, the slower one roll? Energy’s story always has a goal. Through sound and heat, energy goes, To air around us, its transfer shows. The faster the speed, the greater the crash, Energy spreads in a vibrant flash. So observe, predict, and question the way, How energy moves in the games we play. Will the objects move, or stop and rest? Your predictions make learning the best. From rolling balls to colliding cars, Energy changes—its reach goes far. It speeds up, slows down, it never ends, A powerful force, like a lifelong friend. Collisions spark, they make us see, How energy shapes our reality. When objects meet, there’s much to learn, Ask your questions and watch the turn. So let’s explore and predict the fight, Energy in action, a wondrous sight. The change in speed is the clue we’ll find, To the secrets of energy, transfer, and time.

Enrichment and Writing DIRECTIONS: Imagine two cars moving at different speeds collide on a track. What do you think will happen to the speed of each car after the collision? Predict the changes in energy and explain your reasoning.

Writing to Tie It Together Student responses will vary.

I think the faster car will slow down after the collision, and the slower car will speed up. This is because the energy from the faster car will transfer to the slower car during the crash. Some energy might also go into making sound or heat when they hit each other. I predict the amount of change depends on how fast each car was moving before they collided. It’s fun to think about how energy moves and changes like this.

Mission 3 1

What happens to the energy of a tennis ball when it is hit by a racket?

Energy disappears completely after the ball is hit by the racket.

B a Energy is transferred but not conserved once it is released. C

Energy is transferred to the ball and surroundings but is also conserved.

D a Energy is only present before the collision.

The table below shows the speed of two cars before and after a collision. Which conclusion can you draw about energy transfer?

Car A B

Speed Before (m/s) 8 2

Speed After (m/s) 4 6

Energy is transferred from Car B to Car A.

Energy transferred from Car A to Car B.

Both cars lost energy equally.

D a

No energy was transferred between the cars.

Lila and James are rolling two toy cars toward each other. Lila’s car moves fast, while James’s car moves slowly. What will likely happen after the cars collide? Aa

Both cars will stop moving completely.

B a

Both cars will move at the same speed after the collision.

Lila’s car will continue moving at the same speed.

James’s car will speed up, and Lila’s car will slow down.

Assessment 4

What type of energy transfer occurs when objects collide and produce sound? Aa

Energy moves to the air as heat.

B a

Energy is lost and does not transfer.

Energy moves to the air as sound waves.

D a

Energy moves to the objects as motion.

The drawing below shows a soccer ball colliding with a goal post and bouncing back. What is most likely happening to the ball’s energy?

The ball's energy transfers back into motion after impact.

B a The ball creates new energy to keep moving. Ca The ball's energy disappears completely. D a The ball transfers energy to the post and stops.

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

Todd pushes his younger brother Alex on a swing. As the swing moves, Alex’s foot hits a rubber ball on the ground. What happens to the ball after the collision?

The ball starts to roll after being hit by Alex’s foot.

B a

The ball absorbs all of Alex’s energy from the swing.

The ball stays still even after being hit by Alex’s foot.

D a

The ball moves at the exact same speed as Alex’s swing.

A hockey player strikes a puck with their stick, sending it sliding across the ice. The puck collides with the wall and bounces back. What happens to the puck’s energy during the collision?

Aa The puck’s energy transfers to the wall and is conserved. B a The puck creates new energy to bounce back. Ca

The puck’s energy disappears after hitting the wall.

The puck’s energy stays the same but changes direction.

Mission 10 Animal Senses and Their Response to Stimuli CORE IDEA: 4-LS1-2

SAMPLE PERFORMANCE EXPECTATION

4-LS1-2

Use a model to describe how animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Clarification Statement: Emphasis is on systems of information transfer.

Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

KEY CONCEPTS Sense receptors detect specific types of information (light, sound, odor, temperature) from the environment. Information collected by sense receptors is quickly sent to the brain for processing. The brain processes sensory information and decides whether to create an immediate response or store the information as a memory. Animals use both perceptions (new sensory information) and memories (past experiences) to make decisions. Actions or behaviors are the results of the brain processing sensory information. The system of sensing, processing, and responding helps animals survive and adapt to their environments. Different animals have specialized sense receptors suited for their survival needs (e.g., bats use sound, snakes use heat). This process of information transfer connects the environment, the brain, and animal behavior into a working system.

Mission 10 HOW ANIMALS USE THEIR SENSES TO SURVIVE Animals live in busy environments full of information, using their senses—like sight, hearing, smell, taste, and touch—to gather different types of information about the world around them. The body parts that collect this information are called sense receptors. For example, eyes collect light, ears collect sound, and noses collect smells. Once the sense receptors collect the information, they send it to the brain. The brain is like a supercomputer that quickly processes (makes sense of) all the information. This organ helps the animal decide what to do next.

For example, a bird might see a bright red berry (sight), smell its sweet scent (smell), and recall that red berries taste good. That memory helps the bird decide to eat the berry. The bird’s actions—like eating or flying away—are its responses to the information. Animals have specialized sense receptors that vary by species and are designed to detect specific types of information from their environment. A bat uses sound to find its food in the dark, while a snake can sense heat from other animals. Animals’ perceptions (what they notice through their senses) and memories help guide their actions. This whole process—from sensing to thinking to acting—is a system. All the parts work together to help animals survive, grow, and stay safe!

SPEED BAG QUICK DRAW

Pg 188 or 189

Foundational Text MISSION IDEA CHART

Information in the Environment

light, sound, odor, temperature, texture

Sense Receptors eyes, ears, nose, skin

Brain processes information → perception/memory

Action behavioral response or decision

Mission 10 In this mission, you will explore how animals use their senses to gather information, how their brains process it, and how they respond through actions. This incredible system helps them survive in all kinds of environments! First, let us look at the components of this system. Animals gather different kinds of information—such as light, sound, odor (smells), and temperature—from their surroundings. This information is detected by sense receptors, which are special parts of the body designed for specific jobs. For example, eyes detect light, ears detect sound, noses detect odors, and skin senses temperature and texture. Once the sense receptors detect information, they send signals to the brain. This happens very fast—even faster than blinking your eyes! The brain processes this information. It decides if the animal should respond right away or remember the information for later. Let us see how this works with a monkey: 1. The monkey sees a rotten brown fruit (light and sight). 2. Its nose detects a bad odor (smell). 3. Its brain remembers that rotten fruit can make it sick (memory). 4. The monkey decides not to eat the fruit (action). This system allows the monkey to use both new perceptions and memories to make smart choices. Sometimes, the response happens immediately. A frog might see a shadow (light) and jump away quickly to avoid danger. Other times, memories help animals make better decisions. For example, a bear might remember which berry bushes had sweet berries last summer and visit them again. Animals’ brains connect the sensory input (what the senses collect) with the behavioral output (how the animal responds). This connection helps animals do important things like finding food, staying safe, and caring for their young. Here is another example:

• An animal sees both a red fruit and a green fruit. • It tries both and learns that the red fruit is sweet and the green fruit is bitter. • Next time, it chooses the red fruit. Sense receptors, the brain, and behavioral responses form a system that allows animals to survive and thrive.

DOWN 1. the brain’s way of understanding and using information 2. an action or response to information 3. the information that sense receptors collect 6. a new understanding from sensory information

ACROSS 4. the organ that processes information and makes decisions 5. the body parts that detect light, sound, and smell 7. a signal from the environment that an animal can sense 8. a past experience stored in the brain 9. a group of parts working together to do a job 10. the actions an animal takes after processing information

Mission 10 THE SECRET OF THE SENSING SQUAD In the small village of Willow Creek, four friends had formed a team called the Sensing Squad. There was Tariq, who loved science and always carried a backpack full of gadgets, Leena, who could spot the tiniest details, Mateo, whose ears picked up sounds no one else could hear, and Akiko, who had a nose like a hound. One bright morning, the mayor gathered the town. "Someone—or something—has been stealing all the strawberries from our gardens at night," he announced. "We need a brave team to solve this mystery!" The Sensing Squad grinned. "We’ll take the case!" Tariq said. That night, they gathered their gear and went to Farmer Chen’s strawberry patch. The moon glowed overhead. First, Leena scanned the ground with her flashlight. "Look! Footprints in the mud," she whispered. Her sense receptors—her eyes—collected light and noticed the small tracks. Mateo tilted his head. "I hear rustling behind the shed," he said. His ears, or auditory receptors, detected sound the others could not hear. Akiko sniffed the air. "I smell something sweet and... earthy." Her olfactory receptors picked up the odor of ripe strawberries—and something else. The clues were piling up. Tariq pulled out his tablet and began to record them. "Our brains are processing all this information—sight, sound, and smell. Now, let’s figure out what it means." Suddenly, a shadow darted across the garden. The team followed the footprints, the rustling sound, and the scent. They reached a wooden fence. On the other side sat the culprit: a family of raccoons munching happily on strawberries! At first the raccoons froze, then the smallest one made a gallant attempt to carry a berry bigger than its head! The squad laughed softly. "I think we found our mystery thieves," Tariq said. "But why did they choose this garden?" Leena remembered, "Farmer Chen uses natural fertilizer that smells sweet to animals." Mateo added, "And the garden is near the woods, so it is easy for raccoons to sneak in." Akiko nodded. "So their perceptions—sight, sound, and smell—led them here, just like our sense receptors helped us." Tariq smiled. "Their brains processed the information and made them choose this spot. Just like we used our senses and memories to solve the mystery!"

ELA/Literacy Connection The next day, they told the mayor everything they had discovered. Farmer Chen agreed to build a raccoon-proof fence but promised to leave out a few strawberries near the woods as a peace offering for their furry friends. The Sensing Squad had saved the day by using their senses, processing information, and making smart decisions—just like the animals they were tracking.

What is the main idea of the story? Aa The Sensing Squad enjoys eating strawberries. B The Sensing Squad uses their senses to solve a mystery.

Ca The mayor builds a new garden for raccoons. D a Raccoons are dangerous animals.

What does the word perceptions most likely mean in the sentence, “So their perceptions— sight, sound, and smell—led them here...”? Aa

tools used to build fences

B a

the raccoons’ feelings about strawberries

the information gathered by senses

D a

the noises made by animals

Why did the author include the raccoon family in the story? Aa to explain why raccoons do not like vegetables B to show how animals use their senses and brains Ca to teach readers how to build fences D a to describe different types of gardens

How are the Sensing Squad and the raccoons similar? A They both used their senses and brains to make decisions. B a They both wanted to take all the strawberries. Ca They both got lost in the woods. D a They both had the same type of footprints.

Mission 10 HOW A FOX USES ITS SENSES TO HUNT Let us follow a red fox named Luna as she searches for her dinner in the forest. Luna’s sense receptors are hard at work. Her eyes slowly scan the snowy ground for movement. Suddenly, she detects a small rustle in the snow. Her ears, which are shaped to collect even the tiniest sounds, tell her where the noise is coming from. She smells the cold air. Her nose, filled with olfactory receptors (special smell detectors), picks up the faint scent of a mouse. Luna’s brain receives all this information: • Light and movement detected by her eyes • Sound from her ears • Odor from her nose Her brain quickly processes the data and makes a decision. She crouches low, preparing to pounce. But wait! A strong wind blows, bringing new information. Luna smells something dangerous— another predator nearby. Her brain remembers a past experience where she was chased away by a wolf. Now, Luna must choose. Should she continue hunting or stay safe? Using both her perceptions and memories, she decides to hide and wait. This real-life situation shows how animals use a system of sensory input, brain processing, and behavioral output: 1. Information from the environment is collected by sense receptors. 2. The brain processes the information and considers past experiences. 3. The animal makes a choice and responds through an action. Without this system, Luna would not survive. Each part—sense receptors, brain, and actions— works together. Scientists study animals like Luna to learn how systems of information transfer work in nature. This helps them understand wildlife better and can inspire new technology. For example, engineers have created robots that use sensors (similar to animal sense receptors) to detect light, sound, and temperature and then make decisions based on that information. By learning about how animals sense, process, and respond to information, we can appreciate the incredible ways living things survive in the wild—and maybe even design better robots and machines for our own world!

Enrichment and Writing PROMPT: Imagine you are Luna the fox. Explain how you used your senses and memories to decide whether to hunt the mouse or stay safe. Why was this decision important for your survival?

Writing to Tie It Together Student responses will vary.

If I were Luna the fox, I would first use my sense receptors—my eyes, ears, and nose—to collect information. I would see the movement in the snow, hear the rustling, and smell the mouse. My brain would process this information and prepare me to pounce. But then, my nose would catch a new scent of a predator. My brain would remember a past time when a predator chased me,

and I would decide to hide instead of hunting. This decision is important because it helps me stay safe. Even though catching food is important, surviving to hunt another day is even more important. This shows how animals use perceptions and memories to make smart choices in their environment.

Mission 10 1

Which of these statements is best supported by the table below? SENSE RECEPTOR

TYPE OF INFORMATION DETECTED

Eyes

Light

Ears

Sound

Nose

Odor

Skin

Temperature

A a Sense receptors are only used for seeing and hearing. B

Different sense receptors collect different types of information.

Ca All sense receptors send information directly to muscles. D a The brain does not use information collected from the skin. 2

A bar graph shows the number of sensory signals sent to the brain per second for different senses: Sight – 100 signals, Sound – 50 signals, Smell – 30 signals, Touch – 40 signals.

Based on the graph above, which sense receptor transmits the most information to the brain? Aa Nose B a Skin C

Eyes

D a Ears

Assessment 3

What does this diagram show about how animals respond to their environment?

Animals sense information, process it in the brain, and act.

B a

The brain tells sense receptors what to detect.

Actions occur before sensing and thinking.

D a

Only the eyes and ears send information to the brain.

Which of the following shows how perception and memory work together?

a bird singing loudly to attract other birds

a rabbit eats grass without tasting it

B a

a frog hides without sensing any danger

a cat smells fish and remembers it is a good food source

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

Which step in the diagram involves deciding how to respond to information?

Aa sensory input

brain processing

behavioral output

D a

movement

Jamal notices the smell of smoke, remembers his family’s fire safety plan, and quickly alerts everyone in his home. What helped Jamal respond appropriately?

His sense receptors worked alone without help from the brain.

His perceptions and memories guided his action.

He waited for the smell to stop before acting.

D a

His hearing receptors caused him to ignore the smell.

During a hike, Sofia hears a loud buzzing sound, sees a wasp, and quickly moves away. Which part of the sensory system caused her to move? Aa Sense receptors detected information, but the brain did not process it. B a The brain ignored the sense receptors’ signals. C The brain processed the sensory information and told her body to move. D a She moved before her senses collected information.

Mission 13 Topographic Maps of the Earth’s Land CORE IDEA: 4-ESS2-2

SAMPLE PERFORMANCE EXPECTATION

4-ESS2-2

Analyze and interpret data from maps to describe patterns of Earth’s features. Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.

KEY CONCEPTS Maps help scientists find patterns in the locations of Earth’s natural features. Volcanoes and earthquakes mostly occur in bands along the edges of continents and oceans, especially around the Ring of Fire. Mountain ranges form inside continents or along their edges when plates collide. Deep ocean trenches form where one plate dives beneath another, and ocean ridges form where plates pull apart.

The Earth’s crust is always moving, causing earthquakes, volcanoes, and the formation of mountains. Scientists analyze and interpret data from maps to explain why these patterns exist. Patterns provide evidence for how Earth’s features form and change over time. Understanding these patterns helps scientists predict natural events and keep people safe.

Mission 13 FINDING PATTERNS IN NATURE Have you ever looked at a map and wondered what all the shapes, lines, and colors mean? Maps are special tools that help us understand the world. Some maps show cities and roads. Others show natural features like mountain ranges (long lines of high land), volcanoes (mountains that can erupt with lava), earthquakes (sudden shaking of the ground), and the ocean floor. If you study maps of Earth’s features, you will notice patterns—things that repeat or follow a rule. For example, most volcanoes and earthquakes happen in bands near the edges of continents (large land areas) and oceans. This area is called the Ring of Fire. It is a famous zone around the Pacific Ocean where many earthquakes and volcanoes occur as the result of plate movements creating pressure or allowing magma to escape to Earth’s surface. Mountain ranges usually form inside continents or near their edges. Some of the tallest mountains, like the Himalayas, formed when two huge pieces of Earth’s crust, called tectonic plates, pushed against each other. The ocean floor also has patterns. There are deep areas called trenches that form where one plate dives beneath the other. There are also raised areas called ocean ridges, which form where plates pull apart. These features tell scientists how Earth’s outer shell, called the crust, is always moving and changing. By analyzing (studying carefully) maps, scientists can find patterns that help explain how and why these Earth features exist and where they are likely to be found.

SPEED BAG QUICK DRAW

Pg 194 or 195

Foundational Text MISSION IDEA CHART CAUSE AND EFFECT – EARTH’S FEATURES AND PLATE MOVEMENTS CAUSE

EFFECT

Plates push together

Mountain ranges form inside continents or near their edges

Plates collide or slide past each other

Earthquakes and volcanoes occur along plate boundaries.

Plates pull apart

Ocean ridges form where new crust develops

One plate dives beneath another

Deep ocean trenches form

Plate movements create pressure and allow magma to escape

Earthquakes and volcanoes form

Volcanoes erupt along certain plate boundaries

New land can be created from lava

Mission 13 In this mission, you will become an Earth detective, someone who studies available clues to solve mysteries about our planet! But instead of looking for fingerprints or footprints, your clues will come from maps that show where mountains, volcanoes, earthquakes, and features on the ocean floor are located. When you look closely, you will begin to see patterns—groups or lines of natural features that seem to form in certain places. These patterns are not just interesting—they are important clues that help scientists understand how the Earth’s surface changes and why certain events, like earthquakes or eruptions, happen where they do. Let us start by looking at mountain ranges. On a world map, you might notice that many tall mountain chains, such as the Rocky Mountains in North America and the Andes Mountains in South America, appear along the edges of continents. These are areas where two massive pieces of Earth’s outer shell, called tectonic plates, have slowly crashed into each other over millions of years. When plates collide, the land between them gets squeezed and pushed upward—just like how a rug wrinkles when pushed from both sides. This process forms mountains! Some mountain ranges, like the Himalayas, are found inside continents. These too formed when plates collided, but deep within the land, rather than at the ocean’s edge. Now let us investigate volcanoes and earthquakes. If you mark their locations on a map, you will see they do not appear randomly. Instead, they often line up in long, curved bands. One of the most famous is the Ring of Fire, a huge area around the edge of the Pacific Ocean where earthquakes and volcanoes happen frequently. These bands are an indicator of where plates are meeting—either crashing together, sliding past one another, or pulling away from each other. When plates shift, they release enormous amounts of energy. This energy shakes the ground, causing earthquakes, or forces magma (melted rock) to rise through cracks, causing volcanoes to erupt. But to see the full picture, scientists do not rely on just one kind of map. They use topographic maps to show land height and shape, satellite maps to view large areas from space, and earthquake or volcano data maps that mark exactly where events happen. Each map gives a different kind of information, and when scientists compare them, they can begin to see how the Earth’s features are connected. It is a bit like putting together a puzzle—every map adds another piece! The ocean floor also holds clues. If you look at a topographic map of the ocean floor, you will notice deep trenches and tall underwater ridges. A trench is like a giant underwater valley that forms where one tectonic plate dives beneath another—a process called subduction. Ridges are long, high areas where new crust is created as plates move apart and magma rises to the surface. These features also form predictable patterns and show that even beneath the ocean, Earth's surface is constantly shifting and changing.

DOWN 1. a line or group of mountains 6. a sudden shaking of the ground 7. the outer layer of Earth 9. a drawing that shows places or features of the Earth

ACROSS 2. a deep part of the ocean floor formed when plates move apart 3. a mountain that can erupt with lava 4. to carefully study something to understand it 5. a repeated way that things happen or appear 8. a long, high area on the ocean floor 10. a huge piece of Earth’s surface

Mission 13 THE MYSTERIOUS MAP OF TREMOR ISLAND Sasha, a curious fourth grader from Miami, never in a million years expected to find a treasure map in her grandmother’s attic. The old, dusty paper had strange marks—mountain ranges, volcanoes, and little red dots labeled “quakes.” At the bottom, it read: Tremor Island—Unlock Earth’s Secrets. “Grandma, what’s this?” Sasha asked. Her grandmother smiled. “That, my dear, belonged to your great-grandfather, Dr. Kwame Okoro. He was a geologist. That map holds a mystery he never solved.” Sasha told her best friends, Emilio and Priya. “Let’s take it to Mr. Takumi, the science teacher,” Priya suggested. At school, Mr. Takumi’s eyes widened. “This is no ordinary map. It’s a topographic map, showing land elevations and features beneath the sea too. Look—see these lines? They mark mountain ranges. These triangles? Volcanoes. And the red dots show earthquakes.” “Why are they grouped together?” Emilio asked. “Excellent question,” said Mr. Takumi. “Let’s investigate.” They used the library’s computer to compare Tremor Island’s map with real-world maps of Earth’s features. They noticed that volcanoes and earthquakes seemed to form a band along the island’s edges—just like the Ring of Fire around the Pacific Ocean! “Patterns,” Sasha whispered. “Just like in class.” Priya nodded. “Earthquakes and volcanoes often happen where the Earth’s plates meet.” “But why mountains in the middle?” Emilio asked. “Sometimes, plates push together and make mountain ranges inside land,” Mr. Takumi explained. “The Himalayas formed that way.” Inspired, the team created a chart: FEATURE Volcanoes Earthquakes Mountains

PATTERN Along edges Along edges Inside or near edges

WHY Plates collide or pull apart Plates slide, collide, or pull apart Plates push together

Suddenly, Priya gasped. “The map has a puzzle at the back!” She carefully unfolded the fragile paper. It read: Where tremors quake and fires burn, find the peak where plates upturn. The students grabbed a drone and headed to Tremor Island, which was just off the coast. Flying the drone over the map’s marked points, they spotted a steep mountain peak with wisps of steam—a dormant volcano! At the summit, they discovered a hidden compartment holding Dr. Okoro’s journal. He had predicted where new earthquakes might happen based on the patterns he had seen. His final wish? That young scientists continue his mission to understand Earth and keep communities safe.

Sasha beamed. “Looks like we just became Earth detectives.”

ELA/Literacy Connection 1

What is the main idea of the story? Aa Sasha’s grandmother hid a treasure on Tremor Island. B The students used patterns in Earth’s features to solve a mystery. Ca Mr. Takumi wanted to teach a lesson about maps. D a The students searched for a lost journal to win a prize.

Based on the story, what can we infer about where volcanoes and earthquakes usually occur? Aa They are only found in the middle of continents. B a They form randomly across Earth’s surface. C

They mostly occur along the edges of continents and oceans.

D a They only happen where mountains already exist.

Why did the author mention the Himalayas? A to explain how mountains can form when plates push together B a to describe where Sasha’s grandmother had traveled Ca to show that the Himalayas have no volcanoes D a to suggest a vacation spot for the students

What was the author's purpose in writing this story? Aa to teach students about using a drone B to entertain while explaining how scientists find patterns in Earth’s features Ca to warn about the dangers of visiting volcanoes D a to describe the job of a science teacher

Mission 13 A SCIENTIFIC INVESTIGATION Ms. Rivera’s fourth-grade class was having an exciting day. Their school had been chosen to help the local science museum create a new earthquake exhibit! “Class,” Ms. Rivera announced, “we’ll study earthquake and volcano patterns and help scientists design an interactive map.” The students divided into teams. Team Seismic searched for earthquake data. Team Lava listed volcano locations. Team Mountain examined mountain ranges. Team Ocean explored ocean trenches and ridges.

They started by using topographic maps and earthquake and volcano location maps provided by the museum. “Look at this!” said Harper from Team Seismic. “Most earthquakes happen along the edges of continents.” Liam added, “And a lot are near oceans. Especially the Pacific Ocean.” “That’s the Ring of Fire!” said Ms. Rivera. Team Lava noticed that volcanoes followed the same pattern. “They’re in bands, too,” said Amir. Team Mountain reported, “Mountain ranges often form near the edges of continents, but some are inside continents, like the Himalayas.” Team Ocean found that trenches lined up near earthquakes and volcanoes, while ridges appeared where the sea floor was spreading apart. Ms. Rivera challenged the class: “Can you explain why these patterns exist?” Harper answered, “Because of plate tectonics. The Earth’s plates move. When they collide or slide, they cause earthquakes and volcanoes.” Amir added, “Where plates pull apart, new crust forms. That’s why we see ocean ridges.” Using their findings, the class created a colorful display for the museum. The exhibit showed how patterns in earthquakes, volcanoes, mountains, and ocean features all relate to plate movement. At the exhibit’s grand opening, visitors tapped on parts of the map to learn why certain areas were more dangerous or active than others. Ms. Rivera’s class became local heroes for helping everyone understand the powerful forces shaping our planet. By studying patterns in nature, the students became real-world scientists—and kept their community safer, too!

Enrichment and Writing PROMPT: In the Enrichment Passage, Ms. Rivera’s class discovered patterns in the locations of earthquakes, volcanoes, mountains, and ocean features. Why is it important to study and understand these patterns, and how can this knowledge help communities stay safe?

Writing to Tie It Together Student responses will vary.

It is important to study patterns in earthquakes, volcanoes, mountains, and ocean features because these patterns give scientists clues about where dangerous natural events are most likely to happen. For example, if earthquakes and volcanoes mostly occur along certain plate boundaries, people living near those areas can be warned and prepared. By finding patterns, scientists can also predict where future earthquakes or volcanic eruptions might occur. This helps communities build safer buildings, create emergency plans and avoid building homes or schools in very risky areas. Ms. Rivera’s class helped their community understand these patterns, which made everyone safer and smarter about Earth’s powerful changes.

Mission 13 Use the table below to answer Questions 1 and 2. FEATURE Volcanoes Earthquakes Mountains 1

PATTERN Along edges Along edges Inside or edges

WHY Plates collide or pull apart Plates slide, collide, or pull apart Plates push together

Based on the table, which Earth feature usually only forms where plates push together? Aa

volcanoes

B a

earthquakes

mountains

D a

ocean ridges

According to the table, why do earthquakes mostly occur along the edges of continents and oceans? A

Plates slide, collide, or pull apart in those locations.

B a

Mountains grow fastest at the edges of continents.

Earthquakes happen only when volcanoes erupt.

D a

Plates melt completely at the boundaries.

Malik and Sofia are studying a new island. They notice most earthquakes happen along the coast. What should they conclude?

Earthquakes mostly occur where plates pull apart in the middle of continents.

Earthquakes usually happen where plates meet at the edges of land and ocean.

Earthquakes only occur when a volcano is nearby.

D a

Earthquakes are random and do not follow patterns.

Assessment 4

Look at the image. Where are the earthquakes most likely happening?

Aa in the middle of the continent B

along the edges where the plates meet

Ca far out in the ocean with no land nearby D a on top of mountain peaks only

Based on the map, what pattern can you observe about the locations of earthquakes and volcanoes?

Aa They are spread evenly across the island. B a They mostly occur in the center of the island. C

They are grouped together along the edges.

D a They only happen near rivers and lakes.

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

Jason and Sofia are studying a new island. They notice most earthquakes happen along the coast. What should they conclude? Aa

Earthquakes mostly occur where plates pull apart in the middle of continents.

Earthquakes usually happen where plates meet at the edges of land and oceans.

Earthquakes only occur when a volcano is nearby.

D a

Earthquakes are random and do not follow patterns.

Sarah and Dawn are examining a topographic map and see a tall ridge under the ocean. What does this feature most likely show?

B a

D a

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