Fossils: Evidence of Past Life. Fossils Fossils are the remains or traces of prehistoric life.
AT A GLANCE GRADE 4 - Titlewave...Lesson 1: Rock Formations: Standard 4-ESS1-1 Rocks, Minerals and...
Transcript of AT A GLANCE GRADE 4 - Titlewave...Lesson 1: Rock Formations: Standard 4-ESS1-1 Rocks, Minerals and...
AT A GLANCE GRADE 4
Unit 1 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 1: EnergyStudents will 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.
They will be able to formulate answers to questions such as:• What is energy and how is it related to motion?• How is energy transferred?• How can energy be used to solve a problem?
Lesson 1: What is Energy?Standard 4-PS3-1
Energy
Lesson 2: Energy in our LivesStandard 4-PS3-2
Energy All Around
Lesson 3: Energy: Energy TransformationsStandard 4-PS3-4
Solar EnergyTurn on the Light: How Electricity Works
Lesson 4: Forces and MotionStandard 4-PS3-3
Forces and Motion at Work
Lesson 5: Energy and Our EnvironmentStandard 4-ESS3-1
BiofuelsWind Energy
Lesson 6: Protecting Our EnvironmentStandard 4-ESS3-1
Going Green
Unit 2 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 2: Waves and InformationStudents are able to 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 able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object.
They will be able to formulate answers to questions such as:• What are waves and what are some things they can do?
Lesson 1: Studying WavesStandard 4-PS4-1
Oceans
Lesson 2: Studying SoundsStandard 4-PS4-3
Cell PhonesThe Amazing Facts About Sounds
Unit 3 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 3: Structures, Function and Informational ProcessingStudents 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, students will be able to describe that an object can be seen when light reflected from its surface enters the eye.
They will be able to answer questions such as:• How do internal and external structures support the survivalgrowth, behavior, and reproduction of plants and animals?
Lesson 1: Electrical Systems and ModelsStandard 4-PS4-2
Let’s Investigate Light
Lesson 2: Plants and Animals StructuresStandard 4-LS1-1
Skeletons and Exoskeletons
Lesson 3: ReproductionStandard 4-LS1-1
Reproduction in Plants
Lesson 4: Processing InformationStandard 4-LS1-2
The Nervous System
Unit 4 Lessons/NGSS Reading SelectionNGSS Performance ExpectationsUnit 4: Earth’s Systems: Processes that Shape the EarthStudents are expected to develop an understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. In order to describe patterns of Earth’s features, students analyze and interpret data from maps.
They will be able to answer questions such as:• How can water, ice, wind and vegetation change the land?• What patterns of Earth’s features can be determined with the useof maps?
Lesson 1: Rock FormationsStandard 4-ESS1-1
Rocks, Minerals and Soil
Lesson 2: FossilsStandard 4-ESS1-1
Fossils: Uncovering the Past
Lesson 3: Weathering EffectsStandard 4-ESS2-1
Earth and the Role of Water
Lesson 4: Our LandStandard 4-ESS2-2
Continents
Lesson 5: Earth’s FeaturesStandard 4-ESS2-2
Mountains
Lesson 6: System InteractionsStandard 4-ESS1-1
Plate Tectonics and Disasters
Unit 5 Lessons/NGSS Reading SelectionNGSS Performance Expectations Unit 5: Earth and Human ActivityStudents will be able to apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans.
They will be able to answer questions such as:• How do humans impact our planet Earth?• What solutions can be found to protect the Earth?• What tools can be used to better understand our world?
Lesson 1: Human Impact on EarthStandard 4-ESS3-2
Our Footprint on Earth
Lesson 2: Solutions to Protect the EarthStandard 4-ESS3-2
Built to Last
Lesson 3: Using Scientific ToolsStandard 3-5-ETS1-1
Using Tools to Understand Our World
Additional References Rourke’s World of Science Encyclopedia
Volumes 1, 2, 3, 4, 6
Alignment with the Next Generation Science Standards (NGSS)
CORRELATION
Introduction
Fourth Grade
Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are able to 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 disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate 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. Students are expected to use these practices to demonstrate understanding of the core ideas.
Topics:• Energy• Waves:WavesandInformation• Structure,Function,andInformationProcessing• Earth’sSystems:ProcessesthatShapetheEarth• EarthandHumanActivity
UNIT 4: EARTH’S SYSTEMS: PROCESSES THAT SHAPE THE EARTH
Alignment with the Next Generation Science Standards (NGSS)
Next Generation Science Standards
(NGSS)
Book Title ISBN Number Comparative Measure Level
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.
Rocks, Minerals, and Soil• Learnhowtheearth’srocks,minerals,andsoilareformedandwhattheyaremadeof.
Fossils: Uncovering the Past• Thisbookexamineshowfossilsdocumenttheappearance,diversification,andextinctionofmanylifeforms.
Plate Tectonics and Disasters• Thisbookdiscussesthenatureofthegroundbeneathourfeetaswellasthethreatsposedbytectonicplatemovementandvolcanicthreatsfromunderground.
9781606947531
9781617419843
9781618102362
725
875
1000
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
The Earth and the Role of Water• Thisbookdiscussesthepowerofwaterinallitsformsincludingthewatercycleanderosion.
9781612362311 800
4-ESS2-2.Analyzeandinterpret data from maps to describe patterns of Earth’s features.
Continents• Exploresthesevencontinentsandhowtheearth’splatesarealwaysmovingandchangingthecontinents.
Mountains• ExploresmapsofmountainrangesintheUnitedStates,themakingofmountains,andmuchmore.
9781606949108
9781600449477
925
800
TEACHER NOTE UNIT 4 FOSSILS, UNCOVERING THE PAST
Book Summary: This book examines how fossils document the appearance, diversification, and extinction of many life forms.Guided Reading Level: VLexile Level: 875Key Vocabulary: algae, australopithicus afarensis, catastrophic, dating, decays, earthquakes, episodic, erosion, evolution, excrement, extinct, fungi, geology, hominids, Homo sapiens, invertebrates, marine, Neanderthal, organisms, paleontology, plate tectonics, prehistoric, primates, remnants, sauropods, sedimentary, species, specimens, theorize, trilobites, volcanicKey Vocabulary in Spanish: australopithicus afarensis, catastrófico, fechado, descomposición, terremotos, episódicos, erosión, evolución, excremento, extinto, hongo, geología, homínido, homo sapiens, invertebrados, marino, Neanderthal, organismos, paleontología, placas tectónicas, prehistórico, primates, restos, saurópodos, sedimentos, especies, teorías, trilobitos, volcánica
STANDARDS: (GRADE 4)Common Core Standards
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Next Generation Science Standards
Earth’s Systems: Processes that Shape the Earth 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.
Materials Needed: Teacher Materials: Computer access, Teacher’s User Guide Student Materials: Fossils: Uncovering the Past by Tom GrevePer Group: Paper, pencils, glue, index cards, objects, samples of fossils
Strategies: Word meaning, visual cues, graphic organizers, W-questions, text support, questioning, Bloom Taxonomy (gathering evidence) cooperative learning, generating and testing hypothesis, demonstrations, observation charts, critical thinking, problem solving, collaboration
HOMEWORK AND PRACTICE1. Language Development Activities
Beginning Level: Students will be able to determine if a fossil is a body fossil or a trace fossil.
Intermediate Level: Students will complete a chart “Timeline of Life” and will describe what fossils were found in each era.
Advanced Level: After conducting research on dinosaurs, students will write a report with their findings.
2. Journal ActivityAfter gathering information from print and digital sources, students will write about what evidence supports the hypothesis.
HOME-SCHOOL CONNECTION: SCIENCE PROJECTStudents will follow directions on how to build a fossil model.
FURTHER READING AND RESOURCES
ENGLISH:Rourke’s Science Encyclopedia Volume 4- Earth Science
SPANISH:Enciclopedia de Ciencias Rourke Volumen 4- Ciencias de la Tierrahttp://www.aragosaurus.com/secciones/docencia/tema/Historia_Vida1.pdfhttp://www.dinosaurios.info/
Grade Four - Teacher Note - #17
CLOSURE 1. Provide students with time to explain their findings about “fossil formation” and the evidence they gather about organisms that lived a long
time ago.2. Direct student groups to take 5 minutes to choose one thing that worked well with their assignment and one thing they could improve on.
When groups are done, have each one come to the board to write down their choices.3. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that
Earth's surface has changed over time?
EVALUATION
Use the following performance rubric for assessing students’ work.Performance Indicators: _______ Collaborates with the group during mini lab time _______ Works well with team members while carrying out assignment. _______ Explains what can he or she can do to support changes in our Earth’s surface over time.Observations and Rubric Score3 2 1 0
What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?
LESSON PROCEDURES:BUILDING BACKGROUND ENGAGE EXPLORE EXPLAIN and ELABORATE
Introduce Fossils, Uncovering the Past by looking at the inside cover photo and starting a discussion about what they already know about fossils. Ask:• Whatdoyouseeinthese
illustrations? What are these called?• Whatisanexampleofafossil?• Wheredopeoplefindfossils?
Have students look at the Glossary. • Whichwordsarefamiliartoyou?• Whichwordsarenew?Introduce key words students need to know before reading the book.
Provide students a KWL graphic organizer to fill out what they already know about fossils and what they would like to learn.
Explain to students that fossils are made when living things die and get buried by sediments quickly before the hardest parts of the animal have a chance to decay. Have students work in pairs and look at examples of body fossils and trace fossils on page 9. Ask them to identify the differences between them.
Have students open their books to page 24. Have them understand what a paleontologist is. Tell them that because a paleontologist studies life forms that are now extinct, they rely on fossils to learn about life in the past. Show students examples of dinosaursonpages28-34.Youcanalso do a Google search for images about fossils. Ask leading questions such as:• Whatarethesepicturesof?• Whatdoyouknowabout
dinosaurs?
Tell students that today they are going to become paleontologists. Display different objects around the class including samples of fossils. Tell them they will walk around and look at the different objects. As they are observing, have them write the number of the objects they see on their paper. They should have two columns titled “fossil” and “non-fossil.” When they are finished, discuss the items classified as “fossils.” Have students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Have students explore the lives of famous paleontologists such as Luis Alvarez who believed an asteroid hit the Earth causing the extinction of the dinosaurs. Discuss with students how scientists use fossils to help explain Earth’s past. Since there are currently no living dinosaurs, the only evidence we have about dinosaurs and other prehistoric organisms is what can be inferred from fossilized remains. Show students an example of amber that has an insect trapped inside (see page 11). Tell students that amber is fossilized tree resin that it is used for jewelry because of its beauty.Give each student a 3 x 5 index card. Have each student draw about a one-inch circle on the left side of the index card. Have them color it the color that they think is closest to the real color of amber. Students should place a small object representing an insect on the colored circle. Students will use glue to cover the insect placed on colored circle. Discuss how this represents the resin that fossilized into amber over a period of millions of years, preserving the insect.
On the right hand side of the card, have them write the process that preserved the insect.
Explain to students how fossils represent time since these are like snapshots that we can study about prehistoric life that existed a long time ago.
Have students look at pages 38-39 in their book. Explain to them how fossils of primitive humans help us understand theoretical evolutionary changes toward modern humans. Have students observe the “timeline of life” as presented on pages 44-45. Explain each one of the life eras starting with the Precambrian Era and ending with the Cenozoic Era. Have them analyze each era and discuss what kinds of fossils were found. Ask them to place in chronological order information presented in the text.
Continue with the closure and evaluation sections of the lesson. Have students answer the essential question: What fossil evidence supports the idea that life existed long ago, and how does it prove that Earth's surface has changed over time?
Lab Lesson Essential Question(s):
FOSSILS: UNCOVERING THE PAST
BEGINNING LEVEL ACTIVITY
NAME: ____________________________________________DATE: ____________
IDENTIFY EACH FOSSIL
Directions:
Look at each fossil illustration and determine if it is a body fossil or a trace fossil.
Fossil Type of Fossil
Grade Four - Beginning Activity - #17
FOSSILS: UNCOVERING THE PAST
INTERMEDIATE LEVEL ACTIVITY
NAME: ____________________________________________ DATE: ____________
TIMELINE OF LIFE
Directions:
Complete the “Timeline of Life” presented below with a brief description of each era and examples of fossils that date back to each era.
Era Brief Description Fossils Found
The Precambrian Era
The Paleozoic Era
The Mesozoic Era
The Cenozoic Era
Grade Four - Intermediate Activity - #17
FOSSILS: UNCOVERING THE PAST
ADVANCED LEVEL ACTIVITY
NAME: ____________________________________________ DATE: ____________
FOSSILS: UNCOVERING THE PAST
Directions:
Conduct research on dinosaurs and complete a report with your findings. You can use websites like this one: http://www.sciencekids.co.nz/sciencefacts/dinosaurs/types.html
Choose one type of dinosaur for your research. You could use these questions as a guide:
• Whatisthemeaningofitsname?Mostofthetimethiswilltellyousomethingimportantorinteresting
about the dinosaur.
• Whattypeofdinosaurwasit?Howisitclassifiedandwhatdinosaursisitcloselyrelatedto?
• Whatdidyourdinosaurlooklike?Forexample,howbigwasit,whatshapewasitsbody,wereitslegs
long or short, did it have horns, plates, crests or claws? Describe
• Whendidyourdinosaurlive?Howmanymillionsofyearsagodiditliveandwhatwasthenameofthe
geological period?
• Whatdidthedinosaureatandhowdiditgetitsfood?Wherewasthisdinosaurinthefoodchain?
• Howdiditwalk?Diditwalkontwoorfourlegs?Diditmovefastorslow?
• Howdiditdefenditself?Diditattackotheranimals?How?
• Wherehavefossilsbeenfound?Whenweretheyfirstfound?Aretherejustafewfragmentsorarethere
almost complete specimens?
• Whonamedthedinosaur?Isthereanythinginterestingaboutthescientistwhonamedit?
Use your own words. Check your spelling and grammar.
Grade Four - Advanced Activity - #17
FOSSILS: UNCOVERING THE PAST
JOURNAL ACTIVITY
NAME: ____________________________________________ DATE: ____________
DINOSAUR EXTINCTION
Directions:
Dinosaurs existed millions of years ago. According to scientist Luis Alvarez, the mass extinction of the dinosaurs was caused by the impact of a large asteroid on the Earth that occurred sixty-five million years ago. After gathering information from print and digital sources, write about what evidence supports his hypothesis.
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Don't Forget to Edit Your Work!
Check the spelling, punctuation, and grammar. Also, check the structure of your essay:
________ I checked the spelling, punctuation, capitalization, and grammar.
________ My essay is clear, focused and purposeful.
________ I explained what caused the mass extinction of dinosaurs.
________ I provided evidence to support the hypothesis.
Grade Four - Journal Activity - #17
NAME: ____________________________________________ DATE: ______________
MAKE YOUR OWN FOSSILS
You can build models of fossils using common materials. If you live or travel to the right geographic area, you can find and collect real fossils, or you can purchase fossils from some museum or fossil stores.
Materials:
• PlasterofParis• Plasticcreaturesorobjects,ornaturalthingslikeshellssmallenoughtofitinthemiddleofacup• Water• Containerforpouringwithasmallpourspout• Modelingclay• Smallpapercups• Popsiclesticks
Directions:
1. Flattentheclayintoaball.Theflattenedclayshouldtakeuplessthanhalfthecup.2. Place the object upside down in the clay. DO NOT bury the object. Add pieces to other objects to
morph them into weird creatures.3. Using one of the paper cups to measure, gently add ½ cup of plaster on top of the impression.4. Add 2-3 tablespoons of water. The consistency should be like thick pancake batter. If too much water,
add small amount of plaster QUICKLY!5. Stir the water and plaster together gently, making sure not to poke the impression below.6. Let it sit for a minimum of one hour or overnight (recommended).7. Tear open the cup over a trash can to reveal your amazing fossil.8. Reuse the ball of clay for another project. Keep in an airtight container.9. Compost the paper cup.10. Use larger cups/containers to make bigger fossils. Remember, you will need more plaster and clay.
Impressions are the images left by plant or animal remains after they have been pressed against sediment, such as clay or soil. If remnants remain, the remains are called a compression.
My Observations:
What object worked best? What object didn’t? What would you do different next time?
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FOSSILS: UNCOVERING THE PAST
HOME-SCHOOL CONNECTION: SCIENCE PROJECT
Grade Four - Science Project - #17
NAME: ____________________________________________ DATE: ____________
FOSSILS: UNCOVERING THE PAST
EXTENSION ACTIVITY
Grade Four - Extension Activity - #17
CLASSIFYING FOSSILS
Directions:
After reading Fossils: Uncovering the Past, use the graphic organizers to classify fossils based on their characteristics.
PRE- AND POST-TEST
Directions:Each question is followed by four choices. Decide which choice best completes the statement or answers the question. On the separate answer sheet, record your answers by circling the same letter as the answer you have chosen.
1. A fourth grade class observes this illustration tostudy evidence of fossils in rock layers overtime. Dinosaurs lived more than 145 millions ofyears ago. In which era did the dinosaurs live?
A. The Precambrian EraB. The Paleozoic EraC. The Cenozoic EraD. The Mesozoic Era
2. The breaking down of rocks, soil, and mineralsis called _______________.
A. wedgingB. erosionC. decayD. rock formation
3. A fourth grade student observes rocks. Onesample feels rough and grainy. It has a plantfossil. Which type of rock is it?
A. MetamorphicB. GraniteC. IgneousD. Sedimentary
PRE- AND POST-TEST GRADE 4
Unit Theme & Reading Selection Next Generation Science Standard (NGSS) 10Test Item #
Correct Response
Unit 1: Energy
Energy 4-PS3-1. Use evidence to construct an explanation relating thespeed of an object to the energy of that object
11 A
Energy All Around 4-PS3-2. Make observations to provide evidence that energycan be transferred from place to place by sound, light, heat, andelectric currents.
12 D
Forces and Motion at Work 4-PS3-3. Ask questions and predict outcomes about the changesin energy that occur when objects collide.
14 D
Solar EnergyTurn on the Light
4-PS3-4. Apply scientific ideas to design, test, and refine a devicethat converts energy from one form to another.
1319
DC
Going GreenBiofuelsWind Energy
4-ESS3-1. Obtain and combine information to describe thatenergy and fuels are derived from natural resources and their usesaffect the environment.
159
20
CBC
Unit 2: Waves and Information
Oceans 4-PS4-1. Develop a model of waves to describe patterns in termsof amplitude and wavelength and that waves can cause objects tomove.
24 B
Cell PhonesThe Amazing Facts About Sounds
4-PS4-3. Generate and compare multiple solutions that usepatterns to transfer information.
1617
CB
Unit 2: Structure, Function, and Information Processing
Let’s Investigate Light 4-PS4-2. Develop a model to describe that light reflecting fromobjects and entering the eye allows objects to be seen.
21 B
Skeletons and ExoskeletonsReproduction in Plants
4-LS1-1. Construct an argument that plants and animals haveinternal and external structures that function to support survival,growth, behavior, and reproduction.
2223
CD
The Nervous System 4-LS1-2. Use a model to describe that animals receive differenttypes of information through their senses, process the informationin their brain, and respond to the information in different ways.
25 A
Unit 4: Earth’s Systems: Processes that Shape the Earth
Rocks, Minerals, and SoilFossils: Uncovering the PastPlate Tectonics and Disasters
4-ESS1-1. Identify evidence from patterns in rock formations andfossils in rock layers to support an explanation for changes in alandscape over time.
31
18
DDA
The Earth and the Role of Water 4-ESS2-1. Make observations and/or measurements to provideevidence of the effects of weathering or the rate of erosion bywater, ice, wind, or vegetation.
2
ContinentsMountains
4-ESS2-2. Analyze and interpret data from maps to describepatterns of Earth’s features.
45
DB
Unit 5: Earth and Human Activity
Our Footprint on EarthBuilt to Last
4-ESS3-2. Generate and compare multiple solutions to reduce theimpacts of natural Earth processes on humans.
67
18
ACA
Using Tools to Understand Our World 3-5-ETS1-1. Define a simple design problem reflecting a need ora want that includes specified criteria for success and constraints onmaterials, time, or cost.
8, 10 A, C
Next Generation Science Standards Aligned to Test Items
See back for answers in numerical order.