Unit Overview
Unit Overview
This unit builds on ideas that our young scientists were introduced to in Grade 2, “The History of Planet Earth”, “Earth Materials and Systems”, “Plate Tectonics and Large-Scale System Interactions”, and “The Roles of Water in Earth’s Surface Processes.” We will be investigating four major Disciplinary Core Ideas during this unit, developing further understanding of processes that shape the Earth:
• Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4- ESS1-1)
• Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1) Living things affect the physical characteristics of their regions.
• The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)
• A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
Cross-Cutting Concepts
Cross-Cutting Concepts
Below you will find the description of the Cross-Cutting Concepts (CCC), which is reprinted with permission from the source document, A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (National Research Council, (2012). Washington D.C.: National Academies Press. Retrieved from http://www.nap.eductCT/catalog.php?record_id=13165). This overview is intended for teacher background knowledge. Each lesson has a quick reference for each CCC to help guide the lesson.
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions ofstability and determinants of rates of change or evolution of a system are critical elements of the study.
Core Ideas Overview Grade 4 Unit 4
Core Ideas Overview Grade 4 Unit 4
For this unit in Grade 4, we will be working with four overarching disciplinary core ideas in science: an understanding of Earth’s Place in the Universe; Earth’s Systems; Earth and Human Activity; and Engineering Design. Below you will find the content overview adapted from the source document, A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (National Research Council. (2012). Washington D.C.: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165). This content overview is intended for teacher background knowledge not as a primer for students. Each lesson has lesson specific content overview to help guide the lesson.
Core Idea ESS1 Earth’s Place in the Universe What is the universe, and what is Earth’s place in it? The planet Earth is a tiny part of a vast universe that has developed over a huge expanse of time. The history of the universe, and of the structures and objects within it, can be deciphered using observations of their present condition together with knowledge of physics and chemistry. Similarly, the patterns of motion of the objects in the solar system can be described and predicted on the basis of observations and an understanding of gravity. Comprehension of these patterns can be used to explain many Earth phenomena, such as day and night, seasons, tides, and phases of the moon. Observations of other solar system objects and of Earth itself can be used to determine Earth’s age and the history of large-scale changes in its surface.
Core Idea ESS2 Earth’s Systems How and why is Earth constantly changing? Earth’s surface is a complex and dynamic set of interconnected systems—principally the geosphere, hydrosphere, atmosphere, and biosphere—that interact over a wide range of temporal and spatial scales. All of Earth’s processes are the result of energy flowing and matter cycling within and among these systems. For example, the motion of tectonic plates is part of the cycles of convection in Earth’s mantle, driven by outflowing heat and the downward pull of gravity, which result in the formation and changes of many features of Earth’s land and undersea surface. Weather and climate are shaped by complex interactions involving sunlight, the ocean, the atmosphere, clouds, ice, land, and life forms. Earth’s biosphere has changed the makeup of the geosphere, hydrosphere, and atmosphere over geological time; conversely, geological events and conditions have influenced the evolution of life on the planet. Water is essential to the dynamics of most earth systems, and it plays a significant role in shaping Earth’s landscape.
Core Idea ESS3 Earth and Human Activity How do Earth’s surface processes and human activities affect each other? Earth’s surface processes affect and are affected by human activities. Humans depend on all of the planet’s systems for a variety of resources, some of which are renewable or replaceable and some of which are not. Natural hazards and other geological events can significantly alter human populations and activities. Human activities, in turn, can contribute to the frequency and intensity of some natural hazards. Indeed, humans have become one of the most significant agents of change in Earth’s surface systems. In particular, it has been shown that climate change—which could have large consequences for all of Earth’s surface systems, including the biosphere—is driven not only by natural effects but also by human activities. Sustaining the biosphere will require detailed knowledge and modeling of the factors that affect climate, coupled with the responsible management of natural resources.
Core Idea ETS1 Engineering Design How do engineers solve problems? The design process—engineers’ basic approach to problem-solving— involves many different practices. They include problem definition, model development and use, investigation, analysis and interpretation of data, application of mathematics and computational thinking, and determination of solutions. These engineering practices incorporate specialized knowledge about criteria and constraints, modeling and analysis, and optimization and trade-offs.
Science 21 Home Connection – Grade 4 - Unit 4
Science 21 Home Connection – Grade 4 - Unit 4
As a part of the curriculum for fourth grade, your child will be learning fundamental science core ideas, science and engineering practices, and crosscutting concepts that will enhance their understanding of the natural and designed worlds. We hope that at home you will support your child’s curiosity about the world around them.
In the fourth unit, your child will learn about Earth systems. Using information from several sources, your child will make observations, predictions and will provide evidence that Earth has patterns in rock formations and layers. They will continue to study changes that occur in Earth’s landscape over time. He/she will provide evidence of the effects of weathering over time based on erosion by water, wind, ice, or vegetation. Students will use maps to describe the patterns of Earth’s features. They will also generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Developmentally, fourth grade students are working towards becoming abstract thinkers. To support this, your child will be working with and designing many hands-on materials/investigations, recording their findings and experiencing many authentic learning opportunities. Fourth grade students are much more independent in their thinking and problem solving. Your child will be making predictions, discussing and elaborating on their investigations and exploring the “why” of each lesson. These science lessons are active and engaging. Your student will become a fourth-grade geologist, and you will be amazed at all their learning! Thank you for being a partner in your child’s education.
Science and Engineering Practices
Below you will find the description of the Science and Engineering Practices (SEP), which is reprinted with permission from the source document, A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (National Research Council, (2012). Washington D.C.: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165). This overview is intended for teacher background knowledge. Each lesson has a quick reference SEP overview to help guide the lesson.
1. Asking Questions and Defining Problems Science begins with a question about a phenomenon, such as “Why is the sky blue?” or “What causes cancer?” and seeks to develop theories that can provide explanatory answers to such questions. A basic practice of the scientist is formulating empirically answerable questions about phenomena, establishing what is already known, and determining what questions have yet to be satisfactorily answered. Engineering begins with a problem, need, or desire that suggests an engineering problem that needs to be solved. A societal problem such as reducing the nation’s dependence on fossil fuels may engender a variety of engineering problems, such as designing more efficient transportation systems, or alternative power generation devices such as improved solar cells. Engineers ask questions to define the engineering problem, determine criteria for a successful solution, and identify constraints.
2. Developing and Using Models Science often involves the construction and use of a wide variety of models and simulations to help develop explanations about natural phenomena. Models make it possible to go beyond observables and imagine a world not yet seen. Models enable predictions of the form “if…then…therefore” to be made to test hypothetical explanations. Engineering makes use of models and simulations to analyze existing systems to see where flaws might occur or to test possible solutions to a new problem. Engineers also call on models of various sorts to test proposed systems and to recognize the strengths and limitations of their designs.
3. Planning and Carrying Out Investigations Scientific investigation may be conducted in the field or the laboratory. A major practice of scientists is planning and carrying out a systematic investigation, which requires the identification of what is to be recorded and, if applicable, what are to be treated as the dependent and independent variables (control of variables). Observations and data collected from such work are used to test existing theories and explanations or to revise and develop new ones. Engineers use investigation both to gain data essential for specifying design criteria or parameters and to test their designs. Like scientists, engineers must identify relevant variables, decide how they will be measured, and collect data for analysis. Their investigations help them to identify how effective, efficient, and durable their designs may be under a range of conditions.
4. Analyzing and Interpreting Data Scientific investigations produce data that must be analyzed in order to derive meaning. Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Sources of error are identified and the degree of certainty calculated. Modern technology makes the collection of large data sets much easier, thus providing many secondary sources for analysis. Engineers analyze data collected in the tests of their designs and investigations; this allows them to compare different solutions and determine how well each one meets specific design criteria—that is, which design best solves the problem within the given constraints. Like scientists, engineers require a range of tools to identify the major patterns and interpret the results.
5. Using Mathematics and Computational Thinking In science, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks, such as constructing simulations, statistically analyzing data, and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable predictions of the behavior of physical systems, along with the testing of such predictions. Moreover, statistical techniques are invaluable for assessing the significance of patterns or correlations. In engineering, mathematical and computational representations of established relationships and principles are an integral part of the design. For example, structural engineers create mathematically based analyses of designs to calculate whether they can stand up to the expected stresses of use and if they can be completed within acceptable budgets. Moreover, simulations of designs provide an effective test bed for the development of designs and their improvement.
6. Constructing Explanations and Designing Solutions The goal of science is the construction of theories that can provide explanatory accounts of features of the world. A theory becomes accepted when it has been shown to be superior to other explanations in the breadth of phenomena it accounts for and in its explanatory coherence and parsimony. Scientific explanations are explicit applications of theory to a specific situation or phenomenon, perhaps with the intermediary of a theory-based model for the system under study. The goal for students is to construct logically coherent explanations of phenomena that incorporate their current understanding of science or a model that represents it and are consistent with the available evidence. Engineering design, a systematic process for solving engineering problems, is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technological feasibility, cost, safety, esthetics, and compliance with legal requirements. There is usually no single best solution but rather a range of solutions. Which one is the optimal choice depends on the criteria used for making evaluations.
7. Engaging in Argument from Evidence In science, reasoning and argument are essential for identifying the strengths and weaknesses of a line of reasoning and for finding the best explanation for a natural phenomenon. Scientists must defend their explanations, formulate evidence based on a solid foundation of data, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers in searching for the best explanation for the phenomenon being investigated. In engineering, reasoning and argument are essential for finding the best possible solution to a problem. Engineers collaborate with their peers throughout the design process, with a critical stage being the selection of the most promising solution among a field of competing ideas. Engineers use systematic methods to compare alternatives, formulate evidence based on test data, make arguments from evidence to defend their conclusions, evaluate the ideas of others critically, and revise their designs in order to achieve the best solution to the problem at hand.
8. Obtaining, Evaluating, and Communicating Information Science cannot advance if scientists are unable to communicate their findings clearly and persuasively or to learn about the findings of others. A major practice of science is thus the communication of ideas and the results of inquiry—orally, in writing, with the use of tables, diagrams, graphs, and equations, and by engaging in extended discussions with scientific peers. Science requires the ability to derive meaning from scientific texts (such as papers, the Internet, symposia, and lectures), to evaluate the scientific validity of the information thus acquired, and to integrate that information. Engineers cannot produce new or improved technologies if the advantages of their designs are not communicated clearly and persuasively. Engineers need to be able to express their ideas, orally and in writing, with the use of tables, graphs, drawings, or models and by engaging in extended discussions with peers. Moreover, as with scientists, they need to be able to derive meaning from colleagues’ texts, evaluate the information, and apply it usefully. In engineering and science alike, new technologies are now routinely available that extend the possibilities for collaboration and communication.