4th Grade Matter Unit Blueprint |
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Home | Matter Home | Overview | Lesson 1 |Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 (Skip) | Lesson 7 |
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Home | Matter Home | Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 | Lesson 7 (Skip) | Lesson 8 (Skip) | Lesson 9 |
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Pacing Suggestions: Day 1- Teaching Strategies Steps 1 & 2 on pages 51-53 in Teacher's Guide Day 2- Teaching Strategies Step 3 & 4 on pages 53 & 54 in Teacher's Guide Day 3- Assessment Strategies on pages and Step 5 on pages 55 & 56
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Essential & Unit Questions 1 | Benchmarks 2 | Formative and Summative Assessments 3 | Using Assessments to Monitor Student Learning | ||||
BSCS Science T.R.A.C.S. Investigating Properties | |||||||
Introduction to 12D(6-8)#1: Organize information in simple tables and graphs and identify relationships they reveal. (See essay on page 76 in Benchmarks about the importance of student-generated tables and graphs at this grade level.) |
Students construct data tables from a model in student text and enter lab data |
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12C(3-5)#2: Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety [and demonstrating correct lab techniques]. |
Teacher observation of students measuring 20 mL of water in Investigating with Water lab In Checking Understanding activity, student teams measure liquid (See page 55 in Teacher's Edition.) |
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In general, how does mixing two or more materials affect their properties? Why is this important? |
4D(3-5)#4: When a new material is made by combining two or more materials, it has properties that are different from the original materials. For that reason, a lot of different materials can be made from a small number of basic kinds of materials. |
Class discussion of Investigating with Water lab results (See page 54, Making Meaning section in Teacher's Edition.) Checking Understanding #6 (See page 55 in Teacher's Edition.) |
Do students recognize that the mixed substance has new properties that are different from the original parts? |
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Home | Matter Home | Overview | Lesson 1 |Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 (Skip) | Lesson 7 |
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Home | Matter Home | Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 | Lesson 7 (Skip) | Lesson 8 (Skip) | Lesson 9 |
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1. For conceptual benchmarks. 2. Bolded sections indicate portion of benchmark addressed 3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning. |
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