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- Steps 1-5 on pages 38 & 39 in Student Guide Day 2- Steps 6- 9 on pages 40 & 41 in Student Guide Day 3- Steps 10 & 11 on page 41 in Student Guide Day 4- Students plan experiment for Checking Understanding and make a data table Day 5- Students conduct experiment and complete Checking Understanding
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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.) |
In Investigating with Vinegar, Red Cabbage Juice, and Iodine, students add additional columns to the data table they constructed in Lesson 2 In Checking Understanding, student teams design new data tables (See page 63 in Teacher's Edition.) |
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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]. |
Students measure 20 mL of five different powders in Investigating with Vinegar, Red Cabbage Juice, and Iodine |
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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 Vinegar, Red Cabbage Juice, and Iodine lab results (See page 63, Making Meaning section in Teacher's Edition.) Checking for Understanding is a lab application of the benchmark (See pages 64 & 65 in Teacher's Edition.) |
Class discussion of lab Checking Understanding |
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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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