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- Session 1 on pages 63-65 in Teacher's Edition Day 2- Teaching Strategies Step 4 on pages 65 & 66 in Teacher's Edition Day 3- Steps 5-7 on pages 66-68 in Teacher's Edition Day4- Checking Understanding on page 69 in Teacher's Edition
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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 Heat & Changes in Materials | |||||||
12D(3-5)#3: Use numerical data in describing objects and events. 12C(6-8)#3: Use analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various magnitudes. |
Comparing Temperatures (See Comparing TemperaturesTeam Task on pages 65 & 66 in Teacher's Edition.) Checking Understanding (See page 69 in BSCS Teacher's Edition.) |
Comparing Temperatures
Checking Understanding
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12D(6-8)#1: Organize information in simple [student-generated] tables and graphs and identify relationships they reveal. (See essay on page 76 in Benchmarks.) |
Student-generated data table for Comparing Temperatures lab (See bottom of page 65 in Teacher's Edition.) |
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Why do the results of similar experiments rarely turn out exactly the same? What is a "fair" experiment? Why should experiments be "fair?" |
1A(3-5)#1: Results of similar scientific investigations seldom turn out exactly the same. Sometimes this is because of unexpected differences in the things being investigated, sometimes because of unrealized differences in the methods used or in the circumstances in which the investigation is carried out and sometimes just because of uncertainties in observations. It is not always easy to tell which. 12E(305)#2: Recognize when comparisons might not be fair because some conditions are not kept the same. |
Class discussion of Comparing Temperatures data (See Graphing the Data on pages 66 & 67 in Teacher's Edition.) Class discussion of How Cold Was It? data (See Explaining Temperature Readings on page 68 in Teacher's Edition.) |
Comparing Temperatures
How Cold Was It?
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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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