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 94 & 95 in Teacher's Edition Day 2- Session 2 on page 95 & 96 in Teacher's Edition Day 3- Steps 5-6 on pages 97 & 98 in Teacher's Edition Optional: Step 7 on pages 98 & 99 Day4- Checking Understanding on pages 99 & 100
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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(6-8)#1: Organize information in simple [student-generated] tables and graphs and identify relationships they reveal. (See essay on page 76 in Benchmarks.) |
Summative Assessment: Student-generated data table for Freezing Water lab (See Creating a Data Table on page 95 in Teacher's Edition.) Student-generated graph of Freezing Water lab Note: Use Teacher-generated graph paper, available under "Teacher Resources" on electronic curriculum, in place of the Graphing the Temperature of Freezing Water (BLM 6-1) that is included in the Teacher's Edition (See Graphing the DataIndividual Task on page 97 in Teacher's Edition.) |
Student-Generated Tables
Student-Generated Graphs
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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. |
Freezing Water lab and lab data (See pages 95 & 96 in Teacher's Edition.) Checking Understanding Questions 1-3, 6 & 8 (See pages 99 & 100 in Teacher's Edition.) |
Freezing Water
Checking Understanding
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How do heating and cooling affect materials? |
4D(3-5)#1: Heating and cooling cause changes in the properties of materials. Many kinds of changes occur faster under hotter conditions. |
Checking Understanding Questions 4 & 5 (See pages 99 & 100 in Teacher's Edition.) |
See page 100 in Teacher's Guide for information on student answers. |
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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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