4th Grade Matter Unit Blueprint |
||||||||
|
||||||||
Home | Matter Home | Overview | Lesson 1 |Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 (Skip) | Lesson 7 |
||||||||
Home | Matter Home | Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 | Lesson 7 (Skip) | Lesson 8 (Skip) | Lesson 9 |
||||||||
Pacing Suggestions: Day 1- Steps 1 & 2 on page 65 in Student Guide & Step 1 on page 66 in Student Guide Day 2- Steps 2-3 on pages 66-67 in Student Guide Day 3- Step 4 on page 67 in Student Guide
|
||||||||
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 | ||||||||
In general, how does mixing two or more materials affect their properties? Why is this important? |
Illinois Performance Descriptor: Students will design and conduct experiments (See page 76 in Benchmarks about the importance of student-designed experiments.) 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. 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.) |
Summative Assessment: Students design/conduct experiment and analyze data in The Secret Mixture lab (See page 93 in Teacher's Edition) |
When designing their experiments, do the students use their knowledge about the properties of the powders when combined with different liquids? |
|||||
Home | Matter Home | Overview | Lesson 1 |Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 (Skip) | Lesson 7 |
||||||||
Home | Matter Home | Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 | Lesson 7 (Skip) | Lesson 8 (Skip) | Lesson 9 |
||||||||
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. |
Copyright © 2005 by Northbrook School District 27. All rights reserved.