Lesson Plan

Student Names: Andrea M Napier Date: April 30^th 2013

Grade Level/Subject Area:4^th  grade Science

Component/ Look Fors	Notes
Objective State Standard Measurable outcome Students know it	The goal in the development of the standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have the opportunity to develop both the skills and content knowledge necessary to be scientifically literate members of the community. Strands 1, 2, and 3 are designed to be explicitly taught and embedded within each of the content Strands 4, 5, and 6, and are not intended to be taught in isolation. The processes, skills, and content of the first three strands are designed to “umbrella” and complement the content of Life Science, Physical Science, and Earth and Space Science. Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1:  Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1.  Differentiate inferences from observations. PO 2.  Formulate a relevant question through observations that can be tested by an investigation.  (See M04-S2C1-01) PO 3.  Formulate predictions in the realm of science based on observed cause and effect relationships. PO 4.  Locate information (e.g., book, article, website) related to an investigation. (See W04-S3C6-01 and R04-S3C1-05) Concept 2:  Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 4.  Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See M04-S4C4-03 and M04-S4C4-07) PO 5.  Record data in an organized and appropriate format (e.g., t-chart, table, list, written log). (See W04-S3C2-01 and W04-S3C3-01) Concept 4:  Communication Communicate results of investigations. PO 1.  Communicate verbally or in writing the results of an inquiry. (See W04-S3C3-01) PO 2.  Choose an appropriate graphic representation for collected data: •           Venn diagram •           model (See M04-S2C1-02) PO 3.  Communicate with other groups or individuals to compare the results of a common investigation. Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people.  History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge.  This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1:  History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge. PO 1.  Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla [engineer, inventor] supports Strand 5; Michael Faraday [scientist], supports Strand 5; Benjamin Franklin [scientist], supports Strand 5). PO 2.  Describe science-related career opportunities. Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both.  Students understand the impact of science and technology on human activity and the environment.  This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1:  Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1.  Describe how natural events and human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams). PO 2.  Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion). Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics.  This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1:  Characteristics of Organisms Understand that basic structures in plants and animals serve a function. PO 1.  Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival. PO 2.  Classify animals by identifiable group characteristics: •           vertebrates – mammals, birds,  fish, reptiles, amphibians •           invertebrates – insects, arachnids Concept 3:  Organisms and Environments Understand the relationships among various organisms and their environment. PO 1.  Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet the needs of a population. PO 2.  Differentiate renewable resources from nonrenewable resources. PO 3.  Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an environment. PO 4.  Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling, finding substitutes). Concept 4: Diversity, Adaptation, and Behavior Identify plant and animal adaptations PO 1.  Recognize that successful characteristics of populations are inherited traits that are favorable in a particular environment. PO 2.  Give examples of adaptations that allow plants and animals to survive. •           camouflage – horned lizards, coyotes •           mimicry – Monarch and Viceroy butterflies •           physical – cactus spines •           mutualism – species of acacia that harbor ants, which repel other harmful insects Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 2: Earth’s Processes and Systems Understand the processes acting on the Earth and their interaction with the Earth systems. PO 1.  Identify the Earth processes that cause erosion. PO 2.  Describe how currents and wind cause erosion and land changes. PO 3.  Describe the role that water plays in the following processes that alter the Earth’s surface features: •           erosion •           deposition •           weathering PO 4.  Compare rapid and slow processes that change the Earth’s surface, including: •           rapid – earthquakes, volcanoes, floods •           slow – wind, weathering PO 5.  Identify the Earth events that cause changes in atmospheric conditions (e.g., volcanic eruptions, forest fires). PO 6.  Analyze evidence that indicates life and environmental conditions have changed (e.g., tree rings, fish fossils in desert regions, ice cores). Concept 3:  Changes in the Earth and Sky  Understand characteristics of weather conditions and climate. PO 1.  Identify the sources of water within an environment (e.g., ground water, surface water, atmospheric water, glaciers). PO 2.  Describe the distribution of water on the Earth’s surface. PO 3.  Differentiate between weather and climate as they relate to the southwestern United States. PO 4.   Measure changes in weather (e.g., precipitation, wind speed, barometric pressure). PO 5.  Interpret the symbols on a weather map or chart to identify the following: •           temperatures •           fronts •           precipitation PO 6.  Compare weather conditions in various locations (e.g., regions of Arizona, various U.S. cities, coastal vs. interior geographical regions).
Set                       Introduces Compels Involves Students Aligned to Objective	What is Arizona? What regions are in Arizona? Where in Arizona are you living? Arizona is a wonderful state with different regions, landforms, animals, and planets. What is the difference in Plateau region, Mountain region, and Desert region? Learning the variety of regions, animals, and plants in Arizona are remarkable, so trying to get students to open and see different views.
Rationale Justifies need to learn Gives reason & meaning Involves & relates to S	To learn the different areas of Arizona that students may never know or see of their own state. From regions, planets, and animals.
Direct Instruction	Students will work in teams, groups and on their own to learn their state Arizona from class actives and learning to research projects. Incorporating Reading, English skills, Math, Science, and History. Students will: Develop questions skills. Identify the identity of an unknown animal based upon clues provided by classmates. What adaptations allow organisms to survive in harsh environments? What place does creativity have in science? Describe adaptations that allow amphibians to survive in the Arizona Desert? What is a symbol? Want to learn more about your state symbols? How can human activities benefits and harm wildlife? What factors influence an individual’s perceptions and opinions?
Structured All elements present
Modeling/showing I do	Teacher: describes the significance of the Arizona map, from cities, National Parks and Forest, Mountains and deserts and where and what kinds of water Arizona has from Rivers, Lakes, and damns. Explain what keys to maps are and how to read them. What are the Arizona State Bird, planets, and flowers? What are the measurements of the state, what is the rank of the state size? As well explain the state flag and foundation history of Arizona. Explain the planets that are native to Arizona, and what animals are native.
Modeling/showing We do	Teacher asks students questions about the representations about the regions, planets, animals, climate, and surroundings to the state past and present. Map out Arizona and explain difference between areas and animals of Arizona.
Modeling/showing You do	Teacher directs class to make their own key and symbols to maps that they will make of their own school. Going outside to learn how to measure and record their school foundation, planets, animals, buildings and area around their school. Students will research what animal they would want to be in Arizona native animals. Explain what region they live in, climate, and what they eat, teach the class in more pictures, information, and why would they choice to be that animal in Arizona. Can these animals they choice move out of the area they live in and out of Arizona.
Questioning Continual, vary selection	What are the differences in Arizona from planets, animals, and regions with climates?
Non-Linguistic Reps Visual, student & teacher generate	Maps, pictures, designs, animals, planets, regions, and Arizona’s history.
Cooperative Learning. Pos. Int., Ind. Accntblty.	Group actives, team work in class, over five days will learn different ranges of Arizona
Feedback/Reinforcement Specific, genuine, dvlpmntly. app.	Ask for a well defined definition in their own words what each of the regions, climates, animals, planets, and what Arizona is and mapping different features.
Summarizing/Notes Teacher directed	What did the class learn about Arizona, and their own school? Did students learn anything important about the environment and their own state?
Closure Summarizes Involves Linked to Set & Objective	Now that you have learned that wildlife comes in all shapes and sizes can be found just about anywhere. How can you find information about wildlife and Arizona? Why are symbols important and knowing about your own state? In learning about your state you live in you can add science, art, history, social studies, reading, and writing, and learn how to research information.

         

Technology use Smart Board, Power Point, Doc-cama, video, Ipads, overhead projector.