amplify science answer key grade 4

In Grade 3, Unit: Balancing Forces, Chapter 3, Lesson 3.2: Discussing Gravity Acting Between Two Objects, students use a reading strategy related to setting a purpose for reading and complete a Gravity Anticipatory Chart to record their understanding and questions about gravity. Students make a second test-version of the robot necks and test them. After this, students receive a memo from the mayor asking them to consider two potential designs and recommend one. The materials consistently incorporate phenomena or problems to drive learning and use of the three dimensions across multiple chapters within each unit. Students use a digital simulation to observe how amounts of light affect certain animals (SEP-MOD-E3, SEP-INV-E3) to explain why the increased light from the highway is negatively affecting the population of geckos. SYS-E2. �f�f~L��q��|��9��\K1��#�f��{t7y�(��+ ��:�V;4�e��q]f��Ae`'�:I��q,��3�͋�r�!�_:y�4��''��C�Xs��Oz�tj�/�4��Mwr� ��Hv=Y� �q�i�[�1�⅜��K. Students see that this transfer of energy moves in a pattern (CCC-PAT-E3) that develops when these particles vibrate matter and that it moves in a wave. Rubric 1 assesses student ability to construct an explanation and support the explanation with evidence and reasoning (SEP-CEDS-E2) about the environment at the time the “unknown” rock layer formed. In Grade 4, Unit: Energy Conversions, Chapter 2, Lesson 2.1: Energy Convertors, students build two systems in the Energy Conversions Simulation and complete sentences about the energy conversion they observe in those functioning systems. Each learning sequence (chapter), includes multiple lessons where students progress towards the goals of the respective chapter and unit. knowledge that they need to be ready for college and career. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning. In Lesson 2.1: Sound on the Move, students leverage their experiences as they connect hearing underwater to understand that a mother dolphin can make sounds that travel through the water. in any direction. In Grade 4, Unit: Earth’s Features, Chapter 1, Lesson 1.4: Sedimentary Rock Formation, students investigate rock samples and patterns of rock formation in the simulation to learn about how sedimentary rock forms. In Grade 4, Unit: Energy Conversions, Chapter 1, Lesson 1.1: Pre Unit Assessment, students discuss what happens when the power goes out in Ergstown and within the discussion, the teacher helps students make connections to the ideas that an engineers’ work is determined by people’s want and needs, and that people’s lives and interactions are influenced by the technologies that engineers develop. In Grade 4, Unit: Energy Conversions, the Anchor Phenomenon is that Ergstown has frequent blackouts. Materials leverage science phenomena and engineering problems in the context of driving learning and student performance. Students then apply this understanding to the blackout problem in Ergstown and compare multiple solutions for minimizing the town’s blackouts. In Grade 4, Unit: Vision and Light, Chapter 4, Lesson 4.1: Seeing Like a Shrimp an Smelling Like a Snake, students read how sense receptors help the star-nosed mole survives in its environment; students discuss this survival strategy and also discuss how the mole changes its environment as it digs tunnels. Students also address the question about what happened on the night of the blackout. In Grade 5, Unit: Modeling Matter, Chapter 1, Lesson 1.7: Break It Down, students read text describing how scientists separate mixtures to provide water and save lives. Students take on the role of an engineer and seek information to explain why the train floats; this requires students to explain balanced and unbalanced forces. Rubric 2 assesses student understanding of the DCIs related to how energy can be moved from place to place through electrical currents (DCI-PS3.A-E2) and how electrical currents can be used to produce sound, heat, or light (DCI-PS3.B-E3), and the CCC that energy can be transferred various ways and between objects (CCC-EM-E2) and that energy can be conserved. In Grade 4, Unit: Earth’s Features, Chapter 2, Lesson 2.2: Exploring Rock Formation and Environment, students collect data about rock samples, read about the rock types they’ve observed, and use the simulation to consider the question, “How do rocks provide information about what an environment was like in the past? In Grade 4, Unit: Waves, Energy and Information, the Anchor Phenomenon is that dolphins in Blue Bay National Park communicate with one another underwater. INFLU-E1. In Chapters 1 and 2, students discuss and investigate electricity by making objects move, spin, or light up (DCI-PS3.A-E2, DCI-PS3.B-E3). Another group analyzes the failed circuit to determine what is the failure point and provides solutions for fixing the circuit. Students analyze yearly patterns and recognize that the repetitive patterns represent the climate for that area. A scientist who builds systems. Students explain their thinking by developing a sedimentary-rock-formation model, writing about rock-forming environments and how fossil formation occurs in sedimentary rocks (DCI-ESS1.C-E1). Students read about four different environments (systems) and consider whether their organism can meet its needs in each of the four systems. The text also describes answers leading to more questions to gain new knowledge. The first lesson of the unit (following the Pre-Unit Assessment) provides prompts that give context and goals for the entire unit. ETS1.B-E1. Materials are designed to integrate the Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC) into student learning. Students prepare their arguments by reviewing their test data and describing how their designs meet each of the criteria. In this lesson, students are shown a message from a conservation group about the geckos as well as an image of a gecko. They use their observations to explain how different materials can impact how sound travels. The teacher materials provide a rationale for how units across the series are intentionally sequenced to build coherence and student understanding. In Grade 4, Unit: Earth’s Features, the Anchor Phenomenon is that a rocky outcrop in Desert National Park has fossils in it. In Grade 4, Unit: Vision and Light, the Anchor Phenomenon is that a population of tokay geckos in a rainforest in the Philippines has decreased since the installation of new highway lights. 1, Lesson 1.2, Activity 5; Grade 6, Earth’s Changing Climate: Ch. The materials include all of the grade-band crosscutting concepts and provide repeated opportunities for students to use CCCs across the grade band. Through a demonstration, they see that the energy of the wave travels through water even though water hardly moves (DCI-PS4.A-E1, CCC-EM-E3). Students are presented with a memo from the park superintendent and asked to write an explanation (SEP-CEDS-E4) that uses evidence from various sources (SEP-INFO-E4) to explain how sound energy (DCI-PS3.A-E2) is transferred through water. Materials contain strategies for informing students, parents, or caregivers about the science program and suggestions for how they can help support student progress and achievement. Students learn that waves move in predictable patterns (CCC-PAT-E2). In Grade 4, Unit: Energy Conversions, Chapter 3, Lesson 3.1: Investigating Energy Sources, students read pages from the book It’s All Energy to learn about different fuels that humans use for energy, including renewability, cost, and environmental impacts. Next, students use a simulation to determine how fossils are formed. The Anchor Phenomenon is introduced during the first chapter of the unit. Additional recommendations along with misconceptions to look for are also provided for the teacher. > When you’re ready: Find a summary of each unit below including each unit’s student role and anchor phenomenon. While this chapter connects to the unit phenomenon, much of the learning within the chapter is focused on general understanding of the role of light in vision. The materials include phenomena in 82% of the chapters and problems in 24% of chapters. Each chapter is divided into multiple 60-minute lessons, comprising smaller activities. The materials accurately represent the three dimensions across the series and only include scientific content appropriate to the grade level. The Evidence Guides complement the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria. Students observe rocks forming in the simulation and record their observations about how this process happens. Across the series, students engage in a variety of disciplines including life science, earth science, and physical science while developing a deeper understanding of the engineering design cycle as they apply DCIs to the design problem. In Grade 5, Unit: Earth’s Systems, Chapter 3, Lesson 3.2: Making Sense of Where Raindrops Form, students begin by predicting which areas of the atmosphere in a simulated landscape will have the most condensation. PS4.A-E2. p$UGb-)-��S�J�ăWM��A�dYdY�Si7ޕ�Ů�bY��Ji��Ҟ�u�4@�b��h�G�9��5��M��3JC͋�S/��I��K&i�LR�*M�b̅��iP �[�ǚ3 ߏ��L�`�� ESS3.A-E1. ETS1.B-E3. Students build a device that brings more energy to the Ergstown electrical system. WOK-E1. Students are challenged to design a system that will provide fresh water from salt water. To understand where energy for an electrical system come from, students create different systems in the Energy Conversions Simulation and observe the source of energy for each system (CCC-EM-E3, CCC-SYS-E2, DCI-PS3.A-E2, and DCI-PS3.B-E2). CEDS-E2. PAT-E3. These gateways reflect Rubric 1 assesses student ability to select a design solution and support the choice with evidence and reasoning (SEP-CEDS-E2). Lessons consistently provide learning objectives in the form of 3-D Statements for the lesson. Played 637 times. Students then investigate the questions they had as they manipulate the magnets in different ways. CE-E1. Each unit is structured to include 20 lessons plus two 60-minute assessment days. Save. BEE-E2. In Grade 4, Unit: Waves, Energy, and Information, Chapter 3, Lesson 3.4: Seeing Sound, students read the text. The materials support students in understanding connections between chapters and units. In the final lesson, students present their arguments in a town hall meeting. Approaches to the assessment of the different dimensions are also consistent and similar throughout each unit. Students explain their thinking by developing a sedimentary-rock-formation model, writing about rock-forming environments, and how fossil formation occurs in sedimentary rocks (DCI-ESS1.C-E1). Across the grade, students are provided opportunities to engage with the SEPs multiple times and in multiple contexts. endobj June 8, 2018 World Oceans Day is observed annually on June 8 around the world. user-friendly for students and educators? Students reflect on what they have learned so far to help them design their systems, identifying evaporation and condensation as processes that can distill freshwater from saltwater. Materials intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. CEDS-E2. Digital materials are web based and compatible with multiple internet browsers. They discuss these plans in their groups and then improve their design. Students then identify where their design failed and record which aspects of their design did not work and which aspects succeeded. Students engage in discourse about their claims and write an argument about this area’s past (SEP-ARG-E4). In Grade 4, Unit: Energy Conversions, Chapter 3: Lesson 3.4: Designing a Wind Turbine, students receive a message from the mayor of Ergstown asking them to consider wind or solar power to solve the town's power issues. Materials are designed to support teachers not only in using the materials, but also in understanding the expectations of the standards. ARG-E4. Students are then asked to use a digital device to transmit a message using binary code (SEP-MATH-E2, DCI-PS3.A-E2). In Grade 4, Unit: Waves, Energy and Information, Chapter 2, Lesson 2.3: Investigating Particles, students observe particle motion and how sound travels through different materials. MOD-E6. PS3.D-E1. here. to support student learning? Then, students engage in a classroom discussion to bring forward their experiences to be placed on the Our Experiences chart. Subjects: Science. The teacher is also directed to post the student thinking charts on the wall so they can return to it throughout the unit. PS4.A-E1. Each chapter in the unit focuses on answering a question that will support students in explaining this phenomenon. The units also include three-dimensional objectives in the form of 3-D statements and include corresponding assessments but do not consistently address all three dimensions of the objectives. In Chapter 1, students learn about their senses then relate that learning to how the gecko uses its senses to get information about its environment. Amplify is committed to rolling out the units in time for teachers to use them, assuming that their schools are following the recommended Amplify Science K–5 scope and sequence. Students begin gathering data and evidence about blackouts and consider design solutions to solve the problem in Ergstown. Questions build on each other as students move throughout the unit. Students use the simulation to investigate the distance from earth to the sun and to other stars. The correct answer is shown. All of the earth and space science DCI elements are found across all units in Grade 4. Students connect this learning to how the gecko is able to see its prey. Grade 3 and Grade 4 show continued increasing complexity and ask students to utilize practices within clearly defined investigations and topics, but Grade 5 does not show a clear increase over the previous two grades. In Grade 5, Unit: The Earth System, Chapter 2, Lesson 2.7: Design Freshwater Collection Systems, students learn that solutions to a problem may be limited by available materials and resources (constraints) and that the success of a solution is determined by how well it meets specific criteria. In order for an object to speed up, the direction of the force is: answer choices. The instructional materials reviewed for Grade 4 partially meet expectations for Criterion 1a-1c: Three-Dimensional Learning. %PDF-1.5 SPQ-E1. Students begin by discussing particle collisions and energy transfer. Assessments offer ways for individual student progress to be measured over time. Lecture 10 - How Science Is. Students use a simulation to observe how sound waves move through water particles and this movement transfers energy from one place to another (DCI-PS3.B-E1). The first lesson of each subsequent chapter in the unit usually connects prior learning between the chapters in the unit. Teacher guidance provides sample responses from students that demonstrate understanding of the objective. EM-E3. To explain the fossil phenomenon, students first learn that claims must be supported by evidence (SEP-ARG-E2); then, they engage in discourse about their claims and write an argument about this area’s past (SEP-ARG-E4). The information students share or that is elicited is not incorporated in subsequent activities but instead is frequently connected to at the end of instruction for students to reflect on, missing the opportunity to leverage the prior knowledge and experience. While these charts are eliciting student prior knowledge and experience, there is a missed opportunity to leverage; the information students share is not incorporated in subsequent activities. Are all standards present and treated with appropriate depth and quality required Rubric 3 uses these answers to assess student understanding that each part of the electrical system has a different function, with the parts working together to function (CCC-SYS-E1) and if one part of the system doesn’t work it can impact the rest of the system. Students perform a short experiment to determine the most effective way to measure rain data and collect temperature data. Students are given a specific amount of tape, craft sticks, straws, scissors, and a single index card to build a structure to meet a set of criteria. Materials incorporate all SEPs across the grade band. The instructional materials reviewed for Grade 4 partially meet expectations that they intentionally leverage students’ prior knowledge and experiences related to phenomena or problems. In Grade 4, Unit: Waves, Energy, and Information, Chapter 4, Lesson 4.1: Human Communication, students read a text. In Chapter 2, students use a simulation to examine sound energy moving as waves at the particle level. Students then look at a series of images and conduct a class discussion regarding what actions and responses would be associated with the images. Lesson 4.2: Science Seminar 119 Warm-Up 120 Preparing for the Science Seminar 121 ... Then, answer the question. In Grade 3, Unit: Environments and Survival, Chapter 4, lesson 4.2: Planning Designs, students learn that it is important to research a problem before beginning to design a solution and that testing a solution involves investigating how well the design performs. Amplify Science: Answer validation option. In the simulation, students track the volume of matter eaten to see that the matter that animals consume help the animals grow or becomes waste. Students visualize how energy flows and gather evidence within the simulation about which devices have energy as an input. Additionally, students continue to build the practice of constructing explanations and arguing from evidence. Many SEP elements were met multiple times across the units and grade levels. In Grade 3, Unit: Environments and Survival, Chapter 4, Lesson 4.2: Planning Designs, students learn solutions to a problem may be limited by available materials and resources (constraints), and that the success of a solution is determined by how well it meets specific criteria. Materials document how each lesson and unit align to NGSS. They apply that knowledge to explain how dolphins in the fictional Blue Bay send and receive signals underwater when separated (energy and matter) and how humans encode, send, and receive patterns of information for efficient communication across distances (patterns).” In the End-of-Unit Assessment, students label parts of a sound diagram and answer questions about how the sound travels from a computer to a person. Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded. Throughout the series of reactions, students are demonstrating the relationships of the components in the series of interactions in a system. Materials include opportunities to assess three-dimensional learning using digital technology. The instructional materials reviewed for Grade 4 partially meet expectations for Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning partially meets expectations and Criterion 2: Phenomena and Problems Drive Learning partially meets expectations. In Grade 3, Unit: Weather and Climate, Chapter 4, Lesson 4.3: Preparing for Natural Hazards, students learn that solutions to a problem may be limited by available materials and resources (constraints) and that the success of a solution is determined by how well it meets specific criteria. They discuss their models and the limitations, then predict (CCC-PAT-E2) how the outcrop could have changed over time (CCC-SC-E2). standards are present and treated with the appropriate depth to support students in learning the skills and ��8�:0uQ.�_eU��CX8JG�yڱR�P��%$(Q��Me�I&��J��5��К��#��INY��[�Ljx��5�� xu�F7�[�"��#~�T�~)��)�3�)�^��h�� m��ۃ2˫x�>G`zT��Ր��½�S��i�hw��2l�)�g�9�XC�e��m:GH1�IR��"��ÿEqE̲�J�E]ЈQ}@��̮޳i�&�"�sU��(��Ou��R��H�'�t��Y��8��C33/��>��Os��9�c��$��ffĩ�[(�m�D1I��┾Lv��&��}{|��fAs{Ʊ4�(��OR-s��'4��A��"�)WS}��N�Am��Z�u��Sc�дl� 1�J��mߖB�hVo4Q,�F�q�dᰌ��V�oh��$�6[Ӎ�Pb,�4/��0��Ya�͍��Fr��~C�'��ʑ�73��ٖ�(�Z� tJ ��i�� L# As students gain more evidence about the rocky desert outcrop, they refine their arguments based on new evidence about what could have caused changes in the landscape (SEP-ARG-E1, SEP-ARG-E5). Phenomena and problems drive learning and use of the three dimensions at the unit level but not at the chapter or activity level. PS3.C-E1: In Grade 4, Unit: Waves, Energy, and Information, Chapter 2, Lesson 2.4:Investigating Collisions, students push a nickel into a penny and observe that when the two objects collide, the contact forces transfer energy and change the motion of both the nickel and the penny. 37 terms. In Grade 4, Unit: Vision and Light, Chapter 1, Lesson 1.1: Pre-Unit Assessment, the Anchor Phenomenon is that a population of tokay geckos in a rainforest in the Philippines has decreased since the installation of new highway lights. The Science Program Guide provides a recommended scope and sequence. Materials are designed to include and support the use of digital technologies. Students then use the information from different condensation patterns on the different landscapes to future out why more water vapor gets cold over the west side of the island. PS3.B-E2: In Grade 4, Unit: Energy Conversions, Chapter 2, Lesson 2.4: Design Arguments About Devices, students read pages from It’s All Energy to learn that light is a form of energy that can be transferred from place to place. 1 0 obj Materials include a balance of images or information about people, representing various demographic and physical characteristics. Students view maps of the United States and the world; they use the maps to identify land and water features, identify locations of volcano and earthquake activity, and identify ocean ridges and trenches. In Grade 4, Unit: Waves, Energy, and Information, students study the properties of sound waves as they engage with various models. The materials include an Anchor Phenomenon at the unit level. In Grade 5, Unit: Modeling Matter, Chapter 3, Lesson 3.5: Models of Emulsifiers, students use a digital simulation and knowledge from this unit to create a nanoscale drawing that highlights the behavior of molecules in solutions. In Grade 3, Unit: Environment and Survival, Chapter 4, Lesson 4.3: Making and Testing Designs, students make and test their first test-versions of the neck design, share their designs and test results with another pair, and then revise their test-versions based on new ideas. Students then use a digital simulation to manipulate variables (pupil size and amount of light) to model how the amount of light entering the eye affects the ability to see (SEP-MOD-E4) and to show that an object is seen when light reflected from the object’s surface enters the eye (DCI-PS4.B.E1). In Grade 4, Unit Energy Conversions, Chapter 1, Lesson 1.3: Exploring Systems, the design challenge is to make a small electric fan spin. Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. Based on the type of rock in the outcrop (DCI-ESS2.B-E2), students identify the types of environments that three different fossils came from. Berkeley’s Lawrence Hall of Science. Of those phenomena and problems, they consistently connect to grade-level appropriate DCIs and are consistently presented to students as directly as possible. Students use a digital simulation (SEP-MOD-E4) and read an informational text (SEP-INFO-E4) to visualize sound energy and waves moving through materials (DCI-PS3.A-E2, CCC-EM-E3) at the particle level, and try to find patterns at the particle level (CCC-PAT-E3). ARG-E6. Grade 4 – Science Question and Answers Worksheet 1 Read More. In Grade 4, Unit: Vision and Light, the unit objective is for students to answer the question, “Why is an increase in light affecting the health of Tokay geckos in a Philippine rain forest?” and address the unit-level 3-D Statement, “Students ask and investigate questions about the role that animals’ senses, primarily vision, play in survival (structure and function) in order to figure out why there is a decline in the number of Tokay geckos living in one area of a rainforest in the Philippines (cause and effect).” In the End-of-Unit Assessment, students answer questions about how the gecko is able to see prey and why light at night makes it harder for the gecko to see prey. As students engage in a simulated model of light and sight (SEP-MOD-E4), they make sense of how the eyes and brain work together (CCC-SF-E1). Students begin to understand how matter moves within an ecosystem. Using evidence from various sources (SEP-CEDS-E2, SEP-INFO-E5), students write a report to the park rangers about the types of fossils, the environment the prehistoric animals lived in (DCI-ESS1.C-E1), and how those environments shaped that location (DCI-ESS2.A-E2, DCI-ESS2.B-E1). In Grade 4, students build on their investigation skills with the Vision and Light unit, which focuses on how animals obtain information through their senses. Edit. Instead, a guiding question related to building understanding of the Anchor Phenomenon is presented at the start of each chapter. Materials incorporate all grade-level Disciplinary Core Ideas. In Grade 4, Unit: Earth’s Features, the unit objective is for students to answer the question, “What was the environment of this place like in the past?” and address the unit-level 3-D Statement, “Students obtain information from text and use physical and digital models to construct understanding about how rock forms and erodes, how rock layers form, and how to use rock layers to infer the environmental changes that have happened in a place (stability and change). Examples of phenomena that drive students’ learning and use of the three dimensions across multiple lessons in the unit: The instructional materials reviewed for Grade 4 meet expectations for Gateway 2: Coherence and Scope. They use this information to figure out how the gecko knows that it is looking at its prey. In Chapter 4, students use digital models to observe how different animals see with varying amounts of light to determine how animals can see at night.

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