1. Fourth Grade Science Training NC Essential Standards for Science

2. Glad you’re here! Please complete the Batteries, Bulbs, and Wires worksheet. Do not look at the answers

3. Today’s Training Introduction - Structure of 4 th Grade Science - Explore Teacher Guides - 5E Learning Cycle - NCES Domains Unifying Themes in 4 th Grade Science Wrap Up

4. Structure of 4 th Grade Science Guided Inquiry; Teacher facilitates, students construct Big Idea: Analyzing Systems & Earth History Prior knowledge from K-3 is utilized Assessment

5. The Cycle of Learning Engage Explore Explain Expand Evaluate

6. Learning Cycle ComponentNotebook Entries Engage Focus Question Prediction Record class question I think/predict ___ because…” Explore Plan Observation & Data Record materials and procedures Record observations and data Explain (Making Meaning) Share data, group analysis Claims & Evidence Vocabulary & Content Conclusion “I claim ___ because …” Record or paste in notebook “I learned …” Expand Apply Next Steps or New Questions “If ___ then ___” “I wonder …” or “What about…?” Evaluate Formative assessment, quick write, exit ticket, teacher review of entries

7. Physical Science Domain Grade Level Force and Motion Matter: Properties & Change Energy: Conservation & Transfer Interactions of Energy & Matter K Animals 2x2* *Relative position Investigating Properties x x 1 Balance & MotionComparing & Measuring xx 2 SoundAir & Weather; Solids & Liquids xx 3 Human Body and Objects in the Sky Changes and SoilsChanges and Objects in the Sky x 4 Magnetism & Electricity Magnetism & Electricity and Earth Materials Magnetism & Electricity x 5 Motion & DesignMotion & Design, Inv. Weather Inv. Weather and Ecosystems x

8. Life Science Domain Grade Level Structure and Functions EcosystemsEvolution & Genetics Molecular Biology KAnimals 2 x 2 xxx 1 x Organisms x 2Life cycle of Butterflies x x 3Human BodyPlant Growth & Development xx 4 x Animal Studies x 5Human Body Systems EcosystemsHuman Body Systems x

9. Earth Science Domain Grade Level Earth in the UniverseEarth Systems, Structures & Processes Earth History KxWeatherx 1xPebbles, Sand & Siltx 2Air & Weather* *Moon Observations Air & Weatherx 3Objects in the SkyObjects in the Sky and Soils x 4xxEarth Materials and Landforms 5xInv. Weatherx

10. STC and FOSS STC Animal Studies FOSS Magnetism & Electricity Earth Materials Landforms Take just a few moments to explore and compare the structure of the manuals with your table group

11. Today’s Training Introduction Unifying Themes in 4 th Grade Science - FOSS Landforms - FOSS Earth Materials - FOSS Magnetism & Electricity - STC Animal Studies Wrap Up

12. Magnetism & Electricity

13. Misconception Probe Batteries, Bulbs, and Wire Magnets in Water

14. Batteries, Bulbs, and Wires Kirsten has a battery and small bulbs. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light. Magnets in Water Four friends were wondering if a magnet could pick up steel paper clips in water.

15. Student Misconceptions Many K-8 students are not aware of the bipolarity of batteries and light bulbs. Some students will regard one wire as “active” and the second wire as a “safety wire.” Research has shown that students are inclined to link gravity with magnetism.

16. Vertical Alignment In Kindergarten, students observe and describe the relative position of organisms and give examples of different ways organisms move. In 1 st, students conduct investigations to build an understanding of balanced forces, pushes, and pulls. In 2 nd, students investigate and describe how moving air interacts with objects. They also conduct investigations to build an understanding of the relationship between sound and vibrating objects.

17. Vertical Alignment In 3 rd, students conduct investigations to build an understanding of forces that affect motion and the effects of gravity on any object on or near the Earth. In 4 th, students make observations to build an understanding of magnetic force and motion produced by electrically charged objects. In 5 th, students conduct investigations to build an understanding of factors such as gravity, friction, and a change in mass affect the motion of objects.

18. Essential Question for the Unit How do magnetism and electricity work and how can they work together?

19. NC Essential Standards 4.P.1 Explain how various forces affect the motion of an object. 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.

20. Clarifying Objectives 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion.

21. Clarifying Objectives 4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire. 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.

23. Step 1: Read over the “Background for the Teacher” that is included at the beginning of each investigation.

24. Step 2: Read over the lesson notes in the “Lesson by Lesson Guide” in CMAPP and on the wiki.Lesson by Lesson Guide”

25. Step 3: Read over the “Materials” and “Getting Ready” sections of the investigation. Make sure you have all of the necessary materials.

26. Step 4: Follow the steps in the “Guiding the Investigation” section. Make sure you are only doing the lessons indicated on the storyline and Lesson by Lesson guide.

27. Step 5: Repeat steps 1-4 for each investigation.

28. So let’s try this together Half of you will prepare investigation 2 and half will prepare investigation 3 If we have more than 4 participants, the rest of you will prepare investigation 4

29. So what did you think? Let’s discuss our findings.

30. Breaking the Force # of spacers# of washers 0 1 2 # of spacers # of washers 3 4 5 SKIP!

34. Schematic Drawing of a Complete Circuit Symbol for D-Cell (source) Symbol for Light bulb (receiver)

35. Data Collection CONTROL CIRCUIT 1 D-cell battery 1 Light bulb2 wires SCORE TEST ONE 1 D-cell battery2 light bulbs3 wires TEST TWO 2 D-cell batteries 2 light bulbs4 wires TEST THREE 2 D-cell batteries 1 light bulb3 wires 3: Brighter than the control 2: Same as the control 1: Less than the control 0: No light

36. Unit Resources Misconception Probe FOSS Magnetism & Electricity Teacher Guide Lessons on CMAPP Elementary Science Wiki - Concept Storyline - Unpacked Content FOSS web - Teacher Prep Videos - Online nonfiction readers

37. Plan Ahead! Check batteries! Do additional wires need to be cut and stripped? How are the bulbs? Battery storage and disposal

38. Today’s Training Introduction Unifying Themes in 5 th Grade Science Wrap Up - Questions - Reflection - Leave Forms!

39. Please be in touch! Kristen Hellier Elementary Science Senior Administrator khellier@wcpss.net