Kenwood Knights
SCIENCE - STEM
STEM: INTRO
STEM NOTEBOOKS
& STUDY GUIDES
UNIT 1: Earth's Changing Surfaces
LAYERS OF THE EARTH
DAY v. NIGHT
ROCKS, SOIL, SEDIMENTS, & MECHANICAL WEATHERING
EROSION, DEPOSITION, &
CHANGING LANDSCAPES
PATTERNS IN LAND FEATURES
EFFECTS OF HUMAN ACTIVITY
UNIT 2: BIOLOGICAL CHANGES
FOSSILS
CHANGES TO THE ENVIRONMENT & SURVIVAL OF ORGANISMS
FORCE & MOTION
TYPES OF ENERGY
SOUND WAVES
LIGHT RAYS
INTERDEPENDENCE
STEM (SCIENCE, TECHNOLOGY, ENGINEERING, & MATH)
CMCSS and STEM VIDEO
WATER CYCLE
EROSION
STEM NOTEBOOKS & STUDY GUIDES
We will use our STEM Notebooks everyday in class. We will take notes, vocabulary terms, and work STEM problems in them. These notebooks are helpful, not only for the students, but also for parents. I know what it can be like sometimes trying to help your child with their homework and realizing that the content may not be in the science textbook or does not follow the same layout that we are using. Having these notebooks as resources can be very helpful. If you are unable complete work that is assigned, but attempt to do your best and write a note about what you might not have understood, you will still get credit. If you ever have any questions about a problem or work, please send me an email, so I can better help your child or asnwer any of your questions.
I always review with students before any tests or quizes in class. Most of the time there will be an actual study guide. Other times we use highlighters and highlight the notes, important information, sample problems, etc that they will have on a test. Students are to bring home their math or science notebooks to help them prepare for any test we have. They are welcome to bring these home nightly, as long as they remember to bring them back the next day.
Parents are required to sign the study guides or notebooks acknowledging that you have helped your child review and prepare for their test. They are given an additional 5 point extra credit for having it signed.
UNIT 1 EARTH'S CHANGING SURFACES
DAY v. NIGHT
VOCABULARY:
Day v. Night
axis
rotation
revolution
hemisphere
gravity
inertia
sun dial
Study Jams
"A Day on Earth"
Shadow Interactive
*STANDARD
4.ESS1.2 Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
COMPONENT IDEA:
Earth and the Solar System
CROSSCUTTING CONCEPT: Scale, Proportion, & Quantity
Students become familiar with sizes immensely large or small, or durations extremely short or long.
SCIENCE & ENGINEERING PRINCIPLE
Students should be able to organize experimental data to reveal patterns and utilize data using simple graph-to-form explanations.
WE WILL LEARN:
-
The role of gravity and inertia in maintaining Earth's orbit
-
Make connections between the shadows that they see changing over a day and the events occurring at a planetary scale underlying those changes
-
The change of the length and direction of shadows are evidence that the tilt in the Earth's axis is part of what forms the seasons
-
To record the length of shadows throughout the day over an extended period of time
Earth's Systems:
Layers of the Earth
Vocabulary
crust
mantle
outer core
inner core
*STANDARD:
-
4.ESS2.4 Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.
COMPONENT IDEA
Earth's Materials and Systems
CROSSCUTTING CONCEPT
Students group and describe interactions of the components that define a larger system.
SCIENCE & ENGINEERING PRACTICES: Analyzing and interpreting data
Students organize data (observations and measurements) in a manner in which facilitates further analysis and comparisons.
WE WILL LEARN:
-
Earth's systems include: atmosphere, hydrosphere, biosphere, and geosphere
-
The internal structure of the geopshere include: crust, mantle, outer core, & inner core
-
To develop an understanding of the relative positions, thicknesses, and composition of these layers
-
Know the characteristics of these layers
-
Convection occurs within the mantle
-
Radioactive decay occurs within the Earth's core
Earth's Systems:
Rocks, soils, sediments, and mechanical weathering
Vocabulary
sediments
mechanical weathering
frost wedging
abrasion
tree root wedging
*STANDARD:
-
4.ESS2.1 Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water ice, wind, gravity, and vegetation.
COMPONENT IDEA
Earth's Materials and Systems
CROSSCUTTING CONCEPT: Cause and Effect
Students identify conditions required for specific cause and effect interactions to occur through investigation.
SCIENCE & ENGINEERING PRACTICES: Constructing explanations and designing solutions
Students can create evidence based explanations for relationships seen in the natural world as well as identify evidence that supports other explanations.
WE WILL LEARN:
-
The processes and mechanisms that break down rocks to form soils and sediments and transports these sediments
-
Mechanical weathering includes wearing of rock by water, ice, wind, living organisms, and gravity
-
Once broken down, materials can be moved by a number of different mechanisms
-
How to recreate the process of frost wedging by freezing a sealed water bottle and observing the effects
-
(Early introductions to the idea of experimental design by freezing an empty water bottle at the same time)
Earth's Systems:
Erosion, Deposition, & Changing Landscapes
Vocabulary
weathering
erosion
deposition
landscapes
landforms
*STANDARD:
-
4.ESS1.1 Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
COMPONENT IDEA
The History of Planet Earth
CROSSCUTTING CONCEPT: Stability and Change
Students recognize that even apparently stable systems may be undergoing imperceptible changes.
SCIENCE & ENGINEERING PRACTICES: Developing and Using Models
Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events.
WE WILL LEARN:
-
The separate processes of weathering and erosion and their roles in changing the surface of Earth
-
These processes occur over long period of times
-
Throughout history, there have been events such as earthquakes and volcanoes that create sudden dramatic changes to the landscape
-
Gradual processes occurring continuously also play a major role in creating Earth's current landscape
-
Local, regional, and global landforms
-
To model the effects of weathering and erosion to create small scale landforms to understand how particular structures and formations may arise from weathering and erosion processes
Earth's Systems:
Patterns in Land Features
Vocabulary
cartographer
sonar generated maps
tectonic theory
igneous rock
*STANDARD:
-
4.ESS2.2 Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
COMPONENT IDEA
Plate Tectonics and Large-Scale Systems Interactions
CROSSCUTTING CONCEPT: Pattern
Students use patterns as evidence in an argument or to make predictions, construct explanations, and engage in arguments.
SCIENCE & ENGINEERING PRACTICES: Analyzing and interpreting data
Students should organize data (observations and measurements) in a manner which facilitates further analysis and comparisons.
WE WILL LEARN:
-
To read maps and identify features on more complicated maps that include the location and distribution of features
-
Identify patterns in the locations of features
-
As cartographers (map makers) produced increasingly more detailed maps, including sonar-generated maps of the ocean floor, patterns which appeared became incorporated into the origin of tectonic theory
-
Patterns include:
-
mountain chains form at the inside or edge of continents
-
the presence of major bands of earthquakes and volcanoes occur where mountains meet oceans
-
-
Evidence for previous volcanic activity can include the presence of igneous rocks
Earth's Systems:
Effects of Human Activity
Vocabulary
human activity
runoff
sewage
byproducts
*STANDARD:
-
4.ESS3.2 Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.
COMPONENT IDEA
Human Impacts on Earth Systems
CROSSCUTTING CONCEPT: Cause & Effect
Students routinely search for cause and effect relationships in systems they study.
SCIENCE & ENGINEERING PRACTICES: Engaging in Argument From Evidence
Students create evidence-based arguments and consider whether an argument is supported by evidence or relies on opinions or incomplete representations of relevant evidence.
WE WILL LEARN:
-
The processes used to obtain materials from the environment have consequences
-
To examine the activities that humans undertake and their effects
-
Farming
-
Mining
-
Building - paving roads affects runoff in areas
-
-
Development can be carried out to include measure which deliberately minimize its effects
-
treatment of sewage
-
recycling of resources
-
monitoring byproducts of agricultural activities
-
UNIT 2: BIOLOGICAL CHANGES
FOSSILS:
Vocabulary
fossil
extinct
Study Jams
FOSSILS
Fossils
(Powerpoint)
How a Fossil is Made
(Powerpoint)
*STANDARD:
-
4.LS4.1 Obtain information about what a fossil is and ways a fossil can provide information about the past.
COMPONENT IDEA
Evidence of Common Ancestry
CROSSCUTTING CONCEPT: Scale, Proportion, and Quantity
Students become familiar with sizes immensely large or small or durations extremely short or long.
SCIENCE & ENGINEERING PRACTICES: Constructing Explanations and Designing Solutions
Students create evidence-based explanations for relationships seen in the natural world as well as identify evidence that supports other explanations.
WE WILL LEARN:
-
Through the use of fossil timelines we can observe changes in organisms over long periods of time
-
We see fish without jawbones 500 million years ago, yet fossils from 400 millions years ago show the emergence of jawbones
-
-
The appearance of new animal types can also be observed (amphibians 350 million years ago, reptiles 300 million years ago, mammals 230 million years ago, and birds 120 million years ago)
-
Younger rocks contain embedded fossils that are younger and look more like the animals we see today
-
Examples of information could include type, size, and distribution of fossil organisms
-
Fossils used for examination can include both visible and microscopic
INTERDEPENDENCE
VOCABULARY:
consumer
ecosystem
endangered
threatened
thriving
carnovre
herbivore
omnivore
Study Jams
POPULATION GROWTH
Study Jams
CHANGES IN ECOSYSTEMS
Study Jams
ECOSYSTEMS
*STANDARD
4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
COMPONENT IDEA
Ecosystem Dynamics, Functioning, and Resilience
CROSSCUTTING CONCEPT: CAUSE & EFFECT
Students routinely search for cause and effect relationships in systems they study.
SCIENCE AND ENGINEERING PRINCIPLE: ANALYZING & INTERPRETING DATA
Students should be able to organize experimental data to reveal patterns and utilize data using simple graphs to form explanations.
STUDENTS WILL LEARN:
-
Environmental changes can threaten some species, while proving advantageous to others.
-
When the ecosystem changes, some organisms will survive and reproduce while others will not.
-
Those organisms who struggle in an environment after a change has occurred will either die off or may move to a new location.
-
Changes to the environment may also provide opportunities for new organisms to establish themselves.
-
The organisms that are most likely to survive may have lifestyles and structures that provide them advantages.
-
There are a variety of changes that can take place in an environment and the ecosystems have the ability to meet the needs of many of the organisms.
ORGANISMS EFFECT ON THEIR REGION
VOCABULARY:
agriculture
fossil fuels
*STANDARD
4.ESS2.3 Provide examples to support the claim that organisms affect the physical characteristics of their regions.
COMPONENT IDEA
Biogeology
CROSSCUTTING CONCEPT: CAUSE & EFFECT
Students group and describe interactions of the components that define a larger system.
SCIENCE AND ENGINEERING PRINCIPLE: Obtaining, Evaluating, and Communicating Information
Students can read and summarize text and embedded non-text elements from multiple sources synthesizing an understanding on a scientific idea. Students can communicate scientific information in writing utilizing embedded elements.
STUDENTS WILL LEARN:
-
The effects that organisms can have on their regions can include both short and long term effects.
-
Living organisms depend on the Earth to meet basic needs.
-
Long term effects include restructuring the surface of the land to suit human needs (building of roads, dams, fuels, agriculture) or other organisms creating habitats and shelters.
-
Much earlier in Earth's history, it was the dramatic increases of living organisms in certain areas and that created deposits of fossils fuels for the remains of these organisms.
Brainpop
Fossil Fuels
Humans & the
Environment
Climate Change
*STANDARD
4.LS2.1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
COMPONENT IDEA
Interdependent Relationships in Ecosystems
CROSSCUTTING CONCEPT: Energy and Matter
Students begin to recognize types of energy present in a system and the ability to transfer this energy between objects.
SCIENCE AND ENGINEERING PRINCIPLE: Engaging in Argument From Evidence
Students create and identify evidence-based arguments and consider whether an argument is supported by evidence or relies on opinions or incomplete representations of relevant evidence.
STUDENTS WILL LEARN:
-
The invisible needs of plants
-
Plants fulfill the role of “producer” which implies that nearly all types of food originated as a plant.
-
To observe elodea plants in water and their production of gas (oxygen) under varying conditions.
-
Bromothymol blue can be used as an indicator to show the conversion of carbon dioxide (blow bubbles into water) into oxygen by the elodea.
-
that plant matter comes from carbon dioxide, not the soil or water.
-
(Review) forms of matter involved with photosynthesis
-
the role of plants in capturing energy from the sun and bringing this energy into the biosphere.
-
(Focus) on the requirements for photosynthesis/plant growth and not the processes
PLANTS
VOCABULARY:
photosysthesis
waster material
PLANTS
VOCABULARY:
agriculture
fossil fuels
*STANDARD
4.LS2.1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
COMPONENT IDEA
Interdependent Relationships in Ecosystems
CROSSCUTTING CONCEPT: Energy and Matter
Students begin to recognize types of energy present in a system and the ability to transfer this energy between objects.
SCIENCE AND ENGINEERING PRINCIPLE: Engaging in Argument From Evidence
Students create and identify evidence-based arguments and consider whether an argument is supported by evidence or relies on opinions or incomplete representations of relevant evidence.
STUDENTS WILL LEARN:
-
The invisible needs of plants
-
Plants fulfill the role of “producer” which implies that nearly all types of food originated as a plant.
-
To observe elodea plants in water and their production of gas (oxygen) under varying conditions.
-
Bromothymol blue can be used as an indicator to show the conversion of carbon dioxide (blow bubbles into water) into oxygen by the elodea.
-
that plant matter comes from carbon dioxide, not the soil or water.
-
(Review) forms of matter involved with photosynthesis
-
the role of plants in capturing energy from the sun and bringing this energy into the biosphere.
-
(Focus) on the requirements for photosynthesis/plant growth and not the processes
CHANGES IN ANIMALS OVER TIME
VOCABULARY:
Fossil
Relative age
CHANGES IN ANIMALS OVER TIME
*STANDARD
GLE 0507.5.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.
WE WILL LEARN THAT:
-
When living things die, they usually decompose.
-
When conditions are right and the remains of a living thing are quickly buried, it may become fossilized.
-
Most fossils are found in sedimentary rock made from sand, silt, mud, or cobbles that were carried by water and deposited in layers.
-
Fossils are the preserved remains or traces of organisms that lived long ago.
-
Fossils include mineralized bones, teeth, shells, wood, and the actual unaltered material of an organism.
-
Fossils can be compared to one another and with living organisms according to their similarities and differences.
-
The study of fossilized plant and animal structures provides additional information for classifying organisms into groups.
-
Some organisms that lived long ago are similar to existing organisms, but some are quite different.
FOCUS QUESTIONS:
-
How did fossils form?
-
How do fossils provide evidence about the past and the present?
BIODIVERSITY
VOCABULARY:
Adaptations
Behavioral adaptation
Camouflage
Hibernation
Migration
Mimicry
Mutation
Natural selection
Nocturnal
Physical adaptation
Variation
Study Jams
ANIMAL ADAPTATIONS
STUDY JAMS
VERTEBRATES
Study Jams
PLANT ADAPTATIONS
Study Jams
INVERTEBRATES
OVERALL CONCEPTUAL STRAND
A rich variety of complex organisms have developed in response to a continually changing environment.
OVERALL GUIDING QUESTION
How does natural selection explain how organisms have changed over time?
*STANDARD
GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals.
WE WILL LEARN THAT:
-
Millions of different kinds of living things that inhabit Earth are classified into groups based on their similarities and differences.
-
Taxonomy is the practice and science of classification.
-
Similarities among the internal and external characteristics of organisms are used to infer their degree of relatedness.
-
Different kinds of organisms have characteristics that enable them to survive in different environments.
-
Individuals in a group can differ in their characteristics and sometimes this offers an advantage in survival and reproduction.
-
A good classification method uses all available data to provide a deeper understanding of the relatedness among organisms.
-
Modern classification schemes rely upon evidence drawn from the field of genetics.
FOCUS QUESTIONS:
-
What is the purpose for using certain criteria to classify organisms into groups?
-
What specific types of adaptations enable organisms to survive in particular environments?
HEREDITY
VOCABULARY:
Carrier
Dominant
Gene
Heredity
Inherited traits
Instinct
Learned behavior
Recessive
Reproduction
Study Jams
INHERITED TRAITS
OVERALL CONCEPTUAL STRAND
Plants and animals reproduce and transmit hereditary information between generations.
OVERALL GUIDING QUESTION
What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?
PART 1 *STANDARD
GLE 0507.4.1 Describe how genetic information is passed from parents to offspring during reproduction.
GLE 0507.4.2 Recognize that some characteristics are inherited while others result from interactions with the environment.
WE WILL LEARN THAT:
-
Reproduction is a characteristic of all living things.
-
Sexual reproduction typically occurs through the union of gametes (egg and sperm) from two individuals of opposite sex.
-
Gametes contain genetic information that is transmitted from one generation to the next.
-
During sexual reproduction, offspring inherit a combination of genetic material from both parents.
-
Because offspring resemble their parents, there must be a means for transmitting information between generations.
-
Offspring resemble their parents in some ways, but not others.
-
The characteristics of organisms are influenced by what they inherit and the environment.
-
Similarities among the characteristics of offspring and parents are indicative of traits that are inherited.
-
Certain acquired traits result from interactions between an organism and its environment.
-
Characteristics such as the ability to ride a bicycle are learned and cannot be passed on to the next generation.
FOCUS QUESTIONS:
-
How is genetic material passed between generations?
-
What is the difference between an inherited characteristic and one that develops as a result of interactions with the environment?
HEAT ENERGY
VOCABULARY:
Conduction
Convection
Insulation
Radiation
Transfer of heat
Study Jams
HEAT
Bill Nye The Science Guy: Heat
CONCEPTUAL STRAND
Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
GUIDING QUESTION
What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?
*STANDARD
GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.
WE WILL LEARN THAT:
-
Heat results when substances burn, when materials rub against each other, and when electricity flows though a wire.
-
Unless it produces its own heat, the heat of an object depends upon the environment in which it is found.
-
Heat can be transferred from one place to another in three ways: conduction in solids, convection in liquids or gases, and radiation through anything that will allow radiation to pass.
-
Materials themselves do not have any particular warmth or coldness.
-
The heat energy of an object is associated with the motion of its molecules.
-
Different solid materials have different abilities to conduct heat.
-
When warm and cool objects come into contact, warmer objects get cooler and cooler objects get warmer until they all are the same temperature.
-
Convection occurs when warmer areas of a liquid or gas rise to cooler areas.
-
Heat spreads from one object to another; cold is not transferred.
-
A warmer object can heat a cooler one from a distance without any direct contact.
-
Increasing the temperature of any substance requires the addition of energy.
FOCUS QUESTION:
-
What are the basic principles that explain heat transfer between objects?
LANDFORMS & BODIES OF WATER AFFECTING ATMOSPHERIC PRESSURE VOCABULARY:
Air pressure
Altitude
Atmosphere
Climate
Current
El Nino
Gulf Stream
La Nina
Landbreeze
Latitude
Leeward
Rain shadow
Sea breeze
Vegetation
Weather
Weathering
Windward
Study Jams
WEATHER & CLIMATE
Study Jams
AIR PRESSURE
& WIND
Study Jams
WEATHERING & EROSION
CONCEPTUAL STRAND
The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature.
GUIDING QUESTION
How do the physical characteristics and the chemical makeup of the atmosphere influence the surface processes and life on earth?
CONCEPTUAL STRAND
The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature.
GUIDING QUESTION
How do the physical characteristics and the chemical makeup of the atmosphere influence the surface processes and life on earth?
*STANDARD
GLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.
WE WILL LEARN THAT:
-
When land and water are exposed to the same amount of sunlight for the same amount of time, land absorbs heat energy more quickly than water, but loses it more quickly than water.
-
Sea breezes have a cooling influence on coastal areas.
-
Sea breezes occur when warmer air inland rises and the cooler air from the coast moves in to take its place.
-
On the windward side of a mountain, land at high altitudes block the flow of moisture laden air masses causing them to rise, cool, condense, and fall as some form of precipitation.
-
Because less precipitation is available on the leeward side of a mountain, it creates a rain shadow that is generally drier and less vegetated.
FOCUS QUESTION:
-
How do latitude, altitude, and proximity to the ocean affect local weather and climate conditions?
UNIT 2 PHYSICAL & SPACE SCIENCE
PROPERTIES & MATTER VOCABULARY:
acids
bases
boiling point
buoyancy
change of state
chemical property
condensation
corrosion
density
dissipate
evaporation
flammability
freezing point
graduated cylinder
gravity
heat
indicators
insulation
mass
matter
melting point
neutralization
pH scale
physical property
rust
scale
spring scale
states of matter
sublimation
temperature
thermal conductivity
thermometer
triple beam balance
variable
volume
weight
EARTH'S GEOLOGIC FEATURES VOCABULARY:
Aftershock
Continental drift
Convergent boundaries
Core
Crust
Divergent boundaries
Earthquake
Epicenter
Erosion
Eruption
Fault
Fault block mountains
Faulting
Focus
Folded mountains
Geological features
Geologist
Lava
Magma
Magnitude
Mercalli scale
Mid-ocean ridges
Normal fault
Pangaea
Plane
Plate movement
Plate tectonic
Reverse fault
Richter Scale
Ring of Fire
Seismometer
Strike slip fault
Transform boundaries
Tsunami
Valley
Volcano
CONCEPTUAL STRAND
Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change.
GUIDING QUESTION
How is the earth affected by long-term and short term geological cycles and the influence of man?
WE WILL LEARN THAT:
-
Geologic events are responsible for changes in the earth’s crust.
-
Volcanoes, earthquakes, faulting, and plate movements affect the earth’s surface features.
Interdependence, Human Impact
Jeopardy Game
Study Jams
SYMBIOSIS
FORCE & MOTION VOCABULARY:
Acceleration
Action force
Air friction
Air resistance
Balance force
Conservation of energy (Law)
Decelerate
Direction
Force
Frame of reference
Friction
Gravity
Momentum
Motion
Reaction force
Speed
Unbalanced force
Variable
Velocity
TYPES OF ENERGY VOCABULARY:
Chemical potential energy
Elastic potential energy
Energy
Gravitational potential energy
Kinetic energy
Position
Potential energy
Transfer of energy
CONCEPTUAL STRAND
Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
GUIDING QUESTION
What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?
*STANDARD
GLE 0507.10.1
Design an experiment to illustrate the difference between potential and kinetic energy.
WE WILL:
-
Differentiate between potential and kinetic energy.
-
Create a graphic organizer that illustrates different types of potential and kinetic energy.
-
Design and conduct an investigation to demonstrate the difference
between potential and kinetic energy.
SPACE VOCABULARY:
Asteroid
Comet
Constellation
Diameter
Dwarf planet
Line of declination
Moon
Nebula
Planets
Radius
Revolution
right ascension
Rotation
satellite
Solar system
Star
Star chart
Back to Top
Back to Top
ENERGY FLOW - CORN TO COW
Study Jams
FOOD CHAINS
Study Jams
FOOD WEBS
ENERGY FLOW IN THE CORAL REEF SYSTEM
Light Rays
Vocabulary
spectrum
prism
ray
ROYGBIV
refraction
white light
solid color
multi-color
component colors
light source
lense
combination lense
*STANDARD
4.PS4.2 Describe how the colors of available light sources and the bending of light waves determine what we see.
COMPONENT IDEA:
Electromagnetic Radiation
CROSSCUTTING CONCEPT: Cause & Effect
Students routinely search for cause and effect relationships in systems they study.
SCIENCE & ENGINEERING PRINCIPLE: Analyzing and interpreting data
Students should be able to organize experimental data to reveal patterns and utilize data using simple graph-to-form explanations.
WE WILL LEARN:
-
White light is composed of a combination of red, green, and blue light
-
To examine and record how the appearances of objects (solid-color and multi-color) change depending on the light source
-
Prisms can be used to bend light so that is separated into component colors
-
Lenses and combination lenses can bend light to magnify or focus light for objects that cannot be seen with the naked eye
*STANDARD:
-
4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
COMPONENT IDEA
Wave Properties: Mechanical & Electromagnetic
CROSSCUTTING CONCEPT
Students recognize, classify, and record patterns involving rates of change.
SCIENCE & ENGINEERING PRACTICES:
Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events.
WE WILL LEARN:
-
The basic properties of waves
-
The patterns of repeating amplitudes and wavelengths that describe a wave
-
Waves of the same type can differ in amplitude and wavelength
-
Waves can add or cancel one another as they cross, depending on their relative phase, but they emerge unaffected by each other
-
Two different sounds can pass a location in different directions without getting mixed up
-
Light and sound can send signals over a distance
-
Waves move in regular patterns of motion caused by disturbances in a medium
-
Waves are a way to transfer energy from one object to another
WAVES: SOUND
VOCABULARY:
amplitude
crest
direction
energy
frequency
longitudinal
particle
peak
transverse
trough
wavelength
