HANSON PARK UNIT PLAN

2017-2018
Name: 4th Grade Team September
Subject: Science (Sound & Light Waves Unit) Time: 3:10 4:00
Week 1 Common Core Standards:
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others' ideas and expressing their own clearly.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Next Generation Science Standards:

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place y sound, light, heat, and electric
currents.
4-ESS#-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the
environment.
Diff Addressing Learner styles: verbal/linguist, logical, visual/spatial, interpersonal, and intrapersonal.
Instr.
Guiding Questions: Instructional Strategy:
Why am I a DAY 1: Who is a scientist activity, students draw, label, explain and share their Ideas
scientist?
Day 2: Create a Safety in science anchor chart, students learn about the importance, and how to do safe science.
How can I be a
safe scientist?
ESL WIDA Social & Instructional Domain X Listening Native LanguageText 1
Language Arts X Speaking 2
Vocabulary Math X Reading X 3
Compression x Science X Writing Eng. Lang. Prof. Level X 4
Frequency Social Studies 5
Wavelength Content Objective Language Objective
Draw inferences from a text referring to details and examples. Draw inferences from details and examples from text using graphic
Pitch organizers.
Reflection
Absorption
Transparent
Translucent
Opaque
Refraction
ELP1 ELP2 ELP3 ELP4 ELP5
Define academic words and Define academic words and Define academic words and Define academic words and Define academic words and
phrases in L1 and/or define phrases in L1 and/or define phrases in L1 and/or define phrases in L1 and/or define phrases in L1 and/or define
high-frequency, academic high-frequency, academic high-frequency, academic high-frequency, academic high-frequency, academic
words in English from leveled words in English from leveled words in English from leveled words in English from leveled words in English from leveled
texts using single words, texts using single words, texts using single words, texts using single words, texts using single words,
gestures and pictures. gestures and pictures. gestures and pictures. gestures and pictures. gestures and pictures.
Assessment Scientist illustration rubric, participation
Materials Science journal, and Text p. xxxii

Homework Complete illustration

Impact Gradebook RI.5.7 Who Is A Scientist (Classwork)
Week 2 Common Core Standards:
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others' ideas and expressing their own clearly.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Next Generation Science Standards:

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place y sound, light, heat, and electric
currents.
4-ESS#-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the
environment.
Diff Addressing Learner styles: verbal/linguist, logical, visual/spatial, interpersonal, and intrapersonal.
Instr.
Guiding Questions: Instructional Strategy:
How do I use
the scientific Day 1: Teacher does demonstration of the Scientific method using the 3 crosscutting concepts. Students read and create an anchor chart for the scientific method.
method to solve
a problem? Day 2: Teacher will set up stations (Waves in Liquids, Waves in Solids, and Waves in Gases. Students will record observations, and determine commonalities and
How do waves differences among the types of waves.
travel through
Day 3 Teacher will introduce chapter 14 Sound and Light vocabulary Utilizing picture cards. Students will learn how to make a picture dictionary. Students will read
various mediums
about sound energy (pick references from Lesson 1 to have students refer to).
(solids, liquids,
gases)?
 ESL WIDA Social & Instructional Domain X Listening Native LanguageText 1
Language Arts X Speaking 2
Vocabulary Math X Reading X 3
Compression x Science X Writing Eng. Lang. Prof. Level X 4
Frequency Social Studies 5
Wavelength Content Objective Language Objective
Draw inferences from a text referring to details and examples. Draw inferences from details and examples from text using graphic
Pitch organizers.
Reflection
Absorption
Transparent
Translucent
Opaque
Refraction

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Draw inferences from details Draw inferences from details Draw inferences from details Draw inferences from details Draw inferences from details
and examples in grade 3-4 and examples in grade 3-4 and examples from adapted and examples in grade 3-4 and examples in grade level
level texts in L1 and /or answer level texts in L1 and/or answer texts by answering in simple, level texts by producing texts by producing detailed
questions about inferences in questions about what is related sentences with key complete sentences with some sentences of varying lengths
appropriately leveled texts by inferred in appropriately content based grade level content based vocabulary. with content based vocabulary.
producing single word answers, leveled texts by using short vocabulary.
pointing to pictures or phrases to complete sentence
answering yes/no. frames.
Assessment Participation, picture dictionary, and checkpoint Questions
Materials Science Text xxvi NGSS Website http://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-
waves-unit/ Lesson 1 and Text P.406-412
Homework Vocabulary picture dictionary, Check Point Questions 411, 409
Impact Gradebook RI.4.5 Wave Station (Class Participation)
RI.4.4 Chapter 14 Picture Dictionary (Homework)
Week3 Common Core Standards:
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others' ideas and expressing their own clearly.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Next Generation Science Standards:

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place y sound, light, heat, and electric
currents.
 4-ESS#-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the
environment.
Diff Addressing Learner styles: verbal/linguist, logical, visual/spatial, interpersonal, and intrapersonal.
Instr.
Instructional Strategy:
Guiding Questions: DAY 1:Lesson 2
Students will work in groups to make a model of transverse and longitudinal waves. Teacher will facilitate.
How can I create a
model of Vocabulary
transverse and Transverse Wave
longitudinal Longitudinal Wave
waves?
Day:2 Students will read about how sound travels. They will discuss previous activities, and how they relate to the reading. Last they will discuss Checkpoint
Questions.
How can I conduct
Day:3 Lesson 6 Students will reread How We hear (Science Text p. 415) and then teacher will project NGSS reading titles Hearing Sound, and
an experiment that
shows the students will read along. Last students will fill out the Ear Diagram: Fill-in-the-blanks worksheet and discuss how the parts of the
characteristics of ear function together to allow us to hear.
waves?

ESL WIDA Social & Instructional Domain X Listening Native LanguageText 1

Language Arts X Speaking 2
Vocabulary Math X Reading X 3
Compression x Science X Writing Eng. Lang. Prof. Level X 4
Frequency Social Studies 5
Wavelength Content Objective Language Objective
Explain own ideas and understanding in light of a discussion. Express personal ideas and understanding in a discussion using notes and
Pitch a Word Wall.
Reflection
Absorption
Transparent
Translucent
Opaque
Refraction

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Express personal ideas and Express personal ideas and Express multiple, related, Express organized personal Express clear and coherent
understanding in a discussion understanding in a discussion personal ideas and ideas and understanding in a personal ideas and
on grade level topics in L1 on grade level topics in L1 understanding in a discussion discussion on grade level topics understanding in a discussion
and/or use high-frequency, and/or use phrases and short using expanded sentences with on grade level topics using
on grade level topics using
single words in phrase patterns sentences with formulaic emerging complexity of multiple, complex sentences.
or memorized phrases. patterns.
simple sentences with grammatical structures.
repetitive structures.
Assessment Participation, Labs Ear diagram, model rubric
Materials http://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-waves-unit/ Lesson 2, and 6, and science Journals, types of waves,rubber rope, slinkies, colored tape
 Homework Checkpoint Questions P.413 and 415 Create a model of the ear using household items (Due in two weeks).
Impact Gradebook RI.4.5 Modeling (T and L) Waves (Classwork)
RI.4.1 Checkpoint Questions (Homework)
RI.4.7 Ear Diagram (Assessment)
Week 4 Common Core Standards: :
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others' ideas and expressing their own clearly.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, and
descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Next Generation Science Standards:

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place y sound, light, heat, and electric
currents.
4-ESS#-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the
environment.
Diff Addressing Learner styles: verbal/linguist, logical, visual/spatial, interpersonal, and intrapersonal
Instr.
Guiding Questions: Instructional Strategy:
What is light
energy? DAY 1: Vocabulary
Color, Pigment, Absorption, Reflection

How does light and

matter interact? Students will explore color and understand that color is made of different frequencies of light waves.
They will distinguish between colors of light and colors of pigment by doing Light activity. The will make predictions, observations, and share their
findings. Teacher will facilitate activity, and present examples with projector, after student exploration.
Day 2: Students will complete previous days activity, and then read about what light energy is. Then they will work in groups to discuss checkpoint questions.

Day 3: Students will read about how light and matter, interact. They will do guided inquiry to see how light reflects and refracts.
 ESL WIDA Social & Instructional Domain X Listening Native Lanugage Text 1
X Language Arts X Speaking 2
Vocabulary Math X Reading Eng. Lang. Prof. Level X 3
Compression Science X Writing X 4
Frequency Social Studies 5
Wavelength Content Objective Language Objective
Interpret information presented visually, orally, or quantitatively (e.g., in Analyze what they see and hear and explain how the information
Pitch Charts/Posters, graphs, diagrams, time lines, animations, or interactive contributes to an understanding of the text in which it appears through
Reflection elements on Web pages) and explain how the information contributes to the use of a Venn Diagram.
Absorption an understanding of the text in which it appears.
Transparent
Translucent
Opaque
Refraction

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Explain how the information of Explain how the information of Use key vocabulary in simple, Use key vocabulary in Use precise vocabulary in
reading a story and a multi- reading a story and a multi- related sentences to explain expanded and some complex multiple, complex sentences to
media version contribute to an media version contribute to an how the information from sentences to explain how the explain how the information
understanding of the text in L1 understanding of the text in L1 reading a story or watching a information from reading a from reading a story or
and/or match single words to and/or use short phrases to multi-media version story or watching a multi- watching a multimedia version
Pictures and Photographs; use answer questions; match to contributes to an understanding media version contributes to an contributes to an understanding
single words to complete Venn images and Pictures and of the text. understanding of the text of the text.
Diagram; or answer yes/ or Photographs; or complete Venn
either/or questions. Diagram
Assessment Participation, Labs Ear diagram, model rubric
Materials Science Text P. 416-419
http://learning-in-action.williams.edu/opportunities/elementary-outreach/science-lessons/4th-grade-waves-unit/ Lesson and 5 Light, and science Journals, flashlight, colored tissue paper (filters),rubber-
bands, large books, mirror, white card, black card, exploring color worksheet, color Venn diagram Text P.417 and 419 Lesson 3 and 420-427 Lesson 4 Guided Inquiry

Homework Checkpoint Questions P.417 and 419 Lesson 3 and 420-427

Impact Gradebook RI.4.4 Vocabulary (Class Participation)
RI.4.1 Checkpoint Questions (Homework)
RI.4.3 Guided Inquiry (Assessment/Project Grade)