TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 1 of 4
Column 3 Notes – Red – important note Green – All or par...
TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 2 of 4
Column 3 Notes – Red – important note Green – All or par...
TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 3 of 4
Column 3 Notes – Red – important note Green – All or par...
TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 4 of 4
Column 3 Notes – Red – important note Green – All or par...
Upcoming SlideShare
Loading in …5
×

Grade 4 unit 4 td blue

756 views

Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Grade 4 unit 4 td blue

  1. 1. TRANSITION DOCUMENT – GRADE 4 © 2010, TESCCC 09/07/10 page 1 of 4 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces GRADE 4 - Unit 04: The Changing Earth 2010 TEKS 1998 TEKS Curriculum and Instruction Considerations 4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 4.2 F Communicate valid oral and written results supported by data. Communicate VALID RESULTS SUPPORTED BY DATA Including, but not limited to: • oral • written 4.2 D Communicate valid conclusions Key Understandings • Soils have unique properties which make them useful in different ways. Performance Indicator(s) • Test three different mystery soil samples and determine which would be the best for growing plants. Write a report explaining why this soil would be best; include the properties of the other soils that made them less favorable for growing plants (4.2F; 4.7A). Lesson Bridge**For this TEKS, reference 3rd Grade, Unit 05, Lesson 03 Earth Matters: Investigating Soil and 4th Grade, Unit 04, Lesson 03 Soil Tests. Engage: • Grade 04 Unit 04 Lesson 03 Follow Engage pgs 3-4 Explore/Explain 1: • Grade 03 Unit 05 Lesson 03 Follow Explore/Explain pgs 5-7 Explore/Explain 2: • Grade 03 Unit 05 Lesson 03 Follow Explore/Explain pgs 7-9 Explore/Explain 3: • Grade 04 Unit 04 Lesson 03 Follow Explore/Explain pgs 4-9 Elaborate: • Grade 03 Unit 05 Lesson 03 Follow Elaborate
  2. 2. TRANSITION DOCUMENT – GRADE 4 © 2010, TESCCC 09/07/10 page 2 of 4 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces pgs 9-10 Evaluate: • See Performance Indicator above 4.7 Earth and space. The students know the Earth consists of useful resources and its surface is constantly changing. The student is expected to: 4.7 A Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants. Examine PROPERTIES OF SOILS Including but not limited to: • soil types • clay • sand • loam • silt • gravel • color • texture • capacity to retain water • ability to support the growth of plants 3.11 B Identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants. Identify, Record PROPERTIES Including, but not limited to: • types of soils • loam, clay, and sand • color • texture • capacity to retain water • ability to support the growth of plans and plant life (nutrient value) 4.11 A Test properties of soils including, texture, capacity to retain water, and ability to support life. Test SOIL PROPERTIES Including, but not limited to: • soil types • clay • sand • loam
  3. 3. TRANSITION DOCUMENT – GRADE 4 © 2010, TESCCC 09/07/10 page 3 of 4 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces • silt • gravel • texture • appearance • color • capacity to retain water • ability to support animal and plant life (nutrient value) 4.7 B Observe and identify slow changes to the Earth’s surface caused by weathering, erosion, and deposition from water, wind and ice. Observe, Identify SLOW CHANGES TO EARTH’S SURFACE Including, but not limited to: • caused by • weathering • erosion and deposition from water • wind • ice 2061 Note: By the end of 5th grade, students should know that: • Waves, wind, water, and ice shape and reshape the earth’s surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. 4C/E1 4.10 A Identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering and flow. Identify, Observe EFFECTS OF EVENTS THAT REQUIRE TIME FOR CHANGE Including, but not limited to: • elements of weathering • sun • rain • wind • temperature • results of causal agents • growth (plants, landforms, bodies of water) • weathering (wind, rain, temperature) • erosion (wind and water) • dissolving (water) • flow (water, sediment, glaciers, lava) Key Understandings • Weathering is the process of breaking rocks down into smaller pieces called sediment. • Erosion is the process which changes the Earth’s surface by moving earth material. • Deposition is the process which changes the Earth’s surface by depositing sediment in a new location. • Weathering, erosion, and deposition can be caused by water, ice, wind, and temperature. Performance Indicator(s) • Draw a three part illustration that clearly demonstrates the difference between weathering, erosion, and deposition. Orally describe each. (4.7B) Lesson Bridge**For this TEKS, reference 4th grade, Unit 04, Lesson 01 Weathering and Erosion Engage: • Follow the Engage in its entirety. Explore/Explain: • Follow the Explore/Explain in its entirety. Elaborate: • Follow the Elaborate in its entirety. Evaluate: • See Performance Indicator above 4.10 B Draw conclusions about “what happened before” using fossils or charts and tables.
  4. 4. TRANSITION DOCUMENT – GRADE 4 © 2010, TESCCC 09/07/10 page 4 of 4 Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces Draw CONCLUSIONS Including, but not limited to: • charts and tables • fossils Note: • The point of this expectation is NOT to make molds or cast fossils, but to question what they can tell us about the past.

×