Grade 04 Science - EC: S4.A.3.2.2
Grade 04 Science - EC: S4.A.3.2.2
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Related Academic Standards / Eligible Content
Activities
Look at the model below to answer questions #1-2.
- What does this model represent?
- What are the 4 processes that take place within the water cycle?
Look at the model below to answer questions #3-4.
- What does this model represent?
- What do all of the planets orbit?
Look at the model below to answer questions #1-2.
- What do you think the weather is like during the day in Southern Florida?
- How would you summarize the change in average annual nighttime temperature according to this map?
- Draw two conclusions based on the following map of Pennsylvania.
- Below is a model of the solar system. Do you think this model is useful for providing information about our solar system? Why or why not?
- Below is a model of desert food web. Your teacher asked you to list three animals that eat the kangaroo rat. Can you use this model to identify these animals? If so, explain how you used the model. If not, explain what needs to be added to the model in order to identify three animals that eat the kangaroo rat.
Answer Key/Rubric
- The water cycle
- Evaporation, condensation, precipitation, collection
- The solar system
- The sun
- Student is able to make a realistic prediction and explain their reasoning.
Example acceptable prediction: During the day the temperature would be higher than 80˚F because it should average higher than during the night.
- Student is able to make an accurate observation based on the information shown on the map and is able to explain their reasoning.
- Student is able to make an accurate observation based on the information shown on the map and is able to explain their reasoning.
Example acceptable prediction: Pittsburgh, Scranton and Harrisburg are popular places to travel because multiple roads lead into these cities. More people travel in southern Pennsylvania than northern Pennsylvania because there are more roads.
- Student is able to clearly explain why the model is or is not useful in order to make observations. The student lists some observations that can be made using the model, or the student explains what needs to be changed about the diagram in order to make observations.
Acceptable responses might include, but are not limited to:
- This model is not very useful
- Difficult to tell which planets are closest to the sun, and which are furthest away
- Diagram still depicts Pluto as a planet, and not as a dwarf planet
- In order for this to be more accurate, the planets should be shown in their orbits around the sun
- Student is able to explain why the model is useful and how it can be used to identify three predators of the kangaroo rat. The student is also able to make other observations about the food web.
Acceptable responses might include, but are not limited to:
- This model can help identify three predators of the kangaroo rat
- The arrows leading away from the kangaroo rat represent who its predators are
- Animals that eat the kangaroo rat are: desert foxes, snakes and hawks
- The arrows help to show what animals eat other animals or plants, where the arrow points is the predator of the animal it is coming from
