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Grade 04 Science - EC: S4.D.1.3.3

Grade 04 Science - EC: S4.D.1.3.3

Continuum of Activities

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

Grade Levels

4th Grade

Course, Subject

Science

Activities

  1. Define a lentic system.

  2. Give two examples of lentic systems.

  3. Define a lotic system.

  4. Give two examples of lotic systems.
  1. Do you think that water flows faster in Lake Erie or in the Susquehanna River?  Explain your thinking.

  2. Do you think the landscape changes more quickly around a lentic or a lotic ecosystem?  Explain your thinking.
  1. When algae growth is not controlled, it can have a harmful impact in the ecosystem it lives in.  Do you think algae growth is harder to control in lentic or lotic systems?  Explain your thinking.

Answer Key/Rubric

  1. A lentic system is a body of water in which the water is still or flows slowly.

  2. Examples of lentic systems include, but are not limited to: ponds, lakes, bays

  3. A lotic system is a body of water in which the water flows quickly.

  4. Examples of lotic systems include, but are not limited to: rivers, streams, creeks

  5. Acceptable responses may include, but are not limited to:

    • Rivers constantly flow in one direction.

    • Lakes have high and low tides.

    • Speed of river current increases with large amounts of precipitation.

    • Water level in lakes increases with large amounts of precipitation. 

    • Speed or strength of tides in a lake do not change with large amounts of precipitation.

 

Use the rubric below to evaluate student responses.

Needs Improvement or Reinforcement

Basic Understanding

Mastery

Student is unable to determine that water would flow quicker in the Susquehanna River.

Student is able to determine that water would flow quicker in the Susquehanna River and explain their thinking.

Student is able to determine that water would flow quicker in the Susquehanna River and uses facts explain their thinking.

 

  1. Acceptable responses may include, but are not limited to:

    • Rivers constantly flow in one direction.

    • Speed of river current increases with large amounts of precipitation.

    • A lake’s high and low tide heights are consistent.

    • Speed or strength of tides in a lake do not change with large amounts of precipitation.

 

Use the rubric below to evaluate student responses.

Needs Improvement of Reinforcement

Basic Understanding

Mastery

Student is unable to infer which landscape would change more rapidly.

Student is able to infer which landscape would change more rapidly and explain their thinking.

Student is able to infer which landscape would change more rapidly and uses facts to explain their thinking.

 

  1. Acceptable responses may include, but are not limited to:

    • Algae like to grow in still water.

    • Lakes are more likely to have stagnant areas.

    • Flowing river might naturally keep algae growth under control.
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