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OFC_NATG15656_G4.indd 1 Exploring Science G4 TE ISBN 9781337915656 Soft Front Cover 6/12/18 3:35 PM
 Teacher’s Edition 4

Program Consultants
Randy L. Bell, Ph.D. Nell K. Duke, Ed.D.
Malcolm B. Butler, Ph.D. Judith S. Lederman, Ph.D.
Kathy Cabe Trundle, Ph.D. Philip E. Molebash, Ph.D.
Gina Cervetti, Ph.D.

TP_NATG15656_G4.indd 1 6/12/18 3:43 PM

 Drobis/National Geographic Creative. Nadkarni, ©Nalini
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 Exploring Science Teacher’s Edition
Program Consultants T2
Teacher Reviewers T3
National Geographic Explorers T4
3-D Learning and the Nature of Science, by Dr. Randy L. Bell T6
Informational Text and Young Children: When, Why, What,
Where, and How, by Dr. Nell K. Duke T9
Science for School, Science for Life: Engaging and Motivating
Every Young Student in Science, by Dr. Malcolm B. Butler T12
Phenomenal 3-D Learning with National Geographic Exploring Science T14
Supporting Teachers with National Geographic Exploring Science T18
MindTap for National Geographic Exploring Science T22
Assessment in National Geographic Exploring Science T24

Standards Correlations
Next Generation Science Standards T26
Common Core State Standards
for ELA/Literacy and Mathematics T36

Exploring Science T1

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 Program Consultants
Kathy Cabe Trundle, Ph.D.
Department Head and Professor,
STEM Education, North Carolina
State University
Randy L. Bell, Ph.D.
Associate Dean and Professor
of Science Education, College of
Education, Oregon State University Dr. Kathy Cabe Trundle’s leadership in science
education spans more than 30 years. Her research and
expertise in early childhood science education led to
collaborations in China, Finland, Indonesia, and Turkey,
Dr. Randy Bell began his career as a forest ecology and she engages in partnerships with early childhood
researcher in the Pacific Northwest. His interest in leaders including Head Start and Primrose Schools® in
sharing science with others led him to pursue a partnership with Save the Children. Her research efforts
teaching license, and he taught science for six years in have yielded more than 200 publications including
rural eastern Oregon. Currently, Dr. Bell teaches pre- books, research manuscripts, and professional articles.
service teachers, provides professional development Dr. Cabe Trundle is active in developing curricula as
for practicing teachers, and researches and develops well as science teacher education and professional
curricular materials. He has received numerous teaching development programs. Her numerous awards include
awards as well as research and mentoring awards from Outstanding Teacher Educator of the Year presented
international organizations. Author of more than 200 by the Association for Science Teacher Education and a
articles and books, Dr. Bell’s primary areas of research Fulbright Fellowship to support her work in Indonesia.
focus on teaching and learning about the nature of Her love of nature and adventurous spirit took her on
science and assessing the impacts of educational safaris in Tanzania and Rwanda, where she hiked among
technologies. the mountain gorillas and volcanoes.

Malcolm B. Butler, Ph.D.

Gina Cervetti, Ph.D.
Professor of Science Education
Associate Professor of Literacy,
and Associate Director; School of
Language, and Culture;
Teaching, Learning and Leadership;
University of Michigan
University of Central Florida

Dr. Malcolm B. Butler’s teaching and research address The focus of Dr. Cervetti’s work is on science as a
science and equity and diversity in the classroom. With context for language and literacy development. She
a specialization in physics, he has worked to support is particularly interested in how knowledge-enriching
typically underserved student populations and has and collaborative science instruction supports
interests in the areas of science and literacy, science students’ reading comprehension development. She
content for elementary teachers, and professional also conducts research on language and vocabulary
development for teachers. He has written and learning in and beyond science. Dr. Cervetti has written
contributed to several academic and practitioner many articles, chapters, and books for researchers and
journals, including The Journal of Research in Science teachers. Her research on science-literacy integration
Teaching, The Journal of Science Teacher Education, The has received funding from the National Science
Journal of Multicultural Education, Science Activities, and Foundation and appeared in leading literacy and
Science Scope. He has also co-authored and co-edited science journals, including Journal of Research in
three books and numerous book chapters. Science Teaching.

T2 Program Consultants

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 Philip E. Molebash, Ph.D.
Nell K. Duke, Ed.D.
Director of the Center for Math
Professor in Literacy, Language,
and Science Teaching and
and Culture and in the Combined
Associate Professor, School of
Program in Education and
Education, Loyola Marymount
Psychology; University of Michigan
University

Dr. Nell K. Duke’s research and teaching focuses Dr. Philip Molebash has over two decades experience
primarily on young children—pre-kindergarten as a STEM educator, spanning both K–12 and university
through grade two—particularly those living in poverty. settings. As the director of a university center, he
Among her areas of research is how young children has secured millions of dollars in funding and leads
learn to comprehend informational text and what several projects aimed at developing and researching
teachers can do to facilitate that process. Dr. Duke has best practices in K–12 STEM education. Dr. Molebash
received awards for her research from the International teaches courses and leads professional development
Reading Association, the National Council of Teachers in educational technology, instructional design, and
of English, the Literacy Research Association, and the STEM teaching methods to both pre-service and in-
American Educational Research Association, among service teachers, and during his time at the University of
other organizations. She is author and co-author of Virginia he received the All-University Teaching Award.
numerous journal articles, book chapters, and books, Known nationally as an expert on inquiry learning,
including Inside Information: Developing Powerful Readers Dr. Molebash has developed a variety of inquiry-oriented
and Writers of Informational Text Through Project-Based curricula and authored dozens of articles and chapters
Instruction. Her Twitter handle is @nellkduke. on the topic.

Teacher Reviewers
Judith S. Lederman, Ph.D. Samantha Chambers Janis Michael
Associate Professor and Director Hudnall Elementary Avoca West Elementary
of Teacher Education, Illinois Inglewood, California Glenview, Illinois
Institute of Technology
Alison Chin Travis Terry K. Smith, Ed.D.
Prospect Ridge Academy Radford University
Broomfield, Colorado Radford, Virginia
Dr. Judith S. Lederman is known nationally and
internationally for her research and professional Cynthia Garcia-Doane Katherine Spear
development on the teaching, learning, and assessment Marina West Elementary McKinley Elementary
of Scientific Inquiry and Nature of Science, in both Oxnard, California San Leandro, California
formal and informal settings. Her teaching experiences
range from pre-K to 12th grade life and physical Danielle Hance Michael J. Stanley
sciences. In 2008, she was awarded a Fulbright Chapin Intermediate School Liberty Middle School
Fellowship to work with South African university Chapin, South Carolina Aurora, Colorado
and museum educators and K–12 science teachers.
Alberto Lazaro Carlanda Williams
Dr. Lederman served on the Board of Directors of the
Garfield Elementary Greenberg Elementary
National Science Teachers Association (NSTA) and
Bell Gardens, California Fresno, California
as President of the Council for Elementary Science
International (CESI). She is currently serving on the Board
of Directors of the National Association for Research
in Science Teaching (NARST) and as co-editor of the
Journal of Science Teacher Education.

Exploring Science T3

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 Explorers
Lead Explorer
David Moinina Sengeh
Biomedical Engineer
National Geographic Emerging Explorer

Featured Explorers in National Geographic Exploring Science

Jack Andraka Jane Goodall

Inventor Conservationist
National Geographic Emerging Explorer National Geographic Explorer

Jennifer Burney Tyrone Hayes

Environmental Scientist Biologist and Herpetologist
National Geographic Emerging Explorer National Geographic Emerging Explorer

Knicole Colón Osvel Hinojosa Huerta

Astronomer Conservationist
National Geographic Young Explorer National Geographic Emerging Explorer

Jimmy Chin Jack Horner

Photographer, Filmmaker, Mountaineer Paleontologist
National Geographic Emerging Explorer National Geographic Grantee

T.H. Culhane Shafqat Hussain

Urban Ecologist Environmental Anthropologist
National Geographic Emerging Explorer National Geographic Emerging Explorer

Asha de Vos Barrington Irving

Marine Biologist Informal Educator and Pilot
National Geographic Emerging Explorer National Geographic Emerging Explorer

T4 National Geographic Explorers

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 Dereck and Beverly Joubert Nalini Nadkarni
Conservationists Forest Ecologist
Explorers-in-Residence National Geographic Grantee

Kakani Katija Aydogan Ozcan

Bioengineer Engineer
National Geographic Emerging Explorer National Geographic Emerging Explorer

Tim Laman Erin Pettit

Field Biologist Glaciologist
National Geographic Grantee National Geographic Emerging Explorer

Albert Yu-Min Lin Andrés Ruzo

Research Scientist Geoscientist
National Geographic Emerging Explorer National Geographic Young Explorer

Enric Sala
Dino Martins
Marine Ecologist
Biologist
National Geographic
National Geographic Emerging Explorer
Explorer-in-Residence

Mireya Mayor Gabby Salazar

Biologist Photographer and Conservationist
National Geographic Emerging Explorer National Geographic Young Explorer

Patrick Meier Zoltan Takacs

Geographer Herpetologist and Toxinologist
National Geographic Emerging Explorer National Geographic Emerging Explorer

Brendan Mullan Martin Wikelski

Astronomer Behavioral Ecologist
National Geographic Emerging Explorer National Geographic Emerging Explorer

Exploring Science T5

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 Best Practices in Science Education

3-D Learning and the Nature of Science

By Dr. Randy L. Bell
Associate Dean and Professor of Science Education, College of Education, Oregon State University

The Next Generation Science Standards (NGSS) delineation of the boundaries between science and
emphasize teaching science for all, with the ultimate non-science. Others have related teaching about
goal of guiding K–12 students’ development of scientific the nature of science to increased student interest
literacy. In this view, science instruction must go beyond (Lederman, 1999), as well as addressing socio-scientific
simply teaching science as a body of knowledge. issues and the impacts of science in society (Wong,
Today’s teachers are challenged to engage students Wan, & Cheng, 2011). Perhaps the most basic justification
in a broader view of science—one that addresses the for teaching the nature of science is simply to help
development of scientific knowledge and the very students develop accurate views of science as a way of
nature of the knowledge itself (NGSS Lead States, 2013). knowing, including the types of questions science can
In other words, science teachers are increasingly being answer, how science differs from other disciplines, and
encouraged (and, according to many state standards, the strengths and limitations of scientific knowledge
required) to teach about the nature of science. (Bell, 2008).
Unfortunately, decades of research has demonstrated What Is the Nature of Science?
that students do not learn appropriate understandings
The nature of science is a multifaceted concept that
of the nature of science from traditional instruction
includes aspects of history, sociology, and philosophy
(Lederman, 2007). Teachers themselves are not always
of science. It has variously been defined as science
clear about the rather abstract concepts of the nature
epistemology, the values and characteristics associated
of science (Lederman & Lederman, 2014). This lack
with scientific knowledge, and science as a way of
of understanding negatively impacts what teachers
knowing. Perhaps the best way to understand the
teach about science, and in turn, what students learn.
nature of science is to first think about scientific literacy.
Too often, science is taught as a subject with little
Educators emphasize scientific literacy as a principal
connection to the real world. Students view scientists
goal of science education (American Association for
as strictly adhering to “The Scientific Method,” and in
the Advancement of Science, 1993; National Research
so doing, producing “absolutely true” knowledge that
Council, 2012). These documents describe scientific
is untarnished by human bias and limitations. In this
literacy as the ability to understand media accounts of
caricature of science, hypotheses are educated guesses,
science, to recognize and appreciate the contributions
theories have yet to be proven, and laws are absolute
of science, and to be able to use science in decision-
and infallible. It is no wonder that so many students
making on both everyday and socio-scientific issues.
fail to see any connection between what they learn in
science class and what they know about the “real world,” The NGSS identify three dimensions of science that
where science controversies abound and scientists often contribute to the development of scientific literacy.
disagree about the results of their investigations! But For teachers, the most familiar of these is the body
what’s a teacher to do? of scientific knowledge, or in NGSS vernacular, the
Disciplinary Core Ideas (DCIs), which include the
Why Teach about the Nature of Science? scientific facts, concepts, theories, and laws typically
Science educators have long promoted nature of presented in science textbooks.
science instruction as a solution to these simplistic
views of science. To be sure, advocates have presented Science and Engineering Practices (SEPs) comprise a
a variety of justifications for teaching about the nature second dimension, which addresses the wide variety of
of science. For example, Bell (2004) has argued that the methods that scientists and engineers use to generate
nature of science is inherent to many critical issues in the knowledge contained in DCIs. Science curricula
science education, including teaching about evolution, delve into this domain when they encourage students
the relationship between science and religion, and to learn science by doing authentic science activities.

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 Crosscutting Concepts (CCs or CCCs) constitute the 4. S
 cience models, laws, mechanisms, and theories
third, and perhaps least familiar, dimension of the NGSS. explain natural phenomena. In science, models are
These ideas have broad application that cross discipline representations of natural phenomena that scientists
boundaries, and include such concepts as patterns, use to describe processes and predict. Scientific laws
cause and effect, structure and function, and energy are statements of relationships among observable
and matter. They provide a framework for connecting phenomena. A scientific theory is a well-supported
knowledge from diverse science fields into a explanation of natural phenomena. Scientists use
coherent whole. models, laws, and theories together to understand
and elucidate the complexity of the natural world.
3-D learning involves students and teachers working
across these three dimensions to explore and make Key Concepts Aligned with Crosscutting Concepts
sense of phenomena and to design solutions. In so
1. Science is a way of knowing. There are many
doing, it sets the stage for teaching and learning about
ways of representing and making sense of the
the nature of science.
world, including art, religion, mathematics, and
Key Concepts science. Science distinguishes itself from other
ways of knowing through its emphasis on empirical
When describing the nature of science, science standards, logical arguments, and skeptical review.
educators have converged on a key set of ideas that There are limits to the kinds of questions that can be
are viewed as most practical in the school setting and asked of science, as well as to the answers science
potentially most useful in developing scientific literacy can give.
(Lederman et al., 2002; Osborne et al., 2003). The NGSS
have built upon these ideas and integrated them within 2. Scientific knowledge assumes an order and
the dimensions of Science and Engineering Practices consistency in natural systems. Scientists generally
and Crosscutting Concepts. work under the assumption that the universe is an
internally consistent system in which basic laws
Key Concepts Aligned with Scientific Practices and principles operate throughout. These laws
1. Scientific investigations use a variety of methods. and principles are understandable through
There is no single universal scientific method. empirical evidence.
Scientists employ a wide variety of approaches to
generate scientific knowledge, including observation, 3. Science is a human endeavor. Many societies
inference, experimentation, and even chance and cultures contribute to scientific knowledge,
discovery. which draws heavily on human imagination and
creativity. Science and engineering are influenced
2. Scientific knowledge is based on empirical by society which, in turn, is influenced by science
evidence. Scientific knowledge relies heavily and engineering.
upon empirical evidence. Empirical refers to both
quantitative and qualitative data. While some 4. S
 cience addresses questions about the natural
scientific concepts are highly theoretical in that and material world. Not all questions can be
they are derived primarily from logic and reasoning, answered by science. Science addresses questions
ultimately, scientific ideas must conform to empirical that lend themselves to observation and empirical
evidence to be considered valid. evidence. Some conclusions are not made using
science alone, but are influenced by social and
3. Scientific knowledge is open to revision in light cultural contexts.
of new evidence. All scientific knowledge is subject
to change in light of new evidence and new ways of The concepts listed above may seem disconnected at
thinking—even scientific laws change. New ideas in first. However, closer consideration reveals that they all
science may be received with skepticism, especially fall under the umbrella of science as a human endeavor.
if they are contrary to well-established scientific Science happens when we attempt to make sense of the
concepts. On the other hand, scientific knowledge, natural world through evidence-based explanations.
once generally accepted, can be robust and durable. History has shown us that such explanations can be
Many ideas in science have remained largely enlightening and useful, but never infallible. There are
unchanged even after repeated challenges. Thus, we no ideas in science so cherished or privileged as to be
can have confidence in scientific knowledge, even outside the possibility of revision, or even rejection, in
while realizing that there is always a chance that it light of new evidence and new ways of thinking about
might change in the future. existing evidence.

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 Best Practices in Science Education taught a list of nature of science concepts. Instead,
students need to experience specific activities designed
to highlight particular aspects of the nature of science.
The absence of absolutes in science should not be Inquiry activities, socio-scientific issues, and personal
seen as a weakness. Rather, the revisionary nature of stories of real scientists can all be used effectively as
science is actually one of its greatest strengths. Progress contexts in which to introduce and reinforce nature of
toward legitimate claims and away from erroneous science concepts.
ones would never be possible without skepticism and
Connect and Revisit
scrutiny of new and existing claims, along with the
possibility of revising or rejecting those that fall short There is no single “right” approach to nature of science
(Sagan, 1996). One need only look at the advances in instruction. However, it is clear that understanding the
such diverse fields as medicine, agriculture, engineering, scientific enterprise requires much more than reading a
and technology (all fields that make extensive use of the description of “the scientific method” in the first chapter
body of knowledge produced by science) for verification of a textbook! Just as in the NGSS, nature of science
that science works. History has shown no other means concepts should be integrated throughout the science
of inquiry to be more successful or trustworthy. As curriculum so that students’ understandings can grow.
Albert Einstein explained, “One thing I have learned in a
Introducing nature of science through specific
long life: that all our science, measured against reality, is
lessons and text is a good first step. Students need
primitive and childlike—and yet it is the most precious
explicit lessons and examples designed to build their
thing we have.”
conceptions of science. Once students learn the basic
What Constitutes Effective Nature of concepts, they should have opportunities to apply and
reinforce them throughout the year. Connect
Science Instruction?
and re-visit!
At first glance, teaching about these concepts can
appear abstract and far removed from students’ daily Textbooks can play a major role in nature of science
experiences. Decades of research on teaching and instruction. However, many of today’s texts fail to
learning about the nature of science points to some address nature of science explicitly, and too often
specific approaches that can make instruction about the actually reinforce misconceptions about science
nature of science both more effective and engaging. (McDonald & Abd-El-Khalick, 2017). Effective textbooks
help teachers by introducing nature of science explicitly
Be Explicit and then connecting the key concepts to subsequent
First, it is important to realize that doing hands-on lessons and activities. In other words, nature of science
activities is not the same as teaching about the nature should be a theme, not a digression!
of science. Having students “do science” does not
equate to teaching about the nature of science, even Conclusion
if students are engaged in high levels of inquiry and The NGSS use 3-D learning to promote scientific literacy
experimentation. Several researchers have addressed in K–12 instruction. They also include key nature of
this very issue (e.g., Bell, Matkins, & Gansneder, 2011; science concepts incorporated throughout DCIs and
Khishfe & Abd-El-Khalick, 2002) and have found CCCs. Instruction based on this framework is neither
explicit instruction to be central to effective nature simple nor intuitive. National Geographic Exploring
of science instruction. Learning about the nature Science makes such instruction accessible through
of science requires discussion and reflection on the engaging text and pictures, explicit activities, and
characteristics of scientific knowledge and the scientific compelling personal stories. In short, Exploring Science
enterprise—activities students are not apt to engage in provides research-based instruction that encourages
on their own, even when conducting experiments (Bell, students to not just learn science, but to learn about
Blair, Crawford, & Lederman, 2003). In short, research science the NGSS way.
demonstrates that students will learn what we want
them to learn about the nature of science only when You can access the full version
they are taught about it in a purposive manner. of this essay and other resources
Keep in mind that purposive instruction is not for professional development at
synonymous with direct instruction. Students will not [Link].
develop meaningful understandings simply by being

T8 Best Practices in Science Education

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 Informational Text and Young Children:
When, Why, What, Where, and How
By Dr. Nell K. Duke
Professor in Literacy, Language, and Culture and in the Combined Program in Education and Psychology;
University of Michigan

Opportunities to read and write informational text are a Why?

key part of National Geographic Exploring Science. In this
Given support, young children can successfully listen
paper, I discuss when, why, what, where, and how to use
to, read, and write informational text, but why should
informational text with young children.
they? The first and most obvious reason is that doing
When? so supports children’s literacy development, helping
them meet the rigorous standards discussed in the
For some time, people believed that children should previous section. Second, providing opportunities for
first learn to read and then read to learn. In other words, children to engage with informational text can support
they believed that children shouldn’t be expected children’s science development. For example, in one
to learn from what they read until later in schooling, study, fourth-graders experienced science units with
traditionally around fourth grade. Nowadays, there is or without written texts included (Cervetti, Barber,
broad consensus that even very young children can Dorph, Pearson, & Goldschmidt, 2012). The group that
learn from reading—from reading texts read aloud experienced units with written texts developed greater
to them and even from texts they read themselves. science understanding, as well as science vocabulary
Even simple texts for beginning readers can convey knowledge. In other words, integrating literacy and
information through photographs and illustrations, and science supports science as well as literacy. In Exploring
through simple written text that might, for example, Science, informational text works in tandem with rich
identify features of an animal or types of weather. inquiry experiences to build children’s understanding of
The Common Core State Standards and many other big ideas and core practices in science and engineering.
standards documents call for even kindergarten-age A third important reason to include informational text
children to comprehend and write informational text in curricula and instruction is that some young children
with support (National Governors Association Center prefer this kind of text. Educators Ron Jobe and Mary
for Best Practices & Council of Chief State School Dayton-Sakari (2002) coined the term “Info-kids” for
Officers, 2010). Research suggests that young children such children. I have encountered many of them in my
can indeed do so. For example, one study found work, and you probably have too. When we offer these
that kindergarten children can learn the language of children only storybooks and story-writing activities, we
information books through having these books read deny them the opportunity to read and write the kind of
to them in school (Duke & Kays, 1998). Reviewing a text that they find most engaging.
number of research studies, panelists for the What
Works Clearinghouse Practice Guide Improving Reading What?
Comprehension in Kindergarten Through 3rd Grade
Informational text is text with the primary purpose of
(Shanahan et al., 2010) called for educators to “Teach
conveying information about the natural and social
reading comprehension with multiple genres of text”
world (Duke, 2000). The Common Core State Standards
(p. 31). Similarly, the What Works Clearinghouse Practice
include within informational text “Literary Nonfiction
Guide Teaching Elementary School Students to Be Effective
and Historical, Scientific, and Technical Texts,” listing as
Writers (Graham et al., 2012) called for educators of
informational texts “biographies and autobiographies;
elementary school children to “Teach students to write
books about history, social studies, science, and the
for a variety of purposes” (p. 20), including to inform,
arts; technical texts, including directions, forms, and
describe, and persuade or analyze as well as narrate.
information displayed in graphs, charts, or maps; and
In Exploring Science, children are reading, writing, and digital sources on a range of topics” (p. 31).
listening to developmentally appropriate informational
Exploring Science provides many opportunities for
text in kindergarten and throughout the elementary
children to read informational text through the core
grades.

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 Best Practices in Science Education or other writing home to share with family. They can be
encouraged to talk with family members about what
they’re learning during science, sharing interesting
student text as well as individual titles. Children also information and insights. Often, sending home a
have many opportunities to write informational text photocopy of just a short excerpt from a text is enough
in Exploring Science, for example through their Science to get a conversation started. Taking time in school
Notebooks, in STEM projects, and in numerous activity- for an individual child to share extra science-related
based lessons. In other words, Exploring Science is a reading, research, or writing they have done at home
science program that allows a great deal of experience often encourages more children to engage in such
with informational reading and writing. home experiences. Researchers have found that fourth-
graders performed better on the informational reading
Where? portion of the National Assessment of Educational
Progress (NAEP) when they reported engaging in more
Informational text should be found throughout young
out-of-school reading activities, including reading
children’s day. Children need opportunities to read,
to learn and reading on the Internet (Schugar &
write, and discuss informational text during the part
Dreher, 2017). In these ways, children can experience
of the day designated for literacy, but they also need
informational text not only throughout the school day,
opportunities to read, write, and discuss informational
but at home as well.
text during content area instruction.

Informational text should also be part of the How?

classroom environment. I recommend including a lot There are a number of practices that can help young
of informational text, using texts from the Exploring children develop in their informational reading and
Science Through Literacy libraries. Here, children can writing. Following are four key practices in informational
choose informational text for independent reading and reading and writing instruction.
as resources for writing. Displaying information books
and giving book talks about some of your favorite Interactive Read Aloud
informational texts is likely to stimulate interest in Children can learn a great deal from and about
selecting these books for independent reading. informational text from interactive read aloud.
Interactive read aloud involves the teacher not just
Exploring Science Through Literacy includes a number
reading a text aloud, but engaging in discussion with
of books likely to be popular choices for independent
children during the read aloud. The teacher and children
reading and re-reading. For example, the book Watch
ask and answer questions during read aloud, and the
Out! by Christopher Siegel features deep-sea creatures
teacher may also provide explanations, demonstrate
as they lure and then eat their prey. The fascinating
use of reading strategies or text features, and otherwise
photographs feature creatures most people have
enhance the material in the text itself. Research has
never seen. The book The Island That Formed in One
found that after just five interactive read alouds
Day by Allison Lim tells the true story of an underwater
with informational text, kindergartners had stronger
volcano that erupted above the surface, forming a new
informational text knowledge and stronger content
island. Children experience an engaging story, with
knowledge (in this case of social studies concepts)
photographs from the event, while at the same time
(Strachan, 2015).
having an opportunity to deepen their understanding
of volcanoes and Earth processes. In Exploring Science, considerable discussion occurs
during reading aloud and in children’s own reading
I also recommend including informational text on
of program texts. Lesson plans prompt the use of
classroom walls. The walls of your classroom are
questions and comments that will deepen children’s
like valuable billboard space—you can use them to
learning. In implementing the program, children should
“advertise” informational text and content. In Exploring
be encouraged to ask questions and make comments.
Science, concept webs and a number of student writing
activities can provide worthwhile material for your Comprehension Strategy Instruction
classroom walls.
Panelists for the What Works Clearinghouse Practice
Finally, I recommend providing opportunities for Guide Improving Reading Comprehension in Kindergarten
children to read, write, and discuss informational text Through 3rd Grade gave teaching comprehension
at home. Children can bring their science notebooks strategies a rare “strong evidence” rating

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 (Shanahan et al., 2010). In particular, they recommend Purposeful Writing
teaching the following strategies: As noted earlier, the What Works Clearinghouse Practice
• Activating prior knowledge/predicting Guide Teaching Elementary School Students to Be Effective
Writers (Graham et al., 2012) called for educators of
• Questioning elementary school children to “Teach students to write
• Visualizing for a variety of purposes” (p. 20). Purpose does indeed
• Monitoring, clarifying, and fix-up appear to matter in children’s writing. One study found
• Drawing inferences that children revise and edit their writing more when
writing for a specified purpose (Block, 2014). Another
• Summarizing/retelling
study found that second- and third-graders whose
The panel recommends teaching the strategies using teachers provided more authentic purposes and texts
a gradual release of responsibility, which involves for reading and writing in science showed stronger
explicitly explaining the strategy, when and how growth in reading comprehension and writing (Purcell-
it should be used; modeling use of the strategy; Gates, Duke, & Martineau, 2007). By authentic purposes,
collaborative use of the strategy; guided practice the authors meant purposes beyond just learning to
with the strategy, with the child the primary user of read and write.
the strategy and the teacher providing coaching or
In Exploring Science, children regularly write their
guidance as needed; and independent practice with the
questions, ideas, and observations in their Science
strategy (Duke, Pearson, Strachan, & Billman, 2011).
Notebooks. STEM Projects, as well as the Think Like a
The lesson plans for Exploring Science regularly prompt Scientist and Think Like an Engineer lessons throughout
teachers to engage children in comprehension each grade, lay the groundwork for potential authentic
strategies such as those previously listed. Importantly, writing opportunities. The Teacher Edition (e.g.,
the purpose for using these strategies is to learn Research a Body of Water in Grade 2) provides ideas and
content, rather than just as an end unto itself. strategies for giving children a reason to write, such as
Exploring Science can be a powerful tool for reinforcing suggesting possible audiences for children’s writing.
comprehension strategy instruction and use.
Summary
Vocabulary Instruction Informational text is appropriate even for young
Teaching vocabulary and concepts is an important children. Integrating informational text into science
part of science education, but it is also important provides opportunities to support science as well
for literacy development. The breadth and depth as literacy learning, and helps appeal to children
of children’s vocabulary is strongly related to who prefer informational text. Informational text
their reading comprehension (e.g., Tannenbaum, has structural, language, graphical, and navigational
Torgesen, & Wagner, 2006). Indeed, the What Works features that are not typically encountered in
Clearinghouse Practice Guide Foundational skills to literary text. You can incorporate informational texts
support reading for understanding in kindergarten throughout children’s day and classroom environment,
through 3rd grade (Foorman, et al., 2016) called for and even encourage informational text reading,
educators to “Teach students academic language skills, writing, and discussion at home. Some key practices
including the use of inferential and narrative language, with informational text include interactive read aloud,
and vocabulary knowledge.” comprehension strategy instruction, vocabulary
instruction, and authentic writing. Exploring Science
Unfortunately, vocabulary instruction is lacking in provides many opportunities for enriching children’s
many early elementary classrooms (e.g., Wright, 2012). facility with and appreciation for informational text.
In contrast, vocabulary, including specialized science
terms, is an important part of Exploring Science. Key You can access the full version
concepts and terms associated with them are typically of this essay and other resources
explained in depth and used several times, which is for professional development at
important to vocabulary learning. Children see and say [Link].
as well as hear the terms, again important to developing
vocabulary. Graphics and hands-on experiences may
also deepen children’s understanding. Implemented
with fidelity, children should leave Exploring Science with
considerable growth in their science-related vocabulary.

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 Best Practices in Science Education

Science for School, Science for Life:

Engaging and Motivating Every Young
Student in Science
By Dr. Malcolm B. Butler
Professor of Science Education and Associate Director; School of Teaching, Learning and Leadership;
University of Central Florida

Successful elementary science teaching must include domain can lead quite well into success in the cognitive
strategies that encourage students to learn the science and psychomotor domains. Current research is replete
that will help them in class and in life. The National with findings that show when learners are engaged in
Research Council addresses the issue of academic classroom activities on a cognitive level, they acquire
science and science for living in its Framework (NRC, the conceptual understandings expected of them
2012). Knowing how to teach young children science (Potvin and Hasni, 2014; Turner & Patrick, 2008).
is quite different from teaching science at the middle
and high school levels. Elementary-aged children’s What Are the Key Aspects of the
attitude towards science is as important as the science Motivation to Learn Science?
content and scientific practices they must learn. Young children’s daily realities are fertile ground for
Research findings show that teachers who are effective helping them observe and understand the world
at supporting learners via the affective domain are also around them. Students’ “funds of knowledge” (i.e., the
able to show improvements in student learning and information and experiences they bring with them to
academic achievement in science. school) (Gonzalez, Moll, & Amanti, 2005) can be tapped
Making the science engaging to young children can to encourage and engage them in the science they need
help them be more successful in school and beyond. to know and be able to perform. Science assessments
The strategies to motivate all students to learn science that tap into the reality of the students can increase
highlighted in this paper are consistent with current the possibility that they will be successful. For example,
trends and research-based best practices in science having a second-grader in an urban community
education (Potvin and Hasni, 2014). consider the many and diverse transportation options
in her city can serve as the starting point for looking at
Motivating Young Children in Science pollution, forces and motion, and physical and chemical
changes. Each of these topics is grade-level appropriate
Research on motivation to learn shows children are
and can open the door for students to explore science
attracted to ideas that address both their cognitive and
in new ways.
affective needs. Young children are typically already
interested in nature, the environment, and how things A young student’s lived experience is an important
work. It serves elementary science teachers well to consideration for teachers as she/he seeks to explain
take advantage of students’ interests as a source those scientific ideas that are age appropriate. What is
for engaging and motivating them to high levels of relevant to a six-year-old about forces and motion can
achievement. Motivation can be an antecedent to, be different for a ten-year-old.
and an outcome of, learning. Thus, students must be
interested and motivated to learn before learning will Relevance also extends into the arena of questioning,
take place, and this success can lead to motivation to where students have to be taught how to pose scientific
learn more (Turner & Patrick, 2008). Sorting through and investigable questions. However, teachers can take
students’ interests can make teachers’ jobs a bit easier advantage of the inherent inquisitiveness of children to
(and more fun!) in connecting the requisite science incorporate into the classroom those questions students
concepts and practices. Addressing the affective will see as natural extensions of the mental gymnastics
in which they have already been engaging.

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 Finally, the science young children must learn has to be can use to make sense of the science in their world.
rigorous enough to afford students the opportunity to Relevancy is focused on two levels of investigation.
move forward in their understanding of key scientific Group work in the classroom engages students in
concepts (Butler & Nesbit, 2008). These are the same reading, planning, hands-on experimentation, and
concepts assessed on multiple levels, including scientific argumentation. Individual work furthers their
classroom tests and quizzes, and district, state, national, understanding and critical thinking beyond the whole
and international standardized assessments. class discussions. The group work can give students the
confidence they need to apply science practices on
Teachers can use writing in science as a source their own.
for increasing student learning. Thus, the writing
expectations must be clear. For example, students A diverse group of scientists and engineers, many
should be given detailed instructions about what their of them National Geographic Explorers, enrich the
writing and/or sketches and drawings must include program with their inspiring stories and their passion to
to demonstrate their understanding of concepts. In use science and engineering for the greater good.
addition, students’ writings must also communicate
a depth of comprehension that is acceptable to the Finally, the integration of the Science Notebook
teacher. Students who are focused on the task at throughout Exploring Science is essential to achieving
hand tend to lose themselves in the task and are not scientific rigor. Students can document their science
necessarily focused on the intensity of the activity. This observations, experiences, and conclusions in ways
highly focused, mentally intense kind of inquiry can they think are most important. They can reflect on their
greatly assist students with grasping scientific concepts. leaning throughout the year and see how their ideas
have changed. The practice of consistently recording
Applying the Research: Inside National information in their Science Notebooks encourages
Geographic Exploring Science students to consider how the recorded data support
their thinking (Butler & Nesbit, 2008).
Several components of Exploring Science support
engaging and motivating young children in science. Conclusion
The “Literacy Through Science” notes give teachers the
Young children typically have an affinity for nature
opportunities to make quick connections to students’
and science. Connecting the science to be learned
lives and the key concepts being studied. Those simple
to the reality of their lives, the relevance of their age-
activities serve as attention getters and thought
appropriate experiences, and the rigor of the science
stimulators to help students experience real science
concepts can make science come alive in unique
activities that tie to the content.
and meaningful ways. Exploring Science contains the
The “Think Like a Scientist” and “Think Like an Engineer” necessary components for engaging and motivating
lessons (the “Thinks”) and STEM projects give students every young student so that proficiency in science
the opportunity to apply new knowledge and practices improves and success becomes the norm.
through investigations and design challenges that
will reinforce those concepts and practices, while also You can access the full version
setting the stage for new learnings. These activities of this essay and other resources
are tied to the unique experiences of children. When for professional development at
looking through the curriculum materials, students [Link].
connect to both the text and pictures.

Differentiated instruction strategies throughout the

Teacher Edition offer specific suggestions for engaging
students along the learning spectrum, offering
opportunities to both remediate and accelerate
students’ understanding. The Literacy Connection
strategies provide teachers a bridge to reading and
writing instruction in the science classroom with the
relevance and rigor students need.

The “Thinks,” STEM projects, and “Investigations” offer a

plethora of the kinds of relevant science ideas children

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 Phenomenal 3-D Learning with National Geographic Exploring Science

Exploring Science offers a wealth of activities and resources to engage students in the
three-dimensional learning that is central to the Next Generation Science Standards.
Lessons, investigations, and other activities form a learning path in which students
can explore Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs),
and Crosscutting Concepts (CCCs) as they build toward mastery of the grade-level
Performance Expectations.

A National Geographic Explorer guides students Notebooking Models suggest just

into the exploration of each major strand of a few of the ways that students can
instruction across the grade level. Here Explorer use their science notebooks as a tool
David Moinina Sengeh invites fourth-grade students for recording and reflecting on all
to the study of Earth science. dimensions of their learning.

Connect science ideas to real- Reflect on what you have

world examples. learned.
Explorer
David Moinina Sengeh ace
g Ea rth ’s Surf Importa
nt Things
Biomedical Engineer Changin n IL earned
National Geographic Explorer depositio The amou
ing nt
affects th of rainfall in a
weather regi
e types of
animals
found th plants an on
helps to ere. R ainf d
shape th all also
e land.

Let’s Explore! za rds living thin

gs
Earthqua
volcanoe
s
kes, tsun
amis, an
d
natural ha natural ha are examples of
In Nature of Science, you learned that creativity is an important part zards.

of science. It helps scientists see things in new ways. I once used The Mar
ia
deepes t na Trench is the
creativity to solve the problem of providing electricity to people place in
oceans. the world
’s
living far from cities. I found a way to use tiny organisms living in soil ing things
en how liv s
to help produce electricity! As you read, look for ways scientists I have se land. My yard ha g Engineer
s use build
th e k has du
change a chipmun
and mat
er ing desig
ns
think creatively. That includes you, too! hole s whe re
. caused by ials to reduce da
its burrow earthqua mage
My investigation of soil life relates to Earth science. Earth science holes for kes.

is the study of Earth’s land, water, and atmosphere. Here are some
questions you might investigate as you read Earth Science:
• What are the different natural regions across the United Analyze data to look for Earthqua
kes and V
States, and what types of plants and animals live in each patterns. olcanoes
region?
• How can wind, water, or a tree change the shape of a huge
rock?
• What are some ways people can reduce the effects of a
dangerous earthquake?
Describe
the
• How do fossils give clues about the land in the past? the locatio pattern in
ns
volcanoes. of the active
Look at the notebook examples for ideas of other questions to ask.
Let’s connect again later to review what you have learned! Describe
the
location of pattern in the
earthqua
activit y. ke

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 Investigate activities are hands-on Science Notebook Companion provides students with
opportunities for students to apply a rubric for each Investigate, which they can complete
SEPs as they explore aspects of and add to their science notebook. Sample data tables
specific DCIs. are also provided for many Investigate activities.

Investigate

Earthquakes 1 Fill the pan with sand, leaving

about 9 centimeters at the top.
2 Place the pan on a table. Then pour
in water to just below the surface of
the sand. Record your observations.

? How can you demonstrate liquefaction?

During earthquakes, many buildings have collapsed or tilted and

sunk into the ground. Why? Often the buildings were built on loose
materials such as rocky soil, sand, or mud. There is also a lot of water in
the ground. When the earthquake shook the ground, these materials
became liquid-like. The change of a solid area of ground such as sand
or mud into a less stable liquid-like condition is called liquefaction. 3 Push one end of the block down 4 Hold the pan in place. Very gently
Liquefaction is one of the hazards caused by earthquakes. into the wet sand so it stands up tap the side of the pan repeatedly
like a building. Predict what will with the mallet. Observe what
In this investigation, you will use a model to learn how earthquakes happen when you repeatedly tap happens to the sand and the block.
the mallet against the pan. Record Record your observations.
affect structures built on sand or mud.
your prediction.

Materials
sand water wooden block

Science and Engineering

Practices such as Developing
plastic pan mallet Wrap It Up!
The water-filled holes in this 1. Explain What did the block represent? and Using Models,
photograph were caused as water What did hitting the pan with the mallet
bubbled up through the soil as a
result of an earthquake. Imagine
represent?
Planning and Carrying Out
2. Cause and Effect How did this investigation
how such a change in the soil would
affect a building!
demonstrate the effects of liquefaction?
Investigations, and Analyzing
3. Revise How could you change the model
to test ways to make buildings constructed
on sand or mud more stable? Write your and Interpreting Data are
plan. Include a diagram of how your test
an essential part of all
DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2) would work.
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
182 explain change. (4-ESS3-2) 183

Investigate activities.
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Real-World Phenomena
such as earthquakes and Earthquakes
other natural hazards are the An earthquake is a natural process caused
by the movement of parts of Earth’s surface.
starting point for each lesson. Earthquakes start along a fault boundary.
A fault is a break in Earth’s surface where
High-impact photography huge slabs of rock slip past, move away
from, or push against each other. The slabs
and illustrations help engage of rock often become locked together along
a fault line. If the slabs break free, energy is
students in the phenomena. released and moves through the rocks. This
makes the ground shake.

Several million earthquakes occur every

year. Most of them happen far from people
or are too weak for people to notice.

Strong earthquakes can be very dangerous.

Disciplinary Core Ideas Their violent shaking can raise and lower
the land and change the course of rivers.
Each DCI is examined in a Powerful earthquakes can damage buildings
and other structures. Roads buckle, railroad
well-planned series of lessons tracks twist, and bridges collapse. Water
pipes and electric power lines break. It can
and activities that build upon take years for people to repair the damage
caused by a strong earthquake.
prior learning.

Crosscutting Concepts An earthquake near

Wrap It Up!
1. Define What is a fault?
such as Cause and Effect help Oakland, California,
caused this section of
2. Cause and Effect How can an earthquake
freeway to fall apart. affect structures built by humans? Give
students make connections three examples.

3. Infer How might an earthquake affect

across the domains of
DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2) people’s ability to get from place to place?
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
180 explain change. (4-ESS3-2) 181

science.
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Wrap It Up! questions

provide a quick formative
assessment for each lesson.

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 Phenomenal 3-D Learning with National Geographic Exploring Science

Exploring Science consistently integrates engineering design and

real-world applications into each instructional sequence.

Engineering Projects engage students in defining real-world

problems and developing and refining solutions.

STEM
how will the
Science
Technology earthquake damage
engineering you see here affect
MaTh the people living in
ENGINEERING PROJECT this area?

Design a Seismograph
During an earthquake, the ground can shake
violently. This shaking can damage buildings and
roads. People can also get hurt. you have read
about some tools scientists use to predict and

The Challenge
measure earthquakes. a seismograph is a tool that
records up-and-down and side-to-side patterns of
ground motion. The patterns show how strong an
earthquake is and how long it lasts. your challenge is to design and
build a model of a seismograph.
one seismograph design uses a heavy weight that your seismograph must:
hangs from a rigid frame. a pen at the bottom of the
weight touches a moving roll of paper. When the • record data without stopping for
earth shakes, the pen records a pattern of shaking 5 seconds
on the paper. • record shaking from two
different locations
you and your engineering team will make a model
• show two different patterns of
seismograph. you will use it to measure the strength
shaking
of shaking caused by an “earthquake” you set off.

a basic tool for Scientists think this tool was designed

PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for
detecting earthquakes so that an earthquake would cause When this rod swung,
194 success and constraints on materials, time, or cost. 195
was invented in china the rod to swing. The movement its motion would cause
ENGINEERING PROJECT would trigger a ball to drop a ball to drop into one
(continued) nearly 2,000 years ago.
from one of the dragon’s of the cups below.
mouths. observing
194-197_NASE10255_G4U4_STEM [Link] All Pages which toad 15/05/18 11:38 am

“caught” the
ball revealed
the direction in
which the earthquake
was happening.

Engineering Design Process

1 Define the problem. 2 Find a solution. 3 Test your solution. 4 Refine or change your solution.
provides the organizing Think about the problem you are solving.
What does your model seismograph need
your teacher will give you directions for making
the part of your seismograph that records
have your teacher approve the design for
your seismograph. Then build your model. is it
Talk with your team about how you can
improve your seismograph. Use your ideas to

structure as students (1) to do? The goals it must meet are the criteria
of the problem. you will know your design is
patterns of shaking. it is shown below. Make
your recording device, and practice using it.
strong enough to hold the recording device?
Does the recording device touch the paper?
make changes. Then test your seismograph
the same way you did in Step 3. Did your
successful if your model meets the criteria. adjust your seismograph to make it work. changes make a difference? how do you
define the problem, (2) find a look back at the challenge box. The list
describes the criteria for your model.
next your teacher will give you materials to
build a frame for your seismograph. it must
Make notes to show what you change. know?
support your recording device. it must have a Test your model. Set it on a table. Make an Present your model seismograph to the class.
solution, (3) test the solution, constraints are things that limit your design.
For example, you can only build your model
way to smoothly feed paper to record patterns.
each person on your team should sketch a
“earthquake” by shaking the table side to side
as a team member runs the paper through the
explain the results of your tests. Show your
recordings. explain which patterns show
using materials your teacher gives you. other design and share ideas. Together choose a seismograph. remember to time your test. a strong shaking and which show weaker
and (4) refine or change the limits might include the time you have to build design you think is best. Make a sketch of the repeat your test. next, choose a way to create shaking. answer questions about your
or the space available for your model. final design. up-and-down shaking movements. record design. ask questions about the other teams’

solution. Write the problem you need to solve in your

notebook. list the criteria and constraints.
your results.
check the patterns you recorded. Did your
seismographs.
Think about the results of your tests and
seismograph record both kinds of ground the feedback from the class. how could you
motion caused by the “earthquake”? Does it improve your design? record your ideas in
show a different pattern for each? your notebook.
Discuss the results of the tests with your team.
Did your model meet the criteria of the problem?
recording device
196 197

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 Think Like a Scientist activities engage students in
applying SEPs such as Analyzing and Interpreting Data
in the context of the DCIs they are studying.

Think Like a Scientist Great Rift Valley

The Great Rift Valley is a trench that runs
for approximately 6,000 kilometers (about

Analyze and 3,700 miles) through southeast Africa.

Japan

Interpret Data
Japan consists of a chain of
hundreds of islands.

This is the same map as on the previous pages,

but two features have been added to it.
One of these is the location of Earth’s
active volcanoes. The other is
the location of some of the
major earthquakes that
have occurred since
1900. Study the
map to see what
patterns you
can find.

Hawai‘i Wrap It Up!

The Hawaiian Islands consist of
many volcanoes. Kīlauea, Mauna 1. Interpret Compare the locations of
Loa, and Hualalai have erupted earthquakes and volcanoes. What pattern
within the past 200 years. do you notice?
2. Analyze Which water and land features
Student Rubrics are
San Andreas Fault are usually located near bands of
The San Andreas Fault extends earthquakes and volcanoes? Use the map
in the previous lesson for help.
available in the Science
through California for about 1,300
kilometers (about 800 miles). It is
the site of frequent earthquakes.
3. Apply How can earthquakes and
volcanoes cause mountains, trenches, and
Notebook Companion for all
islands to form?

4. Organize Data Make a table that lists

Think Like a Scientist, STEM
continents from the map. Decide how to
show which continents have earthquakes,
volcanoes, and important land features.
Projects, and Think Like an
Engineer activities.
PE 4-ESS2-2. Analyze and interpret data from maps to describe patterns of
200 Earth’s features. 201

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Think Like an Engineer activities

Think Like an Engineer
help students develop proficiency This model house has been built with a
set of braces inside its structure to make
it more stable in earthquakes. The design

with Performance Expectations that Generate and team uses a large moving platform to
reproduce an earthquake. Then they
check to see how well the model house

are associated with an aspect of Compare Solutions has survived being shaken.

engineering design. You’ve read about Masaaki Saruta and his team’s work to
design and build earthquake-resistant buildings. Now it’s
your turn to use some of the same techniques engineers
use. Working with a team, you’ll design and test model
houses to see if you can design and build a more damage-
resistant structure.

1. Define the problem.

How can you make a house more earthquake resistant?

2. Find a solution.
• Work with a team. Think about how earthquakes damage
buildings. You may need to do some research to find out more
about earthquake damage to different kinds of structures.

Case Studies provide an up-close Think about what kind of house you would build, how you
would build it, and what kind of damage you would want to
prevent. Record your ideas as you develop your plan.
look at how engineers have solved • Now think about methods you would use to make a house
earthquake resistant. How could you determine whether the
specific real-world problems. house was resistant to earthquakes? How could you simulate
an earthquake? Write out a plan for an investigation. List the
criteria for a successful design. Also list the constraints, or limits
to your design.

3. Conduct an investigation.
Think Like an Engineer • Use materials your teacher provides to build a house. Subject
Case Study theMasaaki Saruta
house to a simulated led a team
earthquake. of damage did it cause?
What
How might you
engineers atadd
the to or change
Shimizu the building
Corporation in materials and the
way the house
Tokyo, is built
Japan, to protect
to reduce the the houseof
impacts from damage?

Building for earthquakes. They designed buildings

to withstand the violent shaking that

the Future
PE 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth
processes on humans.
happens
CETS Influenceduring earthquakes.
of Engineering, Technology, and Science on Society and the Natural World.
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease
206 known risks, and to meet societal demands. (4-ESS3-2) 207

Problem
How can engineers make buildings more 192-221_NASE10255_4E.indd 206-207 14/05/18 3:11 pm

earthquake resistant?
In March 2011 a powerful earthquake just off the coast of
Japan shook the ground and set off an enormous tsunami.
The earthquake and tsunami damaged more than one
million buildings and killed or injured thousands of people.
Yet most buildings survived the earthquake, and many lives
were saved. Why was the damage in Japan less than might
have been expected? Because earthquakes are common
in Japan, the government requires all new buildings to be
designed and built to withstand earthquakes.

The disaster inspired an engineer named Masaaki Saruta

and his team to develop structures that are even more
resilient. The engineers knew they could not prevent
earthquakes, but they could develop solutions that
would reduce the impact of these disasters.

This building was destroyed by an

earthquake in Japan.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes
(e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but
can take steps to reduce their impacts. (4-ESS3-2)
DCI ETS1.B : Designing Solutions to Engineering Problems. Testing a solution involves
investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the
Natural World. Engineers improve existing technologies or develop new ones to increase
202 their benefits, to decrease known risks, and to meet societal demands. (4-ESS3-2) 203

192-221_NASE10255_4E.indd 202-203 14/05/18 2:45 pm

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 Supporting Teachers with National Geographic Exploring Science

The Exploring Science Teacher Edition provides comprehensive guidance to help

teachers plan instruction and support all students as they engage in 3-D learning.

Unit Planner
Instructional Progression and Pacing highlights
the Performance Expectations targeted for the unit
Building on Prior Learning notes identify and provides an overview of each lesson sequence.
which knowledge and skills learned in prior The notes support teacher understanding of how
units or grade levels are applied and extended the PEs are developed within the unit and also
in the unit. include suggested pacing information.

Unit 1 Planning Guide 3-D Instructional Progression

This unit prepares students to demonstrate proficiency on this bundle of Performance

NATURE OF SCIENCE
Expectations: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4, 3-5-ETS1-1, 3-5-ETS1-2. The following three

Forces and Interactions Lesson Sequence charts provide a roadmap to instruction in this unit.

Lesson Sequence 1 Student Edition pp. 22–35 Pacing: 13 days

Building on Prior Learning
PErformancE ExPEctation
This unit builds upon what students learned about forces and motion in kindergarten. It takes
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the
their intuitive models of forces and extends them to incorporate multiple forces as well as
motion of an object.
forces that act at a distance. Students also learn to use diagrams to model forces and motion.
Science and Engineering Disciplinary core ideas crosscutting concepts
• Use the Unit Pre-Assessment and Formative Assessment activity (Assessment Handbook, Practices PS2.a: forces and motion. Each force Patterns

Forces and Interactions

pp. 3–5) to determine students’ level of familiarity with concepts of force and motion and

PHYSICAL SCIENCE
Developing and Using Models acts on one particular object and has both Cause and Effect
to assess their readiness for applying the SEPs Developing and Using Models and Planning Planning and Carrying out strength and a direction. An object at rest connections to Engineering,
and Carrying Out Investigations. Investigations typically has multiple forces acting on it, technology, and application of
connections to nature of Science but they add to give zero net force on the Science
Selecting an Anchoring Phenomenon Scientific Investigations use a
object. Forces that do not sum to zero can
Interdependence of Science,
cause changes in the object’s speed or
The lessons and activities in this unit lend themselves naturally to the anchoring phenomenon, Variety of Methods Engineering, and Technology
direction of motion.
“Sports and playground activities all involve a variety of forces (pushes and pulls).” However, Influence of Engineering, Technology,
PS2.B: types of interactions Objects in
you may choose to focus instruction on another phenomenon that is relevant to your students’ and Science on Society and the
contact exert forces on each other.
Natural World
lives, cultures, and experiences.
ovErviEw
Advance Planning

Inheritance
Interdependent
In the lessons in this sequence, students refresh their knowledge of forces as pushes and pulls and then explore cause and
The investigations and engineering activities in this unit all use inexpensive and readily effect relationships involving balanced and unbalanced forces. In Think Like an Engineer, they apply concepts of forces

Interdependent Relationships in Ecosystems

available materials. You may want to plan ahead to make sure you have a variety of bar to the design and building of bridges. And finally, in the Think Like a Scientist they plan and conduct an investigation of
balanced and unbalanced forces.
magnets, which students will use in several activities.

and Variation
LIFE LIFE
Assessment Resources Student Pages teacher Pages mindtap Digital resources

Relationships
SCIENCE
The following assessment tools are available for this unit. Pushes and Pulls 22–23 23a–23d Video: Effects of Forces; Physical
Science Gallery

SCIENCE
of Traits:
Self-assessment Balanced Forces 24–25 25a–25d

in Ecosystems
Students can use their science notebooks along with the rubrics in the Science Notebook Companion

Life Cycles and Traits

Unbalanced Forces 26–27 27a–27d Virtual Lab: Marble Collisions
for reflection and self-assessment throughout the unit.
Think Like an Engineer: Building 28–31 31a–31d Physical Science Gallery
formative assessment Bridges
• Unit Pre-Assessment (Assessment Handbook, pp. 3–5) Changing Direction 32–33 33a–33d Video: Changing Direction
• Checkpoint Quizzes (Assessment Handbook, pp. 6–8)
• Rubrics for all Investigates, STEM Projects, Think Like a Scientist lessons, and Think Like an Think Like a Scientist: Plan and 34–35 35a–35d
Conduct an Investigation
Engineer lessons (Assessment Handbook, pp. 52–60)
• MindTap Virtual Lab: Marble Collisions. This self-contained learning module includes multiple-
choice and open-ended assessment questions.

Weather and Climate

Summative assessment

EARTH SCIENCE
• Unit Test (Assessment Handbook, pp. 9–12)
• Unit Performance Task (Assessment Handbook, pp. 13–14)

(continued)
21a Physical Science | Unit 1 Planning Guide 21b

021a-021d_NATG15649_G3U1_PS_LP [Link] 1-2 17/05/18 10:45 am

Assessment Resources identifies MindTap Digital Resources links your online materials
all of the formative and summative to specific lessons and activities to encourage the
assessment resources available for meaningful use of videos, animations, photo galleries,
the unit. and virtual labs to investigate phenomena.

T18 Supporting Teachers

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 Lesson Support
Full-Size Student Pages
of each lesson or activity immediately Internal Structures 1

precede the corresponding pages of of a Wild Rose 2

4
Plants have internal structures that help them Flower In the center of the 3
instructional support. grow, survive, and reproduce. These structures
exist inside the plant. Many of these structures
flower are the stamens and pistil.
Stamens make pollen. For fruit to
develop, pollen must be transferred
are hard to see without a magnifying glass to the pistil. Then the pistil develops
or microscope. into a fruit with seeds inside. Each Leaf Leaves use water from the
seed can grow into a new plant. soil, carbon dioxide from the air, and
energy from sunlight to make food
for the plant. Leaves are made up of
several parts.
The many stamens of this 1 The outer layer protects the leaf
wild rose flower surround and keeps it from drying out.
the pistil in the center. 2 In the middle is the food-making
layer.
3 Openings in the bottom of the leaf
let air into the food-making layer.
4 Veins are made up of tiny tubes.
Some tubes carry water to the leaf.
Other tubes carry food from the
leaves to the rest of the plant.
Stem Inside each stem are bundles
of tiny tubes. Some tubes carry water
from the roots up to the leaves and
flowers. Other tubes carry food from
the leaves to the rest of the plant.

Roots Tiny hairs on the roots

take in water and mineral nutrients
from the soil.
5E Instructional Support provides Wrap It Up!
1. Identify What are the structures of a leaf?

activities, questioning strategies, and What are their functions?

2. Cause and Effect How do the stamens of
a flower help a plant reproduce?
other teacher tips for each stage of the DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
3. Analyze How is a plant’s stem important
to the function of the plant’s other parts?

lesson, from Engage to Evaluate.

CCC Systems and System Models. A system can be described in terms of its components and their
112 interactions. (4-LS1-1) 113

108-141_NASE10255_4L.indd 112-113 17/05/18 10:08 am

Internal Structures of a (Possible answers: The photo shows a closer view of

the center of a wild rose. The same diagram is shown
Next ask: Why is it important for plants to
reproduce? (to make more copies of themselves

NATURE OF SCIENCE
in this lesson. The labels flower, stem, roots, and leaves that grow into new plants)

Wild Rose are also listed in this lesson.)

Explain that the word internal refers to the
Have a volunteer read the first paragraph aloud.
Ask: What is true about the size of most of the
NEXT GENERATION SCIENCE STANDARDS inside of something. Say: Your heart is an wild rose’s internal structures? (Possible answer:
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions internal structure. It is located on the inside The structures are very tiny because they are hard to
in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1) of your body. It has a specific function that see without a magnifying glass or microscope.)
helps you survive. Ask: Where are the internal
structures of a wild rose located? (They are on the Four-Square Diagram Have students make a
• What parts of a wild rose plant connect to the full-page four-square diagram in their science
Objectives Students will be able to: inside of the rose.)
stem? (roots, leaves, flowers) notebooks. In the top left square, have students
• Identify the internal structures of a wild rose.

Waves: Waves and Information

• Describe the functions served by the internal structures of • Which structures take in water for a plant? (roots) Read aloud the definitions for pistil and stamens. write the title of the lesson, “Internal Structures

PHYSICAL SCIENCE
a wild rose.
Have a volunteer recall the meaning of the word of a Wild Rose.” In the top right square, have
• Explain how the internal structures of a wild rose interact Turn and Talk Ask: How can water from roots function. (the way something works or how it is students write a few sentences stating what they
with each other, and with external structures, to help the
reach other parts of the plant? Have students think

Energy
plant survive, grow, or reproduce. used) Ask: What is the function of the pistil and think they will learn in the lesson. Have students
Science Vocabulary about the functions of external structures they the stamen? (They make reproduction possible.) write in the lower left square what they learned
pistil, stamens have learned about as well as what they observed after reading.
in ENGAGE. Then have them discuss their ideas in
pairs. (Possible answer: Water must travel through Set a Purpose and Read
the stem. That is how colored water reached the rose
ENGAGE Focus Question Use this question to focus
petals.) Have pairs share their ideas with the class.
Introduce the Phenomenon students and guide their reading: What internal
ELL SUPPORT structures can be found inside flowers, leaves, stems,
Interdependent

Teacher-Led Demo At least 24 hours before EXPLORE and roots? Have students read the lesson.
Structure, Function,

teaching this lesson, fill four cups halfway with water. Think About Internal Structures of a Starting As you read aloud the
Add food coloring to each cup, using a different Wild Rose prepositional phrases in the captions for the
color for each one. Place a white rose in each cup. On flower, stem, and roots, have students point
Have students read the lesson title and study the
LIFE LIFE

the day of the lesson, show the cups to students. Ask: to the correct part of each corresponding
Relationships

photo and illustrations. Ask probing questions to

• What do you notice about each flower? (The illustration. (flower: in the center; stem: inside
SCIENCE

encourage exploration, such as: How do the pictures

petals of each flower match the color of the water.) each stem; roots: on the roots; leaf: in the
and Information

and words on these pages compare to those

SCIENCE

middle, in the bottom) Then read aloud the

• What caused this change? (Students may say in the lesson External Structures of a Wild Rose?
sentences that contain these prepositional MATH CONNECTION
in Ecosystems

colored water somehow soaked into each flower.)

phrases and have students repeat after
Tap Prior Knowledge you, pointing to the correct part of Find Symmetry
each illustration.
LITERACY CONNECTION 4.G.3 Recognize a line of symmetry for a two-dimensional figure
Processing

Have students recall what they learned about plant as a line across the figure such that the figure can be folded along
structures in the previous lesson. Ask: Developing Have students answer the the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry. (4-LS1-1)
Interpret Information in a Diagram following questions using details from
RI.4.7 Interpret information presented visually, orally, or the text: Review the concept of symmetry. Say: A
quantitatively (e.g., in charts, graphs, diagrams, time lines, shape can be said to have symmetry if
DIFFERENTIATED INSTRUCTION animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which
• Where are a flower’s pistil and stamens you can draw a line through the middle
it appears. located? of the shape and both sides are mirror
Extra Support As you move through the EXPLAIN section, guide • Where are a stem’s bundles of tiny tubes images of each other. Use a cut-out heart or
Processes that Shape the Earth

Students with Disabilities Be sure all students in using and understanding the diagram. located? similar shape to demonstrate. Draw a line of
students can participate in the lesson activities. Say: The structures in these diagrams are
Internal Structures of a Wild Rose symmetry, and fold the shape over on itself. Ask: What can you conclude from this evidence?
EARTH SCIENCE

• Where are a root’s tiny hairs located? (continued) Animation

Earth’s Systems:

Additional accommodations may be needed. shown larger than actual size. Ask: Why is this Have students study the illustrations in the (The colored water moved through the stem.)

NATURE OF SCIENCE
For example, students who may have difficulty helpful? (It shows details that might not be visible if EXPLAIN Bridging Remind students that prepositional lesson. Ask
When the pollen is transferred volunteers
to the to share where they
pistil, a fruit Carefully slice the bottom portion of a white rose
Have students select the animation “Structure
with drawing activities could perform the oral structures were shown at actual size.) Next say: Each phrases can give details about location forms with seeds that see
can that
createlines
moreof symmetry
plants.) could be drawn, stem to create two ends. Ask: What do you predict
Identify Internal Structures of a of a Flower” from the Resources menu. Tell
component of the activity with partners who illustration shows a cutaway view that reveals and include words such as in and on. Have such as through one of the leaves in the will happen if I place each end of this stem in
Wild Rose students to listen for terms they already know
complete the drawing component. The printed the inside of each structure. This type of view is students identify the prepositional TeachphrasestheinDimensions illustration or the diagram of the flower stem. as they view the animation and to consider
a separate cup of water with different colors?
component of the assignment can be copied, called a cross-section. Ask: What is shown in the After students have read the thelesson,
captionslead
forathe
discussion andSystems
flower, stem,CCC [Link] System Models. Have students
A system sketchintheir
can be described terms own symmetrical (Accept all reasonable predictions.) Carry out the
how the flowers shown compare to the flower
to answer the Focus Question. of its components and their interactions. (4 -LS1-1) experiment and match the results to students’
so that each student will have a completed cross-section view of the stem? (bundles of tiny HaveAsk:
students use each phrase in an original leaf or flower shape, along with a line of of a wild rose.
Say: Science and engineering often involve the predictions. Students will observe that the rose
assignment for later study. tubes) What about the leaf? (leaf layers) • What do we need to sentence
be able toabout the structures
see most of a of a wild rose. symmetry, in their science notebooks.
study of systems. A system is a group of parts that Time 10 minutes takes on both colors. Guide them to understand
plant’s internal structures? (a microscope)
interact to perform a function. Write this definition that the tubes that transport water through the
• What are the internal structures of a wild Teaching Tips Discuss the new content
on the board. Remind students of the definition stem are separate from each other.
introduced in the animation. Define and

Waves: Waves and Information

113a Life Science | Unit 3 rose plant’s flower? (The pistil and stamens are you shared for function in the previous lesson (what
Internal Structures of a Wild Rose 113b
internal structures of a wild rose flower.) Say: discuss the term fertilization. Then use the

PHYSICAL SCIENCE
something does, how it works, or how it is used). Say: EVALUATE
In some plants, pistils and stamens grow illustration in the diagram to discuss the
A bicycle is an example of a system. It has parts
on separate flowers or on flowers of terms filament and anther and their location Have students record their answers to the Wrap It
that interact to perform functions such as making Energy
separate plants. on the stamen. Do the same for the terms Up questions in their science notebooks.
113a-113d_NATG15656_G4U3_L2_L [Link] 1-2 the bike start, stop, or change direction. Ask: What 17/05/18 10:20 am
ovary, style, stigma, and ovules, all parts of
• What are the internal structures of a leaf? parts of a bike work together to make the bike
the pistil.
Box Notes provide additional (outer layer, middle, openings in the bottom, veins)
• What is inside a stem? (bundles of tiny tubes)
change direction? (handlebars, bike frame, wheels)
Direct students’ attention to the illustration of the
What to Expect Students will recognize
that flowers have certain structures in
Wrap It Up!
1. IDENTIFY What are the structures of a
• What structures help roots absorb water and wild rose. Ask: Why might a plant be considered a leaf? What are their functions? (The outer
support, including Science
common and will better understand how
nutrients? (root hairs) system? (It has parts that interact to help it perform pollen is transferred between flowers to allow layer protects the leaf. The middle layer is
different functions.) Next ask: What are some
Interdependent

for fertilization. where food is made. The bottom layer lets air
Clarify for students that while the pistil and stamens functions carried out by a plant’s structures?
Structure, Function,

in. The veins carry water and food.)

Background, strategies for ELL and grow inside the center of the flower, they are visible
to the naked eye when the flower’s petals are open.
Also, root hairs grow on the external part of the
(Possible answers: taking in water, moving water and
food, making food, providing support, reproduction) ELABORATE
2. CAUSE AND EFFECT How do the stamens
of a flower help a plant reproduce? (The
LIFE LIFE

Divide students into small groups. Provide each Extend Thinking About Structure
diverse learners, and connections to
plant, but many are not visible to the naked eye. stamens make pollen. Pollen is transferred to a
Relationships

group with an enlarged photocopy of the wild rose and Function pistil which forms into a fruit with seeds inside.
SCIENCE

Describe the Functions of the Internal plant illustration from the lesson. Have groups work The seeds can grow into new plants.)
Graphic Organizer Have students add
and Information

Structures of a Wild Rose

SCIENCE

together to diagram the path water would take

other standards.
information to the concept webs they began in 3. ANALYZE How is a plant’s stem
Ask students the following questions: through the plant, beginning with the roots. Tell
in Ecosystems

the previous lesson. Model how to add to the important to the function of the plant’s
students to label the internal and external structures
• What is the function of the stamens and pistil? concept web. Draw a main circle labeled “Food/ other parts? (Stems help transfer water and
involved. Invite groups to share their diagrams.
(Stamens make pollen. The pistil receives pollen Water” and a connecting circle labeled “Stem.” nutrients from roots to different parts of the
Ask: How does your drawing show that a plant
Then draw a circle labeled “Bundles of Tiny Tubes”
Processing

from stamens. It develops into a fruit with seeds.) is a system of parts that interacts to perform a plant.) CCC Systems and System Models
and connect it to the “Stem” circle. Ask: Why did
• How do the bundles of tiny tubes in a stem function? (Possible answer: My drawing shows that
I connect these circles? (The bundles of tubes DIGITAL WRAP-UP Have students complete
serve the plant? (They transport water and internal and external structures of a plant interact to
are internal structures found inside stems.) Have the interactive bonus assessment found in the
nutrients to and from different parts of the plant.) move water to where it is needed in the plant.)
students work in small groups to add connecting Interactive E-book.
• Why is each layer of a leaf important? (The circles for internal structures in order to show their
outer layer protects the leaf. The middle layer is Featured Photo locations and functions in a similar way. Discuss
where food for the plant is made. Openings in the updated concept webs as a class. (Students Four-Square Diagram Have students elaborate
Processes that Shape the Earth

the bottom layer let in air that is necessary for the Have students study the “Plant Stem” photo
should identify internal structures of leaves, roots, on what they have learned in their four-square
food-making process. Veins transport water and within the Life Science Gallery and read
and stems in the “Food/Water” concept web and the diagram. In the lower right square, have students
EARTH SCIENCE

the caption. Help students connect the image

Earth’s Systems:

food to and from the leaf.) internal structures of flowers in the “Reproduction” explain how the external and internal structures of
to the core content of the lesson by having
• How does the function of the internal flower concept web. They may add the outer leaf layer in a wild rose work together.
them compare it to the matching illustration
structures, the stamens and pistil, relate to the the “Protection” concept web.)
in the lesson. Ask: Which structures shown
function of the external structure of the flower? in the photo carry water and food for the Investigate Further
(The petals, stamens, and pistil work together to plant? (the red-colored tubes)
aid reproduction. The colorful petals and the scent Revisit the Phenomenon Carefully cut
of the flower attract insects to the flower that can a vertical slice from one of the rose stems
carry pollen away from the stamens. you used in ENGAGE. Students will observe that
the inside of the stem has changed color.

113c Life Science | Unit 3 Internal Structures of a Wild Rose 113d

113a-113d_NATG15656_G4U3_L2_L [Link] 3-4 17/05/18 10:21 am

Exploring Science T19

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 Supporting Teachers with National Geographic Exploring Science

Internal Structures of a (Possible answers: The photo shows a closer view of

the center of a wild rose. The same diagram is shown
Next ask: Why is it important for plants to
reproduce? (to make more copies of themselves

NATURE OF SCIENCE
in this lesson. The labels flower, stem, roots, and leaves that grow into new plants)

Wild Rose are also listed in this lesson.)

Explain that the word internal refers to the
Have a volunteer read the first paragraph aloud.
Ask: What is true about the size of most of the

NGSS at the beginning NEXT GENERATION SCIENCE STANDARDS

DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
inside of something. Say: Your heart is an
internal structure. It is located on the inside
of your body. It has a specific function that
wild rose’s internal structures? (Possible answer:
The structures are very tiny because they are hard to
see without a magnifying glass or microscope.)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

of each lesson identifies Objectives Students will be able to:

• What parts of a wild rose plant connect to the
stem? (roots, leaves, flowers)
helps you survive. Ask: Where are the internal
structures of a wild rose located? (They are on the
inside of the rose.)
Four-Square Diagram Have students make a
full-page four-square diagram in their science
• Identify the internal structures of a wild rose. notebooks. In the top left square, have students

Waves: Waves and Information

the aligned standards, • Describe the functions served by the internal structures of • Which structures take in water for a plant? (roots) Read aloud the definitions for pistil and stamens. write the title of the lesson, “Internal Structures

PHYSICAL SCIENCE
a wild rose.
Have a volunteer recall the meaning of the word of a Wild Rose.” In the top right square, have
• Explain how the internal structures of a wild rose interact Turn and Talk Ask: How can water from roots function. (the way something works or how it is students write a few sentences stating what they
with each other, and with external structures, to help the
reach other parts of the plant? Have students think
including DCIs, CCCs, SEPs,

Energy
plant survive, grow, or reproduce. used) Ask: What is the function of the pistil and think they will learn in the lesson. Have students
Science Vocabulary about the functions of external structures they the stamen? (They make reproduction possible.) write in the lower left square what they learned
pistil, stamens have learned about as well as what they observed after reading.
in ENGAGE. Then have them discuss their ideas in
and PEs. ENGAGE
pairs. (Possible answer: Water must travel through
the stem. That is how colored water reached the rose
Set a Purpose and Read
Focus Question Use this question to focus
petals.) Have pairs share their ideas with the class.
Introduce the Phenomenon students and guide their reading: What internal
ELL SUPPORT structures can be found inside flowers, leaves, stems,

Interdependent
Teacher-Led Demo At least 24 hours before EXPLORE and roots? Have students read the lesson.

Structure, Function,
teaching this lesson, fill four cups halfway with water. Think About Internal Structures of a Starting As you read aloud the
Add food coloring to each cup, using a different Wild Rose prepositional phrases in the captions for the
color for each one. Place a white rose in each cup. On flower, stem, and roots, have students point
Have students read the lesson title and study the

LIFE LIFE
the day of the lesson, show the cups to students. Ask: to the correct part of each corresponding

Relationships
photo and illustrations. Ask probing questions to
• What do you notice about each flower? (The illustration. (flower: in the center; stem: inside

SCIENCE
encourage exploration, such as: How do the pictures
petals of each flower match the color of the water.) each stem; roots: on the roots; leaf: in the

and Information
and words on these pages compare to those

SCIENCE
middle, in the bottom) Then read aloud the
• What caused this change? (Students may say in the lesson External Structures of a Wild Rose?
sentences that contain these prepositional MATH CONNECTION

in Ecosystems
colored water somehow soaked into each flower.)
phrases and have students repeat after
Tap Prior Knowledge you, pointing to the correct part of Find Symmetry
each illustration.
LITERACY CONNECTION 4.G.3 Recognize a line of symmetry for a two-dimensional figure

Processing
Have students recall what they learned about plant as a line across the figure such that the figure can be folded along
structures in the previous lesson. Ask: Developing Have students answer the the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry. (4-LS1-1)
Interpret Information in a Diagram following questions using details from
Differentiated Instruction DIFFERENTIATED INSTRUCTION
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 text:
• Where are a flower’s pistil and stamens
Review the concept of symmetry. Say: A
shape can be said to have symmetry if
you can draw a line through the middle
the information contributes to an understanding of the text in which
located?
strategies provide support
it appears. of the shape and both sides are mirror
Extra Support As you move through the EXPLAIN section, guide • Where are a stem’s bundles of tiny tubes images of each other. Use a cut-out heart or

Processes that Shape the Earth

Students with Disabilities Be sure all students in using and understanding the diagram. located? similar shape to demonstrate. Draw a line of
students can participate in the lesson activities. Say: The structures in these diagrams are symmetry, and fold the shape over on itself.
for a wide range of learners,

EARTH SCIENCE
• Where are a root’s tiny hairs located?

Earth’s Systems:
Additional accommodations may be needed. shown larger than actual size. Ask: Why is this Have students study the illustrations in the
For example, students who may have difficulty helpful? (It shows details that might not be visible if Bridging Remind students that prepositional lesson. Ask volunteers to share where they
with drawing activities could perform the oral structures were shown at actual size.) Next say: Each phrases can give details about location see that lines of symmetry could be drawn,

including below-level component of the activity with partners who

complete the drawing component. The printed
illustration shows a cutaway view that reveals
the inside of each structure. This type of view is
and include words such as in and on. Have
students identify the prepositional phrases in
such as through one of the leaves in the
illustration or the diagram of the flower stem.
component of the assignment can be copied, called a cross-section. Ask: What is shown in the the captions for the flower, stem, and roots. Have students sketch their own symmetrical

learners, gifted and talented so that each student will have a completed
assignment for later study.
cross-section view of the stem? (bundles of tiny
tubes) What about the leaf? (leaf layers)
Have students use each phrase in an original
sentence about the structures of a wild rose.
leaf or flower shape, along with a line of
symmetry, in their science notebooks.

learners, students with 113a Life Science | Unit 3 Internal Structures of a Wild Rose 113b

disabilities, and other groups 113a-113d_NATG15656_G4U3_L2_L [Link] 1-2 17/05/18 10:20 am

of learners. Literacy and Math Connections provide English Learners features

strategies for integrating Common Core provide research-based strategies
Language Arts and Math standards into to address the needs of English
science instruction. learners at Beginning, Developing,
and Bridging levels of proficiency.

Teach the Dimensions notes provide

strategies for integrating a specific
Crosscutting Concept or Science and
Engineering Practice within the lesson.

Digital Resources Purple

Internal Structures of a Wild Rose (continued) Animation
Ask: What can you conclude from this evidence?
(The colored water moved through the stem.)
boxes highlight the digital
NATURE OF SCIENCE

EXPLAIN When the pollen is transferred to the pistil, a fruit Carefully slice the bottom portion of a white rose
Have students select the animation “Structure
forms with seeds that can create more plants.) stem to create two ends. Ask: What do you predict
Identify Internal Structures of a of a Flower” from the Resources menu. Tell
will happen if I place each end of this stem in
Wild Rose
After students have read the lesson, lead a discussion
Teach the Dimensions
CCC Systems and System Models. A system can be described in terms
students to listen for terms they already know
as they view the animation and to consider
how the flowers shown compare to the flower
a separate cup of water with different colors?
(Accept all reasonable predictions.) Carry out the resources available for the
to answer the Focus Question. Ask: of its components and their interactions. (4 -LS1-1) experiment and match the results to students’
of a wild rose.
• What do we need to be able to see most of a
plant’s internal structures? (a microscope)
Say: Science and engineering often involve the
study of systems. A system is a group of parts that
interact to perform a function. Write this definition
Time 10 minutes
predictions. Students will observe that the rose
takes on both colors. Guide them to understand
that the tubes that transport water through the
lesson, including animations,
• What are the internal structures of a wild Teaching Tips Discuss the new content

videos, and photo galleries.

on the board. Remind students of the definition stem are separate from each other.
introduced in the animation. Define and
Waves: Waves and Information

rose plant’s flower? (The pistil and stamens are you shared for function in the previous lesson (what
internal structures of a wild rose flower.) Say: discuss the term fertilization. Then use the
PHYSICAL SCIENCE

something does, how it works, or how it is used). Say: EVALUATE

In some plants, pistils and stamens grow illustration in the diagram to discuss the
A bicycle is an example of a system. It has parts
on separate flowers or on flowers of that interact to perform functions such as making
terms filament and anther and their location Have students record their answers to the Wrap It
Each note includes teaching
Energy

separate plants. on the stamen. Do the same for the terms Up questions in their science notebooks.
the bike start, stop, or change direction. Ask: What
ovary, style, stigma, and ovules, all parts of
• What are the internal structures of a leaf? parts of a bike work together to make the bike

tips, estimated time for the

the pistil.
(outer layer, middle, openings in the bottom, veins) change direction? (handlebars, bike frame, wheels) Wrap It Up!
What to Expect Students will recognize
• What is inside a stem? (bundles of tiny tubes) Direct students’ attention to the illustration of the that flowers have certain structures in 1. IDENTIFY What are the structures of a
wild rose. Ask: Why might a plant be considered a
activity, and what to expect
• What structures help roots absorb water and common and will better understand how leaf? What are their functions? (The outer
nutrients? (root hairs) system? (It has parts that interact to help it perform pollen is transferred between flowers to allow layer protects the leaf. The middle layer is
different functions.) Next ask: What are some
Interdependent

for fertilization. where food is made. The bottom layer lets air
Clarify for students that while the pistil and stamens functions carried out by a plant’s structures?
Structure, Function,

in. The veins carry water and food.)

grow inside the center of the flower, they are visible
to the naked eye when the flower’s petals are open.
(Possible answers: taking in water, moving water and
food, making food, providing support, reproduction) ELABORATE
2. CAUSE AND EFFECT How do the stamens from your students.
Also, root hairs grow on the external part of the of a flower help a plant reproduce? (The
LIFE LIFE

plant, but many are not visible to the naked eye. Divide students into small groups. Provide each Extend Thinking About Structure stamens make pollen. Pollen is transferred to a
Relationships

group with an enlarged photocopy of the wild rose and Function pistil which forms into a fruit with seeds inside.
SCIENCE

Describe the Functions of the Internal plant illustration from the lesson. Have groups work The seeds can grow into new plants.)
Graphic Organizer Have students add
and Information

Structures of a Wild Rose

SCIENCE

together to diagram the path water would take

information to the concept webs they began in 3. ANALYZE How is a plant’s stem
Ask students the following questions: through the plant, beginning with the roots. Tell
in Ecosystems

the previous lesson. Model how to add to the important to the function of the plant’s
students to label the internal and external structures
• What is the function of the stamens and pistil? concept web. Draw a main circle labeled “Food/ other parts? (Stems help transfer water and
involved. Invite groups to share their diagrams.
(Stamens make pollen. The pistil receives pollen Water” and a connecting circle labeled “Stem.” nutrients from roots to different parts of the
Ask: How does your drawing show that a plant
Then draw a circle labeled “Bundles of Tiny Tubes”
Processing

from stamens. It develops into a fruit with seeds.) is a system of parts that interacts to perform a plant.) CCC Systems and System Models
and connect it to the “Stem” circle. Ask: Why did
• How do the bundles of tiny tubes in a stem function? (Possible answer: My drawing shows that
I connect these circles? (The bundles of tubes DIGITAL WRAP-UP Have students complete
serve the plant? (They transport water and internal and external structures of a plant interact to
are internal structures found inside stems.) Have the interactive bonus assessment found in the
nutrients to and from different parts of the plant.) move water to where it is needed in the plant.)
students work in small groups to add connecting Interactive E-book.
• Why is each layer of a leaf important? (The circles for internal structures in order to show their
outer layer protects the leaf. The middle layer is Featured Photo locations and functions in a similar way. Discuss
where food for the plant is made. Openings in the updated concept webs as a class. (Students Four-Square Diagram Have students elaborate
Processes that Shape the Earth

the bottom layer let in air that is necessary for the Have students study the “Plant Stem” photo
should identify internal structures of leaves, roots, on what they have learned in their four-square
food-making process. Veins transport water and within the Life Science Gallery and read
and stems in the “Food/Water” concept web and the diagram. In the lower right square, have students
EARTH SCIENCE

the caption. Help students connect the image

Earth’s Systems:

food to and from the leaf.) internal structures of flowers in the “Reproduction” explain how the external and internal structures of
to the core content of the lesson by having
• How does the function of the internal flower concept web. They may add the outer leaf layer in a wild rose work together.
them compare it to the matching illustration
structures, the stamens and pistil, relate to the the “Protection” concept web.)
in the lesson. Ask: Which structures shown
function of the external structure of the flower? in the photo carry water and food for the Investigate Further
(The petals, stamens, and pistil work together to plant? (the red-colored tubes)
aid reproduction. The colorful petals and the scent Revisit the Phenomenon Carefully cut
of the flower attract insects to the flower that can a vertical slice from one of the rose stems
carry pollen away from the stamens. you used in ENGAGE. Students will observe that
the inside of the stem has changed color.

113c Life Science | Unit 3 Internal Structures of a Wild Rose 113d

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T20 Supporting Teachers

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 Investigate How We See STEM The Teacher Edition also provides additional forms of
NEXT GENErATIoN SCIENCE STANDArDS
PE 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
instructional support for other types of lessons, such as
Investigates, STEM Engineering Projects, and Think Like
(4-PS4-2) [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular
mechanisms of vision, or how the retina works.]
DCI PS4.B: Electromagnetic Radiation. An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
SEP Developing and Using Models. Develop a model to describe phenomena. (4-PS4-2)

a Scientist and Think Like an Engineer activities.

CCC Cause and Effect. Cause and effect relationships are routinely identified. (4-PS4-2)

objectives Students will be able to: What to Expect Students will observe that light
• Develop a model to describe that light reflecting from
objects and entering the eye allows objects to be seen. is needed to see the object and more light enables
• Explain the cause and effect relationship between light them to see greater detail. Their models should
reflection and vision. show that light from the flashlight bounced off the
• Explain that some components of light are reflected when object in the box and traveled into their eye. Light
it strikes a surface.
must be present for objects to be seen because
light receptors in the eye respond to light and send
information to the brain, which then interprets what
BEforE YoU BEGIN is being seen.
Explore on Your Own Students can make a plan
Materials For students: shoebox; classroom to answer the question in Explore on Your Own.
objects (ruler, scissors, glue, pencil, marker, eraser); You may wish to provide students with a copy
flashlight; Explore on Your Own: mirror
Time 40 minutes (add 20 minutes for Explore on
of the Investigation Checklist to help them plan
their investigations. Review students’ plans before
Teacher Rubrics are
Your Own) allowing them to carry out their investigations. Make

Advance Preparation Prepare a shoebox with

sure students know not to reflect light from the
mirror directly into their eyes. Students will observe
Name Date
available in the Assessment
a classroom object in it for each group of four that reflecting light off a mirror can change the path
students. Ideally, the classroom will be dark
enough with the lights off so that the object is
of the light so that it shines on an object. Light then
reflects off the object and enters their eyes.
Investigate Handbook for every
difficult to see. If your classroom has windows, you
may want to cover them for this activity. Consider
reviewing information in the Tables and Graphs How We See Investigate and STEM
pages to help students understand how they will
be organizing data. ENGAGE
Introduce the Phenomenon
How can you model the idea that light allows objects to be seen? Project as well as all Think
Safety Note Remind students not to shine the
flashlight directly in the eyes, nor to reflect light
from a mirror directly in the eyes. Review the
Use Photography Show students a photo of
an animal’s eyes glowing at night, such as those
Teacher Rubric
Use the scale descriptions to guide your assessment of the student’s work. Assess each Like a Scientist and Think
Science Safety pages with students. of a domestic cat or a raccoon. Ask: Are this item separately, and then decide on one overall score, using the following scale:
Teaching Tips Instruct students not to pick up
the shoeboxes once you have placed them on their
animal’s eyes giving off light or is something
else happening? (Students will likely recognize that
3: Student performs with thorough understanding. Like an Engineer activities.
light is striking the animal’s eyes. Light is not shining 2: Student performs with adequate understanding.
desks so that they cannot gather information about 1: Student performs with basic understanding.
the object from its weight. Suggest that students from the animal’s eyes.) Ask students to share any
other examples they might know of animals whose 0: Student performs with limited understanding.
take turns holding the flashlight and looking in the
box. If the room is not dark enough for the object eyes seem to glow at night. Say: There is not a lot
to remain mostly unseen without the flashlight, of light at night. Ask: How might this big cat’s Rubric Scale
instruct students to leave the lid of the shoebox on. glowing eyes relate to its ability to see at night?
Tell students to lift the lid slightly and notice that (Possible answer: The structure of its eyes allows them 1. The student developed a model that described the causal relationship between the
3 2 1 0
the object is difficult to see. Then, instruct them to to take in whatever light is available so that it can see components in the visibility of objects.
shine the flashlight under the slightly lifted lid and more easily in the dark.)
2. The student identified all components in the relationship between light reflection and
observe the object. visibility of objects including light source, the object, the path that the light follows, and 3 2 1 0
the eye.
3. The students used the model to explain the effect of changing light brightness or blocking
131a Life Science | Unit 3 3 2 1 0
light on visibility of objects.

4. The student used the model to explain the effect of closing their eyes on visibility of objects. 3 2 1 0
131a-131d_NATG15656_G4U3_INV1_L [Link] 1 17/05/18 10:28 am
5. The student used the model to explain the effect of changing the path of light on the
Before You Begin The yellow Before You visibility of objects.
3 2 1 0

Overall Score
Begin feature highlights the materials
Comments

and time required and alerts you to any

advance preparation or necessary safety
measures. Teaching tips and expected
outcomes for the Investigation are also
included.
1 © National Geographic Learning, Cengage

Engineering Projects
engage students in defining
STEM
Science Draw students’ attention to the photographs of
Technology the materials you provide to produce a wind the musical instruments featured in the pages of
engineering

NATURE OF SCIENCE
instrument. All teams should follow the rules of the the lesson. Ask a volunteer to read the caption
MaTh

real-world problems and test you provide. It is unlikely that the initial designs for the Brazilian brass band. Have students share
ENGINEERING PROJECT and codes will meet the criteria of the problem, their experiences in playing or observing people
but teams should use the results of their tests to playing a brass instrument. Ask: What are some

developing and refining Design a Wind Instrument improve their designs and codes. The key issue
to consider is whether the changes made to their
designs and codes improved the results of their
kinds of brass instruments? (Students may
mention trumpets, tubas, trombones, or French
horns. Some students may mention saxophones,

solutions.
NEXT GENERATION SCIENCE STANDARDS tests, not whether all of the criteria were fully met. but saxophones are actually reed instruments.)
PE 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement:
Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s Next ask: How do people make sounds
representing black and white to send information about a picture, and using Morse code to send text.] on a brass instrument? (by blowing into a

Waves: Waves and Information

PE 3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the metal mouthpiece)
criteria and constraints of the problem.
ENGAGE

PHYSICAL SCIENCE
Engineering Design
DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
Next, have students observe the photograph of
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
Introduce the Phenomenon the Peruvian pan flute players. Have a different

Energy
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them Teacher-Led Demo Use a cell phone to play three volunteer read the caption. Invite students to share
best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)

Process teacher notes help DCI ETS1.B Developing Possible Solutions. Research on a problem should be carried out before beginning to design
a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3–5-ETS1-2) • At
whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared
or four different alerts for the class. Ask: What are
these sounds telling me to do? (Allow students time
to think. Students may say they are telling you to wake
their experiences in playing or observing people
playing a flute. Ask: How does a flute player make
sounds? (by blowing across the top of the mouthpiece)
ideas can lead to improved designs. (3–5-ETS1-2)

you support all students as SEP Constructing Explanations and Designing Solutions. Generate and compare multiple solutions to a problem based
on how well they meet the criteria and constraints of the design solution. (4-PS4-3) (3–5-ETS1-2)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)
up, that you have just gotten a text message, or that
you need to answer a phone call.) Play the sounds
again. Ask: How can people use patterns of sound
Finally, have students share their experiences with
reed instruments, such as clarinets, saxophones,
CCC Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve existing or oboes. Ask: How does a person playing a reed
they engage in each step to communicate? (Again, allow students time to think.
Interdependent

technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS-2)
Students should describe the patterns of sound, which instrument make sounds? (by blowing into a
Structure, Function,

may include changes in pitch, volume, or timbre. They mouthpiece with a wooden reed)

of the Engineering Design

Objectives Students will be able to: Advance Preparation Collect bottles and other may recognize that you have programmed the different
• Define the engineering problem they need to solve, materials to be used to make the wind instruments. signals, so you know what they mean.) Step 1: Define the problem.
LIFE LIFE

including criteria and constraints.

Relationships

• Design and build a wind instrument that can produce at Cut the paper into 10-cm (4-inch) squares; make
Tap Prior Knowledge Reader/Writers/Speaker Response
Process, from defining least three different pitches of sound. enough for several teams to have 4 squares. Arrange
SCIENCE

• Develop a code that uses different pitches to communicate Use Photographs Prepare a class chart with Quartet Divide the class into teams of four. Have
the materials in a supply center that is accessible to
and Information

a simple command. teams work together to read the introduction

SCIENCE

students. Research examples of the wind instruments three columns. Label the columns “Kind of
• Test the instrument and code and analyze the results to to the lesson. Ask: What is the problem you are
the problem to refining or determine if they meet the criteria of the problem. described in the lesson to be prepared for student Wind Instrument,” “Examples,” and “How the
in Ecosystems

• Use the results of their tests and ideas from their Instruments Make Sounds.” Use the chart to trying to solve? Have one member of the team
questions and to guide their research. Prepare two lists
classmates to improve the design. record students’ responses. read the second paragraph aloud. Have the other
of three commands for each group—one for the first
members write down what they think the problem
changing the solution. test and one for testing the refined design.
Processing

is. Then have teams share their answers and work

Safety Note Approve students’ designs before DIFFERENTIATED INSTRUCTION together to produce a single answer. Finally, have
BEFORE YOU BEGIN
they begin building their instruments. Only one the speaker report to the class. (Possible answer:
Materials For the class: 24 paper drinking straws student should use each instrument. Review the Extra Support We need to make a wind instrument that can send a
of various sizes, 10 plastic tubes of various sizes, Science Safety pages with students. Students with Disabilities When developing coded message to a teammate.)
12 plastic bottles of different sizes, water (for the list of commands, make sure that the tasks
Teaching Tips To provide variety in the designs of Have students refer back to the challenge box
bottles), 6 small combs, squares of light paper, tape, can be carried out by all of the students in your
the instruments, you may want to assign a different to make a list of the criteria for this problem.
class. If necessary, develop a set of alternative
Processes that Shape the Earth

string, rubber bands, scissors kind of instrument to each team. For example, you
responses for students with limited mobility. Ask: What are the criteria of this problem? (Our
Time Day 1: 5 minutes to watch and discuss the might have one team make bottle flutes and another instrument must make a sound when we blow into it
(For example, a child confined to a wheelchair
EARTH SCIENCE
Earth’s Systems:

video; 5 minutes to introduce and define the make straw oboes. Because some instruments will be or across it. Our instrument must make at least three
might raise both arms rather than stamping
problem; 10 minutes to generate solutions and easier to make than the others, emphasize that teams different pitches of sound. We must use our instrument
a foot.) Allow extra time for students with
select a design; 20 minutes to build and test the are not in competition with each other; instead, all to send a pattern of sounds to communicate a
disabilities to send messages and respond to
wind instrument and code teams should learn from the experiences of the other message.) Guide students to see that there are
the commands. Provide adaptive equipment as
teams. After completing the activity, have students two parts of this challenge—making the wind
Day 2: 15 minutes to revise and test the wind needed. For students with a profound loss of
sort materials for recycling. instrument and developing a code.
instrument and code; 15 minutes to share results; hearing, you may have an interpreter use sign
10 minutes for evaluation and cleanup What to Expect All instruments should meet language to communicate the signals sent by
Next, have students read the second paragraph
the constraints of the problem—using only the instrument.
under Step 1. Ask: What are the constraints of

99a Physical Science | Unit 2 Design a Wind Instrument 99b

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Exploring Science T21

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 MindTap for National Geographic Exploring Science

MindTap is a personalized learning experience with relevant assignments that

guide students to analyze, apply, and improve thinking. Teachers can measure skills
and have an impact on outcomes with relative ease.

EXAMPLE MINDTAP HOME PAGE

Hi, Anne Resources

Science Notebook
Companion

Physical Resources
Library
Science Unit Planners
Energy 3-D Instructional Progressions
Waves: Waves
and Information
Assessment Resources
My Dashboards
Professional Development Assignments
Do you enjoy the sights
and sounds of a carnival?
You have energy and
waves to thank for that!

View all

Unit 1
20 21 Investigate: Speed
Start: Thur, Sep 16
Due: Tue, Sep 21

Unit 1
videos Galleries Virtual Labs Assessment Handbook
Lesson 2: Hit the Ball
Lesson 3: Sounds of
the Game
Start: Thur, Sep 20
Due: Tue, Sep 21

All program-related
Students and teachers can easily additional content is Students and teachers
access content that corresponds to available on the home can review all course
weekly assignments. page and at point of use. assignments at a glance.

T22 MindTap for National Geographic Exploring Science

T22-T23_NASCI_TE_FM_MindTap.indd 22 22/05/18 3:00 pm

 DIGITAL EXPERIENCE EXAMPLE STUDENT AND TEACHER INTERACTIVE E-BOOKS
Interactive E-book Hi, Anne Resources

• Pages represent fidelity to Resources Students can

print while also leveraging the Video: access resources
Fast Changes on Earth
advantages of digital. correlated with
Featured Photo:
• C
 lickable vocabulary words link to California Landslide lesson content
definition pop-ups. Virtual Lab:
and core ideas to
• T he built-in text reader provides
Track a Tsunami enhance learning.
Science Notebook Companion:
extra audio support for readers. “Seismograph Recordings”
“Build a Recording Device”
• V
 ideos, virtual labs, and
animations are designed to
enhance understanding.
Hi, Anne Resources

• A
 dditional features allow students
to take notes, highlight text, and
bookmark important content.

Student Tools
• Resources appear at the book, Digital teacher content
strand, unit, and lesson level. follows the same
instructional path as in
• S tudents can bookmark useful
resources for easy access. the print edition.

• e
 Assessments provide immediate
feedback.

CLASS MANAGEMENT EXAMPLE TEACHER DASHBOARD

AND METRICS
Hi, Anne Resources

A series of tools provides teachers Teachers can easily

Assignments Gradebook
with flexibility and support.
Assign
view student
Teacher Dashboard Start Due Select assignment
• Assignments can be customized to
Cover
progress.
Program Consultants

control student access to content. National Geographic Explorers in Exploring Science

California Evaluation Criteria for Science

• S tudent progress can be tracked in Nature of Science Planning Guide

Lesson 1: What Is Science?
the Gradebook. Lesson 2: How Do Scientists Work?
Lesson 3: Who Are Scientists?
• D
 ata analytics allow teachers to INVESTIGATE 1: Practice Science

measure student progress. Unit 1 Physical Science Planning Guide

Lesson 1: Batter Up! 09/27/18 Edit Unassign

• A
 correlations tool allows teachers INVESTIGATE 1: Speed Edit Unassign

Lesson 2: Hit the Ball Edit Unassign

to search content by content INVESTIGATE 2: Collisions Edit Unassign

standard. Lesson 3: Sounds of the Game Edit Unassign

INVESTIGATE 3: Sound Edit Unassign

Lesson 4: The Sun’s Light Edit Unassign

Exploring Science T23

T22-T23_NASCI_TE_FM_MindTap.indd 23 22/05/18 3:00 pm

 Assessment in National Geographic Exploring Science

Exploring Science provides teachers with a range of formative and summative assessment
resources to help with planning and modifying instruction as well as with assessing students’
progress in meeting the Performance Expectations (PEs) and their associated dimensions of
learning. The program also equips students with some powerful tools for self-assessment.

Student Self-Assessment Keeping a

Science Notebook
In your science notebook, write new
questions you may have.
Label drawings, and include
captions to explain ideas.

ns

Self-assessment can help students stay engaged and can

Questio Physica
I use a science notebook to keep a • Define and illustrate science My New l Change
if
careful record of my work. I record vocabulary and main ideas. test to see
ld I safely trical
observations, measurements, and 1. How cou are good elec
• Label drawings. Write notes to any liquids ?
conductors

encourage them to reflect on their thinking and take

other data. I analyze the data to make explain ideas.
explanations and conclusions based on liquid No new
• Collect photos, news stories, and solid and material
evidence. 2. Which ls can dissolve in is formed.
other objects. materia
oil?
In Exploring Science, you will use your vegetable Chemic

responsibility for their learning. Science notebooks and

• Use tables, charts, or graphs to see if the al Change
own science notebook to keep a record I test to baking
record and analyze data. 3. How can
vinegar and re and
of your work. You can also share what mass of same befo
you learn with others. What will your
• Include evidence for explanations soda is the
ing?
and conclusions. after mix

student rubrics are key tools for self-assessment in Exploring

notebook include? Look at the list and
eren t colors
• Describe how scientists and diff
examples that follow for ideas. You and 4. How are d in fireworks? New ma
terials are
your teacher might have ideas, too. engineers answer questions and produce formed.
Then get ready to set up your science solve problems.

Science. notebook. • Ask new questions of your own.

Mass of Ice
Before and
After Mel
12 ting
ice
11 cube 1
Use tables, charts, 10

Science Notebook Keeping a science notebook can help

or graphs to record 9
observations and data 8 Name ice Date
7 cube 2

mass (g)
in investigations.
6
5 Investigate

students monitor their own learning and reflect on their 2

1
4
3
Sound
0 What evidence can you observe that sound transfers energy?

thinking and understanding of key concepts and practices. A science notebook is

one of a scientist’s most
important tools.
before afte
r
melting melRecordbefore afte
ting
Place a mel
before mel
ting
check mel
in the
r
box to show the answer that is true for you.
ting
ting

A National Geographic Explorer introduces notebooking at

after mel
ting Rubric Yes Not Yet

4 1. I can describe how sound travels from place to

5 place.

2. I can provide evidence that sound is energy.

the beginning of each Student Edition. 002_241_NASE11672_G5_NB.indd 4-5

3. I can identify and describe how data will be10/05/18
present.
collected
1:53 pm
to show that sound energy is

4. I can plan an investigation to show that sound transfers energy from one place to
another.
5. I can use my observations and data as evidence to support my explanation that
sound can transfer energy from place to place.

Student Rubrics for every Investigate and other activity-

Comments

based lesson are available in the Science Notebook

Companion. By completing these rubrics, students monitor
their progress and can also record comments about
questions they may have or areas to work on. 1 © National Geographic Learning, Cengage

Formative Assessment
Formative assessment takes place during learning and helps the
teacher modify instruction to better meet the needs of learners. The • How is a coral polyp’s exoskeleton similar to
and different from the skin of an elephant?
EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
(Possible answer: They are both external Up questions in their science notebooks.
structures that protect internal organs. However,

Student Edition offers regular opportunities for formative assessment the coral polyp’s exoskeleton is hard while the
elephant’s skin is flexible.)
Wrap It Up!
• What is another example of a coral reef 1. DESCRIBE How does an elephant’s skin

as students respond to the Wrap It Up! questions at the end of each animal that has an unusual form of
protection? (The lionfish has poisonous spines.)
• Which external structures of fish function
help it survive? (The elephant’s skin protects
its internal organs and helps keep it cool.)
2. COMPARE AND CONTRAST How is the

lesson. Activity-based lessons such as STEM Engineering Projects and

in a way similar to the legs of an elephant? function of an elephant’s trunk like that

Waves: Waves and Information

(Possible answer: Fins and tails help fish to move, of a human nose? How is it different? (An
just as legs help an elephant to move.)

PHYSICAL SCIENCE
elephant’s trunk is like a human nose because
• The article features different animals’ it helps the elephant smell and breathe. It is

Think Like a Scientist activities provide both learning and formative adaptations, or characteristics that help different because it can pick up objects and

Energy
them survive. What is one adaptation that it helps the elephant bring food to its mouth,
helps an elephant find food? (its trunk) drink, and communicate.)

assessment opportunities at the same time. Play “Name That Coral” as a class, and invite
volunteers to share their answers. Have students
choose one coral reef animal to add to the concept
3. EVALUATE Which of an elephant’s
external structures help it live in a herd
with other elephants? Explain. (The
webs they began for this lesson. elephant’s trunk helps it communicate. Its ears
Interdependent

help it hear other elephants, and its eyes help

Structure, Function,

ELABORATE it to see them.) CCC Systems and System Models

Teacher Edition The TE instructional support for most lessons Extend Thinking About External
Structures of an Elephant
DIGITAL WRAP-UP Have students complete
the interactive bonus assessment found in the
LIFE LIFE

Partner Talk Have students extend their thinking Interactive E-book.

Relationships

includes formative assessment elements: about an elephant’s external structures by

SCIENCE

comparing the elephant to a familiar animal. Have

and Information
SCIENCE

pairs of students choose an animal, such as a dog,

cat, or cow, and draw a picture of it in their science Name Date
• Selected Science Background notes help teachers identify
in Ecosystems

notebooks. Have students label the external

structures in their drawings. Then have students
add these details to the concept webs they began Unit Opening Activity
Processing

preconceptions that my need to be directly addressed in instruction.

for this lesson. Have student pairs share their ideas
Directions: Read each statement. Next indicate whether you agree or disagree with the statement or
with the class. are not sure. Then write your thoughts about the statement on the lines.
Cartoons Have students create cartoons in their 1. All metals are attracted to magnets.
science notebooks that tell stories about how an
elephant used its trunk to solve a problem. Explain _______ Agree _______ Disagree _______ Not sure
• E laborate activities use formative assessment strategies, such as to students that their cartoons can have elements
My thoughts __________________________________________________________
Processes that Shape the Earth

of fantasy, but the way the elephant uses its trunk

must be accurate based on what they have learned
EARTH SCIENCE

Turn and Talk, Inside-Outside Circles, Agree/Disagree, and 3-2-1.

in the lesson. __________________________________________________________________
Earth’s Systems:

2. Large magnets are stronger than smaller magnets.

_______ Agree _______ Disagree _______ Not sure

Assessment Handbook Formative assessment components in the My thoughts __________________________________________________________

__________________________________________________________________
Assessment Handbook include External Structures of an Elephant 117d
3. A book sitting on a table has no forces acting on it.

• Unit Pre-Assessment This 10-item pretest helps you assess your 117a-117d_NATG15656_G4U3_L3_L.indd 4
_______ Agree _______ Disagree
30/04/18 11:28 am
My thoughts __________________________________________________________
_______ Not sure

students’ prior knowledge of the Disciplinary Core Ideas explored in __________________________________________________________________

the unit. Directions: Read the question. Then write your answer on the lines.

4. Pick one of the statements in 1, 2, or 3 above. Describe how you could find out whether the
statement is correct.

__________________________________________________________________
• U
 nit Opening Activities These formative assessment probes __________________________________________________________________

provide additional insight into students’ thinking about DCIs and __________________________________________________________________

their readiness to apply one or more of the SEPs targeted in the unit. __________________________________________________________________

__________________________________________________________________

• Quizzes A 5-item quiz provides a formative check of students’ 1 © National Geographic Learning, Cengage

learning at the end of each lesson sequence.

T24 Assessment in National Geographic Exploring Science

T24-T25_EXP_SCI_NA_TE_Assessment.indd 24 22/05/18 1:55 pm

 Summative Assessment
The Exploring Science Assessment Handbook provides multiple
summative assessment components to measure students’ progress in
three-dimensional learning at the end of each unit.

Unit Tests use a combination of Name Date

constructed response and selected Unit 1 Test

response items to assess student

Directions: Read each question. Then choose the best answer
Rose and Sophia are twins. They have a big ball. They want to investigate how forces can affect the motion of
the ball. Use this information to answer the questions below.

mastery of the targeted PEs.

1. Look at the picture. Rose and Sophia are standing on opposite sides of the ball. When the girls push,
the ball does not move. What is the most likely reason that the ball is not moving?
A They are both pushing the ball in the same direction.
B They are pushing the ball in different directions.
C They are pushing the ball with unequal forces.
D They are pushing the ball with equal forces.

2. Rose and Sophia stand beside each other and push on the ball. What question are they most likely
trying to answer?
A How does the direction of force affect the motionName
of the ball? Date
B How does the speed of the ball affect the people pushing it?
C How does gravity affect the motion of the ball?
D How does static electricity affect the motion of the ball? Unit 1 Performance Task
Magnetic
3. Rose and Sophia stand beside each other and push on the ball. Forces
The ball moves forward. Which
conclusion is supported by that evidence? N S
A Balanced forces make the ball move. Materials
B Opposite and equal forces make the ball move. Part 1 Unlabeled bar magnets (5)
C Unbalanced forces make the ball move. Paperclips (6)
D The force of gravity makes the ball move. Small stickers (2 colors)

Part 2 Labeled bar magnet

Directions: Read the instructions. Then design a procedure to answer the questions.
Part 1 A student finds five metal bars that are stuck together in a lump. The student assumes the bars must
be magnets. Using the materials available, how would you demonstrate how the student could
• determine whether the metal bars are magnets and
• label the ends of each bar to indicate which ends of the bars are like poles of one type, and which
ends are like poles of the other type?
Ask questions and design a procedure to answer the questions. Record the steps you plan to take. Carry out
1 the procedure, record your results,
© National and
Geographic labelCengage
Learning, the bars.

Name Date

ENGINEERING PROJECT

Design a Crane
Teacher Rubric
Use the scale descriptions to guide your assessment of the student’s work. Assess each

Unit Performance Tasks use a item separately, and then decide on one overall score, using the following scale:

3: Student performs with thorough understanding.

2: Student performs with adequate understanding.

variety of formats that require 1:

0:
Student performs with basic understanding.
Student performs with limited understanding.

students to demonstrate at least two Rubric

1. The student defined the design problem: E.g., “How do we design and build a toy crane
Scale

3 2 1 0
using these materials?”
of the three dimensions of learning 10
2. The student listed the criteria and constraints.
© National Geographic Learning, Cengage
3 2 1 0

associated with particular PEs. 3. The student used ideas about magnets and forces to design a solution.

4. The student compared solutions and chose the one that best met the criteria and
3

3
2

2
1

1
0

0
constraints.

5. The student worked collaboratively with team members to build and test the design. 3 2 1 0

6. The student gathered data and organized his or her findings. 3 2 1 0

7. The student was able to analyze results and use them to improve the design. 3 2 1 0

8. The student communicated how the design worked and the results of tests. 3 2 1 0

9. The student used evidence to support conclusions. 3 2 1 0

10. The student described how science leads to new discoveries. 3 2 1 0

Overall Score

Comments

Rubrics Scoring rubrics for all Investigates, STEM

Projects, Think Like a Scientist, and Think Like an
Engineer activities align with the NGSS Evidence 17 © National Geographic Learning, Cengage

Statements for each PE.

MindTap Gradebook
The Gradebook and its analytics tools in MindTap allow teachers to track and analyze an
individual student’s progress with ease. You can view the class’s grades for each activity,
click on a grade to view assignment details such as the distribution of answers by item,
view the scores and answers for each individual student, and categorize assignments for
purposes such as applying weighting for different assessments. Students may also view
their assignments, due dates, and scores. This accurate and flexible grading tool helps
teachers create the assessment feedback loop that benefits all students.

Exploring Science T25

T24-T25_EXP_SCI_NA_TE_Assessment.indd 25 22/05/18 1:55 pm

 Next Generation Science Standards
Grade 4

Structure, Function, and Information Processing

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be
seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the
cellular mechanisms of vision, or how the retina works.]
Student 130–131 Teacher 131a–131d
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Developing and Using Models. PS4.B: Electromagnetic Radiation. An Cause and Effect. Cause and
Develop a model to describe object can be seen when light reflected effect relationships are routinely
phenomena. (4-PS4-2) from its surface enters the eyes. (4-PS4-2) identified. (4-PS4-2)
Student 130–131 Teacher 131a–131d Student 128–129; 130–131 Student 130–131
Teacher 129a–129b; 131a–131d Teacher 129a–129d; 131a–131d

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems,
roots, colored petals, heart, stomach, lung, brain, and skin. **Each structure has specific functions within its associated
system.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
Student 114–115; 124–125 Teacher 115a–115d; 125a–125d
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Engaging in Argument from LS1.A: Structure and Function. Plants Systems and System Models.
Evidence. Construct an argument and animals have both internal and A system can be described in
with evidence, data, and/or a model. external structures that serve various terms of its components and their
(4-LS1-1) functions in growth, survival, behavior, interactions. (4-LS1-1)
Student 114–115; 124–125 and reproduction. (4-LS1-1) Student 110–111; 112–113;
Teacher 115a–115d; 125a–125d Student 110–111; 112–113; 114–115; 114–115; 118–119; 120–121;
116–117; 118–119; 120–121; 122–123; 124–125; 126–127
124–125; 134–135 Teacher 111a–111b; Teacher 111a–111b; 113a–113d;
113a–113d; 115a–115d; 117a–117d; 115a–115d;117a–117d; 119a–119b;
119a–119b; 121a–121b; 123a–123b; 121a–121b; 125a–125d; 127a–127d;
125a–125d; 137a–137d 133a–133d

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process
the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on
systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the
brain stores and recalls information or the mechanisms of how sensory receptors function.]
Student 132–133 Teacher 133a–133d
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Developing and Using Models. LS1.D: Information Processing. Systems and System Models.
Use a model to test interactions Different sense receptors are specialized A system can be described in
concerning the functioning of a for particular kinds of information, which terms of its components and their
natural system. (4-LS1-2) may be then processed by the animal’s interactions. (4-LS1-2)
Student 132–133 brain. Animals are able to use their Student 126–127; 132–133
Teacher 133a–133d perceptions and memories to guide their Teacher 127a–127d; 133a–133d
actions. (4-LS1-2)
Student 126–127; 128–129; 132–133;
134–137; 138–143 Teacher 127a–127d;
129a–129d; 133a–133d; 137a–137d;
141a–141d
is a registered trademark of Achieve. Neither Achieve
nor the lead states and partners that developed the

T26 Next Generation Science Standards for Grade 4 Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

T26-T39_NATG15656_G4_Correlation.indd 26 26/05/18 4:40 pm

 Earth’s Systems: Processes that Shape the Earth

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for
changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock
layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water
over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river
cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of
rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
Student 214–217 Teacher 217a–217d
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Constructing Explanations and ESS1.C: The History of Planet Earth. Patterns. Patterns can be
Designing Solutions. Identify the Local, regional, and global patterns used as evidence to support an
evidence that supports particular of rock formations reveal changes explanation. (4-ESS1-1)
points in an explanation. (4-ESS1-1) over time due to earth forces, such Student 210–211; 212–213;
Student 214–217 Teacher 217a–217d as earthquakes. The presence and 214–217; 218–219
location of certain fossil types indicate Teacher 211a–211d; 213a–213d;
Connections to Nature of Science the order in which rock layers were 217a–217d; 219a–219b
Scientific Knowledge Assumes an formed. (4-ESS1-1)
Order and Consistency in Natural Student 210–211; 212–213; 214–217
Systems. Science assumes consistent Teacher 211a–211d; 213a–213d;
patterns in natural systems. (4-ESS1-1) 217a–217d
Student 210–211; 212–213; 214–217;
218–219 Teacher 211a–211d;
213a–213d; 217a–217d; 219a–219b

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of
erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle
of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles
of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary:
Assessment is limited to a single form of weathering or erosion.]
Student 174–177 Teacher 177a–177d
Disciplinary Core Idea Science and Engineering Practice
ESS2.A: Earth Materials and Systems. Rainfall helps to shape the Planning and Carrying Out Investigations.
land and affects the types of living things found in a region. Water, Make observations and/or measurements to
ice, wind, living organisms, and gravity break rocks, soils, and produce data to serve as the basis for evidence
sediments into smaller particles and move them around. (4-ESS2-1) for an explanation of a phenomenon. (4-ESS2-1)
Student 148–149; 150–151; 152–153; 154–155; 156–157; Student 166–167; 174–177
158–159; 160–161; 162–163; 164–165; 166–167; 168–169; Teacher 167a–167b; 177a–177d; 183a–183d
170–171; 172–173; 174–177 Teacher 149a–149b; 151a–151d;
153a–153d; 155a–155d; 157a–157b; 159a–159b; 161a–161d;
163a–163b; 165a–165b; 167a–167b; 169a–169b; 171a–171b;
173a–173b; 177a–177d
Disciplinary Core Idea Crosscutting Concept
ESS2.E: Biogeology. Living things affect the physical Cause and Effect. Cause and effect relationships
characteristics of their regions. (4-ESS2-1) are routinely identified, tested, and used to
Student 170–171 Teacher 171a–171b explain change. (4-ESS2-1)
Student 148–149; 150–151; 152–153; 154–155;
156–157; 158–159; 160–161; 162–163; 164–165;
166–167; 168–169; 170–171; 172–173
Teacher 149a–149b; 151a–151d; 153a–153d;
155a–155d; 157a–157b; 159a–159b; 161a–161d;
163a–163d; 165a–165b; 167a–167b; 169a–169b;
171a–171b; 173a–173b; 177a–177d; 179a–179b

Exploring Science T27

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 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement:
Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains,
continental boundaries, volcanoes, and earthquakes.]
Student 200–201 Teacher 201a–201d
Disciplinary Core Idea Science and Engineering Practice
ESS2.B: Plate Tectonics and Large­‑Scale System Analyzing and Interpreting Data. Analyze and
Interactions. The locations of mountain ranges, deep ocean interpret data to make sense of phenomena using
trenches, ocean floor structures, earthquakes, and volcanoes logical reasoning. (4-ESS2-2)
occur in patterns. Most earthquakes and volcanoes occur in Student 198–199; 200–201 Teacher 199a–199b;
bands that are often along the boundaries between continents 201a–201d
and oceans. Major mountain chains form inside continents or
near their edges. Maps can help locate the different land and Crosscutting Concept
water features areas of Earth. (4-ESS2-2) Patterns. Patterns can be used as evidence to
Student 198–199; 200–201 Teacher 199a–199b; 201a–201d support an explanation. (4-ESS2-2)
Student 16–17; 126–129; 200–201
Teacher 17a–17b; 201a–201d

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
*[Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving
monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and
volcanic eruptions.]
Student 206–209 Teacher 209a–209d
Disciplinary Core Idea Science and Engineering Practice
ESS3.B: Natural Hazards. A variety of hazards result from Constructing Explanations and Designing
natural processes (e.g., earthquakes, tsunamis, volcanic Solutions. Generate and compare multiple solutions
eruptions). Humans cannot eliminate the hazards but can to a problem based on how well they meet the
take steps to reduce their impacts. (4-ESS3-2) (Note: This criteria and constraints of the design solution.
Disciplinary Core Idea can also be found in [Link].) (4-ESS3-2)
Student 178–179; 180–181; 182–183; 184–185; 186–187; Student 206–209 Teacher 209a–209d
188–189; 190–191; 192–193; 202–205; 206–209
Crosscutting Concept
Teacher 179a–179b; 181a–181b; 183a–183d; 185a–185b;
187a–187b; 189a–189d; 191a–191b; 193a–193b; 197a–197d; Cause and Effect. Cause and effect relationships
205a–205d; 209a–209d are routinely identified, tested, and used to explain
change. (4-ESS3-2)
Student 180–181; 182–183; 190–191; 206–209
Teacher 179a–179b; 181a–181b; 183a–183d;
185a–185b; 187a–187b; 189a–189d; 191a–191b;
193a–193b
Disciplinary Core Idea Connections to Engineering, Technology,
and Applications of Science
ETS1.B: Designing Solutions to Engineering Problems. Influence of Engineering, Technology, and Science
Testing a solution involves investigating how well it performs on Society and the Natural World. Engineers improve
under a range of likely conditions. (secondary to 4-ESS3-2) existing technologies or develop new ones to increase
Student 202–205; 206–209 Teacher 205a–205d; 209a–209d their benefits, to decrease known risks, and to meet
societal demands. (4-ESS3-2)
Student 190–191; 192–193; 202–205; 206–209;
220–221 Teacher 189a–189d; 191a–191b;
193a–193b; 197a–197d; 205a–205d; 209a–209d;
221a–221d

T28 Next Generation Science Standards for Grade 4

T26-T39_NATG15656_G4_Correlation.indd 28 26/05/18 4:40 pm

 Energy

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
[**Clarification Statement: Examples of evidence relating speed and energy could include change of shape on
impact or other results of collisions.] [Assessment Boundary: Assessment does not include quantitative measures of
changes in the speed of an object or on any precise or quantitative definition of energy.]
Student 24–25; 52–55 Teacher 25a–25d; 55a–55f
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Constructing Explanations and PS3.A: Definitions of Energy. The Energy and Matter. Energy can
Designing Solutions. Use evidence faster a given object is moving, the be transferred in various ways and
(e.g., measurements, observations, more energy it possesses. (4-PS3-1) between objects. (4-PS3-1)
patterns) to construct an explanation. Student 22–23; 24–25; 52–55 Student 22–23; 24–25; 52–55
(4-PS3-1) Teacher 23a–23b; 25a–25d; 55a–55f Teacher 23a–23b; 25a–25d; 55a–55f
Student 24–25; 52–55
Teacher 25a–25d; 55a–55f

4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound,
light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements
of energy.]
Student 32–33; 36–37; 42–43; 48–49 Teacher 33a–33d; 37a–37d; 43a–43d; 49a–49d
Disciplinary Core Idea Science and Engineering Practice
PS3.A: Definitions of Energy. Energy can be moved from place Planning and Carrying Out Investigations. Make
to place by moving objects or through sound, light, or electric observations to produce data to serve as the basis
currents. (4-PS3-2) for evidence for an explanation of a phenomenon or
Student 32–33; 34–35; 36–37; 38–39; 40–41; 42–43; 44–45; test a design solution. (4-PS3-2)
46–47; 48–49 Teacher 32–33; 33a–33d; 35a–35b; 37a–37d; Student 32–33; 36–37; 42–43; 48–49
39a–39b; 41a–41b; 43a–43d; 45a–45b; 47a–47b Teacher 33a–33d; 37a–37d; 43a–43d; 49a–49d
Disciplinary Core Idea Crosscutting Concept
PS3.B: Conservation of Energy and Energy Transfer. Energy Energy and Matter. Energy can be transferred in
is present whenever there are moving objects, sound, light, various ways and between objects. (4-PS3-2)
or heat. When objects collide, energy can be transferred from Student 32–33; 36–37; 42–43; 44–45; 48–49
one object to another, thereby changing their motion. In such Teacher 33a–33d; 35a–35b; 37a–37d; 41a–41b;
collisions, some energy is typically also transferred to the 43a–43d; 45a–45b; 47a–47b; 49a–49d; 51a–51d
surrounding air; as a result, the air gets heated and sound is
produced. (4-PS3-2)
Student 32–33; 34–35; 36–37; 40–41; 42–43; 44–45
Teacher 33a–33d; 35a–35b; 37a–37d; 41a–41b; 43a–43d;
45a–45b
Disciplinary Core Idea Disciplinary Core Idea
PS3.B: Conservation of Energy and Energy Transfer. Light PS3.B: Conservation of Energy and Energy
also transfers energy from place to place. (4-PS3-2) Transfer. Energy can also be transferred from
Student 34–35; 36–37; 38–39 Teacher 35a–35b; 37a–37d; place to place by electric currents, which can then
39a–39b be used locally to produce motion, sound, heat,
or light. The currents may have been produced to
begin with by transforming the energy of motion
into electrical energy. (4-PS3-2)
Student 44–45; 46–47; 48–49; 50–51
Teacher 45a–45b; 47a–47b; 49a–49d; 51a–51b

Exploring Science T29

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 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.
[Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as
objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Student 28–29 Teacher 29a–29d
Disciplinary Core Idea Science and Engineering Practice
PS3.A: Definitions of Energy. Energy can be moved from place Asking Questions and Defining Problems. Ask
to place by moving objects or through sound, light, or electric questions that can be investigated and predict
currents. (4-PS3-3) reasonable outcomes based on patterns such as
Student 28–29; 30–31 Teacher 29a–29d; 31a–31b cause and effect relationships. (4-PS3-3)
Student 28–29 Teacher 29a–29d
Disciplinary Core Idea Crosscutting Concept
PS3.B: Conservation of Energy and Energy Transfer. Energy Energy and Matter. Energy can be transferred in
is present whenever there are moving objects, sound, light, various ways and between objects. (4-PS3-3)
or heat. When objects collide, energy can be transferred from Student 26–27; 28–29 Teacher 27a–27d; 29a–29d;
one object to another, thereby changing their motion. In such 31a–31b
collisions, some energy is typically also transferred to the
surrounding air; as a result, the air gets heated and sound is
produced. (4-PS3-3)
Student 26–27; 28–29; 30–31 Teacher 27a–27d; 28a–29;
31a–31b
Disciplinary Core Idea
PS3.C: Relationship Between Energy and Forces. When
objects collide, the contact forces transfer energy so as to
change the objects’ motions. (4-PS3-3)
Student 26–27; 28–29 Teacher 27a–27d; 29a–29d

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to
another. *[Clarification Statement: Examples of devices could include electric circuits that convert electrical energy
into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples
of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices
should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or
produce light or sound.]
Student 62–65; 66–67 Teacher 65a–65d; 67a–67d
Disciplinary Core Idea Science and Engineering Practice
PS3.B: Conservation of Energy and Energy Transfer. Energy Constructing Explanations and Designing
can also be transferred from place to place by electric currents, Solutions. Apply scientific ideas to solve design
which can then be used locally to produce motion, sound, heat, problems. (4-PS3-4)
or light. The currents may have been produced to begin with by Student 62–65; 66–67 Teacher 65a–65d; 67a–67d
transforming the energy of motion into electrical energy. (4-PS3-4)
Connections to Nature of Science
Student 62–65; 66–67 Teacher 65a–65d; 67a–67d
Science Is a Human Endeavor. Most scientists and
engineers work in teams. (4-PS3-4)
Student 56–61; 62–65 ; 66–67 Teacher 61a–61d
Disciplinary Core Idea Connections to Nature of Science
PS3.D: Energy in Chemical Processes and Everyday Science Is a Human Endeavor. Science affects
Life. The expression “produce energy” typically refers to the everyday life. (4-PS3-4)
conversion of stored energy into a desired form for practical Student 56–61; 62–65; 66–67; 72–73
use. (4-PS3-4) Teacher 61a–61d
Student 68–69; 72–73 Teacher 69a–69b; 71a–71b; 73a–73d

T30 Next Generation Science Standards for Grade 4

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 Disciplinary Core Idea Crosscutting Concept
ETS1.A: Defining Engineering Problems. Possible solutions Energy and Matter. Energy can be transferred in
to a problem are limited by available materials and resources various ways and between objects. (4-PS3-4)
(constraints). The success of a designed solution is determined Student 62–65; 66–67 Teacher 65a–65d; 67a–67d
by considering the desired features of a solution (criteria).
Different proposals for solutions can be compared on the Connections to Engineering, Technology, and
basis of how well each one meets the specified criteria for Applications of Science
success or how well each takes the constraints into account. Influence of Engineering, Technology, and
(secondary to 4-PS3-4) Science on Society and the Natural World.
Student 56–61; 62–65; 66–67 Teacher 61a–61d; 65a–65d; Engineers improve existing technologies or develop
67a–67d new ones. (4-PS3-4)
Student 56–61; 62–65; 66–67; 68–69; 72–73
Teacher 61a–61d

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources
and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include
wind energy, water behind dams, and sunlight; non–renewable energy resources are fossil fuels and fissile materials.
Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and
air pollution from burning of fossil fuels.]
Student 74–75 Teacher 75a–75d
Science and Engineering Practice Crosscutting Concept
Obtaining, Evaluating, and Communicating Information. Cause and Effect. Cause and effect relationships
Obtain and combine information from books and other reliable are routinely identified and used to explain change.
media to explain phenomena. (4-ESS3-1) (4-ESS3-1)
Student 74–75 Teacher 75a–75d; 137a–137d Student 74–75; 218–219 Teacher 73a–73d;
75a–75d; 219a–219b
Disciplinary Core Idea Connections to Engineering, Technology, and
Applications of Science
ESS3.A: Natural Resources. Energy and fuels that humans Interdependence of Science, Engineering, and
use are derived from natural sources, and their use affects the Technology. Knowledge of relevant scientific
environment in multiple ways. Some resources are renewable concepts and research findings is important in
over time, and others are not. (4-ESS3-1) engineering. (4-ESS3-1)
Student 68–69; 70–71; 72–73; 74–75 Teacher 69a–69b; Student 68–69; 74–75 Teacher 69a–69b; 71a–71b
71a–71b; 73a–73d; 75a–75d
Connections to Engineering, Technology, and
Applications of Science
Influence of Engineering, Technology, and
Science on Society and the Natural World. Over
time, people’s needs and wants change, as do their
demands for new and improved technologies.
(4-ESS3-1)
Student 68–69; 70–71; 74–75 Teacher 71a–71b;
73a–73d; 75a–75d

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 WAVES: Waves and Information

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can
cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical
models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include
interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
Student 82–83; 84–85 Teacher 83a–83d; 85a–85d
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Developing and Using Models. PS4.A: Wave Properties. Waves, which Patterns. Similarities and
Develop a model using an analogy, are regular patterns of motion, can be differences in patterns can be
example, or abstract representation to made in water by disturbing the surface. used to sort, classify, and analyze
describe a scientific principle. When waves move across the surface simple rates of change for natural
(4-PS4-1) of deep water, the water goes up and phenomena (4-PS4-1)
Student 82–83; 84–85 down in place; there is no net motion in Student 78–79; 82–83; 84–85
Teacher 83a–83d; 85a–85d the direction of the wave except when Teacher 77a–77b; 79a–79d;
the water meets the beach. (Note: This 81a–81d; 83a–83d; 85a–85d
grade band endpoint was moved from
K–2.) (4-PS4-1)
Student 76–77; 78–79; 82–83;
84–85 Teacher 77a–77b; 79a–79d;
83a–83d; 85a–85d
Connections to Nature of Science Disciplinary Core Idea

Scientific Knowledge Is Based on Empirical Evidence. PS4.A: Wave Properties. Waves of the same type can
Science findings are based on recognizing patterns. (4- differ in amplitude (height of the wave) and wavelength
PS4-1) (spacing between wave peaks). (4-PS4-1)
Student 82–83; 84–85 Teacher 83a–83d; 85a–85d Student 78–79; 80–81; 82–83; 84–85 Teacher 79a–79d;
81a–81d; 83a–83d; 85a–85d
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information. *[Clarification
Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid
of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Student 90–91; 92–93; 96–99 Teacher 91a–91d; 93a–93d; 99a–99d
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
Constructing Explanations and PS4.C: Information Technologies and Patterns. Similarities and
Designing Solutions. Generate Instrumentation. Digitized information differences in patterns can be
and compare multiple solutions to can be transmitted over long distances used to sort and classify designed
a problem based on how well they without significant degradation. products. (4-PS4-3)
meet the criteria and constraints of High‑tech devices, such as computers Student 90–91; 92–93; 94–95;
the design solution. (4-PS4-3) or cell phones, can receive and 96–99 Teacher 87a–87b;
Student 90–91; 92–93; 96–99 decode information—convert it from 89a–89b; 91a–91d; 93a–93d;
Teacher 93a–93d; 99a–99d digitized form to voice—and vice versa. 95a–95b; 99a–99d
(4-PS4-3)
Student 86–87; 88–89; 90–91; 96–99;
100–101; 102–103 Teacher 87a–87b;
89a–89b; 91a–91d; 101a–101b;
103a–103d
Disciplinary Core Idea Connections to Engineering, Technology, and
Applications of Science
ETS1.C: Optimizing The Design Solution. Different Interdependence of Science, Engineering, and
solutions need to be tested in order to determine which Technology. Knowledge of relevant scientific concepts
of them best solves the problem, given the criteria and and research findings is important in engineering.
the constraints. (secondary to 4-PS4-3) (4-PS4-3)
Student 92–93; 94–95; 96–99 Teacher 95a–95b Student 90–91; 96–99 Teacher 91a–91d

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 Engineering Design

3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success
and constraints on materials, time, or cost.
Student 62–65; 66–67; 194–197 Teacher 65a–65d; 67a–67d; 197a–197d
Disciplinary Core Idea Science and Engineering Practice

ETS1.A: Defining and Delimiting Engineering Problems. Asking Questions and Defining Problems. Define
Possible solutions to a problem are limited by available materials a simple design problem that can be solved through
and resources (constraints). The success of a designed solution the development of an object, tool, process, or
is determined by considering the desired features of a solution system and includes several criteria for success and
(criteria). Different proposals for solutions can be compared on the constraints on materials, time, or cost. (3–5-ETS1-1)
basis of how well each one meets the specified criteria for success Student 62–65; 66–67; 194–197
or how well each takes the constraints into account. (3–5-ETS1-1) Teacher 65a–65d; 67a–67d; 197a–197d
Student 56–61; 62–65; 66–67; 194–197 Teacher 61a–61d;
Connections to Engineering, Technology, and
65a–65d; 67a–67d; 197a–197d
Applications of Science
Influence of Engineering, Technology, and
Science on Society and the Natural World.
People’s needs and wants change over time, as do
their demands for new and improved technologies.
(3–5-ETS1-1)
Student 62–65; 194–197 Teacher 65a–65d
3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
Student 96–99 Teacher 99a–99d
Disciplinary Core Idea Science and Engineering Practice
ETS1.B: Developing Possible Solutions. Research on a Constructing Explanations and Designing
problem should be carried out before beginning to design a Solutions. Generate and compare multiple solutions
solution. Testing a solution involves investigating how well it to a problem based on how well they meet the criteria
performs under a range of likely conditions. (3–5-ETS1-2) and constraints of the design solution. (3–5-ETS1-2)
Student 96–99 Teacher 99a–99d Student 96–99 Teacher 99a–99d
Disciplinary Core Idea Connections to Engineering, Technology, and
Applications of Science
ETS1.B: Developing Possible Solutions. At whatever stage, Influence of Engineering, Technology, and
communicating with peers about proposed solutions is an Science on Society and the Natural World.
important part of the design process, and shared ideas can lead Engineers improve existing technologies or develop
to improved designs. (3–5-ETS1-2) new ones to increase their benefits, decrease known
Student 96–99 Teacher 99a–99d risks, and meet societal demands (3–5-ETS1-2)
Student 96–99 Teacher 96–99

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 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.
Student 52–55; 62–65; 174–177 Teacher 55a–55f; 65a–65d; 67a–67d; 177a–177d
Science and Engineering Practice Disciplinary Core Idea Disciplinary Core Idea
Planning and Carrying Out ETS1.B: Developing Possible ETS1.C: Optimizing the Design
Investigations. Plan and conduct an Solutions. Tests are often designed Solution. Different solutions need
investigation collaboratively to produce to identify failure points or difficulties, to be tested in order to determine
data to serve as the basis for evidence, which suggest the elements of the which of them best solves the
using fair tests in which variables are design that need to be improved. problem, given the criteria and the
controlled and the number of trials (3–5-ETS1-3) constraints. (3–5-ETS1-3)
considered. (3–5-ETS1-3) Student 52–55; 62–65; 66–67; Student 52–55; 62–65; 66–67;
Student 52–55; 62–65; 66–67; 174–177 Teacher 55a–55f; 174–177 Teacher 55a–55f ;
174–177 Teacher 65a–65d; 67a–67d; 65a–65d; 67a–67d; 177a–177d 65a–65d; 67a–67d; 177a–177d
177a–177d

Understandings About the Nature of Science | 3–5 Grade Band

Italics indicate a grade-band concept that is not included at Grade 4 in the NGSS.

Student Edition Teacher Edition

1. Scientific Investigations Use a Variety of Methods
Science methods are determined by questions. 13a–13b; 19a–19b
Science investigations use a variety of methods, 13a–13b
tools, and techniques.

2. Scientific Knowledge Is Based on Empirical Evidence

Science findings are based on recognizing 10–11; 12–13; 16–17; 82–83; 11a–11d; 13a–13b; 17a–17b;
patterns. (4-PS4-1) 84–85; 100–101; 102–103; 83a–83d; 85a–85d; 101a–101b;
122–123; 138–141; 218–219 103a–103d; 123a–123b;
141a–141d; 219a–219b
Scientists use tools and technologies to make 13a–13b; 123a–123b
accurate measurements and observations.

3. Scientific Knowledge Is Open to Revision in Light of New Evidence

Science explanations can change based on new 11a–11d
evidence.

4. Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science theories are based on a body of evidence 13a–13b
and many tests.
Science explanations describe the mechanisms for 11a–11d
natural events.

5. Science Is a Way of Knowing

Science is both a body of knowledge and 11a–11d; 123a–123b
processes that add new knowledge.
Science is a way of knowing that is used by 11a–11d
many people.

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 6. Scientific Knowledge Assumes an Order and Consistency in Natural Systems
Science assumes consistent patterns in natural 12–13; 210–211; 212–213; 13a–13b; 211a–211d;
systems. (4-ESS1-1) 214–217; 218–219 231a–213d; 217a–217d;
219a–219b

7. Science Is a Human Endeavor

Men and women from all cultures and backgrounds 15a–15b; 39a–39b
choose careers as scientists and engineers.
Most scientists and engineers work in teams. 14–15; 56–61; 62–65; 66–67 15a–15b; 61a–61d
(4-PS3-4)
Science affects everyday life. (4-PS3-4) 14–15; 56–61; 62–65; 72–73 15a–15b; 61a–61d; 73a–73d
Creativity and imagination are important to science. 15a–15b; 39a–39b;
123a–123b; 219a–219b

8. Science Addresses Questions About the Natural and Material World

Science findings are limited to what can be 17a–17b
answered with empirical evidence.

Connections to Engineering, Technology, and Applications of Science | 3–5 Grade Band

Italics indicate a grade-band concept that is not included at Grade 4 in the NGSS.

Student Edition Teacher Edition

1. Interdependence of Science, Engineering, and Technology

Science and technology support each other. Science Notebook
Companion, 9
Knowledge of relevant scientific concepts and 68–69; 74–75; 84–85; 86–87; 71a–71b; 73a–73d; 75a–75d;
research findings is important in engineering. 90–91; 96–99 91a–91d
(4-ESS3-1), (4-PS4-3)

2. Influence of Engineering, Technology, and Science on Society and the Natural World
Over time, people’s needs and wants change, 68–69; 70–71; 74–75 71a–71b; 73a–73d; 75a–75d
as do their demands for new and improved
technologies. (4-ESS3-1)
People’s needs and wants change over time, as do 62–65 65a–65d
their demands for new and improved technologies.
(3–5-ETS1-1)
Engineers improve existing technologies or 96–99; 190–191; 192–193; 189a–189d; 191a–191b;
develop new ones to increase their benefits, 202–205; 206–209; 220–221 193a–193b; 197a–197d;
to decrease known risks, and to meet societal 205a–205d; 209a–209d;
demands. (4-ESS3-2), (3–5-ETS-2) 221a–221d
Engineers improve existing technologies or 56–61; 62–65; 66–67; 68–69; 61a–61d
develop new ones. (4-PS3-4) 72–73

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 Common Core State Standards
Reading Standards for Informational Text
Teacher Edition

Key Ideas and Details

RI.4.1 Refer to details and examples in a text when explaining what the text says 13a, 51a, 55c, 145b, 151c,
explicitly and when drawing inferences from the text. 159b, 183c, 185b

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; 35b
summarize the text.

Craft and Structure

RI.4.4 Determine the meaning of general academic and domain-specific words or 11b, 25c, 67b, 75a, 103b,
phrases in a text relevant to a grade 4 topic or subject area. 107b, 115b, 213c

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, 29b, 33c, 37b, 73c, 85b,
problem/solution) of events, ideas, concepts, or information in a text or part of a text. 131b, 173a, 221c

Integration of Knowledge and Ideas

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, 05b, 27c, 43b, 49b, 79a,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and 91b, 113a, 127c, 129b,
189c, 211b
explain how the information contributes to an understanding of the text in which it
appears.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in 173b
a text.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak 155d
about the subject knowledgeably.

Range of Reading and Level of Text Complexity

RI.4.10 By the end of year, read and comprehend informational texts, including history/ 117c, 127d, 155d, 165b,
social studies, science, and technical texts, in the grades 4-5 text complexity band 173b
proficiently, with scaffolding as needed at the high end of the range.

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 Common Core State Standards
Writing Standards
“SE” stands for Student Edition.

Teacher Edition

Text Types and Purposes

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and 25c, 74–75 (SE), 75a–75d,
information clearly. 134–137 (SE), 137a–137d

W.4.2.C  Link ideas within categories of information using words and phrases 115b
(e.g., another, for example, also, because).

W.4.2.D  Use precise language and domain-specific vocabulary to inform about or 125b, 165b
explain the topic.

Production and Distribution of Writing

W.4.3 Write narratives to develop real or imagined experiences or events using effective 33c, 117c
technique, descriptive details, and clear event sequences.

W.4.4 Produce clear and coherent writing (including multiple-paragraph texts) in 74–75 (SE), 75a–75d,
which the development and organization are appropriate to task, purpose, and audience. 134–137 (SE), 137a–137d
(Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.4.5 With guidance and support from peers and adults, develop and strengthen 137d
writing as needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 4 here.)

Research to Build and Present Knowledge

W.4.7 Conduct short research projects that build knowledge through investigation of 74–75 (SE), 75a–75d,
different aspects of a topic. 134–137 (SE), 137a–137d,
153c

W.4.8 Recall relevant information from experiences or gather relevant information 74–75 (SE), 75b–75c,
from print and digital sources; take notes, paraphrase, and categorize information, and 134–137 (SE), 137c
provide a list of sources.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, 74–75 (SE), 75b–75c,
and research. 134–137 (SE), 137c

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 Common Core State Standards
Speaking and Listening Standards
“SE” stands for Student Edition.

Teacher Edition

Comprehension and Collaboration

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in 25c, 52–55 (SE), 55a–55d,
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on 62–65 (SE), 66–67 (SE),
67b–67d, 74–75 (SE),
others’ ideas and expressing their own clearly.
74a–75d, 92–93 (SE),
93a–93d, 96–99 (SE),
99b–99d, 114–115 (SE),
114a–114d, 124–125 (SE),
125a–125d, 132–133 (SE),
133c–133d, 134–137 (SE),
137–137d, 174–177 (SE),
174a–177d, 194–197 (SE),
194a–197d, 206–209 (SE),
209a–209d

SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. 141c, 143b

SL.4.1.C  Pose and respond to specific questions to clarify or follow up on information, 19b, 105a
and make comments that contribute to the discussion and link to the remarks of others.

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse 127c, 165b
media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized 33c, 55 (SE), 55e, 64 (SE),
manner, using appropriate facts and relevant, descriptive details to support main ideas or 65d, 67 (SE), 67d, 75 (SE),
75c, 93 (SE), 93c, 99 (SE),
themes; speak clearly at an understandable pace.
99d, 137 (SE), 137d, 176
(SE), 177d, 197 (SE), 197d,
208 (SE), 209d

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to 137c
enhance the development of main ideas or themes.

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 Common Core State Standards
Mathematics Standards
Teacher Edition

Mathematical Practices
MP.2 Reason abstractly and quantitatively. 27d, 71b, 149b, 151a, 153b,
157a

MP.4 Model with mathematics. 65d, 81b, 93d, 103d, 187b

MP.5 Use appropriate tools strategically. 151c, 153d, 155d, 157b, 177c

[Link]  Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.
[Link].1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 171b
as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent
verbal statements of multiplicative comparisons as multiplication equations.

[Link].3 Solve multistep word problems posed with whole numbers and having whole- 41b, 133b, 141b
number answers using the four operations, including problems in which remainders
must be interpreted. Represent these problems using equations with a letter standing
for the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.

[Link]  Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
[Link].2 Use the four operations to solve word problems involving distances, intervals 211d
of time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.

Represent and Interpret Data.

[Link].4 Make a line plot to display a data set of measurements in fractions of a unit 103d
(1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find and interpret
the difference in length between the longest and shortest specimens in an insect
collection.

4.G  Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and 131d
perpendicular and parallel lines. Identify these in two-dimensional figures.

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the 113b
figure such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.

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Welcome to
Exploring Science 2

Keeping a Science Notebook 4

Set up Your Science Notebook 6

Why Explore Science? 7

ii
Nature of Science 8

What Is Science? 10

How Do Scientists Work? 12

Who Are Scientists? 14

Investigate Practice Science 16

Let’s Explore! 18

iii
Physical Science 20

Energy
Batter Up! 22

Investigate Speed 24

Hit the Ball 26

Investigate Collisions 28

Sounds of the Game 30

Investigate Sound 32

The Sun’s Light 34

Investigate Light 36

Stories in Science Captured by Light 38

iv
Heat It Up! 40

Investigate Heat 42

It’s Electric 44

Electric Circuits 46

Investigate Electric Circuits 48

Spin It! 50

STEM Space Station Project 52

Think Like an Engineer
Case Study Finding Solutions to Energy Problems 56

Think Like an Engineer Design, Test, and Refine a Device 62

Think Like an Engineer Design, Test, and Refine a Device 66

Nonrenewable Energy Resources 68

v
Physical Science (continued)
Renewable Energy Resources 70

Energy Resources and the Environment 72

Think Like a Scientist Obtain and Combine Information 74

Waves: Waves and Information

Waves 76

Properties of Water Waves 78

Properties of Sound Waves SCIENCE in a

80

Investigate How Waves Move Objects 82

Investigate Wavelength and Amplitude 84

vi
Information Technology—GPS 86

Information Technology—Cell Phones 88

Investigate Use a Code 90

Think Like an Engineer Compare Multiple Solutions 92

Stories in Science Code Talkers 94

STEM Engineering Project 96

Science Career Animal Tracker 100

Citizen Science Track Bird Life 102

Check In 104

Let’s Explore! 106

vii
Life Science 108

Structure, Function, and Information Processing

External Structures of a Wild Rose 110

Internal Structures of a Wild Rose 112

Think Like a Scientist Construct an Argument 114

External Structures of an Elephant 116

Internal Organs of an Elephant 118

Bones and Muscles of an Elephant 120

Stories in Science Listening to Elephants 122

Think Like a Scientist Construct an Argument 124

viii
Animal Senses 126

Light and Sight 128

Investigate How We See 130

Think Like a Scientist Use a Model 132

STEM Research Project 134

Science Career Dog Whisperer 138

Check In 142

Let’s Explore! 144

ix
Earth Science 146

Earth’s Systems: Processes that Shape the Earth

Rainfall in the United States 148

Pacific Northwest Forest 150

Southwest Desert 152

Central Plains Grassland 154

Eastern Temperate Forest 156

Weathering 158

Erosion and Deposition 160

Wind Changes the Land 162

Water Changes the Land 164

Investigate Weathering and Erosion 166

Ice Changes the Land 168

Living Things Change the Land 170

Landslides Change Earth’s Surface 172

Think Like an Engineer Make Observations 174

Natural Hazards 178

Earthquakes 180

Investigate Earthquakes 182

Tsunamis 184

Volcanoes 186

Reducing the Impact of Natural Hazards 188

x
Early Warning Systems 190

Tsunami Detection 192

STEM Engineering Project 194

Patterns of Water and Land Features 198

Think Like a Scientist Analyze and Interpret Data 200

Think Like an Engineer
Case Study Building for the Future 202

Think Like an Engineer Generate and Compare Solutions 206

The Badlands 210

Iceland 212

Think Like a Scientist Identify Evidence 214

Stories in Science A Feel for Fossils 218

Science Career Crisis Mapper 220

Check In 222

More to Explore 223

Science Safety 224

Tables and Graphs 226

Glossary 230

Index 236

Credits, Consultants, and Copyright 244

xi
 Explorer
David Moinina Sengeh is
a biomedical engineer, a
data scientist, and a National
Geographic Explorer. David
designs equipment for people
with injuries. Wearing the
equipment he designs helps
them move more easily.

2
 Welcome to
Exploring Science!
Hello, explorers! I am David Moinina Sengeh.
Welcome to Exploring Science! Together we
are going to learn how science helps us solve
problems and make new discoveries.
A big part of my own work as a scientist and
engineer involves designing artificial limbs. A
person who has lost a leg can be fitted with
an artificial one that moves very much like a
human leg.
David studies one of his As a scientist, I love solving problems. I grew
latest designs in his lab.
What types of knowledge up in Sierra Leone, West Africa, during a civil
might be important to war. I saw many people with injuries as a
his work? result of the fighting. Some of these people
were given artificial limbs to wear. But I
noticed many chose not to. That made me
wonder, why not? Through my investigation,
I learned that the artificial limbs were
uncomfortable and even painful to wear.
They were poorly designed and did not fit
well.
I made it my goal to design artificial limbs
that are fitted to each individual and
comfortable to wear. I want my solutions to
help people get the most out of life.
I use technology, test new ideas, and work
with engineers to improve my designs. In
Exploring Science, you will practice many
of the same skills I use. You will solve
problems and make discoveries, too!

3
 Welcome to
Exploring Science!
BEFORE YOU BEGIN He is well known for his work with prosthetic limbs.
Welcome to Exploring Science! Join National He also runs an organization, Global Minimum,
Geographic Explorer David Moinina Sengeh as he Inc., to help young people in Africa from ages 15 to
introduces your students to science research, keeping 20 become science innovators. David is a clothing
and assessing a science notebook, and reflections designer and rap artist as well.
on the study of science. The science notebook serves How to Use These Pages When you introduce
several functions for both students and teachers. The science notebooks to students, give them a purpose
following notes provide background information for for writing. Explain to students that they are
using a science notebook and teaching tips that refer scientists, and scientists always document their work.
to the student pages. A scientist’s notebook is always on the worktable or
About National Geographic Explorers Since laboratory bench, and it is always open.
1888, the National Geographic Society has David Moinina Sengeh enhances student learning by
supported exploration and discovery through acting as a guide as students learn about life, Earth,
programs such as the National Geographic and physical science topics. He also serves as a real-
Explorers. The National Geographic Explorers world role model for science practices. Students will
engage in field-based research, conservation, and actually see what real scientists do in the lab and in
exploration to provide the world with scientific the field. As students document in their notebooks,
breakthroughs and discoveries that inspire people they get an enhanced understanding of science
everywhere to care about the planet. The next as they track their learning, record evidence, draw
generation of National Geographic Explorers conclusions, and reflect on what they learned.
is carrying on the tradition and blazing trails in
thought and action. One such explorer is Dr. David TEACHING TIPS
Moinina Sengeh (MOY-nē-nuh SEN-gā).
Introduce the Explorer Be sure to give students
David Moinina Sengeh was born in Bo Town, the following background information about David.
Sierra Leone. He earned a bachelor’s degree Begin by saying: David Moinina Sengeh is an Explorer
in biomedical engineering at Harvard College. for National Geographic. Explorers help make
He also received a Ph.D. from the Massachusetts science discoveries around the world. They help
Institute of Technology. David is now a research people better understand our planet and how to
scientist at IBM Research–Africa, in Nairobi, Kenya. take good care of it. David is a biomedical engineer.

ELL SUPPORT Developing Tell students that the text is written

in first person. Say: An author using first person
Starting Explain to students that the lesson writes about himself. Ask: Which words show
called Welcome to Exploring Science! is written you that David is speaking about himself? (I,
as though David were speaking directly to me, my) Ask: When do you use words like these?
them. Say: This is why David uses words like (when I am talking about myself to other people)
I and my. Help students locate these words in
a few places in the text. Ask: How does this Bridging Have students locate personal
make the text more interesting? (Possible pronouns in the text, such as I and me,
answer: I feel like David is right here telling me and discuss with a partner why this first-
about himself.) person style of writing makes the text
more conversational.

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 An engineer designs and builds machines, such • What can you say about the artificial leg
as cars; systems, such as engines; or structures, based on what you see in the photo? (Possible
such as bridges. David combines his training answers: It has wires, so it may use electronics.
in the field of medicine with his training as an The top part looks cushioned, so it might be
engineer to design and create equipment used comfortable to wear.)
in healthcare. David’s work focuses on designing
artificial limbs for people to wear. His career was Video
inspired by a desire to help people in his home
country of Sierra Leone, Africa. Today, David also Have students open the video “Career
works with young people in Africa, teaching them Inspiration” from the Resources menu. Before
how to use science to solve problems in their students watch the video, point out that
communities. He also designs clothes and writes David mentions STEM-related fields. Remind
rap music, too! students that STEM stands for “science,
technology, engineering, and math.” Also
Locate Sierra Leone on a world map. Then share
note that David refers to his field of work as
David’s educational and professional background,
bioengineering, which is an abbreviated term
which is described in the Before You Begin section.
for biomedical engineering.
If students are not familiar with the term artificial Time 5 minutes
limb, help them think through what they already
know about these words. Artificial refers to Teaching Tips Help students connect the
something made by humans to imitate something video to the biography of David Sengeh. Ask:
natural, such as an artificial flavoring. A limb of a What new information did you learn about
tree is a large branch; a limb of an animal is an arm why David chose his particular career? (David
or leg. Tell students artificial limbs are also called always wanted to create products that helped
prosthetic limbs. improve people’s lives.)
What to Expect Students will recognize that
Questions for Discussion Have students read
David’s interest in science and engineering
the Welcome from National Geographic Explorer
developed at an early age.
David Moinina Sengeh. Emphasize that in science
class they will be learning about and using
processes that scientists and engineers use to Preview the Text Instruct students to preview the
answer questions and to solve problems. To spark photos and graphic features of the text up through
discussion about the scientific work that David is Why Explore Science? Help them predict what they
doing, ask questions such as: will be reading about and set a purpose for reading.
• What does David do as a biomedical
engineer? (He designs equipment for people
with injuries.)
• What events made David become interested
in this field? (People who lost limbs in the Sierra
Leone civil war were not wearing their poorly
designed artificial limbs.)
• Why weren’t people wearing their artificial
DIFFERENTIATED INSTRUCTION
limbs? (They were uncomfortable and even
painful to wear.) Extra Support
Below-Level Learners Once students
Direct students’ attention to the large photo. Have have read Welcome to Exploring Science!
a volunteer read the caption. Encourage students independently, have them work in pairs to
to think about what they see. Ask: recall and record what they have read. Ask
• Who is pictured in the large photo, and what them to make one-word notes to answer
might the person be doing? (The photo shows these questions: Who is speaking? (David)
David working on one of the limbs he designed.) What kind of work does he do? (science,
engineering) Where is he from? (West Africa)

Welcome to Exploring Science! 3b

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Keeping a
Science Notebook
It is important for me to have a record of my work. I keep a science
notebook on my computer. I type up my notes, measurements, and
results. I add questions and ideas that come to me. I can go back in my
notebook to study this information. I can look for patterns and make
predictions. I can form explanations.
You can keep your own science notebook. What will you record? This list
and the examples on the next page can give you ideas.
• Define and draw science words and main ideas.
• Label drawings. Include captions and notes to explain ideas.
• Collect objects, such as photos and magazine or newspaper clippings.
• Add tables, charts, or graphs to record observations and data.
• Record evidence for explanations and conclusions.
• Think about what you’ve done and learned. Ask new questions.
Now you are ready to set up your science notebook! What ideas of your
own might you have?

David takes time to

update his science
notebook on his
computer.

4
 Use drawings to help you Draw models to explain main ideas.
remember what you learn.

g y from Wind Par ts of

Ener an Elect
r ic Circu
wire it

bat ter y
bulb

urbine
A Wind T rns the
er g y f ro m wind tu f motion Main ide
switch
En gy o
in d t u r bine. Ener a l energy.
a
wires co : In an electric
w lec t r ic nnect a circuit,
d to e n
is change less pollution tha switch a ba
nd a ligh t ter y to a
k es
This ma . the swit t
ch comp bulb. Turning on
rn in g fossil fuels electric let
b u current es the path for
bat ter y to
to the li flow from the
ght bulb
.

 Record new questions My Earth S

cience Qu
and look for answers. estions
1. How mu
ch ra
in the area in falls each year
where I liv
e?
2. D
 o decidu
ou
food durin s trees s top making
g winter?
3. W
 here are
gla
Ear th toda ciers s till found on
y?
4. How mu
ch warning
people usu do
ally get be
ear thquak for
e happens? e an

5
 Keeping a
Science Notebook
BEFORE YOU BEGIN Writing about and reflecting on what they
Why Keep a Science Notebook? Science learn helps students develop deeper levels
notebooks are a tool for increasing student of understanding of content and improves
understanding of inquiry and science content and organizational skills. Encourage students to
for enhancing literacy skills. As students explain in share their notebooks with others.
writing what they have seen and why they think • Develop Literacy and Writing Skills By using
things happen, they unpack their thoughts and ideas a science notebook, students engage in writing
in ways their peers can understand. to learn science. They go beyond recording
• Record Data A science notebook is a place for and summarizing information. Notebooks are
students to record data, notes, and observations, great places for students to develop literacy and
and record data about their investigations. writing skills, while also allowing opportunities
A science notebook makes science more for students to document their experiences.
meaningful for students because, like scientists, • Differentiate Instruction A science notebook
students can write notes, draw pictures and can enable students to record what they learn in
charts, and record data about their investigations. a format that is most meaningful for them.
• Develop Inquiry Skills Using a science • Assess and Reflect on Learning Progress
notebook can help students develop inquiry Science notebooks are ideal as a formative
and science process skills such as observe, assessment tool. Review the notebooks
classify, infer, predict, collect data, and conclude. periodically as needed to monitor student
Students also have opportunities to use science understanding and progress.
and engineering practices to find solutions
to problems.
• Enhance Understanding of Science Content
Writing about what they learn helps students
understand science concepts and improves
organizational skills.

ELL SUPPORT Have them discuss why these objects might

be useful to add to a science notebook.
Starting Work with students to help them Then encourage students to suggest, or
list things they will write, draw, or add to their place on the tabletop, an item from their
science notebooks. To remind them they are not own work that might be an example of
limited to taking notes in class, hold up an object something useful.
such as a magazine photo or a leaf. Ask: Could
this go into a science notebook? (Yes.) Next ask: Bridging Have students reread the previous
What information could you add after this goes lesson and brainstorm a list of items they
in your notebook? (the name of the object) might write, draw, or seek out to include in
their science notebooks for that lesson. Then
Developing On a tabletop, assemble a collection have them make two lists, labeled In and Out,
of items students might consider for their and in a class discussion, quiz others on how
notebooks, such as a leaf, a graph, a photo, a list of the items on their lists should be classified.
questions, a magazine clipping, and/or a cartoon.
Have students examine and name the items.

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 What Is in a Science Notebook? There are Have students read about David’s use of his science
several things students should include in their notebook. Ask: What kind of information does
science notebooks. David include in his notebook? (David keeps
• Notes and student drawings Students should records of measurements, results, and questions.)
jot down notes from each lesson in their Next ask: How does David use the information
science notebooks. They can include graphic he records in his notebook? (He looks for patterns,
organizers, art, lists, questions, and sketches. makes predictions, and forms explanations.)
• Collected objects Students can attach photos, Explain that students will use their science
clippings, and actual objects or specimens to notebooks for their science work. Like David, they
their science notebooks. will write notes in it, record observations, draw
• Reflective and analytical entries Use prompts pictures, write about investigations, and write
or frames as a guide for students’ note-taking. about what they learn in science.
• Questions Have students record questions Discuss Notebook Examples Discuss each of
and help them research the answers. the science notebook examples in the gallery.
• Reports Students can answer one or two Following are suggested questions for discussion:
reflective questions at the end of each chapter.  ow
H would you describe the
Energy from Wind Parts of an Electric Circuit
• Procedures Have students write notes about first notebook entry and why
wire

the activities in their notebooks. might it be important? How battery

bulb
could you add to it, or
TEACHING TIPS improve it? (The student drew
A Wind Turbine switch
Energy from wind turns the a picture of a wind turbine, and
Introduce the Science Notebook Read wind turbine. Energy of motion Main idea: In an electric circuit,
wires connect a battery to a
is changed to electrical energy.
explained what it does and why
switch and a light bulb. Turning on
aloud: National Geographic Explorer David This makes less pollution than
burning fossil fuels. the switch completes the path for

it is better for the environment.

electric current to flow from the

Moinina Sengeh recognizes the importance of battery to the light bulb.

It is important to make entries

a science notebook, not just for himself, but for
like this to remember important
scientists of the future. He keeps his notebook
main
My Earth Science Questionsideas. I would improve
on a computer. He types up his notes,
this entry by adding labels to
1. How much rain falls each year
in the area where I live?
measurements, and results. Then he adds any
the parts of the turbine.)
2. Do deciduous trees stop making

questions or ideas that come to him. Later, food during winter?

3. Where are glaciers still found on

he can review the information and look for Earth today?

Who else might be interested

patterns. All this helps David make predictions
Energy from Wind
Parts of an Electric Circuit
4. How much warning do
people usually get before an
Energy from Wind Parts of anhappens?
earthquake Electric Circuit in looking at the second
and form explanations. wire
wire
battery notebook entry? Why? (This
battery
bulb
bulb type of entry may be helpful to
another student who is having 3

A Wind Turbine
Energy from wind turns the A Wind002_223_CAS_SE71196_G4_NB.indd
Turbine 3
switch
switch a hard time remembering the 01/11/17 6:49 pm

LITERACY CONNECTION Energy from wind turns theMain idea: In an electric circuit,
wind turbine. Energy of motion wires
wind turbine. Energy of motion
is changed to electrical energy.
connect a battery to Main
a
switch and a light bulb. Turning
is changed to electrical energy.
This makes less pollution than
parts of circuits.)
idea: In an electric circuit,
wireson
connect a battery to a
the switch completes the path
This makes less pollution than switch
forand a light bulb. Turning on
burning fossil fuels. electric current to flow from thethe
switch completes the path for
burning fossil fuels.
battery to the light bulb. electric current to flow from the

Integration of Knowledge and Ideas battery to the light bulb.

RI.4.7 Interpret information presented visually, orally, or

quantitatively (e.g., in charts, graphs, diagrams, time lines, How is the third notebook
My Earth Science Questions
animations, or interactive elements on web pages) and explain My Earth Science Questions
how the information contributes to an understanding of the text 1. How much rain falls each year
in the area where I live?1. How much rain falls each year
entry helpful to the student?
in which it appears. in the area where I live?
2. Do deciduous trees stop making (Writing down new questions as
After students discuss the notebook food during winter? 2. Do deciduous trees stop making
food during winter?
3. Where are glaciers still found on
you think of them helps you
examples, encourage them to consider how Earth today? 3. Where are glaciers still found on
Earth today? remember them for later
4. How much warning do
they support the text. Ask: How do these 4. an
people usually get before How much warning do
earthquake happens? people usually get before an
research.)
examples help you to better understand earthquake happens?

the list of suggestions for how to use your

science notebook? (Possible answers: It helps 3
3
me to know what kind of questions I might ask. 01/11/17 6:49 pm

It shows me how pictures and notes can help 002_223_CAS_SE71196_G4_NB.indd 3

002_223_CAS_SE71196_G4_NB.indd 3 01/11/17 6:49 pm

me understand and remember what I learn.)

Keeping a Science Notebook 5b

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Set up Your
Science Notebook
Use your science notebook every time you study science. Here are a
few suggestions to make your notebook unique and easy to use. Your
teacher may have more instructions. Use your own ideas, too!

• D
 esign a cover. Include something you like about science or
something you would like to learn. Be sure to add your name.
• In the front of your notebook, write “Table of Contents.” Leave
some blank pages. For each entry, you will need to write the date,
title, and a page number.
• O
 rganize your notebook. Add tables and graphs. Label everything
carefully. Write the date on every new entry and number each new
page.
• K
 eep your science notebook in a safe place. You’ll want it to last, so
you can see and share how much you have learned.

 Design a cover that is all about  Make a table of contents on the

science and you! second page. Add information as
you read and investigate.

My Science
Notebook Table o
f Conte
Date nts
Tit le
Page

6
Why Explore Science?
Science is a way of learning about nature. It is a way of discovering and
explaining how things work the way they do. And when you learn more
about one area of science, you can often apply it to another. Many of the
laws of nature can be applied throughout the universe.
Have you ever noticed something in nature and wondered about it?
Did you explore more to form an explanation? If so, you were acting
like a scientist! You were using the scientific practices of observing,
questioning, and investigating.
In Nature of Science, you will learn more about these practices. You will
learn what science is and what it isn’t. You will read about different ways
that scientists work and one thing that all scientists rely on: evidence. As
you learn about scientists at work, what questions do you have? Write
them in your notebook!

 odels of human figures help David to test his

M
equipment. You will learn more about scientific
models in the pages ahead.

7
 Set up Your
Science Notebook
BEFORE YOU BEGIN I see a pattern in . . .
Gather Notebook Materials Scientists use a This reminds me of . . .
variety of formats for their science notebooks, The most important thing I learned . . .
from traditional handwritten paper notebooks,
to a variety of digital formats using computers Tips for Notebook Use
and mobile devices. For your students, choose a • Have students use the science notebook on a
notebook type that is aligned with your science regular basis. Assign a student to pass them
learning goals and that you can best support. out at the beginning of each science period.
Options include loose-leaf paper in a three-ring Collecting the notebooks each day and keeping
binder, a spiral notebook, a two-pocket folder, or a them in a central place may help them last longer.
composition book. Another possible and increasingly
popular option is a digital notebook. • Students may want to tape or staple a ribbon
into the notebook and use it to mark their place.
Once you have chosen a notebook type, make
sure you have the necessary materials available. • Students can include graphic organizers to help
If you choose digital, be sure to allocate time for them understand and organize information.
creating appropriate folders and files in the course Sample graphic organizers and investigation
management system your school uses (e.g., Google tables are located in the digital Teacher’s Guide.
Drive folders created and shared). You should also • Suggest that students use digital cameras to
have sample notebook pages, print or digital, for take photos. The photos can be included in their
students to reference. science notebooks.
Offer the following sentence starters to help • Encourage students to share ideas. Give them
students frame their entries. Post the sentence opportunities to share notebook entries with
starters where students can view them. Have other students, present their ideas to the class,
students review these options or use other sentence or talk about ideas in small groups. Consider
starters as they write new science notebook entries. having students make computer presentations
as appropriate.
I wonder why . . .
This relates to . . .
I was surprised when . . .

ELL SUPPORT Developing Have students work in pairs

to discuss ideas for their science notebooks
Starting Remind students that they can covers. After students complete their covers,
draw a picture for their cover of something have them write a sentence to describe details
that interests them, or that they want to learn they included. Tell them to include at least one
about. Point to the example in the text and adjective in their sentence.
suggest that students think about places they
like to spend time outdoors. When students Bridging Have students present their covers
complete their covers, encourage them to to a partner. Tell them to describe details they
name details in the sketch for you, both in included, why they included them, and how
their home language and in English. they relate to science.

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 TEACHING TIPS
Discuss Organization Styles Walk students Why Explore
Science?
through how to organize their notebook using the
following topics.
• Notebook cover Have students observe
the notebook examples in the gallery. Have
students make and decorate a notebook TEACHING TIPS
cover. This is their chance to personalize their
notebook based on their science interests. Introduce the Nature of Science Discuss
with students the text under Why Explore Science?
• Table of contents Tell students to write “Table and the photo of the models of human figures.
of Contents” on the first right-hand page. Ask: What does David use these life-size models
Suggest that students save several pages for for? (to test his artificial limbs) Point out that
the Table of Contents and fill in the information several of the models have in fact been fitted
as they continue through the unit. with artificial limbs.
• Daily record Students can make entries
in order as they move through the lesson. Read aloud the first two questions in the second
They can take notes about science content, paragraph. Invite volunteers to describe something
investigations, STEM activities, new questions they may have noticed and wondered about in
they may have, reflections on their learning nature. Encourage sharing by using a think aloud,
and progress, and so on. such as: Once I was walking in a field of tall grass.
I noticed some of the grass stems looked like
• Separate sections Students can create they were covered in foamy bubbles. I looked
separate sections for the different types of closely inside a bit of foam and saw a tiny insect!
entries. Remind students about the difference I researched to learn that the insect was a
between a field notebook and a fair copy froghopper, which is also called a spittlebug.
notebook. Would one organization style work
better for each notebook type? Questions for Discussion Ask students several
• Page numbers/titles Tell students that questions to reveal any misconceptions about
they should number the pages as they science. For example, are they doing science when
go along. This will allow them to use their they ask a question about how something works?
table of contents to easily locate sections Do they think creativity is important to science?
of the notebook. Students should also title Is the purpose of science to prove something is
labs, activities, and other classwork for correct or incorrect? Finally, ask what most excites
easy reference. them about science.

Set Expectations Explain to students how they

will be expected to care for/manage/complete
student notebooks and how their notebooks will
be used to assess work.

DIFFERENTIATED INSTRUCTION

Extra Support
Students with Disabilities As needed,
provide students with accommodations for
creating and using their science notebooks.
For example, allow additional time for
recording entries. Accept outlining instead
of writing. Offer peer or scribe note-taking
if necessary. Provide daily feedback on
notebook entries.

Why Explore Science? 7b

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Nature of
Science

8
From the air, the San Andreas Fault
in California looks like a giant slash
across Earth’s surface. A fault line
is a sign of powerful movements
within Earth’s crust.

9
 Planning Guide

Nature of Science
Building on Prior Learning
This introductory lesson sequence builds on what students have learned about the nature of
science in earlier grades. Authentic examples and explicit instruction on the nature of science
and its practices guide students to understand who scientists are and how they build evidence
from observations and inferences to construct new knowledge.

• Use the Opening Activity (Assessment Handbook, p. 1) to determine students’ level of

familiarity with nature of science concepts.

Launching the Lessons

The lessons in this sequence focus on earthquakes as an example of phenomena that scientists
study by gathering and interpreting a variety of types of evidence. You may wish to begin by
sharing a news story about a recent earthquake and asking students what they already know
about the causes and effects of earthquakes.

Assessment Resources
The following assessment tools are available for this lesson sequence.

Self-Assessment
Students can use their science notebooks along with the rubrics in the Science Notebook Companion
for reflection and self-assessment throughout the unit.

Formative Assessment
• Opening Activity (Assessment Handbook, p. 1)
• Checkpoint Quiz (Assessment Handbook, p. 2)
• Rubric for the Investigate lesson (Assessment Handbook, p. 50)

9a Nature of Science

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 3-D Instructional Progression
The Nature of Science lessons provide introductory experiences with Performance Expectation

NATURE OF SCIENCE
4-ESS3-2 along with several of the Nature of Science and Crosscutting Concepts standards. The
following Lesson Sequence chart provides a roadmap to the instruction.

Lesson Sequence Student Edition, pp. 10–17 Pacing: 8 days

Performance Expectation
4 -ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from ESS3.B: Natural Hazards. A variety Patterns

Waves: Waves and Information

Evidence of natural hazards result from natural Science Is a Human Endeavor

PHYSICAL SCIENCE
Connections to Nature of Science processes. Humans cannot eliminate
Scientific Knowledge Is Based on natural hazards but can take steps to
Empirical Evidence reduce their impacts.

Energy
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Overview
In the lessons in this sequence, students explore the nature of science as one way in which humans gain knowledge about
the world. Students draw conclusions from authentic examples of how scientific knowledge is actively built and refined as
new evidence is gained. In Investigate: Practice Science, students simulate the use of probes as one way scientists gather

Interdependent
evidence about phenomena that they cannot directly observe.

Structure, Function,
Student Pages Teacher Pages MindTap Digital Resources
What Is Science? 10–11 11a–11d

LIFE LIFE
Relationships
How Do Scientists Work? 12–13 13a–13b

SCIENCE
Who Are Scientists? 14–15 15a–15b

and Information
SCIENCE
Investigate: Practice Science 16–17 17a–17b

in Ecosystems
Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Planning Guide 9b

009a-009b_NATG15656_G4_NOS_LP.indd 2 10/05/18 11:59 AM

What Is Science?
You might think doing science means working in a lab or
studying facts in books. You are only partly right! Science is
a way of knowing about the natural world. It is a process of
discovery that never stops. And anyone can do it!

Scientific thinking often begins with simple observations.

To observe means to use your senses to collect information
about the world around you. Observations often lead to
questions that scientists try to answer. Study the photos on
this page and on the previous page. What do you observe?
What questions do you have?

These photos show places where earthquakes happen. An

earthquake is a natural event in which the ground shakes,
sometimes violently. You may already know a bit about
earthquakes. You will learn more about them in this book.

Humans have always tried to explain natural events, such as

earthquakes. Ancient people did not have tools to directly
study what caused the ground to shake. They often used
their beliefs to explain what they observed. Some said giant
creatures moving under Earth’s surface caused earthquakes!

Science knowledge is not based on beliefs. Instead it is

based on evidence. Evidence is information that comes
from analyzing or finding patterns in observations and data
such as numbers and measurements. Over time, scientists
and engineers have developed tools to accurately study
earthquakes. They have collected data and made inferences
about the data to build a body of evidence. To infer is to
draw conclusions based on new information and facts that
are already known. Scientists are still collecting evidence
today and forming new and improved explanations.


N S Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on
10 recognizing patterns. (4-PS4-1)
 This road was destroyed by an
earthquake that hit northern
Chile in 2014. These people are
observing, and likely making
inferences about, what happened.

Wrap It Up!
1. Describe What is one observation you made
today?

2. Explain Why does the knowledge that

scientists generate sometimes change over
time?
11
 What Is Science?
NEXT GENERATION SCIENCE STANDARDS
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
NS Scientific Knowledge Is Open to Revision in Light of New Evidence. Science explanations can change based on
new evidence.
NS Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. Science explanations describe the
mechanisms for natural events.
NS Science Is a Way of Knowing. Science is both a body of knowledge and processes that add new knowledge.

• What do you think will happen if I move

Objectives Students will be able to:
these books in different directions? (Possible
• Define science as a way of knowing about the natural
world. answers: The house will move. The house will
• Describe how scientists use observations, evidence, and fall apart.)
inferences to form science explanations.
• Recognize that science explanations can change based on Slide the spines of the books slightly but quickly in
new evidence.
different directions. Then ask: How would you use
Science Vocabulary
science to explain what just happened? (Accept all
observe, evidence, infer
answers. Students may mention pulls or forces as part
of their explanations.)
ENGAGE Tap Prior Knowledge
Introduce the Phenomenon Think-Pair-Share Say: Imagine this is a house
Teacher-Led Demo On a central display table, set in the real world. Ask: What are some questions
two books of the same width side-by-side so their a scientist or engineer might investigate about
spines are touching. Use playing cards to build a events that could cause a house to fall? Give
one-story “house” that spans the area where the two student pairs a few minutes to discuss their ideas,
books meet. Ask: then discus them as a class. (Possible answers:
Scientists might study what could cause the ground
• What do you notice about my house of cards?
to move. Engineers might study ways to make
(Possible answers: It is not very sturdy. Each of its
the house stronger.)
“walls” are on a different book. It is built over the
space where the two books meet.)

SCIENCE BACKGROUND new findings can always lead to its revision.

A careful look at the construction of scientific
Nature of Science knowledge reveals much about its nature:
Research shows great value in teaching students
about the nature of science in addition to the Observations can lead to inferences.
“facts.” But many people, scientists included, Inferences and reasoning can lead to
have trouble defining science, let alone its nature. evidence. Evidence can lead to scientific
The term science is sometimes used to refer to the knowledge.
collective body of scientific knowledge, and other Notice that observations and evidence are
times used to refer to the process, or practices, not the same thing. Evidence is the output
that scientists use to build that knowledge. The of a human process of understanding. It
term, nature of science, here and in the NGSS, involves systematic practices, but is reached
refers to the qualities of scientific knowledge as through human reasoning. Scientific
a result of its development. For example, science knowledge is the body of all that evidence.
has the characteristic of being open to change. As a body of knowledge, it is consistent and
Because scientific knowledge is built upon coherent with itself. It is both reliable AND
evidence, which is built upon observations, subject to change.

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 EXPLORE PLEASE NOTE: The Four-Square Diagram is offered
Think About What Science Is as a formative assessment tool for students in many

NATURE OF SCIENCE
of the lessons in Exploring Science. Students add or
Graffiti Board Read aloud the lesson title. Invite revise information to the diagram throughout the
students to share their answers to the question, lessons. At the end of lessons using the Four-Square
and record them on a large sheet of paper. Allow Diagram, students can make a written or graphic
room for students to add ideas throughout summary of key points in the bottom right square.
the lesson. At this time, don’t comment on the
accuracy of students’ answers. Be aware of any Set a Purpose and Read
preconceptions students may have and look for Focus Question Use this question to focus
opportunities to address them in the lesson. students and guide their reading: What is science?
Next direct students’ attention to the lesson Have students read the lesson.

Waves: Waves and Information

photo. Ask:

PHYSICAL SCIENCE
EXPLAIN
• How might this photo relate to the lesson
title? (Students may recognize this scene shows Explain What Science Is

Energy
the aftermath of an earthquake. They may say Graffiti Board Review After the class has read
the photo shows one area of science, the study of the text, discuss the Focus Question. Revisit
earthquakes. They may say the photo shows an the graffiti board you began in EXPLORE. Have
example of how scientists study the natural world students add new answers to this question based
or do experiments.) on what they learned in the lesson. Students’ new
• Do you think the people in the photo are ideas should include new vocabulary and reflect
carrying out science in any way? (Accept all ideas such as the fact that scientific explanations

Interdependent
reasonable answers. Students may say no, these are always improving with the discovery of new

Structure, Function,
are just people who came to see what happened.) evidence and that investigations begin with
observations that lead to new questions. As a class,
Four-Square Diagram Have students make decide which original entries may not be accurate
a full-page four-square diagram in their science or may need to be revised.

LIFE LIFE
Relationships
notebooks. In the top left square, have students

SCIENCE
write the title of the lesson, “What Is Science?”

and Information
In the top right square, have students write a

SCIENCE
few sentences stating what they think they will

in Ecosystems
learn about science in the lesson. Have students
write in the lower left square what they learned
after reading.

Processing
ACADEMIC VOCABULARY

Data
Consider setting up a word wall to display
academic and domain-specific words
students will encounter in the course of
this program. Add the word data, and
Processes that Shape the Earth

DIFFERENTIATED INSTRUCTION point out the word in the lesson. Say: Data
are observations and information that a
EARTH SCIENCE
Earth’s Systems:

Extra Support scientist collects. For example, earthquake

Below-Level Learners Display the science data might include words that describe
vocabulary terms for the lesson. Allow pairs the earthquake’s location. Data might
of students to take turns first using one word include numbers that describe how big the
at a time in a sentence and then using two earthquake is or how long it lasts. Work as
words at a time in a sentence. Alternatively, a class to brainstorm other familiar examples
students can ask each other questions using of data and review information about data in
one word at a time. the Tables and Graphs pages.

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 What Is Science? (continued)

Focus the discussion on the lesson vocabulary Turn and Talk Ask the class: What does it mean
words. Ask: to infer something? (to draw conclusions based on
• What does it mean to observe? (to use your the facts known at the time) Instruct students to
senses to collect information about the world turn to a partner to discuss these questions: Can
around you) evidence ever lead to incorrect inferences? How?
What makes this less likely? (Yes, evidence can lead to
• How are observations important to science? wrong inferences when scientific facts used to explain
(Observations often lead to questions that the evidence are scarce or incorrect. The more science
scientists try to answer.) grows and more is understood, it is less likely that
Invite volunteers to share observations as well as evidence will be misinterpreted.)
questions that came to mind when studying the
lesson photo and the photo on the opening spread. Teach the Dimensions
Encourage students to consider how all of their NS Scientific Knowledge Is Open to Revision In Light of New
Evidence. Science explanations can change based on new evidence.
senses might be engaged in observation. If time
Inside-Outside Circle Use this activity to
permits, allow students to do research at the end of
encourage students to think more deeply about the
the lesson to answer some questions they identify.
fact that science explanations can change based
Ask: What is evidence? (information that comes from on new evidence. Arrange students into two equal
analyzing or finding patterns in observations and circles, one inside the other. Students should face the
data) To help students understand the meaning of person they line up with in the other circle. Ask: How
the word, say: Scientists who study earthquakes did people who lived in ancient times explain the
have gathered evidence to help them explain causes for earthquakes? (They used their beliefs to
not only the causes behind them, but why some explain earthquakes, including that earthquakes were
are stronger than others and why they happen caused by giant creatures moving underground.) Give
where they do. They developed this evidence by students time to discuss answers with the person
analyzing patterns in data collected using tools they are facing.
and technology.

ELL SUPPORT Developing Review the lesson vocabulary.

Have students use the background photo and
Starting Review the boldface words in the text caption to complete the following sentence
(observe, evidence, infer). Use the background frames: The people in the photo can (observe)
photo to help reinforce their meanings. Ask: the crack in the road. They can (infer) that an
What are the people in the photo looking at? earthquake shook the ground apart. Scientists
(They are looking at the crack in the road.) can analyze data from this earthquake as
(evidence) of how strong it was.
Is looking at something a way to observe it?
(Yes.) Bridging Have partners list the boldface
words (observe, infer, evidence) on paper.
What could these people infer about Then have partners role play, pretending that
what happened to the ground during the one is a scientist and the other is a student.
earthquake? (They could infer the ground The scientist should use the list of words
shook apart.) and a classroom object to explain how s/he
completes his/her work. Then the students
Scientists can measure how strong this should swap roles.
earthquake is. They can see how it fits the
pattern of other earthquake data. What word
means “information that comes from finding
patterns in observations and data?” (evidence)

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 After two minutes, signal students in the inner EVALUATE
circle to move three steps clockwise. Students Have students record their answers to the Wrap It

NATURE OF SCIENCE
should now face a new partner. Ask: How are Up questions in their science notebooks.
modern-day explanations of earthquakes
different than ancient explanations of
Wrap It Up!
earthquakes? (They are based on direct
measurements of earth activity and earthquakes 1. DESCRIBE What is one observation you
rather than beliefs.) Give students two minutes made today? (Possible answer: I saw dark
to share answers, then direct circles to rotate clouds, rain, and lightning.)
again. Repeat the activity at least one more time.
Ask: What has led to these improved science 2. EXPLAIN Why does the knowledge that
explanations? (Possible answer: Scientists invented scientists generate sometimes change

Waves: Waves and Information

tools to study what happens underground. They have over time? (Possible answer: New discoveries

PHYSICAL SCIENCE
gathered and analyzed data over time to get a better and new technologies add new knowledge
understanding of what causes earthquakes.) that might change our understanding of
nature.) NS Science is both a body of knowledge and

Energy
Reconvene as a class and invite volunteers to share processes that add new knowledge
a few thoughts about one of their discussions.
Guide students to recognize that in science, we
cannot answer every question. And we cannot Four-Square Diagrams Have students return to
know everything with absolute certainty. their four-square diagrams and revise or elaborate
on what they learned. In the lower right square,
ELABORATE have students draw a simple picture that will help
them remember the lesson’s main ideas. Now that

Interdependent
Elaborate on What You Have Learned students have had practice with the four-square as

Structure, Function,
3-2-1 After students read the lesson and complete a metacognitive tool, they can use it throughout
the EXPLAIN section, have them answer the this program.
following questions in their science notebooks:

LIFE LIFE
Relationships
• What are three things that you have learned?

SCIENCE
• What are two questions that you still have?

and Information
SCIENCE
• What is one aspect of the lesson that you
enjoyed?

in Ecosystems
Ask several volunteers to share their responses to
the questions with the class.

Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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How Do
Scientists Work?
Scientists use different methods to collect and analyze data
to develop evidence. They may conduct investigations. In an
investigation, a scientist asks a question, plans a procedure
to observe and collect data, and forms a conclusion.
Investigations can happen in the field, where scientists make
direct observations. Investigations can happen in a lab, too.

Scientists may carry out a type of investigation called an

experiment. An experiment is a fair test, or a process in
which scientists control variables to test a hypothesis.
A variable is a factor in an experiment that may change.
A hypothesis is an idea or explanation that can be tested
by investigation.

Seismologists may experiment to test a hypothesis about

the effects of earthquakes on buildings. They may change
one variable, such as the shape of the building or materials
used to build it. They will analyze the data to determine
whether or not the results support their hypothesis.

Experiments may involve the use of models. In science, a

model is a representation that can be used to explain or
predict a natural system. Some objects or processes are
difficult to study directly. They may be very big, very small,
or even dangerous. Models can help. A model may be a
picture. It may be a physical object or a computer program.

It is important for scientists to repeat their tests many times

to make sure they have accurate results. Their tests must also
be designed so that others can reproduce them.


NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on
recognizing patterns. (4-PS4-1)

NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science
12 assumes consistent patterns in natural systems. (4-ESS1-1)
Tools and technology help scientists make
more accurate observations. This seismologist
is using equipment that measures movements
caused by earthquakes.

Wrap It Up!
1. Identify What is an experiment?

2. Explain How is using a model helpful to

scientists?

3. Apply Why is it important that a scientist can

repeat another scientist’s experiment?
13
 How Do Scientists Work?
NEXT GENERATION SCIENCE STANDARDS
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes consistent patterns
in natural systems. (4-ESS1-1)
NS Scientific Investigations Use a Variety of Methods. Science investigations use a variety of methods, tools, and
techniques.
NS Scientific Knowledge Is Based on Empirical Evidence. Scientists use tools and technologies to make accurate
measurements and observations.

Drop the book. Most likely the blocks will vibrate

Objectives Students will be able to:
but remain in position. Next ask: If we wanted to
• Describe how scientists use investigations and experiments
to test hypotheses. know the tallest stack of blocks we could build that
• Explain how observing patterns can help form scientific would not fall down when the book drops, how
explanations. would we proceed? (Accept several responses from
• Describe the importance of using models, tools, and
technologies to make accurate measurements and students as the basis for class discussion, such as build
observations. successively taller stacks and test one at a time, build
Science Vocabulary several different stacks at once, build taller stacks first
experiment, investigation, hypothesis, model, variable and then build smaller stacks.) Allow students to carry
out one of the plans to determine the tallest stack
they can build that will not fall when the book drops
ENGAGE from the same height. Have students drop the book
several times to confirm their results.
Introduce the Phenomenon
Teacher-Led Demo Gather a ruler, a large Ask: What question did you work to answer? (What
textbook, and a few dozen wooden blocks. Place a is the tallest stack of blocks we can build that will not
single block in one spot on a table. Make a stack with fall when the book drops?) Next ask: Did we answer
two blocks several inches away. Hold the book about it? How do we know? (Yes. We counted the number of
two to four inches over an empty part of the table. blocks in our stack. We dropped the book several times
Ask: What do you think will happen if I drop this and it didn’t fall.)
book on the table? (Possible answers: All the blocks
will move. The single block will stay where it is but the
Tap Prior Knowledge
two-block stack will fall over. Nothing will happen.) Say: Just as we just did, scientists also try to
answer questions or solve problems. Have students
recall their discussion in the previous lesson about
LITERACY CONNECTION earthquakes. Ask: Where would you expect to see
scientists at work if they are studying earthquakes?
Determine the Main Idea (Possible answers: in the lab; outside, at the place an
RI.4.1 Determine the main idea of a text and explain how it earthquake happens; in a city, where earthquake
is supported by key details; summarize the text. damage has happened) Next ask: What challenges
Instruct partners to identify two main might be involved? (Possible answers: Earthquakes
ideas of the lesson. (Scientists use different are dangerous. Underground movements could be hard
methods to collect and analyze data to to observe. It could be hard to study an earthquake
develop evidence. In science, a model is a when it is happening because it is hard to predict.)
representation that can be used to explain or
predict a natural system.) Have them take EXPLORE
turns pointing out sentences in the text and
captions that support the main ideas. Then Think About How Scientists Do Work
have pairs organize their responses into a Turn and Talk Have students look at the photos in
brief summary of the text. Ask a couple of the lesson while a volunteer reads the caption aloud.
volunteers to share their summaries with the Have students work with a partner. Say: A seismologist
class. Ask students to then discuss similarities is a person who studies earthquakes. Ask: How
and differences among the summaries. might this equipment help the seismologist
work to answer a question or solve a problem?

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 Have students turn and talk to their partner to • Could we have answered our question using
discuss this question. (Possible answer: It might help some of the other methods? (Yes.)

NATURE OF SCIENCE
the seismologist answer questions about where an • What would we want these methods to have
earthquake happened and how strong it was. It might in common? (They should include a hypothesis,
help him look for patterns that could help him predict variables, and a procedure that leads to accurate
when an earthquake will happen.) results and that can be repeated by others.)
Four-Square Diagram Have students make
a full-page four-square diagram in their science ELABORATE
notebooks. In the top left square, have students Apply Learning
write the title of the lesson, “How Do Scientists
Cartoon Have students draw a picture of a
Work?” In the top right square, have students write
scientist using tools, technology, or models

Waves: Waves and Information

a few sentences stating what they think they will
to investigate or experiment. It can feature a
learn about the way scientists work in the lesson.

PHYSICAL SCIENCE
seismologist or another kind of scientist. Have
Set a Purpose and Read students use lesson vocabulary to write a caption
for their cartoon.

Energy
Focus Question Use this question to focus
students and guide their reading: How do scientists
EVALUATE
do their work? Have students read the lesson.
Have students record their answers to the Wrap It
EXPLAIN Up questions in their science notebooks.
Discuss Scientific Methods
Wrap It Up!
Review vocabulary terms with students. Begin

Interdependent
to answer the Focus Question by relating the

Structure, Function,
1. IDENTIFY What is an experiment?
vocabulary to the nature of scientific work. Ask: (An experiment is a fair test, or process in
• How does an investigation or experiment which scientists control variables to test a
help scientists gather evidence? (Scientists hypothesis.)

LIFE LIFE
Relationships
make and record observations that result from
2. EXPLAIN How is using a model helpful

SCIENCE
the investigation. They look for patterns among
to scientists? (Some objects or processes are

and Information
their observations.)

SCIENCE
difficult to study directly. They may be very
• Why would a scientist change a variable? big, very small, or even dangerous. Models can

in Ecosystems
(Changing a variable in an experiment helps a be safer or the right size to study easily. It may
scientist determine if that variable is responsible be a physical object or a computer program.)
for the results of the experiment.) NS Scientific Investigations Use a Variety of Methods

Processing
• How is a hypothesis related to an 3. APPLY Why is it important that a
investigation? (An investigation is used to test a scientist can repeat another scientist’s
hypothesis.) experiment? (Repeating another scientist’s
• How are models helpful to an investigation experiment makes sure that his or her results
or experiment? (They can be used to test or are accurate.)
study process or objects that might be too hard or
too dangerous to study directly.)
Processes that Shape the Earth

Four-Square Diagram Have students return to

Teach the Dimensions their four-square diagrams and revise or elaborate
EARTH SCIENCE
Earth’s Systems:

NS Scientific Investigations Use a Variety of Methods. Scientists on what they learned. In the lower right square,
use a variety of methods, tools, and techniques. have students draw a simple picture that will help
Revisit the Phenomenon Help students to them remember the lesson’s main ideas.
understand that scientists use a variety of methods
to answer questions and solve problems. Remind
them of the brainstorming session they took part in
to make a plan during ENGAGE. Ask:
• Did we choose our method based on the fact
that it was the only possible one to use? (No.)

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Who Are
Scientists?
Scientists may come from different backgrounds and train
for different science careers. Some scientists study living
things. Others study Earth’s land, air, and water. Some
scientists study space. Still others study materials used to
make the vehicles and structures we use every day.

Scientists from different fields

may share an interest in solving a
problem or answering a question.
For this reason, scientists often
work in teams. Each scientist
brings his or her own experience
and training to the investigation.

Scientists from different fields also

have common ways of working.
For example, all scientists make
observations and ask questions. Dr. Kate Hutton is a good example of how scientists
Scientists investigate to collect can share their experience with others. During her
career as a seismologist, Dr. Hutton often used her
information and analyze it to draw training to help the public understand earthquake
conclusions. Scientists use logical events. She became known as the “Earthquake Lady.”
thinking and rely on evidence to
form explanations.

Scientists also tend to be curious about the world around

them. They use creativity and imagination to find new
ways of seeing and doing things. Scientists bring their own
ideas that can influence their results and also use creativity
when trying to find solutions to problems and answers to
questions.

Are you ready to think like a scientist? Then let’s go!

NS Science Is a Human Endeavor. Most scientists and engineers work in teams. (4-PS3-4)
14 NS Science Is a Human Endeavor. Science affects everyday life. (4-PS3-4)
 Scientists and engineers teamed
up to design this model of an
earthquake-resistant building.
They are going to shake it to put
it to the test.

Wrap It Up!
1. Summarize What are some things that most
scientists have in common?

2. Apply Give an example of how science

affects your life every day.
15
 Who Are Scientists?
NEXT GENERATION SCIENCE STANDARDS
NS Science Is a Human Endeavor. Most scientists and engineers work in teams. (4-PS3-4)
NS Science Is a Human Endeavor. Science affects everyday life. (4-PS3-1)
NS Science Is a Human Endeavor. Men and women from all cultures and backgrounds choose careers as scientists and
engineers.
NS Science Is a Human Endeavor. Creativity and imagination are important to science.

Encourage students to define the work of these

Objectives Students will be able to:
scientists or help them as needed. Then ask: Why
• Identify that most scientists and engineers work in teams.
• Give examples of how science affects everyday life.
might scientists from different areas of science
• Recognize that men and women from all cultures and work in a team? (Possible answers: Each has a
backgrounds choose careers as scientists and engineers. different area of expert knowledge that can help solve
• Describe how creativity and imagination are important a problem. ) Students who have an interest can
to science.
research to learn more about the work of any of the
fields of science mentioned.
ENGAGE
EXPLORE
Use Photography Show students a photo of a
diverse group of scientists—but don’t identify them Think About Who Scientists Are
as such. Ask: Which of these people is a scientist? Have students read the lesson title and study the
(Students may identify one of the three, possibly the photos. Read the captions aloud. Ask: If you lived
white male.) After allowing students time to choose where earthquakes happen, how might you
“the scientist,” say: You’re right if you think that all depend on the work of scientists and engineers
three are scientists. Scientists can be young or old, who study the effects of earthquakes? (I might
male or female, of any race, or from any country. depend on them to design safe buildings, to predict
when earthquakes happen.)
Tap Prior Knowledge
Ask: What kinds of scientists can you name? Record Four-Square Diagram Have students make a full-
students’ answers on the board. (Possible answers: page four-square diagram in their science notebooks
zoologist, biologist, chemist, rocket scientist) and add to it throughout the lesson.

ELL SUPPORT •  Most scientists work together in groups

called (teams).
Starting Pair students with a native English
speaker. Have partners read the text aloud to Challenge partners to create original sentence
each other and ask each other questions about frames for each other.
what they have read. Help students turn phrases
Bridging Have partners work together to
and partial answers into complete sentences.
give an oral recap of the lesson. Tell them to
Developing Ask students to complete these use this sentence starter:
sentence frames: •  The most important thing I learned in this
•  Scientists must have (curiosity) about what lesson is that . . .
happens in the world around them.
Encourage students to elaborate with phrases
•  Scientists must keep an open (mind) before such as “Tell me more about that.”
they start an investigation.

15a Nature of Science

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 Set a Purpose and Read ELABORATE
Focus Question Use this question to focus Elaborate on Who Scientists Are

NATURE OF SCIENCE
students and guide their reading: What common 3-2-1 After reading the lesson, ask students to
ways of working do all scientists share? Have students think again about what they’ve read and learned.
read the lesson. Instruct them to write the answers to the following
questions in their science notebooks:
EXPLAIN
• What are three things that you have learned in
Describe Who Scientists Are this lesson?
Reader/Writer/Speaker Response Triad Divide • What are two questions that you still have after
students into groups of three. One student will read reading the lesson?
each question aloud, one will record the group’s

Waves: Waves and Information

• What is one way your thinking has changed
responses, and one will report answers to the class.
about who scientists are?

PHYSICAL SCIENCE
• What kinds of subjects do scientists study?
(living things, Earth’s land and water, space, and Ask several volunteers to share what they’ve

Energy
materials used in everyday life) written in their notebooks with the class.
• Why are scientists from different cultures EVALUATE
and backgrounds important to science?
(Possible answer: They bring many different types Have students record their answers to the Wrap It
of solutions and points of view to problems.) Up questions in their science notebooks.
• What are some common ways scientists
work? (Possible answer: They make observations, Wrap It Up!

Interdependent
ask questions, investigate, collect and analyze

Structure, Function,
information, and draw conclusions.) 1. SUMMARIZE What are some things that
most scientists have in common? (Possible
• How can a scientist use creativity and answers: curiosity, creativity, imagination, an
imagination? (Possible answer: Creativity and interest in solving a problem or answering a

LIFE LIFE
Relationships
imagination allow scientists to find new ways of question)

SCIENCE
seeing and doing things.)
2. APPLY Give an example of how science

and Information
SCIENCE
Direct students’ attention to the photo of Kate affects your life every day. (Possible
Hutton. Share information from the Science answers: the medicine I take, my smartphone,

in Ecosystems
Background note. Ask: How is Kate Hutton’s work the airplane we took on vacation) NS Science is a
an example of how science affects everyday life? Human Endeavor
(She explains what happens after earthquakes. She

Processing
helps predict when earthquakes happen.)

SCIENCE BACKGROUND earthquake events in California and in other

parts of the world. She also worked as an
Kate Hutton, Seismologist expert consultant for the 1990 movie
Dr. Kate Hutton retired from her career as a
Processes that Shape the Earth

Tremors, about a seismologist who detects

seismologist after nearly 40 years. Dr. Hutton strange movements caused by underground
spent those years working at the California
EARTH SCIENCE

creatures. This public side of her work earned

Earth’s Systems:

Institute of Technology in Pasadena. She Dr. Hutton the nickname “The Earthquake
began as a data analyst there after discovering Lady.” She also earned recognition in the LGBT
that the field of astronomy, for which she had community as an openly gay scientist. Since
trained, did not have a lot of opportunities retiring, Kate has been active in the ham radio
for her. Much of Kate’s job as a seismologist community. One benefit of this technology is
involved monitoring earthquakes, but she its use for communicating after a disaster such
also made regular appearances on local as an earthquake.
TV shows and addressed the media after

Who Are Scientists? 15b

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 Investigate

Practice Science
? How can you think like a scientist to study
something you cannot see?

Scientists have developed a large body of evidence about Earth’s

interior. They know the materials that make up each of its layers
and how thick each layer is. They can even describe Earth’s core
and its temperature. Have scientists traveled to the center of
our planet to observe it for themselves? No. But they have used
equipment to extend their senses and collect information about
parts of Earth they cannot see. They have used observations and
evidence to make inferences about Earth’s interior.

A probe is a piece of equipment that can move through water,

soil, or rock and has sensors that collect information. In this
investigation, you will use a toothpick in much the same way as
a probe. Your toothpick will help you make observations and
inferences about what’s inside a “mystery container.”

Materials
mystery toothpick
container

S EP Engaging in Argument from Evidence. Construct an argument with evidence, data, and/or a
model. (4-LS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1), (4-ESS2-2)
N S Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing
16 patterns. (4-PS4-1)
 1 Begin by looking at your 4 What other observations can
mystery container. Record your you make to help you infer what
observations in your science is inside your container? Be sure
notebook. What can you infer to use your other senses, as much
about the contents of the as your teacher allows. Record
container just by looking at it? notes about anything you try.
Record your ideas.

2 You cannot open your 5 Write an explanation for

container. But you can probe what you conclude is in your
what’s inside with your container. Use evidence from
toothpick. What can you infer your investigation to support
based on what you sense by your explanation.
using your probe? Record your
ideas.

3 Shake your container. Listen 6 Share your explanation with

for any sounds that might help your classmates. Compare your
you infer what is inside. What approach and results with theirs.
can you sense about the way the Which explanations do you think
object or objects move inside are most accurate and why?
the container? Record your
observations.

Wrap It Up!
1. Describe Which senses did you use to
observe your mystery container?

What might be learned by 2. Compare and Contrast How does your

sending a probe into this work in this investigation compare to how
underwater fault in Iceland? scientists collect data about Earth’s interior?

3. Analyze How did this investigation help you

understand what science can and cannot do?
17
 Investigate Practice Science STEM

NEXT GENERATION SCIENCE STANDARDS

SEP Engaging in Argument from Evidence. Construct an argument with evidence, data, and/or a model. (4-LS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1), (4-ESS2-2)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
NS Science Addresses Questions About the Natural and Material World. Science findings are limited to what can be
answered with empirical evidence.

ENGAGE
Objectives Students will be able to:
• Make observations and inferences during an investigation. Introduce the Phenomenon
• Use observations as evidence to support an argument.
Use Photography Display photos of other
• Understand that science findings are limited to empirical
evidence. planets in our solar system. Say: You might
recognize these photos of other planets. Ask:
What planets can you name? (Allow students to
BEFORE YOU BEGIN name any planets they know.)

Share a few facts about other planets, such as: Venus

Materials For groups of 4: mystery container,
is hot. Mars is dry. Jupiter gives off radiation. Ask:
toothpick
Have scientists ever traveled to these planets I am
Time 30 minutes describing? (No.) How do we know so much about
Advance Preparation Create enough mystery them? (Possible answer: They have studied the planets
containers for each group. Use a small container, using telescopes and space probes.)
such as a film canister, clean tuna can, or yogurt cup. Tap Prior Knowledge
It will need to be shallow enough that a toothpick
can touch the bottom. It will also need a lid. Make Have students recall what they learned about
a small hole in the lid with a drill, the point of a scientific methods in previous lessons. Ask: What
knife or another sharp object (heating the point are some ways scientists study processes or
may help), or a small hole punch. The hole should objects that they cannot directly observe?
accommodate a toothpick but not allow students (Possible answers: They can use models. They can use
to see what is inside. Add mystery materials to tools to extend their senses.)
the container. Choose one, two, or three of the Think-Pair-Share Have students brainstorm
following for each container: sand, soil, rocks, sticks, other places that might be too difficult, too far,
marbles, orange segment, etc. Shut the lid and tape or too dangerous for a scientist to visit. (Possible
if necessary to prevent it from opening. answers: inside a volcano, deep inside Earth, the
Safety Note Students should use caution when bottom of the ocean)
using toothpicks. Students should shake the
containers gently, not vigorously. Review the
Science Safety pages with students.
Teaching Tips Each group should have a clear
surface on which to work. If space or materials are in
short supply, have groups take turns using the same
DIFFERENTIATED INSTRUCTION
set-up and materials. When selecting mystery items,
include those that have an odor or that make noise. Extra Support
Students with Disabilities Use adaptive
What to Expect Students will use the details they equipment such as a larger mystery container
observe to make inferences about what objects are with a larger probe, replacing the toothpick
in the mystery container. if needed, to allow students with a physical
disability to fully participate. Allow for
different forms of recording data other than
writing, as needed.

17a Nature of Science

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 EXPLORE to listen respectfully, take turns, and draw on
Carry Out the Investigation evidence in the text.

NATURE OF SCIENCE
Read two pages of the lesson together. Then guide • How were the limited options you had to
students through the investigation. examine the container similar to the limits
scientists sometimes have? (We couldn’t
Pose questions that will help students link what directly observe what we studied. We had to infer.)
they are about to do with learning goals. Ask: What • Why don’t scientists just guess when they
methods and tools will you use to observe the don’t know? (Science explanations are based on
mystery container? (with my ears, my hands, and the evidence, not guesswork.)
toothpick) Next ask: How will you determine what
is inside the container? (by the weight, by the way it • Will scientists ever be completely certain
feels when I poke it with the toothpick, by the sound it what the center of Earth is like, or what the

Waves: Waves and Information

makes when shaken.) surface of Venus is like? (Possible answer: Not if

PHYSICAL SCIENCE
they cannot directly study it.)
In Step 2, remind students to use caution when
poking the toothpick through the cover. In Step 3, Have students write in their science notebooks

Energy
remind students to shake gently. In Step 4, have to explain how one aspect of their thinking was
students make suggestions for additional tests changed as a result of the discussion.
before they try them. Make sure students don’t
do anything that would expose the contents of EVALUATE
the container. In Step 5, remind students that Have students record their answers to the Wrap It
explanations need to be based on evidence. Up questions in their science notebooks.
EXPLAIN

Interdependent
Wrap It Up!

Structure, Function,
Share and Explain Findings
Have students complete their explanations. Groups 1. DESCRIBE Which senses did you use
will share a mystery container, but students will to observe your mystery container?

LIFE LIFE
draw their own conclusions. Once students are (touch, hearing)

Relationships
finished writing, allow a couple of minutes for

SCIENCE
students within a group to share their explanations. 2. COMPARE AND CONTRAST How does

and Information
your work in this investigation compare

SCIENCE
Then regroup as a class for discussion. Ask:
to how scientists collect data about
• Did everyone in the group come up with the

in Ecosystems
Earth’s interior? (Possible answer: We could
same explanation? (They might be similar, but not see inside the container, so we used a
will likely not be exactly the same.) probe to explore what the inside was like.

Processing
• Why were the explanations so similar? Scientists can’t see inside Earth, so they use
(We used the same mystery container. We made probes to explore Earth’s interior.)
the same types of observations.)
3. ANALYZE How did this investigation
• Without opening the cover and looking at help you understand what science can
the contents, can you be certain what is in and cannot do? (Accept all reasonable
the container? (No, based on the tests we were answers. Possible answer: Scientists can
limited to, we can’t be sure our explanations are only use the evidence they have to create
Processes that Shape the Earth

correct.) To reinforce the point that science explanations.) NS Science Addresses Questions About
cannot provide absolute answers do not let the Natural and Material World
EARTH SCIENCE

students open their containers.

Earth’s Systems:

Rubrics
ELABORATE
Have students evaluate their work using the
Socratic Seminar rubric in the Science Notebook Companion. Use
Arrange students in a circle and act as the students’ completed rubrics and the teacher
facilitator. Share the following open-ended rubric provided for this activity to guide your
questions to spark discussion. Rather, students assessment of their work.
should direct the conversation. Remind them

Investigate: Practice Science 17b

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 Explorer
David Moinina Sengeh
Biomedical Engineer
National Geographic Explorer

Let’s Explore!
In Exploring Science, you have learned that scientists often
conduct experiments to test hypotheses. Scientists often carry
out experiments to test the effect of a change in a variable. I run
experiments to test the artificial limbs I design. One variable I may
change is the material used to make part of a limb. I test which
material gives the best results. As you read, look for examples of
scientists doing experiments. That includes you, too!
My investigations of different materials relate to physical science.
Physical science is the study of matter and energy. Here are some
questions you might investigate as you read Physical Science:
• How can a pitcher control the speed of a baseball?
• How can sunlight change a piece of construction paper?
• How is energy transferred from the sun to Earth?
• Why are coal and oil called “fossil fuels”?
• How does GPS work? How is it used?
Look at the notebook examples for ideas of other questions to ask.
Let’s check in again later to review what you have learned!

18
  Draw pictures and use labels to  Use your notebook to keep track of your
define new science vocabulary. thoughts and data during an investigation.

a Wave Think Li
Par ts of ke an En
g inee
h r
wavelengt Problem
: H o w ca
midpoint h el p t h e ns
environm olar ovens
of wave a solar o e
ven and nt? Design
it will he re
cres t e lp the en search how
amplitud amplitude vironme
nt.
trough

th
waveleng

 Use graphs to record data. Speed

Include a title, labels, and
units of measure. Main Ide
a:
the great Which line shows
es t speed
?
5
eters)

4 A
B
C
(m

3
Dis tance

2
1

0
0 1 2 3 4 5
Time (sec 6 7
onds)

19
 Let’s Explore!
NEXT GENERATION SCIENCE STANDARDS
NS Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. Science theories are based on a
body of evidence and many tests.

BEFORE YOU BEGIN develop models and look for patterns. They’ll get
Connect to Physical Science Science isn’t just to think like scientists and will learn about different
a body of knowledge. It is a way for students to science careers.
acquire and learn scientific concepts and principles. Questions for Discussion Do not discuss correct
As students learn facts and vocabulary, they answers with students at this time. Possible answers
develop the ability to ask scientific questions, for later reference are provided for the questions
plan experiments to answer these questions, and below. Revisit these questions after completing the
develop reasonable explanations based on their Physical Science lessons.
observations. In fourth grade, students explore more
abstract concepts such as energy. They attempt • How can a pitcher control the speed of a
more sophisticated modeling of phenomena such baseball? (Pitchers can adjust their grip on the ball
as wave motion and energy transfer. They make to throw it at different speeds.)
observations and collect data as evidence and work • How can sunlight change a piece of
to connect their learning to real-world experiences. construction paper? (When direct sunlight strikes
construction paper, the light energy causes a
TEACHING TIPS change in the paper.
Introduce Physical Science Review David’s • How is energy transferred from the sun
description of physical science. Connect his work to Earth? (Light transfers energy from the sun
to this area of science by sharing with students through space.)
that, as an engineer, David conducts many tests • Why are coal and oil called “fossil fuels”? (Coal,
of materials for his prosthetic limbs. He gathers oil, and natural gas are fossil fuels. A fossil fuel is a
evidence and analyzes results to look for patterns source of energy that formed from the remains of
in their effectiveness. Like David, your students will plants and animals that lived millions of years ago.)

ELL SUPPORT answers to the questions. Allow partners

to discuss their charts as they work. After
Starting Have students begin to think about the Check In at the end of Physical Science,
the discussion questions by reading them students can complete the “L” section of their
together. Remind students that it is okay if chart to add what they learned.
they do not know how to answer them at this
time. Have students work as a group to identify Bridging The five questions that David asks
familiar objects, such as ball, sun, and paper. Say: on the first page of the lesson offer a chance
Physical science is the study of what an object, for a lively discussion about what students
such as a ball or a piece of paper, is made of. already know, what they speculate, and what
It is also the study of how these objects move. they would like to learn about the answers.
Ask: How does a pitcher in a baseball game Have students present their opinions and
make a ball move? (He throws it.) support them with evidence from past study
or from their own experience. Remind them
Developing Have students reread the they may challenge opinions expressed by
discussion questions with a partner. Then have others, but should offer a counterargument
each student create a KWL chart. The student backed up by their own evidence.
can record a few words to indicate what he or
she knows about the objects named in each
question and any ideas he or she has regarding

19a Exploring Science

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 Discuss Notebook Examples Discuss the notebook
Video examples that appear.
Have students watch the video “Designing Parts of a Wave
Why did this student choose
Think Like an Engineer
Parts of a Wave Think Like an Engineer
Artificial Limbs,” located in the Resources wavelength wavelength to label a drawing of a
Problem: How can solar ovens
Problem: How can solar ovens
midpoint help the environment? Design
Menu. In the video, David Moinina Sengeh crest
of wave
crest
midpoint
of wave
help the environment? Design
wave? (Labeling a drawing
a solar oven and research how
a solar oven and research how
it will help the environment.
it will help the environment.
amplitude
describes materials he uses in his work. trough trough amplitude
amplitude
amplitude
helps us understand new
Time 5 minutes wavelength wavelength
vocabulary words.)
Teaching Tips You may want to watch
this video as a class, to be sure students
understand David’s comments about pain
caused by a prosthetic socket, using multiple
materials in production, and problems with Speed
How is information organized
Speed
pressure sores. Guide students to understand Main Idea: Which line Main
showsIdea: Which line
shows
in this example? How could it
the greatest speed? the greatest

how using a combination of soft and hard 5

speed?

5
be improved? (The data is
A B C
organized into a graph. It could

Distance (meters)
4 A B C

Distance (meters)
materials is important. Ask: What part of a 3
4

prosthetic limb is soft, and why? (the part 2

3

2
be improved by labeling the
that touches the person’s limb, because it causes
1

0
1 x-axis.)
0
0 1 2 3 4 50 61 72
soreness otherwise) Next ask: What part of a Time (seconds)
3 4
Time (seconds)
5 6 7

prosthetic limb is hard, and why? (the back of

the limb, to help give it strength and support)
How does this student plan to
What to Expect Students may want toParts know
002_223_CAS_SE71196_G4_NB.indd 19 07/11/17 3:58 PM
002_223_CAS_SE71196_G4_NB.indd 19
Think Like an Engineer
07/11/17 3:58 PM
of a Wave
wavelength think like an engineer? (This
more about how a 3-D printer is used to midpoint
Problem: How can solar ovens
help the environment? Design
of wave a solar oven and research how student is designing a solution, a
produce prosthetic limbs. crest it will help the environment.
trough
amplitude
amplitude solar oven, to solve a problem in
the environment.)
wavelength

• How does GPS work? How is it used? (Satellites

in space transmit, or send, radio signals to a
receiver on Earth, such as a smartphone. The
phone receives the signals and uses them to
Preview the Text Have students do a quick
pinpoint a location on a map.)
Speed preview of the Physical Science lessons. Ask them
Explain to students that thinking of possible Main Idea: Which line shows
the greatest speed?
what specific topics they think they’ll learn about
answers to questions and then reading to find out 5
A B
and have them write down questions they have.
C
Distance (meters)

4
more is one good way to learn. Thinking about how 3
Have them look for answers to their questions as
our ideas change is important to learning science. 2 they work through the lessons. Remind them that
1

0
asking questions is part of thinking like a scientist.
0 1 2 3 4 5 6 7
Time (seconds)

LITERACY CONNECTION 002_223_CAS_SE71196_G4_NB.indd 19

DIFFERENTIATED INSTRUCTION 07/11/17 3:58 PM

Ask Specific Questions Extra Support

SL.4.1.C Pose and respond to specific questions to clarify or Girls in Science Because boys and girls
follow up on information, and make comments that contribute to
the discussion and link to the remarks of others.
do not always participate in equal measure,
As students discuss their ideas about the avoid accidentally grouping by gender
questions for discussion, remind them that an when you are setting up groups. You might
important part of contributing to conversations assign students to groups based on the
is to ask specific questions to clear up any month of their birth or the color of clothing
confusion about others’ comments. Suggest they’re wearing. Or make up groups
that students ask clarifying questions that ahead of class. Monitor activity time to
begin with phrases such as “Can you tell me ensure that students are not segregating
more about . . .” or “What did you mean . . .” themselves by gender.

Let’s Explore! 19b

019a-019b_NATG15656_G4U1_Exp_P.indd 2 01/06/18 1:58 PM

Physical
Science
Energy
Waves: Waves
and Information

Do you enjoy the sights

and sounds of a carnival?
You have energy and
waves to thank for that!

20
21
 Unit 1 Planning Guide

Energy
Building on Prior Learning
This unit builds upon what students learned about forces and motion in earlier grades. In
Grade 3, students extended their intuitive models of forces and motion to incorporate multiple
forces as well as forces that act at a distance. In this Grade 4 unit, students first encounter the
abstract concept of energy. They learn about various forms of energy as well as how energy
can be transferred and transformed as it moves from place to place.

• Use the Unit Pre-Assessment along with the Unit Opening Activity (Assessment
Handbook, pp. 3–5) to determine students’ level of familiarity with concepts of speed and
energy as well as the changes in energy that occur when objects collide, and to assess
their readiness for applying the SEPs Constructing Explanations.

Selecting an Anchoring Phenomenon

The initial lessons and activities in this unit are built around baseball as an anchoring
phenomenon for exploring collisions and the changes in energy that occur when objects
collide. However, you may choose to focus instruction on another phenomenon that is
relevant to your students’ lives, cultures, and experiences.

Advance Planning
The investigations and engineering activities in this unit all use inexpensive and readily
available materials. Be aware that you will need to collect materials ahead of time for students
to use in the STEM Space Station Project and the two Think Like an Engineer activities in
Lesson Sequence 3.

Assessment Resources
The following assessment tools are available for this unit.

Self-Assessment
Students can use their science notebooks along with the rubrics in the Science Notebook Companion
for reflection and self-assessment throughout the unit.

Formative Assessment
• Unit Pre-Assessment (Assessment Handbook, pp. 3–4)
• Checkpoint Quizzes (Assessment Handbook, pp. 6–8)
• Rubrics for all Investigates, STEM Projects, Think Like a Scientist lessons, and Think Like an
Engineer lessons (Assessment Handbook, pp. 50–60)

Summative Assessment
• Unit Test (Assessment Handbook, pp. 9–12)
• Unit Performance Task (Assessment Handbook, pp. 13–14)

21a Physical Science | Unit 1

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 3-D Instructional Progression
This unit prepares students to demonstrate proficiency on this bundle of Performance

NATURE OF SCIENCE
Expectations: 4-PS3-1, 4-PS3-2, 4-PS3-3, 4-PS3-4, 4-ESS3-1. The following three Lesson
Sequence charts provide a roadmap to instruction in this unit.

Lesson Sequence 1 Student Edition, pp. 22–31 Pacing: 10 days

Performance Expectations
4 -PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Waves: Waves and Information

Constructing Explanations and PS3.A: Definitions of Energy. The faster Energy and Matter

PHYSICAL SCIENCE
Designing Solutions a given object is moving, the more energy
Asking Questions and Defining it possesses.
Problems PS3.A: Definitions of Energy. Energy can

Energy
be moved from place to place by moving
objects or through sound, light, or electric
currents.
PS3.B: Conservation of Energy and
Energy Transfer. Energy is present
whenever there are moving objects,
sound, light, or heat. When objects
collide, energy can be transferred from

Interdependent
one object to another, thereby changing
their motion. In such collisions, some

Structure, Function,
energy is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced.

LIFE LIFE
PS3.C: Relationship Between Energy

Relationships
and Forces. When objects collide, the

SCIENCE
contact forces transfer energy so as to
change the objects’ motions.

and Information
SCIENCE
Overview

in Ecosystems
In the lessons in this sequence, students explore the definition of energy and investigate different changes in energy that
occur in a variety of collisions between balls, bats, and gloves in baseball.

Processing
Student Pages Teacher Pages MindTap Digital Resources
Batter Up! 22–23 23a–23b

Investigate: Speed 24–25 25a–25d

Hit the Ball 26–27 27a–27d Video Clip: Batter Hitting a Ball in
Physical Science Gallery Slow Motion
Processes that Shape the Earth

Physical Science Gallery

Investigate: Collisions 28–29 29a–29d

EARTH SCIENCE
Earth’s Systems:

Sounds of the Game 30–31 31a–31b Audio Clips: Ball Hitting Glove,
Crowd Roaring

Lesson Sequence 2 Student Edition, pp. 32–51 Pacing: 20 days

Performance Expectation
 -PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat,
4
and electric currents.

(continued)
Planning Guide 21b

021a-021f_NATG15656_G4U1_PS_LP.indd 2 10/05/18 11:57 AM

 Unit 1 Planning Guide (continued)

Lesson Sequence 2 (continued)

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Planning and Carrying out PS3.A: Definitions of Energy. Energy can Energy and Matter
Investigations be moved from place to place by moving
Connections to Nature of Science objects or through sound, light, or electric
Scientific Investigations Use a Variety currents.
of Methods PS3.B: Conservation of Energy and
Science is a Human Endeavor Energy Transfer. Energy is present
whenever there are moving objects,
sound, light, or heat. When objects
collide, energy can be transferred from
one object to another, thereby changing
their motion. In such collisions, some
energy is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced.
PS3.B: Conservation of Energy and
Energy Transfer. Light also transfers
energy from place to place.
PS3.B: Conservation of Energy and
Energy Transfer. Energy can also be
transferred from place to place by electric
currents, which can then be used locally
to produce motion, sound, heat, or light.
The currents may have been produced to
begin with by transforming the energy of
motion into electrical energy.

Overview
In this sequence, students begin by investigating how sound and light can transfer energy from place to place. Stories in
Science enriches the instruction through the story of Anna Atkins, who used the effect of sunlight on photosensitive paper to
produce cyanotypes of algae, which became the basis for a book of photos she published in 1843. Next students investigate
the transfer of energy through heat and electric circuits.

Student Pages Teacher Pages MindTap Digital Resources

Investigate: Sound 32–33 33a–33d

The Sun’s Light 34–35 35a–35b Video Clip: Surface of the Sun

Investigate: Light 36–37 37a–37d

Stories in Science 38–39 39a–39b

Heat It Up! 40–41 41a–41b Video Clip: Corn Popping in Slow

Motion

Investigate: Heat 42–43 43a–43d

It’s Electric 44–45 45a–45b

Electric Circuits 46–47 47a–47b

Investigate: Electric Circuits 48–49 49a–49d

Spin It! 50–51 51a–51b Video Clip: Wind Turbines

21c Physical Science | Unit 1

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 NATURE OF SCIENCE
Lesson Sequence 3 Student Edition, pp. 52–75 Pacing: 22 days

Performance Expectations
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4 -PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
4 -ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their
uses affect the environment.
3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and

Waves: Waves and Information

constraints on materials, time, or cost.

PHYSICAL SCIENCE
3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.

Energy
Science and Engineering Disciplinary Core Ideas Crosscutting Concepts
Practices PS3.A: Definitions of Energy. The faster Energy and Matter
Asking Questions and Defining a given object is moving, the more energy Cause and Effect
Problems it possesses. Connections to Engineering,
Planning and Carrying out PS3.B: Conservation of Energy and Technology, and Applications of
Investigations Energy Transfer. Energy can also be Science
Constructing Explanations and transferred from place to place by electric Influence of Engineering, Technology,
Designing Solutions currents, which can then be used locally to and Science on Society and the Natural
produce motion, sound, heat, or light. The

Interdependent
Obtaining, Evaluating, and World
Communicating Information currents may have been produced to begin

Structure, Function,
Interdependence of Science,
with by transforming the energy of motion
Connections to Nature of Engineering, and Technology
into electrical energy.
Science
PS3.D: Energy in Chemical Processes
Science Is a Human Endeavor
and Everyday Life. The expression

LIFE LIFE
Relationships
“produce energy” typically refers to the
conversion of stored energy into a desired

SCIENCE
form for practical use.

and Information
SCIENCE
ESS3.A: Natural Resources. Energy and
fuels that humans use are derived from

in Ecosystems
natural sources, and their use affects the
environment in multiple ways. Some
resources are renewable over time, and
others are not.

Processing
ETS1.A: Defining Engineering
Problems. Possible solutions to a
problem are limited by available materials
and resources (constraints). The success
of a designed solution is determined
by considering the desired features of a
solution (criteria). Different proposals for
solutions can be compared on the basis
Processes that Shape the Earth

of how well each one meets the specified

criteria for success or how well each takes
the constraints into account.
EARTH SCIENCE
Earth’s Systems:

ETS1.B: Designing Solutions to

Engineering Problems. Tests are often
designed to identify failure points or
difficulties, which suggest the elements of
the design that need to be improved.
ETS1.C: Optimizing the Design Solution.
Different solutions need to be tested in
order to determine which of them best
solves the problem, given the criteria and
the constraints.
(continued)
Planning Guide 21d

021a-021f_NATG15656_G4U1_PS_LP.indd 4 10/05/18 11:57 AM

 Unit 1 Planning Guide (continued)

Lesson Sequence 3 (continued)

Overview
In the lessons of this sequence, students apply what they have learned about collisions, conservation of energy, and energy
transfer to design solutions to engineering problems. In the STEM Space Station Project, the collision shields on the Space
Station serve as a point of departure for students to design and build a device that protects against collisions. In the Think Like an
Engineer case study, an interview with urban planner and National Geographic Explorer T. H. Culhane introduces students to his
work in finding solutions to energy problems in parts of the world where people have few resources to invest in technology. Then
students build and test a solar oven in the first Think Like an Engineer activity and design and test a game buzzer in the second
Think Like an Engineer activity. Finally, students learn about energy resources and the environment and then obtain and combine
information about energy consumption in the Think Like a Scientist activity.

Student Pages Teacher Pages MindTap Digital Resources

STEM: Space Station Project 52–55 55a–55f

T hink Like an Engineer Case 56–61 61a–61d

Study: Finding Solutions to
Energy Problems

T hink Like an Engineer: Design, 62–65 65a–65d

Test, and Refine a Device

T hink Like an Engineer: Design, 66–67 67a–67d

Test, and Refine a Device

Nonrenewable Energy Resources 68–69 69a–69b

Renewable Energy Resources 70–71 71a–71b Physical Science Gallery

Energy Resources and the 72–73 73a–73d Explorer Video: T. H. Culhane on Energy
Environment Resources
Physical Science Gallery

T hink Like a Scientist: Obtain 74–75 75a–75d

and Combine Information

21e Physical Science | Unit 1

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 Notes

021a-021f_NATG15656_G4U1_PS_LP.indd 6 10/05/18 11:57 AM

Batter Up!
A baseball hurls toward you at a tremendous speed. You swing . . .
and miss! The ball was moving faster than you thought!

When a ball flies through the air, energy is moved from one place
to another. All moving objects have energy. The faster they are
moving, the more energy they have.

The pitcher can affect the ball’s energy

of motion by how hard he throws.

DCI PS3.A : Definitions of Energy. The faster a given object is moving, the more energy it possesses.
(4-PS3-1) • Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2), (4-PS3-3)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-1),
22 (4-PS3-2)
Pitchers can decide how fast they want to throw a baseball. A pitcher
can give the ball more energy to increase its speed, or less energy
to decrease its speed. If a hitter thinks the ball is moving faster or
slower than it is actually moving, the hitter will miss. And that is just
what the pitcher wants!

Pitchers can adjust their grip on the A typical changeup moves slower,
ball to throw it at different speeds. up to 145 km/h (90 mph).
A typical fastball can move more
than 145 km/h (90 mph).

Wrap It Up!
1. Explain How can energy be moved from
place to place?

2. Compare How does the energy of a

fastball compare with the energy of a
changeup? How do you know?
23
 Batter Up!
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. The faster a given object is moving, the more energy it possesses. (4-PS3-1) • Energy can be
moved from place to place by moving objects or through sound, light, or electric currents. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-1)

Ask students if they have ever been to a baseball

Objectives Students will be able to:
game or watched one on TV. Have volunteers who
• Explain how energy can be moved from place to place by
moving objects. are familiar with the game explain the roles of the
• Connect the speed of a moving object to the amount of pitcher, batter, and catcher. Then work as a class
energy it possesses. to identify components of the game that involve
Science Vocabulary motion. (players running, catching, and throwing; ball
energy being thrown, caught, and hit; bat swinging)

Turn and Talk Pair students, making sure any

ENGAGE student unfamiliar with baseball is paired with
a student familiar with the game. Say: Imagine
Introduce the Phenomenon watching a play in which a batter hits the ball and
Quick Hands-On Have pairs of students crumple a runs to first base.
piece of paper into a ball. Have them toss the paper
ball back and forth a few times. Ask: Have pairs discuss answers to the
following questions:
• What makes the paper ball start moving? (the
movement of my hand/arm) • Does the speed of the ball stay the same
throughout the play? (No, once the bat hits it, its
• What happens to the movement of the speed may decrease or increase. Once it is caught,
ball when your partner catches it? (the it stops. The fielder may throw it faster or slower
movement stops) than the pitcher.)
• How can you make the paper ball move faster? • What happens if the batter does not hit the
(I can throw it harder.) ball very hard? (It does not travel very far.)
Tap Prior Knowledge • What must the batter do to be safe at first
Ask: What is energy? (Accept all answers. Students base? (The batter must run to first base faster than
may say it is power or force, or something related to the ball is thrown to the person covering first base.)
motion.) Next ask: How is energy involved in a game
of catch? (Possible answer: It took energy to throw EXPLORE
the ball.) As students share their ideas, listen for Think About the Energy of a Baseball
possible preconceptions they may have and look for
Point out the vocabulary term energy. Ask a
opportunities to address them in the lesson.
volunteer to read the definition of energy in the
glossary. (Energy is the ability to do work.) Say: Work is
done whenever a push or a pull is applied to move
SCIENCE BACKGROUND an object. Lift a book or another object. Ask: How
am I doing work? (You are pulling up on the book to
Preconceptions About Energy move it as you lift it.)
Students may confuse energy, or the ability to Have students observe the photos. Ask: How do
do work, with force. Force is a push or a pull you think the photos relate to energy? (Answers
on an object. They may think that only moving will vary. Some students may say that the moving
objects have energy, that energy can be “used ball has energy. Others may say that the pitcher used
up,” or that energy is associated with fuel. As energy to throw the ball.) Next ask: Why does the
students explore how energy is transferred and ball look blurry in the photo? (It is moving very fast,
transformed, guide them to form more accurate or at high speed.)
explanations about energy.

23a Physical Science | Unit 1

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 Four-Square Diagram Have students make a ELABORATE
full-page four-square diagram in their science Extend Thinking About Moving Energy

NATURE OF SCIENCE
notebooks and add to it throughout the lesson. In
the top left square, have students write the title Teach the Dimensions
of the lesson, “Batter Up!” In the top right square, CCC Energy and Matter. Energy can be transferred in various ways
and between objects. (4-PS3-1)
have students write a few sentences stating what
Have students use the information in the lesson to
they think they will learn about in the lesson. Have
describe how energy could be used to solve the
students write in the lower left square what they
problem in the following scenario. Say: A girl’s kite
learned after reading.
is stuck in a tree. She can’t climb the tree and
Set a Purpose and Read has no ladder or other way to reach the kite. Ask:
How could the girl use the energy of a moving
Focus Question Use this question to focus
object to dislodge the kite from the tree? (Possible

Waves: Waves and Information

students and guide their reading: How does
answer: She could throw an object, such as a stick, at

PHYSICAL SCIENCE
throwing a ball involve moving energy from place to
the kite. The moving stick would hit the kite and push
place? Have students read the lesson.
on it, knocking it out of the tree.)

Energy
EXPLAIN Partner Talk Ask student pairs to identify three
Discuss Energy other examples in which objects move energy from
place to place. Encourage students to think beyond
Have students relate the definition of energy to sports. Answers will vary but can include any
the context in which it is used here. Ask: How can moving object, such as a moving vehicle or a falling
a baseball’s energy be changed? (Possible answer: pencil. Some students may realize that an object
It can move faster or slower, or it might be hit by a bat that is moving in air or water is also imparting

Interdependent
and change the direction it’s moving in.) energy to the medium in the form of heat. Allow

Structure, Function,
Explain How Energy Can Move each pair to share an example with the class.
Discuss how the energy is moved in each case.
Guide students to consider how energy can move
from place to place as they work to answer the

LIFE LIFE
EVALUATE

Relationships
Focus Question. Ask:
Have students record their answers to the Wrap It

SCIENCE
• Where did the ball in the photo get the Up questions in their science notebooks.

and Information
SCIENCE
energy to move? (The energy came from the
pitcher’s hand when he threw it.)
Wrap It Up!

in Ecosystems
• What happened to the energy once the
pitcher let go of the ball? (The ball carried the 1. EXPLAIN How can energy be moved
energy as it moved.) from place to place? (Moving objects carry

Processing
• Where might the energy go if the catcher energy from place to place.) CCC Energy and Matter
catches the ball? (Possible answer: The energy 2. COMPARE How does the energy of a
will go to the catcher’s glove.) fastball compare with the energy of a
• Where might the energy go if the bat hits the changeup? (A fastball has more energy than
ball? (Possible answer: Some of the ball’s energy a changeup.) Explain. (The faster an object is
will go to the bat, but some of the bat’s energy moving, the more energy it has.)
Processes that Shape the Earth

will go to the ball.)

• What is the relationship between speed and Four-Square Diagram Have students return to
EARTH SCIENCE
Earth’s Systems:

energy of an object? (The more speed an object their four-square diagrams and revise or elaborate
has, the more energy it has.) on what they learned. In the lower right square,
• Which of the three balls had the most energy have students draw a simple picture that will help
at the moment the photos were taken? (The them remember the lesson’s main ideas.
ball that is moving has the most energy.) Have
students trace the path of the ball’s movement
to its current position. (Students should trace a
path from the pitcher’s hand through the air.)

Batter Up! 23b

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 Investigate

Speed
? How is the speed of an object
related to its energy?

The fastest baseballs thrown clock unbelievable speeds

over 161 km/h (100 mph). Imagine the energy such a ball
possesses! Pitchers who throw the fastest pitches can
even sustain injuries from using so much force. In this
investigation, you can compare the speeds of balls rolled
with different amounts of force.

Materials
whiffle ball stopwatch

PE 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy
24 of that object.
1 With a partner, kneel about 3 2 Say “Go” and gently release the
meters from a wall or other surface. ball so it moves very slowly. Have your
Place a ball on the starting line. partner time how long it takes for the
Have your partner ready to use ball to roll to the wall. Record the time.
the stopwatch.

3 Repeat steps 1 and 2, this time 4 Repeat steps 1 and 2, this time
rolling the ball with slightly more force. rolling the ball with even more force.

Wrap It Up!
1. Describe The less time it takes the ball
to roll to the wall, the greater its speed.
Describe the speeds of the ball in your
three trials.

2. Explain Use your results as evidence

to explain how the speed of an object is
related to its energy.
25
 Investigate Speed STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Clarification
Statement: Examples of evidence relating speed and energy could include change of shape on impact or other results of
collisions.] [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or
on any precise or quantitative definition of energy.]
DCI PS3.A: Definitions of Energy. The faster a given object is moving, the more energy it possesses. (4-PS3-1)
SEP Constructing Explanations and Designing Solutions. Use evidence (e.g., measurements, observations, patterns) to
construct an explanation. (4-PS3-1)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-1)

ENGAGE
Objectives Students will be able to:
• Collect evidence by observing the relative speed of a ball Introduce the Phenomenon
rolled with different amounts of force.
• Use patterns in data to explain that the faster a ball is Quick Hands-On Have students line up along one
moving, the more energy it possesses. wall with their paper balls from the lesson Batter Up!
• Relate the energy of a moving ball to the distance it travels Stand about 1 meter in front of students, and ask
after colliding with a wall.
them to throw the paper balls at you. Let students
retrieve paper balls and return to the wall. Stand
about 2.5 meters from students, and have them
BEFORE YOU BEGIN throw the balls again. Ask: What did you have to do
differently to get the paper balls to reach me the
Materials For groups of 2: whiffle ball; stopwatch second time? (throw harder) Next ask: What changes
For teacher use: masking tape when you throw the ball harder? (the speed of the
ball, the energy the ball has, the distance the ball can
Time 35 minutes travel)
Advance Preparation Locate a free space where
Tap Prior Knowledge
students can roll balls toward a wall. If the floor is
tiled, you might plan on having students use one Have pairs of students sit about 3 meters from a wall.
of the tiles as a starting line. If not, place a piece of Have students recall that energy can be moved from
masking tape on the floor about 3 meters from the place to place. Ask: How many different ways can
wall for each pair of students. you think of to move energy from your hand to the
wall? (Possible answers: I could walk over and tap the
Safety Note Remind students not to throw the wall. I could use my hand to throw an object at the wall
balls at each other. Review the Science Safety pages or roll a ball to the wall.)
with students.
Teaching Tips Students may need several rounds
of practice using the stopwatch to time the ball,
especially when it is rolled quickly. You may wish to
combine this investigation with Investigate Motion
on pages 10–11, which also involves students
working in pairs with a whiffle ball. SCIENCE BACKGROUND
What to Expect Students will observe that the Preconceptions About Speed
speed of the ball increases with the amount of Some students may inaccurately associate the
energy they give it when they roll it. word speed with always being fast. Be sure
students understand that speed is the distance
an object travels in a specified period of time.
The speed may be fast or slow. A runner who
completes 2 miles in 15 minutes is a faster
runner than a runner who completes 2 miles in
30 minutes. However, each runner has a speed
that can be measured.

25a Physical Science | Unit 1

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 EXPLORE • Do you see any patterns in your data?
Carry Out the Investigation (Students may notice that as they use more

NATURE OF SCIENCE
force, the time it takes for the ball to reach the
Guide students through the investigation. Read the wall decreases.)
pages of the lesson together. Have students make
a table like the one that follows in their science • When the ball came in contact with the wall,
notebooks or use the one provided in the Science what happened next? (The ball bounced off the
Notebook Companion. wall and rolled back toward me.)
• Which ball rolled the farthest after bouncing
Speed of Ball before coming to a stop? (The ball that I rolled
Trial Force Used Time to Reach Wall with the greatest force and that had the fastest
1
speed rolled the farthest before stopping.)

Waves: Waves and Information

2
EXPLAIN

PHYSICAL SCIENCE
3
Share and Explain Findings

Energy
Make sure students start with a slow enough roll in Have students share their observations and
Step 2 that they have “room” to increase it. If they conclusions with other groups. Help students
roll the ball so gently that it doesn’t reach the wall, interpret their observations. Ask: As you study the
just have them try again. third column of your table from the top to the
bottom, what pattern do you see in the numbers?
Remind students that even when they are using
(The numbers get smaller.) Next ask: What do those
more force in Steps 3 and 4, they should keep the
numbers mean? (They represent the number of
ball on the floor. Some might be tempted to pick it
seconds it took for the ball to reach the wall, which is

Interdependent
up and throw it.
an indication of its speed).

Structure, Function,
Ask probing questions to help students make
Some students may need help making the
connections among the concepts in this
connection that less time to reach the wall equates
investigation. For example, ask:

LIFE LIFE
with a faster speed. Help them understand this by

Relationships
• How does the amount of force you use to asking: Which takes less time, running to school

SCIENCE
roll the ball relate to the amount of energy or walking to school? (Running to school takes less

and Information
you give it? (When you use more force to roll the

SCIENCE
time; it is faster.)
ball, you give it more energy. The ball then carries

in Ecosystems
more energy to the wall.) Encourage students to explain differences in results
and possible causes. Ask:
• When you compare your observations with

Processing
those of classmates, what differences do you
see? (The times it took for the ball to reach the
DIFFERENTIATED INSTRUCTION wall are different.)

Extra Support • How might you account for those

Students with Disabilities Enact differences? (Everyone rolled the ball a
measures to allow students with disabilities little differently.)
the opportunity to participate equally in • What is the same among all the groups’ data?
Processes that Shape the Earth

investigations. Students who are physically (The harder the ball was rolled, the less time it
unable to get on the floor can complete took to reach the wall.)
EARTH SCIENCE
Earth’s Systems:

this investigation by rolling the ball on a • What conclusion does that evidence point
table pushed against a wall. Reinforce the to? (The more energy the ball has, the faster
understanding that the ability to advance it moves.)
in science is not constricted by physical
limitations. If students seem hesitant or
reluctant to participate, encourage them to
work with a partner but to take the lead in
the investigation.

Investigate: Speed 25b

025a-025d_NATG15656_G4U1_INV1_P.indd 2 01/06/18 2:00 PM

 Investigate: Speed (continued)

ELABORATE describe what makes a winning score. Each set

Literacy Through Science of game rules can be unique. All games should
include turn-taking for spins and record keeping
Create and Write Games for speed. Students might alter the idea of hitting
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
a wall and instead try to aim the ball into a cup
texts, building on others’ ideas and expressing their own clearly. or another space. As students work through the
W.4.2 Write informative/explanatory texts to examine a topic and convey details of their game, be sure that discussions
ideas and information clearly.
are collaborative. Ask groups to supply a final
Have students create an investigation game as an set of rules, written or typed on a sheet of paper,
extension to the lesson. Students will design a paper which will be kept with their plate spinner. Guide
plate spinner. The spinners will describe types of students to write clear directions. Allow time for
forces to use and sizes of balls to roll when playing. revising.
Materials needed include paper plates, colored
pencils, brads, paper clips, timers, and balls for play Begin Play As groups play their games, have
(table tennis ball, racquet ball, beach ball, or others). students explain why the size of the balls affects
Advance planning may include poking a hole in the speed.
center of each plate distributed.

Create Game Pieces Each group of students will

mark four or more pie slices or spaces on their plate.
Each pie slice will describe a force and a type of a
ball. For example, if there are four slices on a plate,
ELL SUPPORT
the descriptions might include: small ball/light
force, large ball/light force, small ball/strong force, Starting Have students exchange ideas via
large ball/strong force. Share that students can add oral conversation with a partner. Students will
to and customize their descriptions. To complete compare their charts with a partner and look
the spinner, have students press a brad through for similarities in the data. Encourage them to
the plate and loop the paper clip around the brad. explain the patterns they see. For example: The
Secure the brad. Use the paper clip as the spinner. ball moved faster when I pushed it harder.

Write Game Rules The game’s objective is to roll Developing Have students work with a
different balls with different forces, resulting in partner to determine whether the pattern
different speeds. Students will record speeds and they’ve discovered applies to other objects
and to use adverbs to describe if the object
moved slower, faster, lighter, harder, and so on.
Provide questions so that students can offer
ACADEMIC VOCABULARY their opinions. For example, ask: Will a marker
move faster if I push it harder? If students have
Force differing opinions, have them test out their
Point out the word force. Invite volunteers to theories to persuade each other.
share any meanings they may know for this
word. Students’ use of the word may relate Bridging Help students delve deeper into the
to its other definitions, such as an aggressive cause-effect relationship involved in pushing.
act (force someone to do something), a Give students the following incomplete
measurement of intensity (to speak with force), sentence strips and have them interact via
or a unit of people working together (a police written English to complete the sentences using
force). Explain to students that in science, force adverbial phrases to provide details about using
is used to describe a push or pull on an object. energy and force.
Say: The greater the force, the stronger the When I push a ball, it . . .
push or the pull. After students complete their
When I give a ball a hard push, it . . .
investigation, have them describe their results
in terms of force. When I give a ball a soft push, it . . .

25c Physical Science | Unit 1

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 Extend Thinking about Energy of EVALUATE
Moving Objects Have students record their answers to the Wrap It

NATURE OF SCIENCE
Say: In this investigation, you gave the ball Up questions in their science notebooks.
energy by using the force of your hand to roll it.
Ask: Wrap It Up!
• What happened to the energy after you
released the ball? (The ball carried it as it rolled.) 1. DESCRIBE The less time it takes the ball
to roll to the wall, the greater its speed.
• What happened to the energy after the Describe the speeds of the ball in your
ball rolled? How do you know? (Some of three trials. (Possible answer: The ball in Trial
the energy went into the collision of the ball 1 moved with the slowest speed. The ball in
with the wall. The ball made a sound when it Trial 3 moved with the greatest speed.)

Waves: Waves and Information

hit the wall, and it bounced off the wall. Some

PHYSICAL SCIENCE
students may also recognize that the ball 2. EXPLAIN Use your results as evidence
stopped rolling due to friction.) to explain how the speed of an object is
related to its energy. (Possible answer: The

Energy
Say: Investigations in science can be improved
by observing variables that can be measured faster an object moves, or the more speed it
in numbers. has, the greater the energy it will have.)

Ask: What are measurements in numbers called?

(quantitative measurements or quantitative data)
Rubrics
Have students evaluate their work using the
Say: Suppose we were to carry out that rubric in the Science Notebook Companion. Use

Interdependent
investigation. Ask: How would you expect the students’ completed rubrics and the teacher

Structure, Function,
energy of the ball to relate to its speed? (A faster rubric provided for this activity to guide your
ball would have more energy.) assessment of their work.
In this activity, students use time measurements

LIFE LIFE
Relationships
to determine how quickly a ball moves after being
pushed with increasing force. Have students

SCIENCE
brainstorm other types of measurements,

and Information
SCIENCE
observations, or equipment they could use to
collect data in this investigation. (Answers will

in Ecosystems
vary, but could include using a slow-motion camera,
measuring time indexes at different distances, or using
a speed detecting radar “gun.”)

Processing
Have students consider other evidence of how the
speed of an object relates to its energy. Ask: What
might happen to the whiffle ball when it hits
the wall after being thrown at very high speed?
(Possible answers: It would bounce hard off the wall.
It might put a hole in the wall. It might break.) Guide
Processes that Shape the Earth

students to understand that the change in shape

of the ball on impact or the change in its speed or
EARTH SCIENCE

direction can also be used as evidence of how an

Earth’s Systems:

object’s speed relates to its energy. Students will

learn more about these effects and their causes in
upcoming lessons.

Investigate: Speed 25d

025a-025d_NATG15656_G4U1_INV1_P.indd 4 01/06/18 2:00 PM

Hit the Ball
A fastball speeds toward a batter. He hits it! The ball is in
motion—changing position. As the ball collides with
the bat, energy is transferred from the bat to the ball.
As a result, the ball’s direction changes, and it soars
toward the outfield. The hitter races to first base.

The batter’s swing affects the bat’s

energy when it collides with the ball.

DCI PS3.B : Conservation of Energy and Energy Transfer. Energy is present whenever there are
moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object
to another, thereby changing their motion. In such collisions, some energy is typically also transferred to
the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
DCI PS3.C : Relationship Between Energy and Forces. When objects collide, the contact forces
transfer energy so as to change the objects’ motions. (4-PS3-3)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2),
26 (4-PS3-3)
 1 2 3

1) The ball has energy as it moves toward the bat. The bat also has energy as it moves
toward the ball. 2) When the bat and ball collide, energy is transferred between
the bat and the ball at the point of contact. 3) The motion of the ball and bat change.
The bat slows down, and the ball moves in a new direction and may be moving at a
new speed, too.

When objects collide, they can change each other’s motion in different ways.
For example, the direction of a ball’s motion changes when the ball bounces
off a wall. The speed of a ball’s motion changes when the ball encounters
air and wind and slows down. And the ball’s speed of motion changes to a
full stop when the ball collides with an outfielder’s glove. In each of these
collisions, energy is transferred and the motion of the ball is changed.

Wrap It Up!
1. Name What two features of motion can
change when energy is transferred to
an object?

2. Apply Describe what would happen if

you transferred energy to a motionless
soccer ball by kicking it.

3. Infer Does the ball’s energy increase or

decrease when its motion has stopped?
27
 Hit the Ball
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-3)
DCI PS3.C: Relationship Between Energy and Forces. When objects collide, the contact forces transfer energy so as to
change the objects’ motions. (4-PS3-3)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-3)

• Do all objects that hit each other cause these

Objectives Students will be able to:
kinds of effects? Why or why not? (Accept all
• Recall that moving objects possess energy.
• Describe the transfer of energy that occurs when moving
responses. Students may suggest that collisions
objects collide. only cause such serious damage when they occur
• Describe what happens when the transfer of energy between objects that are very large or are traveling
during a collision causes a change in motion, such as speed
and direction. at high speeds.)
• Identify other effects of collisions, including changes in
shape on impact and sound. Tap Prior Knowledge
Science Vocabulary Have students recall what they have learned about
motion, transfer energy. Ask: How would you explain these effects
in terms of energy? (Possible answers: The moving
objects have energy and when they hit each other,
ENGAGE some of that energy moves from place to place.)
Introduce the Phenomenon Turn and Talk Have students think about their
Use Photography Show students images of own experiences with collisions. Ask: When have
various collisions that resulted in obvious damage you watched one object hit another object? What
(such as an automobile crash, a demolition derby, or were the effects? Give students a minute to think
a wrecking ball hitting a building). Ask: about their answers before turning to talk to a
• What do these photos show? (Possible partner. Allow partners a few minutes to share ideas
answers: Cars have been crushed, walls have before regrouping to discuss. (Students may say
been knocked down.) they have been in a car accident or played games that
involved hitting a ball. They may say they have played
• What caused the effects you see? (Possible with marbles. Students may mention effects including
answers: Something hit these objects to damage changes to an object’s shape, “feeling” the impact of a
them, such as other cars or a wrecking ball. The car collision, hearing sounds, or even seeing sparks.)
ran into another object, such as a wall.)
EXPLORE
Think About Hitting a Ball
SCIENCE BACKGROUND Have students look at the photo, illustrations, and
headings in the lesson. Point out the word collides in
Ball Games the introduction and read aloud the sentence where
A wide variety of games involve hitting a ball or it appears. Ask:
a similar object. Baseball and cricket are games • What is another word for collides? (hits)
in which players hit a ball with a bat. Handball
• What objects are about to collide in this
and volleyball require players to hit a ball with
photo? (the bat and the ball)
their hands. Table tennis and racquetball involve
hitting a ball with a racquet. Bowling involves • What do you predict will happen in the
rolling a ball to hit a target. People who play moments after the bat and ball collide?
each of these games must calculate, among (Possible answers: The ball will go flying into the air.
other things, how collisions involving the ball The bat will keep swinging.)
will change the ball’s speed and direction.

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 Four-Square Diagram Have students make a Discuss the Transfer of Energy
full-page four-square diagram in their science
Ask: What does it mean where the text says,

NATURE OF SCIENCE
notebooks and add to it throughout the lesson.
“energy is transferred”? (Energy is passed, or moves,
In the top left square, have students write the
from one object to another.)
title of the lesson, “Hit the Ball.” In the top right
square, have students write a few sentences Have students locate all occurrences of the term
stating what they think they will learn about transfer, in all its forms, within the lesson. Then have
in the lesson. Have students write what they volunteers read the text again aloud, but replace
learned after reading in the lower left square. transfer with pass.
Set a Purpose and Read Begin to work through the Focus Question by
Focus Question Use this question to focus leading a discussion on the transfer of energy

Waves: Waves and Information

students and guide their reading: What happens during a collision. Have students examine the series
of three small images. Ask: What do the images

PHYSICAL SCIENCE
when a ball and bat collide? Have students read
the lesson. depict? (the movement of a ball toward the bat,
hitting the bat, and movement away from the bat)

Energy
EXPLAIN Next ask: What cause-effect relationship can you
identify within the images? (Hitting the bat was the
Discuss Motion and Energy cause and the ball changing direction was the effect.)
Review the definition of motion with students. Ask
students to locate the precise definition of motion If students are using the Interactive E-book,
in the text. (changing position) have them watch the slow-motion video of a
batter hitting the ball. Have them consider what
Say: Motion happens when an object’s position motion starts the bat swinging. (the motion of the

Interdependent
changes. Ask: Can motion change? (Yes.) Then ask: batter’s arm)

Structure, Function,
In which ways? (speed and direction)
Guide students to understand that energy is
Say: In this lesson we are focusing more on transferred during a collision. Ask:

LIFE LIFE
energy and how it relates to motion. Ask: How • What happens to an object when energy

Relationships
does energy relate to motion? (Moving objects is transferred to it? (The object’s motion is

SCIENCE
carry energy.) changed.) Does it matter what the object was

and Information
SCIENCE
doing before its motion is changed? (Yes.)

in Ecosystems
Processing
ELL SUPPORT Energy is transferred to the ball (as) it collides
with the bat.
Starting Pair English Learners with differing
abilities to answer these questions to make The ball moves in a new direction (after)
connections between motion and the energy is transferred to it from the bat.
transfer of energy: What happens when a The motion of the ball stops (when) it collides
Processes that Shape the Earth

bat hits a ball? (The ball and bat collide.) What with an outfielder’s glove.
happens to the energy in the bat when the Bridging Have students complete sentence
EARTH SCIENCE

bat hits the ball? (Energy is transferred to the

Earth’s Systems:

stems, such as:

ball.) What happens when the energy is
transferred? Use a conjunction word in your When objects collide, they . . .
answer. (The ball’s direction changes after
A ball’s speed of motion changes when . . .
energy is transferred to it from the bat.)
Since energy is transferred from a bat
Developing Have students use the text to a ball . . .
to identify conjunctions to complete the
The motion of the ball changes while . . .
following sentence frames:

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 Hit the Ball (continued)

• Suppose a ball is at rest. How can its motion be

changed? (It could start moving.) Featured Photo
• Suppose a ball is already in motion. How can Have students view the photo “Striking the
its motion be changed? (It could stop moving, Pins” within the Physical Science Gallery and
speed up, slow down, or go a different direction.) read the accompanying text.
• What must happen in order for a moving Time 10 minutes
object to transfer energy to another object?
Teaching Tips Help students understand
(The objects must come into physical contact with
that the motion of the pins that the ball hits
each other.)
is impacted more than the motion of the ball
Encourage students to think about other ways the itself. Ask: How does this image relate to
energy of the bat’s motion is transferred during a motion? (Possible answer: The motion of the ball
collision. Ask: What do you hear when the bat hits changes when it comes into contact with other
the ball? (a cracking sound) Next ask: What do you objects.) Is there just one collision? Explain.
hear when a ball hits a catcher’s mitt? (Possible (No. After the ball hits the first pin, that pin hits
answers: a thud, a thump, a smack) What might other pins.)
you infer about sound? (Possible answers: Sound Quick Hands-on Have students work in pairs
is a form of energy. It takes energy to produce sound.) to conduct a transfer/collision investigation
Tell students they will learn more about sound in using erasers or books. Ask students to set up
upcoming lessons. the objects in a domino sequence. Then they
Next say: Imagine the baseball player hit an should roll a marble at the first object or find
orange with his bat instead of a baseball. What another way to knock it over.
other energy transfer would you observe? What to Expect Students should see the
(Possible answer: Some of the energy would go into transfer of motion from one object to the
smashing the orange.) other as each object falls.

Teach the Dimensions

CCC Energy and Matter. Energy can be transferred in various ways and
between objects. (4-PS3-3)
LITERACY CONNECTION Revisit the Phenomenon Help students begin to
develop the idea that something with more energy
Interpret Visual Information has larger effects. Remind students of the photos
RI.4.7 Interpret information presented visually, orally, or you shared during ENGAGE. Ask:
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.
Guide students in interpreting information DIFFERENTIATED INSTRUCTION
shown in the three-part illustration and in
explaining how the diagram helps them Gifted and Talented Learners
understand the text about motion and the Share examples from the Science Background
transfer of energy. For example, during the note with students. Have them choose one
EXPLAIN section while discussing the energy example or their own example to research
transferred during collisions, ask students further. Encourage students to form
to relate elements of the illustration to their explanations for how the size of the ball, the way
explanations. The collision occurs in part 2 of that it travels, the material it is made of, and the
the illustration series. The arrows in parts 1 and way players strike it, all contribute to changes
3 point in different directions, showing that the in its speed, direction, and perhaps its shape. If
ball was moving in different directions before possible, have students demonstrate the game
and after the collision. for the class or create a multimedia presentation.

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 • Which has more ability to cause damage, a EVALUATE
moving car or a parked car? (a moving car) Have students record their answers to the Wrap It

NATURE OF SCIENCE
• How about a car backing out of a driveway Up questions in their science notebooks.
versus one traveling down the freeway? (one
traveling down the freeway) Wrap It Up!
• What can you say about the cars shown
in the photo(s)? (They were traveling at 1. NAME What two features of motion can
high speeds.) change when energy is transferred to
an object? (speed and direction) CCC Energy
and Matter
ELABORATE
Extend Thinking About 2. APPLY Describe what would happen if

Waves: Waves and Information

Energy and Collisions you transferred energy to a motionless
soccer ball by kicking it. (The soccer ball’s

PHYSICAL SCIENCE
Have students extend their thinking about motion would change from not moving
energy and collisions by showing them a video to moving.)

Energy
of a Newton’s cradle or passing around an actual
Newton’s cradle. Ask: How does this device 3. INFER Does the ball’s energy increase or
demonstrate energy transfer? (When one ball decrease when its motion has stopped?
moves and collides with another, it transfers energy (Its energy decreases.)
to it, and that ball transfers energy to the next one,
and so on.) Make sure students have plenty of time Digital Wrap-Up Have students complete
to interact with the Newton’s cradle in different the interactive bonus assessment in the
ways or to see such interactions on a video. Guide Interactive E-book.

Interdependent
students to understand that almost all the energy

Structure, Function,
is transferred as energy of motion. Four-Square Diagram Have students return to
their four-square diagrams and revise or elaborate
on what they learned. In the lower right square,

LIFE LIFE
Relationships
have students draw a simple picture that will help

SCIENCE
them remember the lesson’s main ideas.

and Information
SCIENCE
in Ecosystems
Processing
MATH CONNECTION them from a height of 1.0 meter and a height
of 1.5 meters. At this point, ask students to
Relate Speed, Energy, and Collisions carefully examine the three deformed balls
MP.2 Reason abstractly and quantitatively
of clay. Ask: What pattern do you notice
Have students work in groups. Provide each
Processes that Shape the Earth

about how the shape of the clay balls

group with three pieces of soft modeling changed? (As the height of the drop point
clay of equal mass, a piece of paper, and
EARTH SCIENCE

increased, so did the amount that the clay ball’s

Earth’s Systems:

a meter stick. Have group members work shape changed.) Next ask: How is a change
to shape the pieces into three balls of the in energy related to this pattern? (Students
same size. Have students drop one ball should recognize that the higher the release
from a height of 0.5 m onto a piece of point, the faster the speed of the falling clay
paper placed on the floor. Instruct them to ball, and the greater the energy transfer during
carefully lift the ball off the paper and set a collision.)
it aside. Have students repeat this process
with the remaining balls of clay, dropping

Hit the Ball 27d

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 Investigate

Collisions
? How does changing the speed of colliding
objects change the amount of energy
transferred?

The pitcher, the teams, the fans . . . everyone breathlessly

watches the motion of a baseball after it makes contact with
the bat. They are all eager to know how the ball’s energy and
motion will change. Will it fly right past the outfielder or collide
with his glove and then change direction? In this investigation,
you can explore how the amount of energy transferred to a ball
changes when it collides with objects in different ways.

Materials
whiffle ball whiffle bat

PE 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
28 objects collide.
1 Kneel about 3 meters away from 2 Hold the bat flat on the floor. Have
a partner. Have your partner roll the your partner roll the ball so that it
ball to you. Observe and record what collides with the bat. Observe and
happens when you catch the ball. record what happens to the objects’
What objects are colliding? Identify speed and direction as they collide.
and record any changes in the speed Roll the ball back to your partner.
or direction of these objects. Roll the
ball back to your partner.

3 Again, hold the bat flat on the floor. 4 Repeat step 3, but this time, swing
Have your partner roll the ball to you. the bat at a slightly faster speed.
While keeping the bat on the floor, Observe and record what happens to
slowly swing the bat at the ball. Observe the objects’ speed and direction as
and record what happens to the objects’ they collide.
speed and direction as they collide. Roll
the ball back to your partner.

Wrap It Up!
1. Describe How does catching a ball
change its energy?

2. Ask Write your own question and answer

about how the energy of a ball changes
when it collides with an object.

3. Predict What might happen to the energy

of the ball if you hit it harder?
29
 Investigate Collisions STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification
Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.]
[Assessment Boundary: Assessment does not include quantitative measurements of energy.]
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-3)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-3)
DCI PS3.C: Relationship Between Energy and Forces. When objects collide, the contact forces transfer energy so as to
change the objects’ motions. (4-PS3-3).
SEP Asking Questions and Defining Problems. Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships. (4-PS3-3)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-3)

• What kinds of collisions do you observe in this

Objectives Students will be able to:
video? (Possible answers: The pool stick hits the
• Ask questions about the changes in energy that occur
when objects collide. ball. The ball that is shot hits the other balls. The
• Predict outcomes about the changes in energy that occur balls hit the sides of the pool table.)
when objects collide.
• Use observations of how an object’s speed and direction of • What happened when these collisions took
motion change to form an explanation about how energy place? (Possible answers: The ball began moving
is transferred during collisions.
when the stick hit it. Some balls on the table
began moving when hit with the ball shot by the
stick. The balls changed speed and direction as
BEFORE YOU BEGIN they collided with each other and the walls of the
pool table.)
Materials For groups of 2: whiffle ball; whiffle bat • What did the player need to think about when
Time 35 minutes choosing how to hit the ball? (Possible answer:
The player had to think about how hard to hit the
Safety Note Remind students not to throw the ball and what direction to make it go.)
balls at each other. Review the Science Safety pages
with students. • What did you hear as the balls collided? (a
cracking sound)
Teaching Tips You may wish to combine this
investigation with Investigate Speed, which also Think-Pair-Share Ask: How might all of these
involves students working in pairs with a whiffle ball. answers relate to the energy changes that occur
when objects collide? Allow a few minutes for
What to Expect Students will observe the students to think about what they know or have
following changes in the ball’s energy during learned about the topic. Then pair students with
collisions: stopping, changing directions, slowing a partner. Have partners share their thinking,
down, and speeding up. Students should predict discuss ideas, and ask questions of each other
that the energy of the ball will increase and the ball for several minutes. Finally, come back together
will move faster when it is hit harder. as a class. Allow each pair to choose who will
share their thoughts, ideas, and questions with
the class. (Accept all answers. Students may say
the pool game demonstrates how objects change
ENGAGE speed and direction after they collide, or how energy
Introduce the Phenomenon is transferred. They may say sound is the result of
Use Video Show students a video of people playing energy transfer. They may say a pool player thinks
a game of pool. The video should show a player about how much energy to transfer to a ball when
shooting one pool ball to knock it into several other shooting it.)
balls. Ask:

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 Tap Prior Knowledge The moving ball collided with my hand; Step 2: The
moving ball collided with the bat; Step 3: The moving
Ask students to think about what they learned of the

NATURE OF SCIENCE
ball collided with the slightly moving bat; Step 4: The
relationship between speed and energy of a moving
moving ball collided with the faster moving bat.)
object. Ask: How does the energy of an object
relate to its speed? (As the object’s speed increases, Help students think of shortened phrases for
so does its energy.) Next ask: When objects collide, each collision in their tables, such as “Catching,”
what can result from the energy transfer? (Possible “Bouncing off bat,” “Bouncing off swinging bat,”
answer: changes in speed and direction. Students may and “Bouncing off bat swung harder.”
also say sound.)
Ask: How did the collisions differ? (The ball
Ask students to think again about a baseball game. interacted with the object it collided with in different
Read aloud the introduction to the investigation. ways each time. In one case, it was caught and in

Waves: Waves and Information

other cases it bounced. In some cases, only the ball

PHYSICAL SCIENCE
EXPLORE was moving when it collided. In other cases, both the
Carry Out the Investigation ball and bat were moving.)

Energy
Guide students through the investigation. Read Remind students that they should be looking for
the pages of the lesson together. Have students and recording ways in which the ball’s energy
make a table like the one shown for recording their changes. They can also record other observations,
observations in their science notebooks or use the such as sounds produced during the collisions.
one provided in the Science Notebook Companion.
EXPLAIN
Energy Changes During Collisions
Share and Explain Findings

Interdependent
Trial Description Observations of

Structure, Function,
of Collision Energy Changes Have students share their observations and
1 conclusions with other groups.
2 Help students interpret their observations with

LIFE LIFE
questions such as: What are some of the ways

Relationships
3
in which the ball’s energy changed? (The ball

SCIENCE
4
stopped moving, changed directions, moved slowly,

and Information
SCIENCE
Allow students to repeat each step a few times, and moved quickly.)

in Ecosystems
if needed.

Ask probing questions to encourage exploration.

For example, ask: How can you describe the

Processing
collision in each trial? (Possible answers: Step 1:

LITERACY CONNECTION
DIFFERENTIATED INSTRUCTION
Use Structure
RI.4.5 Describe the overall structure (e.g., chronology,
Extra Support
Processes that Shape the Earth

comparison, cause/effect, problem/solution) of events, ideas,

Below-Level Learners Have students with concepts, or information in a text or part of a text.
differing abilities work together in small Point out to students that the structure of
EARTH SCIENCE
Earth’s Systems:

groups or pairs. If students have different the text is procedural. In this type of text,
observations and conclusions when sharing, a reader follows steps in a process in order
have students revisit the steps that they to do something. Ask students what might
followed to carry out the investigation to happen if they did not follow all of the steps
make sure they have done them correctly. or did not follow them in order. Encourage
Then ask them to check their observations in students to identify other components of the
their notebooks and compare them to those text that help them know how to proceed
of the other groups or pairs for differences. with their investigation.

Investigate: Collisions 29b

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 Investigate: Collisions (continued)

Ask: What aspects of the collision relate to ball would change if the bat and ball were made of
how the ball’s energy changes? (Possible answers: different materials. Record suggestions on the board
whether the ball was caught or bounced; for the class to see.
whether the bat was moving; how much energy the
bat was moving with; how much energy the ball was Investigate Further
moving with) Allow students to experiment with rolling the
ball and having their partner swing the bat with
Ask: In which case do you think the ball’s energy varying amounts of force. Have students record
changed the most? (Students’ answers will vary. Possible their observations in a table similar to the one used
answers: The ball’s energy changed the most when it was in the investigation. Tell students to try their best
hit the hardest. The ball’s energy changed the most when to roll the ball with the same amount of force each
it went from moving fast to not moving at all.) time in order to conduct a fair test.

ELABORATE Ask: What is the relationship between the amount

Teach the Dimensions of force you used to swing the bat and the way in
which the ball’s energy changed? (In each case, the
CCC Energy and Matter. Energy can be transferred in various ways and
between objects. (4-PS3-1) ball’s direction changed, but its speed increased with
Discuss with students how this kind of energy the amount of force in the collision.)
transfer appears in the real world at different scales, If time allows, provide other objects for students
such as when a wrecking ball demolishes a building, to use to further explore collisions. For example,
or when a powered roller coaster is pushed by a provide balls, marbles, toy cars. Students can test
booster down the track. Encourage students to think how changing the speed of the objects changes the
creatively, and realize that not all examples need to impacts of collisions.
resemble the situation in their investigation.

Turn and Talk Ask students to think of questions

they would be interested in answering with a
follow-up investigation. Have students discuss their
questions with a neighbor. Some students might
think of questions such as what would happen if
they hit the ball as hard as they could, or threw it at
the bat at different speeds, or how the motion of the

ELL SUPPORT The ball interacted (with the object) in different

ways.
Starting Pair English Learners with differing
abilities to talk about the connection of speed, The ball’s energy changed (more) when it was
collisions, and the transfer of energy. Have them hit the hardest.
work together to expand sentences such as Bridging Have students complete these
these by adding prepositions: sentences by adding adverbs, adverb phrases,
(In) a collision, energy transfer can affect the or prepositional phrases:
movement (of) each ball. The ball’s energy changed when it went from
The speed (of) the ball changes if a harder force moving (fast) to not moving at all.
is applied (to) the ball. Swinging the bat (faster) changed the speed
Developing Have students expand sentences (of the ball).
such as these by adding adverbs and
prepositional phrases:

29c Physical Science | Unit 1

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. DESCRIBE How does catching a ball
change its energy? (Possible answer: The
ball’s speed decreases and its energy does as
well.)

2. ASK Write your own question and

Waves: Waves and Information

answer about how the energy of a ball

PHYSICAL SCIENCE
changes when it collides with an object.
(Sample question and answer: How did the
energy of the ball change when it was hit with

Energy
the moving bat? It still had energy of motion,
but its direction and speed changed.)

3. PREDICT What might happen to the

energy of the ball if you hit it harder?
(Possible answer: The energy of the ball would
increase if it were hit harder with the bat.)

Interdependent
Structure, Function,
Rubrics
Have students evaluate their work using the
rubric in the Science Notebook Companion. Use

LIFE LIFE
Relationships
students’ completed rubrics and the teacher

SCIENCE
rubric provided for this activity to guide your

and Information
assessment of their work.

SCIENCE
in Ecosystems
Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Investigate: Collisions 29d

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Sounds of the Game
Whoosh . . . smack! When you attend a baseball game, energy is
moving all around you in the form of sound. A ball whooshes through
the air and smacks into the catcher’s mitt. A roar erupts from the
crowd as the umpire yells, “You’re out!” All these sounds occur as
energy is transferred through
the air in rapid back-and-forth
movements called vibrations.

When the moving ball smacks

into a catcher’s mitt and
comes to a stop, its energy
isn’t lost. Some of the energy
is changed, or transformed,
into heat. The surrounding
air gets heated, vibrates, and
sound is produced.

When the ball hits the catcher’s mitt,

the energy of its motion is transformed
into heat and sound.

DCI PS3.A : Definitions of Energy. Energy can be moved from place to place by moving
objects or through sound, light, or electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B : Conservation of Energy and Energy Transfer. Energy is present whenever there are
moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object
to another, thereby changing their motion. In such collisions, some energy is typically also transferred to
30 the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
As the ball slams into the catcher’s mitt, tiny air particles around the mitt are
moved. These air particles push the air particles around them, and so on. As a
result, waves of air vibrations quickly spread throughout the entire stadium.
When the vibrations reach a person’s eardrums, the person hears the sound.

When the player catches the ball, some of the ball’s

energy of motion will transform to sound energy.
Some of the player’s energy of motion will change to
sound when he hits the ground, too.

Wrap It Up!
1. Recall How does energy of motion
transform into sound?

2. Infer Explain why covering your ears with

your hands reduces the sound you hear.

3. Infer Why might a catcher’s mitt feel

warm after he catches a ball?
31
 Sounds of the Game
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

EXPLORE
Objectives Students will be able to:
• Recognize that sound is a form of energy. Think About Sound
• Make an inference about energy conservation during
a collision. Turn and Talk Have students read the lesson title and
Science Vocabulary
observe the photos. Then have each student discuss
vibrations, transform
with a partner what sounds they would expect to
hear if they were at the scene featured in each photo.
Allow partners to share ideas for a few minutes before
regrouping as a class to discuss. (Possible answers: I
ENGAGE would hear the yell of the umpire, the grunt of the batter,
Introduce the Phenomenon the yell of the crowd, the yell of the players as they catch
the balls, the sound of the ball smacking their gloves.)
Teacher-Led Demo Display a rubber band. Say:
Look at the rubber band and listen to the sound. If students are using the Interactive E-book, have
Stretch a rubber band and pluck it. Ask: What do you them listen to the sounds of a ball hitting a glove
think caused the sound? (Possible answer: Plucking and a crowd of fans roaring.
on the rubber band caused the sound.)
Four-Square Diagram Have students make a full-
Tap Prior Knowledge page four-square diagram in their science notebooks
Help students recall what they learned about the and add to it throughout the lesson.
transfer of energy. Say: Energy can be moved from
place to place. Ask: How was energy moved from
Set a Purpose and Read
place to place in my demonstration? (Possible Focus Question Use this question to focus students
answer: Your hand transferred energy to the rubber and guide their reading: How is sound produced?
band to make it move. Students may also know sound Have students read the lesson.
energy was transferred to their ears.)
EXPLAIN
Have students sit quietly and listen a moment. Ask:
Connect Sound to Energy
• What do you hear? (Possible answers: footsteps
in the hall, a bell ringing, cars moving outside, a After students have read the lesson, lead a discussion
bird chirping) to answer the Focus Question. Ask:
• What must sound be able to do based on the • What is sound? (Tell students to use context clues
fact that the items making the sound you hear or a dictionary if they are having trouble defining
are some distance from your ear? (Sound must sound. Sound is energy that can be heard.)
travel from place to place.) • How does sound move, or transfer, energy
• What affects whether you can hear a sound? from place to place? (Sound transfers energy
(how loud the sound is and how far away it is from place to place as vibrations.)
coming from) Write vibrate, pronounce it, and say: Vibrate means
to move back and forth very quickly. Place your
hand on your throat as you hum. Have students
try it. Say: Your vocal cords are vibrating. Ask: Do
you hear a sound? (Yes, I hear the hum of my voice.)
Say: Sound is caused by movement. The vibration

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 of your vocal cords produces sound. Sound ELABORATE
vibrations travel through the air. They can also Extend Thinking About Sound

NATURE OF SCIENCE
travel through water, soil, and other material. The
material it moves through is called the medium. Quick Hands-On Extend students’ thinking
about how sound is produced during collisions.
Ask: What other objects vibrate to produce Have them close their eyes as you clap your hands.
sounds? (Possible answers: footsteps, cell phones, Then ask them to identify what objects were
wind chimes) Next ask: How do people hear colliding to produce that sound. They should know
sounds? (The vibrations reach a person’s eardrums.) that it was caused by your hands clapping together.
Have students clap their hands for 10 seconds. Ask:
Revisit the Phenomenon Remind students of
What else was produced by the clapping of your
the demonstration that started the lesson. Have
hands besides sound? (Students should report that
students write a sentence using the word vibrate to

Waves: Waves and Information

they felt their hands become warmer, so heat was
explain what happened as you plucked the rubber
also produced.)

PHYSICAL SCIENCE
band. (Plucking the rubber band caused it to vibrate
and produce a sound that traveled to my ear.) Teach the Dimensions

Energy
Describe How Energy Is Conserved CCC Energy and Matter. Energy can be transferred in various ways
and between objects. (4-PS3-2)
Say: Energy is conserved. That means that energy Students may think that sound is only produced
can’t be created or destroyed. Ask: If energy can’t by conversion of energy in collisions. This type
be destroyed, what happens to the energy of a of energy transformation is mechanical energy
moving ball when the ball stops moving? (The transformed to sound energy. Ask students to list
energy changes into different forms of energy.) examples of energy being transformed into sound
Ask: What does it mean to say that energy is in other ways. The most common example would

Interdependent
be electrical production of sound in devices such

Structure, Function,
transformed? (Energy is changed from one form
to another.) Next ask: How is energy transfer as cell phones, computers, and televisions. Sound
different from energy transformation? (In can be produced during some chemical reactions
an energy transfer, energy is moved from place such as those that produce explosions in fireworks.

LIFE LIFE
Relationships
to place but stays in the same form. In an energy
EVALUATE

SCIENCE
transformation, energy changes to a different form.)

and Information
Have students record their answers to the Wrap It

SCIENCE
To remember the term transform, have students
think of a toy that transforms, or changes form; for Up questions in their science notebooks.

in Ecosystems
example, from a vehicle to a robot.
Wrap It Up!
Ask: When a moving ball collides with
something, what are two types of energy that 1. RECALL How does energy of motion

Processing
the ball’s movement energy can transform into? transform into sound? (When one object
(heat and sound) hits another, its energy of motion is changed,
or transformed. The collision causes the struck
object to vibrate. The vibrations move through
DIFFERENTIATED INSTRUCTION the air as sound.) CCC Energy and Matter

Extra Support 2. INFER Explain why covering your ears

Processes that Shape the Earth

Below-Level Learners To help students with your hands reduces the sound you
understand that sound starts as a vibration hear. (Covering your ears blocks the sound
EARTH SCIENCE
Earth’s Systems:

that travels, allow them to work with a rubber waves from reaching your eardrums.)
band, a guitar, or another object that makes 3. INFER Why might a catcher’s mitt feel
sound and has observable vibrations. Have warm after he catches a ball? (Some of
students start vibrations, observe them, and the energy of the moving ball is transformed
stop them. Ask: How does the sound get to into heat.)
your ears? (Vibrations travel through particles
in the air.) What did you observe when the
vibrations stopped? (The sounds stopped.) .

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 Investigate

Sound
What evidence can you observe
? that sound transfers energy?

Your eardrums detect small vibrations, but some loud noises

produce vibrations you can feel with the rest of your body.
For example, when music at a baseball park plays over a
loudspeaker, you might feel the vibrations. Sometimes you can
see the vibrations produced by sound. In this investigation, you
can observe the effect of sound on grains of salt.

Materials
cup plastic wrap rubber band

salt paper towel tube

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to
32 place by sound, light, heat, and electric currents.
1 Use a rubber band to attach 2 Hold the paper towel tube so that
plastic wrap over the opening of the it is directed at the salt but not
cup. Sprinkle salt in the center of the touching it. Predict what will happen
plastic wrap. when you speak into the tube. Record
your prediction.

3 Speak softly into the paper towel 4 Repeat step 3, but this time speak
tube. Observe what happens to the loudly into the tube. Observe what
salt grains. Record your observations. happens to the salt grains. Record
your observations.

Explore on Your Own

How can you produce another
kind of sound that causes the salt
to vibrate? Plan and carry out your
own investigation. Record your
observations. Compare the results of Wrap It Up!
your investigations.
1. Observe Did your observations match
your prediction? Explain.

2. Compare and Contrast Describe what

happened to the salt grains when you
spoke into the tube loudly, then softly. Use
the words energy transfer in your answer.

3. Give Evidence Using your observations

as evidence, explain how energy can be
transferred from place to place by sound.
33
 Investigate Sound STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and
electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-2)
SEP Planning and Carrying Out Investigations. Make observations to produce data to serve as the basis for evidence for an
explanation of a phenomenon or test a design solution. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

ENGAGE
Objectives Students will be able to:
• Observe evidence that sound transfers energy. Introduce the Phenomenon
• Collect data to construct an explanation of how the
transfer of energy produces sound. Quick Hands-On Have students place their hands
flat on the desk. Place a vibrating device, such as an
electric toothbrush, on the desk. Ask:
BEFORE YOU BEGIN • Did sound vibrations travel to your ear? How
do you know? (Yes, I could hear the sound as the
Materials For groups of 4: clear plastic 9-oz. cup; vibrations traveled through the air.)
paper towel tube; pinch of salt; rubber band; 6 x 6 in.
• Did sound vibrations travel to your hands?
piece of plastic wrap. For teacher use: extra paper
How do you know? (Yes, I could feel them as
towel tube; scissors. Explore on Your Own: balloon
vibrations traveled through the desk.)
Time 35 minutes (add 20 minutes for Explore on • What caused the sound vibrations? (Students
Your Own) may recognize that movement of the toothbrush
Advance Preparation Cut the extra paper towel caused particles to vibrate in the air and in the desk.)
tube into as many pieces as you have groups.
Tap Prior Knowledge
Safety Note Remind students to stretch the rubber
Ask: What is the difference between the sound
band carefully, so as not to hit anyone. Review the
vibrations you heard and the sound vibrations you
Science Safety pages with students.
felt? (The sound vibrations I heard traveled through the
Teaching Tips This activity works best if the plastic air to the ear. The vibrations I felt traveled through the
cup is slightly elevated to allow it to vibrate more material of the desk to the hand.)
freely. Offer students a section of paper towel tube
to place under the cup, or allow them to come up Ask students to recall a time when a noise was
with their own way to elevate the cup. so loud they could feel the vibrations. Allow
volunteers to describe their experiences. (Answers
What to Expect Students will observe that the salt will vary, but students might say they felt a subtle
grains will vibrate with more energy when more shaking sensation. Students may bring up experiences
sound energy is directed toward them. in which they could feel vibrations through a solid
Explore on Your Own Students can make a plan object, such as a wall or table.)
to answer the question in Explore on Your Own.
You may wish to provide students with a copy EXPLORE
of the Investigation Checklist to help them plan Carry Out the Investigation
their investigation. Review students’ plans before
Guide students through the investigation. Read the
allowing them to carry out their investigations.
pages of the lesson together. Have students make
Students will observe that the sound carries through
a table like the one that follows in their science
the balloon. Students will also feel the vibrations on
notebooks or use the one provided in the Science
the surface of the balloon.
Notebook Companion.

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 Sound and Salt Grain Vibrations Ask: How did your predictions compare with your
results? (Answers will vary but should reflect students’
Trial Loudness Prediction Observations

NATURE OF SCIENCE
of Sound own outcomes.)
1 Soft Help students explain their results using evidence
2 Loud from the investigation. Ask:
• What evidence of energy did you see?
Tell students to pull the plastic wrap tightly over (The salt grains moving was evidence that they
the top of the cup in Step 1. had energy.)
As students carry out Step 2, say: Describe your • Where did the salt grains get the energy to
predictions. (Possible answer: The sound will make move? (The energy came from my voice.)
the salt grains vibrate.)

Waves: Waves and Information

• How did the energy get there? (The energy
was transferred by sound waves.)

PHYSICAL SCIENCE
Guide students as they record their observations in
their science notebooks. • How did the loudness of your voice relate
to the amount of energy transferred to the

Energy
Remind students not to change the experiment in salt grains? (The salt grains moved more when I
order to try to get a certain outcome. For example, spoke louder.)
students may be tempted to blow through the
tube to try to move the salt grains. If students Teach the Dimensions
don’t see any movement of the salt grains in Step 3, CCC Energy and Matter. Energy can be transferred in various ways
reassure them that it is reasonable and it is still and between objects. (4-PS3-2)

good science, as long as they follow the plan and Ask: How was the energy from your voice
transferred to the salt crystals? What carried

Interdependent
record their actual observations.
the energy from your lungs to the cup? (Possible

Structure, Function,
EXPLAIN answer: The sound vibrations moved through the air,
and transferred their energy to the cup.) Ask students
Share and Explain Findings to share some other ways energy can be invisibly

LIFE LIFE
Relationships
Have students share their observations and transferred between objects. (Answers will vary, but
conclusions with other groups. Have groups could include heat from a bright lamp, or sound over

SCIENCE
discuss any major differences in their observations great distance from a loudspeaker.)

and Information
SCIENCE
and conclusions.

in Ecosystems
Processing
ELL SUPPORT Sound causes vibrations; sound waves transfer
energy from one object to another. (because)
Starting Review main ideas about sound
energy. Have students raise their hands for They could feel the strong vibrations; they
true statements. Say: Only your ears can were standing on the other side of the wall.
sense sound. (false) Sound only travels in (even though)
air. (false) You can hear sound vibrations but
Processes that Shape the Earth

you cannot see them. (false) Have students Bridging Have students complete sentence
revise the statements that are false. Ask them starters such as these:
EARTH SCIENCE
Earth’s Systems:

to connect the ideas in the statements by When you speak louder at the salt grains they
using connecting words. move more because . . .
Developing Have students work with a The salt grains have less energy when I speak
partner to supply connecting words for two softly because . . .
clauses you provide:
You can feel sound vibrations even though . . .
You can hear sound vibrations; you can feel
sound vibrations. (and)

Investigate: Sound 33b

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 Investigate: Sound (continued)

Literacy Through Science ELABORATE

Discuss and Write About Sound Teach the Dimensions
SL.4.4 Report on a topic, tell a story, or recount an experience in an SEP Planning and Carrying Out Investigations. Make observations
organized manner, using appropriate facts and relevant, descriptive details to produce data to serve as the basis for evidence for an explanation of a
to support main ideas or themes; speak clearly at an understandable pace. phenomenon or test a design solution. (4-PS3-2)
W.4.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences. Encourage students to consider how they used the
Have small groups discuss different sounds they hear data in their investigation to form an explanation
every day. Ask groups to think and talk about sounds about the transfer of sound energy. Say: Think about
they hear in the morning, after school, or later at the setup of this investigation. Then ask:
night. Say: Imagine you are starting your day. What • What was the purpose of the paper towel
sounds do you commonly hear? Are you at home, tube that you spoke through? (to direct the
outside, or on the way to school? Guide students to sound waves)
discuss more than the sound of voices but sounds,
• What was the purpose of elevating the cup? (to
such as bells, horns, animal calls, and transportation.
allow the cup to vibrate more freely)
Have groups continue talking about sounds they
• Could the setup be further improved, and
hear across their day. Prompt students to recall
if so, how? (Possible answers: I could use a cut
unique or unusual sounds that may only occur only
balloon instead of plastic wrap, which could be
once in a while, such as a storm warning, sirens, ice
stretched more tightly over the cup. I could hold the
cracking, or strong wind blowing.
cup directly over a speaker while music is played
After students have discussed and shared details, softly and loudly so that I could more clearly see
ask students to write about and illustrate a sound differences in how the salt moves.)
memory. Share a sound memory that you have as
a model. For example, you might describe seagulls Say: Explain another way you could provide
squawking at the beach or sounds at a sporting evidence that sound transfers energy. (Answers
event. Students’ sound memories might relate to a will vary. Students may suggest placing paper clips on
trip, a holiday, surprise incident, or another occasion a drum and seeing that they move when the drum is
that is meaningful to them. Students should set tapped. Some may have seen a demonstration in which
the scene with an illustration and add descriptive a tuning fork is tapped and then placed into water,
writing that captures the specific sound and when making the water move.)
it occurred. Have students share their work with a
partner. Display students’ work in a school hallway
and invite another class to view and discuss the
sound memories.
You might extend this project to make a home
or community connection, inviting students to
collect sound memories from family or community
members they know, especially senior citizens.
LITERACY CONNECTION

Follow Text Structure

RI.4.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
As students develop their investigation for
Explore on Your Own, remind them to use
the same text structure presented in the
lesson. They should identify materials needed
and present the investigation as a series of
steps to be carried out in order. Encourage
students to include drawings in their plan to
support the text.

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 Discuss the Explore on Your Own question with EVALUATE
students. Ask: What variable will you change in Have students record their answers to the Wrap It

NATURE OF SCIENCE
an investigation to answer this question? (Possible Up questions in their science notebooks.
answer: the type of sound used) Next ask: What
evidence will you use to explain if sound energy
Wrap It Up!
is transferred? (Possible answer: movement of the
grains of salt) 1. OBSERVE Did your observations match
Explore on Your Own As students explore on your prediction? Explain. (Possible answer:
their own, they should recognize that sound travels Yes, I predicted that the salt grains would jump
through objects in different ways. They should when I spoke through the tube.)
utilize their understanding of how sound travels 2. COMPARE AND CONTRAST Describe

Waves: Waves and Information

to explain their observations. Students can use what happened to the salt grains when
materials for their investigation such as a whistle,

PHYSICAL SCIENCE
you spoke into the tube loudly, then
smartphone speaker, alarm buzzer, or tuning softly. Use the words energy transfer in
fork. Students should test sounds made by these your answer. (Possible answer: More energy

Energy
materials, or by a noise they make using their hands was transferred when I spoke loudly than
or mouth, to see if they can get the salt particles to when I spoke softly, so the salt grains on the
vibrate. plate jumped more.)
Have students compare this investigation with 3. GIVE EVIDENCE Using your observations
the one they conducted on their own. Ask: How as evidence, explain how energy can
were the investigations similar? (Both involved be transferred from place to place by
sound vibrations traveling through air.) How were

Interdependent
sound. (Possible answer: The energy of sound
they different? (Possible answer: Using my voice

Structure, Function,
produced by my voice made the salt grains
made a different vibration than using the objects. jump. When I used more energy to speak
When I used objects, the sound traveled through loudly, the salt grains jumped more. The
the object and the air.) sound energy, therefore, must travel through

LIFE LIFE
Relationships
the air from my mouth to the salt grains.)

SCIENCE
and Information
SCIENCE
Rubrics

in Ecosystems
Have students evaluate their work using the
rubric in the Science Notebook Companion. Use
students’ completed rubrics and the teacher

Processing
rubric provided for this activity to guide your
assessment of their work.

DIFFERENTIATED INSTRUCTION

Gifted and Talented Learners

Processes that Shape the Earth

Have students who are up for a challenge

research to learn more about how sound can
EARTH SCIENCE
Earth’s Systems:

be reflected in the form of echoes as well

as the acoustics of sound. Challenge these
students to identify materials that reflect and
absorb sound. Then have students locate
spaces in the school building that have poor
acoustics (a lot of echo) and good acoustics.
They can serve as tour guides for the class as
you visit the areas they identify.

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The Sun’s Light
What can transfer energy faster than the motion of
a fastball or the vibrations of sound? Light. Light is
energy that you can see. In about eight minutes,
or the time it takes you to find your seat
in a baseball stadium and sit down, light
energy has already traveled all the way
from the sun to your eyes. That’s about
149,600,000 kilometers (92,960,000 miles)!

Light transfers energy from the sun

through space. When the sun’s light
energy reaches Earth, that energy is
transferred to countless objects and
transformed in different ways. Objects
sitting in sunlight become warm as
the light is transformed into heat.
Light also bounces off objects in our
surroundings. When the light enters
our eyes, it allows us to see.

The immense energy of the sun comes

from chemical reactions that occur deep
inside the sun’s core.

DCI PS3.A : Definitions of Energy. Energy can be moved from place to place by moving objects or
through sound, light, or electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B : Conservation of Energy and Energy Transfer. Energy is present whenever there are
moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object
to another, thereby changing their motion. In such collisions, some energy is typically also transferred to
the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3) • Light
34 also transfers energy from place to place. (4-PS3-2)
Wrap It Up!
1. Recall How is energy transferred from the
sun to Earth?
2. Infer How do people make use of energy
from the sun’s light?
35
 The Sun’s Light
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-2) • Light also transfers energy from place to place. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

Objectives Students will be able to:

Set a Purpose and Read
• Describe light energy. Focus Question Use this question to focus
• Explain how light transfers energy from place to place. students and guide their reading: How does light
transfer energy? Have students read the lesson.

ENGAGE EXPLAIN
Introduce the Phenomenon Describe Light
Use Photography Show students a photograph of After students read the lesson, ask: What is light?
a bright sunny day. Ask: How would you describe (energy that you can see) Next ask: Where does the
this day? (Answers may vary. Students are likely to sun’s energy come from? (The energy comes from
indicate that it is hot and bright.) Show students a reactions inside its core.)
photograph of a cloudy day with no sun. Ask: How
Explain to students that like sound, light is a type of
would you describe this day? (Answers may vary.
energy that travels through space. Ask:
Students are likely to say cold and dark.) What is
different about the two days shown? (The sun is • How is light energy similar to sound energy?
out in one and not in the other.) (Both are types of energy; both can move energy
from place to place.)
Tap Prior Knowledge • How is light energy different from sound
Have students think about how it feels to sit in energy? (Light is energy you can see, whereas
sunlight when they are cold. Ask: How can you tell sound is energy you can hear. Light can travel
the sunlight is transferring energy? (You can feel through space, but sound needs air or something
the energy warming you up when you sit directly in to move through. Many solid objects can block
its path.) How did that energy get from the sun to light but let sound pass through.)
you? (The energy traveled from the sun through space
to me in the form of light.) Recognize That Light Transfers Energy
Help students to answer the Focus Question. Tell
EXPLORE them to locate the part of the text that says light
Think About the Sun’s Light transfers energy. Ask:
Have students observe the photo and read the • What does it mean to transfer energy? (To
caption. Ask probing questions to encourage transfer energy means to pass it from one place to
exploration. For example, ask: How do you think this another in the same form.)
lesson relates to the one about a moving baseball? • How does light transfer energy? (While light
Have students share their answers. (Students may energy stays in the same form but moves from one
realize that a ball moves energy from place to place and place to the next, it is transferred.)
so does light, just in a different way.)
Ask students to locate the part of the text that says
Four-Square Diagram Have students make a full- light energy can be transformed. Ask: What can light
page four-square diagram in their science notebooks energy be transformed into? (Possible answer: heat)
and add to it throughout the lesson.

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 If students are using the Interactive E-book, have Have students research ways in which light
them watch the video of the sun’s surface. Have is produced. Remind them that energy isn’t

NATURE OF SCIENCE
students connect what they see to the concept of created, so when we say light is produced we
light energy. (Possible answer: I can see the sun’s light really mean that energy is transformed from
energy in the form of explosions and glowing rays of something else, like electricity or chemicals.
light coming off the sun’s surface.) Have students bring in safe examples and discuss
where the energy comes from in each case, and
Teach the Dimensions which appears to produce the most light energy.
CCC Energy and Matter. Energy can be transferred in various ways For example, students may bring in different
and between objects. (4-PS3-2)
types of flashlights and light sticks. You might
Connect Across Topics The last two sentences
also want to refer to a candlelight or laser light
of this lesson touch on the role that light plays in
for comparison.
vision. Ask: Is light able to change direction? (Yes.)

Waves: Waves and Information

Next ask: What happens when light bounces off

PHYSICAL SCIENCE
an object and enters our eyes? (We are able to see.)
EVALUATE
You may wish to revisit the concept of light energy Have students record their answers to the Wrap It

Energy
when you complete the Life Science lessons Light Up questions in their science notebooks.
and Sight and Investigate How We See.
Wrap It Up!
ELABORATE
1. RECALL How is energy transferred from
Extend Thinking About Light Energy the sun to Earth? (as light) CCC Energy and
Matter
Have students extend their thinking about how
light energy can be transformed. Ask students

Interdependent
2. INFER How do people make use of
to brainstorm together what can happen to light

Structure, Function,
energy form the sun’s light? (Possible
energy after it transforms into something else. answer: They use it to light and warm spaces
For example, students may recall from life science inside buildings.)
that plants contain substances that transform light

LIFE LIFE
into chemical energy in food for the plant. They

Relationships
may also know that solar panels transform light

SCIENCE
energy into chemical energy stored in batteries.

and Information
SCIENCE
Encourage students to think about and discuss
what happens to energy next in each scenario. Ask:

in Ecosystems
Is it transferred? Transformed? Into what?

Processing
DIFFERENTIATED INSTRUCTION LITERACY CONNECTION
Gifted and Talented Learners Determine Main Ideas
Light from the sun is the result of an RI.4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
energy transformation that occurs in the
Processes that Shape the Earth

sun’s plasma. Have students research how Guide students to determine the main idea
the sun generates light energy to create of the lesson. For example, in the EXPLORE
EARTH SCIENCE
Earth’s Systems:

a diagrammatic model of the energy section, have a student read the lesson title
production of the sun and the resulting light while the class examines the photograph.
energy that reaches Earth. Ask students to Ask: How do the photograph and the main
include in their models the three ways the heading (lesson title) help you understand
sun’s energy is transferred on Earth: radiation, what the main idea of the lesson will be?
conduction, and convection. Provide an (Students should understand that the main
opportunity for students to present their heading relates directly to the photograph and
models to the class. explicitly describes the main idea of the lesson.)

The Sun’s Light 35b

035a-035b_NATG15656_G4U1_L4_P.indd 2 10/05/18 12:12 PM

 Investigate

Light
? What evidence can you observe
that light transfers energy?

Just like sound energy can change the motion of salt grains,
light energy can change objects. When direct sunlight strikes
a piece of construction paper, the light causes a change in the
paper. In this investigation, you can observe the effect of light
energy on the color of construction paper.

Materials
construction small classroom
paper objects

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to
36 place by sound, light, heat, and electric currents.
1 Place a piece of construction paper 2 Select a few objects to place on the
on a flat surface in a sunny spot. construction paper.

3 Predict what will happen to the 4 Leave the paper alone until it
color of the paper after it has has received a full hour or more of
been exposed to sunlight. Record sunlight. Remove the objects and
your prediction. record your observations.

Explore on Your Own

What would happen if light-colored
and dark-colored construction paper
were exposed to sunlight? Plan and
carry out your own investigation.
Record your observations. Compare
the results of your investigations. Wrap It Up!
1. Predict Did your results support your
prediction? Explain.

2. Infer What do your results show about

how the transfer of light energy can be
blocked?

3. Give Evidence Using your observations

as evidence, explain how that energy can
be transferred from place to place by light.
37
 Investigate Light STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat,
and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-2) • Light transfers energy from place to place. (4-PS3-2)
SEP Planning and Carrying Out Investigations. Make observations to produce data to serve as the basis for evidence for an
explanation of a phenomenon or test a design solution. (4-PS3-2
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

Objectives Students will be able to:

You may wish to provide students with a copy
• Make observations to provide evidence that energy can be
transferred from place to place by light. of the Investigation Checklist to help them plan
• Collect data to construct an explanation of the transfer of their investigation. Review students’ plans before
energy by light. allowing them to carry out their investigations.
Students will likely choose to repeat their original
investigation using a white piece of paper and
BEFORE YOU BEGIN a black piece of paper. Students should make a
prediction and record data in a table. They will
Materials For groups of 2: piece of colored observe that there is a more noticeable fading
construction paper (8 ½ × 11 in.); assortment of of the dark-colored paper than the light-colored
small classroom objects. Explore on Your Own: light- paper. They may notice the dark paper fades
and dark-colored paper, light source more quickly and also feels warmer to the touch.
Time 15 minutes for setup; 25 minutes 1–2 hours
later for observation and discussion (add 20 minutes
for Explore on Your Own)
Advance Preparation Collect an assortment of ENGAGE
small objects with definitive shapes that will stay Introduce the Phenomenon
put on a piece of paper. Objects that lay flat work Teacher-Led Demo Have light fixtures with an
best, such as a ruler, erasers of different shapes, incandescent bulb, a compact fluorescent bulb, and an
washers, wood shapes, and coins. LED. Turn the fixtures on 10–15 minutes before the class.
Safety Note Remind students that metal objects in
particular will be hot after sitting in the sun. Review
the Science Safety pages with students.
Teaching Tips For this activity, the less expensive SCIENCE BACKGROUND
the construction paper the better. Dark colors
other than black, such as purple, work best. Also,
Emmette Chappelle, Biochemist
depending on the intensity of the sunlight, more
Introduce your students to Emmett Chappelle,
than one or two hours may be needed. After
an African-American biochemist, exobiologist,
students complete the activity, have them recycle
and astrochemist. Dr. Chappelle worked as a
the paper.
chemist at NASA from 1966 to 2001. He
What to Expect Students will observe that the pioneered work on bioluminescence, which
color fades on the areas of the paper that are is the formation of light without heat by
exposed to light. living organisms. Dr. Chappelle’s work has
wide-ranging applications, including detecting
Explore on Your Own Students can make
life on other planets. Interested students may
a plan to answer the question in Explore on
research to find out more about his work.
Your Own.

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 Ask: Do all light sources generate the same kinds
How Sunlight Affects Paper
of light? (Possible answer: No, some lights shine

NATURE OF SCIENCE
brighter or hotter, and some lights shine more yellow Prediction Observation After Notes
or white.) Have students walk single file past the Hours
three fixtures and hold their hand 6 inches from
each bulb, making note of their observations. Ask:
Did all three bulbs produce the same kind of
light? (No.) Do the bulbs transform light energy
into other energy? (The incandescent bulb generates This activity works best in full sun; plan according
a lot of heat, the compact fluorescent may generate to the weather forecast. If full sunlight is not
some heat after 15 minutes, the LED bulb will not available, plan to leave the paper for several hours
generate much heat.) or even days if you have a location that allows it.

Waves: Waves and Information

A sunlamp may also be used.
Tap Prior Knowledge

PHYSICAL SCIENCE
If the activity is done outdoors, make sure each
Ask a volunteer to recount from the previous
group has a couple of heavy objects to prevent the
lesson that light transfers energy. Ask: How can

Energy
paper from moving in the wind.
we tell that light transfers energy? (Students may
reply that being able to see an object lighted by a In Step 3, make sure students record their
flashlight is evidence that light transfers energy.) predictions of what will happen to both the
Ask: How else could someone demonstrate that exposed and unexposed areas of the paper.
light transfers energy? (Accept all reasonable
responses. Students may say that objects are visible EXPLAIN
in the daytime when sunlight is transferred through
Share and Explain Findings

Interdependent
space and is reflected.)

Structure, Function,
Have students share their observations and
EXPLORE conclusions with other groups. Have groups discuss
any major differences in their observations and
Carry Out the Investigation

LIFE LIFE
conclusions.

Relationships
Guide students through the investigation. Read

SCIENCE
the pages of the lesson together. Have students Help students interpret their observations with
probing questions such as:

and Information
make a table like the one below in their science

SCIENCE
notebooks or use the one provided in the Science • Did your results support your predictions?

in Ecosystems
Notebook Companion. Explain. (Some students may have predicted
more of a change in the paper than was
observed.)

Processing
LITERACY CONNECTION DIFFERENTIATED INSTRUCTION

Extra Support
Study Sentences
Below-Level Learners If students have
Processes that Shape the Earth

RI.4.5 Describe the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of events, ideas, difficulty drawing conclusions, ask them
concepts, or information in a text or part of a text. to listen to another pair’s observations and
EARTH SCIENCE
Earth’s Systems:

Have a volunteer read aloud the first word conclusions before sharing in groups. Ask
of each step. (Place, Select, Predict, Leave) them to take notes as they listen. Then have
Say: The words are clues that these are them go back and review their findings
command sentences. They tell you what again, building on what they have learned
to do. Ask: Why would this type of text from the other pair, to make their own
mainly use command sentences? (Possible conclusions. As groups are sharing, ask the
answer: An investigation has steps. Steps tell students to take notes about any differences
you what to do.) between their observations and conclusions.

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 Investigate: Light (continued)

• How did the sun’s energy affect the paper? Teach the Dimensions
(It caused the color to fade.) SEP Planning and Carrying Out Investigations. Make observations
to produce data to serve as the basis for evidence for an explanation of a
• How do you know that sunlight, and not phenomenon or test a design solution. (4-PS3-2)
something else, was the reason for the fading? Encourage students to consider how they used the
(The areas of the paper covered by objects provided data in their investigation to form an explanation
a basis for comparison. The objects prevented light about the transfer of light energy. Ask:
from reaching the paper, and the color in those
areas did not fade.) • What did you record in the “Observations”
column of your table? (Possible answer: how
paper was affected by when placed in direct
ELABORATE
sunlight)
Investigate Further
• What pattern did you notice in your
Say: Predict what might happen if you left your observations? (Possible answer: I noticed that
paper in the sun for a week, or several weeks. every part of the paper that was not covered by an
(More light would reach the exposed areas of the paper, object faded when left out in the sun.)
and the paper would fade more. The areas blocked by
• How did analyzing this pattern of data help
objects would be darker in comparison, and so you
you explain the effects of light energy on
would be able to distinguish their shapes better.)
construction paper? (Possible answer: Noticing
Say: Predict what might happen if you used a that all the covered areas of the paper remained
different color of paper. (Students may predict the same color helped me recognize that the fading
that a darker color may have more dramatic results. of the paper was caused by energy from the sun.)
Encourage students to support their predictions with
Discuss the Explore on Your Own question with
reasoning.)
students. Ask: What type of data might you collect
Ask: Would you expect to see different results if in an investigation to answer this question?
you conducted this investigation during a different (Possible answers: data about how the paper looks
time of year, assuming the amount of sunlight was and feels) Next ask: How might you use sunlight in
the same? (The results could differ if the intensity of the a similar way in this new investigation? (Possible
sunlight is stronger, as in the summer. More intense light answer: I would place the paper in sunlight and observe
would mean more energy transferred directly to the what happens.)
paper and more fading.)

ELL SUPPORT Developing Have students review their

findings after completing the investigation
Starting Prepare the following sentence strips: and reread the Notes section of their charts.
The colored paper was placed in the sun. Then have students combine clauses or short
sentences from their notes to explain what
We used a heavy object. they observed during the investigation.

Have students combine these short sentences Bridging Have partners write a bulleted list
into one detailed sentence, such as: The colored of three important principles they learned
paper was placed in the sun with a heavy object about light during the investigation. Partners
on top of it. Explain that by combining clauses should then use these bullet points to give a
or shorter sentences, we give the reader more one-sentence explanation of how light energy
detail and visual cues. can be transferred.

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 Explore on Your Own As students explore on EVALUATE
their own, they should recognize that light changes Have students record their answers to the Wrap It

NATURE OF SCIENCE
the darker-colored construction paper more than Up questions in their science notebooks.
the lighter-colored construction paper. They should
observe that the darker-colored paper gets hotter.
Wrap It Up!
Students should utilize their understanding of how
light energy can change objects to explain their 1. PREDICT Did your results support your
observations. If students observe that the dark- prediction? Explain. (Possible answer: My
colored paper feels warmer to the touch, guide results supported my prediction. I predicted
them to recognize this is another form of energy. that the color would be darker on the parts of
They will be learning more about this form of paper that were covered by objects because
energy in the next lessons. the light was blocked.)

Waves: Waves and Information

Have students compare this investigation with

PHYSICAL SCIENCE
2. INFER What do your results show about
the one they conducted on their own. Ask: How how the transfer of light energy can be
were the investigations similar? (Both involved blocked? (Light energy can be blocked by

Energy
the transfer of energy by light.) How were they things that light cannot pass through or that
different? (Possible answer: In one case, the transfer reflect the light.)
of energy was visible due to the bleaching of exposed
areas. In the other case, the transfer of energy could be 3. GIVE EVIDENCE Using your observations
felt in the heat absorbed by darker-colored items.) as evidence, explain how energy can
be transferred from place to place by
light. (Possible answer: I observed that the

Interdependent
paper was darker in areas where an object

Structure, Function,
blocked the sun’s light. The exposed paper was
changed by the light’s energy. The light had
to travel from the sun to Earth in order for this
change to occur. So, energy was transferred

LIFE LIFE
Relationships
from place to place by light.) CCC Energy and

SCIENCE
Matter

and Information
SCIENCE
Rubrics

in Ecosystems
Have students evaluate their work using the
rubric in the Science Notebook Companion. Use
students’ completed rubrics and the teacher

Processing
rubric provided for this activity to guide your
assessment of their work.

Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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Stories in Science

Captured by Light

Pages from Anna Atkins’s book reveal the fine

details she was able to capture in her cyanotypes.

Anna made careful scientific

drawings, like this one of a shell.
Still, she felt a photograph could
capture much more detail than
a drawing.

DCI PS3.A : Definitions of Energy. Energy can be moved from place to place by moving
objects or through sound, light, or electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B : Conservation of Energy and Energy Transfer. Light also transfers energy
38 from place to place. (4-PS3-2)
Anna Atkins combined her love of nature and art
to study science in a new way.

In 1843, Anna Atkins became the first person to publish a book of photos.
Many people name Anna as the first woman photographer. The details
captured in Anna’s photos gave scientists a new way to study nature.
Anna was born in England in 1799. Her mother died when she was a year
old. Her father, a scientist, raised her. He taught Anna science at a time
when most women did not get an education. Anna loved science and art.
She did all the drawings in a book about shells that her father wrote.
Anna had a great interest in seaweeds and other algae. About 20 years
after she had drawn shells for her father, Anna made her first photos of
algae. She did not use a camera like we use today. Instead, she used a
method invented by a family friend, John Herschel.
John had invented cyanotype as a way to print images on paper. He
coated paper with a chemical and placed it in sunlight. The sun’s energy
was transferred to the paper. It caused a change in the chemical that
turned the paper bright blue, or cyan. John was using his method to
make copies of his notes. Anna had a different idea.
Working in the dark, Anna placed seaweed on coated paper. She moved
it to a sunny spot. Sunlight turned most of the paper cyan. The light did
not reach parts of the paper covered by seaweed. Those parts remained
white. Anna had made a white image of seaweed surrounded by blue.
In time, Anna published about 200 of her photos of algae in a book. It
was the first of its kind. The photos were useful as well as beautiful. They
offered a whole new level of detail for the study of natural objects.

Wrap It Up!
1. Explain How is energy from sunlight important to making
cyanotypes?

2. Analyze How did the process you used in the investigation

“Light” compare to the method Anna used?

3. Apply What life experiences helped lead to Anna’s success?

39
 Stories in Science Captured by Light
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B: Conservation of Energy and Energy Transfer. Light also transfers energy from place to place. (4-PS3-2)
NS Scientific Investigations Use a Variety of Methods. Science investigations use a variety of methods, tools, and techniques.
NS Science Is a Human Endeavor. Men and women from all cultures and backgrounds choose careers as scientists and
engineers.
NS Science Is a Human Endeavor. Creativity and imagination are important to science.

Have students study the photos and read the

Objectives Students will be able to:
• Describe the challenges Anna Atkins overcame to become
captions. Ask: What contribution do you think
a science photographer. Anna Atkins might have made to science? (Students
• Explain how Anna Atkins used chemicals and light to make may think Anna was an artist.) Next ask: What
cyanotype photographs.
challenges might Anna have had to overcome?
• Analyze how photographs can be useful in science.
(Possible answers: Women scientists may not have been
common. Anna may have had a hard time getting
training or getting a job.)
ENGAGE
Introduce the Phenomenon Four-Square Diagram Have students make a full-
page four-square diagram in their science notebooks
Use Photography Display two historical photos,
and add to it throughout the lesson.
one of a male scientist in a lab setting and one of
Anna Atkins. (You could choose to show the small Set a Purpose and Read
portrait photo from the lesson.) Ask: What kind of
Focus Question Use this question to focus students
work do you think each of these people might have
and guide their reading: How did Anna Atkins make
been known for during their lifetimes? (Students will
history? Have students read the story.
likely say the man in the lab was a doctor or a scientist.
They may say the woman was a teacher.)
EXPLAIN
Say: The woman in the picture actually became
famous for her work as a scientist. Ask: Why might Discuss Anna Atkins’s Accomplishments
this be surprising? (Possible answer: The woman is not Work through the answer to the Focus Question as a
dressed like a scientist. She seems to have lived at a time class. Ask:
when women didn’t work in those types of jobs.) • How did Anna make history? (She was the first
woman to publish a book of photos. Many say she
Tap Prior Knowledge
was also the first woman photographer.)
Partner Talk Have students pair up and think
• What idea did Anna have about cyanotypes
about the answer to the following question: Who
that was different from John Herschel’s idea?
are some people in your life that encourage you to
(John’s idea for cyanotypes was to use them to
take chances or try new things? Give students an
make copies of printed images. Anna’s idea was to
adequate amount of time to process the question.
place objects directly on the treated paper and use
Indicate which partner begins, then have students
that to create images of the objects.)
take turns talking and listening. Invite a few volunteers
to share their thoughts with the class. (Students may • How did Anna come up with a new way to use
identify a family member, friend, neighbor, teacher, or photography? (She was the first person to use it as
coach. Encourage students to share specific examples of a tool for scientific observation.)
how they these people have been positive influences.)
Explain the Role of Light Energy
EXPLORE Discuss light energy and the cyanotype process. Ask:
Captured by Light • How did Anna make her photographs? (She put
objects on a piece of paper coated with a chemical.
Have a volunteer read the lesson title aloud. Point
Sunlight turned the paper blue, except for the
out that Anna Atkins is the woman whose photo you
places covered by the object.)
displayed in ENGAGE.

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 • What evidence shows a transfer of light • How was John Herschel important to Anna’s
energy from the sun takes place during this story? (John Herschel invented the cyanotype

NATURE OF SCIENCE
process? (The energy from light causes a color technology. He taught her how to use it and gave
change in the paper that is exposed to the sun.) her the chance to try something new with it.)

Teach Nature of Science ELABORATE

NS Science Is a Human Endeavor. Men and women from all cultures
and backgrounds choose careers as scientists and engineers. Learn More About Cyanotypes
Reader/Writer/Speaker Triad Divide students Show students additional examples of cyanotypes,
into groups of three. One student in each group both from Anna Atkins’s book and more
will reread the lesson aloud. Have another student contemporary examples. If possible, also show a
write the group’s reactions to the text and the video that demonstrates the cyanotype process.

Waves: Waves and Information

answers to the questions below. The third student
will read the responses to the class: Extend Thinking About Who Can

PHYSICAL SCIENCE
Become Scientists
• What challenge did Anna have to overcome
to pursue a career in science? (Girls were not Revisit the Phenomenon Have students recall

Energy
usually able to get an education.) the discussion you had during ENGAGE. Ask: How
has your thinking about the life and work of
• How did Anna’s childhood contribute to her scientists changed after reading this lesson?
love of science? (Her father was a scientist and (Possible answer: I understand that anyone can
taught her science, too.) become a scientist. I understand how important it is to
• How did Anna’s father help her develop her have people to encourage you to take chances or try
skill as a scientist? (Possible answers: She made new things even if others say you aren’t allowed.)
the drawings in a book he wrote.)

Interdependent
Share information about Isabella Abbott from

Structure, Function,
the Science Background note. Students can
compare and contrast the women’s lives and the
SCIENCE BACKGROUND opportunities they had.

LIFE LIFE
Relationships
EVALUATE

SCIENCE
Isabella Aiona Abbott, Marine Botanist
The life and work of marine botanist Isabella Have students record their answers to the Wrap It

and Information
SCIENCE
Abbott (1919–2010) in many ways parallels Up questions in their science notebooks.
that of Anna Atkins. Dr. Abbot also had a

in Ecosystems
passion for seaweeds and other algae. She Wrap It Up!
became an expert on Pacific algae and
is credited with identifying and naming 1. E
 XPLAIN How is energy from sunlight

Processing
more than 200 algae species. Isabella was important to making cyanotypes? (As
born in Hāna, Hawai‘i, to a Chinese father energy from sunlight is transferred to the
and Hawaiian mother. As a girl, she often paper, it causes a chemical change that results
helped her mother gather seaweed along in a color change in the paper.)
the seashore. Seaweed is an important
ingredient in traditional Hawaiian cooking. 2. ANALYZE How did the process you used
Isabella developed a lifelong love of in the investigation “Light” compare to
Processes that Shape the Earth

cooking with “limu,” (the Hawaiian word for the method Anna used? (Possible answer:
seaweed); she even published recipes she Light energy is involved in both processes.
EARTH SCIENCE
Earth’s Systems:

created for cooking seaweed in some of her In the investigation, the transfer of light
books. Isabella wrote numerous scientific energy caused the exposed paper to fade. The
papers and books, including Marine Algae cyanotype process causes the exposed paper
of California. Isabella also made history, to turn blue. It also uses chemicals.)
becoming the first Native Hawaiian woman 3. APPLY What life experiences helped
to receive a PhD in science as well as the first lead to Anna’s success? (Anna gained an
woman to join the biological sciences faculty education and was able to learn science.)
at California’s Stanford University.

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Heat It Up!
Heat is another way for energy to move from place to place.
Energy is always present whenever heat is present. The
particles that make up matter are always vibrating or moving.
The energy of the moving particles is thermal energy. The
faster the particles are moving, the more thermal energy
the matter has. Heat is the transfer of thermal energy from a
warmer object to a cooler object.

This camper can keep his drink

warm using thermal energy from
the campfire.

DCI PS3.A : Definitions of Energy. The faster a given object is moving, the more energy it possesses.
(4-PS3-1)
DCI PS3.B : Conservation of Energy and Energy Transfer. Energy is present whenever there are
moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object
to another, thereby changing their motion. In such collisions, some energy is typically also transferred to
40 the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
A campfire has a lot of thermal energy. The
camper kneels next to the campfire on a
cool, dark night. Some of the energy of the
campfire is transferred to the camper and
helps him keep warm.

Heat can be used in many other ways.

Thermal energy in buildings keeps us
warm. You probably dry your clothes using This popcorn maker heats popcorn
thermal energy from a clothes dryer. seeds until they pop out of the hard
outer shells.

Warm air from a hair dryer causes

water from wet hair to evaporate.

Wrap It Up!
1. Define What is heat?

2. Apply In what ways do you use thermal

energy every day?
3. Relate Besides heat, what other forms of
energy are transferred by the campfire?
41
 Heat It Up!
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. The faster a given object is moving, the more energy it possesses. (4-PS3-1)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such
collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
(4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2), (4-PS3-3)

• If I try to drink this right now, what might

Objectives Students will be able to:
happen? (It might burn your tongue.)
• Define heat as the transfer of thermal energy from place to
place. • How do you think hot liquid burns a person’s
• Explain the relationship between particle motion and tongue? (Accept all answers. Students may say
thermal energy
heat moves from a liquid to a person’s tongue.)
Science Vocabulary
thermal energy
Leave the cup to sit until the end of the lesson,
when students will observe it once more.

Tap Prior Knowledge

ENGAGE Have students recall what they learned about light.
Introduce the Phenomenon Ask: What happens when you sit in the sun? (My
skin begins to warm up.) Next ask: What form of
Quick Hands-On Just before teaching the lesson, energy causes this to happen and where does it
warm a cup of soup or tea. Ask: come from? (heat energy; light energy from the sun is
• How would you describe the liquid inside this transformed into heat energy)
cup? (It is hot.)
Think-Pair-Share Ask: What are some objects
• What did I have to do to make the liquid that produce heat? Allow a few minutes for students
hot? (Possible answers: You had to heat it in the to think about their answers. Then pair students with
microwave. You had to add heat.) a partner to share their thinking. Finally, come back
together as a class to share ideas. (Possible answers:
burning wood, stoves, heaters. Students may incorrectly
suggest a coat and mittens produce heat because
SCIENCE BACKGROUND wearing them makes them feel warm.)

Preconceptions About Heat EXPLORE

Students may hold a variety of preconceptions Think About Heat
and misconceptions about heat, temperature,
and energy. Students may think heat and Have students observe the photos in the lesson. Ask:
temperature are the same. They may think How do you think the subjects of the photos relate
some objects (such as coats) produce their own to energy? (Students may say that each photo shows
heat. Students may believe this because they an object that has energy or that each photo shows
feel warmer when they wear a coat or cover up something that energy can do.) Next ask: What type of
with a blanket. In fact, these objects keep things energy do the photos have in common? (heat)
warm by trapping heat. In addition, students Four-Square Diagram Have students make a full-
often view heat and cold as two separate page four-square diagram in their science notebooks
concepts, rather than being on opposite ends and add to it throughout the lesson.
of a continuum. They think heat is a substance
rather than a form of energy. Students may also Set a Purpose and Read
believe that “cold” is transferred from one object Focus Question Use this question to focus
to another. In fact heat energy from the warmer students and guide their reading: What is thermal
object is transferred to the cooler objects. energy ? Have students read the lesson.

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 EXPLAIN Say: Thermal energy always moves from a warmer
Recognize That Heat Is the Transfer of object to a cooler object. Ask: What is another way

NATURE OF SCIENCE
of saying that an object is warmed up? (Thermal
Thermal Energy
energy is transferred to the object.) Next ask: What
After students have read the lesson, ask: How is happens to the object’s particles when it has
heat like a moving ball, or sound, or light? (Heat is more thermal energy? (The particles move faster.)
the transfer of thermal energy from place to place.)

Have students observe the photos and read their ELABORATE

captions. Ask: What is energy transferred from Extend Thinking About
and to in each photo? (In the fire photo, energy Thermal Energy
is transferred from the fire to the objects around it, Revisit the Phenomenon Display the cup from
including the snow, the air, the man, his cup, and his

Waves: Waves and Information

ENGAGE, and ask: What has happened to the
clothes. In the popcorn photo, energy is transferred liquid in this cup as it has been sitting here? (It has

PHYSICAL SCIENCE
from a heating element in the popcorn maker to the cooled off. It has transferred energy to the cup and to
kernels. In the hair dryer photo, energy is transferred the air around the cup.)

Energy
from a heating element in the dryer to the air and
to the woman’s hair.) If students are using the Role play Have six to eight volunteers come to
Interactive E-book, have them watch the video of the front of the room and stand close together.
popcorn popping in the lesson. Ask: What other Explain they represent particles in a solid object,
energy transformation do you notice? (sound) such as a book. Say: Light energy from the sun is
reaching and heating the particles that make up
Define Heat and Thermal Energy the book. Have students act out what happens
Discuss the Focus Question. Ask: What is heat? to the particles as they gain thermal energy. They

Interdependent
(Heat is the transfer of thermal energy.) Next ask: should begin to move and gently bump each other.

Structure, Function,
What is thermal energy? (Thermal energy is the
energy of the moving particles that make up matter.) EVALUATE
Have students record their answers to the Wrap It

LIFE LIFE
Relationships
Up questions in their science notebooks.

SCIENCE
MATH CONNECTION

and Information
Wrap It Up!

SCIENCE
Calculate Heat Transfer

in Ecosystems
[Link].3 Solve multi-step word problems posed with whole 1. DEFINE What is heat? (Heat is the transfer
numbers and having whole-number answers.
of thermal energy.)
Share the following information: How close or
far away you stand from a heat source, such 2. APPLY In what ways do you use thermal

Processing
as a space heater, affects the amount of heat energy every day? (Possible answer: The
you receive from that source. If you move food I eat is cooked with thermal energy; I dry
twice as far away from the heat source, you my hair with thermal energy.)
receive one-fourth the amount of heat. Have
students solve this problem: If 800 units of 3. RELATE Besides heat, what other forms
heat energy reach a person standing 1 meter of energy are transferred by a campfire?
from a heat source, determine how far that (A campfire also transfers energy as sound
Processes that Shape the Earth

person would have to stand away from the and light.) CCC Energy and Matter
heat source to receive only 50 units of heat
EARTH SCIENCE

Digital Wrap-Up Have students

Earth’s Systems:

from the source. (When the distance doubles complete the interactive bonus assessment in
from 1 meter to 2 meters, the person receives the Interactive E-book.
one-fourth of the heat, or 200 units. When this
distance is doubled to 4 meters, the heat received
is reducted to 50 units, or one-fourth the amount
of heat. So, the person would have to stand
4 meters from the source to receive 50 units of
heat from the source.)

Heat It Up! 41b

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 Investigate

Heat
? What evidence can you observe that heat
transfers energy from place to place?

Warm air can transfer thermal energy to butter and melt it.
That’s why butter left out on a hot day turns into a liquid
puddle! In this investigation, you can observe how a metal
spoon can transfer thermal energy
between water and butter.

Materials
3 cups with water of different 3 metal spoons 3 small dabs
temperatures of butter

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to
42 place by sound, light, heat, and electric currents.
1 Place three cups of water on your 2 Place a dab of butter on the stem
desk. Record descriptions of the of each spoon. Predict which dab of
temperatures of the water in your butter will melt first after the spoons
science notebook. are placed in the cups of water. Record
your predictions.

3 Work with your group to place 4 Observe the butter every minute for
the spoons with butter in the cups of 10 minutes. Record your observations.
water. Be sure you put the spoons in
the water at the same time.

Explore on Your Own

How would using a spoon made of a
different material affect how thermal Wrap It Up!
energy is transferred? Plan and carry
1. Observe List the cups of water in order
out your own investigation. Record
from least to most thermal energy.
your observations. Compare the
results of your investigations. 2. Predict Did your results support your
predictions? Explain.

3. Give Evidence How did the amount

of thermal energy in the cups affect the
melting of the butter? Use evidence from
your observations in your explanation.
43
 Investigate Heat STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat,
and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy can also be transferred from place to place by electric
currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy. (4-PS3-2)
SEP Planning and Carrying Out Investigations. Make observations to produce data to serve as the basis for evidence for an
explanation of a phenomenon or test a design solution. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

Objectives Students will be able to:

Explore on Your Own Students can make a
• Make observations to provide evidence that energy can be
transferred from place to place by heat. plan to answer the question in Explore on Your
• Collect data to construct an explanation of the transfer of Own. You may wish to provide students with
energy by heat. a copy of the Investigation Checklist to help
them plan their investigation. Review students’
plans before allowing them to carry out their
investigations. Students will observe that metal
BEFORE YOU BEGIN and ceramic materials transfer heat well, while
plastic and wood do not.
Materials For groups of 4: 3 clear plastic cups
(9 oz.); 3 identical metal spoons; 3 dabs of butter.
For teacher use: marker, masking tape, very warm
water, room temperature water, cold water,
paper plates. Explore on Your Own: similar items
ENGAGE
made of different materials (wood, metal,
plastic, ceramic) Introduce the Phenomenon
Time 40 minutes (add 20 minutes for Explore on Teacher-Led Demo Show students a pair of metal
Your Own) tongs with rubber tips and/or rubber handles. Ask:

Advance Preparation For each group, place three • What is this tool called, and how is it used? (It is
dabs of butter (1 tsp.) on a paper plate. Fill the three a pair of tongs. Tongs are used to handle food.)
cups halfway with water. Use the masking tape and • What materials are the tongs made of? (metal
marker to label each one. and rubber)
Safety Note Remind students to be careful with • Could I use these tongs to safely handle
the hot water. Review the Science Safety pages something hot? Explain. (Accept all answers.
with students. Students may say yes because your hand will
not be touching the hot noodles directly. Other
Teaching Tips Place each group’s cups on plastic students may know that rubber is an insulator.)
trays or newspapers. You won’t want to substitute
the 9 oz. cups for smaller ones because the spoons Tap Prior Knowledge
will cause them to tip. Keep paper towels on hand
Sketch to Stretch Have students sketch to
in case of spills. For the very warm water, use water
show an experience they have had involving the
that is hot enough to cause an effect, but make sure
transfer of thermal energy to their bodies. Tell
it isn’t scalding.
students to label the objects in their drawings and
What to Expect Students will observe that the cup to use arrows to show the direction of thermal
with the warmest water melts the butter the fastest. energy transfer. (Possible examples: walking on hot
The warmest water has the most thermal energy to pavement, wearing a coat, touching a hot object,
transfer through the spoon to the butter. sitting in the sun, riding down a hot metal slide, drying
hands in a hand drier)

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 EXPLORE • Why do you only change one variable? (So
Carry Out the Investigation that you know any difference in outcome can be

NATURE OF SCIENCE
attributed to the change that was made.)
Guide students through the investigation. Read
the pages of the lesson together. Have students Guide students to identify the variables they are
make a table like the one below in their science keeping constant, the one they are changing,
notebooks or use the one provided in the Science and the one they are measuring in their
Notebook Companion. investigation. Ask:
• Why is it important to put the spoons in the
Transfer of Energy to Butter water at the same time? (to conduct a fair test)
Cup Predictions Observations
Temperature What other variables should be kept the same

Waves: Waves and Information

Warm from cup to cup in order to conduct a fair test?
(the amount of water, the size and type of cup, the size

PHYSICAL SCIENCE
Room Temperature
and type of spoon, the temperature in the location
Very Warm where the cups are placed)

Energy
As students carry out Step 2, say: Describe your As students make their observations, ask probing
predictions. (Possible answer: The butter on the questions to encourage exploration. For example,
spoon in the very warm water will melt first.) ask: How will you observe the transfer of energy
to the butter? (I will be able to see that the butter has
Teach the Dimensions warmed up as it starts melting off the spoon.)
SEP Planning and Carrying Out Investigations. Make observations
to produce data to serve as the basis for evidence for an explanation of a
EXPLAIN

Interdependent
phenomenon or test a design solution. (4-PS3-2)

Structure, Function,
When students get to Step 3 remind them that the Share and Explain Findings
factors that can change in an investigation are
Have students in each group observe the cups
called variables. Ask:
belonging to one other group. Have groups discuss
• How many variables should you change in an

LIFE LIFE
any major differences in their observations. Then

Relationships
investigation? (one) help students interpret their observations with

SCIENCE
• What about all the other variables? (They probing questions such as:

and Information
SCIENCE
should stay constant.)

in Ecosystems
LITERACY CONNECTION

Processing
Explain Visual Information
RI.4.7 Interpret information presented visually, orally, or
DIFFERENTIATED INSTRUCTION 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.
Extra Support
Students with Disabilities Circulate Guide students to use text features to locate
during the activity to watch for students who information efficiently. For example, in the
find group work difficult or intimidating. EXPLORE section when asking students how
Processes that Shape the Earth

Redirect more dominating students by they will place the butter on each spoon,
encouraging group members to take turns refer them to the small inset photo that
EARTH SCIENCE
Earth’s Systems:

with different roles. When reluctant students shows the complete setup. Ask: How does
take risks, such as raising their hands during this photo help you know what to do?
the EXPLAIN discussion, encourage the (The photo shows where the butter is placed on
behavior by calling on them. Listen for each spoon.) Next ask: How does this photo
opportunities to validate effort and guide and the photo in the materials list help
students to find their own errors when they you understand what dab means? (Possible
make mistakes. For example, you might say, answer: I can see by looking at the photos that
“I like how you are thinking. I wonder if . . .” a dab is a small amount of something.)

Investigate: Heat 43b

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 Investigate: Heat (continued)

• What type of energy was transferred to the ELABORATE

butter? (thermal energy) Investigate Further
• Where did that energy come from? (The Say: A material that transfers thermal energy
thermal energy came from the warm water.) easily is called a thermal conductor. A material
• How did it get to the butter? (The energy that prevents the transfer of thermal energy is
transferred through the metal spoon to the butter.) called a thermal insulator. Ask: Is metal a thermal
• How do you know? (The butter melted.) conductor or insulator? (a thermal conductor) Next
ask: How do you know? (The metal spoon used in the
• What happened to the butter’s thermal energy investigation transferred thermal energy from warm
when it melted? (The thermal energy in the butter water to melt the butter.)
increased when it melted.)
• What happened to the butter’s particles when Explore on Your Own To help students develop their
its thermal energy increased? (The butter’s investigation, ask students to design an experiment to
particles moved faster.) test the thermal conductivity of spoons. Tell students
that when scientists design experiments, they almost
• Which cup’s butter melted first, and why? (The never start from scratch. They often modify a method
cup with the very warm water. It had the most or test that has been used before. Tell students to
thermal energy of the three cups.) modify the setup of this investigation in order to come
• What was the purpose of including the cups up with their design. Allow them to choose from
of room temperature water and cold water? among the materials you provide. Ask:
(The fact that the butter didn’t melt in those cups, • How many cups of water would you need? (at
or didn’t melt as fast, is evidence that the thermal least two)
energy of the water was responsible for melting.
The thermal energy of the water is the only variable • Which variable would you change? (the material
that differed among the three cups.) the spoons are made of)
• Which variables would you need to keep the
same? (the temperature of the water, the amount of
water, the size and type of spoon, the temperature in
the location where the cups are placed)

ELL SUPPORT Then have students exchange Venn

diagrams with another student to compare.
Starting Remind students to actively listen Students may ask questions such as, “Did
when others are sharing their predictions and you record the same comparisons? How
findings. Tell them to take notes and if others’ were the findings different?” Point out that
results and predictions are different to circle both students should make any necessary
them. If students have difficulty following what revisions.
others are saying, ask them to listen for key
content words such as transfer, melt, first, and Bridging Ask students to listen actively
predict or prediction. to other students as they present and to
formulate questions to ask in order to gain a
Developing To make sure that students are deeper understanding. Model questions for
actively listening to other students as they students to get them started, such as “What
present their findings, ask students to make patterns did you observe? Did the patterns
a Venn diagram so they can compare and match your predictions?”
contrast their results with those of others.

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 • Based on your previous investigation, what Rubrics
temperature of water would you use in this
Have students evaluate their work using the

NATURE OF SCIENCE
investigation? (very warm)
rubric in the Science Notebook Companion. Use
As students explore on their own, they should students’ completed rubrics and the teacher
recognize that heat travels through some materials rubric provided for this activity to guide your
better than others. They should utilize their assessment of their work.
understanding about how heat is transferred to
explain their observations.

Have students compare this investigation with

the one they conducted on their own. Ask: How
were the investigations similar? (Both involved

Waves: Waves and Information

the transfer of energy by heat.) Next ask: How were

PHYSICAL SCIENCE
they different? (Possible answer: In one case, we
compared the effect of different temperatures of

Energy
water. In the other case, we compared heat transfer by
different materials.)

Revisit the Phenomenon Show students the

tongs once again. Ask: How can you use what you
have learned to explain why these tongs have
parts covered in rubber? (Rubber does not transfer
thermal energy easily. Rubber is an insulator. It allows

Interdependent
a person to safely handle hot foods.)

Structure, Function,
EVALUATE
Have students record their answers to the Wrap It

LIFE LIFE
Up questions in their science notebooks.

Relationships
SCIENCE
Wrap It Up!

and Information
SCIENCE
1. OBSERVE List the cups of water in order

in Ecosystems
from least to most thermal energy. (cold,
room temperature, very warm)

Processing
2. PREDICT Did your results support your
predictions? Explain. (Possible answer: Yes.
I predicted that the hot water would melt the
butter fastest.)

3. GIVE EVIDENCE How did the amount

of thermal energy in the cups affect the
melting of the butter? Use evidence from
Processes that Shape the Earth

your observations in your explanation.

(Possible answer: The warmest water had
EARTH SCIENCE
Earth’s Systems:

the most thermal energy. The butter melted

fastest in the cup that contained the warmest
water. So, thermal energy was transferred
from the water to the butter fastest in that
cup.) CCC Energy and Matter

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It’s Electric
You probably know that to get the light bulb in a lamp to light,
you need to plug the cord into an electrical outlet and turn
on the switch. To produce light, the lamp uses electricity,
or electrical energy. Electrical energy is the energy
of moving charged particles. When electrical energy
is transferred through wires, it is called electric
current. Look at the photograph of the many
carnival lights. What makes all these lights glow
and the rides move? Electricity!

Electric current is a useful way to transfer

energy from place to place. Energy from a
faraway power plant can be moved through
wires to all the buildings in a town. There it
can be transformed into light, heat, sound,
and motion.

At a carnival, electric current is

transformed into colorful lights,
festive sounds, and moving rides.

DCI PS3.A : Definitions of Energy. Energy can be moved from place to place by moving
objects or through sound, light, or electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B : Conservation of Energy and Energy Transfer. Energy can also be transferred
from place to place by electric currents, which can then be used locally to produce motion,
sound, heat, or light. The currents may have been produced to begin with by transforming
the energy of motion into electrical energy. (4-PS3-2), (4-PS3-4)
44 CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)
 Electric current transfers energy to
a waffle iron, where it is transformed
into heat.

The electric guitar is attached to an

amplifier. The amplifier makes the
sound from the guitar louder.

Wrap It Up!
1. Define What is electric current?

2. Recall Give examples of how electrical

energy can be used to produce light, heat,
sound, and motion.
3. Apply You have learned about some uses
of electrical energy. What other ways do
you use electrical energy every day?
45
 It’s Electric
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy can also be transferred from place to place by electric
currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

EXPLORE
Objectives Students will be able to:
• Define electrical energy and electric current. Think About Electrical Energy
• Explain how electric current transfers energy from place
to place. Have students observe the photos. Ask probing
Science Vocabulary questions to encourage exploration. For example,
electrical energy, electric current
ask: How is electrical energy being used in each of
these photos? (Electrical energy is moving the Ferris
wheel and causing it to produce light and possibly sound.
Electrical energy is heating the waffle in the waffle
ENGAGE iron. Electrical energy is making the sounds of the
Introduce the Phenomenon guitars louder.)
Quick Hands-On Give one student a flashlight Four-Square Diagram Have students make a full-
with batteries and one student a flashlight without page four-square diagram in their science notebooks
batteries. Have the students stand in front of the and add to it throughout the lesson.
class. Turn out the lights, and ask the students to
shine their flashlights on the ceiling. Students will Set a Purpose and Read
quickly realize one will not turn on. Ask: Why won’t Focus Question Use this question to focus
one flashlight work? (Answers may vary. Some students and guide their reading: How is electrical
students will say batteries are dead or missing. Others energy transferred from place to place? Have students
may say the bulb or some other part of the flashlight read the lesson.
is broken.) Next ask: What provides energy for a
flashlight? (Possible answer: batteries) EXPLAIN
Tap Prior Knowledge Define Electrical Energy and
Have students think of everyday items that run Electric Current
on batteries, plug into an outlet, or both. Invite Point out the term electrical energy. Ask: What is
volunteers to name a few. (Possible answers: cell electrical energy? (Electricity, or electrical energy, is
phones, computers, hair dryers, lamps, TVs, toys) the energy of moving charged particles.)
Ask: What do all these items have in common?
(They all run on electricity.) Say: Another word Ask students to locate the definition of an electric
for electricity is electrical energy. Ask: What are current. Ask: How does electric current relate to
some things these items can do with electrical electrical energy? (Electric current is electrical energy
energy? (Possible answers: move, light up, process that moves through wires.) If students are curious, you
information, make sounds, produce heat) can tell them electrical energy that does not move
through wires is called static electricity. In static
electricity, the energy “jumps” from one thing to
another instead of moving steadily along.

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 Recognize That Electric Current Revisit the Phenomenon Display the flashlights
Transfers Energy from ENGAGE. Open the flashlight that did not

NATURE OF SCIENCE
work to show that batteries are in fact missing. Say:
Guide students to answer the Focus Question. Ask:
Batteries are a source of electrical energy for a
• What does it mean to say that electric current flashlight. Ask: How do you think the electrical
transfers energy? (Electric current moves energy energy is transferred from batteries to the bulb?
from place to place.) Allow students to observe the flashlight. Remind
• What does it mean to say that electrical them that electrical energy is the energy of moving
energy is transformed? (Electrical energy can particles through wires. They will likely guess that
be changed into a different type of energy.) the metal strip is somehow involved in lighting the
bulb. Next ask: How might the on/off switch of
• What are some types of energy that electrical
a flashlight relate to electrical energy transfer?
energy can be transformed into? (light, heat,

Waves: Waves and Information

(It somehow starts and stops the transfer.) This will
sound, and motion)

PHYSICAL SCIENCE
help students begin to think about electric circuits,
ELABORATE which are the focus of the next lesson.

Energy
Extend Thinking About EVALUATE
Electrical Energy
Have students record their answers to the Wrap It
Graphic Organizer Help students
Up questions in their science notebooks.
differentiate the definition of electrical energy
from definitions for thermal energy and
sound energy. All of these definitions involve
Wrap It Up!
moving particles and can start to sound similar
1. DEFINE What is electric current? (Electric

Interdependent
unless students are paying close attention.
current is electrical energy that is transferred

Structure, Function,
Have students create a T-Chart and label the
through wires.) CCC Energy and Matter
columns “Form of Energy” and “Movement of
Particles.” Students can create rows for thermal 2. RECALL Give examples of how electrical
energy, sound energy, and electrical energy. They

LIFE LIFE
energy can be used to produce light,

Relationships
can describe how each form of energy involves heat, sound, and motion. (Possible answer:

SCIENCE
the movement of particles. (thermal energy: energy Electrical energy can be transformed into

and Information
of vibrating particles that make up matter; sound other forms of energy to produce carnival

SCIENCE
energy: energy that travels through air or another lights, heated food, music, and moving rides.)

in Ecosystems
medium and causes the particles of the medium to
vibrate; electrical energy: energy of charged particles 3. APPLY You have learned about some
moving through wires) uses of electrical energy. What other

Processing
ways do you use electrical energy every
day? (Possible answer: I use electrical energy
every day to turn on lights, play a video game,
and turn on a TV.)

DIFFERENTIATED INSTRUCTION

Gifted and Talented Learners

Processes that Shape the Earth

Have students research to find out how

chemical energy inside a battery can be
EARTH SCIENCE
Earth’s Systems:

transformed into electrical energy. Have

students set up their own demonstration
of chemical energy being transformed into
electrical energy. Students can make simple
batteries from potatoes, lemons, or other
kitchen items. Students may choose to make
more complex wet cells with copper and zinc
plates from the hardware store.

It’s Electric 45b

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Electric Circuits
The colorful lights in the photograph run on electricity. The wires
and light bulbs make up an electric circuit. An electric circuit is a
complete path through which electric current can pass. A battery
and a power plant are sources of electricity for circuits.

A battery has stored energy. The battery has a positive end and
a negative end. If you attach a wire from one end of the battery
to the other, you produce a complete path through which an
electric current can pass. For the current to flow, the circuit must be
complete. If the wire is not connected to both ends of the battery,
the energy cannot move through the circuit.

For these lights to shine, they

must be connected to a source of
electricity in a complete circuit.

DCI PS3.A : Definitions of Energy. Energy can be moved from place to place by moving objects or through
sound, light, or electric currents. (4-PS3-2), (4-PS3-3)
DCI PS3.B : Conservation of Energy and Energy Transfer. Energy can also be transferred from place to
place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The
currents may have been produced to begin with by transforming the energy of motion into electrical energy.
46 (4-PS3-2), (4-PS3-4)
 Trace the path through
which electric current
flows in the circuit.
switch When the wires are
connected and the
switch is closed, there
battery is a complete path
through which current
can pass. Then the
bulb lights up.

Wrap It Up!
1. Describe How does an electric circuit
transfer energy?

2. Predict What happens to the flow of

electric current when you flip a light switch
off? Explain.
47
 Electric Circuits
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.A: Definitions of Energy. Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2)
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy can also be transferred from place to place by electric
currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

(Possible answers: twist a knob or pull on a chain to

Objectives Students will be able to:
turn on a lamp; flip a switch to turn on an overhead
• Define electric circuit.
• Know that the transfer of electric energy as current light fixture; twist one end or push a button to turn
requires a complete circuit. on a flashlight) Ask: Based on our activity, what
Science Vocabulary do you think might be happening in all of these
electric circuit cases to turn electrical energy “on”? (Accept
all answers. Students may say that something
causes the electricity to flow. Tell students that it is
ENGAGE acceptable for them not to have an answer yet.)
Introduce the Phenomenon
EXPLORE
Role Play Gather enough balls, pennies, erasers,
or similar objects for each student to use as well as Think About Electrical Energy
one for yourself. Have students stand close together Have students observe the photos in the lesson.
in a circle. Hand them each an object before joining Ask probing questions to encourage exploration.
them. Say: Let’s start passing our objects around For example, ask: Why are the bulbs in the paper
the circle. I will start. Wait until your neighbor lanterns glowing? What do you think would
passes his or her object to you before you pass happen if the lights were unplugged? Why do you
yours on. Pass your object to the student on your think the photo of the lanterns was paired with
right. That student in turn should pass his or her the photo of the circuit? Have students share their
object to the right. Once all students are engaged in answers. (Most students should say that the lanterns
passing objects along, ask: are glowing because they are receiving electrical energy
• What do we call the energy of moving and that if the lights are unplugged, they will stop
particles? (electrical energy) receiving energy and stop glowing. A few students may
understand the connection between the two photos
• What do we call electrical energy that is and understand that the current running through the
transferred through wires? (electric current) wires to light the lanterns is part of a circuit.)
• How are we modeling the transfer of electrical
energy? (Our objects are charged particles. We are Four-Square Diagram Have students make a full-
a wire the charged particles are moving through.) page four-square diagram in their science notebooks
and add to it throughout the lesson.
• What else does our model need? (Guide
students to recognize an energy source is needed.) Set a Purpose and Read
Say: Imagine I am a battery. Each end of the wire Focus Question Use this question to focus students
connects to each of my ends. As long as our circle and guide their reading: How do circuits transfer
is closed, electric current flows. Tell the three electrical energy? Have students read the lesson.
students to your left to step out of the circle. Ask:
What happens when the circle is broken? (The EXPLAIN
current stops.) Define an Electric Circuit
Tap Prior Knowledge Review with students that electrical energy is
the movement of charged particles. Also remind
Have students describe how they turn on
students that electric current is electrical energy
a variety of lights, including a lamp, an
that is transferred through wires. Then lead a class
overhead light fixture, and a flashlight.
discussion to answer the Focus Question Ask:

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 • What is an electric circuit? (An electric circuit is Teach the Dimensions
a complete path through which electric current CCC Energy and Matter. Energy can be transferred in various ways and

NATURE OF SCIENCE
can pass.) Say: The word circuit means “to between objects. (4-PS3-2)
go around.” Help students reinforce learning about how an
• What is meant by a complete path? (Possible electric circuit transfers energy. Project the lesson
answers: a closed loop, a complete loop, a on a whiteboard. Have students take turns using
continuous path with no end or beginning) Next the interactive device to trace the path of electric
ask: Can current move through a path that current through the circuit. Ask another student to
is not complete? Explain. (No. The only way state the command “open” or “closed.” When the
current can flow is if it is moving in a complete command is “open,” the student tracing the path
path, or circuit.) should suddenly stop tracing and explain what the
circuit projected on the board would look like if it

Waves: Waves and Information

Explain That Current Requires a Circuit were indeed open at that particular point. When

PHYSICAL SCIENCE
the student who is tracing hears the command
Have students observe the photo of the electric
“closed” again, he or she can move again. Allow
circuit. Ask:
each student to have a turn either tracing the

Energy
• How do you know this photo shows a current or giving the “open” or “closed” command.
complete circuit? (It forms a closed loop.)
• If the wire doesn’t continue all the way ELABORATE
around, how can it be a complete circuit? Sketch to Stretch Have students work through
(The current can move through the metal pieces their ideas of how a circuit can involve an outlet.
and the battery, as well as the yellow wires. They Ask students to draw a picture in their notebooks
are all parts of the circuit.) of the lanterns, the wires, the outlet, and the circuit

Interdependent
• How could you use the switch in this photo that runs to and from a power plant. Tell students

Structure, Function,
to turn off the light? (You could move the paper that, for this exercise, the picture does not have to
clip so that it isn’t in contact with both wires. look nice. It is just a way to develop their thoughts.
Then the circuit would be open, and current Allow students to view each other’s drawings. Then

LIFE LIFE
couldn’t flow through the light bulb.) draw a simple diagram on the board showing the

Relationships
complete circuit.

SCIENCE
• Does the current flowing through the

and Information
lanterns require a complete circuit? (Yes.)

SCIENCE
It doesn’t look like a loop. Doesn’t it just EVALUATE

in Ecosystems
plug into an outlet? (Inside the cord are wires. Have students record their answers to the Wrap It
The prongs of the cord connect the wires to a Up questions in their science notebooks.
complete circuit that goes all the way to a power
plant and back.) Wrap It Up!

Processing
1. DESCRIBE How does an electric circuit
transfer energy? (An electric circuit provides
a complete path through which electric
DIFFERENTIATED INSTRUCTION current can flow.)

Extra Support 2. PREDICT What happens to the flow of

Processes that Shape the Earth

Below-Level Learners To ensure students electric current when you flip a light
understand that a closing switch does not switch off? Explain. (When you turn a light
EARTH SCIENCE
Earth’s Systems:

mean turning it off, have them draw the switch off, the circuit is no longer complete
circuit from the lesson. Then, have students and the current stops flowing.)
trace the path of electric current through the
Digital Wrap-Up Have students
circuit. Ask: Is the switch open or closed?
complete the interactive bonus assessment in
(closed) Is the light on or off? (on) Have
the Interactive E-book.
students draw what the circuit would look
like if the switch were open. Ask: Is the light
on or off? (off)

Electric Circuits 47b

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 Investigate

Electric Circuits
? Which materials can complete an
electric circuit?

For electricity to flow, a circuit must be complete. Then

the electric current can flow and light a bulb. In this
investigation, you can observe which materials can
complete an electric circuit.

Materials
light bulb battery
in holder in holder

3 wires materials to test

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to
48 place by sound, light, heat, and electric currents.
1 Attach wires to a battery holder 2 Notice that there are two wire
and to a bulb holder as shown. ends that are not connected. Touch
the ends of the wires together to
make a complete circuit. Record your
observations in your science notebook.

3 Predict whether a rubber band will 4 Predict whether other materials

complete the circuit if you touch the will complete the circuit. Record your
wire ends to it. Record your prediction. predictions. Test the materials. Record
Touch the ends of the wires to the your observations.
rubber band. Record your observations.

Explore on Your Own Wrap It Up!

What would happen if you added
1. Predict Did your results support your
a second light to the electric
predictions? Explain.
circuit? Plan and carry out your
own investigation. Record your 2. Describe What materials are needed
observations. Compare the results of to build a complete circuit? How are the
your investigations. materials used to complete the circuit?

3. Conclude How can energy be transferred

from place to place by electric currents?
Use evidence from the activity in your
answer.
49
 Investigate Electric Circuits STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat,
and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy can also be transferred from place to place by electric
currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy. (4-PS3-2)
SEP Planning and Carrying Out Investigations. Make observations to produce data to serve as the basis for evidence for an
explanation of a phenomenon or test a design solution. (4-PS3-2)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

Objectives Students will be able to:

They will find out that this electrical path can be
• Carry out an experimental investigation to test one
variable—the object/material that completes an electrical completed only with certain materials such as
circuit. metals. Once the path is complete, electrical energy
• Make observations to provide evidence that energy can be will flow through the circuit and be transformed
transferred from place to place by electric currents.
• Plan an additional investigation to collect data about the into both light and thermal energy inside a bulb.
function of an electric circuit.
Explore on Your Own Students can make a
plan to answer the question in Explore on Your
Own. You may wish to provide students with a copy
BEFORE YOU BEGIN of the Investigation Checklist to help them plan
their investigation. Review students’ plans before
Materials For groups of 4: small flashlight bulb in allowing them to carry out their investigations.
holder, D-cell battery in holder, 3 pieces of electrical Students will observe that electrical energy will flow
wire, rubber band, metal washer, plastic spoon, through the circuit to both bulbs. Students may
penny, large metal paper clip, crayon. For teacher observe that the brightness of the bulbs decreases
use: wire stripper/cutter. Explore on Your Own: when a second bulb is added.
second small flashlight bulb in holder.
Time 40 minutes (add 20 minutes for Explore on
Your Own)
ENGAGE
Advance Preparation Make sure that the filaments
in the bulbs are intact and that the batteries are Introduce the Phenomenon
charged. Mount the bulbs and batteries into their Teacher-Led Demo Display a set of materials to
appropriate holders. Cut the wire into 5-in. lengths be used for the investigation. Ask: Which of these
and strip them so that about 1/2 in. of wire on each materials do you recognize? (Students will likely be
end is exposed. able to identify most of the materials.) Next ask: Which
of these materials is required to get the light bulb
Safety Note Remind students that the ends of the
to light? (Accept all answers. Students will likely know
wires can be sharp. Tell students to never connect
from the previous lesson that the battery, bulb, and
more than one battery together. Review the Science
electrical wires will be required.)
Safety pages with students.
Teaching Tips If the bulb does not light up in Tap Prior Knowledge
Step 2, tell students to check both the bulb and the Have students describe the ways in which electrical
battery to make sure each is securely mounted in its energy is being used in the background photo.
holder and that the wires are securely attached to (The electrical energy is being transformed into
the holders. Testing materials may vary from those light. It will also be used to make the sounds of the
shown, but should be made of a variety of materials, instruments louder.) Say: At concerts like this one,
such as metal, plastic, rubber, and wax. it is someone’s job to manipulate switches to
What to Expect Students will observe that the flow control the lights and create a show with them.
of electrical energy in circuits requires a complete
path through which an electric current can pass.

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 Another person works the sound, meaning that EXPLAIN
he or she manipulates an array of switches to Share and Explain Findings

NATURE OF SCIENCE
adjust the loudness of each instrument so that
the music sounds its best. A lot of wires are Have students in each group observe the cups
required to do all this, and they all must be belonging to one other group. Have groups discuss
set up properly in complete circuits. any major differences in their observations.

Review with students the difference between an

EXPLORE electrical conductor and an electrical insulator. Say:
Carry Out the Investigation An electrical conductor is a material that allows
Guide students through the investigation. Read the electricity to easily pass through it. An electrical
pages of the lesson together. Have students make a insulator is a material that does not allow
electrical energy to easily pass through it.

Waves: Waves and Information

table like the one below in their science notebooks,
or use the one provided in the Science Notebook

PHYSICAL SCIENCE
Help students explain their results using evidence
Companion. with probing questions such as:

Energy
Materials Tested to Complete a Circuit • What type of energy was transferred to the
bulb, causing it to light up? (electrical energy)
Material Predictions Observations
rubber band • How was the energy transferred? (as electric
metal washer
current through a complete circuit)
plastic spoon • Which materials completed the circuit?
penny (Students should say that the metal washer, the
metal paper clip penny, and the metal paper clip completed the

Interdependent
circuit.)

Structure, Function,
crayon
• Which materials did not transfer energy to
As students carry out Step 2, say: Describe your the light bulb? (the rubber band, the plastic
observations. (The bulb lights up when the wires spoon, and the crayon)

LIFE LIFE
touch.) Ask: Why did this happen? (When the wires

Relationships
are touching, the circuit is complete and electrical • What was the reason for this? (Possible answer:

SCIENCE
energy is transferred from the battery to the bulb, They did not complete the circuit because the

and Information
material they are made from does not readily

SCIENCE
where it is transformed into light and heat.)
conduct electricity.)

in Ecosystems
Processing
DIFFERENTIATED INSTRUCTION LITERACY CONNECTION
Extra Support Interpret Visual Information
Below-Level Learners Print the lesson RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
pages. Have students circle the answers to animations, or interactive elements on Web pages) and explain
the following questions about how energy
Processes that Shape the Earth

how the information contributes to an understanding of the text

in which it appears.
can move. Which sentence explains what
causes a light bulb to light up? (“Then the Discuss with students how images can help
EARTH SCIENCE
Earth’s Systems:

electric current can flow and light a bulb.”) support text in order to clarify steps in a
What two things did you put together procedure. For example, ask students how
to make a complete circuit? (the two wire the photos of the materials and the two
ends) Have students trace the path of the photos with Steps 1 and 3 helped them
electric current from the battery to the bulb. to better understand the investigation.
Then have them show what happens to the Encourage students to draw on, circle, or add
current when the rubber band is added to notes to the Observations column of their
the circuit. investigation table to help clarify their notes.

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 Investigate: Electric Circuits (continued)

Teach the Dimensions Say: Think about the materials you tested. Which of
SEP Planning and Carrying Out Investigations. Make observations the following materials would you predict would
to produce data to serve as the basis for evidence for an explanation of a complete the circuit—a glass bottle, a sheet of
phenomenon or test a design solution. (4-PS3-2)
paper, a piece of cotton cloth, a small tree branch,
Remind students that the factors that can change in a toothpick, a steel nail, a stainless steel fork, a
an investigation are called variables. Ask: plastic coated paper clip, and a metal key? (Based
• H
 ow many variables should you change in an on their results, students may predict that a steel nail, a
investigation? (one) stainless steel fork, and a metal key would all complete
• W
 hat about all the other variables? (They the circuit.)
should stay constant.) Explore on Your Own As students explore on
• Why do you only change one variable? (So their own, they should recognize that electrical
that you know any difference in outcome can be energy can travel through a circuit with multiple
attributed to the change that was made.) connections. Students can explain that the battery
supplies a continuous amount of energy, so two
Have students identify the variables they are bulbs converting the energy will be dimmer than
keeping constant (light bulb, battery, 3 wires) and only one. They should utilize their understanding
the one they are changing (different materials to about how electrical energy is transferred to explain
test for conductivity) in their investigation. their observations.

ELABORATE Have students compare this investigation with the

one they conducted on their own. Ask:
Investigate Further
Tell students to think again about their results. Ask: • How were the investigations similar? (Both
In addition to light energy, what other type of involved the transfer of electrical energy through a
energy was electrical energy transformed into circuit.)
by the bulb? (Electrical energy was transformed into • How were they different? (Possible answer: There
thermal energy in the bulb. The bulb lit up and got were different numbers of bulbs in the circuit.)
warm when energy was transferred to it.)

ELL SUPPORT Electrical energy made the bulb (light up).

Starting Encourage students to express their Electric (current) flowed through the wires.
ideas on electric circuits by responding to the
following questions: Where did electric current The light did not light up when the circuit was
flow? (through the wires) What happened to not (completed).
the light bulb? (It lit up.) Which material did
Bridging Have students use the following
not complete the circuit? (Possible answer: The
words to write a paragraph about the results
rubber band did not complete the circuit.)
of their investigation: electric current, electric
Developing Provide students with sentence circuit, complete, energy transfer, evidence.
frames to help them share and explain findings:

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. PREDICT Did your results support your
predictions? Explain. (Answers will vary.
Some students may have predicted that the
metal washer, the penny, and the metal paper
clip would complete the circuit.)

Waves: Waves and Information

2. DESCRIBE What materials are needed

PHYSICAL SCIENCE
to build a complete circuit? How are the
materials used to complete the circuit?

Energy
(A source of electrical energy and electrical
wires or other materials that can carry
current are needed. The materials must all be
connected in a complete loop.)

3. CONCLUDE How can energy be

transferred from place to place by
electric currents? Use evidence from

Interdependent
the activity in your answer. (When the

Structure, Function,
circuit was completed, the bulb lit up. This
provided evidence that electrical energy can
be transferred by current from a battery to a
light bulb.) CCC Energy and Matter

LIFE LIFE
Relationships
SCIENCE
Rubrics

and Information
SCIENCE
Have students evaluate their work using the rubric

in Ecosystems
in the Science Notebook Companion. Use students’
completed rubrics and the teacher rubric for this
activity to guide your assessment of their work.

Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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Spin It!
Where does the electricity you use in your home come from?
It must be generated using other forms of energy. Energy
can’t be created or destroyed. But energy can be changed, or
transformed, from one form into another. One source of energy
is wind. The moving air causes the wing-like blades of a wind
turbine to turn around and around. The rotating blades have
energy of motion that can be transformed into electricity.

DCI PS3.B : Conservation of Energy and Energy Transfer. Energy can also be
transferred from place to place by electric currents, which can then be used locally to
produce motion, sound, heat, or light. The currents may have been produced to begin
50 with by transforming the energy of motion into electrical energy. (4-PS3-2), (4-PS3-4)
The energy from the moving blades
of a wind turbine runs a generator.
The generator transforms the energy
of motion into electricity. People can
use this electricity in homes, schools,
and offices.

Wind turbines on a wind farm capture

energy of motion of moving air.

Water turbines transform the energy from

moving water in the ocean into electricity
people can use.

Wrap It Up!
1. Recall Describe two sources of energy
of motion.

2. Explain How is the energy from the

moving blades of the turbines used to
produce electricity?
51
 Spin It!
NEXT GENERATION SCIENCE STANDARDS
DCI PS3.B: Conservation of Energy and Energy Transfer. Energy can also be transferred from place to place by electric
currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy. (4-PS3-2), (4-PS3-4)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-2)

• What do you recall about how electrical

Objectives Students will be able to:
energy can be transformed? (Possible answer:
• Recall that electric current can transfer energy from place
to place and then be used locally to produce motion, Electrical energy can be transformed into light,
sound, heat, or light. heat, sound, and motion.)
• Explain that current is produced by transforming the
energy of motion into electrical energy. • How is electrical energy transferred from place
• Identify the parts of a wind turbine and how they work to place? (as electric current through wires)
together to produce electricity.
Science Vocabulary
• How do you think electricity is delivered to
energy of motion
your home? (Accept all answers. Students may
have observed power lines and lines that run to
their homes.)
ENGAGE
EXPLORE
Introduce the Phenomenon
Think About Motion Energy
Quick Hands-On Pass out pinwheels for pairs of
students to use. Have the students take turns getting Reader/Writer/Speaker Response Triad Divide
the pinwheel to spin. Ask: When did the pinwheel students into groups of three. One student will read
move, and how did it move? (When I blew on the each question, one will record the group’s responses,
pinwheel, it began to spin, or turn around and around.) and one will report to the class. Have groups
Next ask: How did you transfer energy to move the observe the images in the lesson as they discuss the
pinwheel? (When the moving air that blew from my questions. Then, reconvene for discussion:
mouth came in contact with the pinwheel, energy was • What are the spinning objects? (Possible
transferred to the pinwheel.) answers: propellers, blades, turbines)
Tap Prior Knowledge • What causes them to move? (blowing wind or
flowing water)
Have students think back to the lessons about
electric energy and electrical circuits. Ask: • How are these machines like a pinwheel and
how are they different? (Possible answer: They
also have spinning parts but are much larger. They
require much more energy from wind or water to
make them spin.)
LITERACY CONNECTION • What might these machines be used for?
(Possible answers: They might be used to make
Draw Inferences electricity or to power buildings.)
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. Four-Square Diagram Have students make a full-
Explain to students that sometimes information page four-square diagram in their science notebooks
is explicitly stated, but when it isn’t readers must and add to it throughout the lesson.
use what they have learned or already know to
infer. Guide students to use details in the text to Set a Purpose and Read
draw inferences to explain how water turbines Focus Question Use this question to focus students
work. Point out in the EXPLAIN section that and guide their reading: How is current produced by
students should look for details in the text about transforming the energy of motion? Have students
how wind turbines work to help them infer how read the lesson.
water turbines work.

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 EXPLAIN EVALUATE
Define Energy of Motion Have students record their answers to the Wrap It

NATURE OF SCIENCE
Point out the term energy of motion. Ask: What is Up questions in their science notebooks.
energy of motion? (The energy possessed by moving
objects.) Next ask: Is there anything else on these Wrap It Up!
pages that has energy of motion? How do you
know? (Guide students to understand that the wind 1. RECALL Describe two sources of energy
and water both have energy of motion because they of motion. (Possible answers: Wind moving
are moving, which students can infer because the turbine blades and water moving in the
turbines are spinning.) ocean are both sources of motion energy.)

If students are using the Interactive E-book, have 2. EXPLAIN How is the energy from the

Waves: Waves and Information

them watch the video of the spinning wind turbines. moving blades of the turbines used

PHYSICAL SCIENCE
to produce electricity? (The energy of
Explain How Current Is Produced the moving blades runs a generator, which
transforms the energy into electricity.)

Energy
Guide students to answer the Focus Question. Ask:
• What is a generator? (a machine that Digital Wrap-Up Have students
transforms energy of motion into electricity) complete the interactive bonus assessment in
• What happens to the electricity after it is the Interactive E-book.
generated? (The electricity is transferred as
current through wires to places such as homes,
schools, and offices.)

Interdependent
• What can electricity be used for? (to produce

Structure, Function,
motion, sound, heat, or light)

Say: Infer how the water turbines are used to

LIFE LIFE
produce electricity. (Possible answer: As water

Relationships
flows over the blades of the turbines, they spin. These

SCIENCE
spinning blades have energy of motion because they

and Information
SCIENCE
are moving. This energy runs a generator, which
changes the energy of motion of the moving blades

in Ecosystems
into electricity.) Ask: What is the power provided
by moving water called? (Some students may know
that it is called hydroelectric power.)

Processing
ELL SUPPORT
ELABORATE
Teach the Dimensions Starting Have students complete the
CCC Energy and Matter. Energy can be transferred in various ways sentence frame to summarize what they have
and between objects. (4-PS3-2) learned about energy of motion: Generators
Have students turn back to the string of lanterns (transform) energy of motion into electricity.
in the lesson Electric Circuits. Say: Suppose the
Processes that Shape the Earth

energy lighting these lanterns came from the Developing Provide these more complex
wind farm in this lesson. Have students write a sentence frames to help students explain
EARTH SCIENCE

how electricity is generated: Moving air

Earth’s Systems:

step-by-step account of the journey that energy

took in its various forms from the wind to the light causes blades on a turbine (to spin). Moving
in the lanterns. Ask students to circle each energy blades of a turbine (run a generator).
transformation with a red pencil or pen and each Bridging Have students write a paragraph
energy transfer with a green one. to explain how a wind turbine is used to
Have students use the Internet to locate diagrams generate electricity. Tell students to use
that show how electricity generated by wind farms the following words: capture, rotate, run,
is delivered to homes and businesses. They can transform, transfer.
print one diagram and write a caption for it.

Spin It! 51b

051a-051b_NATG15656_G4U1_L8_P.indd 2 10/05/18 12:20 PM

STEM
SCIENCE
TECHNOLOGY
ENGINEERING
MATH
SPACE STATION PROJECT

Design a Collision
Shield
As many as 100 million pieces of space junk are
orbiting Earth. This junk has broken off for one
reason or another from machines sent into space.
Most space junk is very tiny—as tiny as flakes of
paint. But space junk travels at high speeds. Even
tiny objects can be dangerous to a spacecraft if they
collide with it.

The International Space Station cannot steer around

every tiny bit of space junk as it travels in space.
Engineers have had to design shields to cover
many of its surfaces. One type of shield is designed
with layers that absorb, or spread out, energy from
collisions. The layers may also break apart or even
melt down an object after it hits.

Engineers also design equipment to reduce impacts

of collisions on Earth. Bumpers protect cars.
Helmets protect people’s heads. You have even read
about buildings designed to absorb the shock of
earthquakes. Now it’s your turn. You will work with
your team to design a shield that protects an object
during a collision.

PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.
52 PE 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
 Many surfaces of the International
Space Station are covered with
protective shields. Even so, tiny
bits of space junk have caused
dents and chips over the years.

The Challenge
Your challenge is to design and
build a shield that protects an
object against a collision. Your
collision shield must:
• make use of at least two different
materials
• form a protective cover around
the entire object
• keep an object from cracking
when it hits the ground from a
height of 1 meter

53
SPACE STATION PROJECT
(continued)

These bikers wear protective gear,

including helmets and padded
clothing. How can this gear
shield their bodies if they fall?

1 Define the problem. 2 Find a solution.

Imagine dropping a hardboiled egg from Look at the materials. How can you use them
a height of 1 meter. Could you prevent its to make a shield? Think about these questions:
shell from cracking when it collides with the
• Which materials best fit the object’s shape?
ground? This is the problem your team will
work on. How can a shield help solve the • Which materials will best reduce the energy
problem? Write the problem in your science of a collision to help protect the object?
notebook. • Can any of the materials be changed or
combined for greater protection?
Criteria tell what your solution needs to do to
be successful. Look back at the challenge box Be creative! Sketch your design, and present it
on the previous page. These are your criteria. to your team. Discuss each possible solution.
Write your criteria in your science notebook. Choose the one that will best meet the criteria.

Your teacher will show you materials to Draw your final design. Explain why your
select from when designing your shield. design will be successful and why you chose
He or she will tell you how much time you the materials you are using. Have your teacher
have to work on a design. You cannot use approve your design.
any other materials, space, or time. These
are the constraints of your solution. List the
constraints in your science notebook.

54
3 Test your solution. 4 Refine or change your solution.
Build your shield. Record notes about your Discuss ways you could improve your design.
work in your science notebook. Make a plan Do you need to change any of the materials
to test your design. Your test will tell how well you are using? Draw your ideas.
your collision shield meets the criteria. Decide
which evidence will prove that your solution is Test your collision shield the same way you
successful. did in Step 3. Hold your egg 1 meter above
the ground for each trial. Did your changes
Remember that your egg will be dropped from improve your shield? How do you know?
the height of 1 meter. To make your test fair,
this variable should not change. You should Present your team’s design to the class. Explain
also carry out several trials to collect data. what worked well and what did not. Tell
about the criteria and whether your collision
Have your teacher approve your plan. Then shield met them. Explain how you tested your
carry out your tests. Record information solution. Answer questions about your design.
about all your tests and results in your science Ask questions about the other teams’ designs.
notebook.
How could your design be used in everyday
Discuss the results with your team. Did your life? How could you redesign your collision
collision shield absorb enough energy? Why or shield to be able to use it in other ways? Talk
why not? Talk about the other criteria. Did your about your ideas with your team. Record your
design solve the problem? ideas in your science notebook.

55
 STEM
Science
Technology
Engineering
Math
SPACE STATION PROJECT

Design a Collision Shield

NEXT GENERATION SCIENCE STANDARDS
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
PE 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Clarification
Statement: Examples of evidence relating speed and energy could include change of shape on impact or other results of
collisions.] [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or
on any precise or quantitative definition of energy.]
DCI ETS1.B: Developing Possible Solutions. Tests are often designed to identify failure points or difficulties, which suggest
the elements of the design that need to be improved. (3–5-ETS1-3)
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them
best solves the problem, given the criteria and the constraints. (3–5-ETS1-3)
DCI PS3.A: Definitions of Energy. The faster a given object is moving, the more energy it possesses. (4-PS3-1)
SEP Planning and Carrying Out Investigations. Plan and conduct an investigation collaboratively to produce data to serve
as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)
SEP Constructing Explanations and Designing Solutions. Use evidence (e.g., measurements, observations, patterns) to
construct an explanation. (4-PS3-1)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-1)

Objectives Students will be able to: Advance Preparation Preview a short video
• Define the design problem they need to solve, including
criteria and constraints. of how helmets are tested, such as National
• Develop and compare several solutions to the design Geographic’s “I Didn’t Know That: Helmet Testing.”
problem, evaluating each based on how well it meets the Determine what materials will be made available
criteria and constraints.
• Design and build a collision shield within the constraints of
to groups to choose from as they design and build
the design. their collision shields. Prepare hardboiled eggs for
• Use a fair test in which variables are controlled. the groups. Cut cardboard egg cartons apart so
• Ask questions and predict outcomes about the changes in each group has access to individual cells.
energy that occur when objects collide.
Safety Note Approve students’ designs before they
begin building their collision shields. Review the
safety handbook with students. Review the Science
BEFORE YOU BEGIN Safety pages with students.
Materials For groups of 4: Assemble a variety of Teaching Tips Have extra hardboiled eggs
materials from which students can choose, such as available to replace ones that get cracked during
cotton balls, egg carton cells, paper cups, sandwich testing of the collision shields. Consider assigning
bags, straws, craft sticks, toothpicks, modeling clay, a role to each group member. For example, one
paper towels, rubber bands, and other common student could be the Materials Manager, who is
classroom materials; each group should have a responsible for collecting materials for use by the
hardboiled egg and a meter stick. group and putting them away when the work is
done. Another student could be the Questioner,
Time Day 1: 5 minutes to watch and discuss the who asks questions of the group throughout
video; 10 minutes to introduce and define the the investigation to clarify the group’s thinking
problem; 10 minutes to generate solutions and and to ensure the input of all group members is
select a design; 15 minutes to build and test a considered. The third student could be the Builder,
collision shield. who leads the construction of the group’s design.
Day 2: 15 minutes to revise and then test the The fourth student could be the Speaker, who
revised design; 15 minutes to share results; presents the group’s design and results to the class.
10 minutes for evaluation and cleanup. Emphasize to students that the roles indicate who

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 (Some students may respond that, because the egg
has the main responsibility for an aspect of the has been hardboiled, it will survive the fall intact;

NATURE OF SCIENCE
investigation but that others are expected to others may say that the eggshell will break.) Drop
help as requested, and that all group members the egg from a height of 1 meter.
share equal responsibility for the success of the
investigation. Roles should be varied between Then show students that the eggshell is broken.
investigations so that all students have the Allow a few volunteers to handle the egg and
opportunity to play different roles. After students confirm that its shell is broken.
complete the activity, have them sort materials Show students a second hardboiled egg and a
for recycling. pillow that has been placed in a box to keep the
What to Expect All collision shields should meet egg from bouncing from the pillow to the floor.
the criteria and constraints of the problem, using Ask: What will happen if I drop this egg onto the

Waves: Waves and Information

only the materials you provide. Many successful pillow from a height of 1 meter? (Students may

PHYSICAL SCIENCE
designs are possible. For example, students may respond that the egg will not crack.) Drop the egg
place their padded egg within two paper cups from a height of 1 meter onto the pillow. Ask: How

Energy
positioned with open ends together and held did the egg behave differently as it collided with
together with rubber bands. Students may build the pillow as compared to the floor? (It bounced
a cage around their egg with craft sticks or straws and rolled.)
and modeling clay. Students may enclose their
egg in two egg carton cells and place it, with Then show students that the eggshell is not
padding, into a sandwich bag. In addition to cracked. Allow a few volunteers to handle the egg
these methods, students may develop other ways and confirm that its shell is intact.
to protect their egg.

Interdependent
Structure, Function,
DIFFERENTIATED INSTRUCTION
ENGAGE

LIFE LIFE
Relationships
Introduce the Phenomenon Extra Support

SCIENCE
Below-Level Learners Students
Use a Video Engage students in the video of

and Information
experiencing difficulty in STEM course

SCIENCE
how helmets are tested. Ask: What types of tests work may demonstrate challenges with
did the helmets undergo to see how well they

in Ecosystems
reading their science and engineering
protect wearers? (The helmets were tested to see texts. To support students’ reading efforts,
how well they protect wearers from the weather, use chunking to break the text into more
loose debris such as sand, and hard impacts.) Ask:

Processing
manageable segments, and then have
How was the outer shell of a helmet tested for students record information about each
its ability to resist being punctured by a sharp chunk in a graphic organizer. For example,
object? (Students may say that a heavy, pointed the paragraphs under Step 1 in the student
object was dropped on the helmet.) How is the inner text can be chunked into phrases and
shell of a helmet different from the hard outer sentences. The first two sentences (about
shell? (Allow students time to think before soliciting dropping a hardboiled egg and what
responses. Some students may say that the inner happens when it collides with the ground)
Processes that Shape the Earth

shell is made of material that acts like a cushion.) could form one chunk. Students could use
How does cushioning help to absorb the energy a cause-and-effect graphic organizer to
EARTH SCIENCE
Earth’s Systems:

of an impact? (Again, allow students time to think. summarize the sentences. The remaining
Some students may suggest that compression of the three sentences of the first paragraph discuss
cushioning increases the amount of time over which the problem that students will work on.
an impact occurs, which lowers the acceleration.) Students could use a word-web graphic
Teacher-Led Demo organizer to summarize these sentences. The
remainder of the text under Step 1 (as well as
Show students a hardboiled egg. Ask: What do the text for the other steps) can be chunked
you predict will happen if I drop this hardboiled and described in a similar fashion.
egg onto the floor from a height of 1 meter?

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 SPACE STATION PROJECT (continued)

Design a Collision Shield

Tap Prior Knowledge Follow up with by reminding students that a design
problem has both criteria and constraints. Have
Think-Pair-Share Have students think about the
groups use the information in The Challenge to make
answer to the following questions:
a list of the criteria for this problem. (The design must
• How did the energy of the egg relate to its make use of at least two different materials, form a
speed? (It had energy because it was falling.) protective cover around the entire object, and keep an
• What evidence do you have that energy object from cracking when it hits the ground from a
is transferred? (I heard it crack and I saw its height of 1 meter.)
shape change.)
Next, have students read the text under Step 1. Ask:
Then have them do their best to explain the reasons What are the constraints of this problem? (We can
for the observed results to each other in pairs. only use the materials you give us, and we cannot
take more time than has been stated.) Have students
Tell students that, in this investigation, they will work record the criteria and constraints of the problem in
together to find other ways to protect an egg from their notebooks.
cracking when it is dropped from a height of 1 meter.
Remind students that engineers are people who use
Step 1: Define the problem. their understanding of science to solve problems.
Reader/Writers/Speaker Quartet Have groups Ask: Why might an engineer work on a design to
work together to read the introductory page of the protect an egg when it is dropped? (Possible answer:
investigation. Ask: What is the problem you are The egg could be a substitute for an object that is more
trying to solve? Have one member of the group read valuable and so should not be used in the early stages
the third paragraph aloud. Have the other members of design and testing.) Explain that protective devices
of the group write down what they think the need to be tested in many ways to ensure they
problem is. Then have groups share their answers will perform as needed in an emergency, and that
and work together to produce a single answer. engineers are involved in the design and testing of
Finally, have the Speaker report to the class. (Possible such devices.
answer: We need to design and build a collision shield
that protects an object during a collision.)

LITERACY CONNECTION Students can use other information in the

paragraph to infer the source of paint flakes
Explain the Text and Draw Inferences (machines sent into space). The first paragraph
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.
also states that collisions with “even tiny
Have partners work together to read the objects can be dangerous to spacecraft.”
introductory page of the investigation and Students can infer why this is the case. After
explain what the text says. Have students take students have finished explaining the explicit
turns pointing out sentences in the text and content of the text and drawing inferences,
describing their content. Then review with ask a few volunteers to share their inferences
students what an inference is (a conclusion with the class. They should refer to details
based on knowledge and reasoning). Have pairs and examples in the text to support their
identify where they can make inferences from inferences. Have students discuss similarities
the text. For example, the first paragraph states and differences among the inferences.
that space junk can be “as tiny as flakes of paint.”

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 EXPLORE Step 3: Test your solution.
Carry Out the Investigation Have groups show you their plans before they start

NATURE OF SCIENCE
Guide students through the steps of the design to build. Review the plans for any possible safety
project. Read through the steps together. issues. Also check to be sure that they are using
only the materials that you have given them. Ask:
Step 2: Find a solution. Why do you think your design will be successful?
Show students the materials that are available How do you know? (Possible answer: We think our
to build their collision shields. Remind students design will be successful because it will absorb a lot of
that these are the only materials they can use to the energy from the collision with the floor. We know
make their design. Although they must use at least because we chose materials that will protect the egg
two different materials, they do not need to use from hitting a hard surface and will spread out the
energy of the collision.)

Waves: Waves and Information

each type of material. Instruct students to think
about how to use the available materials to make

PHYSICAL SCIENCE
Monitor groups as they make their collision
a collision shield capable of protecting a dropped shield. As they build, groups may discover that
egg. Allow them to observe and manipulate the their original design requires modification. For

Energy
materials, but do not let them start building. example, they may not have enough materials, or
Have each member of a group sketch at least one the collision shield does not hold the egg securely
way to use the materials to make a collision shield. in place. Allow groups to use trial and error as they
Point out the questions in the student text under adjust their design.
Step 2 and remind students to consider them as Have groups label their collision shield with their
they make their preliminary sketches. Next, have names or a number identifying the group. When
group members share their sketches. Ask how the

Interdependent
groups are ready to test their design, have them
designs are alike and different?

Structure, Function,
determine different tests to use. For example, they
Have groups identify at least one positive aspect might drop their egg onto different surfaces, such as
of each design. Encourage groups to combine a carpet, hardwood floor, and tile floor, or they may
go outside and drop their egg on grass, bare dirt,

LIFE LIFE
good ideas from the different students’ designs

Relationships
to develop a design for the entire group. Have the and concrete. Ask: Why should the egg be dropped

SCIENCE
group discuss how the design meets the criteria from a height of 1 meter for each test? (This variable

and Information
should not be changed so that the tests are fair.) After

SCIENCE
and constraints of the problem. Have students
sketch their group’s design in their science each test, students should repair their collision

in Ecosystems
notebooks. Students should include notes about shield as needed so that it is returned to its original
why they think their design will be successful condition before the next test.
and why they chose to use the materials Have students draw a table for recording the results

Processing
they selected. of their tests, or use the one provided in the Science
Turn and Talk Have student groups form two Notebook Companion. They can use the “Notes”
pairs of partners after each student has made column to record what variable they changed, such
and shared a sketch of a design for the collision as the type of surface on which the egg is dropped.
shield, but before students have chosen a group They should also record what repairs, if any, were
design. Ask partners to take turns identifying and needed to the collision shield after a collision.
discussing a feature of one of the shared sketches
Processes that Shape the Earth

that they would most like to include in the design Initial Design
the group builds. Ask each partner to state why Test Height Condition Notes
EARTH SCIENCE
Earth’s Systems:

he or she thinks the feature will contribute to of Drop of Egg

protecting the egg the most and whether he or 1 1m
she has any ideas about how to modify the feature 2 1m
to make it even more effective. The other partner 3 1m
should listen, ask questions, and summarize the
ideas presented. After each partner has had a turn, Guide students as they compare the results of their
have pairs come back together as a group, and tests to the criteria of the problem.
then have each student propose and explain a
feature to include in the group’s design.

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 SPACE STATION PROJECT (continued)

Design a Collision Shield

Ask: Did your collision shield solve the problem? Use prompts to help students use evidence from
How do you know? (Possible answer: It solved the their tests to describe the success of their collision
problem under some conditions but not others. The egg shield. Ask: Was your design successful in meeting
remained intact when dropped on grass but cracked the criteria of the problem? How do you know?
when dropped on concrete.) (Possible answers: Yes, because the egg survived being
dropped on all types of surfaces. No, because the egg
Step 4: Refine or change your solution. cracked when dropped on a hard surface.) Next ask:
Have groups use the results of their tests to make Did your refined design improve the performance
improvements to their design. Then have them of the collision shield? How do you know? (Possible
test their refined design, drawing a second table answers: Yes, because the collision shield was able to
to record the results of their tests, or use the one withstand multiple impacts. No, because the collision
provided in the Science Notebook Companion. shield still had to be repaired after each impact.)

Revised Design 3-2-1 After groups have finished presenting their

results, ask students to list the following in their
Test Height Condition Notes science notebooks:
of Drop of Egg
1 1m
• Three things they have learned.
2 1m • Two questions that they still have.
3 1m • One aspect of the investigation that
relates to their lives.
T-chart After groups refine or change their design,
have them draw a picture of it in their science
ELABORATE
notebooks. Also have them make a T-chart to show
how this design differs from their original one. In the Have groups brainstorm other features that they
left column, they should list each change they made would like to include in their collision shield design,
to the design. In the right column, they should tell or other materials they would like to use in its
why they made the change. construction. Ask: What are some other features
you would like to add to your design? (Possible
EXPLAIN answers: We would like to slow the descent of the egg
by adding a parachute. We would like to add a way to
Share and Explain Findings cause the collision shield to bounce upon impact.) What
Regroup students. Have each group present its are some other materials you would like to use
results. Groups should point out key features of their to build your design? (Possible answers: We would
collision shield design. Allow time for questions and like to use glue to hold the parts of the collision shield
answers. Ask guiding questions, such as: together more securely. We would like to surround the
• How did you protect the egg? (Answers will egg with packing peanuts.) If materials are available,
vary but should describe how the collision shield allow groups to add other features or use additional
absorbed energy during an impact.) materials to enhance their designs.

• What part of your design was the most Investigate Further

effective? (Possible answer: The padding we used Once student groups have designed and built
around the egg did a good job of protecting it.) a collision shield that consistently protects a
• What part of your design was the least effective? hardboiled egg dropped from a height of 1 meter,
(Possible answer: The outer part of the collision shield test the effectiveness of the collision shield at
had to be repaired after every time the egg was protecting an egg dropped from greater heights.
dropped, so it was only effective for one impact.)

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 Increase the height by 0.5 m increments until the
egg cracks. Have students identify which features

NATURE OF SCIENCE
the most successful collision shields have in
common. Ask: How did dropping the egg from
a greater height affect its energy each time?
(Possible answer: When the egg falls from a greater
height, its speed increases and its energy does as well.)

Challenge students to design and build a collision

shield that protects an egg from the highest
drop possible.

Waves: Waves and Information

EVALUATE

PHYSICAL SCIENCE
Check to make sure that students have recorded
their initial design, revised design, and test results
as well as their descriptions of changes made to

Energy
their initial design. Have students record their
answers to the Wrap It Up questions in their
science notebooks.

Wrap It Up!
1. DEFINE What is a fair test? How did you

Interdependent
make sure your tests were fair? (Possible

Structure, Function,
answer: In a fair test, only one variable is
changed at a time. We kept all conditions
the same except for the surface the egg

LIFE LIFE
was dropped onto.) SEP Planning and Carrying

Relationships
Out Investigations

SCIENCE
2. EXPLAIN How does an effective collision

and Information
SCIENCE
shield affect the transfer of energy to an
object? (Possible answer: A collision shield

in Ecosystems
absorbs much of the energy of an impact,
so less energy is transferred to the protected
object.) CCC Energy and Matter

Processing
3. IDENTIFY Describe at least two types
of evidence that show the transfer of
energy during the collision in your
investigation. (Possible answer: When the
egg collided with the floor, its shape was
changed, its motion was changed, and energy
Processes that Shape the Earth

was transferred to the surrounding air to

produce sound.) CCC Energy and Matter
EARTH SCIENCE
Earth’s Systems:

Rubrics
Have students evaluate their work using the
rubric in the Science Notebook Companion. Use
students’ completed rubrics and the teacher rubric
provided for this activity to guide your assessment
of their work.

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 Think Like an Engineer
Case Study

Finding Solutions to
Energy Problems
Problem
How can people meet their energy needs in places with
limited resources?

T.H. Culhane helps people all over the world meet their
energy needs. T.H. is an expert in finding solutions to energy
problems. He got his start studying people in the rain forests
of Borneo. The people had few resources available, yet they
thrived in their environment. T.H. thought, “How can we use
the idea of working with limited resources to do the same
thing in the cities?” Let’s talk with T.H. about some of his
environmental and health solutions.

NGL Science Why did you go to rain forests?

T.H. Culhane I learned that people who live in the rain forest
get all of their energy, all their food, and all their ecosystem
services—recycling their wastes back into energy and food—
from the forest. I went to live with them to learn how they
did it.

NGL Science Your work takes you all over the world. You
always try to find sustainable energy solutions. What does
that mean?

DCI ETS1.A : Defining Engineering Problems. Possible solutions to a problem are limited by available
materials and resources (constraints). The success of a designed solution is determined by considering the
desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how
well each one meets the specified criteria for success or how well each takes the constraints into account.
(secondary to 4-PS3-4)
NS Science Is a Human Endeavor. Most scientists and engineers work in teams. (4-PS3-4)
NS Science Is a Human Endeavor. Science affects everyday life. (4-PS3-4)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers
56 improve existing technologies or develop new ones. (4-PS3-4)
 Explorer
Thomas Taha Rassam Culhane is
an urban planner. His organization, Solar CITIES,
invests in creative solutions for people’s sanitation
and energy problems. T.H. has gotten firsthand
experience living in places where people
have little money to invest in energy
and other sustainability technologies.

T.H. helped these

people in Tanzania
next to Jane
Goodall’s Gombe
Chimpanzee Reserve
learn to meet some
of their energy
needs so they could
stop cutting down
trees for firewood
and charcoal.
57
 Think Like an Engineer
Case Study (continued)

T.H. Culhane Sustainable means doing

something in such a way that you can keep
doing it. For example: You can save some of
your garden seeds from this year. Then plant
the seeds next year. You can do this year after
year. You’ll never run out of seeds. That’s a
sustainable way to grow a garden. 1
NGL Science What energy problems have
you identified?

T.H. Culhane One: How can we get enough

energy? Most energy people use originally
comes from the sun. We have to transform
energy from the sun into a form we can use.
Two: How can we get rid of wastes without
harming the environment? 2

Solution
NGL Science How have you helped people
solve their energy problems in places with
limited resources?

T.H. Culhane The idea is quite simple. Most

energy people use originally comes from the
sun. For example, the sun’s energy makes
3
plants grow. When animals eat the plants, they T.H. Culhane explains an energy
create waste from what they eat. We can use solution to village leaders in
Tanzania, Africa. 1) A holding
the waste for energy. We just need to transform tank is installed. 2) Animal wastes
the energy into a form we can use. are added to the tank. 3) The
expandable tank that captures and
holds the methane gas is installed.
58
T.H. Culhane and villagers add
ground up food scraps, dead
flowers, and other organic
wastes to the biodigester tank.
This dramatically increases
gas production.

59
 Think Like an Engineer
Case Study (continued)

NGL Science How do we transform energy into forms we

can use?

T.H. Culhane We have developed a simple device called

a “home-scale” biodigester. The biodigester can transform
energy in household wastes into energy and nutritious
fertilizer we can use. To minimize energy use, we frequently
use recycled materials to build this device.

NGL Science How did you get useful energy from wastes?

T.H. Culhane The biodigester transforms organic wastes.

We can grind up our food scraps. Then the chopped up food
gets added to the biodigester. So does human waste from the
toilet. Bacteria feed on the wastes. As they feed, the bacteria
produce methane gas. We burn the methane gas on the stove
for cooking. You can even burn the gas in a generator to
produce electricity!

NGL Science Does the biodigester produce anything

besides gas?

T.H. Culhane Yes, the process also produces a rich liquid

fertilizer. We use it in gardens.

NGL Science How did you get the idea of turning garbage
into energy?

T.H. Culhane It came from years spent working on my Ph.D.

with the Zabaleen trash pickers community of Cairo, Egypt,
who make their living from recycling garbage. Getting rid of
wastes without harming the environment is important. Some
cultures understand that everything has a use. Food wastes
and toilet wastes are useful. They’re forms of energy. So a
problem is also a solution!
60
 T.H. Culhane and the
cook in a school in one of
Nairobi’s most crowded
urban slums prepare to
use a new stove fueled
by biogas that eliminates
the smoke, health, and
environmental problems
associated with charcoal.

Wrap It Up!
1. Explain What constraints, or limits, did
T.H. Culhane have to keep in mind when
designing his energy solutions?

2. Explain How does T.H. Culhane’s energy

solution make use of available materials?

3. Analyze Why do you think T.H. Culhane

named his energy device a biodigester?
61
 Think Like an Engineer
Case Study

Finding Solutions to
Energy Problems STEM

NEXT GENERATION SCIENCE STANDARDS

DCI ETS1.A: Defining and Delimiting Engineering Problems. Possible solutions to a problem are limited by available
materials and resources (constraints). The success of a designed solution is determined by considering the desired features of
a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified
criteria for success or how well each takes the constraints into account. (3–5-ETS1-1)
NS Science Is a Human Endeavor. Most scientists and engineers work in teams. (4-PS3-4)
NS Science Is a Human Endeavor. Science affects everyday life. (4-PS3-4)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve
existing technologies or develop new ones. (4-PS3-4)

• If you could use a machine that turns food

Objective Students will be able to:
waste into electricity, would you use it in your
• Identify an engineering problem, its constraints, and
criteria for a solution. home? Why or why not? (Accept all answers.
• Describe the importance of working in a team to create a Possible answer: Yes, I like the idea of using
sustainable energy solution. something that would otherwise be thrown away.)

Tap Prior Knowledge

ENGAGE Turn and Talk Have students turn and talk with a
partner to discuss this question: How would your
Introduce the Phenomenon day be different if your community didn’t have
Teacher-Led Demo Gather a variety of food items electricity? Allow partners to exchange answers for
that might be left over after preparing and eating a a few minutes, then reconvene and invite volunteers
meal, such as coffee grounds, egg shells, a crust of to share ideas. (Students may say that they would have
bread, and a banana peel. Ask: to use alternative means to see things in the absence
• What do all of these items have in common? of natural light. They would not be able to cook
(Possible answers: they are all garbage, they are all with a microwave, use a computer, or keep food cold
food scraps) in a refrigerator.)
• What do you do with food scraps like these?
(Possible answers: throw them away, compost them)

SCIENCE BACKGROUND The heat can be used directly for cooking or

to run a generator and produce electricity. To
Biogas as a Source of Energy produce biogas, organic matter is fed into a
T.H. Culhane’s organization, Solar CITIES, applies device called a biodigester, which is a large
ecology to solve engineering problems in tank containing bacteria. The organic matter
developing countries all over the world. T.H. can consist of materials that would otherwise
Culhane innovated a system of producing be disposed of, such as food scraps or animal
biogas from waste materials that uses recycled and human waste. Inside the digester,
materials. Biogas is a mixture of gases (methane, the bacteria consume the waste and
hydrogen, and carbon dioxide) produced produce biogas.
through the anaerobic digestion of organic
matter. Because it is combustible, biogas can be
used as a source of energy as it burns.

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 EXPLORE Set a Purpose and Read
Think About Finding Solutions to Focus Question Use this question to focus

NATURE OF SCIENCE
Energy Problems students and guide their reading: How can food
Have students browse through each of the photos waste be turned into electricity? Have students read
in the lesson. Introduce the explorer in the photo the lesson.
as T.H. Culhane, an urban planner, who works with
villagers in remote locations around the world to EXPLAIN
help them produce their own energy. Identify the Problem
Allow students to speculate on the purpose of the Have students reread the information under
pit, the addition of the tank, and the materials that the heading Problem. Help students identify the
are being added to the tank. problem T.H. Culhane is working to solve. Ask:

Waves: Waves and Information

• What was T.H. Culhane hoping to gain from

PHYSICAL SCIENCE
After reading the captions, students may wonder if
studying how people live in the rain forests
the tank is a waste removal system. Help students
of Borneo? (He was interested in learning how
connect the images to the problem. Ask: How

Energy
communities can thrive with access to few resources.)
do you think this lesson relates to energy?
(T.H. Culhane is helping villagers install a system to • What did he find out? (He found that people
produce energy.) who live in the remote rain forest communities
make use of their local resources and recycle them
Say: You have learned that energy can’t be so they can use them again and again.)
created or destroyed. So how can T.H. Culhane
• What does the text mean by an energy problem?
help people “produce” energy? (by transforming
(By energy problem, the text means that a

Interdependent
it from one type of energy to another) Ask: Any
community does not have enough usable energy for

Structure, Function,
thoughts about what type of energy they might
everyday things like cooking, heating, or lighting.)
be transforming? (Some students will deduce
from the photos and the captions that they are • What second problem does T.H. identify in
transforming energy from biological wastes into addition to the need for energy? (He identifies

LIFE LIFE
Relationships
usable energy.) the problem of how wastes can be removed

SCIENCE
without harming the environment.)
Four-Square Diagram Have students make

and Information
SCIENCE
a full-page four-square diagram in their science Define Sustainable
notebooks and add to it throughout the lesson. Define and discuss the term sustainable. Ask:

in Ecosystems
• How does T.H. define sustainable? (According
to T.H., sustainable means doing something in

Processing
such a way that you can keep doing it.)
ELL SUPPORT • What is a sustainable energy solution?
(A sustainable energy solution is a way of
Starting Read aloud the captions for the accessing usable energy in such a way that
three photos that show a biodigester being resources are not used up and people and the
installed. Have students explain what people environment are not harmed.)
in each photo are doing. (digging a tank,
Processes that Shape the Earth

filling a tank, adding another tank)

Developing For each of the three DIFFERENTIATED INSTRUCTION
EARTH SCIENCE
Earth’s Systems:

captions for the series of photos that show

a biodigester being installed, ask: What is Gifted and Talented Learners
happening to the tank? (It is being built; Challenge students to think more deeply
it is being filled with animal waste; and it is about the way in which a biodigester
being finished.) works. Have them create their own graphic
Bridging Have students use their own organizer to show the steps of energy
words to rewrite the three captions that show transfer and transformation that result in
how a biodigester is installed. electrical energy from a biodigester.

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 Think Like an Engineer
Case Study (continued)

Finding Solutions to Energy Problems

• What is an example of an energy solution Remember That Energy Can Be
that is not sustainable? (Possible answer: Transferred and Transformed
Burning wood to cook food is not sustainable
Have students reread the information under the
because you would eventually run out of wood.
heading “Solution.” Students may know from life
Also, cutting down all the trees in an area for
science lessons that energy is transferred from the
firewood is harmful to the environment. Forests
sun to plants. Help them connect those ecological
provide habitat for animals and keep soil from
concepts to what they have learned in physical
washing away. Burning wood can also be harmful
science about the transfer and transformation of
to people when the smoke is inhaled. Burning
energy. Ask: What is a source of energy that T.H.
wood is therefore not a long-term, sustainable
identifies? (The waste that animals create from the
energy solution.)
plants they eat can be a source of energy.) Next ask:
• In what other contexts have you heard the Where does that energy originate? (the sun)
term sustainable? (Students may have heard
Point out the word transform. Remind students that
of the term sustainable in the context of farming
energy can’t be created or destroyed. Ask:
or development.)
• What does transform mean? (to change from
• What does sustainable mean when applied to
one form of energy to another)
farming? (Sustainable farming means growing
crops or raising animals in such a way that it • What is the term in science when energy is
can be done for a long time without using up passed from one object to another but does
resources like soil and water and without harming not change forms? (transfer)
the environment.) • What form does energy take as it is transferred
from the sun to plants? (Energy from the sun
Explain Constraints and Criteria is transferred to plants on Earth in the form of
Help students identify the constraints of the light energy.)
problem. Brainstorm with students and make a list
• What happens to the energy from sunlight
on the board as you go. Ask: What constraints does
when it is absorbed by plants? (Plants transform
an energy solution need to take into account for
some of the light energy into food. Some of the
a village that is poor and remote? (Limited money
food is used and some is stored.)
is a constraint because it means expensive equipment
or equipment that would need expensive repairs • How is energy transferred from a plant to
is not plausible. Location is another constraint. For an animal? (When animals eat the plants, the
villages that are far from other towns or reliable roads chemical energy is transferred to them.)
and difficult to get to, such as deep in a rain forest,
Say: The waste animals produce after digesting
transporting fuels or electricity is not an option.
plant material still contains some energy. Also,
Construction materials are an additional constraint.
plant parts that aren’t eaten by animals and
If materials to construct a solution cannot easily be
humans still contain some energy. T.H. found a
brought in, construction materials that already exist
way to make use of that leftover energy instead of
there must be used.)
throwing it away.
Help students specify the criteria for a successful
Identify the Solution
solution. With the class, compile a list on the board
next to the list of constraints you identified. Ask: Help students identify the solution that T.H.
What criteria would a sustainable energy solution implements and answer the Focus Question. Ask:
need to meet? (A sustainable energy solution would • What is the device called that T.H. and
need to be able to keep providing energy for a long his organization developed? (a “home-
time without using up resources, harming people, or scale” biodigester)
harming the environment.)

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 • What does the biodigester do? (The Have students notice the positive regard T.H. and
biodigester transforms energy from wastes into the woman appear to have for each other. Say:

NATURE OF SCIENCE
usable energy and fertilizer.) To carry out the work that he does, T.H. must
• How does the biodigester work? (Bacteria know a lot about the process of engineering and
feed on the wastes in the biodigester and produce the principles of ecology. But what qualities of
methane gas. The gas can be used for cooking or character do you think are important for T.H.
generating electricity.) to have in his work? (Possible answer: T.H. and his
group must be able to build relationships of trust with
Refer to the list of constraints on the board. Ask: How people in order for them to receive him and his ideas
does the biodigester work around each of these as someone from the outside. He must also have the
constraints? (By building the biodigester with recycled ability to communicate well and educate people on
materials, the solution accounts for the limitations of how to build and use the biodigesters after he is gone.)

Waves: Waves and Information

money and construction materials. By not requiring
Teach Nature of Science

PHYSICAL SCIENCE
any outside resources, the biodigester accounts for the
limitations of being in a remote location.) NS Science Is a Human Endeavor. Most scientists and engineers
work in teams. (4-PS3-4)

Energy
Refer to the list of criteria for a successful solution. T.H. Culhane did not develop, build, and test
Ask: How does the biodigester meet the criteria the biodigester on his own. Have students read
you identified for a sustainable energy solution? through the material again and identify other
(It uses materials that will never run out and does not people who played a role in the success of the
cause harm to people or the environment.) Next ask: biodigester. Students will realize that sometimes
What additional solutions does the biodigester the “team” is made up of more than just scientists
provide? (It gets rid of waste and provides fertilizer.) or engineers.

Interdependent
EVALUATE

Structure, Function,
ELABORATE
Extend Thinking About Biodigesters as Have students record their answers to the Wrap It
an Energy Solution Up questions in their science notebooks.

LIFE LIFE
Have students consider how the solution of

Relationships
biodigesters could apply to different locations.
Wrap It Up!

SCIENCE
Direct students’ attention to the photo of T.H.

and Information
1. EXPLAIN What constraints, or limits, did

SCIENCE
laughing and talking with a woman. Explain it was
T.H. Culhane have to keep in mind when
taken in Nairobi, the capital city of Kenya, another

in Ecosystems
designing his energy solutions? (How can
country in Africa.
we get enough energy? How can we get rid
Say: Nairobi is not a remote location but a huge of wastes without harming the environment?

Processing
city with nearly 3 million residents. In the photo, How can the process be affordable?)
T.H. is working with a woman in a school that is
2. EXPLAIN How does T.H. Culhane’s
located in a crowded and poor part of the city.
energy solution make use of available
Have students compare and contrast this location
materials? (Culhane’s solution uses food
to the one in Tanzania. Students should recognize
waste and human and animal waste to
that although the two places are very different,
produce energy.)
both share the problems of poverty and the need
Processes that Shape the Earth

to minimize harm to humans and the environment. 3. ANALYZE Why do you think T.H. Culhane
named his energy device a biodigester?
Ask: How might the biodigester need to be
EARTH SCIENCE

(Possible answer: Bio stands for “living”; the

Earth’s Systems:

engineered differently based on where it will

methane Is generated by living organisms
be used? (The biodigester design would need to
and the base fuel they use was once alive. The
be modified based on the type of wastes that are
methane is generated by the digestive process
available and how much energy it will need to
of bacteria.)
produce.) Tell students that T.H. has modified his
biodigester design many times to improve it and
meet the needs of people in different locations.

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 Think Like an Engineer

Design, Test, and

Refine a Device
You’ve read how T.H. Culhane applied scientific ideas to
design his biodigester. As he made and refined his design,
he accounted for the lack of resources in the areas his
device would be used. Now it’s your turn. Imagine that you
are working to find an energy solution for people living in
remote mountain communities without access to electricity.
The current solution of using wood fires to cook food is not
sustainable. Wood fires use up forest resources and produce
harmful smoke in people’s homes.

1. Define the problem.

Solar ovens convert sunlight energy into heat. What problem would
solar ovens solve for the mountain communities? To be successful,
what must your oven be able to do? How will you know it works?
These are the criteria your oven must meet. Next, think about the
constraints for your solution. Remember, the people using this oven
will need to build it far away from a hardware store. You must use
simple, inexpensive materials. The oven must be easy to construct.
It must also be safe to use.

2. Find a solution.
Study several solar oven designs, and then draw and label your
own design. List the beginning and final forms of energy. Explain
how your oven will transfer energy from one form to another.
Describe how your design will meet the criteria for a successful
solution. Create a prototype of your solar oven using available
materials.

PE 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.
PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are
62 considered to identify aspects of a model or prototype that can be improved.
This woman in the African
country of Mali prepares
food using a solar cooker.

63
 Think Like an Engineer
(continued)

3. Test your solution.

Decide how you will test your prototype. What measurements
will you take to provide evidence that your solar oven works?
What tools will you need to take those measurements? When your
teacher has approved your plan and you have what you need,
carry out your test. Record your observations.

4. Refine or change your solution.

Analyze your findings. How could your prototype be improved?
Refine your design and test it again. Record your changes.

5. Compare your data.

Did your change improve the performance of your solar oven
design? Do you need to make more refinements? Continue to
refine your prototype until you are happy with its performance.

6. Analyze and explain your results.

Explain the scientific basis of your design solution.
  • What forms of energy are involved in
your design?
  • How does your oven transform
one type of energy into another?
  • Which criteria does your
design meet?
  • What evidence do you have
to show that your prototype
is successful?
  • How could your design be
further improved?

7. Present your results.

Present your arguments and your
prototype to the class. Evaluate your
classmates’ prototypes using the same
criteria you used to evaluate your own.

64
This woman in Chad, a country in
northern central Africa, makes tea
with water boiled by a solar oven. She
did not have to gather firewood.

65
 Think Like an Engineer
Design, Test, and Refine
a Device STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
[Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy
of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the
materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion
energy to electric energy or use stored energy to cause motion or produce light or sound.]
PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
DCI ETS1.A: Defining Engineering Problems. Possible solutions to a problem are limited by available materials and
resources (constraints). The success of a designed solution is determined by considering the desired features of a solution
(criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for
success or how well each takes the constraints into account. (secondary to 4-PS3-4)
DCI ETS1.B: Developing Possible Solutions. Tests are often designed to identify failure points or difficulties, which suggest
the elements of the design that need to be improved. (3–5-ETS1-3)
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints. (3–5-ETS1-3)
SEP Asking Questions and Defining Problems. Define a simple design problem that can be solved through the development
of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3–5-ETS1-1)
SEP Planning and Carrying Out Investigations. Plan and conduct an investigation collaboratively to produce data to serve
as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)
SEP Constructing Explanations and Designing Solutions. Apply scientific ideas to solve design problems. (4-PS3-4)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-4)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. People’s needs and wants
change over time, as do their demands for new and improved technologies. (3–5-ETS1-1)

Objectives Students will be able to:

on a third day, 30 minutes for retesting; 20 minutes
• Apply scientific ideas to design, test, and refine a solar
oven that converts light energy to thermal energy. for sharing and explanation of results.
• Define a design problem that includes specified criteria for Advance Preparation Display or print pictures of
success and constraints.
• Plan and carry out a fair test to identify aspects of a solar various simple solar oven designs to pass around
oven that can be improved. the class and stimulate student ideas.
Safety Note Remind students to protect their
eyes from direct and reflected sunlight. Review the
BEFORE YOU BEGIN Science Safety pages with students.
Teaching Tips Plan to carry out the observing and
Materials For groups of 4: 2 thermometers; recording steps on a sunny day. In order to meet the
stopwatch. Allow groups to choose from a wide performance expectation, students must design,
variety of additional materials, including cardboard test, and refine their own devices. Coach students
boxes of differing shapes and sizes (including pizza through the planning process without instructing
boxes); clear tape; aluminum foil; plastic wrap; foam them on specific steps to take or materials to use.
core; bubble wrap; rubber bands; chenille stems; black Ask students to relate scientific ideas to their designs
construction paper. Have extra boxes on hand in case as they work. When students complete the activity,
some groups want to use more than one. For teacher help them to sort materials for reuse or recycling.
use: sharp scissors or box cutter; glue gun; superglue;
What to Expect Students will observe that a
bag of mini-marshmallows for testing (10.5 oz.);
successful solar oven collects and transforms
2 small paper plates per group for ELABORATE.
light energy into thermal energy. For example, a
Time 3 days. On the first day, 20 minutes for thermometer placed inside a solar oven will show
planning; 30 minutes for setup; on the next sunny a higher temperature after 20 minutes in sunlight
day, 30 minutes for observation and recording; than a thermometer also placed in the sun nearby.
20 minutes for data analysis and interpretation;

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 ENGAGE Set the Scene
Introduce the Phenomenon Have students read the introduction. Ask: What

NATURE OF SCIENCE
Use Video Show a video of an egg being cooked is your task? (Students’ task is to design a solar
in a pan or directly on a sidewalk or other outdoor oven that would work in a remote community that
surface on an extremely hot day. Ask: has no electricity and few resources other than
abundant sunshine.)
• What happened to this egg? (It got cooked.)
• What was the source of heat needed to cook Step 1: Define the problem.
the egg? (Students will likely say the sun.) Have students read Step 1. Guide students as
• What conditions do you think are necessary they write the following information in their
for this to be possible? (Possible answer: It must science notebooks.

Waves: Waves and Information

be a very hot, sunny day.) Say: Write Problem in your notebook. Under that

PHYSICAL SCIENCE
• What might speed up this process? (Accept all heading, write down the problem you are trying
answers. Students may suggest placing the egg to solve. (The problem is a need for a solar cooking
on a surface that would heat up quickly.)

Energy
device.) Ask: Why is it a problem? (It is a problem
• Do you think this method of cooking is because cooking with wood is not sustainable and
practical? Why or why not? (Accept all answers electric or costly alternatives are not an option in poor,
that students can support with reasoning.) remote communities.)

Tap Prior Knowledge Say: How will you determine whether your
design is successful? Write Criteria in your
Have students consider different ways of cooking notebook. Under that heading, list the criteria for
with which they are familiar. (Possible answers: stove,

Interdependent
a successful design. (For example, it would have to
oven, microwave, grill, campfire) Ask: What do all

Structure, Function,
increase the temperature measured by a thermometer,
these methods have in common? (They transform or it would have to melt a marshmallow. It would
energy into thermal energy to cook the food.) Next have to be safe to use.)
ask: How was energy transformed in the video we

LIFE LIFE
watched? (Light energy from the sun was transformed Say: What are the constraints? Write Constraints

Relationships
into thermal energy.) in your notebook and list the constraints of your

SCIENCE
design. (The design will need to be made from simple,

and Information
SCIENCE
inexpensive materials and be easy to construct in a
reasonable amount of time. The amount of sunshine

in Ecosystems
is also a constraint.)

ELL SUPPORT EXPLORE

Processing
Starting Have students present their ideas
Step 2: Find a solution.
for their solar ovens in pairs. Encourage them Have students read Step 2. Guide students as
to explain why they chose these designs. they design a prototype and record their design
Encourage pairs to give polite feedback by in their notebooks.
saying, “I like . . .” or “I think you said . . .”
Pass around the sample solar oven designs.
Ask: What do all the designs have in common?
Processes that Shape the Earth

Developing Have students present their

ideas for solar ovens in small groups. Ask (Students may say that they all have a reflecting
EARTH SCIENCE

them to take turns while presenting and surface to redirect the sun’s rays. Some may have
Earth’s Systems:

ask questions to help them better refine different parts, such as transparent coverings.) Next
their prototypes. ask: What differs about the designs? (They all have
slightly different shapes.)
Bridging Have students present their ideas
for their solar ovens to the class. To prepare,
have students write a list of questions that the
class might pose to them. Listeners should
take notes and write one question to ask.

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 Think Like an Engineer
Design, Test, and Refine a Device (continued)

After students make a plan, have them record it Sample procedure:

in their notebooks. Encourage the use of both 1. Place the solar oven outside in a sunny location.
descriptions and labeled drawings. (Sample
design description: I will line a pizza box and lid with 2. Place Thermometer 1 inside the oven and
aluminum foil and open the lid to a 45-degree angle Thermometer 2 next to it.
to reflect the light into the box. Inside the box, I will  ecord the starting temperatures and the
3. R
attach a piece of black construction paper to absorb temperatures every 5 minutes for 20 minutes.
the light.)
Have students make a table like the one below in
Have students build a prototype of their design. Do their science notebooks or use the one provided in
not allow students to cut cardboard themselves. the Science Notebook Companion.
Encourage them to experiment with inserting one
box into another and using flaps and lids rather than Solar Oven Test 1
cutting to minimize the amount of cutting you will Time Temperature of Temperature of
need to do. (min.) Thermometer 1 (°C) Thermometer 2 (°C)
starting
Step 3: Test your solution. 5
Have students read Step 3. Guide students as they 10
plan a fair test of their prototype and record their 15
procedure and findings in their notebooks. Ask 20
probing questions to encourage student thinking,
such as: What measurements will you take to test
your prototype? What tools will you need to take EXPLAIN
those measurements? Step 4: Refine or change your solution.
Guide students in planning a fair test. Say: If you Have students read Step 4. Help students relate their
are testing your oven with a thermometer, how findings to their solar oven design.
will you know the oven, and not just the sunlight, • Ask: Did your solar oven do what it was
made the thermometer rise? (Possible answer: I supposed to do? How could your solar oven
will use a second thermometer placed next to the oven design be improved?
for comparison.) • Have students change one thing about their
Approve students’ plans or offer suggestions for design and record what they did in their
improvement. notebooks. Have students make a second table
and test their new designs.

Step 5: Compare your data.

DIFFERENTIATED INSTRUCTION Have students read Step 5. Allow time for students
to compare your their data sets. Ask: What numbers
Extra Support from your data would be best to compare? (For
Students with Disabilities Work with example, the difference in temperature between
students who have difficulty with motor skills Thermometers 1 and 2 could be compared from Test
to construct their solar ovens. Encourage 1 to Test 2.) Guide students in using math to find
students to follow simple directions to the difference in temperatures and recording their
select, pick up, and pass materials and tools analysis in their notebooks.
to others. Help them to cut, fold, or press
materials in place as they help you assemble
parts of the oven.

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 Step 6: Analyze and explain EVALUATE
your results. Check to make sure students have recorded

NATURE OF SCIENCE
Help students analyze and interpret their findings. solutions and organized their data in their science
Ask: Did your change actually improve your notebooks. Have students record their answers to
design? Explain. (Possible answer: Yes. The difference the Wrap It Up questions in their science notebooks.
in temperature between Thermometers 1 and 2 was
greater in my second test, which means the second
Wrap It Up!
oven design got hotter than the first one.)

Have students read Step 6. Ask students to 1. IDENTIFY What were the variables you
write a paragraph that explains their design tested? (Answers will vary, but students may
solution. In the paragraph, they should include explain that they modified the angle of the

Waves: Waves and Information

answers to each of the questions. After they have solar oven lid.)

PHYSICAL SCIENCE
written their explanation, have them check to 2. SUMMARIZE What is the main thing
make sure they have addressed each question. you learned from testing and retesting
(Possible answer: My solar oven design involves

Energy
your design? (Answers will vary but should
light energy from the sun and thermal energy. It indicate students’ recognition of a cause-and-
uses reflective panels and a black sheet of paper to effect relationship between elements of their
transfer light energy to the item in the oven, where design and its performance in tests.)
it is transformed into thermal energy. My design
meets the criterion of increasing the temperature
measured by a thermometer. The fact that the Rubrics
temperature rose more inside my oven than Have students evaluate their work using the rubric

Interdependent
outside my oven is evidence that my prototype was in the Science Notebook Companion. Use students’

Structure, Function,
successful. The temperature inside the oven climbed completed rubrics and the teacher rubric for this
5°C. I would like to further improve my design by activity to guide your assessment of their work.
adding more reflective panels and retest again.)

LIFE LIFE
Relationships
ELABORATE

SCIENCE
Step 7: Present your results.

and Information
SCIENCE
Have each group use its notes and drawings

in Ecosystems
to present its plan and prototype to the class.
Encourage them to explain what their device
was supposed to do, how well it worked, and the
MATH CONNECTION

Processing
procedure they used to test the device.

Ask: What are some possible reasons a person Graph Temperature Data
would use this technology instead of an oven MP.4 Model with Mathematics
powered by gas or electricity? (Students might Have students draw a graph, labeling the
mention that gas or electricity are not available in x-axis as time (in minutes) and the y-axis
all areas, or that solar ovens use fewer materials or as temperature (in degrees Celsius). Have
produce less pollution than regular ovens.) each student plot his or her data on the axis
Processes that Shape the Earth

system and generate a line or curve through

Extend Your Testing the data. Ask students to explain their graph
EARTH SCIENCE
Earth’s Systems:

Have students plan an investigation to test the and how they could use the shape of their
ability of their final solar oven design to heat graphed data to describe the effectiveness of
food. For example, students carry out the same their solar heater. Have students partner with
procedure as before but replace the thermometers a student from another group to compare
with two paper plates, each holding one graphs and discuss these questions: How are
marshmallow. Students will need to decide how the graphs similar? How are they different?
they will measure whether the marshmallow has What design features in each design could
melted. Have students carry out their investigations account for the differences?
and explain what the evidence shows.

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 Think Like an Engineer

Design, Test, and

Refine a Device
A new board game is coming out soon. The game
developers have asked you, an engineer, to design a
buzzer for the game. The buzzer will need to be battery-
powered and controlled by a switch. Your buzzer design
must use materials from among those provided by your
teacher, and be quick and low-cost to build.

1. Define the problem.

You know you need to build a buzzer that can be turned on
and off. You can use a circuit similar to the one you built in
Investigate Electric Circuits, except a buzzer can be used in
place of the light bulb. In order to turn the buzzer on and off,
you will need to include a switch in your circuit. Look at the
switch in the circuit on page 165 for hints on how to do that.

2. Find a solution.
Think about the criteria your buzzer must meet. It must be
battery-powered and controlled by a switch. Also think about
the constraints of the design. Your buzzer must be able to be
built quickly and at low cost. It must be safe to use. Study the
materials available to you. Which ones will you use to build
your prototype? Draw and label a diagram of your prototype.
Explain how you think your prototype will work.

PE 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.
PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are
66 considered to identify aspects of a model or prototype that can be improved.
3. Test your solution.
Plan how you will test your circuit design.
What evidence will you provide to show that
your circuit design meets the criteria and
constraints? After your teacher has approved
your plan and you have what you need, carry
out your test. Record your observations.

4. Refine or change your solution.

Analyze your results. Did your prototype
work? Are there changes you could make that
would improve your prototype? Make the
changes and retest. Keep refining and testing
your prototype until you are sure it is the best
it can be.

5. Analyze and explain your results.

Explain the scientific basis of your
design solution.
  • What forms of energy are involved in
your design?
  • How does it transform one type of energy
into another?
  • Refer to the criteria you identified earlier
for a successful device. Which criteria does
your design meet?
  • What evidence do you have to show that
your prototype is successful?

6. Present your results.

Present your arguments and your design to
the class. Evaluate your classmates’ designs
using the same criteria you used to evaluate
your own.

This game buzzer converts

electrical energy to light and
sound energy.
67
 Think Like an Engineer
Design, Test, and Refine
a Device STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
[Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy
of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the
materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion
energy to electric energy or use stored energy to cause motion or produce light or sound.]
PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
DCI ETS1.A: Defining Engineering Problems. Possible solutions to a problem are limited by available materials and
resources (constraints). The success of a designed solution is determined by considering the desired features of a solution
(criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for
success or how well each takes the constraints into account. (secondary to 4-PS3-4)
DCI ETS1.B: Developing Possible Solutions. Tests are often designed to identify failure points or difficulties, which suggest
the elements of the design that need to be improved. (3–5-ETS1-3)
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints. (3–5-ETS1-3)
SEP Asking Questions and Defining Problems. Define a simple design problem that can be solved through the development
of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3–5-ETS1-1)
SEP Planning and Carrying Out Investigations. Plan and conduct an investigation collaboratively to produce data to serve
as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)
SEP Constructing Explanations and Designing Solutions. Apply scientific ideas to solve design problems. (4-PS3-4)
CCC Energy and Matter. Energy can be transferred in various ways and between objects. (4-PS3-4)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. People’s needs and
wants change over time, as do their demands for new and improved technologies. (3–5-ETS1-1)

Objectives Students will be able to:

Advance Preparation Mount the buzzers and
• Apply scientific ideas to design, test, and refine a device
that converts energy from one form to another. batteries into their appropriate holders. Cut the
• Define a design problem that includes specified criteria for wire into 5-in. lengths and strip them so that about
success and constraints. ½ in. of wire on each end is exposed.
• Plan and carry out a fair test to identify aspects of a
prototype that can be improved. Safety Note Remind students that cut ends of
wires could be sharp. Never allow students to string
multiple batteries together. Review the Science
BEFORE YOU BEGIN Safety pages with students.

Materials For groups of 4: electric buzzer; D-cell Teaching Tips Have extra bulbs and batteries on
battery in holder; 3 pieces of electrical wire. Provide hand. In order to meet the performance expectation,
a wide variety of additional materials that could be students must design, test, and refine their own
used to make a switch, including aluminum foil; metal devices. Coach students through the planning
washers; large metal paper clips; other types of clips; process without instructing them on specific steps
metal fasteners; clothespins; rubber bands; colored to take or materials to use. Ask students to relate
plastic buttons and lids; small cardboard pieces; scientific ideas to their designs as they work.
electrical tape. For teacher use: wire stripper/cutter. What to Expect Students will observe that a
Time 20 minutes for planning; 20 minutes for successful switch allows electrical current to be
setup; 20 minutes for observation and recording; started and stopped, as evidenced by the sound of
20 minutes for data analysis and interpretation; the buzzer.
20 minutes for sharing and explanation of results.

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 ENGAGE Step 1: Define the problem.
Introduce the Phenomenon Have students read Step 1. Guide students as

NATURE OF SCIENCE
Teacher-Led Demo Display several objects with they write the following information in their
component parts that flash and/or make sounds. science notebooks. Say:
These might include toys, games, or even objects • Write Problem in your notebook. Under that
such as shoes with flashing soles. Ask: heading, write down the problem you are
• What forms of energy do you observe? trying to solve. (The problem is a need for a
(Possible answers: sound energy, light energy, circuit that includes a switch and a buzzer.)
motion, electrical energy) • Write Criteria in your notebook. Under that
• What is the purpose of these objects? heading, list the criteria for a successful
(Possible answers: to warn that time is running design. (It will need to make a sound when the

Waves: Waves and Information

out; to show points have been scored; to indicate switch is closed and stop the sound when the

PHYSICAL SCIENCE
a wrong answer) switch is open.)
Tap Prior Knowledge • Write Constraints in your notebook, and

Energy
list the constraints of your design. (The design
Help students recall what they have learned will need to be made from materials provided by
about electrical energy and electric circuits. Ask: the teacher and be built during the time period of
• Which objects in my display do you think the class.)
contain batteries, and why? (Answers will vary
but should be supported with reasoning.) Ask: In what ways did you think like an engineer
as you completed this step? (Possible answer:
• How might the action of the toys be Before I could begin designing my buzzer, I had to

Interdependent
controlled by a circuit? (Possible answer: There define the problem. I also had to think about how to

Structure, Function,
must be wires and a switch inside that gets deal with the constraints of this activity. I now know
turned on and off.) I need to keep in mind that I must build my buzzer
Set the Scene quickly and use only the materials provided.)

LIFE LIFE
Relationships
Have students read the introduction. Ask: What is EXPLORE

SCIENCE
your role? (a game engineer) Next ask: What are

and Information
Step 2: Find a solution.

SCIENCE
you being asked to design? (a buzzer that will be
controlled by a switch) Have students read Step 2. Guide them as they

in Ecosystems
design a prototype and record their designs in
their notebooks.

Processing
ACADEMIC VOCABULARY DIFFERENTIATED INSTRUCTION

Evaluate Extra Support

Point out the word evaluate in Step 6 and tell Below-Level Learners Help students
students it means “to judge or think about assemble a working circuit by asking
Processes that Shape the Earth

in a careful way.” Say: You can evaluate questions to lead them through the process.
how well you did on a test or how well you For example, ask: Where will the energy
EARTH SCIENCE
Earth’s Systems:

played in a game. Ask students to share come from? (battery) What will turn the
other examples of things they might evaluate. buzzer on and off? (the switch) How do you
(Possible answers: if a toy is worth buying, if a connect the switch to the battery? (attach
book is good, if someone is telling the truth) a wire between them) When students have
Ask: What will you evaluate in this activity? completed their buzzers, have them work
(whether the prototype meets the criteria and with a partner to explain how they work,
works within the constraints) How will you using their fingers to trace the flow of
evaluate the prototype? (by testing it) the current.

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 Think Like an Engineer
Design, Test, and Refine a Device (continued)

Have students refer to the circuit in the lesson probing questions to encourage student thinking,
Circuits. Ask: What parts of this circuit will you such as: How will you test your prototype?
incorporate into your circuit? (Possible answer: the
battery, the wires, the general setup) Next ask: What Guide students in planning a fair test. Say: If you are
will you do differently? (I will use a buzzer instead of a going to make a change to your circuit, how will you
light bulb and I will design my own switch.) know if the change makes a difference? (I will change
only one variable at a time.)
Allow students to manipulate the available materials
to help them come up with a switch design. Approve students’ plans or offer suggestions
Refer them to the lesson Circuits if they are for improvement. Never allow students to string
struggling with devising a way to construct a switch. multiple batteries together in a circuit.
Have students make a labeled diagram of their circuit Sample procedure:
in their notebooks and describe how it will work.
(Sample description: My circuit will consist of a battery 1. Check the battery and buzzer by touching the
attached to a buzzer and a switch with wires. My switch wires together without the switch to make sure
will consist of a plastic lid glued to the top of a bent they are working.
paper clip that will be pushed down to touch a metal 2. If there is no sound, replace the battery and
washer and complete the circuit, sounding the buzzer.) try again. If there is still no sound, replace the
buzzer and try again.
Step 3: Test your solution.
3. Add the switch to the circuit. Test the
Have students read Step 3. Guide students as they prototype design by pressing down to close
plan a fair test of their prototypes and record their the switch.
procedures and findings in their notebooks. Ask

ELL SUPPORT starters to complete using key words from

their lists:
During EXPLAIN, when students are preparing
to write a paragraph that explains their design The forms of energy that my design uses are . . .
solutions, help them to summarize their
recordings and observations. Energy was transformed from . . .

Starting Work with students to complete the The criteria that I used to make a successful
summary using key words, such as: device was . . .

When I pressed the switch, the buzzer made a My design was successful because . . .
(sound). The buzzer (transformed) the electric Bridging Have students write complete
current into (sound energy). My design was sentences to answer the questions in Step 5.
successful because I heard the (sound). Students may use the sentence starters in the
Developing Have students make a list of all Expanding activity as a guide. Ask students to
of the questions in Step 5. Then have them use the sentence starters to write a summary,
list the answers to the questions. Ask students adding any missing details but also keeping
to underline the key words in the questions the summary short and focused. Have students
and answers that relate to their design solution. practice reading their summaries to a partner.
Finally, provide them with these sentence

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 Have students make a table like the one on the answers, allowing for each groups’ buzzer to get
next page in their science notebooks or use the tested. Have students take notes on further changes

NATURE OF SCIENCE
one provided in the Science Notebook Companion. they would like to make based on this testing.

Buzzer Test 1 EVALUATE

What I did Sound? Check to make sure students have recorded their
designs and organized their evidence in their
science notebooks. Have students record their
answers to the Wrap It Up questions in their
science notebooks.

EXPLAIN Wrap It Up!

Waves: Waves and Information

Step 4: Refine or change your solution.

PHYSICAL SCIENCE
 UMMARIZE How did you use evidence
1. S
Have students read Step 4. Have students make when you explained your design and
changes to improve their design and record

Energy
your results? (Students should cite specific
what they did each time in their notebooks. Have observations that they recorded in their
students extend their table, if needed, to record science notebooks and used to show that their
their observations. designs worked.)
Step 5: Analyze and explain 2. APPLY What are some ways in which
your results. your buzzer could be used at home or
Have students read Step 5. Ask students to at school? (Answers will vary. Perhaps the

Interdependent
compare their data sets. buzzer could be used to indicate when it is

Structure, Function,
time to switch from one activity to another.)
Ask students to write a paragraph that explains
their design solution. In the paragraph, they should
include answers to each of the questions in the Rubrics

LIFE LIFE
Relationships
lesson. After they have written their explanations, Have students evaluate their work using the rubric

SCIENCE
have them check to make sure they have addressed in the Science Notebook Companion. Use students’

and Information
each question. (Possible answer: My design involves completed rubrics and the teacher rubric for this

SCIENCE
electrical energy and sound energy. When the switch activity to guide your assessment of their work.

in Ecosystems
is pressed and the circuit is complete, electric current
transfers energy to the buzzer. The buzzer transforms
it into sound energy, which was my criterion for a

Processing
successful design. The evidence that my prototype is
successful is that the sound can be heard only when
the switch is pressed.)

ELABORATE
Step 6: Present your results.
Have each group use its notes and drawings to
Processes that Shape the Earth

present its plan and prototype to the class.

EARTH SCIENCE

Extend Your Testing

Earth’s Systems:

Revisit the Phenomenon Have students study

the toys and games you displayed in ENGAGE to
consider how their devices might be useful for
playing. Then have students plan a “beta” test of
their design. Create a trivia game using content
from the lesson. Have students from another class
play the game and get “buzzed” for incorrect

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Nonrenewable
Energy
Resources
Inside power plants, fuel such as coal, oil,
or natural gas is burned to heat water and
create steam. The steam turns the blades
of turbines, providing energy of motion.
Natural gas is a gas form of fossil fuel.
Generators transform the energy of Natural gas is drilled from the ground.
motion into electricity. Power plants do not
“produce energy,” though that is a common
expression. They convert the stored energy
from fuel into a form of energy
for practical use.

Coal, oil, and natural gas are fossil fuels. A

fossil fuel is a source of energy that formed
from the remains of plants and animals that
lived millions of years ago. Pressure and heat
over time caused the remains to change
into fossil fuels. Fossil fuels are considered
nonrenewable energy resources because
they will eventually run out.

DCI ESS3.A : Natural Resources. Energy and fuels that humans use are derived from natural
sources, and their use affects the environment in multiple ways. Some resources are renewable over
time, and others are not. (4-ESS3-1)
DCI PS3.D : Energy in Chemical Processes and Everyday Life. The expression “produce energy”
typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)
CETS Interdependence of Science, Engineering, and Technology. Knowledge of relevant scientific
68 concepts and research findings is important in engineering. (4-ESS3-1), (4-PS4-3)
Coal is a fossil fuel that is mined from Nuclear power plants use energy
the ground using large machines. from materials such as uranium to
produce electricity. Uranium is a
nonrenewable energy resource mined
from the ground.

Oil rigs remove oil and natural

gas from under the ocean floor.
These fossil fuels are being
removed faster than nature can
replace them.

Wrap It Up!
1. List Identify four nonrenewable energy
resources.

2. Identify What type of energy is

transformed into electricity in nuclear
power plants?

3. Interpret What do people really mean

when they say a power plant “produces”
energy?

4. Analyze How might engineers work with

scientists to design machines that harvest
fossil fuels from Earth?
69
 Nonrenewable Energy Resources
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.A: Natural Resources. Energy and fuels that humans use are derived from natural sources, and their use affects the
environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
DCI PS3.D: Energy in Chemical Processes and Everyday Life. The expression “produce energy” typically refers to the
conversion of stored energy into a desired form for practical use. (4-PS3-4)
CETS Interdependence of Science, Engineering, and Technology. Knowledge of relevant scientific concepts and
research findings is important in engineering. (4-ESS3-1)

Ask: What other machines run on gasoline? (Possible

Objectives Students will be able to:
answers: buses, lawnmowers, boats, motorcycles)
• Explain what the expression “produce energy” refers
to when describing a conversion of stored energy into
another form. Think-Pair-Share Have students think about the
• List energy resources derived from natural sources that are answer to this question: What are some fuels, and how
not renewable over time. are they used? Have students share their ideas with
Science Vocabulary a partner, then share them with the class. (Accept
fossil fuel, nonrenewable energy resource all answers. Students may know coal is burned for
electricity. They may say wood is burned for heat. They
may know gas is burned in a stove.)
ENGAGE
Introduce the Phenomenon EXPLORE
Use Photography Show students a photo of a Think About Nonrenewable Energy
person pumping gas at a gas station. Ask: Resources
• What is this person doing? (putting gas in a car) Read aloud the lesson title. Ask: What happens
• How is gasoline important to a car? (Possible to something that is nonrenewable? (Possible
answer: Cars need gas to run.) answer: When it is gone, there is no way to make more
of it.) Next ask: Where have you heard the word
• What happens to the gasoline inside the car? resource? (Possible answers: library resource, natural
(Accept all answers. Students may say it gets resource, resource room) Say: A resource is something
burned up or used in some other way.) that can be useful to people. Ask: How is fuel a
Tap Prior Knowledge resource? (It is used as a source of energy.)

Say: Gasoline is a type of fuel. A fuel is a material Have students look at the photos. Ask: What
that supplies power when it is heated or burned. do these photos suggest about where energy
resources might be found? (Possible answers:
underground, in the ocean)

ENVIRONMENTAL SCIENCE of years ago, sea plants and animals died

CONNECTION and settled on the ocean floor. They
became buried by sand, rocks, and other
Fossil Fuels earth materials. Layers of these materials
Remind students of the meaning of fossil fuels: were added over time, burying them
fuels developed from the remains of plants and deeper and deeper. The extreme heat and
animals that lived millions of years ago. Guide pressure that resulted turned the remains
students to understand that fossil fuels result into oil and gas. Ask: Can we make our own
from natural processes rather than human fossil fuels? (No.) How is this natural process
manufactured processes. Ask: What causes important to human activities? (It produces
fossil fuels to form? (pressure and heat over fuels we need to run machines, vehicles, and
time) Next ask: Where do fossil fuels form? other things.)
(inside Earth) Share a simple summary of the
process for oil and gas formation. Say: Millions

69a Physical Science | Unit 1

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 Four-Square Diagram Have students make ELABORATE
a full-page four-square diagram in their science Extend Thinking About Fossil Fuels

NATURE OF SCIENCE
notebooks and add to it throughout the lesson.
Have students research more about coal, natural
Set a Purpose and Read gas, and oil (petroleum). Groups of students can
Focus Question Use this question to focus pick one of these fossil fuels to find out more
students and guide their reading: Why are some about, such as how it is the same and different
energy resources nonrenewable? Have students read from the other fossil fuels, how it was formed, and
the lesson. how it is extracted from the ground. Students can
record notes in their science notebooks.
EXPLAIN Revisit the Phenomenon Remind students
Describe How Energy Is “Produced” of the photo you displayed in ENGAGE. Explain

Waves: Waves and Information

Make sure that students understand the term that gasoline is not natural gas. Instead it is a fuel

PHYSICAL SCIENCE
power plant. Ask: What is a power plant? (Possible produced from oil. Ask: Is oil a nonrenewable
response: It is a place where various machines work energy resource? (Yes.) Next ask: What might

Energy
to produce electrical energy from an energy source.) this mean for the future of cars that run on
Also, make sure students know what a turbine is. gasoline? (Possible answers: Car companies will
Show pictures if needed. need to design cars to run on something other than
gasoline.) This discussion will get students thinking
Remind students that energy cannot be created or about alternative energy resources such as those
destroyed. Ask: How do power plants “produce” discussed in the next lesson. Interested students
energy? (Power plants transform the energy of motion can also research to learn more about cars that
into electrical energy.) Next ask: What is meant by a run on alternative fuels, such as solar power

Interdependent
practical use of energy? (fuel for vehicles, electricity, (mentioned in the next lesson) or biodiesel.

Structure, Function,
and heating for homes and businesses)
EVALUATE
Define and Discuss Fossils Fuels and
Have students record their answers to the Wrap It

LIFE LIFE
Nonrenewable Energy Resources

Relationships
Up questions in their science notebooks.
Discuss the Focus Question. Ask:

SCIENCE
and Information
• What are fossil fuels? Name three. (Fossil Wrap It Up!

SCIENCE
fuels are sources of energy that formed from the

in Ecosystems
remains of plants and animals that lived millions 1. LIST Identify four nonrenewable energy
of years ago; coal, oil, and natural gas. resources. (coal, oil, natural gas, uranium)
• What is a nonrenewable energy resource? (A 2. IDENTIFY What type of energy is

Processing
nonrenewable resource is an energy resource that transformed into electricity in nuclear
will eventually run out.) power plants? (Nuclear power plants
• Are fossil fuels considered nonrenewable, transform energy in materials such as
and what is another type of nonrenewable uranium into electrical energy.)
energy? (Yes; nuclear)
3. INTERPRET What do people really mean
• Why is nuclear power considered when they say a power plant “produces”
nonrenewable? (Nuclear power uses uranium,
Processes that Shape the Earth

energy? (They really mean that it transforms

which is a nonrenewable metal that is mined some type of energy into electricity.)
from the ground. Uranium resources will
EARTH SCIENCE
Earth’s Systems:

eventually run out if they continue to be mined.) 4. ANALYZE How might engineers work
with scientist to design machines that
Check students’ understanding of fossils as harvest fossil fuels from Earth?
nonrenewable resources. Ask: Why can’t we just (Answers will vary. Accept any reasonable
get more fossil fuels? (It takes millions of years of answer that links scientific knowledge
heat and pressure to form fossil fuels. They will run out with the engineering design process.)
before this happens.) CETS Interdependence of Science, Engineering,
and Technology

Nonrenewable Energy Resources 69b

069a-069b_NATG15656_G4U1_L9_P.indd 2 10/05/18 12:25 PM

Renewable
Energy
Resources
Unlike fossil fuels and nuclear power,
some sources of energy are renewable
energy resources. Renewable
energy resources will never run out.
For example, solar energy and wind Hydroelectric dams capture the energy
energy are renewable. No matter how of motion from water in rivers. When water
flows through the dam, it spins turbines inside
much sunlight and wind we use to
the dam and generates electricity. Hydroelectric
produce energy, there will always dams produce renewable energy.
be more.

Solar panels transform the

sun’s light and heat energy
into electricity.

DCI ESS3.A : Natural Resources. Energy and fuels that humans use are derived from natural
sources, and their use affects the environment in multiple ways. Some resources are renewable over
time, and others are not. (4-ESS3-1)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Over time, people’s needs and wants change, as do their demands for new and improved technologies.
70 (4-ESS3-1)
In windy locations, wind turbines transform energy from
moving air into electricity. Most wind turbines are tall to
catch the strong, steady winds high above the ground.

Wrap It Up!
1. List List three sources of renewable
energy.

2. Relate How is electricity generation

from wind and water similar to electricity
generation from fossil fuels?

3. Infer Why might people be interested in

switching to renewable energy resources?
71
 Renewable Energy Resources
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.A: Natural Resources. Energy and fuels that humans use are derived from natural sources, and their use affects the
environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
DCI PS3.D: Energy in Chemical Processes and Everyday Life. The expression “produce energy” typically refers to the
conversion of stored energy into a desired form for practical use. (4-PS3-4)
CETS Interdependence of Science, Engineering, and Technology. Knowledge of relevant scientific concepts and
research findings is important in engineering. (4-ESS3-1), (4-PS4-3)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Over time, people’s
needs and wants change, as do their demands for new and improved technologies. (4-ESS3-1)

EXPLORE
Objective Students will be able to:
• List energy resources derived from natural sources that are Think About Renewable Energy
renewable over time. Resources
Science Vocabulary
Read aloud the lesson title, and have students
renewable energy resources, solar energy, wind energy
observe the photos. Ask:
• Which photos show technology we have seen
before? (Students will recognize the wind turbines
ENGAGE
and will likely say the solar panels are similar to the
Introduce the Phenomenon parts on the car in ENGAGE.)
Use Photography Show students a photo of • What do these photos have in common? (They
a solar car, such as one from the World Solar all show renewable sources of energy.)
Challenge. Ask: What do you notice about this
• What can you say about these resources,
car? (Possible answers: It has an unusual shape. It has
based on the lesson title? (They are renewable so
unusual parts.) Next ask: Have you ridden in a car
they will not run out.)
like this? (No.)
Four-Square Diagram Have students make a full-
Point out the solar panels covering the car. Ask:
page four-square diagram in their science notebooks
What are these? (Students may say they are windows
and add to it throughout the lesson.
or panels of some sort for protection or that they
help power the car in some way.) Tell students these Set a Purpose and Read
panels help to power the car. Ask: Do you think
these panels use gasoline like the car we saw in Focus Question Use this question to focus
the previous lesson? If not, what might the energy students and guide their reading: Why are some
source be? (No, this car uses energy form the sun.) energy resources considered renewable? Have students
read the lesson.
Tap Prior Knowledge
Turn and Talk Say: We have learned that energy EXPLAIN
is present whenever there are moving objects, Define and Discuss Renewable Energy
sound, light, or heat and that energy can be Resources
transferred and transformed. Ask: How would you Discuss the Focus Question with students. Ask: What
describe energy as it relates to the sun, blowing is a renewable energy resource? (a source of energy
wind, and flowing water? (Possible answers: The sun that will never run out) Tell students that renewable
has light energy and thermal energy. Wind and water energy resources are sometimes referred to as
have energy of motion.) Ask: How do people make alternative energy sources. Ask: What are renewable
use of wind energy? (to generate electricity) resources an alternative to? (nonrenewable energy
resources such as fossil fuels)
Say: Each solar panel in the photo contains
thousands of solar cells. Solar cells transform the
energy of sunlight directly into electrical energy.

71a Physical Science | Unit 1

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 Ask: Why is solar energy considered renewable?
(because it will never run out) Ask students to infer Featured Photo

NATURE OF SCIENCE
a limitation of solar energy. (Its use depends on how
Have students view the “Solar Stickers” photo
much sunlight is available.) Ask: How do you think
within the Physical Science Gallery. Point
the car in the photo I showed you is powered?
out that Xiaolin Zheng is another National
(Solar panels transform energy from sunlight into
Geographic Explorer.
electricity that powers the car.) Interested students can
research to learn about the World Solar Challenge. Time 10 minutes
Teaching Tips Help students consider ways
Point out the term hydroelectric dam. Write engineers solve problems by asking: What
hydroelectric on the board, and divide it into two problem is Xiolin Zheng trying to solve
parts—hydro and electric. Explain that the word through engineering? (Possible answer: She

Waves: Waves and Information

part hydro means “water.” Then ask: is trying to develop solar energy in a way that is

PHYSICAL SCIENCE
• What is hydroelectric energy? (electricity more affordable and easier to use.) Then have
generated from flowing water) students brainstorm places where they could
apply solar stickers.

Energy
• What type of energy does flowing water
have, and how is it converted into electricity? What to Expect Students may be surprised
(energy of motion; Water is backed up behind the by how much electricity solar stickers can
dam. When it is allowed to flow through, it spins produce. Interested students can research to
turbines inside the dam, generating electricity.) learn more about other innovations, such as
solar shingles, glass, and paint.
• How does a wind turbine generate
electricity? (Moving air, or wind, causes the

Interdependent
blades of wind turbines to spin. This energy is
ELABORATE

Structure, Function,
transferred to a generator, which is a machine
that changes the energy into electricity.) Evaluate Renewable Energy Resources
• How is electricity generation from water Turn and Talk Ask: What are some problems

LIFE LIFE
similar to electricity generation from wind? associated with fossil fuels that renewable

Relationships
(In both cases, the energy of moving turbines is energy resources might help solve? Have students

SCIENCE
transformed into electrical energy.) think about their answers for a few minutes, then

and Information
turn and talk with a partner.

SCIENCE
Ask students to consider how each of the energy
sources they have learned about is similar and

in Ecosystems
different. Ask: Which source of energy described EVALUATE
in this lesson can be converted directly into Have students record their answers to the Wrap It
electrical energy? (solar energy) Why is that an Up questions in their science notebooks.

Processing
advantage? (Solar panels can be used on site or on a
small device without having the use of a generator.)
Wrap It Up!
1. LIST List three renewable energy
MATH CONNECTION resources. (solar, wind, and hydroelectric)

Analyze Data About Energy Use 2. RELATE How is electricity generation

Processes that Shape the Earth

MP.2 Reason Abstractly and Quantitatively from wind and water similar to that of
Have students turn to the Tables and Graphs fossil fuels? (All these methods of generating
EARTH SCIENCE
Earth’s Systems:

pages to study the circle graph, “Energy electricity use a generator to transform energy
Resources in the United States.” Have partners of motion into electricity.)
work to answer questions in the text about
the graph. (petroleum; nuclear electric; 90 3. INFER Why might people be interested
percent) Then challenge students to identify in switching to renewable energy
one question to ask their partner. For example: resources? (Students may cite environmental
About how much more petroleum than coal is concerns or depletion issues.)
CETS Interdependence of Science, Engineering, and
used in the United States? (about twice as much) Technology

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Energy Resources and
the Environment
People cannot produce energy to meet their needs without converting
it from other sources. Scientists and engineers work on developing
energy resources that can support society and the environment over
a long time. Solar, wind, and water resources are renewable, and they
are cleaner than fossil fuels. Still, no option is perfect. Even renewable
resources affect the environment. Scientists and engineers are always
looking for new sources of energy that have few disadvantages.

The chart on the next page gives some advantages and disadvantages
of different energy resources.

A worker climbs a wind turbine

at an offshore wind farm.

DCI ESS3.A : Natural Resources. Energy and fuels that humans use are derived from natural
sources, and their use affects the environment in multiple ways. Some resources are renewable over
time, and others are not. (4-ESS3-1)
DCI PS3.D : Energy in Chemical Processes and Everyday Life. The expression “produce energy”
typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)
72 NS Science Is a Human Endeavor. Science affects everyday life. (4-PS3-4)
ADVANTAGES DISADVANTAGES

Oil is relatively inexpensive Oil is nonrenewable, and burning

because we already have the oil produces air pollution. Oil spills
machines to obtain and use it. harm ecosystems.

Coal is relatively inexpensive Coal is nonrenewable, and burning

because we already have the coal produces air pollution. Coal
machines to obtain and use it. mining damages the land and
pollutes water in the ground.

Natural gas burns more Natural gas is nonrenewable, and

cleanly than the other fossil fuels. drilling for natural gas can pollute
air and water.

Nuclear energy generates Uranium is nonrenewable. Wastes

electricity from nuclear reactions from nuclear energy plants can
without polluting the air. cause harm to living things,
including people.

Solar energy is renewable Solar fields require large amounts

and does not cause pollution. of land, and their use depends on
the availability of sunlight.

Wind energy is renewable Wind farms require large amounts

and does not cause pollution. of land and may harm bird
populations. Wind does not blow
steadily in all places.

Hydroelectric energy Hydroelectric dams destroy river

uses moving water. It is renewable habitats and may disrupt fish
and does not cause pollution. populations.

Wrap It Up!
1. Evaluate Which resource do you think has the greatest disadvantage? Explain.

2. Make Judgments Is there such a thing as a “clean” fossil fuel? Explain.

3. Analyze What is one disadvantage of energy use that might affect you?
73
 Energy Resources and
the Environment
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.A: Natural Resources. Energy and fuels that humans use are derived from natural sources, and their use affects the
environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
DCI PS3.D: Energy in Chemical Processes and Everyday Life. The expression “produce energy” typically refers to the
conversion of stored energy into a desired form for practical use. (4-PS3-4)
CCC Cause and Effect. Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)
NS Science Is a Human Endeavor. Science affects everyday life. (4-PS3-4)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Over time, people’s
needs and wants change, as do their demands for new and improved technologies. (4-ESS3-1)

• What is pollution and what are some

Objectives Students will be able to:
examples? (Possible answer: Pollution is anything
• Recall that the energy we use for electricity and
transportation has to come from another source. that can harm the environment. Examples are
• Compare the effects different energy resources have on chemicals from factories, garbage, smoke from
the environment. factories, and gases from cars.)
• How can pollution affect living things? (Possible
answers: Air pollution can make the air dirty and
ENGAGE unsafe to breathe. Water pollution can make the
Introduce the Phenomenon water dirty and unsafe to drink. Land pollution can
Use Photography Locate the photo “Effects of Oil result in garbage or chemicals that hurt the soil. All
Spills” in the Life Science Gallery of the Interactive forms of pollution can make people, plants, and
E-book and show it to students. Conceal the caption animals sick or even kill them.)
by showing the photo at full screen. Ask: • What stories have you seen, read, or heard about
• What is happening in this photo? (Possible that involve energy use and pollution? (Students
answers: People are scrubbing a bird’s feathers may have heard about oil spills from pipelines or
with a toothbrush. People are giving a bird a bath.) cargo ships. They may know that certain cities suffer
extreme pollution problems from burning coal.)
• Do you think this is a wild bird or someone’s
pet? Explain. (Possible answer: It is a wild bird. It is
EXPLORE
a pelican, which is not kept as a pet.)
• Why would a wild bird need to be captured for
Think About Energy Resources and
a special cleaning like this one? (Possible answer:
the Environment
Something dangerous must have coated its feathers.) Have students read the headings and observe how
the text is organized. Ask: What do you think this
• How might the use of energy resources relate
lesson is about? (Possible answer: It compares impacts
to the scene in this photo? (Accept all answers.
energy resources have on the environment.)
Students may mention oil spills. They may say the
bird got trapped in machinery or was exposed to
some sort of pollution caused by an energy resource.) DIFFERENTIATED INSTRUCTION
Tap Prior Knowledge Extra Support
Inside-Outside Circle Arrange students into Below-Level Learners To help students
two equal circles, one inside the other. Students compare and evaluate the energy resources,
should face the person they line up with in the other print the lesson chart. Ask students to circle
circle to discuss each question. After two minutes, the nonrenewable energy resources. Then
students will rotate two steps to their left to face a have them underline ones that cause the most
new partner and discuss the next question. Students pollution. Ask students to put an X next to the
will repeat the process once more, then the class can one that has the most disadvantages. Have them
reconvene for discussion. discuss their choices with a partner.

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 Four-Square Diagram Have students make a Evaluate Advantages and
full-page four-square diagram in their science Disadvantages of Energy Resources

NATURE OF SCIENCE
notebooks and add to it throughout the lesson.
Lead a class discussion to answer the Focus
Set a Purpose and Read Question. Get students acquainted with the chart
in the lesson. Ask:
Focus Question Use this question to focus
students and guide their reading: How do energy • Which of the energy resources listed in blue
resources affect the environment? Have students letters are nonrenewable? (oil, coal, natural
read the lesson. gas, nuclear)
• Which are fossil fuels? (oil, coal, natural gas)
EXPLAIN • How is the chart organized? (Advantages are
Describe the Need for Energy on the left and disadvantages are on the right.)

Waves: Waves and Information

Have students reread the first sentence of the

PHYSICAL SCIENCE
Say: The large structure in the background of the
lesson. Ask students to describe their energy photo is a wind turbine. Refer to the chart. Ask:
needs. (Possible answer: I need electricity for lighting,

Energy
to use appliances, and to use electronics. I need gas • What are the advantages of using wind as an
to heat my home. I ride in cars and other forms of energy resource? (Wind is renewable and does
transportation that use oil. I eat food and buy items not cause pollution.)
that have been delivered using oil energy.) • Does wind energy have any disadvantages?
Explain. (Some disadvantages are that wind
Next ask: Why can’t people just manufacture isn’t always steadily available, wind farms
energy to meet these needs? (Energy can’t be require large amounts of land, and turbines may
created or destroyed; it can only be transformed from

Interdependent
harm birds.)
one form to another.) Recap that all the energy we

Structure, Function,
use has to come from another source. • Where was this wind turbine built? (out in the
ocean, a bit offshore)
Say: The use of energy affects the environment in • How could locating a turbine offshore

LIFE LIFE
multiple ways. Even renewable resources affect change the advantages/disadvantages?

Relationships
the environment. (Possible answer: Winds may be more steady on

SCIENCE
the ocean. Less land is needed. Birds could still

and Information
SCIENCE
fly into the blades, and there would need to be a
way to get the energy generated from the ocean

in Ecosystems
to the land.)

Processing
ELL SUPPORT Encourage students to use phrases such as “I
think . . .” and “In my opinion . . .”
Starting Read aloud the information in
the chart. Work with students to identify Bridging Have students work as a group to
the word pollution or polluting as you read read and discuss the information in the chart
Processes that Shape the Earth

about each resource. Ask students to share about advantages and disadvantages of each
an opinion about the pollution caused by resource. Tell students to share their opinions
EARTH SCIENCE
Earth’s Systems:

each resource. Have students begin their of which resource has the least harmful
statements with “I think . . .” impact on the environment and which one
has the most harmful impact. Tell students to
Developing Have students work in pairs to support their opinions with details from the
read the chart. Tell pairs to pause after reading text and their own experiences. At the end
each entry to share one opinion about an of the discussion, ask students to explain if
advantage or a disadvantage of the resource. and how their opinions changed as a result of
hearing others’ ideas.

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 Energy Resources and the Environment (continued)

• Which energy resources have no

disadvantages? (None of them have
Featured Photo
no disadvantages.)
Have students study the “Effects of Oil Spills”
• Which energy resources do not cause photo within the Physical Science gallery and
pollution? (solar energy, wind energy, and read the accompanying text.
hydroelectric energy) Time 5 minutes
• How does nuclear energy lead to pollution? (Its
Teaching Tips Help students connect the
waste products can cause pollution.)
photos to the core content of the lesson by
• Does natural gas cause pollution? (Burning asking: What should be considered when
natural gas does not cause as much pollution using technology to harvest natural
as other fossil fuels, but drilling for it does resources? (Possible answer: The welfare of
cause pollution.) wildlife needs to be considered, as well as how
human actions and the use of technology will
impact wildlife populations.)
What to Expect Students will begin to
think more broadly about impacts of using
energy resources.

LITERACY CONNECTION

Compare Information ENVIRONMENTAL SCIENCE

RI.4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
CONNECTION
information in a text or part of a text.
Explain to students that understanding the Climate Change
structure of a text can help you to better access Explain to students that a region’s average
the information. Guide students to see that temperatures and average precipitation can
the overall structure of the text is comparison. change over time. Small fluctuations in these
The first paragraph introduces the topic of values from year to year are normal within a
comparing advantages and disadvantages climate zone. Changes in weather patterns that
of energy resources. Then ask: How does the last decades or centuries, however, suggest that
organization of the chart help you compare a region’s climate is changing. Some climatic
the energy resources? (Possible answer: It has changes are caused by natural processes and
all of the advantages on one side and all of the others are the result of human activities.
disadvantages on the other side, and all of the
information is neatly organized. This makes it Consider investigating climate change caused by
easy to find information about a resource quickly. large-scale volcanic eruptions in Earth’s history,
It also helps me to look back and forth to or by the release of greenhouse gases into the
compare resources.) air as a result of burning fossil fuels.

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 Video Teach the Dimensions
CETS Influence of Engineering, Technology, and Science on Society

NATURE OF SCIENCE
and the Natural World. Over time, people’s needs and wants change, as
Have students select the video “Energy do their demands for new and improved technologies. (4-ESS3-1)
Resources” from the Resources menu. In this Help students explore the idea that people have
video, National Geographic Explorer T.H. affected change through organized movements to
Culhane discusses how the uses of energy address environmental problems related to energy.
resources affect the environment and our lives. Do an Internet search for “world environment
Time 10 minutes days calendar” to locate websites that list days
dedicated to environmental awareness, such as
Teaching Tips Help students connect to the
Earth Hour, Earth Day, or World Water Day. Assign
content of the lesson by having small groups
small groups one of the events to research. Have
identify images in the video that correspond

Waves: Waves and Information

students create educational posters to display
to points made in the text. Explain that Earth’s
around the room. Discuss any days you observe at

PHYSICAL SCIENCE
global pattern of weather, or its climate, is
your school or consider a campaign to make your
changing.
school community more aware of them.

Energy
What to Expect Students should recognize
T.H. Culhane, who was featured in the lesson EVALUATE
Finding Solutions to Energy Problems. This
Have students record their answers to the Wrap It
video elaborates on Culhane’s work with solar
Up questions in their science notebooks.
energy and biogas digesters.
Wrap It Up!

Interdependent
ELABORATE 1. EVALUATE Which resource do you

Structure, Function,
Extend Thinking About Energy think has the greatest disadvantage?
Resources and the Environment Explain. (Possible answer: Nuclear energy
is nonrenewable and can cause harm to all
Turn and Talk Have partners talk about how

LIFE LIFE
living things in the event of an accident.)

Relationships
the issue of energy resources connects to their
current and future lives. Draw a T-chart with one

SCIENCE
2. MAKE JUDGMENTS Is there such a thing
side labeled “Current” the other labeled “Future.”

and Information
as a “clean” fossil fuel? Explain. (Possible

SCIENCE
Have pairs share a result from their discussion and answer: There is really no such thing as a
write it on the board. As a class, discuss whether

in Ecosystems
“clean” fossil fuel. Although natural gas is
the issue of energy resources will become bigger relatively clean to burn, it causes pollution
in the future. to obtain.)

Processing
Evaluate Energy Resources for 3. ANALYZE What is one disadvantage
Your Area of energy use that might affect you?
Have students find out more about renewable (Possible answer: Air and water pollution
resources that are being used or have the potential could harm my health.)
to be used in your area. Have students record their
Digital Wrap-Up Have students
findings in their science notebooks. Have students
complete the interactive bonus assessment in
form small groups to discuss everyone’s research.
Processes that Shape the Earth

the Interactive E-book.

As a group, have students decide which resource
is the best alternative to fossil fuels for your
EARTH SCIENCE
Earth’s Systems:

area. Have each group prepare and give a short

presentation to support its choice.

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 Think Like a Scientist

Obtain and
Combine
Information
People’s needs and wants change over time, as do their
demands for new and improved technologies. More people
live in the United States now than ever before, and our
demand for electricity is greater than it ever has been. As
we move toward the future, we need to look carefully at
the technologies we use to produce energy. We must think
about how well they meet our changing needs and how
their use impacts our environment.

What are the environmental impacts of the different energy

resources that we use? Conduct research to make a claim
based on evidence.

1. Carry out your research.

Look back to the chart in the previous lesson, “Energy Resources
and the Environment.” Work with a partner or group to research
each energy resource in the chart. Collect more information from
books, newspaper articles, and websites. Record the sources of all
the information you obtain. Information without a source cannot
be used.

PE 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from
natural resources and their uses affect the environment.
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Over time, people’s needs and wants change, as do their demands for new and improved
74 technologies. (4-ESS3-1)
 Use these objectives to guide your research.
  • Describe how the energy resource is taken
from a natural resource such as wind,
sunlight, or coal.
  • Identify the ways in which the energy
resource is important to people.
  • Identify the positive and negative
environmental effects of using the energy
resource.
  • Find out whether or not technology can
make the energy resource more helpful or
less harmful.
2. Organize and evaluate your research.
Organize the information you have collected
The United States uses more than about each energy resource. Categorize each
19.5 million barrels of oil per day. one as renewable or nonrenewable.

  • What evidence have you collected about the

environmental effects of using each energy
resource?
  • What evidence is there about the role of
technology in making it more helpful or less
harmful to use? You may need to do more
research to find the evidence you need to
make a claim.
3. Communicate information.
Use the information you have found to make
an evidence-based claim about how using
energy resources affects the environment.
When you are ready, present your research
to the class. Point out possible ways that
technology may help protect Earth’s
resources.

75
 Think Like a Scientist
Obtain and Combine
Information STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses
affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind
dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could
include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
DCI ESS3.A: Natural Resources. Energy and fuels that humans use are derived from natural sources, and their use affects the
environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
SEP Obtaining, Evaluating, and Communicating Information. Obtain and combine information from books and other
reliable media to explain phenomena. (4-ESS3-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Over time, people’s
needs and wants change, as do their demands for new and improved technologies. (4-ESS3-1)

ENGAGE
Objectives Students will be able to:
• Obtain and combine information about the use of energy Introduce the Phenomenon
resources.
• Use evidence to make a claim about how using energy Use Photography Show students a photo of a
resources affects the environment. solar-powered cell phone charger or similar device.
Say: This phone is being charged with solar
power. Ask: How does using solar power help the
environment? (Possible answer: It cuts down on the
BEFORE YOU BEGIN use of fossil fuels as sources of electricity.) Next ask:
Why isn’t everyone using solar chargers for their
Time 1 class period to set up small groups, discuss
cell phones? (Possible answers: They might be too
questions, and formulate a research plan; 1 class
expensive or too hard to get. Solar power does not work
period to conduct research; 1 class period to prepare
well everywhere. The charge may not last as long.)
a report; 1 class period to share presentations
Advance Preparation Consider making Tap Prior Knowledge
arrangements for students to use scheduled Have students recall the examples they shared
library time for this project, and ask library staff about their needs for energy in the previous lesson.
to assemble appropriate resources if possible. (Possible answers: for lighting, to run appliances,
Suggested Internet sites for research: Climate
Kids (NASA), Energy Kids (U.S. Energy Information
Administration), National Geographic Kids, Energy ACADEMIC VOCABULARY
Star Kids.
Carry Out
Teaching Tips Organize the class into groups of Display the term carry out. Ask students where
two to four students. Encourage students to divide they have heard this term. Students will likely
the research among group members. You may mention “carry out” food or the act of carrying
also choose to assign one energy resource to an object, such as carrying out the trash. Help
each group. students to realize that, in the context of this
What to Expect Students will search for lesson, to “carry out” something, means to do it or
information on environmental impact of different to complete it. When carrying out an assignment,
energy resources. Students will use the information or in this case, your research, point out to students
as evidence to make a claim about how using that they should carry out all of the steps in the
energy resources affects the environment. proper order to complete their research. After
completing their research, have students identify
the step that they most enjoyed carrying out.

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 to operate electronics, to heat homes, to power • Search the page for more specific key words
transportation, to manufacture products) (example: Search a page about renewable energy

NATURE OF SCIENCE
Ask: What factors might people not be aware of for “solar energy” or “hydroelectric energy”).
when choosing and using energy resources such • Look for sidebars and hyperlinks that provide
as gas or oil? (Possible answer: They may not know additional information (example: a hyperlink to
supplies of these resources are limited. They may not survey statistics about energy use).
know that using them can cause pollution.)
Tell students they must record publication
Set the Scene information (author, title, copyright date, and
Have students read the introduction. Ask: What is publisher) for the text and online resources from
the issue? (increased demand for electricity) Next which they obtain information. Ask:
ask: What are you being asked to do? (assess the • Where can you find the author and title of

Waves: Waves and Information

use of different energy resources for impact on the a print resource? (I can look on the cover of a

PHYSICAL SCIENCE
environment) Read through the steps with students book as well as on the book’s title page.)
and give them parameters for their presentation,
such as format and length. • Where can you find the copyright date and

Energy
publisher of a print resource? (I can look on
Step 1: Carry out your research. the first few pages of the book to find the page
Guide students as they develop a plan for research. with this information.)
Remind students how to conduct research on • Where can you look to find publication
the Internet effectively and efficiently. Share information for online sources? (I can find the
these strategies: URL, and I can look to see whether a page has
• Use key words and short phrases to do an author, title, and copyright information listed.

Interdependent
initial search in a web browser (example: Sometimes the author is an organization. Some

Structure, Function,
“nonrenewable energy United States”). sites have an “About” or “About Us” section that
may give more information.)
• Select websites that are likely to have quality
information (example: the Energy Star • Why is it important to be able to show where

LIFE LIFE
the information you use comes from? (It is

Relationships
Kids website).
important to identify sources so that others can

SCIENCE
find them and see the original text for themselves

and Information
SCIENCE
if they want to.)

in Ecosystems
LITERACY CONNECTION Remind students that they can use this book as one of
their sources. Encourage them to review the lessons
Use Multiple Sources and the corresponding science notebook entries as

Processing
W.4.7 Conduct short research projects that build knowledge a start to their research. Next, review the objectives
through investigation of different aspects of a topic. with students to be sure they understand them.
Introduce the project by asking students
about their experiences reading multiple Discuss strategies for efficiently conducting the
books about one topic or subject. Explain research. For example, students can divide the
that reading different sources that tell energy resources among the members of the
about one topic or subject can help them group and each person can fulfill the objectives for
draft an informational text that gives strong his or her assignment. Alternatively, students can
Processes that Shape the Earth

evidence for making a claim. More than divide the objectives and each student can fulfill
one source, a website, book, or article, can the objective for all energy resources. If time is an
EARTH SCIENCE
Earth’s Systems:

offer different facts or information. Remind issue, you can assign just a single energy resource
students that as researchers and writers, to each group.
they want to choose key ideas and details
that will clearly explain their topic. Remind
students that some pieces of information
collected might not fit within their reports.
Share that it is acceptable to abandon some
details to stay on topic as they write.

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 Think Like a Scientist
Obtain and Combine Information (continued)

EXPLORE learned about technology that is making the

Step 2: Organize and evaluate your resource easier or more beneficial to use. Examples
could include new types of solar technology, new
research.
wind turbine designs, safer ways to transport oil, or
Guide students as they organize their information. better ways to clean up oil spills.
Suggest they use a graphic organizer such as
a chart. After all the groups have presented their
information, lead a discussion about whether
They could label the columns “Energy Resource,” “Uses,” there was consensus among the groups for each
“Advantages,” “Disadvantages,” and “Technology.” of the resources. Have students analyze the
data behind any differences in claims.
Help students to assess the negative effects of
resource use on the environment. Have them Ask: Was the data used to make the claim different
consider questions such as: Does using the resource or was the interpretation of the data different? See
cause pollution? Does obtaining the resource if the class can develop a consensus.
affect plants in the area? Does obtaining the
resource affect animals in the area? What is being ELABORATE
done to reduce impacts on the environment?
Teach the dimensions
Help students assess whether technology can SEP Obtaining, Evaluating, and Communicating Information.
reduce the negative impacts or increase the value Obtain and combine information from books and other reliable media to
explain phenomena. (4-ESS3-1)
of the resource. This is likely to be the most difficult
Help students evaluate information that presents
question for students to address.
alternative examples and explanations. Ask:
Why might there be different examples of and
EXPLAIN explanations about problems and solutions related
Step 3: Communicate information. to the same energy resource?
Guide students in deciding how they will Turn and Talk Ask students to turn to a partner
communicate their information. Each member of the and discuss possible reasons for different examples
group can speak about a different energy resource and explanations given in student presentations
or, if groups were assigned just one resource, about problems and solutions related to a given
they can each focus on one of the objectives. energy resource. After students have finished
Remind students to share any information they their discussions, elicit responses from volunteers.

ENVIRONMENTAL SCIENCE oversees regulations and laws relating to air

CONNECTION and water quality, including pollution. Have
students consider their research. Say: Think
Energy Resources and the Environment of one energy resource you researched that
Share with students the role of the United States can lead to pollution when it is produced or
Environmental Protection Agency (USEPA) used. Ask: How do you think the EPA might
in protecting the health of the environment work to limit this pollution problem? (Possible
and the public. Explain that this agency was answer: Cars that run on gas add to air pollution.
created in 1970 for the purpose of researching The EPA could require car companies to improve
the impacts of human activities on natural technology so cars are less polluting.)
resources such as air, water, and land. The USEPA

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 (Possible answers: There can be different examples
of how using an energy resource is a problem for Wrap It Up!

NATURE OF SCIENCE
the environment because research can focus on
1. EXPLAIN From where do we get energy
different parts of the environment, such as air or land
and fuel? (Most of the energy and fuel we use
or water. Examples of solutions may differ because
comes from fossil fuels.)
some information may came from a source that is not
current. There are also a lot of scientists and engineers 2. USE EVIDENCE Use evidence from
working on solutions so there is more than one one of the presentations to explain
solution to share.) how technology can make an energy
resource less harmful to use. (Possible
Investigate Further
answer: Cars that get better gas mileage can
Explain to students that finding new sources of help to cut down on pollution from burning

Waves: Waves and Information

energy is one of the most intensely researched fossil fuels.)

PHYSICAL SCIENCE
areas of science and engineering today. Ask
students to think about how energy sources have 3. CAUSE AND EFFECT What might cause
changed over the last 100 years, and share when people to shift toward using more

Energy
they think certain technologies were invented or renewable energy resources? (Possible
became more common. Then challenge students answer: If technology such as solar power is
to come up with their own energy solution. easy to use and is low-cost people will be more
Encourage students to be as creative as they wish. likely to use it.) CCC Cause and Effect
They should feel free to envision technology that
does not yet exist. Say: For example, you may have
the idea of designing a car that runs on garbage. Rubrics

Interdependent
Have students evaluate their work using the rubric

Structure, Function,
EVALUATE in the Science Notebook Companion. Use students’
Check to make sure students have organized their completed rubrics and the teacher rubric for this
research and listed their source information in their activity to guide your assessment of their work.

LIFE LIFE
science notebooks. Have students record their

Relationships
answers to the Wrap It Up questions in their

SCIENCE
science notebooks.

and Information
SCIENCE
in Ecosystems
ELL SUPPORT
Developing Challenge students to use each

Processing
of these words in an original sentence:
Starting Give students a word bank with
these words from the lesson: energy resources, electricity, energy resources, environment,
environment, impact, and technology. Then technology, impact
have them use the words to fill in the
following sentence frames: Have students exchange their sentences with
a partner and read them aloud.
Natural resources that we use from the
Processes that Shape the Earth

(environment) include wind, sunlight, and coal. Bridging Invite students to write a
paragraph summarizing what they have
EARTH SCIENCE

As the demand for electricity increases, so does learned in this lesson. Give them this prompt:
Earth’s Systems:

our need to use more (energy resources), which

can negatively (impact) the environment. Now I know that .

As people use (technology) to find other ways Remind students to use important words
to meet our energy needs, they need to and details from the lesson and to consider
consider the effects of it on the environment. the best order for their complete sentences.
Finally, have them exchange paragraphs with
a partner and offer polite feedback.

Obtain and Combine Information 75d

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 Unit 2 Planning Guide

Waves: Waves and Information

Building on Prior Learning
This unit builds upon students’ learning in Grade 1 about the relationship between vibrating
materials and sound. Now, students extend that knowledge as they investigate waves as
patterns of motion that transfer energy. They develop and use models of waves to describe
patterns of amplitude and wavelength and to explain that waves can cause objects to move.

• Use the Unit Pre-Assessment and the Unit Opening Activity (Assessment Handbook,
pp. 15–17) to determine students’ level of familiarity with concept of waves and to assess
their readiness for applying the SEP Developing and Using Models.

Selecting an Anchoring Phenomenon

The first sequence of lessons and activities in this unit uses the behavior of water waves as the
anchoring phenomenon for students to develop and use models of waves. The second lesson
sequence explores a variety of communication technologies that use patterns to transfer
information.

Advance Planning
The investigations and engineering activities in this unit all use inexpensive and readily
available materials. If you plan to have students do the Citizen Science (Track Bird Life) at the
end of the unit, you will want to plan ahead to identify a site where the class can observe local
birds and also set up a class eBird account.

Assessment Resources
The following assessment tools are available for this unit.

Self-Assessment
Students can use their science notebooks along with the rubrics in the Science Notebook Companion
for reflection and self-assessment throughout the unit.

Formative Assessment
• Unit Pre-Assessment (Assessment Handbook, pp. 15–16)
• Checkpoint Quizzes (Assessment Handbook, pp. 6–8)
• Rubrics for all Investigates, STEM Projects, Think Like a Scientist lessons, and Think Like an
Engineer lessons (Assessment Handbook, pp. 61–65)
• MindTap Virtual Lab: Wavelength and Amplitude. This self-contained learning module includes
multiple-choice and open-ended assessment questions.

Summative Assessment
• Unit Test (Assessment Handbook, pp. 21–24)
• Unit Performance Task (Assessment Handbook, pp. 25–26)

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 3-D Instructional Progression
This unit prepares students to demonstrate proficiency on this bundle of Performance

NATURE OF SCIENCE
Expectations: 4-PS4-1 and 4-PS4-3. The following two Lesson Sequence charts provide a
roadmap to instruction in this unit.

Lesson Sequence 1 Student Edition, pp. 76–85 Pacing: 10 days

Performance Expectation
 -PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause
4
objects to move.

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Waves: Waves and Information

Practices PS4.A: Wave Properties. Waves, which Patterns

PHYSICAL SCIENCE
Developing and Using Models are regular patterns of motion, can be
Connections to Nature of Science made in water by disturbing the surface.
Scientific Knowledge Is Based on When waves move across the surface of

Energy
Empirical Evidence deep water, the water goes up and down
in place; there is no net motion in the
direction of the wave except when the
water meets a beach.
PS4.A: Wave Properties. Waves of the
same type can differ in amplitude (height
of the wave) and wavelength (spacing
between wave peaks).

Interdependent
Overview

Structure, Function,
In the first three lessons in this sequence, students examine the properties of water waves and sound waves. In the two
Investigate activities, students explore how water waves can cause objects to move, and then they develop a model of a
wave to represent wavelength and amplitude.

LIFE LIFE
Relationships
Student Pages Teacher Pages MindTap Digital Resources

SCIENCE
Waves 76–77 77a–77b Video Clip: Surfer Catching Wave

and Information
SCIENCE
Properties of Water Waves 78–79 79a–79b

in Ecosystems
Properties of Sound Waves 80–81 81a–81d Video Clip: Longitudinal Waves
Animation
Audio clip: Yellow Warbler Song

Processing
Investigate: How Waves Move 82–83 83a–83d
Objects

Investigate: Wavelength and 84–85 85a–85d Virtual Lab: Wavelength and

Amplitude Amplitude
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Lesson Sequence 2 Student Edition, pp. 86–103 Pacing: 20 days

Performance Expectations
4 -PS4-3. Generate and compare multiple solutions that use patterns to transfer information.
3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.

(continued)
Planning Guide 75f

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 Unit 2 Planning Guide (continued)

Lesson Sequence 2 (continued)

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Constructing Explanations and PS4.C: Information Technologies and Patterns
Designing Solutions Instrumentation. Digitized information Connections to Engineering,
can be transmitted over long distances Technology, and Applications of
without significant degradation. High- Science
tech devices, such as computers or Interdependence of Science,
cell phones, can receive and decode Engineering, and Technology
information—convert it from digitized
form to voice—and vice versa.
ETS1.B: Developing Possible Solutions.
Research on a problem should be carried
out before beginning to design a solution.
Testing a solution involves investigating
how well it performs under a range of
likely conditions.
ETS1.B: Developing Possible Solutions.
At whatever stage, communicating with
peers about proposed solutions is an
important part of the design process, and
shared ideas can lead to improved designs.
ETS1.C: Optimizing the Design
Solution. Different solutions need to be
tested in order to determine which of
them best solves the problem, given the
criteria and the constraints.

Overview
In the first two lessons in this sequence, students examine two familiar technologies that use patterns to transfer
information—GPS and cell phones. In the Investigate, they use Morse code to transmit and receive messages. Then in Think
Like an Engineer, they apply what they’ve learned about Morse code to design and test a solution for communicating with
friends a short distance away. In Stories in Science, students learn about how the Navajo Code Talkers used a code based
on the Navajo language to protect secrets during World War II. In the STEM Engineering Project, students build and test a
device to use a coded pattern of sound to transmit messages. The Science Career lesson describes for students how National
Geographic Explorer Martin Wikelski uses radio transmitters to track animal migrations. Finally, students have an opportunity
to use GPS technology to track local bird life in the Citizen Science activity.

Student Pages Teacher Pages MindTap Digital Resources

Information Technology—GPS 86–87 87a–87b Video Clip: Smartphone mapping
technology

Information Technology—Cell 88–89 89a–89b Explorer Video: Topher White on

Phones Using Energy

Investigate: Use a Code 90–91 91a–91d Video Clip: Morse Code

T hink Like an Engineer: Compare 92–93 93a–93d

Multiple Solutions

Stories in Science 94–95 95a–95b Physical Science Gallery

STEM: Engineering Project 96–99 99a–99d

Science Career 100–101 101a–101b Explorer Video: Martin Wikelski on

Chasing Butterflies for Science

Citizen Science: Track Bird Life 102–103 103a–103d Video Clip: Introduction to eBird

75g Physical Science | Unit 2

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 Notes

075e-075h_NATG15656_G4U2_PS_LP.indd 8 10/05/18 12:29 PM

Waves
Up and down, up and down, the surfer bobs. Energy is
transferring through water beneath her. Energy travels
through water in regular patterns of motion called waves.
When water is disturbed, it moves up and down. This motion
disturbs the water next to it, making the water there move
up and down. This motion disturbs the water next to that,
making the water in that place move up and down. Pretty
soon the up-and-down motion has traveled far through the
water. As each wave passes through the water beneath the
surfer, the board she sits on rises and falls.

Water waves are a kind of transverse wave.

Energy travels from side to side in a
transverse wave and causes
up-and-down movement of
particles as it passes through them.
While the surfer waits for a wave
that is tall enough to ride, smaller
waves move her up and down
without moving her forward. To
“catch” a wave, the surfer paddles
her board and begins moving. She
matches the speed of a passing
wave so that she is carried along.

DCI PS4.A : Wave Properties. Waves, which are regular patterns of motion, can be made in water
by disturbing the surface. When waves move across the surface of deep water, the water goes up and
down in place; there is no net motion in the direction of the wave except when the water meets the
76 beach. (4-PS4-1)
As a water wave gets close to the beach, it gets tall. Some of the
water “breaks” or curls over and falls toward the front of the wave.
The surfer slides down the steep front of the wave.

Wrap It Up!
1. Describe Describe how a wave travels
across the ocean.

2. Infer As a wave moves into shore the

water becomes more shallow and the
wave slows down. What happens to its
energy as a result?
77
 Waves
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.A: Wave Properties. Waves, which are regular patterns of motion, can be made in water by disturbing the surface.
When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction
of the wave except when the water meets the beach. (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural
phenomena (4-PS4-1)

(Students may recount stories of feeling the rise and fall of

Objectives Students will be able to: waves or feeling the power of a wave passing by them in
• Describe waves as a regular pattern of motion produced
by a disturbance. the water.)
• Explain the motion of water waves.
Ask students what other types of waves they know
Science Vocabulary
about. Students may name sound waves, seismic
wave, transverse wave
waves, or electromagnetic waves such as light or
microwaves. Some students may need clarification
that heat waves are not actual waves, but just a
ENGAGE descriptive term for a warm deviation from the
Introduce the Phenomenon normal weather pattern.
Teacher-Led Demo To help students understand
how a wave can move forward even as the EXPLORE
water only moves up and down, have students Think About Waves
demonstrate by doing a stadium wave. Say: The
Have students observe the images in the lesson. Ask:
wave will start in the back of the room. When
the wave gets to you, stand up and then sit back • What is happening in the large photo? (The
down. Don’t stand up until the row behind you has surfer is floating on a surfboard.)
already stood up and sat back down. • How would you describe her movement? (Some
students may know she is moving up and down.)
Tap Prior Knowledge
• What is happening in the smaller photo? (A
Ask students to share their experiences with waves on
man is surfing on a wave.)
a beach. Ask: Was there any evidence that the waves
transferred energy? What was the evidence? • Which way is he moving? (forward with the
wave and across the front of it as the wave nears
the beach)

SCIENCE BACKGROUND Chiefs regularly took part in competitions

to prove their skill. Building a surfboard was
A Culture of Surfing considered a sacred activity. The boards
Understanding how waves travel through water were made from several types of local trees.
is certainly key to mastering the skill of surfing. People sang chants to bless new surfboards.
The sport of surfing dates back to ancient times They often chose place names that captured
and has long been an important part of the important surfing events.
culture of Pacific Islanders, including the people
of Hawai’i. They referred to riding the waves on Lieutenant James King, a member of Captain
their wooden boards as hee nalu, which means James Cook’s expedition, wrote the first
“wave sliding” in English. While today surfing is European account of surfing in Hawai’i in 1779.
first and foremost considered a sport, in ancient He was impressed by the speed and skill of the
times it was associated with social status, people he witnessed riding the waves on slabs
religious beliefs, and political might. of wood. Today, surfing has spread around the
world. It continues to be an important part of
The best surfers achieved the highest social Hawai’ian culture.
rank and had access to the best beaches.

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 Four-Square Diagram Have students make ELABORATE
a full-page four-square diagram in their science Extend Thinking About Waves

NATURE OF SCIENCE
notebooks and add to it throughout the lesson. In
the top left square, have students write the title of Revisit the Phenomenon Have students
the lesson, “Waves.” In the top right square, have think about the role play activity from ENGAGE.
students write a few sentences stating what they Encourage them to apply what they have learned
think they will learn about waves in the lesson. about wave motion. Ask: How did the “wave”
travel through the classroom? (It moved as an
Set a Purpose and Read up-and-down motion.) Next ask: Why didn’t all the
Focus Question Use this question to focus students students end up in the front of the class? (Energy
and guide their reading: What are the motion patterns was transferred across the room. The students only
of waves? Have students read the lesson. moved up and down.)

Waves: Waves and Information

Some students may have never seen ocean waves.

PHYSICAL SCIENCE
EXPLAIN Have groups of students do research to find videos
Describe Waves of water waves, ocean waves, breaking waves, or

Energy
After students have read the lesson, ask questions surfers. Have students write descriptions of the
related to the Focus Question, such as: motion in their science notebooks. If time permits,
ask each group to choose one video to share with
• What is a wave? (a regular pattern of motion) the class and explain how the video demonstrates
• Are all waves regular patterns of motion, or wave motion.
just water waves? (all waves)
Share details from the Science Background note
• What starts a water wave? (a disturbance in with students. Remind students that scientists

Interdependent
the water) come from different backgrounds and cultures.

Structure, Function,
• How do water waves travel? (The disturbance Discuss how the development of surfing is an
moves from one area of the water to the next.) example of how culture and science can intersect.

Parter Talk Say: All waves are caused by

LIFE LIFE
EVALUATE

Relationships
disturbances in matter. Ask: What types of things
Have students record their answers to the Wrap It

SCIENCE
do you think could disturb water and cause a
Up questions in their science notebooks.

and Information
wave? Have partners discuss their ideas for a few

SCIENCE
minutes. Encourage them to compare the types

in Ecosystems
of disturbances that would result. Then have Wrap It Up!
partners share ideas. (Possible answers: wind, a boat,
a jumping whale or dolphin, an object falling into the 1. DESCRIBE Describe how a wave travels

Processing
water, an earthquake) Say: Earthquakes can cause across the ocean. (A disturbance causes an up-
disturbances on the sea floor so great that they and-down motion that is transferred from one
can form very large waves. Ask: Does anyone part of the water to the next.) CCC Cause and Effect
know what these very large waves are called?
(tsunamis) Students will learn about tsunamis in 2. INFER As a wave moves into shore the
later lessons. water becomes more shallow and the
wave slows down. What happens to its
Say: The wave changes when it gets closer to the energy as a result? (When a wave passes,
Processes that Shape the Earth

shore. The water can’t move up and down as far the water in each area only moves up and
because the water is more shallow, so some of down. When a breaking wave comes, she can
EARTH SCIENCE
Earth’s Systems:

the energy is transferred forward. What is this ride the transfer of energy forward by being
called? (breaking waves) pushed in front of the wave.)
If students are using the Interactive E-book, have
them watch the video of a surfer catching and riding Four-Square Diagram Have students return to
a wave. Ask: Why does the surfer stay closer to their four-square diagrams and revise or elaborate
shore to catch a wave? (Waves begin to break as they on what they learned. In the lower right square,
get close to shore, and breaking waves are what carries have students draw a simple picture that will help
a surfer forward.) them remember the lesson’s main ideas.

Waves 77b

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Properties of
Water Waves
Waves spread out in all directions from their source. If you have
ever dropped a pebble into a pond and watched the ripples,
you have seen a wave pattern. When you drop a pebble into
a pond, it makes small up-and-down, or transverse, waves.
A larger rock makes larger waves. The sizes of waves differ in
height and in the distance between their highest points.

The distance between the highest point, or crest, of a wave

and the middle point of the wave is called amplitude.
Amplitude can also be measured from the lowest point,
or trough, of the wave to the middle point of the wave.

Amplitude is one property of waves. Wavelength is

another. Wavelength is the distance from one crest to
the next crest, or one trough to the next trough.

DCI PS4.A : Wave Properties. Waves, which are regular patterns of motion, can be made in water
by disturbing the surface. When waves move across the surface of deep water, the water goes up and
down in place; there is no net motion in the direction of the wave except when the water meets the
beach. (4-PS4-1) • Waves of the same type can differ in amplitude (height of the wave) and wavelength
(spacing between wave peaks). (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify and analyze simple
78 rates of change for natural phenomena. (4-PS4-1)
Amplitude measures the height of crests and depth of troughs.
Wavelength measures how far apart they are.

These water waves are not very tall or

far apart. In other words, they have a low
amplitude and a short wavelength.

Wrap It Up!
1. Recall What are amplitude and wavelength?

2. Infer Waves transfer energy of motion.

Which transfers more energy: a wave with
a high amplitude or a wave with a low
amplitude? Explain.
79
 Properties of Water Waves
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.A: Wave Properties. Waves, which are regular patterns of motion, can be made in water by disturbing the surface.
When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction
of the wave except when the water meets the beach. (4-PS4-1) • Waves of the same type can differ in amplitude (height of the
wave) and wavelength (spacing between wave peaks). (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural
phenomena. (4-PS4-1)

in the water) Have students share some examples

Objective Students will be able to:
of water waves they have made. (Possible answers:
• Describe the wave properties of amplitude and
wavelength. jumping into a pool, dropping a rock into a pond)
Science Vocabulary
Have students think back to the Quick Hands-On.
amplitude, wavelength
Ask: What is the difference between a disturbance
that would make a higher wave compared to the
shorter wave? (Students will probably say the bigger
ENGAGE the disturbance, the higher the wave.)
Introduce the Phenomenon
Quick Hands-On Fill a bin halfway with water. EXPLORE
Gather a variety of small objects, one for each student Think About Properties of Water Waves
to drop in the bin. You might gather small rocks,
Have students read the title of the lesson and observe
marbles of different sizes, coins, and other small
the photo and diagram. If students are using the
sinkable objects. Invite students to drop their objects
Interactive E-book, they can move the slider to see
in the bin while others observe. Encourage them to
the properties of a wave labeled in a diagram. Ask:
describe the waves that result. After all students have
taken a turn, ask: In what ways were the waves you • What do you think this lesson is about? (the
made similar? (They all moved out in a circle.) Next ask: parts of a wave)
How were they different? (Students will likely report • How do you think the diagram relates to the
that some waves were bigger or moved more quickly.) photo? (Most students will say they are both
showing waves. Some students may realize the
Tap Prior Knowledge
waves in the photo can be measured by the
Ask students to think back to the previous lesson. Ask: properties in the diagram.)
What causes water waves? (some type of disturbance
• How does the photo relate to our opening
activity? (It freezes the motion of waves like the
ones we made in the water. Something has just
LITERACY CONNECTION landed in the water.)

Interpret Visual Information Four-Square Diagram Have students make a full-

RI.4.7 Interpret information presented visually, orally, or page four-square diagram in their science notebooks
quantitatively (e.g., in charts, graphs, diagrams, time lines, and add to it throughout the lesson. In the top left
animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which square, have students write the title of the lesson,
it appears. “Properties of Water Waves.” In the top right square,
Explain to students that visuals such as have students write a few sentences stating what
diagrams can contribute to an understanding they think they will learn about the properties of
of the text in which they appear. For example, waves in the lesson.
in the EXPLAIN section when asking students to
describe wavelength and amplitude, have them Set a Purpose and Read
look at the diagram to help them. Ask: How did Focus Question Use this question to focus students
the diagram and its caption work together and guide their reading: What are the wavelength
with the text to help you understand the and amplitude of a water wave? Have students read
meaning of amplitude and wavelength? the lesson.

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 EXPLAIN Say: The amplitude of incoming waves is easy to
Describe How Water Waves Travel see. Have a volunteer point to show the amplitude

NATURE OF SCIENCE
of an incoming wave. Then say: The wavelength,
After students read the lesson, ask: or distance from crest to crest, is also easy to see.
• What is another name for a water wave? Have a volunteer point to show the space between
(transverse wave) sets of incoming waves.
• How does the energy of a water wave move Say: Imagine you are one of the people playing in
through the water? (It causes particles of water these waves. Ask: How might you use the pattern
to move in an up-and-down pattern.) of waves you see to decide if incoming waves are
• In what direction do water waves travel? (in going to lift you gently or knock against you with
all directions) force? (Possible answer: Waves that are taller or closer

Waves: Waves and Information

together will hit my body with more force.)
Discuss Amplitude and Wavelength

PHYSICAL SCIENCE
Lead a class discussion to answer the Focus
Extend Thinking About Wave
Question. Ask:
Properties

Energy
Divide students into small groups. Remind them
• What are two properties of waves? (amplitude
of the ENGAGE activity from the previous lesson
and wavelength)
in which they modeled wave motion. Challenge
• What is amplitude a measure of? (Amplitude is groups to use this same technique or another
a measure of the height of a wave.) one of their choosing to act out a wave with a
• What distance does amplitude measure? long wavelength, a short wavelength, a large
(Amplitude measures the distance between the amplitude, and a small amplitude. Allow groups to

Interdependent
peak of a wave and the middle point.) demonstrate their actions for the class.

Structure, Function,
• What is another term for the peak or high
point of a wave? (crest) EVALUATE
• How else can amplitude be measured? Have students record their answers to the Wrap It

LIFE LIFE
Up questions in their science notebooks.

Relationships
(Amplitude can also be measured from the lowest
point to the middle point.)

SCIENCE
Wrap It Up!

and Information
• What is another term for the lowest point of

SCIENCE
a wave? (trough) 1. RECALL What are amplitude and

in Ecosystems
• What is wavelength a measure of? (Wavelength wavelength? (Amplitude is the height of the
is a measure of the distance from one crest to the wave crests or troughs and wavelength is the
next or one trough to the next.) distance between crests or troughs.)

Processing
Say: All waves have the properties of amplitude 2. INFER Waves transfer energy of motion.
and wavelength. Have students think back to the Which transfers more energy: a wave
waves that they generated during the ENGAGE with a high amplitude or a wave with a
activity. Ask: How do you think the amplitude and low amplitude? Explain. (A wave with a
wavelength of a big surfing wave compare to the high amplitude transfers more energy than
amplitude and wavelength of the water waves a wave with a low amplitude because it
shown in the photo? (Although they are both water transfers more motion.) CCC Patterns
Processes that Shape the Earth

waves, the amplitude and wavelength of a big surfing

wave are much larger than those of the waves shown Digital Wrap-Up Have students
EARTH SCIENCE
Earth’s Systems:

in the photo.) complete the interactive bonus assessment

in the Interactive E-book.
ELABORATE
Teach the Dimensions Four-Square Diagram Have students return to
CCC Patterns. Similarities and differences in patterns can be used to sort, their four-square diagrams and revise or elaborate
classify, and analyze simple rates of change for natural phenomena. (4-PS4-1) on what they learned. In the lower right square,
Show students a video or a photo of people playing have students draw a simple picture that will help
in ocean waves as sets of them roll into shore. them remember the lesson’s main ideas.

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Properties of
Sound Waves
You have already learned that sound is a form of energy.
Sound energy travels through air, water, soil, and other
materials in the form of vibrations. Vibrations help carry the
sound of this bird’s song through the air in all directions.

Sound vibrations travel in a wave pattern. Sound waves

are a type of longitudinal wave. In a longitudinal wave,
the particles of a material move back and forth as they
vibrate. The waves create areas in which particles press
close together followed by areas in which particles spread
farther apart.

Sound waves have the properties of wavelength and

amplitude. Wavelength is related to a sound’s pitch, or
how high or low it sounds. Sounds with a higher pitch have
shorter wavelengths. The waves vibrate more quickly.

The amplitude of a sound wave determines its volume, or

loudness. The greater the amplitude, the greater the volume.

A yellow warbler makes

high-pitched sounds.

The energy of traveling sound waves

causes air particles to press together
and spread apart.

DCI PS4.A : Wave Properties. Waves of the same type can differ in amplitude (height of the wave)
and wavelength (spacing between wave peaks). (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify, and analyze
80 simple rates of change for natural phenomena. (4-PS4-1)
 Make Waves

1 Place a coil on a flat surface. Stretch

it just enough to find the middle. Tie a
string around the coil’s middle point.

2 With a partner, stretch and hold each

end of the coil. Hold one end steady.
Bounce the other end up and down.
Identify the wave pattern you see.

3 Lay the coil on a flat surface and

stretch it out. Hold one end steady. Push
the other end in and out. Identify the
wave pattern you see.

? How did the string and the coil

move each time?

Wrap It Up!
1. Compare How does the movement of
particles in a sound wave compare to the
movement of particles in a water wave?

2. Apply A bird makes a loud, high-pitched

sound. What can you say about the amplitude
and wavelength of the sound waves?
81
 Properties of Sound Waves
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.A: Wave Properties. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing
between wave peaks). (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural
phenomena. (4-PS4-1)

Remind students that sound travels as vibrations.

Objectives Students will be able to:
Say: When you talk, vocal cords in your throat
• Describe sound waves in terms of amplitude and
wavelength. vibrate to make sounds. Have students feel their
• Describe the properties of longitudinal waves. throats as they whisper their name and then as they
• Identify patterns between the wavelength of sound waves shout their name. Ask: Which do you think made
and the pitch of sounds.
the bigger vibrations, whispering or shouting?
• Identify patterns between the amplitude of sound waves
and the volume of sound. (shouting) Next ask: What might this tell you about
Science Vocabulary the relationship between vibrations and loudness?
longitudinal wave, pitch, volume (Possible answer: If you make small vibrations, the
sound is soft. If you make big vibrations, the sound
is loud.)
ENGAGE Tap Prior Knowledge
Introduce the Phenomenon Turn and Talk Ask: What are examples of loud
Quick Hands-On Stand in front of the class, and sounds and of soft sounds? Have students think
whisper a statement such as “I am making sound about their answers for a minute. Then have them
vibrations.” Some students will likely say they cannot turn and talk with a partner. Allow partners to share
hear you and ask you to speak louder. Repeat your ideas for a few minutes before regrouping for a class
statement in a normal tone of voice. Ask: Why discussion. (Possible loud sounds: honking horn, rock
couldn’t you hear me the first time? (Possible concert music, tornado siren, airplane; possible soft
answers: You were speaking too quietly. Your voice was sounds: whisper, small breeze, clicking of keys on a
not loud enough.) keyboard, crackling fire, dripping water)

ELL SUPPORT sounds are (longer) and the waves vibrate

(slowly). Have students model making a high-
Starting After the first reading, read aloud the pitched sound and then a low-pitched sound.
definitions for pitch and volume. Point out that the Provide the following sentence frame: The
terms have various meanings. The meanings used wave amplitude of softer sounds is (lower than)
in the text relate to sound. Ask: Can you make a the wave amplitude of louder sounds. Have
sound with a low pitch? Say pitch in a low voice. students model making a soft sound and then
Ask: Can you make a sound with a high pitch? a loud sound.
Say pitch in a high voice. Have students repeat the
exercise after you. Ask: Can you make a sound Bridging Have students re-read the
with a low volume? Say volume in a soft voice. Ask: paragraphs containing the definitions of pitch
Can you make a sound with a high volume? Say and volume and then summarize them for a
volume in a loud voice. Again, have students repeat partner. Then have partners make a sound and
the exercise after you. use describing words to discuss its pitch (e.g.,
low or high) and volume (e.g., soft or loud).
Developing After the first reading, provide Have students write a sentence about the
the following sentence frames: The wavelengths sounds that uses the words pitch and volume.
of high-pitched sounds are (short) and the waves
vibrate (quickly). The wavelengths of low-pitched

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 Ask: What are some mediums sound can travel Direct students’ attention to the inset illustration of
through? (air, water, soil) the vocalizing bird and vibrating air particles. Have

NATURE OF SCIENCE
a volunteer read the inset illustration caption while
EXPLORE students explore the illustration. Ask:
Think About Properties of • What is the bird doing in the illustration? (It is
Sound Waves making sounds.)
Read aloud the lesson title. Say: Sound vibrations • What do the blue dots represent? (They
travel in waves. Sound waves also have represent particles of air.)
properties that can be measured and described. • How happens to the air particles as sound
Ask a volunteer to read aloud the definition of pitch waves move through the air? (They move
in the third paragraph. Ask students to think about closer together and then spread apart.)

Waves: Waves and Information

how this definition compares to other meanings
• Why do you think people can hear sounds?
they know for the term, such as throwing a ball. Then

PHYSICAL SCIENCE
(Possible answer: Our ears are able to detect
ask another volunteer to read aloud the definition
vibrations in the air, and our brain translates the
of volume in the last paragraph. Ask students to

Energy
vibrations into sounds.)
think about how this definition compares to other
meanings they know for the term, such as the Be sure students understand sound moves through
amount of space an object takes up. matter, not through empty spaces between
particles of matter. The particles vibrate but do not
Turn and Talk Have students turn and talk with
travel along with the sound.
a partner about sounds they have encountered
today. Tell partners to use the adjectives high, low, Discuss Pitch and Volume
loud, and quiet to describe the sounds. Then have

Interdependent
partners discuss how they think these adjectives Lead a class discussion to answer the Focus

Structure, Function,
relate to concepts of pitch and volume. question. Have a volunteer read aloud the third
paragraph. Ask:
Four-Square Diagram Have students make • How is pitch different from wavelength?

LIFE LIFE
a full-page four-square diagram in their science (Possible answer: Pitch refers to how high or low

Relationships
notebooks and add to it throughout the lesson. a sound is, whereas wavelength is the distance

SCIENCE
between peaks or troughs of a waveform.)

and Information
Set a Purpose and Read

SCIENCE
• How does the speed of vibration of sound
Focus Question Use this question to focus

in Ecosystems
waves relate to the pitch of sound? (Waves
students and guide their reading: What are properties that vibrate more quickly have a higher pitch.)
of sound waves? Have students read the lesson.

Processing
EXPLAIN
Describe How Sound Waves Travel MATH CONNECTION
After students read the lesson, ask:
Graph Data
• What is another name for a sound wave? MP.4 Model with Mathematics
(longitudinal wave)
Tell students that a decibel (dB) is a unit
• How does a sound wave move through a used to measure the loudness of sounds.
Processes that Shape the Earth

medium? (It creates areas where particles press Give students a list of the decibel levels of
close together followed by areas where particles common sounds: rustling leaves (20 dB),
EARTH SCIENCE
Earth’s Systems:

spread farther apart.) humming refrigerator (40 dB), person’s

• In what direction do sound waves travel? (in normal tone of voice (50–65 dB), and rock
all directions) concert (110–140 dB).

If students are using the Interactive E-book, have Have students make a bar graph to display
them watch the animation of sound waves. Ask: this information. Tell students that hearing
What pattern of movement do you notice? can be damaged by lengthy exposure to
(Particles move close together and spread apart again sounds 85 dB and above.
and again.)

Properties of Sound Waves 81b

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 Properties of Sound Waves (continued)

• How do the wavelengths of sounds with Have student pairs review those lessons and select
a higher pitch compare to wavelengths of one example to use for creating a diagram. Tell
sounds with a lower pitch? (Wavelengths of students to use the diagram of the sound waves
sounds with a higher pitch are shorter.) as a guide for making their diagram. Their diagram
should show where the vibrations begin, how air
Explain to students that frequency is a term that particles move as air energy is transferred, and how
describes the rate at which waves pass a given a listener hears the sound. Also encourage students
point, usually measured in waves per second. to describe the pitch and volume of the sound
Say: The shorter the wavelength, the higher the produced in their example.
frequency and the higher the pitch. The longer
the wavelength, the lower the frequency and the When teaching the Life Science lessons External
lower the pitch. Tell students another way to say Structures of an Elephant and Listening to Elephants,
this is that shorter waves (short wavelength) arrive you may wish to review this information to help
closer together (high frequency). Longer waves (long students connect the content of those lessons to
wavelength) arrive farther apart (lower frequency). properties of sound waves.

If students are using the Interactive E-book, have SCIENCE in a Make Waves
them listen to the sound of the yellow warbler
Materials For groups of 2: elastic coil, string
chirping. Have students connect what they hear to
what they see in the photograph in the lesson. Teaching Tips Help students connect the
simulation to the core content of the lesson by
Next have a volunteer read aloud the last paragraph. asking: How can particles move as a wave passes
Ask: How does amplitude of sound waves change through them? (Possible answers: They can move
when sounds become louder? (The amplitude together and then spread apart. They can move up
becomes greater, leading to greater volume.) and down.) Tell students that the way that particles
move as the energy of a wave passes through them
Teach the Dimensions depends on the type of wave. Ask: How can you use
CCC Patterns. Similarities and differences in patterns can be used to sort,
classify, and analyze simple rates of change for natural phenomena. (4-PS4-1)
the string to help you see how the elastic coil is
Connect Across Topics Remind students of moving? (The string provides a marker that helps make
the lessons they completed about sound energy: the movement more obvious.)
Sounds of the Game and Investigate Sound.

SCIENCE BACKGROUND engineering from the Massachusetts Institute of

Technology in 1956.
Amar Bose, Electrical Engineer
One of the biggest names in stereo sound is Bose Amar was inspired to engineer better speaker
Corporation. Bose sound products are popular in technology because he wanted to improve
people’s homes and cars as well as in commercial on the poor sound quality of his own home
venues ranging from theaters to sports and music stereo speakers. Amar knew his speakers only
arenas, restaurants, and stores. The company is directed sound straight forward. He also knew
named for its founder, Dr. Amar Bose (1929-2013). that reflected sound—sound that bounces
Amar was born and raised in Philadelphia. His off walls, floors, and ceilings—added to the
father was a refugee from India. As an adult, Amar quality of people’s listening experience based
would speak of experiencing prejudice as a young on how they perceived sound. Bose went to
boy and credit it for developing the grit he needed work creating high-quality speakers and his
for success. Amar became interested in electronics company was born. Over time, he also found
at the age of 13, when he taught himself how to ways to produce “big sound” from portable
repair radios so he could help his family business speakers, which revolutionized the way people
earn money. Amar earned a Ph.D. in electrical listen to music.

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 What to Expect Students should notice that, in EVALUATE
transverse waves, particles move perpendicular Have students record their answers to the Wrap It Up

NATURE OF SCIENCE
to the direction of propagation of the wave. questions in their science notebooks.
They should also notice that, in longitudinal
waves, particles move parallel to the direction of
Wrap It Up!
propagation of the wave. They will observe that
the string does not get “carried along” with the 1. COMPARE How does the movement of
wave but only moves in place as the energy of the particles in a sound wave compare to the
wave passes. movement of particles in a water wave?
Quick Questions Ask: Which way did the (Particles in a sound wave move side to side,
particles move in the transverse waves? (They in the same direction as the energy travels.
Particles in a water wave move up and down,

Waves: Waves and Information

moved perpendicular to the direction of energy of
the wave.) Which way did the particles move in while the energy travels side to side.)

PHYSICAL SCIENCE
the longitudinal waves? (They moved in the same 2. APPLY A bird makes a loud, high-
direction as the energy of the wave.) pitched sound. What can you say about

Energy
the amplitude and wavelength of the
ELABORATE sound waves? (The sound waves have a high
Extend Thinking About Sound Waves amplitude and a short wavelength.) CCC Patterns
Revisit the Phenomenon Have students review
the hands-on exercise from ENGAGE and use the
words amplitude and volume to explain what
happened when they spoke in a whisper and when

Interdependent
they spoke in a shout. (Possible answer: When I

Structure, Function,
shouted, the amplitude was greater, so the volume
was greater as well.)

LIFE LIFE
Record Sounds For one evening, have students

Relationships
record the sounds they hear at home in their

SCIENCE
science notebooks. If it is possible, have them touch

and Information
SCIENCE
whatever is making the sound to feel the vibrations
of the sound waves. (Students should complete the

in Ecosystems
activity with adult supervision to ensure that they
do not touch anything potentially unsafe, such as
machinery.) Also have students record when they

Processing
notice a sound making other things vibrate, such as
water rushing through a pipe in the wall making the
wall vibrate. Have students share the sounds they
heard and felt with the class.

Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Properties of Sound Waves 81d

081a-081d_NATG15656_G4U2_L14_P.indd 4 10/05/18 12:32 PM

 Investigate

How Waves Move

Objects
? How can you model how waves cause
objects to move?

For some people, the rise and fall of a boat’s floor beneath their
feet is enough to lull them to sleep. For others, it’s enough to
make them sick! In this investigation, you’ll explore how waves
transfer energy to objects, causing them to move.

Materials
pan water

card floatable objects

PE 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength
and that waves can cause objects to move.
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on
82 recognizing patterns. (4-PS4-1)
1 Fill the pan half full with water. 2 Select an object and place it in the
Dip the short edge of the card down water. Use the card to make a wave.
into the water at an angle. Keeping Observe the wave and the motion of
the card in the water, gently move the the object. Record your observations.
card up and down to produce a wave. Remove the object.

3 Now use the card to make a wave 4 Now use the card to make a wave
with a lower amplitude. Record your with a shorter wavelength. Record
observations and what you did to your observations and what you did to
make the wave. make the wave.

5 Draw a diagram to model

each wave you made in steps 3
and 4. Identify the amplitude and
wavelength in each wave diagram.
Write a sentence that compares the
movement of an object caused by the
waves in your diagram.

Wrap It Up!
1. Relate How did your motions relate to the
characteristics of each wave you made?

2. Conclude How did your model show how

waves can cause objects to move?
83
 Investigate

How Waves Move Objects STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause
objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using
wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects,
electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
DCI PS4.A: Wave Properties. Waves, which are regular patterns of motion, can be made in water by disturbing the surface.
When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction
of the wave except when the water meets the beach. (4-PS4-1)
DCI PS4.A: Wave Properties. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing
between wave peaks). (4-PS4-1)
SEP Developing and Using Models. Develop a model using an analogy, example, or abstract representation to describe a
scientific principle. (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural
phenomena. (4-PS4-1)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)

Objectives Students will be able to:

ENGAGE
• Develop a model of waves to describe amplitude Introduce the Phenomenon
and wavelength.
• Use the model to describe how waves cause objects Use Video Show students a video clip of a ship in a
to move. storm-tossed sea. If possible, select a video shot from
• Use observed patterns of wave motion to explain the bridge that captures the up-and-down motion of
how waves with different properties move objects in
different ways. the ship. Ask:
• How would you describe what is happening to
the ship in this video? (Possible answers: A ship
BEFORE YOU BEGIN
is being hit by big waves during a storm. A ship is
Materials For groups of 4: rectangular pan or rising and falling on big waves in the ocean.)
storage container; pitcher containing enough water • Why do you think the ship is experiencing this
to fill half the container; index card (4 x 6 in.). Make up-and-down pattern of motion? (Accept all
available an assortment of floatable objects such as reasonable answers. Possible answer: The ship is
table tennis balls, corks, or buoyant plastic toys. rising to the top of the wave and then sliding down
to the bottom of the wave.)
Time 40 minutes
• What is the name for the high point of a wave?
Advance Preparation Fill the pitchers with water. The low point? (the crest and the trough)
Safety Note Advise students not to get their faces
close enough to splash water in their eyes. Review Tap Prior Knowledge
the Science Safety pages with students. Partner Talk Encourage students to connect the
phenomenon with personal experience. Ask: When
Teaching Tips Advise students not to splash the
might you have been moved by a water wave? Have
water out of the container. Keep paper towels
students exchange ideas with a partner. Then allow
on hand in case of spills. If you plan to do this
time for partners to share ideas. (Some students may
investigation with many classes or over multiple years,
say they have bobbed up and down on a flotation device
it may be worth laminating the index cards so that
or rocked in a boat as a wave passed beneath them.)
they can withstand the water over a longer period.
What to Expect Students will observe that
moving the card in the water produces a wave and
transfers the energy of motion to an object floating
on the water. Pushing the card gently makes a
low amplitude; moving the card quickly makes a
short wavelength.

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 Next have students recall what they learned in Say: Describe your observations of the object.
previous lessons about the properties of waves. (The object bobbed up and down.) Remind

NATURE OF SCIENCE
Ask: students to record their observations in their
• What are the properties of water waves? science notebooks.
(amplitude and wavelength) In Step 3, students will need to move the card at
• How does a water wave transfer energy? (As the same rate as before but with less of an up-and-
energy travels through the water, it causes up- down motion to decrease the amplitude. In Step 4,
and-down wave motion of water.) they will need to move the card more rapidly to
• How might a water wave affect an object decrease the wavelength. Have students repeat
floating on the water’s surface? (Accept all Steps 3 and 4 with an object placed in the pan.
reasonable responses. Students will likely say it will Have them record their observations of the motion

Waves: Waves and Information

cause the object to move up and down as well.) of the object in their science notebooks.

PHYSICAL SCIENCE
Teach the Dimensions
EXPLORE SEP Developing and Using Models. Develop a model using an

Energy
analogy, example, or abstract representation to describe a scientific
Carry Out the Investigation principle. (4-PS4-1)
Guide students through the investigation. Read the To help students complete Step 5, review the
pages of the lesson together. Have students make a diagram in the lesson Properties of Water Waves.
table like the one below in their science notebooks Say: Recall that a diagram can be used as a
or use the one provided in the Science Notebook model. It can help explain or predict something
Companion. in nature. Ask:
• What real-world event does this diagram

Interdependent
Water Wave Observations help to model? (the shape of a wave that forms

Structure, Function,
What I Did Observations in water)
• What does this model help to explain? (the
parts of a wave and how to measure them)

LIFE LIFE
Relationships
• If you wanted to show a taller wave, what

SCIENCE
would you change in this model? (the part of

and Information
the diagram that shows amplitude)

SCIENCE
As students carry out Step 2, point out that Read Step 5 with students. Guide them to

in Ecosystems
students should continue to move the card up understand they will be creating two diagrams
and down to make a continuous series of waves. to use as models that show the properties of
the waves they created in Steps 3 and 4. To help

Processing
students write their sentences, have them refer to
their tables for evidence and to ask themselves,
DIFFERENTIATED INSTRUCTION “What does a taller wave do to the motion of
my object?” (It increases the amount of up-and-
Extra Support down motion.) “What does a wave with a shorter
Below-Level Learners To help students wavelength do to the motion of my object?”
to better understand amplitude and (It causes it to move up and down more often, or
Processes that Shape the Earth

wavelength, ask them to draw a sketch of more quickly.) Students can use their models to
each wave that they produce during the demonstrate by mimicking the action of an object
EARTH SCIENCE
Earth’s Systems:

investigation and label the wavelength and rising and falling on the waves they have drawn.
amplitude accordingly. Then have students
work with a partner to hold up their sketches
and look for patterns. Have students
categorize their sketches by amplitude and
wavelength, and discuss with their partner
how, for example, moving the card quickly
decreased the wavelength.

Investigate: How Waves Move Objects 83b

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 Investigate: How Waves Move Objects (continued)

Teach Nature of Science • How did you affect the amplitude and
NS Scientific Knowledge Is Based on Empirical Evidence. Science wavelength of the waves? (I changed how I
findings are based on recognizing patterns. (4-PS4-1) moved the card.)
Students should have identified patterns in the
motion of the objects related to changes they ELABORATE
made in amplitude and wavelength. Ask students
to generalize their results from Step 5. Have them
Investigate Further
give a one-sentence description for the following Tell students to think again about their results.
relationships: amplitude and motion of the object, Remind students that waves spread out in all
wavelength and motion of the object, amplitude and directions from their source. Ask: Do you think water
wavelength. For example, students could state that waves spread underneath the water or just on the
the object moves more when the amplitude is greater. surface? Have students design an investigation to
find out. (Possible design: Fill a large aquarium with
EXPLAIN water. Place a sinkable object, such as a marble, at the
bottom of the water. Produce a wave at the surface of
Share and Explain Findings the water and observe the marble to find out if it moves.)
Have students share their observations and
conclusions with other groups. Have groups
discuss any major differences in their observations
and conclusions.

Help students explain their results using evidence

with probing questions such as:
• What did you do to start a wave? (I used my
hand to move a card up and down.)
• How did the energy of motion from the
moving card get to the object? (It was
transferred by the wave.)

ELL SUPPORT When we moved the card (quickly), we

produced a wave with a (short) wavelength.
Provide students with an opportunity to add
details to expand ideas during the investigation. Bridging Have students complete these
sentence starters:
Starting Ask students these questions as they
move the card in the water: Moving the card quickly produced . . .
Did pushing the card gently cause a low or We increased the energy of motion when . . .
high amplitude? (low) To produce a high amplitude, we . . .
When you moved the card quickly, did it cause
a short or long wavelength? (short)
Developing Have students complete these
sentence frames:
When we pushed the card (gently), we produced
a wave with a (low) amplitude.

83c Physical Science | Unit 2

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. RELATE How did your motions relate
to the characteristics of each wave you
made? (Possible answer: When I moved
the card gently, I made a wave with a lower
amplitude. When I moved the card up and
down quickly, I made a wave that had a

Waves: Waves and Information

shorter wavelength.)

PHYSICAL SCIENCE
2. CONCLUDE How did your model show
how waves can cause objects to move?

Energy
(Each type of wave I made resulted in the
motion of the floating object.)

Rubrics
Have students evaluate their work using the rubric
in the Science Notebook Companion. Use students’

Interdependent
completed rubrics and the teacher rubric for this

Structure, Function,
activity to guide your assessment of their work.

LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Investigate: How Waves Move Objects 83d

083a-083d_NATG15656_G4U2_INV7_P.indd 4 10/05/18 12:33 PM

 Investigate

Wavelength and
Amplitude
? How can you model wavelength
and amplitude?

You have learned that wavelength and amplitude are two

properties of waves. The water waves in the photograph are small
and are close together. What would a diagram of these waves look
like? On a very windy or stormy day, the waves might be large and
far apart. What would a diagram of these waves look like?

In this investigation, you will use wire to model

transverse waves with different wavelengths
and amplitudes.

Materials
chenille stem marker

PE 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength
and that waves can cause objects to move.
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on
84 recognizing patterns. (4-PS4-1)
1 Use the chenille stem to make a 2 Draw and label a picture of
model of a wave. Describe its wavelength your wave.
and amplitude. For example, it may have
a long wavelength and low amplitude.

3 Keeping the amplitude the same, 4 Make a new wave with different
change the wavelength of your wave. properties. Draw and label your wave.
Draw and label a picture of your wave.

Explore on Your Own

How could you use your model to
show and explain how a boat might
ride the waves as the wavelength and
amplitude change during a storm?
Share your model and explanation
with a partner. Wrap It Up!
1. Describe Describe the properties of each
wave you modeled.

2. Analyze How can two waves with the

same wavelength differ?
85
 Investigate

Wavelength and Amplitude ST EM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause
objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using
wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects,
electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
DCI PS4.A: Wave Properties. Waves, which are regular patterns of motion, can be made in water by disturbing the surface.
When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction
of the wave except when the water meets the beach. (4-PS4-1) • Waves of the same type can differ in amplitude (height of the
wave) and wavelength (spacing between wave peaks). (4-PS4-1)
SEP Developing and Using Models. Develop a model using an analogy, example, or abstract representation to describe a
scientific principle. (4-PS4-1)
CCC Patterns. Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural
phenomena. (4-PS4-1)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)

Objectives Students will be able to:

ENGAGE
• Develop a model of waves to describe patterns in terms of Introduce the Phenomenon
amplitude and wavelength.
• Use a model to analyze simple rates of change for a natural Use Photography Have students observe the
phenomenon. lesson photo of the duck on the water. Ask:
• How would you describe these water waves?
(Possible answers: They are small water waves.
BEFORE YOU BEGIN They are ripples.)

Materials For groups of 2: chenille stem; marker

Time 40 minutes (add 20 minutes for Explore on
Your Own and 20 minutes for the virtual lab).
SCIENCE BACKGROUND
Safety Note Advise students the ends of chenille
stems may be sharp. Review the Science Safety Ocean Waves
pages with students. Students may think that waves crashing
Teaching Tips Keep rulers on hand in case on the beach are evidence of water being
students want to use them to draw a straight line transported by the ocean. However, the idea
through their wave diagrams or if you decide to do that waves are traveling bodies of water is
the activity in the ELABORATE section. incorrect. The wave motion is caused by
energy passing through the water. The water
What to Expect Students will observe that moves in a circular pattern. Waves transmit
their model waves can differ in wavelength and energy, not water, across the ocean. If they
amplitude. don’t encounter any obstructions, they can
Explore on Your Own Students can make a potentially travel across an entire ocean.
plan to answer the question in Explore on Your
Own. Students will indicate that the motion of a boat The waves that crash on the beach typically are
would be affected by the wavelength and amplitude surface waves. Surface waves occur constantly
of the waves under it. Students may also report that all over the globe. They are caused by wind
this is an inference rather than a conclusion that is blowing over the water. The wind transfers
directly observed using the model. some of its energy to the water, through
friction between the air particles and water
particles. This is the disturbance that typically
causes waves to form on the ocean surface
(and on surfaces of other bodies of water).

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 • How are these waves affecting the duck?
(They are causing the duck to gently bob up Virtual Lab

NATURE OF SCIENCE
and down.)
Have students carry out the virtual lab
• What might cause the properties of these “Wavelength and Amplitude,” located in the
waves to change? (Possible answer: Wind might Resources menu. Students will set up different
blow up stronger waves. A passing boat might scenarios to investigate the effects of waves
create bigger waves.) produced by a passing boat.
Tap Prior Knowledge Time 20 minutes
Have students recall what they have learned about Teaching Tips Carry out the guided portion
waves. Ask: of the lab as a class. Ask: What are the
variables we are changing? (boat size and

Waves: Waves and Information

• What are two properties of water waves?
(amplitude and wavelength) boat speed) Next ask: What are we observing?

PHYSICAL SCIENCE
(how these variables affect wavelength and
• What is amplitude? (the distance from a crest or amplitude) What evidence can you observe
trough to the middle of the wave)

Energy
of how amplitude and wavelength change?
• What is wavelength? (the distance from one (how the waves impact people floating in the
crest to the next or one trough to the next) water)
• What do waves transfer as they move? (Waves What to Expect Students will observe that
transfer energy.) Remind students about the bigger boats produce waves with greater
investigation they conducted in the previous amplitude. Boats that travel at higher speeds
lesson. Their hand moving the card in the produce waves with shorter wavelengths.

Interdependent
water transferred energy to the water to They will observe that the waves transfer more

Structure, Function,
produce waves. energy to the person floating closer to shore.

EXPLORE

LIFE LIFE
Carry Out the Investigation

Relationships
Read the first page of the lesson together. Do the

SCIENCE
activity in the first paragraph together with the

and Information
SCIENCE
class to help them get a feel for how waves can
differ in their properties and qualities. Draw the

in Ecosystems
waves on the board, and have students draw them
in their science notebooks.

Processing
Guide students through the investigation. Rather
than have students make a table to record their LITERACY CONNECTION
observations, have them use an entire page of their
notebook to draw, label, and describe each wave. Describe Text Structure
RI.4.5 Describe the overall structure (e.g., chronology,
When students get to Step 2, suggest they trace the comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
wave model as shown in the photograph. Have them
label the crests and troughs of the waves and write Explain to students that science investigations
Processes that Shape the Earth

descriptions of their wavelengths and amplitudes. often use a procedural text structure. This
text structure often uses numbered steps to
EARTH SCIENCE
Earth’s Systems:

As students make their observations, ask probing guide the reader through a procedure. Ask:
questions to encourage exploration. For example, What other features does this text type use
ask: Which wave was easiest to make? Which was to help the reader understand the text? (title,
hardest? (Students’ answers will vary but should be question, introduction, list of materials) Discuss
supported.) Encourage students to explain why with students how each of these elements
certain waves were harder or easier to make. contributes to an understanding of the
investigation. Have students compare this text
structure to another Physical Science lesson.

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 Investigate: Wavelength and Amplitude (continued)

EXPLAIN Teach the Dimensions

Share and Explain Findings CCC Patterns. S imilarities and differences in patterns can be used to sort,
classify, and analyze simple rates of change for natural phenomena. (4-PS4-1)
Have students share their drawings with other Students have learned that waves are associated
groups and discuss any major differences in their with water and sound, but they are likely familiar
observations. Ask: with other patterns they have seen in waves as well.
• How is the chenille stem model different from Have a classroom discussion about where students
a real wave? (It shows the shape of a wave, but it have witnessed other types of waves, and how they
doesn’t move like a real wave.) showed similar (and different) patterns to the waves
they have learned about. (Students might mention
• What is a limitation of this model? (It can’t show
light waves, a waving flag, or making waves in a jump
how waves transfer the energy of motion.)
rope or spring toy.)
• What is an advantage of this model? (It can be
studied more easily because it isn’t moving; it can ELABORATE
be recorded by tracing it onto paper.)
Extend Thinking About Wave Models
• What about the wave diagrams in your
notebook? Are those models? Explain. (Yes. Explore on Your Own As students explore on
They are models because they represent some their own, they should recognize that the motion
of the qualities of the real thing and can help us of objects, caused by waves, is affected by
understand the real thing.) the wavelength and amplitude of the waves
under them.
Explain to students that models are useful for
scientists because they can be used to explain and Have students compare this investigation they
interact with ideas and phenomena that humans conducted on their own with the previous
might not be able to perceive with their senses. But investigation. Ask: Which model could best be
models can sometimes oversimplify ideas, or leave used to describe the motion of objects with
out certain parts of a phenomena. Ask: What are respect to wave properties? Explain. (Possible
some ways your model did and did not accurately answer: The physical model was better for looking
represent what a wave is? (Answers will vary.) at the motion of objects. The model included objects
in motion, whereas the chenille stick model did not
include actual motion.)

ELL SUPPORT The first wave I made had a long wavelength

and a . . .
Provide students with an opportunity to add
details to expand ideas about wavelength and The second wave had a shorter wavelength and
amplitude during the investigation. a...
The third wave had the shortest wavelength and
Starting As students model different waves, a...
encourage them to use details such as short,
long, shorter, longer, low, and high to describe Bridging Have students talk about
wavelength and amplitude. wave patterns with a partner using the
following words: shapes, patterns, amplitude,
Developing Have students complete these wavelength, motion, longer, shorter, low, and
sentence starters: high. Encourage them to use more details to
deepen their discussion.

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 Ask: How are models like the ones you used in
this investigation helpful in studying natural

NATURE OF SCIENCE
events such as ocean waves? (Possible answer: It
would be hard to study actual ocean waves, which are
much larger and do not last long.)

Teach Nature of Science

NS Scientific Knowledge Is Based on Empirical Evidence. S cience
findings are based on recognizing patterns. (4-PS4-1)
Have students look back over their wave diagrams.
Ask: How could you find out if the amplitude of
the first and second wave are really the same?
How could you find out if their wavelengths

Waves: Waves and Information

really differ? (We could use a ruler to measure them.)

PHYSICAL SCIENCE
Have students measure and record the amplitudes

Energy
and wavelengths of their waves in centimeters and
include these measurements in their notebook.
Ask: What are observations measured in numbers
called? (Some students may know they are called
quantitative observations.) Say: Quantitative
observations are useful in science for making
accurate comparisons. They produce data that
scientists can analyze to find patterns.

Interdependent
Structure, Function,
Ask: How could you explain to a friend why some
waves are taller than others based on patterns
you noticed when building your models? (Waves
with greater amplitude are taller waves.)

LIFE LIFE
Relationships
SCIENCE
EVALUATE

and Information
SCIENCE
Have students record their answers to the Wrap It
Up questions in their science notebooks.

in Ecosystems
Wrap It Up!

Processing
1. DESCRIBE Describe the properties of
each wave you modeled. (Possible answer:
The first wave had a long wavelength and a
low amplitude. The second wave had a short
wavelength and a low amplitude. The third
wave had a short wavelength and a high
amplitude.)
Processes that Shape the Earth

2. ANALYZE How can two waves with the

EARTH SCIENCE
Earth’s Systems:

same wavelength differ? (Possible answer:

The two waves can differ in amplitude.)

Rubrics
Have students evaluate their work using the rubric
in the Science Notebook Companion. Use students’
completed rubrics and the teacher rubric for this
activity to guide your assessment of their work.

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Information
Technology—GPS
When you look at a map on a smartphone, you can zoom in and out
and even see views from the street. All of this is possible because the
information has been put into digital code form, or digitized.

Digital maps usually have a little dot showing exactly where you
are. How does the phone know where you are? The phone uses
GPS. GPS stands for global positioning system. This system can
locate anything with a GPS receiver.

Satellite

Receiver

Satellites in space transmit, or send, radio signals

to a receiver on Earth, such as a smartphone.
The phone receives the signals and uses them
to pinpoint a location on a map.

DCI PS4.C : Information Technologies and Instrumentation. Digitized information can be

transmitted over long distances without significant degradation. High-tech devices, such as computers
or cell phones, can receive and decode information—convert it from digitized form to voice—and vice
86 versa. (4-PS4-3)
 GPS can be very useful in
navigation, or finding your way.

Wrap It Up!
1. Restate What is GPS?

2. Apply List as many ways as you can think

of to transmit a message. Which of those
do you think use digital code?
87
 Information Technology—GPS
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long
distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode
information—convert it from digitized form to voice—and vice versa. (4-PS4-3)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)

Ask students if they have ever considered how all this

Objectives Students will be able to:
is possible. Let students tell what they know about
• Identify digitized information.
• Describe how information can be transmitted over
the technology.
long distances.
Science Vocabulary EXPLORE
digitized, global positioning system (GPS), transmit Think About GPS Technology
Have students observe the photos and read the
ENGAGE captions. Ask:

Introduce the Phenomenon • What are the objects in this illustration? (The
objects are satellites.)
Use Photography Show students a photograph of
a space satellite, such as NASA’s Jason-2 satellite. Ask: • What do they do? (receive and send information
for use in computers and phones)
• Where was this photograph taken? (in space)
• What kind of information do you think
• What might be the purpose of this equipment? satellites handle? (Students will be aware of some
(Possible answer: sending or receiving information information relayed by satellite. Satellites can relay
from Earth) all kinds of information for personal use and also
• How does information travel through space? important functions, such as information about
(Accept all answers. Some students may know climate, weather, land and water data, maps, TV
radio signals are sent through space to Earth.) shows, time.)
Tap Prior Knowledge • Have you seen satellites moving in the sky?
(Some students may know that at night satellites
Display your computer screen and pull up a can sometimes be seen as sunlight reflects from
map of your current location. Ask students if them. They look like points of light that move
they have ever used a map like this and have steadily across the sky.)
a few volunteers share their experiences. Look
for your school on the map and click on street Four-Square Diagram Have students make a full-
view to see the school from another view. page four-square diagram in their science notebooks
and add to it throughout the lesson.

SCIENCE BACKGROUND Guard, locate people in emergency situations.

Military satellites carry out top secret defense
Types of Satellites functions. Broadcast satellites send out TV
Thousands of human-made satellites orbit signals. Satellites such as the Hubble Space
Earth, only some of which are navigation (GPS) Telescope, gather scientific data and relay it to
satellites. Examples of other types of satellites Earth. Spectacular images made from Hubble
include communications satellites, weather data can be viewed on the Hubble website.
satellites, and space exploration satellites. Consider taking time to view some of these
Information from Earth observation satellites, with students to help them appreciate what
such as Landsat satellites, can be viewed satellite information, and the sharing of it on
through the USGS website. Search and rescue the Internet, means to us as a society.
satellites help rescuers, including the U.S. Coast

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 Set a Purpose and Read Teach the Dimensions
Focus Question Use this question to focus CCC Patterns. Similarities and differences in patterns can be

NATURE OF SCIENCE
used to sort and classify designed products. (4-PS4-3)
students and guide their reading: How is digitized
Help students to better understand the use of
information transmitted over long distances?
radio signals by satellites. Remind students that
Have students read the lesson.
they have learned about some of the ways energy
can be moved from place to place. For example,
EXPLAIN they just learned that sound energy travels in
Identify Digitized Information the form of waves. Explain to students that radio
Say: Phones, computers, and most other signals also travel in the form of waves. They send
electronics process information using the same information long distances.
“language,” or code. Ask: What is that code

Waves: Waves and Information

called? (digital code) Next ask: What is another ELABORATE

PHYSICAL SCIENCE
word for information that has been put into Investigate Further
digital code form? (digitized information)
Tell students that one kind of satellite information

Energy
Ask: When you pull up a digital map, where does can be combined with another, such as land data and
that information come from? (GPS satellites) Say: maps, to provide even more functions. Have groups
When you turn on GPS, or “location services,” of students visit the USGS website EarthExplorer
on a phone, you are accessing GPS satellite to access data about their area. Give students the
information. Ask: How is this information address of the school to type in as the location. Have
helpful? (It can help you navigate or find out what is them select the type of data to view under Data Sets,
located nearby.) such as land cover, elevation, or aerial imagery. Allow

Interdependent
students to explore the website and record their

Structure, Function,
If students are using the Interactive E-book, have observations in their science notebooks.
them view the video that features Google Maps
on a smartphone. Ask students if they or someone Have students visit Google Earth to virtually tour
they know has ever used Google Maps or a similar Earth and beyond using satellite data. Students can

LIFE LIFE
tour the oceans, explore famous buildings, view

Relationships
app to find a location. Invite students to share any
images of Mars, see the impacts of climate change,

SCIENCE
experiences they have had with using a mapping
service such as how it helped them with directions and more. Explain that Google Earth Ocean is

and Information
SCIENCE
or to find a location. a project of National Geographic Explorer and
oceanography pioneer, Sylvia Earle. Have students

in Ecosystems
Describe How GPS Works record their experiences in their notebooks.
Direct students’ attention to the diagram. Have a
volunteer read the caption. Ask: EVALUATE

Processing
• What does transmit mean? (to send) Have students record their answers to the Wrap It
Up questions in their science notebooks.
• How do GPS systems transmit information
over long distances? (They receive and send
information in the form of radio signals to space Wrap It Up!
and back.)
1. RESTATE What is GPS? (GPS is a system for
• What are radio signals? (Radio refers to a type transmitting information over long distances
Processes that Shape the Earth

of wave, a radio wave, used to send information.) using satellites and radio signals.)
Say: Radio waves have very long wavelengths
EARTH SCIENCE
Earth’s Systems:

and can travel through space. 2. APPLY List as many ways as you can
think of to transmit a message. Which of
If students are using the Interactive E-book, have those do you think use digital code? (A
them watch the animation that shows how a signal message can be transmitted through talking,
travels from a satellite to a smartphone. Ask: In sign language, phone, radio, email, text, and
what direction do the signals travel as you play mail. Of those, phones, email, and texts use
the animation? (They travel from the satellites to the digital code.)
receiver on the smartphone.)

Information Technology—GPS 87b

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Information
Technology—
Cell Phones
Radio signals, such as the ones used in GPS,
can transmit over long distances. But radio
signals aren’t always stable. If you have ever
tried talking to a friend with a radio walkie-
talkie, you have probably noticed your
friend’s voice wasn’t very clear.

A better way to communicate over long

distances is with digital code. When you
talk into a cell phone, the phone converts
the sound of your voice into digitized form
before transmitting it as a radio signal.

The radio signal is picked up by the Cell phones use digital code to maintain
the sound quality of conversations over
nearest cell phone tower in your network.
long distances.
The tower redirects the signal through
the network to your friend’s phone. Your
friend’s phone converts the digitized
information back into the sound of
your voice.

DCI PS4.C : Information Technologies and Instrumentation. Digitized information can be

transmitted over long distances without significant degradation. High-tech devices, such as computers
or cell phones, can receive and decode information—convert it from digitized form to voice—and vice
88 versa. (4-PS4-3)
Digital information remains stable over long
distances. Digital information is coded using a
pattern of 0s and 1s.

Wrap It Up!
1. Sequence Put the following sentences
in the correct sequence: The digital
information is transmitted through a radio
network to the other phone. The phone
converts the digital signal into sound. The
phone converts sound into a digital signal.
2. Compare How do radio signals compare
with digital signals for transmitting
information over long distances?
89
 Information Technology–
Cell Phones
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)

This is true for map data and also for other phone
Objectives Students will be able to:
functions, such as calls and texts.
• Explain how cell phones use digitized information.
• Describe the advantages of digitized information.
EXPLORE
Think About Cell Phones
ENGAGE Have students observe the photos. Ask: What do the
photos lead you to think this lesson is about? (how
Introduce the Phenomenon
cell phones work) Next ask: What do you think the 0s
Teacher-Led Demo Display a cell phone. Ask: How and 1s are illustrating? (Some students may recognize
do cell phones make it easier to communicate with that the 0s and 1s are illustrating digital code.)
people over long distances? (Students will likely say cell
phones can be used to call people, text them, send them Four-Square Diagram Have students make a full-
messages, and email them.) Next ask: Are there any page four-square diagram in their science notebooks
places where cell phones won’t work? Explain. (Some and add to it throughout the lesson.
students will know that cell phones won’t work without
a signal. They may explain that cell phones won’t work
Set a Purpose and Read
inside certain buildings or away from cities or towns.) Focus Question Use this question to focus
students and guide their reading: How does cell
Tap Prior Knowledge phone technology make use of digitized code? Have
Have students recall what they learned in the previous students read the lesson.
lesson. Ask: What type of signals do GPS systems
use? (radio) What type of information do phones EXPLAIN
use? (digital, or digitized) Remind students that cell Explain How Cell Phones Work
phones convert information into a digitized form.
After students have read the lesson, direct their
attention to the diagram. Explain that the structures
depicted in the middle of the diagram are cell
phone towers. Each tower is topped with a box that
DIFFERENTIATED INSTRUCTION contains radio transmitters and receivers that let
the tower communicate with the phones. Remind
Extra Support students they learned about radio transmitters and
Below-Level Learners To help students think receivers in the previous lesson. Then ask:
through the sequence of events that occur when
a cell phone is used to transmit a message, give • When you speak into a phone, what are
them a copy of the cell tower illustration. Have the sound waves converted into? (digital
them write each sentence from item 1 in the information)
Wrap It Up section next to the corresponding • How is that information transmitted? (as radio
part of the visual. Then have them add these signals through cell phone towers to another
labels: sound waves, digital code, radio waves. phone)
Then, challenge students to write the • What happens when the signal is picked up by
sequence of events that occurs when a phone another phone? (The information is converted
is used to access a GPS map. back into sound waves.)

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 • What is digital, or digitized, information? (It is ELABORATE
information that is coded with strings of 1s and 0s.) Extend Your Thinking About

NATURE OF SCIENCE
• Can photos be digitized? (Yes. Everything on Information Processing
the phone and computer can be digitized.)
To give students perspective about the power
Say: Tiny circuits in your devices process the coded of modern information processing, discuss the
information using microscopic switches. Ask terms: bit, byte, megabyte (MB), and gigabyte (GB).
students if they have ever seen a circuit board and to Have students record their findings in their science
describe what it looked like. Say: These circuits work notebooks. (A bit is a 1 or 0. Eight bits equals one byte.
using the same scientific principles as the circuits One text message can use thousands of bytes. One
you have built in previous lessons, but they are megabyte [MB] is one million bytes. One photo uses
incredibly small and incredibly complex. about a MB. One gigabyte [GB] is one billion bytes. A

Waves: Waves and Information

computer’s information storage capacity is generally
Describe Advantages of measured in GBs.)

PHYSICAL SCIENCE
Digitized Information
Say: Because each “bit” of information is either EVALUATE

Energy
a 1 or 0, there is not much room for error when Have students record their answers to the Wrap It
translating it back and forth to and from other Up questions in their science notebooks.
signal types. Discuss with students the advantages
of using this more stable information to transmit Wrap It Up!
messages over long distances.
1. SEQUENCE Put the following sentences
Teach the Dimensions in the correct sequence: The digital

Interdependent
CCC Patterns. S imilarities and differences in patterns can be used to
information is transmitted through

Structure, Function,
sort and classify designed products. (4-PS4-3)
Have students identify patterns in the diagram that a radio network to the other phone.
shows digital information being transmitted. Ask The phone converts the digital signal
them to explain why the numbers represent into sound. The phone converts sound

LIFE LIFE
into a digital signal. (The phone converts

Relationships
patterns of information. Ask students to consider
sound into a digital signal. The digital signal

SCIENCE
how this pattern can be thought of as a code.
is transmitted to the other phone. The phone

and Information
SCIENCE
Video converts the digital signal into sound.)

in Ecosystems
2. COMPARE How do radio signals
Have students select the video “Energy” from
compare with digital signals for
the Resources menu. In this video, National
transmitting information long
Geographic Explorer Topher White describes

Processing
distances? (Digital signals work better for
how people use energy.
sending information long distances because
Time 10 minutes they are more stable than radio signals.)
Teaching Tips Locate Borneo on a map. Help
Digital Wrap-Up Have students
students connect the content of the lesson to
complete the interactive bonus assessment in
the video by asking: How does Topher White
the Interactive E-book.
use cell phones to protect the rain forest in
Processes that Shape the Earth

Borneo? (He uses old cell phones as transmitters.

If loggers cut down trees, the cell phones hear the
EARTH SCIENCE

noise and send a signal to let law enforcement

Earth’s Systems:

know.) Next ask: Why are cell phones a good

choice for this project? (They can transmit
information long distances.)
What to Expect Students may be surprised
to learn there is cell phone service in the rain
forest. If possible, help students research to
learn more about Topher White by visiting the
National Geographic Explorers website.

Information Technology—Cell Phones 89b

089a-089b_NATG15656_G4U2_L16_P.indd 2 10/05/18 12:36 PM

 Investigate

Use a Code
MORSE CODE
A U
B V
C W
D X

? How can you use patterns E Y

F Z
to transmit information? G
H
I
People have been using codes to transmit J
K 1
information over long distances for years. In L 2
M 3
the 1800s, Samuel Morse invented a code N 4
O 5
that uses long and short signals. Originally P 6
Q 7
transmitted with a telegraph, the dots and R 8
S 9
dashes represented faster or slower clicking T 0

signals. Morse code can also be transmitted

with light using faster or slower flashes. Each character in a word is
represented by a series of dots and
In this investigation, you can transmit your dashes. This is Morse code for SOS:
••• ——— •••
own message to a partner using Morse code. It stands for “save our ship” and was
used by boats to signal the need
for help. Now its use is not limited
Materials to boats.

flashlight

PE 4-PS4-3. Generate and compare multiple solutions that use patterns to

90 transfer information.
 1 Study the Morse code key. Think 2 Use the flashlight to transmit your
of a message that is two to five words coded message to a partner. Remember
long. Record your message. Do not to leave “spaces” between letters, and
show your partner. longer spaces between words.

3 Have your partner record your 4 Compare the message you sent
code and use the key to decode to the message your partner received.
the message. Record your observations.

Wrap It Up!
1. Explain How well did your message
transmit? Explain your results.

2. Analyze Which is easier to decode, a

message sent in writing or a message in
flashes of light? When might one work
better than the other?
To use a telegraph to communicate,
both the sender and receiver must 3. Compare How does Morse code compare
understand the code. with digital code as a way of transmitting
information?
91
 Investigate Use a Code STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information. [Clarification Statement:
Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s
representing black and white to send information about a picture, and using Morse code to send text.]
DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
SEP Constructing Explanations and Designing Solutions. Generate and compare multiple solutions to a problem based
on how well they meet the criteria and constraints of the design solution. (4-PS4-3)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)
CETS Interdependence of Science, Engineering, and Technology. Knowledge of relevant scientific concepts and
research findings is important in engineering. (4-PS4-3)

• What is being used in place of words to send

Objectives Students will be able to:
this message? (a pattern of sounds)
• Use a pattern to transfer information.
• Share findings with others to compare and evaluate how • What do the sender and listener need to know
different patterns can be used to transfer information. in order to understand this message? (the code,
or what letter or word each sound stands for)

Tap Prior Knowledge

BEFORE YOU BEGIN Ask students if they have ever used a code (other
than language) to communicate. Have students
Materials For groups of 2: flashlight
share their experiences. Some students may have
Time 40 minutes used Morse code or another code before.
Safety Note Remind students not to aim the
flashlight directly in the eyes. Review the Science
Safety pages with students.
SCIENCE BACKGROUND
Teaching Tips Dim the lights in the room so that
students’ signals are clearer. Morse Code
What to Expect Students will observe that Morse Samuel Morse not only invented the Morse
code can be used to transmit a message from one code for sending messages via electric
person to another. telegraph, he also helped develop the
telegraph technology as well in the 1830s
and 1840s. The telegraph worked by
transmitting electrical signals over a wire that
was laid between stations. By the mid-1800s,
ENGAGE electric wire had been laid all the way across
the Atlantic Ocean to connect the United
Introduce the Phenomenon States to Europe. Morse code was effective
Use Video Use the Interactive E-book to show for sending messages in English, but it
students the Morse code video in the lesson. Conceal became problematic for communicating in
the caption by showing the video at full screen. non-English languages because it lacked
Play the video all the way through one time without a way to represent punctuation such as
commenting on it. Next, play the video once more. diacriticals. As a result, a modified version
Then ask: of Morse code was developed and put into
• What do you think is happening in this video? use throughout Europe in 1865. It became
(Some students may recognize the person is using a known as Continental Morse Code. As other
code to send a message.) countries adopted its use, it came to be
called International Morse Code. The original
code developed by Samuel Morse became
known as American Morse Code.

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 EXPLORE Trial 1. Message Sent:

Carry Out the Investigation

NATURE OF SCIENCE
Read the first page of the lesson together. Ask
Observations:
students to look at the Morse code chart and read
the caption below it. Demonstrate Morse code for
students by tapping SOS on a desk a few times. Trial 2: Message Received:

Explain to students that when they wish to write

a letter, they should leave one space between the
Observations:
dots and dashes that make it up. In SOS, there is
one space between the three dots that represent
the letter S. To write a word, leave three spaces

Waves: Waves and Information

between the code for the individual letters. In SOS, In Step 1, tell students to write the message in

PHYSICAL SCIENCE
there are three spaces between the codes for S, O, words and in Morse code. Remind them not to let
and S. To write several words, leave seven spaces their partner see it.

Energy
between the codes for the individual words. Here is
When students get to Step 2, advise them not to
the code for HELP SOS: • • • • • • — • • • — — •
send their message too fast or their partner won’t
• • • — — — • • •
have time to record it.
After students understand how to use the code,
After pairs of students have completed Step 4,
demonstrate how to send the same message using
have them switch roles and do the investigation
a flashlight. Have students look at the SOS code in
again. Have students record their observations
the caption as you demonstrate to get a feel for
both times, including how well the message was

Interdependent
how it works.
received, how they assessed it, and any other notes

Structure, Function,
Guide students through the investigation. Have about the experience.
students designate two areas in their science
notebooks with labels, one to record the message

LIFE LIFE
Relationships
they send, and one to record the message they

SCIENCE
receive. Have them include space to record their

and Information
observations. They can create a table like the one

SCIENCE
that follows in their science notebooks or use the

in Ecosystems
one provided in the Science Notebook Companion.

Processing
DIFFERENTIATED INSTRUCTION
LITERACY CONNECTION
Extra Support
Students with Disabilities Consider Identify Text Structure
RI.4.7 Interpret information presented visually, orally, or
modifying this lesson, as well as subsequent quantitatively (e.g., in charts, graphs, diagrams, time lines,
lessons that focus on creating codes, for animations, or interactive elements on Web pages) and explain
Processes that Shape the Earth

how the information contributes to an understanding of the text

visually impaired or hearing-impaired in which it appears.
students. Provide alternate methods of
EARTH SCIENCE

Point out the chart titled “Morse Code.”

Earth’s Systems:

developing codes based on students’ Explain that the purpose of the chart is to
needs. For example, students who are help students translate the meaning of the
visually impaired can work with a partner to dots and dashes. Ask: How does this chart
develop a code to send a short, one-word add to your understanding of how Morse
message, perhaps using a pattern of sounds code is described in the text? (Possible
or squeezes with a hand. Students who use answer: It shows what a faster/shorter and
Braille might be encouraged to teach the slower/longer signal actually looks like.)
code to a partner.

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 Investigate: Use a Code (continued)

EXPLAIN Teach the Dimensions

Share and Explain Findings CCC Patterns. Similarities and differences in patterns can be used to sort
and classify designed products. (4-PS4-3)
Have students share their observations and Students may be able to easily envision how textual
conclusions with other groups. Have groups information can be digitized into a binary code of
discuss any major differences in their observations 1s and 0s, based on their experience with Morse
and conclusions. Ask: code in this investigation. They may find It more
difficult to understand how images can be digitized.
• How clear or understandable was the signal
Explain to students that images are broken into small
you used to send your message? Explain.
squares called pixels. Each pixel has a number that
(Possible answer: The signal was not very clear
represents the color of the image in that square. The
or understandable because my partner received
pattern of numbers is stored as bitmap that can be
a message that was different from the one I was
transmitted and reassembled by a computer.
trying to send.)
• What is a limitation of this model? (You need ELABORATE
direct line of sight between the sender and receiver
for the message to be successfully transmitted.) Tell students to think again about their results.
Say: In this investigation, you used a flashlight
Use the Interactive E-book to show students the to transmit a signal in Morse code. Ask: How
Morse code video again, and have them read the could you improve your method of signal
accompanying caption. Ask: Why do you think transmission? What, if anything, interfered with
rhythm is so important in using Morse code? (It the transmission?
helps listeners detect a pattern.)
Have students propose a different solution for
sending Morse code. Tell students they can modify
the way in which they used the flashlight or use a
different method altogether. Then have students
repeat the investigation, compare their results with
those from the original investigation, and draw a
conclusion about which worked better and why.
Remind students to record everything in their
science notebooks.

ELL SUPPORT Bridging Explain that many groups in

history have used codes to communicate. In
Starting Prepare pieces of paper with short some codes, drawings represent words, as in
phrases, such as: Come here. Go quickly. and Play hieroglyphics and petroglyphs, and in others,
ball. Have students use the Morse code chart to numbers stand for letters, and vice versa. Have
rewrite the phrases in coded form. students research various codes, and compile
Developing Have students create their own a book with a photo or drawing of each code
code, such as A=1, B=2, and so on. Have students and its description.
write out a code chart and use it to write a letter
to a friend. Then have partners decipher each
other’s letters using the chart provided.

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. EXPLAIN How well did your message
transmit? Explain your results. (Possible
answer: My partner received my message
correctly. The message was transmitted
clearly, but it took a long time to send.)

Waves: Waves and Information

2. ANALYZE Which is easier to decode, a

PHYSICAL SCIENCE
message sent in writing or a message in
flashes of light? When might one work
better than the other? (Possible answer:

Energy
A message in writing is easier to decode
because you can recheck each section of the
code. Flashes of light would work better when
the sender and receiver are at a distance.)
CCC Patterns

3. COMPARE How does Morse code

compare with digital code as a way of

Interdependent
transmitting information? (A Morse code

Structure, Function,
message is easy to make and send but not
as efficient as digital code. Digital code can
be sent much faster because it is coded and

LIFE LIFE
decoded by a computer, whereas Morse code

Relationships
is coded and decoded by a person.)

SCIENCE
and Information
SCIENCE
Rubrics

in Ecosystems
Have students evaluate their work using the rubric
in the Science Notebook Companion. Use students’
completed rubrics and the teacher rubric for this

Processing
activity to guide your assessment of their work.

Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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 Think Like an Engineer

Compare Multiple
Solutions
You can find a bar code on the package of nearly every
grocery item in your kitchen. Many smartphones have
apps that translate bar codes into price information.
Codes are all around you! But all codes don’t require
electronic devices to decode them.

You can invent your own code. Imagine that you are
at summer camp and want to communicate with your
friend in the next cabin, only a few feet away. Cell
phones are not allowed. You both know how to use
Morse code, but flashlights won’t work because you
can’t see into each other’s cabin. It’s up to you to devise
a way to communicate with each other.

Bar codes contain information

that help stores keep track of the
products they sell.

PE 4-PS4-3. Generate and compare multiple solutions that use patterns to

92 transfer information.
1. Define the problem.
What problem needs to be solved? List
the criteria for a successful solution. What
constraints limit your choices? Constraints
might include materials, distance the
message must travel, or safety issues.

2. Find a solution.
Study the materials available to you. Think
about the challenge of transmitting Morse
code. Which materials will allow you to turn
a written message into a pattern of coded
signals?

Plan how you will test your idea. How will

you simulate being in separate cabins? What
message will you use to test your solution?
What observations will you make? Record all
your ideas in your science notebook.

3. Test your solution.

What observations will you make? Once your
teacher has approved your plan and you have
what you need, carry out your test. Record
your observations.

4. Refine or change your solution.

Analyze your results. Did your solution work?
Does it allow you to communicate clearly?
How could your solution be further improved?
Revise your solution and test it again.

5. Share your solution.

Present your information technology solution
to the class. Evaluate your classmates’
solutions using the same criteria you used
to evaluate your own. How many ways did
your class come up with to communicate?
How were the solutions similar and different?
Which do you think is most effective?
93
 Think Like an Engineer
Compare Multiple Solutions STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information. [Clarification Statement:
Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s
representing black and white to send information about a picture, and using Morse code to send text.]
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints. (Secondary to 4-PS4-3)
SEP Constructing Explanations and Designing Solutions. Generate and compare multiple solutions to a problem based
on how well they meet the criteria and constraints of the design solution. (4-PS4-3)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)

ENGAGE
Objectives Students will be able to:
• Generate and compare multiple solutions that use patterns Introduce the Phenomenon
to transfer information.
• Determine which of the solutions best solves the problem, Role Play Divide the class into small groups. Give
given the criteria and constraints. each group a slip of paper with a science vocabulary
term. Have the students play a short game of
charades to see if each group can convey its word to
the other teams without talking. Ask: What was the
BEFORE YOU BEGIN constraint of this activity? (We could not talk.) What
was the criterion for success? (Someone had to say
Materials For groups of 4: Make available a the word we were given.)
variety of materials that might be available in a
cabin at summer camp, such as shoes, guide book, Tap Prior Knowledge
flyswatter, plastic combs, box of tissues, tin cup or Turn and Talk Ask students to turn and talk
bowl, spoons, soap in a soap box, flying disc, playing to a partner about a time they had difficulty
cards, and empty water bottles. communicating with someone else. Have partners
Time 15 minutes for planning and setup; focus on these questions:
15 minutes for observation and recording; • What was the barrier to communication?
15 minutes for data analysis and interpretation; (Possible answers: The cell phone reception was
20 minutes for sharing and explanation of results poor. The person could not hear what I was saying.)
Safety Remind students to consider whether injury • How did you attempt to overcome the barrier?
or property damage could result from their method. How successful were you? (Possible answers: I
Review Science Safety pages with students. waited to talk in person. I used a land line instead
Teaching Tips If possible, allow students to test of a cell phone. This allowed me to talk clearly and
their solutions through doors or walls. get my message across.)

What to Expect Students will observe that the best Set the Scene
solution involves a method that can send a clear Read aloud the lesson title and the first paragraph.
signal that is audible through walls. Direct students’ attention to the photo, and read
aloud the photo caption. Ask: How does the bar
code technology shown in the photo represent
an engineering solution? (Possible answer: It helps
stores keep track of the products it sells.) Next ask:
What other objects have bar codes that get
scanned in a machine? (Possible answers: a library
book, a library card, a health club identification card,
a key card, a mail package)

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 Share the information in the Science Background Ask: What are the constraints? Say: Write
note with students. Ask: How does this description Constraints in your notebook. (Time is limited to the

NATURE OF SCIENCE
connect to what we have been learning about class period and materials are limited to those that are
information technology? (It describes digital signal already available.) Say: List the constraints of your
and patterns that make up a code.) design in your science notebook.

Have a volunteer read aloud the second paragraph. EXPLORE

Allow students to ask questions for clarification.
Ask: What are you being asked to design? (a Step 2: Find a Solution.
solution for communicating through walls) Have students read Step 2. Remind students to
refer to the Morse code key in the previous lesson
Sketch to Stretch Have students draw a sketch or provide them with copies for help. Guide
to show the scenario described in the introduction.

Waves: Waves and Information

students as they design a prototype and record
Their sketches should show two cabins in close

PHYSICAL SCIENCE
their design in their science notebooks. (Possible
proximity as well as students positioned next to solution: I will bang the soap box with the spoon to
the wall of each cabin. Encourage students to keep represent a dot and shake the soap in the soap box

Energy
this picture in mind as they consider solutions that to represent a dash.)
can effectively transmit a message this distance
and through these barriers. Step 3: Test Your Solution.
Step 1: Define the Problem. Have students read Step 3. Then have them
make a table like the one below in their science
Have students read Step 1. Guide students as notebooks or use the one provided in the Science
they write the following information in their Notebook Companion.
science notebooks.

Interdependent
Structure, Function,
Say: Write Problem in your notebook. Record the Solutions for Sending a Message
problem you are trying to solve. (The problem is Solution What I Did Observations
a need for a way to communicate from one cabin to

LIFE LIFE
the next.)

Relationships
SCIENCE
Ask How will you determine whether your design Students will need to show you their plans for

and Information
is successful? (It will need to result in the accurate approval. Be sure students’ plans are safe and

SCIENCE
reception of a message.) Say: Write Criteria in your will not result in any damage. Check to be sure

in Ecosystems
notebook. Under that heading, list the criteria for students’ plans indicate the message to be sent,
a successful design. the code used to send it, and steps to test the
solution. If possible, let students test their solutions

Processing
through doors or walls.

DIFFERENTIATED INSTRUCTION
SCIENCE BACKGROUND
Extra Support
Processes that Shape the Earth

Bar Code Scanning 1.0 Students with Disabilities Support

Explain to students that there are several students with visual impairments as they
EARTH SCIENCE
Earth’s Systems:

types of scanners to “read” bar codes. A laser devise a code. Remind them that Morse code
scanner has a light source that reads the uses sounds and tell them that there are
black-and-white patterns. Then it decodes mobile apps that enable a voice mechanism
the patterns into a digital signal and is when scanning a bar code. Encourage
converted into a format that is “readable” to a students to think about how sound can best
computer. Other scanners use a little camera be used to develop a simple code and how
or light sensors instead of a laser beam. they often have to problem-solve on a daily
basis in order to communicate without sight.

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 Think Like an Engineer
Compare Multiple Solutions (continued)

EXPLAIN ELABORATE
Step 4: Refine or Change Your Solution. Teach the Dimension
After reading Step 4, ask: What are the criteria your CCC Patterns. Similarities and differences in patterns can be used to sort
and classify designed products. (4-PS4-3)
solution must meet? (It needs to send a message
Students are very familiar with written and spoken
in an accurate way.) Have students improve their
“codes” for communicating information in the form
design and record what they did each time in their
of language. When two people do not speak the
notebooks. Help students analyze their results and
same language, the method of communication
choose the best solution to present to the class.
encounters a barrier. There are potential barriers
Teach the Dimensions in using any communication method. Encourage
SEP Constructing Explanations and Designing Solutions. Generate students to think like an engineer and alter their
and compare multiple solutions to a problem based on how well they meet patterns when conditions change. Say: In this
the criteria and constraints of the design solution. (4-PS4-3)
activity, you used Morse code to communicate
Three-Column Table Before groups present with your partner through a wall. Ask: How
their codes, have students create a table similar would your solution be affected if the wall
to the one they used in Step 3 to help them was soundproof? (Possible answer: We could not
compare and evaluate solutions. They can use the communicate because we could not hear a code
column titles “Group,” “Solution,” and “How Well it through the wall.) Then ask: What is another way
Meets Criteria.” As a class, devise a system to help you could communicate a message without
students rank solutions, such as a numeric scale or sound? (Answers will vary but should involve other
a set of descriptors. strategies like using light, written code, or digital
communication devices.) For their chosen solution,
Then as a class, compare and evaluate solutions. You have student pairs list some conditions that would
may have groups reconvene to determine which render their solution less effective. Challenge
best solves the problem or do so as a class. In either students to develop a revision that would overcome
case, students should be prepared to explain the each barrier to communication.
reasons for their selection.

Ask: In what ways did you think like an engineer as

you completed this activity? (Possible response: I had
to find a solution to a problem using only the materials
I had access to. We tried multiple codes, testing our
solutions until we optimized our solution.)

ELL SUPPORT solutions critically, from many perspectives, to

understand which might solve the problem.
Starting Have small groups of students share
their observation charts and discuss the various Bridging With all options presented, have
solutions they created to solve the problem. students vote on the best solution. Ask: Does
Encourage students to communicate openly this device help us relay our messages
and share their ideas and opinions. through the walls clearly? How can we
improve upon this design? Encourage
Developing Within their groups, have students students to share their opinions, giving
choose two solutions to compare. Encourage reasons for their responses.
open discussion as students look at the

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 EVALUATE
Check to make sure students have recorded their

NATURE OF SCIENCE
plans, diagrams, and data about the effectiveness
of their models. Have students record their answers
to the Wrap It Up questions in their science
notebooks.

Wrap It Up!
1. SUMMARIZE How many different
ways did your class come up with to
communicate? (Answers will vary based on

Waves: Waves and Information

student results.)

PHYSICAL SCIENCE
2. EVALUATE Which communication
method do you think is most effective?

Energy
(Answers will vary based on student results.)

Rubrics
Have students evaluate their work using the rubric
in the Science Notebook Companion. Use students’
completed rubrics and the teacher rubric for this

Interdependent
activity to guide your assessment of their work.

Structure, Function,
LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
Processing
MATH CONNECTION
use a pattern of sound or light to transmit
instructions for drawing a shape on grid
Use a Pattern of 1s and 0s
paper based on whether the square is filled
MP.4 Model with Mathematics
or empty (whether it is a “1” or a “0”). They
Remind students that digital information
can test their system by drawing a simple
can be coded as a pattern of 1s and 0s.
shape on a grid paper and communicating
Draw a circle on grid paper similar to the
Processes that Shape the Earth

with their partner to recreate the shape on

one shown. Say: We can convert this picture
his or her paper.
into a digitized one. I can color in every
EARTH SCIENCE
Earth’s Systems:

square that contains part of my shape.

Model this process to create a shape similar
to the one below, right. Say: I could use a
pattern of ones and zeros to tell someone
how to draw this shape. I could assign each
filled-in square the number 1 and each
empty square the number 0. Challenge
students to think about how they could

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Stories in Science

Code Talkers
Navajo Code Talkers
used secret codes to
send messages by radio
during World War II.

This Congressional
Gold Medal was
awarded to the
Navajo Code Talkers.

Navajo Code Talkers were invited to the

White House in 2012. They joined other
Native Americans for a gathering hosted
by President Barack Obama.

CCC Patterns. Similarities and differences in patterns can be used to sort

94 and classify designed products. (4-PS4-3)
“Diverse cultures can make a country richer and
stronger.” —Chester Nez, Navajo Code Talker

Codes help people talk to one another. Some codes, such as Morse code,
are meant to be used by anyone. At one time, Morse code helped people
communicate over long distances. Other codes are meant to be secret. All
the countries that fought in World War II used secret codes. They coded
messages sent by telephone and radio, so enemies would not know their
plans. Each country also tried to decipher, or break, the others’ codes.
The United States was one of the countries that fought in World War II.
The Marines needed a code that other nations couldn’t break. The
Marines turned to 29 Navajo men to develop this code. Basing a code on
the Navajo language was smart. The Navajo did not write their language
down. Very few people who were not Navajo could speak it.
Making the code wasn’t easy. The Code Talkers, as they were called, had
no words in their own language for some of the weapons they had to talk
about. For example, they had never seen most of the planes the Marines
used. But the planes reminded them of birds. So the Code Talkers used
Navajo words for different birds to stand for different kinds of planes.
Several Navajo words were chosen to stand for each letter. Using just
one word for each letter, or 26 words, would have been too simple. The
Navajo words for ant, apple, and axe stood for the letter A. In Navajo,
none of these words begins with an A sound.
About 400 Navajo Code Talkers protected secrets during the war. Their
codes were never broken. Their role remained top secret until 1968, more
than 20 years after the war ended. In 2000, President Bill Clinton signed a
law that awarded the original 29 Navajo Code Talkers the Congressional
Gold Medal.

Wrap It Up!
1. Explain Why was the Navajo language a good choice for
developing a code?

2. Describe How did the Navajo choose words to talk about

ideas or objects that were new to them?

95
 Stories in Science Code Talkers
NEXT GENERATION SCIENCE STANDARDS
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)
NS Science Is a Human Endeavor. Creativity and imagination are important to science.

• What are some codes that people have

Objectives Students will be able to:
used to send information this way? (Possible
• Describe what made the Navajo language useful for the
development of a top secret code. answers: digitized codes, which are patterns of 1s
• Identify an example of how the Code Talkers used and 0s; Morse codes, which are patterns of sound
creativity to devise the code, which was never broken. or light) )
• Understand that people from many backgrounds and
cultures can contribute to science. • Why might someone need to use an encrypted
code to send messages long distances? (Accept
all answers. Students may suggest spies and
ENGAGE government agents use secret codes, based on
Introduce the Phenomenon books they have read or movies they have seen.)
Quick Hands-On Before you teach this lesson,
create a poster or locate an image you can project EXPLORE
that shows a simple cipher code, called the reverse Think About Code Talkers
alphabet. All the letters of the alphabet appear in Have a volunteer read aloud the lesson title. Next have
order on the top row; the letters appear in reverse students study the photos. Ask: What might a Code
order in the bottom row. Display the code, and ask: Talker do? (write secret codes) Next ask: What do the
• How might this picture relate to the lessons photos suggest about why Code Talkers might
we have been doing? (This looks like another have been asked to come up with secret codes?
kind of code.) (The pictures show soldiers and people in uniform, so it
• How do you think this code works? (Each letter must have been work related to war.)
of the alphabet stands for a different letter.) Read aloud the quote from Chester Nez. Ask: Who
Explain that this type of code is called a reverse are the Navajo people? (They are Native Americans.)
alphabet code, and demonstrate how to use it to write Next ask: How might the Navajo culture have been
your first name. Then have students write their names important to the work of Code Talkers? (Possible
and share them with a partner. answer: They may have based their code on their
language or something else about their culture.)
Say: This is an encrypted code. The actual letters
have been replaced with substitute letters. A Four-Square Diagram Have students make a full-
message is written using the substitute letters. page four-square diagram in their science notebooks
Then, the message is decoded by switching the and add to it throughout the lesson.
letters back. Ask: Why might someone want to use Set a Purpose and Read
a code that switches one letter for another one to
write a message? (They want the message to be secret.) Focus Question Use this question to focus students
Next ask: What would the sender and receiver both and guide their reading: How did Code Talkers develop
need to know to make sense of this secret message? a secret code during World War II? Have students read
(They would both need to know how the code works.) the story.

Tap Prior Knowledge EXPLAIN

Have students recall what they learned about codes. Discuss the Navajo Code Talkers’ Role
Then ask: After students read the lesson, revisit the Focus
• What are some ways people can transmit Question. Ask:
messages over long distances? (They can use a • What did the Code Talkers do in their role
radio, telephone, computer, or satellites.) in the military? (Possible answer: They worked

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 as radio operators, sending and receiving Students may have difficulty envisioning the
coded messages.) complete process. Say: These men could speak

NATURE OF SCIENCE
• Why couldn’t messages just be sent in both Navajo and English. They would receive
English? (Anyone who could speak English, information in English, translate it to Navajo
including soldiers fighting against the United code, share it with other Navajo Code Talkers
States, could listen in and know what the over radio or telephone, and the other Code
messages were about.) Talkers would translate the information back into
English for their military leaders.
• What two features of the Navajo language
made it especially useful for a secret code? Teach Nature of Science
(It was not written down, and few non-Navajo NS Science Is a Human Endeavor. Creativity and imagination are
people spoke the language.) important to science.
Think-Pair-Share Review some of the

Waves: Waves and Information

• What recognition did the Code Talkers
characteristics of scientists, including creativity,

PHYSICAL SCIENCE
receive? (Possible answer: They received a Medal
openness to new ideas, and imagination. Ask: Even
of Honor and an invitation to a special gathering
though the Navajo Code Talkers were not trained
at the White House.)

Energy
scientists, how did they think like scientists to
solve a problem? Have student pairs work together
Featured Photo to answer the question. Invite pairs to share their
ideas with the class. (Possible answer: The Code
Have students view the “Navajo Code Words”
Talkers used creativity by finding words in their own
chart within the Physical Science Gallery. The
language to describe objects they did not know or
chart shows English words and the Navajo
have words for in their own language.)
words used to symbolize them.

Interdependent
Time 10 minutes ELABORATE

Structure, Function,
Teaching Tips   Help students understand
that, while the Code Talkers needed to create
Extend Thinking About the Navajo
a complex pattern that would be difficult to Have a volunteer read aloud the quote from

LIFE LIFE
break, they still used patterns so that they Chester Nez. Ask: What do you think Chester Nez

Relationships
would understand each other. Ask: Why do meant by these words? (Possible answer: People

SCIENCE
you think the Code Talkers chose to use can find ways to use their culture to help others and

and Information
SCIENCE
those particular Navajo words to symbolize their country.) If possible, show students a video
the English words? (Possible answer: They interview with Chester Nez or other Code Talkers to

in Ecosystems
probably chose “frog” to symbolize “amphibious help them learn more about their culture and their
vehicle” because a frog is an amphibian.) contributions during the war.
What to Expect Students will better

Processing
understand why the Navajo Code Talkers made EVALUATE
use of their native language. Have students record their answers to the Wrap It
Up questions in their science notebooks.
Explain How the Navajo Code
Talkers Communicated Wrap It Up!
Next focus on the process by which the Navajo 1. EXPLAIN Why was the Navajo language
Processes that Shape the Earth

Code Talkers communicated. Ask: a good choice for developing a code?

(The Navajo language was unwritten and
EARTH SCIENCE

• How many Navajo men worked to create the

Earth’s Systems:

code, and how many Navaja used the code known by very few non-Navajo people.)
during the war? (29 men; about 400 men)
2. DESCRIBE How did the Navajo choose
• How did the Code Talkers send and receive words to talk about ideas or objects
the messages about battle plans? (They used that were new to them? (They used certain
radio equipment.) Navajo words in place of the new ideas or
• What form did the signals travel in? (They objects.)
traveled as waves through the air from a radio to
a receiver.)

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STEM
SCIENCE
TECHNOLOGY
ENGINEERING
MATH
ENGINEERING PROJECT

Design a
Wind Instrument
WHEEEE ooooo EEEEE ooooo EEEEE. The pulsing wail
of a siren fills the air. The loud sound warns everyone
that a fire truck is coming. The high amplitude and
changing wavelengths of the sound send a signal:
“Watch out!” Drivers know to pull their cars to the
side of the road. They let the fire truck safely pass by.

In this engineering project, you and your team will

use what you have learned about sound to ­design
a wind instrument. When you blow on a wind
­instrument, the air inside it vibrates, producing
a sound. Then you will design a way to use your
instrument to ­communicate. You will send a coded
pattern of sounds that tell a ­teammate how
to respond.

PE 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.
PE 3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well
96 each is likely to meet the criteria and constraints of the problem.
The Challenge
Your challenge is to design and
build a wind instrument and use
it to send a message. Your wind
instrument must:
• produce sound when you blow
into or across it
• make sounds of at least three
different pitches
• send a coded pattern of sounds
to communicate

Fire trucks and other

emergency vehicles must
travel quickly. They use sirens
to clear traffic.

97
ENGINEERING PROJECT
(continued)

A band plays various brass instruments

while on parade in Brazil. Their tube-
shaped instruments produce sound as
the musicians blow into them.

1 Define the problem. 2 Find a solution.

Think about the problem you are solving. Your teacher will demonstrate several ways
What does your wind instrument need to do? to make sound by blowing. Think about wind
These things are the criteria of the problem. instruments you have played or have seen
Criteria tell you if your design is successful. others play.
There are also constraints, or limits to your Next think about how you can use the
design. Your teacher will give you materials to available materials to make a wind instrument.
build your wind instrument. You cannot use Will you blow into your instrument or across
any other materials. Your instrument must it? How will your instrument produce different
be a wind instrument. You cannot make an pitches? Do research if needed to help you
instrument that makes sounds when you tap find your solution.
on it or pluck a string. The message you send
Sketch a design for your instrument. Share
must be one your teacher gives you.
your design with your team. Choose the
Write the problem in your science notebook. design that seems most likely to meet the
List the criteria and constraints. criteria. Have your teacher approve it.
Discuss how you will use your instrument to
communicate. Your teacher will give you a
list of commands. Come up with a pattern of
different pitches to signal each command.
Record the meaning of each sound pattern.

98
 A group of musicians in Peru play
pan flutes. The pipes of their flutes
are different lengths. As a result, they
produce sounds with different pitches.

3 Test your solution. 4 Refine or change your solution.

Build your wind instrument. Try it out. Can Talk with your team about how you can
you make it produce at least three different improve your wind instrument and the way
pitches? If not, adjust it as needed. Make notes you send signals. Use your ideas to make
on your design to show what you change. changes. Then test your revised design. Did
Practice using your instrument to send signals. your changes make a difference?
Test the coded patterns you created for each Present your wind instrument to the class.
command on your list. Can you tell the signals Explain how you used different patterns of
apart? If not, change your patterns. sound to send a signal. Demonstrate the
Your teacher will give you a message based patterns you used. Then describe the results of
on your list of commands. One member of your tests. Tell how you used the results of the
your team will use your instrument to send the first test to change your design.
message. The rest of your team will listen and Compare your solution to other teams’
decode the message. solutions. How were their solutions similar
Record what happens. Discuss the results of to or different from yours? What is one other
the test. Did your wind instrument and your way you could use your wind instrument to
signal meet the criteria of the problem? communicate a message? Write about it in
your science notebook.

99
 STEM
Science
Technology
Engineering
Math
ENGINEERING PROJECT

Design a Wind Instrument

NEXT GENERATION SCIENCE STANDARDS
PE 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement:
Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s
representing black and white to send information about a picture, and using Morse code to send text.]
PE 3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.
DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them
best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
DCI ETS1.B Developing Possible Solutions. Research on a problem should be carried out before beginning to design
a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3–5-ETS1-2) • At
whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared
ideas can lead to improved designs. (3–5-ETS1-2)
SEP Constructing Explanations and Designing Solutions. Generate and compare multiple solutions to a problem based
on how well they meet the criteria and constraints of the design solution. (4-PS4-3) (3–5-ETS1-2)
CCC Patterns. Similarities and differences in patterns can be used to sort and classify designed products. (4-PS4-3)
CCC Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve existing
technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS-2)

Objectives Students will be able to: Advance Preparation Collect bottles and other
• Define the engineering problem they need to solve, materials to be used to make the wind instruments.
including criteria and constraints.
• Design and build a wind instrument that can produce at Cut the paper into 10-cm (4-inch) squares; make
least three different pitches of sound. enough for several teams to have 4 squares. Arrange
• Develop a code that uses different pitches to communicate the materials in a supply center that is accessible to
a simple command.
• Test the instrument and code and analyze the results to students. Research examples of the wind instruments
determine if they meet the criteria of the problem. described in the lesson to be prepared for student
• Use the results of their tests and ideas from their questions and to guide their research. Prepare two lists
classmates to improve the design.
of three commands for each group—one for the first
test and one for testing the refined design.

BEFORE YOU BEGIN Safety Note Approve students’ designs before

they begin building their instruments. Only one
Materials For the class: 24 paper drinking straws student should use each instrument. Review the
of various sizes, 10 plastic tubes of various sizes, Science Safety pages with students.
12 plastic bottles of different sizes, water (for Teaching Tips To provide variety in the designs of
bottles), 6 small combs, squares of light paper, tape, the instruments, you may want to assign a different
string, rubber bands, scissors kind of instrument to each team. For example, you
Time Day 1: 5 minutes to watch and discuss the might have one team make bottle flutes and another
video; 5 minutes to introduce and define the make straw oboes. Because some instruments will be
problem; 10 minutes to generate solutions and easier to make than the others, emphasize that teams
select a design; 20 minutes to build and test the are not in competition with each other; instead, all
wind instrument and code teams should learn from the experiences of the other
teams. After completing the activity, have students
Day 2: 15 minutes to revise and test the wind sort materials for recycling.
instrument and code; 15 minutes to share results;
10 minutes for evaluation and cleanup What to Expect All instruments should meet
the constraints of the problem—using only

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 Draw students’ attention to the photographs of
the materials you provide to produce a wind the musical instruments featured in the pages of

NATURE OF SCIENCE
instrument. All teams should follow the rules of the the lesson. Ask a volunteer to read the caption
test you provide. It is unlikely that the initial designs for the Brazilian brass band. Have students share
and codes will meet the criteria of the problem, their experiences in playing or observing people
but teams should use the results of their tests to playing a brass instrument. Ask: What are some
improve their designs and codes. The key issue kinds of brass instruments? (Students may
to consider is whether the changes made to their mention trumpets, tubas, trombones, or French
designs and codes improved the results of their horns. Some students may mention saxophones,
tests, not whether all of the criteria were fully met. but saxophones are actually reed instruments.)
Next ask: How do people make sounds
on a brass instrument? (by blowing into a

Waves: Waves and Information

metal mouthpiece)
ENGAGE

PHYSICAL SCIENCE
Next, have students observe the photograph of
Introduce the Phenomenon the Peruvian pan flute players. Have a different

Energy
Teacher-Led Demo Use a cell phone to play three volunteer read the caption. Invite students to share
or four different alerts for the class. Ask: What are their experiences in playing or observing people
these sounds telling me to do? (Allow students time playing a flute. Ask: How does a flute player make
to think. Students may say they are telling you to wake sounds? (by blowing across the top of the mouthpiece)
up, that you have just gotten a text message, or that
you need to answer a phone call.) Play the sounds Finally, have students share their experiences with
again. Ask: How can people use patterns of sound reed instruments, such as clarinets, saxophones,
to communicate? (Again, allow students time to think. or oboes. Ask: How does a person playing a reed

Interdependent
Students should describe the patterns of sound, which instrument make sounds? (by blowing into a

Structure, Function,
may include changes in pitch, volume, or timbre. They mouthpiece with a wooden reed)
may recognize that you have programmed the different
signals, so you know what they mean.) Step 1: Define the problem.

LIFE LIFE
Relationships
Tap Prior Knowledge Reader/Writers/Speaker Response

SCIENCE
Use Photographs Prepare a class chart with Quartet Divide the class into teams of four. Have

and Information
teams work together to read the introduction

SCIENCE
three columns. Label the columns “Kind of
Wind Instrument,” “Examples,” and “How the to the lesson. Ask: What is the problem you are

in Ecosystems
Instruments Make Sounds.” Use the chart to trying to solve? Have one member of the team
record students’ responses. read the second paragraph aloud. Have the other
members write down what they think the problem

Processing
is. Then have teams share their answers and work
DIFFERENTIATED INSTRUCTION together to produce a single answer. Finally, have
the speaker report to the class. (Possible answer:
Extra Support We need to make a wind instrument that can send a
Students with Disabilities When developing coded message to a teammate.)
the list of commands, make sure that the tasks
can be carried out by all of the students in your Have students refer back to the challenge box
class. If necessary, develop a set of alternative to make a list of the criteria for this problem.
Processes that Shape the Earth

responses for students with limited mobility. Ask: What are the criteria of this problem? (Our
(For example, a child confined to a wheelchair instrument must make a sound when we blow into it
EARTH SCIENCE
Earth’s Systems:

might raise both arms rather than stamping or across it. Our instrument must make at least three
a foot.) Allow extra time for students with different pitches of sound. We must use our instrument
disabilities to send messages and respond to to send a pattern of sounds to communicate a
the commands. Provide adaptive equipment as message.) Guide students to see that there are
needed. For students with a profound loss of two parts of this challenge—making the wind
hearing, you may have an interpreter use sign instrument and developing a code.
language to communicate the signals sent by
Next, have students read the second paragraph
the instrument.
under Step 1. Ask: What are the constraints of

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 ENGINEERING PROJECT (continued)

Design a Wind Instrument

this problem? (We can only use the materials you give Have teams use a chart like the one in the next
us. Our instrument must be a wind instrument.) Have column to plan his or her codes for each word. When
students record the criteria and constraints of the teams have agreed on the codes, have each member
problem in their notebook. copy the chart in their notebook.

EXPLORE Command Code

Carry Out the Investigation Hop 4 long, low notes

Guide students through the steps of the engineering Stand 1 long low note
1 short medium note
project. Read through the steps together. 1 long high note

Clap 2 short high notes

Step 2: Find a solution. 1 long low note
Teacher-Led Demo Have teams observe the
materials they can use to make their instruments. To Step 3: Test your solution.
get students thinking, demonstrate how to use some Have teams show you their designs before they
of the materials to produce sounds. Blow across the top start to build their instruments. Review their designs
of a bottle or straw to make a flute-like sound. Cut off for any possible safety issues. Ask: Does your plan
the corners of the straws to make a straw oboe. Place meet the constraints of the problem? How do
paper over the comb to make a comb kazoo. Blow into you know? (Possible answer: Yes. We used only the
a piece of plastic tubing to make a horn. However, do materials available on the materials table.) Also check
not explain how to produce different pitches. to be sure that the designs show wind instruments;
designs should not show instruments that produce
Then have teams use classroom resources or the
sound by plucking strings or by hitting or tapping.
Internet to find out how these materials could be
Suggest any necessary changes. Then allow teams
used to make wind instruments. If they are using the
to gather the materials for their instruments from
Internet, have teams use a search engine to look for
the supply table.
“homemade wind instruments.”
Monitor teams as they make their instruments. As
Sketch to Stretch Have each member sketch at
they build, teams may discover that they cannot
least one way to use the materials to make a musical
follow their plans. For example, they may find that
instrument. Next, have team members share their
their instrument is not loud enough. Encourage
sketches. Encourage teams to identify at least one
teams to try using their instruments to send
positive aspect of each design. Then have them pick the
messages. Can students distinguish the different
design that best meets the criteria and constraints of
pitches? Allow teams to use trial and error to adjust
the problem and draw a sketch of it in their notebook.
their designs. Have them record any changes to their
When students have finished drawing their designs, designs on their graffiti board.
display a list of five or six simple commands. Each
When teams are ready to test their wind instruments,
command should be a quick activity that one
explain the rules of the test: You will give each team a
student could easily carry out, such as hopping,
list of three commands from the original list. One team
clapping, snapping, waving, and stomping. Tell
member will use the instrument to communicate those
teams that the messages they will communicate
commands to a teammate. One teammate will sit with
to one another are going to incorporate some of
his or her back to the musician; this person cannot look
these words. Students must use their instruments to
at the person sending the message. (If possible, have
produce different patterns of pitches. Each team’s
these two people sit at least 3 meters away from each
codes should use at least three different pitches,
other.) Each message can be repeated several times, if
but may also use different rhythms and numbers of
necessary. Team members may not speak during the
notes in their codes.
test. Display the rules where all teams can see them.

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 Have teams decide how they will divide the tasks design of their wind instrument in their science
during the test. It may be helpful to assign the notebooks. Also have them copy the results of

NATURE OF SCIENCE
following roles: Coder: Reads the command and their tests into their notebooks. Then have them
identifies the correct code for the message. use a T-chart to tell how the revised design differs
Musician: Uses the instrument to send the code. from the original design and how the revised code
Receiver: Listens to the message, uses the code chart differs from the original code. In the right column,
to identify its meaning, and carries out the command. students should tell why they made each change.
(Two team members may divide this role, with
both listening and decoding the message, and one EXPLAIN
performing the action.) Recorder: Records the initial
Share and Explain Findings
message and describes how the Receiver responded.
The Recorder should also note any other issues, such Call the class together. Have each team present

Waves: Waves and Information

as the instrument not being loud enough. Have the its wind instrument. Teams should point out key
features of their designs and demonstrate how to

PHYSICAL SCIENCE
Recorder use a table like this to record the test results:
use their instruments to produce different pitches.

Energy
Response to Other Next, have teams share the results of their tests. Use
Command
Message Observations prompts to guide students to use evidence from
Clap Juan waved his hands. It was hard to hear their tests to describe the success of their designs.
the high notes. Ask: Was the first design of your wind instrument
Snap Juan snapped his Juan only needed successful in meeting the criteria of the problem?
fingers. to listen to the
(Possible answers: No, because we were not able to
message once.
tell the difference between the low and high sounds.
Stamp Juan stomped his feet. Juan listened
We were not able to hear the high sounds.) Ask: Did

Interdependent
while Ann sent the
your refined instrument meet the criteria of the

Structure, Function,
message four times.
problem? (Answers will vary; ideally the changes
Monitor teams during the tests. Make sure they are should have brought the wind instruments and codes
not talking to each other or providing any extra closer to meeting the criteria of the problem.)

LIFE LIFE
clues about the meaning of the messages.

Relationships
ELABORATE

SCIENCE
Step 4: Refine or change your solution.

and Information
Have teams augment their codes so they can send

SCIENCE
Guide students as they analyze their data.
Encourage them to compare the results of their longer messages. For example, they might add a

in Ecosystems
tests to the criteria of the problem. Ask: code to represent the name of each team member.

• Did your wind instrument and code solve the EVALUATE

problem? (Possible answer: No.)

Processing
Have students record their answers to the Wrap It
• How do you know that it did not solve the Up questions in their science notebooks.
problem? (Our Receiver only understood one of
the messages we sent.)
Wrap It Up!
• How could you change the design of your
instrument to make it work better? (Possible 1. EXPLAIN How did you make your
answers: We could find a way to make our instrument produce different pitches
Processes that Shape the Earth

instrument louder. We could find a way to make of sound? (Answers will vary depending on
the pitches farther apart.) the instrument.) SEP Constructing Explanations and
EARTH SCIENCE
Earth’s Systems:

Designing Solutions
Have teams use the results of their tests to make
improvements to their wind instrument and code. 2. ANALYZE Which patterns of sound
Then give them a new list of three commands were easiest to send and understand?
and have them test their refined design. Have Which patterns were harder to send and
them record their results in a table similar to the understand? (Possible answer: Long, low
table they used during the first test. You may notes were easy to send and hear. Short notes
want to have teams change roles when they test at three different pitches were hard to produce
their refined design. After teams have conducted and to understand.) CCC Patterns
their second set of tests, have them draw the final

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 Science Career

Animal Tracker
Have you ever seen a group of birds flying together
in the same direction and wondered where they were
going? Martin Wikelski investigates how and where
animals migrate. Sometimes animals travel thousands
of miles to meet their basic needs. Wikelski believes
that people could learn a lot from studying these
patterns of mass movement.

How does Wikelski observe animal movement? He

follows them! Wikelski tracks animals either in person or
by using communication technology. In one study, he
attached tiny radio transmitters to individual sparrows.
This radio
Using receivers on airplanes, Wikelski and his team transmitter is
tracked the sparrows’ movements. They found that so tiny it can
the adult migrating birds can find their way even after be glued to the
back of a tropical
winds blow them thousands of miles off course. orchid bee.

Professor Wikelski places a transmitter on a song sparrow’s

back. The tracker will send a signal to a satellite that records
information about the bird’s location.

DCI PS4.C : Information Technologies and Instrumentation. Digitized information can be

transmitted over long distances without significant degradation. High-tech devices, such as computers
or cell phones, can receive and decode information—convert it from digitized form to voice—and vice
versa. (4-PS4-3)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on
100 recognizing patterns. (4-PS4-1)
 Explorer
Martin Wikelski is a behavioral ecologist who studies
patterns of animal movement. Wikelski has followed birds
from Europe to Africa. He has flown with ducks from Sweden
to Germany. And he has ridden a motorcycle across the Alps
on the trail of songbirds. In addition to birds, he has tracked
bats, giant tortoises, bumblebees, and dragonflies.

101
 Science Career
Animal Tracker
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)

(Possible answers: where it goes, how fast it travels, how

Objectives Students will be able to:
long it rests, if it dies)
• Connect the concept of information technology with the
career of a behavioral ecologist.
• Explain how a behavioral ecologist analyzes patterns in Tap Prior Knowledge
data collected from transmitters to explain and predict Have students share some of their personal experiences
animal behavior.
with observing animals. Ask: Have you ever used
information technology to help you observe animals?
ENGAGE (Students may say they have taken and shared a photo
or video of an animal, or that they have looked up
Introduce the Phenomenon information about an animal on a computer.)
Use Photography Do an Internet search for
“wildlife radio telemetry” to locate several photos of Have students recall what they have learned about
animals fitted with different types of transmitters. information technology in previous lessons. Ask:
Also locate a photo of a biologist holding a receiver How can information be transmitted over long
in the field. Share the photos of animals first, and distances? (It can be sent in the form of radio signals
ask: What is unusual about the animals in these or digital code.) Next ask: How might thinking about
photos? (They all are wearing some sort of electronic this help explain what is happening in the photos
equipment.) Next ask: What do you think these I showed you? (Possible answer: A device placed on
devices do? (Possible answer: send out signals) an animal transmits a signal that can be received by a
radio or a satellite or a computer.)
Next show students the photo of the biologist. Ask:
How do you think this photo relates to the photos EXPLORE
we just saw? (Possible answer: This scientist is holding
Think About Technology in Science
equipment that can receive information sent out from the
devices placed on the animals.) Then ask: What types of Have students observe the two photos in the lesson.
data might this person collect about the animal? Ask probing questions to encourage exploration.
For example, ask: What is the man doing in these
photos? How is he doing it? Why do you think he
is doing it? (Possible answers: He is attaching a tiny
DIFFERENTIATED INSTRUCTION radio to the back of a bird and a bee. With the bee, he
is using glue. He is probably going to try and receive
Extra Support information from them as they fly.)
Below-Level Learners This lesson pulls
together terms and concepts that students have Set a Purpose and Read
seen in previous lessons. It can be challenging Focus Question Have students read the lesson
for some students to recall and put together to answer the question, How does Martin Wikelski use
these ideas in a different context. Have pairs of communication technology to study animal behavior?
students use the terms transmit, receive, radio
signal, and data to describe Martin Wikelski’s EXPLAIN
career and the science involved in it. Ask: What
does the radio signal tell Martin? (where an Describe Martin Wikelski’s Work
animal is and where it goes) What does this help Have a volunteer read aloud the biographical
him study? (patterns of mass movement) information about Martin Wikelski. Ask: What does
Martin Wikelski do? (He is a behavioral ecologist.

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 He investigates patterns of animal migration.) Someone, perhaps Martin or another member of
Next ask: How does he follow migrating his lab, had to come up with a way to attach the

NATURE OF SCIENCE
animals? (in person or with communication transmitters to the animals without harming them
technology, such as radios) or changing their behavior. Computer scientists
had to solve the problem of how to analyze and
Say: Consider a flock of hundreds of birds. What observe patterns in all the incoming data.)
do you suppose the benefits are of using radios
instead of trying to follow the animals? (Possible Say: Martin Wikelski uses computers to
answer: Using radios, you could determine where analyze the information received about the
multiple individual birds went and follow them over a animals’ migration patterns. Ask: What kind of
longer distance than would be physically possible to information do computers use? (digital) Say: Like
do in person.) phones, receivers must convert the long-distance

Waves: Waves and Information

radio signals back into digital information.
Ask: What was one of the findings that came out

PHYSICAL SCIENCE
of Wikelski’s sparrow study? (that migrating birds Teach Nature of Science
can adjust their course even when winds blow them NS Scientific Knowledge Is Based on Empirical Evidence.

Energy
thousands of miles off track) Science findings are based on recognizing patterns. (4 -PS4-1)
Ask: What pattern in his data may have provided
Video Martin with evidence that migrating sparrows
can find their way even when blown off course?
Have students watch the video “Chasing (Possible answer: The data may have shown birds
Butterflies for Science,” located in the traveling along a known route, leaving that route,
Resources menu. This video features another then returning to the route.)
of Martin Wikelski’s tracking projects.

Interdependent
ELABORATE

Structure, Function,
Time 10 minutes
Learn More About Animal Tracking
Teaching Tips Have partners discuss the type
of technology Martin Wikelski uses to track Visit the Educator section of the National

LIFE LIFE
Monarch butterflies. Encourage partners to Geographic Society website and search for two

Relationships
think about constraints, such as weight and resources to share with students. The “Tracking

SCIENCE
battery life, as well as criteria for success, such Animal Migrations” page provides photos, maps,

and Information
and information about tracking projects around

SCIENCE
as a clear signal and data that reveal migration
patterns. the world, as well as links to learn more. The

in Ecosystems
“Crittercam” page provides footage of projects that
What to Expect Students will better use video camera technology to track animals.
understand how trackers are placed on

Processing
animals and how they transmit information. EVALUATE
Have students record their answers to the Wrap It
Discuss Information Technology Up! questions in their science notebooks.
Help students understand the role of technology in
Wrap It Up!
Martin Wikelski’s work in order to answer the Focus
Question. Ask: 1. RECALL What does Martin Wikelski do as
Processes that Shape the Earth

• What is a transmitter? (It is the part of the radio a behavioral ecologist? (He tracks migrating
that sends radio signals.) animals to understand their patterns.)
EARTH SCIENCE
Earth’s Systems:

• What is the part of the radio called that picks 2. SUMMARIZE How does Wikelski use
up the radio signals? (a receiver) information technology to help him
• Where are Martin’s receivers? (on airplanes) track the animals’ migration patterns?
• What kind of problems had to be solved (He attaches tiny radios to the backs of birds
in order for this technology to be a reality? and bees and other animals. The radios collect
(Possible answers: An engineer had to solve information and transmit the information to
the problem of how to make a radio transmitter receivers, which convert the signals into digital
extremely small and lightweight. code for analysis on a computer.)

Animal Tracker 101b

101a-101b_NATG15656_G4U2_SC_P.indd 2 10/05/18 1:42 PM

Citizen Science

Track Bird Life

eBird technology
makes it easy to record
and send data.
Use a field guide to identify birds. You
can make your own field guide, too!

Your class will need to

carefully identify and
count birds.

DCI PS4.C: Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
102 NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
Many people who enjoy watching birds are
helping gather data for ornithologists, or scientists
who study birds.

What Is Citizen Science?

Citizen scientists are ordinary people who help gather data for real scientific
studies. They help professional scientists who could not do all the work on
their own. For example, many people who enjoy watching birds are helping
gather data for ornithologists, or scientists who study birds.
These citizen scientists are using an online database called eBird to share
their observations of birds. A database stores data collected from many
sources. The data are organized so that people can easily search and find
the information they need. Every month, citizen scientists report millions
of bird observations to eBird! All of these observations get added to the
database.
Your class will gather data about birds in your area to share with eBird. You’ll
need to practice identifying your local birds. Field guides can help. They list
tips for how to tell birds apart, such as by shape, colors, and calls.
You will work with a partner to observe birds in your area. You will need
to follow eBird rules for recording observations, such as when and where
they are made. You will use GPS to help accurately identify your location.
Then your class can share data to make a class bird list that your teacher can
upload to the eBird website.
How will your data be used? Ornithologists use data on eBird to help them
track bird movements. Maps on eBird show where different birds live in
summer and in winter. eBird data also show which birds might be losing
numbers and why. That can help ornithologists take steps to save wild birds.

Wrap It Up!
1. Describe What was the most difficult part of the eBird project?
What was the most interesting bird you saw?

2. Explain How did technology, such as computers and GPS, help

you collect and share data?

3. Analyze Which were the most common birds your class found?

103
 Citizen Science Track Bird Life
NEXT GENERATION SCIENCE STANDARDS
DCI Information Technologies and Instrumentation. Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
NS Scientific Investigations Use a Variety of Methods. Science investigations use a variety of methods, tools, and techniques.
NS Scientific Knowledge is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)

Objectives Students will be able to: What to Expect It will take a while for
• Make observations to identify patterns in the kinds and
numbers of birds found in a particular area. students to become familiar with the local
• Use technology to gather, evaluate, and communicate birds. Eventually, most students should be able
information about the birds observed in a particular area. to collect and submit accurate data for the
common birds. Do not expect students to master
identification of uncommon birds or birds that are
difficult to observe.
BEFORE YOU BEGIN
Materials For the class: field guides, binoculars
For pairs: bird count tally sheet or science notebooks
with tables for recording data, bird ID cards ENGAGE
Time Day 1: 10 minutes to introduce the project, Introduce the Phenomenon
30 minutes to teach the basics of bird identification Use Photography Collect photographs of four or
Weekly: 40 minutes to observe birds outdoors; five birds that are commonly found in your area. Ask:
20 minutes to compile data and enter it on eBird What kinds of birds are these? (Allow students time
Advance Preparation Select a site where you can to think. Answers will vary, but some are likely to be
take the class to observe birds; if possible, choose familiar with the birds you show.) Next ask: How many
a site in your schoolyard or in a nearby park. Use a of these birds do you think live in this area? (Again
GPS to locate the site, and use its coordinates to set allow students time to think. Some students may say
up a classroom eBird account. Become familiar with that they could watch and count how many they see.)
the eBird website, paying particular attention to the Conclude by telling the class that during the next
Quick Start Guide, which tells what information you few months they will be observing and identifying
need to know to submit data, such as start time and the various kinds of birds in the area and counting
location. You will also be able to download a bird their numbers.
count tally sheet by entering information about your
location. Collect field guides for the classroom and
prepare a set of bird ID cards showing the common
birds in the area. If possible, obtain field glasses for
students to use when observing birds.
DIFFERENTIATED INSTRUCTION
Safety Note Review the Science Safety pages Extra Support
with students, particularly guidelines regarding Below-Level Learners Some students may
outside behavior. not have access to the technology needed
Teaching Tips Several groups, including the for eBird. If that is the case, consider having
Cornell Laboratory of Ornithology, provide useful students work in pairs or groups. You might
tutorials about birdwatching and bird identification. also consider organizing a trip to the library if
Most state wildlife agencies and local chapters of technology is available there, and students can
the National Audubon Society provide checklists of log information about local birds at that time.
the local birds. If possible, also have a local birder If students are not familiar with the technology,
assist in identifying the birds when you take your invite a volunteer to walk them through using
class into the field. the site and GPS. Allow extra work time for
students.

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103a-103d_NATG15656_G4U2_CS_P.indd 1 14/05/18 12:34 PM

 Tap Prior Knowledge Help students become familiar with the general
shape and behavior of these groups. Also describe
Think-Pair-Share Ask students to think about

NATURE OF SCIENCE
the habitat where the various groups of birds
any birds they have seen. Have the pairs list the
are likely to be found, such as forests, grasslands,
birds they already know; some students may know
ponds or lakes, and wetlands. Focus on teaching
only one or two birds, while others may have had
students to identify the birds that are most
greater experience with birds. Next, ask pairs to
common in the site you are planning to visit.
explain how they would be able to identify the
birds they already know. Invite a few volunteers to Consider choosing one or two birds of the day.
share their thoughts with the class. (Some students Assign pairs of students to become experts on
may state that they can tell what bird it is by its color, those particular birds, and have them present their
shape, or behavior; a few may be familiar with some information to the class. Make bird ID cards for the
birdsongs.) Compile a class list of the birds that

Waves: Waves and Information

local birds, and then combine them into a class
many students already know. field guide.

PHYSICAL SCIENCE
EXPLORE Carry Out the Citizen Science Project

Energy
Prepare for the Citizen Science Project Begin collecting eBird data when you feel
confident in your students’ ability to accurately
Begin to prepare your students by reading through
identify and count birds. Explain that the data they
the introduction to the project together. Introduce
enter on eBird will be used by scientists, so they
your students to the idea of citizen science. Explain
should take care to provide reliable information.
that the information they will be collecting is
Create guidelines about what kind of data students
important to scientists, so they will need to be able
may enter. For example, you might require that at
to identify birds accurately. Use the Interactive

Interdependent
least two students see and identify a bird for it to
E-book to show students the video in the lesson

Structure, Function,
be included on the list.
that gives a brief overview of eBird.
Download a Bird Count Tally Sheet from eBird,
Teach students the basics of bird identification—
or have students create a checklist for recording
shape, color, behavior, and habitat. Provide the

LIFE LIFE
their observations in their science notebooks or a

Relationships
class with an overview of the major groups of birds,
separate bird journal. An example is shown here.

SCIENCE
such as ducks, hawks, woodpeckers, and sparrows.

and Information
SCIENCE
Date 4/7
School

in Ecosystems
Location
yard
ACADEMIC VOCABULARY Name
of Bird

Processing
Citizens of the Scientific Community Canada
12
Invite students to share their understanding Goose

of the word citizen. Students may have heard Mallard 7

the term used to describe the legal residents
of a nation. Students may also be aware Red-tailed
1
Hawk
that citizens have certain responsibilities to
their community. Explain that in this project, Mourning
Processes that Shape the Earth

Dove
students can become citizens of the scientific
community by making and recording careful
EARTH SCIENCE

Students’ checklists should list the birds in the

Earth’s Systems:

observations and sharing that information order that they are listed on eBird. Recording
with professional scientists. Review any class data in that order will help make the process of
guidelines for being a good citizen, such as compiling class observations and entering that
being honest, trustworthy, and respectful of data on the eBird website more efficient.
others. Ask: What does becoming a citizen
scientist mean to you? How can a citizen Take the class to the site, and review the class
scientist help the greater community of guidelines for outdoor behavior. If possible, have a
scientists? local bird expert help the class identify birds during
their first few visits to the site.

Track Bird Life 103b

103a-103d_NATG15656_G4U2_CS_P.indd 2 14/05/18 12:34 PM

 Track Bird Life (continued)

Have pairs of students work together to identify When the class is comfortable with the daily tally,
and count the birds they see. Have each pair record allow pairs of students to enter the class data on
their observations on the bird count tally sheet or on the eBird site if possible. Check to be sure that they
the table in their notebook or bird journal. have entered the data correctly before submitting
the entry.
Continue to visit the site and record data once a
week for at least one month. Longer periods of Ask the following questions to help students think
observation—several months or seasons—will allow about how their observations contribute to the
students to identify patterns in their observations, such science of ornithology:
as seasonal changes in the kinds and numbers of birds • Why is it important for citizen scientists to
help professional scientists? (Citizen scientists
EXPLAIN can gather information that professional scientists
Share and Explain Findings need but don’t have time to gather on their own.)
After visiting the site, tally up the birds that pairs • What sorts of information that you collected
observed at the site. Have one student read aloud do you think will be useful to scientists who
the checklist of the local birds. For each bird, have rely on eBird? (We collected information about
pairs comment on whether they observed the bird, which birds are found in our area, where they are
and how many they saw. Pairs of students will have located, and how common they are.)
seen many of the same birds, so take care not to • How did this project help you better
double count. Emphasize that scientists will be using understand the work scientists do? (Possible
the data your class submits, so it is more important answer: I learned how important it is to collect
to have an accurate count than to guess. Ask data the right way. I also learned how helpful it is
questions about observations: Did all of the pairs for scientists to share their data. Looking at other
see the same flock of ducks? Are you sure about people’s data helped me a lot.)
the number of ducks in that flock? Allow the class
to reach consensus on kinds and numbers of
birds observed.

ELL SUPPORT
and discuss identifying features. Then have
them write a few sentences describing
Starting Explain that students will be
the bird’s unique features. Explain that a
identifying birds in nature based upon their
number of birds have red feathers or black
unique features, such as body shape and size,
beaks, so students’ descriptions will have to
color of their feathers, and sound of their calls.
be clear and accurate.
Then have each student secretly observe an
object in the classroom and write down five Bridging Have students observe the entry
identifying features. Have partners exchange for the red-tailed hawk in the student field
papers and use the adjectives provided to guide. Tell students to write a paragraph
identify the object. describing the features the student included
that could be used to help identify the bird.
Developing Have students observe the
photo of the scarlet tanager from the lesson

103c Physical Science | Unit 2

103a-103d_NATG15656_G4U2_CS_P.indd 3 14/05/18 12:34 PM

 ELABORATE
Wrap It Up!
Extend Citizen Science

NATURE OF SCIENCE
Show students how to compare their eBird data 1. DESCRIBE What was the most difficult
with that gathered by other individuals. Also part of the eBird project? What was the
demonstrate how to use eBird to prepare for most interesting bird you saw? (Possible
visiting the site: Local birders will have entered their answer: The hardest part was trying to
observations, which students can use to anticipate count large flocks of birds. Answers for the
the kinds of birds they are likely to see. second part of the question will depend upon
students’ specific observations.) NS Scientific
Investigations Use a Variety of Methods
EVALUATE
Have students record their answers to the Wrap It 2. EXPLAIN How did technology such as

Waves: Waves and Information

Up questions in their science notebooks. computers and GPS help you collect and
share data? (Possible answers: We used a GPS

PHYSICAL SCIENCE
system to find the coordinates of the site we
visited. We used a bird count tally sheet of the

Energy
common birds in our area, which came from
the observations that other birders entered on
eBird. We used a computer to share our data
on the eBird website.)
3. ANALYZE Which were the most common
birds your class found? (Answers will vary
with location. Possible answers: rock doves

Interdependent
[pigeons], common grackles, red-winged

Structure, Function,
blackbirds, American goldfinches, house
sparrows.) CCC Patterns NS Scientific Knowledge is
Based on Empirical Evidence

LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
MATH CONNECTION

Processing
Measurement and Data
[Link].4 Represent and interpret data.
Have students use the class data to produce
line plots comparing the numbers of birds
observed during each visit to the site. Have
individual students plot the numbers of two
Processes that Shape the Earth

or three kinds of birds. Ideally their plots will

extend over several months. Have students
EARTH SCIENCE
Earth’s Systems:

use their graphs to identify patterns in the

presence of the different species and the
numbers observed. Ask questions such as:
What patterns can you see in the data? Which
birds were most often present? Why do you
think some birds were present in the fall but
not in the winter? Have students record any
patterns they see in their science notebooks.

Track Bird Life 103d

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Check In
Congratulations! You have completed Physical Science. Let’s reflect
on what you have learned. Here is a checklist to help you judge your
progress. Look through your science notebook to find examples for
each statement in the checklist. What could you do better? Write it on
a separate page in your science notebook.

 Read each item in this list. Ask yourself if you think you did a good job of it.

For each item, select the choice that is true for you: A. Yes B. Not Yet

• I defined and illustrated science vocabulary, science concepts,

and main ideas.
• I labeled drawings. I included captions and notes to explain ideas.
• I collected objects, such as photos and magazine or
newspaper clippings.
• I used tables, charts, or graphs to record observations and data
in investigations.
• I recorded evidence for explanations and conclusions in
investigations.
• I described how scientists and engineers answer questions and
solve problems.
• I asked new questions.
• I did something else. (Tell about it.)

Reflect on Your Learning

1. Choose one investigation that you found most interesting.
Explain why you thought it was most interesting.

2. Choose one main idea that you think was most important to
learn about. Explain your thinking.

104
To make sure his results are
accurate, David makes careful
measurements and records
them in his science notebook.

David holds part of a

limb made from materials
having differing amounts
of stiffness. This design
reduces pain when the
equipment is worn.

105
 Check In
TEACHING TIPS Teacher Rubric Use the rubric to evaluate student
Self-Assessment Checklist: Student Rubric Have progress. Assess each item separately, and then
students locate the student rubric in the Science decide on one overall score, using the following scale:
Notebooks Companion for use in this lesson. 3: Student performs with thorough understanding.
2: Student performs with adequate understanding.
Discuss with students the importance of reviewing 1: Student performs with limited understanding.
and assessing their own science notebooks. Students 0: Student performance was inadequate
can discuss how their understanding of science ideas or incomplete.
has changed, identify ideas that may need more
clarification, and identify questions they still have. Rubric Scale
1. The student labeled drawings and included
Have students read the first paragraph and the captions and notes to explain ideas.
3 2 1 0
self-assessment checklist. Discuss each item with
2. T he student defined and illustrated science
students, and have them decide if it is true for them. vocabulary, science concepts, and main ideas.
3 2 1 0
Have students record their answers on the Student 3. The student collected objects, such as photos
3 2 1 0
Rubric. Students may add comments about what and magazine or newspaper clippings.
they did well and how they might work to improve 4. The student used tables, charts, or graphs
their notes. Students can then attach their rubrics in to record observations and data in 3 2 1 0
investigations.
their science notebooks or save them online.
5. The student recorded evidence for
explanations and conclusions in 3 2 1 0
Rubric A. Yes B. Not Yet investigations.
1. I defined and illustrated science
6. T he student described how scientists and
vocabulary, science concepts, and
engineers answer questions and solve 3 2 1 0
main ideas.
problems.
2. I labeled drawings. I included captions
7. The student asked new questions. 3 2 1 0
and notes to explain ideas.
8. T he student did something else. (The student
3. I collected objects, such as photos and 3 2 1 0
told about what he or she did.)
magazine or newspaper clippings.
Overall Score
4. I used tables, charts, or graphs to
record observations and data in
investigations. With regular student self-assessment and teacher
5. I recorded evidence for explanations
assessment, the rubrics can serve as formative
and conclusions in investigations. assessment tools. You may also use the rubrics for
6. I described how scientists and summative assessment at selected points in your
engineers answer questions and solve instruction, such as at the end of units and at the end
problems. of the year.
7. I asked new questions.
8. I did something else. (Tell about it.) Direct students to the photos that show David
making notes, and have them read the caption.

LITERACY CONNECTION to their partner’s responses. Encourage

students to build on what their partner
Speaking and Listening shares about what he or she enjoyed most
SL.4.1.C Pose and respond to specific questions to clarify or follow
up on information, and make comments that contribute to the
about a particular investigation as well
discussion and link to the remarks of others. as his or her description of an important
Have students respond to the Reflect on Your science idea. Allow students to have an
Learning questions, writing answers in their extended conversation to share their ideas
notebooks. Then, have students share their and questions they still have about physical
answers with a partner, taking turns to listen science.

105a Physical Science | Unit 2

105a-105b_NATG15656_Check-In_P.indd 1 14/05/18 12:37 PM

 Ask: Why is it important for David to make careful • How can a pitcher control the speed of a
measurements? (He must be sure that the limb is baseball? (Pitchers can adjust their grip on the
constructed properly and will fit perfectly.) Say: In your ball to throw it at different speeds.)
science notebook, you should also carefully record • How can sunlight change a piece of
data from your observations and investigations. construction paper? (When direct sunlight
Ask: Why does David use different materials in strikes a piece of construction paper, the light
the construction of artificial limbs? (An artificial energy causes a change in the paper.)
limb made from materials with differing amounts of • How is energy transferred from the sun to
stiffness will act more like a real limb and reduce pain the Earth? (Light transfers energy from the sun
for the wearer.) Say: In your science notebook, you through space.)
should make notes about why you chose certain • Why are coal and oil called “fossil fuels?”
materials for your investigations. (Coal, oil, and natural gas are fossil fuels. A fossil
Reflect on Your Learning Have students answer fuel is a source of energy that formed from the
the Reflect on Your Learning questions in their remains of plants and animals that lived millions
science notebooks. Students may share and discuss of years ago.)
their responses with the class. • How does GPS work? How is it used? (Satellites
1. Choose one investigation that you found in space transmit, or send, radio signals to a
most interesting. Explain what made it receiver on Earth, such as a smartphone. The
most interesting to you. (Possible answer: The phone receives the signals and uses them to
investigation where I created a circuit was most pinpoint a location on a map.)
interesting to me. I was surprised when the penny Remind students that making more accurate or
also completed the circuit.) improved explanations based on new evidence
2. Choose one main idea that you think was or learning is an important part of scientific
most important to learn about. Explain your inquiry. Encourage them to think about how their
thinking. (Possible answer: It was very important understanding of the concepts mentioned in the
to learn about how using energy resources affects questions has changed based on the work they
our environment. We need to think about taking have done in their Physical Science lessons.
good care of the planet.)

Review Learning in Physical Science Review

the questions posed at the start of this strand in
Let’s Explore! Share answers provided at this time.
Encourage students to share questions they were
able to answer or still have.

ELL SUPPORT Developing When students have read

through the rubric and given themselves
Starting Once students have read the tentative ratings, have them talk with a
rubric, encourage them to ask questions partner to review their understanding of each
and contribute ideas to a discussion of the item and how they responded. Remind them
process. Working in any order, ensure that that they can change their answers in the
students understand what each numbered rubric at any time during the process.
item is asking for and what it means to
indicate Yes or Not Yet. Suggest they seek Bridging Have students read through the
out relevant pages in their student notebook rubric and consider how well they did on each
for each item, and record notebook page of the items on the list. Then have them work
numbers in their rubric. in a small group to pose and answer questions
and to share information until they are
comfortable with their completed rubrics.

Check In 105b

105a-105b_NATG15656_Check-In_P.indd 2 14/05/18 12:37 PM

 Explorer
David Moinina Sengeh
Biomedical Engineer
National Geographic Explorer

Let’s Explore!
There are many ways of doing science. In Nature of Science, you
learned that scientists analyze data to develop evidence. They
often look for patterns and make inferences to form explanations.
I look for patterns that show how the shape of an artificial limb
affects its function. I make inferences to improve my designs. As
you read, look for ways that scientists analyze data for patterns
and make inferences. That includes you, too!
My investigation of the human body relates to life science. Life
science is the study of living things and their environments. Here
are some questions you might investigate as you read Life Science:
• W
 hich parts of a flowering plant produce seeds for new
plants to grow?
• H
 ow do the internal structures of plants help them
reproduce?
• What surprising thing can an elephant do with its feet?
• W
 hy is an animal’s brain so important for the animal’s
survival?
Look at the notebook examples. Do they bring other questions to
mind? Write them down. Also, write down your own questions and
try to answer them as you read. Let’s check in later to review what
you have learned!

106
 Collect photos related to main ideas.  Summarize important science ideas
in your own words.

F lower An
Par ts of a imal Sen
ses
I learne
dt
to learn hat animals use
ab senses
This hel out their envir
ps them o
sur vive. nment.
Example
tadpole : A clou
sound re de
ceptors d leopard has
detects in its ear
vi s. I
ground s brations of a mo t
qu v
brain. T irrel. Signals go ing
he to the
signals a brain interpret
ss st
o ll en . Petals ca
n can use ound. The leopa he
p the info
Stamens
make
a t
en
carr y poll o memor y rmation rd
c t s t h int to and its
se
at tract in he pis til develops n ground s catch and eat
. T ca quirrel! t he
to a pis til seeds. Each seed
h
a fruit wit new plant.
a
grow into

My Five Se
nses

 
Connect important science
ideas to your world.

I use my f
ive senses
my enviro to interac
nment. t with
Smell – I u
se my nose
flowers. to smell
Hear – I u
se
Sight – I u my ears to hear bir
se ds.
Touch – I my eyes to see peop
use my ha le.
Tas te – I nd
use my ton s to feel heat.
apples. gue to tas
te

107
 Let’s Explore!
NEXT GENERATION SCIENCE STANDARDS
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)

BEFORE YOU BEGIN need to understand about how the human body
Connect to Life Science Scientific knowledge is works? (Possible answer: He needs to know how limbs
acquired through a set of practices. Like scientists, such as legs and arms move and how people use them.)
students can use the practices to acquire and learn Questions for Discussion Say: As you work
scientific concepts and principles. Students can make through the lessons, here are some questions
observations, collect data, analyze patterns in data, you might answer. Think about possible answers
and share explanations. to the questions. Write what you think based on
In fourth grade, students will practice using more what you know now. Don’t worry if you are not
sophisticated methods of measurement. They will sure of the answers yet. Students may discuss
consider processes they cannot directly observe, possible answers but should recognize that they
such as the function of an organism’s internal need to learn more to fully answer the questions.
structures. They’ll be asked to make educated Do not discuss correct answers with students at
predictions and reasonable inferences and this time. Possible answers for later reference are
explanations about their observations. provided for the questions below. Revisit these
questions after completing the Life Science lessons,
TEACHING TIPS or discuss as students find answers in the lessons.
Introduce Life Science In Exploring Science, • Which parts of a flowering plant produce
students will focus more closely on the internal and seeds for new plants to grow? (The flower, pistil,
external structures of plants and animals. They will and stamens are involved in producing seeds.)
also learn how animals use their senses to gather
• How do the internal structures of plants help
information and respond to their environment.
them survive? (The internal structures of leaves
Students will construct arguments based on their
make food for the plant. The internal structures of
learning, investigate how light reflects off objects,
the roots and stems collect and carry water and
and make and use models. They will explore careers
nutrients through the plant. The internal structures
in life science and learn more about how people use
of the flower help a plant reproduce.)
creativity in science.
• What surprising thing can an elephant do
Help students recognize that David Sengeh’s work with its feet? (Pads on the bottom of the feet
is closely tied to understanding the structure and can sense sound vibrations traveling through
function of the human body. Ask: What does David the ground.)

ELL SUPPORT you might investigate, look at the notebook

examples, Let’s check in later) Have them
Starting Ask questions to help students identify complete this sentence frame: I (did) read the
the many different types of content there are in last lesson, I (am) reading this one, and I (will)
this lesson and how they are tied together. Ask: write questions in my notebook.
Who is talking at the beginning? (David) Who
are the questions for? (us students) the pictures? Bridging Have students reread the lesson
(us) Who is talking at the end? (David) and identify the phrases that indicate David is
referring to something that did happen, might
Developing Ask students to identify the happen, and will happen. Have them write
words in the lesson that signal what different original sentences using these terms.
time frames David is talking about. (you learned,

107a Exploring Science

107a-107b_NATG15656_G4U3_Exp_L.indd 1 31/05/18 10:36 AM

 • Why is an animal’s brain so importantPartsfor
of a Flower
How does the example the
Animal Senses
the animal’s survival? (The brain controls allPartsofof a Flower Animal Senses
I learned that animals use senses
student used show what he
to learn about their environment.
the functions of an animal’s body. It processes I learned that animals use senses
This helps them survive.
to learn about their environment. or she has learned? (The
This helps them survive.
information, coordinates the animal’s behavior, Example: A clouded leopard has
sound receptors in its ears. It
Example: A clouded leopard has
detects vibrations of a moving
student learned about how
sound receptors in its ears. It
and allows it to respond to its surroundings.) ground squirrel. Signals go to the
detects vibrations of a moving
brain. The brain interprets the
ground squirrel. Signals go to the
some animals use their senses
signals as sound. The leopard

• How are the brain and the five senses

Stamens make pollen. Petals can
attract insects that carry pollen
Stamens make pollen. Petals can
brain. The brain interprets the
can use the information and its
signals as sound. The leopard
memory to catch and eat the
can use the information and its
to survive.)
to a pistil. The pistil develops into ground squirrel!
attract insects that carry pollen memory to catch and eat the
related? (Sense receptors throughout an a fruit with seeds. Each seed can
to a pistil. The pistil develops into
grow into a new plant.
a fruit with seeds. Each seed can
ground squirrel!

grow into a new plant.

animal’s body send signals to the brain. The brain
interprets the signals and decides how the animal
should respond.) My Five Senses How is this student thinking
My Five Senses
about his or her senses? (The
Explain to students that thinking of possible student is thinking about ways
answers to questions and then reading to find out I use my five senses to interact with he or she uses her own senses
my environment.
more is one good way to learn. Thinking about I use my five senses to interact with
my environment.
Smell – I use my nose to smell every day.)
how our ideas change is important in learning flowers.
Smell – I use my nose to smell
Hear – I use my ears to hear birds.
flowers.
Sight – I use my eyes to see people.
Hear – I use my ears to hear birds.
science. Have students share their thoughts about Touch – I use my hands to feel heat.
Sight – I use my eyes to see people.
Taste – I use my tongue to taste
Touch – I use my hands to feel heat.
apples.
the answers at this time and again when they Taste – I use my tongue to taste
apples.

revisit the questions after completing the life

science lessons. Preview the Text Have students do a quick
[Link] 1
preview of the Life Science lessons. In Life Science,
01/11/17 2:16 PM

Discuss Notebook Examples Discuss the

[Link] 1 01/11/17 2:16 PM

students will learn about structures in organisms

notebook examples shown. and their various functions. They will also learn
how organisms obtain and process information.
Why Animal
didSenses
this student choose
Parts of a Flower
Ask students what they think they will earn about
to use a drawing to show
I learned that animals use senses
to learn about their environment. based on their preview, and have them write down
parts of a flower? (The parts of
This helps them survive.

Example: A clouded leopard has questions they have about each topic. For example,
a flower are related to the main
sound receptors in its ears. It
detects vibrations of a moving
they might ask, “Why do different animals use their
idea.) What other kinds of
ground squirrel. Signals go to the
brain. The brain interprets the
signals as sound. The leopard senses differently?” Have them look for answers to
Stamens make pollen. Petals can
photos and drawings do you
can use the information and its
attract insects that carry pollen
to a pistil. The pistil develops into
memory to catch and eat the
ground squirrel! their questions as they work through the lessons.
a fruit with seeds. Each seed can
grow into a new plant.
think we will be collecting?
(Answers will vary.)

My Five Senses

I use my five senses to interact with

my environment.

Smell – I use my nose to smell

flowers.
Hear – I use my ears to hear birds.
Sight – I use my eyes to see people.
Touch – I use my hands to feel heat.
Taste – I use my tongue to taste
apples.
LITERACY CONNECTION

DIFFERENTIATED INSTRUCTION Craft and Structure

[Link] 1 01/11/17 2:16 PM RI.4.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 4
Extra Support topic or subject area.

Below-Level Learners Help students be Have partners work together to identify

more independent in their reading of the Life key terms in Let’s Explore! (Possible answers:
Science lessons by providing resources such function, inferences, life science) Have them
as electronic dictionaries and thesauruses, take turns pointing out sentences in the text
which can support them as they build that explain or give clues about the meaning
scientific language and vocabulary. Remind of the terms. Have students define the key
students that thinking like a scientist requires terms, and then compare their definitions.
them to speak and write using language that Finally, have students improve their
is scientifically appropriate. definitions based on their discussion.

Let’s Explore! 107b

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Life Science
Structure, Function, and
Information Processing

108
The Borneo orangutan finds
fruit for its next meal.

109
 Unit 3 Planning Guide

Structure, Function, and

Information Processing
Building on Prior Learning
This unit builds upon what students learned in Grade 1 about animal senses and about
how plants and animals make use of external structures to meet their needs. In Grade 3,
students also learned about how the environment influences the structure and function of
an organism’s traits. Students now deepen and extend that knowledge as they learn about
systems and system models and develop their own models to describe the function of animal
senses. Students also develop models to describe how internal and external structures interact
within plant systems and animal systems.

• Use the Unit Pre-Assessment along with the Unit Opening Activity (Assessment
Handbook, pp. 27–29) to determine students’ level of familiarity with plant and animal
systems and to assess their readiness for applying the SEPs Developing and Using Models
and Engaging in Argument from Evidence.

Selecting an Anchoring Phenomenon

You may wish to have the class or groups of students select an animal of interest to serve
as the anchoring phenomenon for the unit. Students can then apply what they learn about
systems and system interactions to their animal.

Advance Planning
The investigations and engineering activities in this unit all use inexpensive and readily
available materials. You may wish to gather appropriate books to aid student research about
animal senses for the STEM Research Project.

Assessment Resources
The following assessment tools are available for this unit.

Self-Assessment
Students can use their science notebooks along with the rubrics in the Science Notebook Companion
for reflection and self-assessment throughout the unit.

Formative Assessment
• Unit Pre-Assessment (Assessment Handbook, pp. 27–28)
• Checkpoint Quizzes (Assessment Handbook, pp. 30–31)
• Rubrics for all Investigates, STEM Projects, and Think Like a Scientist lessons
(Assessment Handbook, pp. 67–72)
• MindTap Virtual Lab: Mealworm Behavior. This self-contained learning module includes
multiple-choice and open-ended assessment questions.

Summative Assessment
• Unit Test (Assessment Handbook, pp. 32–35)
• Unit Performance Task (Assessment Handbook, pp. 36–37)

109a Life Science | Unit 3

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 3-D Instructional Progression
This unit prepares students to demonstrate proficiency on this bundle of Performance

NATURE OF SCIENCE
Expectations: 4-LS1-1, 4-LS1-2, 4-PS4-2. The following two Lesson Sequence charts provide a
roadmap to instruction in this unit.

Lesson Sequence 1 Student Edition, pp. 108–125 Pacing: 16 days

Performance Expectation
 -LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
4
survival, growth, behavior, and reproduction.

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Waves: Waves and Information

Practices LS1.A: Structure and Function. Plants Systems and System Models

PHYSICAL SCIENCE
Engaging in Argument from and animals have both internal and
Evidence external structures that serve various
functions in growth, survival, behavior, and

Energy
reproduction.

Overview
In the lessons in this sequence, students build on their knowledge of the external structures of plants and animals and
also explore internal structures, using a wild rose and an elephant as representative organisms. In the Think Like a Scientist
activities, they apply what they have learned to construct arguments about how internal and external structures support
survival in other plants and animals. Stories in Science enhances students’ learning with the story of how acoustic biologist
Katy Payne studied elephants’ use of infrasound to communicate with one another.

Interdependent
Structure, Function,
Student Pages Teacher Pages MindTap Digital Resources
External Structures of a Wild Rose 110–111 111a–111b Video Clip: Time Lapse of Wild Rose
Blooming

LIFE LIFE
Relationships
Internal Structures of a Wild Rose 112–113 113a–113d Animation: Structure of a Flower

SCIENCE
Life Science Gallery

and Information
SCIENCE
T hink Like a Scientist: Construct an 114–115 115a–115d
Argument

in Ecosystems
External Structures of an Elephant 116–117 117a–117d Video Clip: Elephant Using Trunk to
Gather Food

Processing
Life Science Gallery

Internal Organs of an Elephant 118–119 119a–119b

Bones and Muscles of an Elephant 120–121 121a–121b

Stories in Science 122–123 123a–123b

T hink Like a Scientist: Construct an 124–125 125a–125d

Processes that Shape the Earth

Argument EARTH SCIENCE

Earth’s Systems:

(continued)
Planning Guide 109b

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 Unit 3 Planning Guide (continued)

Lesson Sequence 2 Student Edition, pp. 126–141 Pacing: 12 days

Performance Expectations
4 -LS1-2. Use a model to describe that animals receive different types of information through their senses, process the
information in their brain, and respond to the information in different ways.
4 -PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models LS1.D: Information Processing. Different Systems and System Models
sense receptors are specialized for Cause and Effect
particular kinds of information, which may
be then processed by the animal’s brain.
Animals are able to use their perceptions
and memories to guide their actions.
PS4.B: Electromagnetic Radiation. An
object can be seen when light reflected
from its surface enters the eyes.

Overview
In the lessons in this sequence, students explore animal senses. They learn about the role light plays in making vision
possible. In the Investigate, students do a simple hands-on activity and then make a model that describes how light reflecting
from objects makes it possible for objects to be seen. In Think Like a Scientist, students apply what they have learned about
animal senses and information processing to develop a model that explains the responses of two animals to cues from their
environment. The STEM Research Project gives students the opportunity to research and report on the specialized senses
used by two animals of their choice. Finally, in Science Career, students meet National Geographic‘s Cesar Millan, who
rehabilitates dogs with severe behavior problems at the Dog Psychology Center in Los Angeles.

Student Pages Teacher Pages MindTap Digital Resources

Animal Senses 126–127 127a–127d Virtual Lab: Mealworm Behavior
Explorer Video: Shivani Bhalla on
Information Processing
Life Science Gallery

Light and Sight 128–129 129a–129b

Investigate: How We See 130–131 131a–131d

Think Like a Scientist: Use a Model 132–133 133a–133d

STEM: Research Project 134–137 137a–137d

Science Career 138–141 141a–141d Explorer Video: Cesar Millan on Tips

for Dog Owners

109c Life Science | Unit 3

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 Notes

109a-109d_NATG15656_G4U3_LS_LP.indd 4 14/05/18 12:40 PM

External Structures
of a Wild Rose
Have you ever seen a wild rose plant like the one in the photo?
The rose is a type of plant that produces flowers. Its flowers are
beautiful, but they are also important to the plant. Like all plants,
the wild rose is made up of different kinds of structures. Its
external structures are the parts that you can see on the outside
of the plant. They include leaves, stems, roots, and flowers.

Leaves, stems, and roots have important functions in the growth

and survival of the plant. The wild rose plant also has structures
that allow it to reproduce—its flowers. Flowers produce seeds,
which can grow into new plants.

Both the color and

scent of the wild
rose plant’s flowers
attract insects.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their
110 interactions. (4-LS1-1)
 Petal Colorful petals
attract bees and other
insects, which carry pollen
from one flower to another.
When an insect leaves
pollen on a flower, fruit and
Flower The seeds can grow.
flower of a rose
allows the plant
to reproduce.

Stem Stems support

the leaves and flowers.
As the plant grows, its
stems bend toward the
light. This behavior helps
the leaves get as much
Leaf Leaves use sunlight as possible.
water from the soil,
carbon dioxide from
air, and energy from
sunlight to make food Thorn Sharp thorns
for the plant. protect the plant from
hungry animals.

Root Roots take in

water and dissolved
mineral nutrients from
the soil. Roots grow Wrap It Up!
downward, allowing
1. List Name five external structures of a
them to reach water rose plant.
in the ground.
2. Explain How do the roots of a rose plant
interact with other structures to help the
plant grow?

3. Evaluate Could a rose plant survive

without leaves? Why or why not?
111
 External Structures of a
Wild Rose
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

(Possible answers: The color and shape of its flower are

Objectives Students will be able to:
different. Its flower also has a scent.)
• Identify the external structures of a wild rose.
• Describe the functions served by the external structures of
a wild rose. Explain that the word external refers to the outside
• Explain how the external structures of a wild rose interact of something. The word structure describes a part
to help the plant survive, grow, or reproduce. that makes up something larger. Point to your nose.
Say: My nose is an external structure. It is part of
my face. Ask: Where are the external structures of
ENGAGE a wild rose located? (on the outside of the rose)
Introduce the Phenomenon Have a volunteer read the blue headings. Explain
Teacher-Led Demo Obtain six cut white roses that these structures have important functions.
that still have leaves attached to their stems. You Tell students function refers to what something
will use them in this lesson and the one that follows. does, how it works, or how it is used. Say: One
Display the roses for students, and ask: What do you function of my nose is to breathe. Read aloud
call these? (Possible answers: roses, flowers) Next ask: the photo caption. Ask: What is the function of
What parts can you name? (Possible answers: flower, the color and scent of the wild rose’s flower?
stem, leaves) (to attract insects)

Remind students these stems were cut from a Four-Square Diagram Have students make
complete plant, a rosebush. Ask: Could a rosebush a full-page four-square diagram in their science
survive without any of the parts you see here? notebooks. In the top left square, have students
Explain. (Some students may think all of these parts write the title of the lesson, “External Structures of
are needed for the bush to survive. Others may say a a Wild Rose.” In the top right square, have students
rosebush could survive without its flowers.) write a few sentences stating what they think they
will learn in the lesson. Have students write in the
Tap Prior Knowledge lower left square what they learned after reading.
Think-Pair-Share Ask: What are some other
flowering plants you know? How are they like Set a Purpose and Read
a rose and different? Have students share their Focus Question Use this question to focus students
thoughts with partners. (Students may mention and guide their reading: What are the functions of a
daisies, carnations, and sunflowers. They may note that rose plant’s external structures? Have students read
flowering plants have similar parts but the parts may the lesson.
look different, or note differences in where plants may
grow.) Allow pairs to share their ideas with the class. EXPLAIN
Identify External Structures of a
EXPLORE Wild Rose
Think About External Structures of a After students have read the lesson, ask:
Wild Rose
• What are the external structures of a wild rose?
Read aloud the lesson title. Have students observe (flowers, petals, leaves, roots, stems, thorns)
the photograph. If students are using the Interactive
E-book, they can watch the time-lapse video of a wild • Which structures grow underground? (roots)
rose blooming. Ask: How does a wild rose plant’s • Which structure is part of a flower? (petal)
flower compare to the rose flowers I showed you?

111a Life Science | Unit 3

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 Describe the Functions of External Have them start three concept webs, one with
Structures of a Wild Rose “Food/Water” in the center circle, one with

NATURE OF SCIENCE
“Protection” in the center circle, and one with
Partner Talk Have students think about these
“Reproduction” in the center circle. Have small
questions and then discuss them with a partner:
groups work to add connecting circles for any
• What is a flower’s function? (Flowers allow external structure that has a function related to
plants to reproduce.) the concept web topic. Students should name
• What is the petals’ function? (to attract bees or the structure and add supporting details from the
other insects) How is this function important text. Discuss students’ completed concept webs
to the plant? (Insects carry pollen from flower to as a class. (Students should list leaf, roots, and stem
flower so that fruit and seeds can grow.) in the “Food/Water” concept web; flower and petal
in the “Reproduction” concept web; and thorns in the
• Which structure protects the plant? (sharp

Waves: Waves and Information

“Protection” concept web.)
thorns) Why is this function important?

PHYSICAL SCIENCE
(Sharp thorns help keep hungry animals from Investigate Further
eating the plant.)
If possible, lead students on a walk around your

Energy
• How does a stem help a plant get as much school campus to look for flowering plants. Be
sunlight as possible? (The stem bends toward sure to point out trees or grasses that might be in
the sun so that the leaves can get more light.) flower. Encourage students to compare the plants’
What is another function of the stem? (It structures. As an alternative, provide a few potted
supports the leaves and flowers.) flowering plants for students to observe.
• How do roots help a rose plant survive? (by
taking in water and nutrients from the soil) EVALUATE

Interdependent
• What is the function of leaves? (to make Have students record their answers to the Wrap It

Structure, Function,
food for the plant) What do they use to Up questions in their science notebooks.
make food? (water, carbon dioxide, and
energy from sunlight) Wrap It Up!

LIFE LIFE
Relationships
Have students write their answers to the 1. LIST Name five external structures

SCIENCE
Focus Question in their science notebooks. of a rose plant. (flower, leaf, root, stem,

and Information
SCIENCE
thorn, petals)
ELABORATE

in Ecosystems
Graphic Organizer Explain to students that a 2. EXPLAIN How do the roots of a rose
concept web can help them organize their thinking. interact with other structures to help the
plant grow? (The roots take in water that

Processing
leaves use to make food. They take in nutrients
that other parts of the plant need to grow.)
DIFFERENTIATED INSTRUCTION CCC Systems and System Models

Extra Support 3. EVALUATE Could a rose plant survive

Below-Level Learners If needed, restate without leaves? Why or why not? (No.
the questions in EXPLAIN about functions of Roses need leaves to make food.)
Processes that Shape the Earth

structures as yes/no and or questions: DIGITAL WRAP-UP Have students complete

• Does a flower help a plant make food? (No.) the interactive bonus assessment in the
EARTH SCIENCE
Earth’s Systems:

• D
 o petals attract insects or carry pollen? Interactive E-book.
(attract insects)
• Do thorns protect a plant? (Yes.) Four-Square Diagram Have students return to
• D
 o petals or stems help a plant get as their four-square diagrams and revise or elaborate
much sunlight as possible? (stems) on what they learned. In the lower right square,
have students draw a simple picture that will help
• D
 o roots take in water and nutrients for
them remember the lesson’s main ideas.
a plant? (Yes.)

External Structures of a Wild Rose 111b

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Internal Structures
of a Wild Rose
Plants have internal structures that help them
grow, survive, and reproduce. These structures
exist inside the plant. Many of these structures
are hard to see without a magnifying glass
or microscope.

The many stamens of this

wild rose flower surround
the pistil in the center.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their
112 interactions. (4-LS1-1)
 1
2
4
Flower In the center of the 3
flower are the stamens and pistil.
Stamens make pollen. For fruit to
develop, pollen must be transferred
to the pistil. Then the pistil develops
into a fruit with seeds inside. Each Leaf Leaves use water from the
seed can grow into a new plant. soil, carbon dioxide from the air, and
energy from sunlight to make food
for the plant. Leaves are made up of
several parts.
1 The outer layer protects the leaf
and keeps it from drying out.
2 In the middle is the food-making
layer.
3 Openings in the bottom of the leaf
let air into the food-making layer.
4 Veins are made up of tiny tubes.
Some tubes carry water to the leaf.
Other tubes carry food from the
leaves to the rest of the plant.
Stem Inside each stem are bundles
of tiny tubes. Some tubes carry water
from the roots up to the leaves and
flowers. Other tubes carry food from
the leaves to the rest of the plant.

Roots Tiny hairs on the roots

take in water and mineral nutrients
from the soil.
Wrap It Up!
1. Identify What are the structures of a leaf?
What are their functions?

2. Cause and Effect How do the stamens of

a flower help a plant reproduce?

3. Analyze How is a plant’s stem important

to the function of the plant’s other parts?
113
 Internal Structures of a
Wild Rose
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

• What parts of a wild rose plant connect to the

Objectives Students will be able to:
stem? (roots, leaves, flowers)
• Identify the internal structures of a wild rose.
• Describe the functions served by the internal structures of • Which structures take in water for a plant? (roots)
a wild rose.
• Explain how the internal structures of a wild rose interact Turn and Talk Ask: How can water from roots
with each other, and with external structures, to help the
plant survive, grow, or reproduce. reach other parts of the plant? Have students think
Science Vocabulary about the functions of external structures they
pistil, stamens have learned about as well as what they observed
in ENGAGE. Then have them discuss their ideas in
pairs. (Possible answer: Water must travel through
the stem. That is how colored water reached the rose
ENGAGE
petals.) Have pairs share their ideas with the class.
Introduce the Phenomenon
Teacher-Led Demo At least 24 hours before EXPLORE
teaching this lesson, fill four cups halfway with water. Think About Internal Structures of a
Add food coloring to each cup, using a different Wild Rose
color for each one. Place a white rose in each cup. On
the day of the lesson, show the cups to students. Ask: Have students read the lesson title and study the
photo and illustrations. Ask probing questions to
• What do you notice about each flower? (The encourage exploration, such as: How do the pictures
petals of each flower match the color of the water.) and words on these pages compare to those
• What caused this change? (Students may say in the lesson External Structures of a Wild Rose?
colored water somehow soaked into each flower.)

Tap Prior Knowledge

Have students recall what they learned about plant LITERACY CONNECTION
structures in the previous lesson. Ask:
Interpret Information in a Diagram
RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
DIFFERENTIATED INSTRUCTION animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which
it appears.
Extra Support As you move through the EXPLAIN section, guide
Students with Disabilities Be sure all students in using and understanding the diagram.
students can participate in the lesson activities. Say: The structures in these diagrams are
Additional accommodations may be needed. shown larger than actual size. Ask: Why is this
For example, students who may have difficulty helpful? (It shows details that might not be visible if
with drawing activities could perform the oral structures were shown at actual size.) Next say: Each
component of the activity with partners who illustration shows a cutaway view that reveals
complete the drawing component. The printed the inside of each structure. This type of view is
component of the assignment can be copied, called a cross-section. Ask: What is shown in the
so that each student will have a completed cross-section view of the stem? (bundles of tiny
assignment for later study. tubes) What about the leaf? (leaf layers)

113a Life Science | Unit 3

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 (Possible answers: The photo shows a closer view of Next ask: Why is it important for plants to
the center of a wild rose. The same diagram is shown reproduce? (to make more copies of themselves

NATURE OF SCIENCE
in this lesson. The labels flower, stem, roots, and leaves that grow into new plants)
are also listed in this lesson.)
Have a volunteer read the first paragraph aloud.
Explain that the word internal refers to the Ask: What is true about the size of most of the
inside of something. Say: Your heart is an wild rose’s internal structures? (Possible answer:
internal structure. It is located on the inside The structures are very tiny because they are hard to
of your body. It has a specific function that see without a magnifying glass or microscope.)
helps you survive. Ask: Where are the internal
structures of a wild rose located? (They are on the Four-Square Diagram Have students make a
inside of the rose.) full-page four-square diagram in their science
notebooks. In the top left square, have students

Waves: Waves and Information

Read aloud the definitions for pistil and stamens. write the title of the lesson, “Internal Structures

PHYSICAL SCIENCE
Have a volunteer recall the meaning of the word of a Wild Rose.” In the top right square, have
function. (the way something works or how it is students write a few sentences stating what they

Energy
used) Ask: What is the function of the pistil and think they will learn in the lesson. Have students
the stamen? (They make reproduction possible.) write in the lower left square what they learned
after reading.

Set a Purpose and Read

Focus Question Use this question to focus
students and guide their reading: What internal
ELL SUPPORT structures can be found inside flowers, leaves, stems,

Interdependent
and roots? Have students read the lesson.

Structure, Function,
Starting As you read aloud the
prepositional phrases in the captions for the
flower, stem, and roots, have students point

LIFE LIFE
to the correct part of each corresponding

Relationships
illustration. (flower: in the center; stem: inside

SCIENCE
each stem; roots: on the roots; leaf: in the

and Information
SCIENCE
middle, in the bottom) Then read aloud the
sentences that contain these prepositional MATH CONNECTION

in Ecosystems
phrases and have students repeat after
you, pointing to the correct part of Find Symmetry
each illustration. 4.G.3 Recognize a line of symmetry for a two-dimensional figure

Processing
as a line across the figure such that the figure can be folded along
Developing Have students answer the the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry. (4-LS1-1)
following questions using details from
the text: Review the concept of symmetry. Say: A
shape can be said to have symmetry if
• W
 here are a flower’s pistil and stamens you can draw a line through the middle
located? of the shape and both sides are mirror
• W
 here are a stem’s bundles of tiny tubes images of each other. Use a cut-out heart or
Processes that Shape the Earth

located? similar shape to demonstrate. Draw a line of

symmetry, and fold the shape over on itself.
EARTH SCIENCE

• Where are a root’s tiny hairs located?

Earth’s Systems:

Have students study the illustrations in the

Bridging Remind students that prepositional lesson. Ask volunteers to share where they
phrases can give details about location see that lines of symmetry could be drawn,
and include words such as in and on. Have such as through one of the leaves in the
students identify the prepositional phrases in illustration or the diagram of the flower stem.
the captions for the flower, stem, and roots. Have students sketch their own symmetrical
Have students use each phrase in an original leaf or flower shape, along with a line of
sentence about the structures of a wild rose. symmetry, in their science notebooks.

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 Internal Structures of a Wild Rose (continued)

EXPLAIN When the pollen is transferred to the pistil, a fruit

Identify Internal Structures of a forms with seeds that can create more plants.)
Wild Rose Teach the Dimensions
After students have read the lesson, lead a discussion CCC Systems and System Models. A system can be described in terms
to answer the Focus Question. Ask: of its components and their interactions. (4 -LS1-1)
Say: Science and engineering often involve the
• What do we need to be able to see most of a
study of systems. A system is a group of parts that
plant’s internal structures? (a microscope)
interact to perform a function. Write this definition
• What are the internal structures of a wild on the board. Remind students of the definition
rose plant’s flower? (The pistil and stamens are you shared for function in the previous lesson (what
internal structures of a wild rose flower.) Say: something does, how it works, or how it is used). Say:
In some plants, pistils and stamens grow A bicycle is an example of a system. It has parts
on separate flowers or on flowers of that interact to perform functions such as making
separate plants. the bike start, stop, or change direction. Ask: What
• What are the internal structures of a leaf? parts of a bike work together to make the bike
(outer layer, middle, openings in the bottom, veins) change direction? (handlebars, bike frame, wheels)
• What is inside a stem? (bundles of tiny tubes) Direct students’ attention to the illustration of the
• What structures help roots absorb water and wild rose. Ask: Why might a plant be considered a
nutrients? (root hairs) system? (It has parts that interact to help it perform
different functions.) Next ask: What are some
Clarify for students that while the pistil and stamens functions carried out by a plant’s structures?
grow inside the center of the flower, they are visible (Possible answers: taking in water, moving water and
to the naked eye when the flower’s petals are open. food, making food, providing support, reproduction)
Also, root hairs grow on the external part of the
plant, but many are not visible to the naked eye. Divide students into small groups. Provide each
group with an enlarged photocopy of the wild rose
Describe the Functions of the Internal plant illustration from the lesson. Have groups work
Structures of a Wild Rose together to diagram the path water would take
Ask students the following questions: through the plant, beginning with the roots. Tell
students to label the internal and external structures
• What is the function of the stamens and pistil? involved. Invite groups to share their diagrams.
(Stamens make pollen. The pistil receives pollen Ask: How does your drawing show that a plant
from stamens. It develops into a fruit with seeds.) is a system of parts that interacts to perform a
• How do the bundles of tiny tubes in a stem function? (Possible answer: My drawing shows that
serve the plant? (They transport water and internal and external structures of a plant interact to
nutrients to and from different parts of the plant.) move water to where it is needed in the plant.)
• Why is each layer of a leaf important? (The
outer layer protects the leaf. The middle layer is Featured Photo
where food for the plant is made. Openings in
the bottom layer let in air that is necessary for the Have students study the “Plant Stem” photo
food-making process. Veins transport water and within the Life Science Gallery and read
food to and from the leaf.) the caption. Help students connect the image
to the core content of the lesson by having
• How does the function of the internal flower them compare it to the matching illustration
structures, the stamens and pistil, relate to the in the lesson. Ask: Which structures shown
function of the external structure of the flower? in the photo carry water and food for the
(The petals, stamens, and pistil work together to plant? (the red-colored tubes)
aid reproduction. The colorful petals and the scent
of the flower attract insects to the flower that can
carry pollen away from the stamens.

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 Ask: What can you conclude from this evidence?
Animation (The colored water moved through the stem.)

NATURE OF SCIENCE
Carefully slice the bottom portion of a white rose
Have students select the animation “Structure
stem to create two ends. Ask: What do you predict
of a Flower” from the Resources menu. Tell
will happen if I place each end of this stem in
students to listen for terms they already know
a separate cup of water with different colors?
as they view the animation and to consider
(Accept all reasonable predictions.) Carry out the
how the flowers shown compare to the flower
experiment and match the results to students’
of a wild rose.
predictions. Students will observe that the rose
Time 10 minutes takes on both colors. Guide them to understand
that the tubes that transport water through the
Teaching Tips Discuss the new content
stem are separate from each other.
introduced in the animation. Define and

Waves: Waves and Information

discuss the term fertilization. Then use the

PHYSICAL SCIENCE
illustration in the diagram to discuss the EVALUATE
terms filament and anther and their location Have students record their answers to the Wrap It

Energy
on the stamen. Do the same for the terms Up questions in their science notebooks.
ovary, style, stigma, and ovules, all parts of
the pistil.
Wrap It Up!
What to Expect Students will recognize
that flowers have certain structures in 1. IDENTIFY What are the structures of a
common and will better understand how leaf? What are their functions? (The outer
pollen is transferred between flowers to allow layer protects the leaf. The middle layer is

Interdependent
for fertilization. where food is made. The bottom layer lets air

Structure, Function,
in. The veins carry water and food.)

2. CAUSE AND EFFECT How do the stamens

ELABORATE of a flower help a plant reproduce? (The

LIFE LIFE
Extend Thinking About Structure stamens make pollen. Pollen is transferred to a

Relationships
and Function pistil which forms into a fruit with seeds inside.

SCIENCE
Graphic Organizer Have students add The seeds can grow into new plants.)

and Information
SCIENCE
information to the concept webs they began in 3. ANALYZE How is a plant’s stem

in Ecosystems
the previous lesson. Model how to add to the important to the function of the plant’s
concept web. Draw a main circle labeled “Food/ other parts? (Stems help transfer water and
Water” and a connecting circle labeled “Stem.” nutrients from roots to different parts of the
Then draw a circle labeled “Bundles of Tiny Tubes”

Processing
plant.) CCC Systems and System Models
and connect it to the “Stem” circle. Ask: Why did
I connect these circles? (The bundles of tubes DIGITAL WRAP-UP Have students complete
are internal structures found inside stems.) Have the interactive bonus assessment found in the
students work in small groups to add connecting Interactive E-book.
circles for internal structures in order to show their
locations and functions in a similar way. Discuss
the updated concept webs as a class. (Students Four-Square Diagram Have students elaborate
Processes that Shape the Earth

should identify internal structures of leaves, roots, on what they have learned in their four-square
and stems in the “Food/Water” concept web and the diagram. In the lower right square, have students
EARTH SCIENCE
Earth’s Systems:

internal structures of flowers in the “Reproduction” explain how the external and internal structures of
concept web. They may add the outer leaf layer in a wild rose work together.
the “Protection” concept web.)

Investigate Further
Revisit the Phenomenon Carefully cut
a vertical slice from one of the rose stems
you used in ENGAGE. Students will observe that
the inside of the stem has changed color.

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 Think Like a Scientist

Construct an
Argument
A buttercup plant and a wild rose look very different.
But a buttercup, like a wild rose, has external and internal
structures that help it survive.

Use sticky notes to label the different external and

internal structures of the buttercup plant. Then follow
the process below.

1. List.
What external structures did you label? What internal
structures did you label?

2. Compare.
Work with a group. Compare your labels. Work together until
everyone in your group has all the buttercup plant’s structures
labeled. Then compare the buttercup plant’s structures to the
wild rose’s structures in the two previous lessons.

3. Construct an argument.
Have each person in the group choose one labeled external
structure and one labeled internal structure. Write an explanation
arguing how, as with the wild rose, these structures help the
buttercup plant grow, survive, or reproduce. Use evidence from
the diagram to support your argument. Also use evidence from
lessons on the internal and external structures of a wild rose.

4. Generalize.
Come back together as a group. Present your arguments for the
structures you labeled. Together, write a summary explaining
how the structures of the buttercup plant and the wild rose
help them survive.

PE 4-LS1-1. Construct an argument that plants and animals have internal and external structures that
114 function to support survival, growth, behavior, and reproduction.
115
 Think Like a Scientist
Construct an Argument STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots,
colored petals, heart, stomach, lung, brain, and skin. **Each structure has specific functions within its associated system.]
[Assessment Boundary: Assessment limited to macroscopic structures within plant and animal systems.]
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
SEP Engaging in Argument from Evidence. Construct an argument with evidence, data, and/or a model. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

Objectives Students will be able to:

ENGAGE
• Construct an argument that plants have internal and Introduce the Phenomenon
external structures that function to support survival,
growth, and reproduction. Use Photography Show students three images:
• Explain how each structure carries out specific functions a water lily, a cucumber plant, and a flowering
within its associated system.
• Use evidence and reasoning to support an argument.
tree. Have students work with partners to find
commonalities between the three plants. As
students find common links, have them compile
their findings in a class list. Discuss the findings as a
Before You Begin group. (Students may say the plants all grow, survive,
and reproduce. They may name common internal and
Materials For students: sticky notes external structures.) Extend by asking: What do these
plants all need to survive, grow, and reproduce?
Time 20 minutes to introduce the activity; 15 minutes (food, air, water, sunlight, a pollinator)
to list and compare; 30 minutes to construct an
argument; 30 minutes to present and discuss. Tap Prior Knowledge
Teaching Tips Organize the class into groups of Inside-Outside Circle Remind students that they
four students. Direct students to work individually learned about the external and internal structures
or with their groups at the appropriate times in of a wild rose in the two previous lessons.
the activity. Remind students to refer to the two
previous lessons as they work. You may consider
providing printed copies of the wild rose illustration
to make it easier for students to compare the DIFFERENTIATED INSTRUCTION
two plants.
What to Expect Students will construct an Extra Support
argument that a buttercup, like a wild rose, has Below-Level Learners Be conscious of the
structures to help it grow, survive, and reproduce. various challenges that group work presents
They will describe the specific function of each for any students who recently joined your class
structure they identify as it relates to the overall and may not have established friendships with
health of the plant. Students may note differences many classmates. Arrange groups so that these
between a buttercup and a wild rose, such as the students have at least one comfortable ally.
fact that a buttercup does not have thorns. The As groups make plans for their investigations,
purpose of this activity is for students to provide emphasize that it is important to consider the
evidence in an argument that even though plants ideas of each member of the group. Suggest
may have structural and aesthetic differences, that students take turns sharing ideas before
they have internal and external structures with any decisions are made. Repeat often that all
specific functions that support survival, growth, ideas are valid, and that science works best
and reproduction. when a diversity of opinions and personalities
encourages deeper thinking.

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 Arrange students into two equal circles, one inside Reinforce that students are to construct an
the other. Students should face the people they argument that plants have external and internal

NATURE OF SCIENCE
line up with in the other circle. Name a structure structures that help them survive. Their argument
and have the students in the inside circle describe should explain how these structures function and
its specific function to their partners. After a set interact with other parts of the plant to support its
time, signal students to rotate five steps in one survival. Have students read the remainder of the
direction. Name another structure. Have outside lesson before beginning the activity.
partners describe its specific function to their
inside partners. After a few rounds, reconvene and Teach the Dimensions
invite volunteers to share what they discussed. SEP Engaging in Argument from Evidence. Construct an argument
with evidence, data, and/or a model. (4-LS1-1)
(Possible answers: flower, reproduce; stem, transport
Explain to students that the word argument is
water and nutrients; petal, attract insects; roots, soak
used differently in science from the way it is used

Waves: Waves and Information

up water and nutrients from the soil; thorns, protect
in everyday language. In everyday language, an

PHYSICAL SCIENCE
plant; leaf, produce food)
argument means a disagreement or an angry
conversation between two or more people. People
EXPLORE

Energy
may base their arguments on opinions or emotions
Make Observations and feel they need to win an argument by proving
Have students look at the illustration of the they are right. Say: A scientific argument is an
buttercup. Ask: What similarities do you notice explanation about what you know and how you
between the buttercup and the wild rose? know it. It is supported by evidence and data. It
(Students may say that they both have a stem, roots, may also be supported by a model that helps to
leaves, petals, a pistil, and stamens. They may notice explain or predict.

Interdependent
the similarly shaped petals.) Ask: What differences Follow up during EXPLAIN by asking students

Structure, Function,
do you notice between the buttercup and to describe how they used the evidence in the
the wild rose? (Students may point out that the text to construct an argument that each of the
buttercup’s roots are shorter or that the petals are plant’s internal and external structures helps it
a different color. They may notice the differently

LIFE LIFE
survive, carry out certain actions, or reproduce.

Relationships
shaped leaves.) (Students should describe the process by which

SCIENCE
Read the introductory text together. Point out that they evaluated the evidence to see if it supported

and Information
SCIENCE
although the buttercup and wild rose look different, their argument.)
they both have structures that help them survive.

in Ecosystems
ACADEMIC VOCABULARY

Processing
LITERACY CONNECTION
Construct
Display the word construct. Ask students to Use Linking Words and Phrases
find the term in the lesson (lesson title, Step 3) W.4.2 .c Link ideas within categories of information using words
and to explain how it’s used. (construct an and phrases (e.g., another, for example, also, because).

argument) Ask: What other words could be As students are drafting their arguments
used in place of construct? (put together, about how the internal and external
Processes that Shape the Earth

build, make) Discuss what students need structures of a buttercup help it to survive,
to put together when they construct an point out that certain words and phrases
EARTH SCIENCE
Earth’s Systems:

argument in this lesson. (an explanation of can help make an argument stronger.
the ways plant structures help the plant grow, Explain that linking words and phrases
survive, or reproduce, using evidence from the such as another, for example, and also help
diagram) Ask: How is this meaning similar to to show the connection between a claim
the use of the same word in a phrase such and the details that support it. Provide this
as “construct a building”? (Possible answer: sentence as an example: Thorns help a plant
Both the argument and the building need to be survive, for example by protecting it from
strong and hold together well.) hungry animals.

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 Think Like a Scientist
Construct an Argument (continued)

EXPLAIN Ask: Why do you think the buttercup and the

Step 1: List. wild rose have many of the same structures?
(Both plants have similar needs for survival, growth,
Have students work individually to label the internal and reproduction.)
and external structures of the buttercup.
Step 4: Generalize.
Remind students to refer to the lessons on plant
structures as they work. Because the names of some Have students come back together as a group. Allow
structures overlap, suggest that they write “external” students to present their explanations and refine
or “internal” under each structure. their claims based on group feedback. Then have
students summarize how the internal and external
Step 2: Compare. structures of the buttercup and wild rose function
together to help the plants survive. Ask:
Have students work with their groups to compare
their labels with the wild rose’s structures. Ask: Are • What can you conclude about the external
there more differences or similarities between and internal structures of all plants? (I can
the buttercup and the wild rose? (There are conclude that all plants have similar external and
more similarities.) internal structures that help them survive, grow,
and reproduce.)
Step 3: Construct an argument.
• In what ways did you think like a scientist as
After students have chosen their labeled structures, you completed this activity? (Possible answer:
have them discuss the functions of those structures I used evidence and background knowledge to
within their groups. Have students work individually, explain that internal and external structures of a
using reasoning and empirical evidence, to explain plant have different functions that help the plant to
how the internal and external structures they chose grow, survive, and reproduce.)
help the buttercup grow, survive, or reproduce.
Remind students they should use evidence from the Think-Pair-Share Ask: How did you construct an
diagram to support their arguments. They should argument using evidence to show that a buttercup
also use evidence from lessons on the wild rose, has structures to help it survive? Give students time
including firsthand observations and any evidence to think about the question and then discuss their
collected during ELABORATE activities, to explain processes with partners. Allow pairs to share differences
how their selected structures function. and similarities in their processes with the class.

ELL SUPPORT sentence frames to help them construct their

arguments in Step 3 and remind them to use
Starting To help students complete Step 1, the correct science terms and vocabulary:
provide them with sticky notes that contain the
names of all internal and external structures. A is one internal/external structure
Work with students as a group to complete the of a buttercup. Its function is to . It is
remaining steps. Allow students to suggest words important to a plant because it .
or phrases as they begin to work on constructing Bridging As students present their
their arguments. Help them turn their ideas into arguments, help them identify strong
complete sentences, reminding them to use the examples of arguments that incorporate
correct science terms and vocabulary. scientific concepts and vocabulary.
Developing Work with students as a group
to complete Steps 2 through 4. Provide

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 (Possible answer: I applied my knowledge of the wild Students may be motivated to conduct further
rose to the buttercup to explain that the buttercup also research on the plant itself and its environment

NATURE OF SCIENCE
has internal structures that help it survive, grow, and to develop generalizations as to why plants
reproduce. This included thinking about the structures’ growing in certain environments have certain
specific functions.) structures in common, and why other plants
have structures that are unique.
ELABORATE
Make Inferences EVALUATE
Partner Talk Have students extend their Check to make sure students have recorded their
thinking about the differences in plants’ internal observations and arguments in their science
and external structures by discussing this notebooks. Then, present students with the
following questions, and have them answer the

Waves: Waves and Information

example with partners. Say: Although the basic
structures of the buttercup and the wild rose questions in their science notebooks.

PHYSICAL SCIENCE
are similar, they also are different. Notice that
the buttercup plant has shorter roots than the Wrap It Up!

Energy
wild rose. Also, notice that the rose has thorns,
but the buttercup plant does not. Ask: What 1. IDENTIFY Which of the buttercup plant’s
might cause these differences? (Possible answer: structures attract insects that can carry
A rose may have longer roots because the water in pollen to another flower? (The colorful
the soil is farther down in areas where it grows than petals attract insects.)
in areas where the buttercup grows. The wild rose
2. INFER What do you think the inside of
might also live in a harsher environment than the
the buttercup plant’s stem looks like? (It

Interdependent
buttercup and need thorns to protect itself.) Give
probably looks like the inside of the wild rose

Structure, Function,
students an adequate amount of time to process
stem, with bundles of tiny tubes.)
the question. Indicate which partner begins,
and then have students take turns talking and 3. GENERALIZE Do you think all plants
listening. Circulate around the room to monitor have a way to take in water? Why or why

LIFE LIFE
Relationships
discussion and clarify misunderstandings, asking not? (Yes. All plants must have a way to take in

SCIENCE
simplifying questions as needed. Invite a few water because plants need water to survive.)

and Information
volunteers to share their thoughts with the class. CCC Systems and System Models

SCIENCE
Have students write what they learned in their

in Ecosystems
science notebooks. Use their responses as a
means of formative assessment. Rubrics
Have students evaluate their work using the rubric
Encourage More Research in the Science Notebook Companion. Use students’

Processing
Encourage students to conduct additional completed rubrics and the teacher rubric
research to observe the broad variety within provided for this activity to guide your assessment
typical plant structures and to discover unusual of their work.
plant structures. For example, the trunk of the
largest tree is functionally a stem; some plants
such as pitcher plants and Venus flytraps have
leaves that can trap insects; and so on.
Processes that Shape the Earth

As a side project, students can compile their

EARTH SCIENCE
Earth’s Systems:

research into a class book. The pages can

detail some of the interesting structures
students discover through their research.
Students should include a printout or drawing
of each uncommon structure, as well as a written
description of the structure and how it aids in
the plant’s growth, survival, or reproduction.

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External Structures
of an Elephant Skin Tough,
wrinkled skin protects
What animal uses its nose to put food in its mouth and its the elephant’s internal
feet to sense sound? An elephant! An elephant’s body is organs. The skin also
keeps the elephant
made up of many different structures that allow it to cool. To protect its skin
grow, survive, and respond to its surroundings. The from getting too much
photo shows some of the external structures sun, an elephant may
roll in mud or cover
of an Asian elephant. itself with dust.

The Asian elephant is the biggest animal

in Asia. To get enough energy to
survive, an elephant needs to eat
an enormous amount of food. No
wonder elephants spend most
of their time looking for food.
They eat grasses, leaves, roots,
bark, and fruit.

Elephants use a wide variety

of sounds to communicate—
trumpeting, roaring, snorting,
grunting, and barking. They also
make rumbling sounds that are too
low for humans to hear. These low
sounds can travel through the
ground for long distances—as far
as 32 kilometers (20 miles). Elephants
use their ears and feet to sense
vibrations from sounds traveling
through air and underground.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their
116 interactions. (4-LS1-1)
Ears The elephant’s Trunk The long,
sensitive ears hear all muscular trunk is both
sorts of sounds. Its big the elephant’s nose
earflaps give off heat, and its upper lip. The
which helps keep the trunk has many different
elephant cool. functions—smelling,
breathing, trumpeting,
and squirting water into
the elephant’s mouth.
The elephant can use its
trunk to grab onto big
tree trunks or tiny objects,
such as a blade of grass.

Eyes Eyes take in light,

allowing the elephant to
see its surroundings.
Legs Thick, straight
legs support the
elephant’s heavy body.
An elephant can walk
quite rapidly but does
not run or gallop.
Wrap It Up!
1. Describe How does an elephant’s skin
Feet Wide feet help it survive?
support the elephant’s
great weight and allow 2. Compare and Contrast How is the
it to walk quietly. Pads function of an elephant’s trunk like that
on the bottom of the of a human nose? How is it different?
feet can sense sound 3. Evaluate Which of an elephant’s external
vibrations traveling structures help it live in a herd with other
through the ground. elephants? Explain.
117
 External Structures of an
Elephant
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

Explain. (Yes. An elephant needs to eat and grow

Objectives Students will be able to:
and stay safe. An elephant needs to reproduce.)
• Identify the external structures of an elephant.
• Describe the functions performed by the external • What functions might an elephant’s
structures of an elephant. structures carry out that would differ
• Explain how the external structures of an elephant
interact with each other to help the animal survive. from those of a plant? (Accept all responses.
• Compare an elephant’s structures and their functions to Students may say elephants need to find food
the structures and functions of other organisms. because they do not make their own food. They
may say an elephant has structures for making
sound and moving around, which plants do
ENGAGE not do.)
Introduce the Phenomenon Sketch-to-Stretch Have students sketch
Use Video Ask: What parts of your body do you pictures of an elephant. Tell them to name each
use to take in food? (hands and mouth) Use the structure they draw and suggest its function.
Interactive E-book to show students the video in the Students can review and revise their drawings
lesson that features an elephant feeding on fruit. after they complete the lesson, based on what
Conceal the caption by showing the video at full they have learned.
screen. Ask:
• What parts of an elephant’s body help the EXPLORE
elephant take in food? (An elephant uses its Think About External Structures of
trunk to gather food and put it in its mouth.) an Elephant
• How do the two structures work together to Direct students’ attention to the lesson title.
perform this function? (The elephant uses its Ask: Where have we seen the phrase “External
trunk to gather food and put it in its mouth so the Structures” before? (in the lesson about the wild
elephant can chew and swallow it.) rose) Next ask: What do you think this lesson will
• How does the shape of the elephant’s trunk be about? (Possible answer: parts of an elephant that
relate to its function? (Possible answer: The trunk are located on the outside of its body and that help
is long to reach food. It can curl easily to deliver it survive)
food to the elephant’s mouth.)
Turn and Talk Have students use the photograph
Tap Prior Knowledge of the elephant to discuss its appearance with
partners. Encourage students to identify the parts
Have students recall what they have learned about of the elephant they are describing. (Possible
structure and function in previous lessons. Ask: answers: An elephant’s skin is rough or scaly and
• What are some functions performed by the appears to be covered in mud. An elephant has a
structures of a wild rose? (making food for long trunk that works like an extra arm and hand.
the plant, delivering food and water to parts An elephant’s ears are wide and flat. Its legs are thick
of the plant, protecting the plant, helping the like tree trunks.)
plant reproduce)
Four-Square Diagram Have students make a full-
• Do you think an elephant’s structures, or body page four-square diagram in their science notebooks
parts, might perform these kinds of functions? and add to it throughout the lesson.

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 Set a Purpose and Read • What other structures help keep the
elephant cool? (its ears, which give off heat)
Focus Question Use this question to focus

NATURE OF SCIENCE
students and guide their reading: What are the • What are five functions of an elephant’s
external structures of an elephant? Have students trunk? (breathing, smelling, communicating,
read the lesson. bringing food to the mouth, and picking up
and moving objects) If students are using the
EXPLAIN Interactive E-book, have them watch the
video of an elephant using its trunk to feed
Identify External Structures once more. Have students consider how the
of an Elephant video demonstrates what is described in the
After students have read the lesson, lead a lesson caption.
discussion to answer the Focus Question. Ask:

Waves: Waves and Information

• Why are an elephant’s legs thick and
• What are the six external structures of an straight? (to support its large, heavy body and to

PHYSICAL SCIENCE
elephant shown here? (skin, ears, trunk, eyes, give it the ability to walk)
legs, feet) Have students point to each structure • How are an elephant’s feet involved in

Energy
in the picture as it is named. helping the elephant communicate? (Pads
• Which external structure covers most of the on the bottom of the feet sense sound vibrations
other structures? (skin) from other elephants that travel through the
ground.) Review the definition of vibrations
Remind students that the elephant in the picture (rapid back-and-forth movements). Remind
is an Asian elephant. The African elephant has the students that sound energy travels through
same external structures, but its proportions are the ground as waves.
noticeably different.

Interdependent
• How do an elephant’s eyes help it respond to

Structure, Function,
Describe the Functions of the its surroundings? (An elephant’s eyes allow it to
External Structures of an Elephant see danger, look for food, watch where it is going,
Shift the discussion to focus on the function of an and recognize its family.)

LIFE LIFE
Relationships
elephant’s structures. Ask:

SCIENCE
• What is an elephant’s skin designed to do?

and Information
(protect the elephant’s internal organs and keep

SCIENCE
the elephant cool)

in Ecosystems
Processing
ENVIRONMENTAL SCIENCE
which means they may die out if people
CONNECTION don’t act to protect them. Thankfully, it is in
fact against the law to kill an elephant or to
Processes that Shape the Earth

Threats to Elephants sell or buy its ivory. A number of elephant

Share with students that all African elephants
EARTH SCIENCE

sanctuaries, or protected areas, have also

Earth’s Systems:

and many Asian elephants have tusks, been established. In some cases elephants are
which extend from the upper jaw and are actually watched over by armed guards. Visit
made of a hard, white material called ivory. the National Geographic website and enter
Unfortunately, a demand for ivory has the search term “elephant sanctuaries” to
threatened elephants. So has loss of their find articles to share with students. Consider
habitat. More and more people are taking having them create posters that focus on
over land to build homes and grow food. protection for elephants.
As a result, elephants are now endangered,

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 External Structures of an Elephant (continued)

Tell students they will use concept webs for this

Featured Photo lesson and the ones that follow about an elephant’s
structures and their functions. Ask: What functions
Have students view the “Elephant Eye” photo
should we write about in our content webs?
within the Life Science Gallery and read the
accompanying text. Ask students to identify Guide the class to select these topics and begin
and list any structures they may recognize, concept webs for them: “Eating/Drinking,”
such as eyelashes, the eyelid, and the eyeball. “Protection,” “Breathing,” “Communication,” and
Time 10 minutes “Locomotion.” (Define this last term, which describes
the ability to move from place to place, for students.)
Teaching Tips Help students connect the For each web, have students add a connecting circle
photo to the core content of the lesson by labeled “External Structure.” Then have small groups
asking: What is the function of each structure work to add connecting circles to the “External
shown in the photo? (Possible answers: The eye Structure” circle in each web that name the correct
allows the elephant to see. The eyelashes help structures and list details about their functions.
keep dirt from getting in the eye. Some students Discuss students’ completed concept webs as a class.
may say the eyelashes also help to shade the (“Eating/Drinking” web: trunk; “Protection” web: skin,
elephant’s eyes from the sun.) Ask: How does this ears; “Breathing” web: trunk; “Communication” web:
elephant’s eye compare to your own eyes? ears, eyes, trunk; “Locomotion” web: legs, feet)
(Possible answer: Each eye also has eyelashes, an
eyelid, and an eyeball. My eyes also help me to see. ELABORATE
But my eyelashes are much shorter. My eyes are
much smaller and are a different color.) Extend Thinking About External
Structures of an Elephant
What to Expect Students will see a close-up
image of an elephant’s eye and connect its Partner Talk Have students extend their
function to that of their own eye. Students thinking about an elephant’s external structures
may be surprised to see that elephants by comparing the elephant to a familiar animal.
have eyelashes. Have pairs of students choose an animal, such as
a dog, cat, or cow, and draw a picture of it in their
science notebooks. Have students label the external
Graphic Organizer Remind students they used structures in their drawings. Then have students add
concept webs to organize their learning as they these details to the concept webs they began. Have
completed lessons about the wild rose. student pairs share their ideas with the class.

DIFFERENTIATED INSTRUCTION
ELL SUPPORT
Extra Support
Below-Level Learners Have students team Starting Have students work with partners
up with partners to read the article “Explore a who are more proficient in English to identify
Coral Reef.” Partners can take turns reading text two words that describe each structure shown
on each spread. Encourage partners to pause in the lesson.
and ask each other one question about the text Developing Have students write phrases
before moving on. Also encourage them to that describe each structure in the lesson
alert you if they encounter words they cannot and their functions.
pronounce. It is likely both partners will find
some of the reef names difficult to pronounce; Bridging Have students write complete
this is a good opportunity for struggling readers sentences that describe the structures in the
to ask for help without feeling uncomfortable. lesson and their functions.

117c Life Science | Unit 3

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 Literacy Through Science EVALUATE
Read and Create Have students record their answers to the Wrap It

NATURE OF SCIENCE
RI.4.10 By the end of the year, read and comprehend informational texts, Up questions in their science notebooks.
including history/social studies, science, and technical texts, in the grades
4-5 text complexity band proficiently, with scaffolding as needed at the
high end of the range. Wrap It Up!
W.4.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
1. DESCRIBE How does an elephant’s skin
Cartoons Have students create cartoons in their help it survive? (The elephant’s skin protects
science notebooks that tell stories about how an its internal organs and helps keep it cool.)
elephant used its trunk to solve a problem. Explain
to students that their cartoons can have elements 2. COMPARE AND CONTRAST How is the
of fantasy, but the way the elephant uses its trunk function of an elephant’s trunk like that

Waves: Waves and Information

must be accurate based on what they have learned of a human nose? How is it different? (An

PHYSICAL SCIENCE
in the lesson. elephant’s trunk is like a human nose because
it helps the elephant smell and breathe. It is
Expand the activity to focus on other animals and different because it can pick up objects and

Energy
guide students to use Internet resources, such as it helps the elephant bring food to its mouth,
National Geographic Kids “All Animals” pages or drink, and communicate.)
National Geographic’s “Animals” pages to partner
read short articles. Guide pairs to focus their 3. EVALUATE Which of an elephant’s
reading. Say: Choose an animal from the website’s external structures help it live in a herd
list of options. Together, preview the article for with other elephants? Explain. (The
section heads. Look for sections that tell about elephant’s trunk helps it communicate. Its ears
the animal’s external features.

Interdependent
help it hear other elephants, and its eyes help

Structure, Function,
it to see them.) CCC Systems and System Models
Remind students to read captions, looking for
information about external structures. Guide DIGITAL WRAP-UP Have students complete
students to look for key words, such as fur, skin, tail, the interactive bonus assessment found in the

LIFE LIFE
ears, legs, claws, mouth, and teeth. Once students Interactive E-book.

Relationships
have found a key piece of information that tells

SCIENCE
about their selected animal’s external features,

and Information
SCIENCE
have pairs brainstorm a new cartoon. Check in
with pairs and have students share the facts they

in Ecosystems
plan to use as material for their cartoons. Review
the cartoon guidelines for accurately depicting the
animal’s external structure.

Processing
Once students have illustrated and written
cartoons, create a gallery display and host a gallery
walk. Consider reproducing the cartoons and
printing a cartoon book that students can check
out from the classroom library. Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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Internal Organs Lungs The lungs
take in oxygen from
the air and release

of an Elephant carbon dioxide. Blood

traveling through the
lungs picks up oxygen.
An elephant’s internal organs serve various
functions. They allow the elephant to grow and
survive. These functions include providing the
elephant’s body with food, water, and oxygen.
All of the living parts of the elephant’s
body require these materials in order
to survive.

Stomach The
large stomach stores
food and begins the
process of breaking
it down. Food then
travels to the intestine.

Intestines Most
of an elephant’s
food is digested in
the small intestine.
Bacteria at the end
of the small intestine Liver The liver
help break down the produces many chemicals
food. Sugars and other that are necessary for the
chemicals from food functions of an elephant’s
are taken up by blood body. For example, the
in the intestine walls. liver produces bile. Bile
Undigested food moves helps break down fats
from the small intestine during the process
to the large intestine. of digestion.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their
118 interactions. (4-LS1-1)
Esophagus The Brain The large and
esophagus is the tube highly developed brain
that carries food from makes the elephant
the elephant’s mouth very intelligent. The
to its stomach. brain controls all of
the functions of the
elephant’s body. It
processes information,
coordinates the
elephant’s behavior,
and allows it to respond
to its surroundings.

Teeth Large, flat

teeth grind up food,
starting the process
of digestion.

Heart The large,

muscular heart pumps
blood throughout
Wrap It Up!
the elephant’s body. 1. Identify Which internal organs shown
Blood carries food and in the diagram work together to allow an
oxygen to all parts of elephant to take in oxygen?
the elephant’s body.
2. Sequence Several different organs are
involved in the digestion of food. Place the
following organs in the correct order, starting
when food enters the mouth: esophagus,
large intestine, small intestine, stomach, teeth.

3. Analyze Select an organ, and explain why

the elephant could not survive without it.
119
 Internal Organs of an Elephant
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

them slide the toggle on the image of the elephant

Objectives Students will be able to:
to see the elephant’s internal organs.
• Identify the internal structures of an elephant.
• Describe the functions served by the internal structures of Read aloud the blue headings in the illustration.
an elephant.
• Act out how a system of organs works together to carry out Have students repeat after you each time to be sure
the process of digestion. they know how to pronounce each organ name. Say:
Name two organs in this illustration that were also
featured in the opening x-ray photo. (heart, lungs)
ENGAGE
Four-Square Diagram Have students make a full-
Introduce the Phenomenon page four-square diagram in their science notebooks
Use Photography Show students an image of a and add to it throughout the lesson.
chest x-ray that clearly shows a human heart and
lungs. Ask: Set a Purpose and Read
• What do you think this picture shows? Focus Question Use this question to focus students
(Students will likely say the inside of a human body, and guide their reading: How do internal organs of an
specifically the chest area.) elephant help the animal survive? Have students read
the lesson.
• What body parts can you name? (Possible
answers: heart, ribs, lungs, bones) EXPLAIN
• Are these internal or external body parts? Identify and Describe Internal Organs
(internal) Why are you able to see them in this of an Elephant
photo? (Students may recognize this is a photo of
an x-ray.) After students have read the lesson, say: Name the
pictured internal organs of an elephant. Point to
Tap Prior Knowledge each organ as you name it. (stomach, intestines, liver,
Explain to students that an organ is a part of the heart, teeth, brain, esophagus, lungs) Next ask:
body that has a specific function. Say: Your heart • What are three things the elephant needs to
and lungs are two organs in your body. One survive? (food, water, oxygen)
function of your heart is to pump blood. One • Which organ stores food and begins the
function of your lungs is to help you breathe. process of breaking it down? (the stomach)
Have the class brainstorm a list of human organs Where is most of an elephant’s food digested?
they can identify. (Students will likely list organs like (in the small intestine)
those shown in the illustration of the elephant, among • What is the liver’s function? (The liver produces
others.) many chemicals that are necessary for the
functions of an elephant’s body.)
Say: Most organs are internal. We need an x-ray or
similar equipment to see them. • Which organ pumps blood throughout the
elephant’s body? (the heart)
EXPLORE • How do teeth help with digestion? (The teeth
grind up food, which starts the digestion process.)
Think About Internal Organs
Which organ carries food from the mouth to
of an Elephant
the stomach? (the esophagus)
Read aloud the lesson title. Ask: What is another
• Which organ coordinates the elephant’s
word you could use for organs? (structures) Direct
behavior and helps it respond to its
students’ attention to the illustration of the elephant.
surroundings? (the brain)
If students are using the Interactive E-book, have

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 • Why are lungs important? (Lungs take in EVALUATE
oxygen from the air and release carbon dioxide.) Have students record their answers to the Wrap It

NATURE OF SCIENCE
Graphic Organizer Have students add a Up questions in their science notebooks.
connecting circle labeled “Internal Structure” to
the main topic circle of each concept web. Then Wrap It Up!
have small groups work to add connecting circles
to the “Internal Structure” circle in each web that 1. IDENTIFY Which internal organs shown
name the correct structures and list details about in the diagram allow an elephant to take
their functions. Discuss students’ completed in oxygen? (The brain controls the muscles
concept webs as a class. (“Eating/Drinking” web: and processes of breathing. The lungs take in
brain, teeth, esophagus, stomach, liver, intestine; oxygen.) CCC Systems and System Models

Waves: Waves and Information

“Breathing” web: brain, lungs [possibly heart, for 2. S
 EQUENCE Several different organs
delivering oxygen]; “Communication” web: brain;

PHYSICAL SCIENCE
are involved in the digestion of food.
“Locomotion” web: brain) Place the following organs in the correct
order, starting when food enters the

Energy
ELABORATE mouth: esophagus, large intestine, small
Extend Thinking About Internal Organs intestine, stomach, teeth. (teeth, esophagus,
Revisit the Phenomenon Ask: How might your stomach, small intestine, large intestine)
own internal organs function in a way similar to 3. ANALYZE Select an organ, and explain
that of an elephant’s organs? (Possible answers: My why the elephant could not survive
lungs also take in oxygen. My heart also pumps blood. without it. (Possible answer: An elephant
My stomach also breaks down food.) Next ask: How

Interdependent
could not live without its brain because the
might the internal organs of an animal that lives

Structure, Function,
brain controls the functions and processes of
in water be different from those of an elephant? the other organs.)
(Possible answers: It might not have lungs if it takes
in oxygen in a different way. It might break down its DIGITAL WRAP-UP Have students complete

LIFE LIFE
food in a different way.) the interactive bonus assessment found in the

Relationships
Interactive E-book.

SCIENCE
Teach the Dimensions

and Information
SCIENCE
CCC Systems and System Models. A system can be described in
terms of its components and their interactions. (4-LS1-1)

in Ecosystems
Role Play Explain to students that internal organs
that serve related functions are called organ
systems. For example, organs that work together to

Processing
break down food so that it can be used by the body
collectively form the digestive system. Tell students ELL SUPPORT
they are going to model this organ system.
Starting Focus on reading aloud just the
Divide the class into three groups of roughly equal
first sentence of each caption for students.
size. Assign the following roles to individuals in each
Have students use information in each
group: teeth, esophagus, stomach, small intestine,
sentence to answer the question, “What does
large intestine. Remaining students will represent
Processes that Shape the Earth

this organ do?” Allow students to respond

food. Send “food” through the digestive system
with short phrases, such as “pumps blood.”
one “piece” at a time. Remind these students that
EARTH SCIENCE
Earth’s Systems:

food must pass from one part of the system to the Developing After you read aloud each
next in proper order. Students representing part of caption, have partners work together to write
the digestive system should describe his or her role one complete sentence about the function of
to each person passing by. If time permits, allow the organ being described.
students to switch roles.
Bridging After you read aloud each caption,
Encourage students to carry out research to answer encourage students to share one question
any questions they still have. they have and work as a group to answer it.

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Bones and Muscles
of an Elephant Ribs The ribs
protect the heart
and lungs.
The internal structures of an elephant include its bones and
muscles. Bones support the elephant’s body and protect its
internal organs. All of the bones in an elephant make up its
skeleton. Muscles are attached to bones and work with
the bones to move parts of the elephant’s body.

Structure of
a bone
The outside of a
long leg bone is
hard and compact.
The inside of the
bone is spongy.
Blood vessels in
the spongy part
of the bone
bring nutrients
and oxygen to
the bone.

Skeletal muscles
Skeletal muscles are
attached to bones.
When a skeletal
muscle contracts, it
pulls on the bone
and makes it move.
Pelvis The bones of
the pelvis are beneath the
muscles. The pelvis provides
a frame that supports the
back legs. Joints in the pelvis
allow the elephant to move
its legs so it can walk or swim.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their
120 interactions. (4-LS1-1)
Backbone The backbone supports
the elephant’s body and protects the nerve
cord. The backbone can bend because
it is made up of separate bones called Skull The bones
vertebrae. The flexible backbone lets the of the skull protect the
elephant move in many different ways. elephant’s brain.

Jaws The jawbones

support the teeth and
allow the elephant to
open its mouth and
chew its food.

Feet An elephant’s
feet are made up of
many bones, including Wrap It Up!
toe bones. Notice
that the toes point 1. Name Which structure protects the brain
downward, so the of an elephant?
elephant walks on the 2. Explain How do bones and skeletal
tips of its toes. muscles work together to help an elephant
move?

3. Infer Compared to other land animals,

the bones of an elephant are very thick
and heavy. How might thick bones help an
elephant survive?
121
 Bones and Muscles of
an Elephant
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

Objectives Students will be able to:

Tap Prior Knowledge
• Identify the bones and muscles of an elephant. Have students recall what they know about bones
• Describe the functions served by the bones and muscles of and muscles based on their experience. Ask: What
an elephant.
• Explain how the bones and muscles of an elephant interact
is the function of bones and muscles? (Accept all
to help the animal function. responses. Students may say they provide strength and
help the body move.) Next ask: What happens if you
break a bone or pull a muscle? (Possible answer:
ENGAGE Broken bones and pulled muscles inhibit motion and
can take a long time to heal. It also hurts to put weight
Introduce the Phenomenon on or try to use a broken bone or pulled muscle.)
Use Photography Show students a photo that
features an x-ray image or a model of the bones EXPLORE
inside an elephant’s foot. Say: These are bones from
an elephant’s body. Ask:
Think About Bones and Muscles
Direct students’ attention to the illustration of
• Where do you think these bones are found? (in
the elephant. If students are using the Interactive
the foot)
E-book, have them slide the toggle on the image
• What might be the function of these bones? of the elephant to see its bones and muscles. Ask
(They support the elephant and help it walk.) probing questions to encourage exploration. For
• What other structures do bones interact with example, ask: Are bones harder or softer than
as they function? (Students may say muscles.) internal organs? If the internal organs were
included in this picture, where would they be?
What do you think one of the main functions of
the bones is? Have students share their answers.

ELL SUPPORT

Starting Share definitions for compact, spongy,

DIFFERENTIATED INSTRUCTION
contract, and flexible. Then use objects to
demonstrate word meaning: a solid book cover
(compact), kitchen sponge (spongy), rubber Gifted and Talented Learners
band (contract), and chenille stem (flexible). Compact the lesson for some students by
Help students connect what they observe to the having them bypass the EXPLAIN section. Use
bones and muscles. students’ responses during the ENGAGE and
EXPLORE sections as well as their four-square
Developing Share definitions for compact, diagrams to determine which students should
spongy, contract, and flexible. Share an example follow this path.
sentence for each word, and have students
provide their own sentences. Challenge pairs of students to use pieces of
cardboard, brads, and rubberbands to develop
Bridging Share definitions for compact, spongy, a model that demonstrates how a muscle
contract, and flexible. Have students explain how contracts to pull on a bone and make it move as
these words apply to structures of the elephant. described in the caption about skeletal muscles.

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 (Students should say that the bones are harder than Graphic Organizer Have small groups work to add
the internal organs and would surround them, if they connecting circles to the “Internal Structure” circle

NATURE OF SCIENCE
were pictured. Students may say that a main function in each web that name the correct structures and
of the bones is to protect the internal organs.) list details about their function. Discuss students’
completed concept webs as a class. (“Eating/
Four-Square Diagram Have students make Drinking” web: jaws, “Protection” web: skull, backbone,
a full-page four-square diagram in their science ribs; “Locomotion” web: pelvis)
notebooks and add to it throughout the lesson.

Set a Purpose and Read ELABORATE

Focus Question Use this question to focus students Extend Thinking About Elephant
and guide their reading: What functions do bones and Bones and Muscles

Waves: Waves and Information

muscles perform? Have students read the lesson. Have students extend their thinking about the
functions of an elephant’s bones and muscles. Say:

PHYSICAL SCIENCE
EXPLAIN Based on what you know about how an elephant
Identify Bones of an Elephant uses its trunk, explain why the muscles inside the

Energy
trunk are important. (Possible answer: The muscles
After students have read the lesson, ask questions help the trunk to move in all directions and give it power
to solidify understanding of the material. Ask: to pick up heavy objects. The muscles also work to help
• What do all the bones of an elephant make the elephant breathe and drink and make sounds.)
up? (its skeleton)
• Which part of an elephant’s body is made up EVALUATE
of many small bones? (its feet and its backbone) Have students record their answers to the Wrap It

Interdependent
• Which bones make up the elephant’s head? Up questions in their science notebooks.

Structure, Function,
(its jawbones and skull)
Wrap It Up!
• Which bone runs the length of the elephant’s
back? (the backbone)

LIFE LIFE
1. NAME Which structure protects the

Relationships
• Which bones surround the heart and lungs? brain of an elephant? (its skull)

SCIENCE
What is their function? (The ribs protect the

and Information
2. EXPLAIN How do bones and skeletal

SCIENCE
heart and lungs.)
muscles work together to help an
• What bone structure is at the top of the rear

in Ecosystems
elephant move? (Skeletal muscles are
legs? (the pelvis) attached to bones. When a skeletal muscle
Describe the Functions of the contracts, it pulls on the bone and can make

Processing
Bones and Muscles of an Elephant the bone move.) CCC Systems and System Models

Help students explore the Focus Question. Ask: 3. INFER Compared to other land animals,
• What function does the spongy part inside the bones of an elephant are very thick
an elephant’s leg bone serve? (The spongy and heavy. How might thick bones help
part inside the bone is filled with blood vessels an elephant survive? (The bones must
that carry oxygen and nutrients to the bone.) be bigger and more solid than the bones of
smaller animals to support the elephant’s
Processes that Shape the Earth

• What happens when a skeletal muscle massive size and weight.)

contracts? (It pulls on the bone and can make
EARTH SCIENCE

the bone move.) DIGITAL WRAP-UP Have students complete

Earth’s Systems:

• What do the ribs, backbone, and skull have the interactive bonus assessment found in the
in common? (They protect important organs Interactive E-book.
and tissues.)
• What do the pelvis, backbone, and jawbones
have in common? (They support other
structures, and they allow movement that helps
the elephant survive.)

Bones and Muscles of an Elephant 121b

121a-121b_natg15656_g4u3_l5_l.indd 2 14/05/18 1:49 PM

Stories in Science

Listening to Elephants
Once this recording equipment is in place, it can
record sound on its own for up to six months.

A scientist works to place

recording equipment high
in a tree, where it will not
bother the elephants.

Members of an elephant herd use

infrasound to keep in touch if they
are far apart. The low sounds begin as
rumbles in their throats.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures that serve various
functions in growth, survival, behavior, and reproduction. (4-LS1-1)
DCI LS1.D : Information Processing. Different sense receptors are specialized for particular kinds of information, which
may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their
actions. (4-LS1-2)
122 NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
Elephants have a secret language . . .
Katy Payne is listening in.

One day in 1984, Katy Payne was at the Portland Zoo. She was near a
concrete wall that separated two elephants. Katy didn’t hear anything
odd. But she did feel something odd: a rumbling in her body. She
suspected it was a form of infrasound. Infrasound is sound that is too low
for humans to hear, but it can be felt as vibrations. Katy wondered about
the vibrations she felt. Were the elephants causing them?
Katy’s life experiences uniquely prepared her to answer this question.
Growing up, Katy spent lots of time outdoors. Then she studied music
and biology at college. After college, she combined these two interests
and became an acoustic biologist. She studied the science of sound.
Katy and her husband had already studied whale sounds. They
discovered that whales sing! Whale songs contain different patterns of
melodies, rhythms, and rhymes. Whales use the songs to communicate.
Katy went back to the zoo to see the elephants. This time she brought
equipment that could record the low rumbling sounds. Katy was right!
Elephants were using infrasound to communicate in some way.
Katy headed to Africa to study wild elephants. She began recording their
rumbles as part of the Elephant Listening Project. Katy and her team have
since collected thousands of hours of recordings.
Katy learned that elephants use infrasound to keep in touch when they
are separated. Elephant rumbles cause sound vibrations that travel long
distances through the ground. Elephants sense the vibrations with their
feet. Family members can even recognize each other’s rumbles!

Wrap It Up!
1. Describe How do elephants use infrasound to communicate?

2. Explain How do you think Katy’s experience with music helps

her work as an acoustic biologist?

3. Infer How might an elephant tell family members’ rumbles

apart?

123
 Stories in Science Listening to Elephants
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
DCI LS1.D: Information Processing. Different sense receptors are specialized for particular kinds of information, which may
be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
NS Scientific Knowledge Is Based on Empirical Evidence. Scientists use tools and technologies to make accurate
measurements and observations.
NS Science Is a Way of Knowing. Science is both a body of knowledge and processes that add new knowledge.
NS Science Is a Human Endeavor. Creativity and imagination are important to science.

EXPLORE
Objectives Students will be able to:
• Explain how Katy Payne’s research revealed that elephants Think About Elephant Communication
use infrasound to communicate.
• Describe how the use of tools and technology, as well as Read aloud the lesson title. Have a volunteer read
personal experience, aided Katy Payne’s research. aloud the captions. Ask: What do you think this
• Analyze how elephants use patterns of sound to lesson might be about? (the work of scientists who
communicate with each other.
are studying elephant communication)

Next point to the word infrasound in the bottom

ENGAGE photo caption. Remind students they have seen
Introduce the Phenomenon this word before. Explain that infra means “below.”
Use Video Show students a video recording of In other words, infrasound is “below sound,” or
elephants trumpeting to each other. Ask: sound that is too low for humans to hear. Ask:
How might scientists listen to elephant sounds
• How do elephants make sounds like these? if their ears cannot hear them? (Possible answer:
(They use their trunks.) They might use special equipment to hear
• What is the function of these sounds? (to help the sounds.)
elephants communicate with each other)
Four-Square Diagram Have students make a full-
• What might different elephant sounds page four-square diagram in their science notebooks
mean? (Possible answers: danger is near, the and add to it throughout the lesson.
elephant is afraid or mad, the elephant is calling
other elephants) Set a Purpose and Read
• How might a scientist look for patterns to Focus Question Use this question to focus students
study the meanings of elephant sounds? and guide their reading: How did Katy Payne discover
(Accept all answers. Students may say scientists something new about how elephants communicate
record the sounds and study their patterns. They with sound? Have students read the story.
might say scientists can watch how elephants
respond to different sounds and look for patterns.) EXPLAIN
Tap Prior Knowledge Explain the Work of Katy Payne
Think-Pair-Share Ask: What are ways animals Inside-Outside Circle Arrange students into
use sounds to communicate? Allow a few minutes two equal circles, one inside the other. Students
for students to think about the question. Then should face the person they line up with in the
pair students with a partner. Have partners share other circle. After each question is discussed,
their thinking, discuss ideas, and ask questions have one circle shift left one or two spots so
of each other for several minutes. Finally, come that students discuss the next question with a
back together as a class. Allow each pair to share new partner:
ideas. (Possible answers: Animals make sounds to • How did Katy Payne first get the idea to study
communicate when they are hungry, when they elephant sounds? (She was at the zoo and felt
are scared, to call to a mate, to call to their young, a rumbling. She wondered if the elephants were
to scare other animals, and to keep in touch over producing it.)
long distances.)

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 • How do you think Katy might have thought 3-2-1 After students have presented their reports,
of connecting the rumbling with the have them write the following in their notebooks:

NATURE OF SCIENCE
elephants in the first place? (Possible answers: • Three things that they have learned.
She had studied sounds and music. She had
studied communication in whales and wondered • Two questions that they still have.
if elephants did something similar.) • One aspect of the story that relates to their
• What technology did Katy Payne use to study lives.
elephant sounds? (recording equipment that
could pick up the low sounds) ELABORATE
• What did Katy do after she had the idea Extend Thinking About Katy
that elephants might use infrasound? (She Payne’s Work

Waves: Waves and Information

returned to the zoo with equipment that could Write a Journal Entry Have students write
record the low rumbling sounds so she could a journal entry in the voice of Katy Payne. If

PHYSICAL SCIENCE
learn more about them.) necessary, allow students time to do additional
• When do elephants use infrasound to research on the Elephant Listening Project.

Energy
communicate, and why? (They use it when they Encourage students to include scientific and
are far apart. The vibrations travel long distances domain-specific words in their writing, such as
underground.) observe, hypothesis, evidence, infrasound, vibrations,
and sense receptors.
Guide students to recognize that Katy Payne used
creativity and her own personal experience to EVALUATE
investigate a question she had about elephants.
Have students record their answers to the Wrap It

Interdependent
Teach Nature of Science Up questions in their science notebooks.

Structure, Function,
NS Science Is a Way of Knowing. Science is both a body of
knowledge and processes that add new knowledge. Wrap It Up!
Remind students that science never “stops.” We

LIFE LIFE
can never know all the answers to our questions. 1. DESCRIBE How do elephants use

Relationships
Ask: How did Katy Payne add to the body of infrasound to communicate? (Elephants

SCIENCE
knowledge about elephant communication? use infrasound, sounds too low-pitched for

and Information
SCIENCE
(She showed that elephants use infrasound humans to hear, to keep in touch with each
to communicate.) Next ask: How does this other when they spread out in search of food.)

in Ecosystems
information help scientists form more accurate
explanations about elephant communication? 2. EXPLAIN How do you think Katy’s
(They now know how elephants communicate over experience with music helps her work

Processing
long distances to keep in touch.) as an acoustic biologist? (Possible answer:
I think her experience with music helps her
recognize how sounds can be put together
to make patterns. It might help her better
DIFFERENTIATED INSTRUCTION understand how to observe and study sound.)
Girls in Science 3. INFER How might an elephant tell family
It is important for students, boys as well members’ rumbles apart? (Possible answer:
Processes that Shape the Earth

as girls, to see female role models in STEM Every family member might have a different
careers. Katy Payne’s story provides a strong pattern of rumbling sounds, just like humans
EARTH SCIENCE
Earth’s Systems:

example of a female scientist who has have different voices.) CCC Patterns
been able to use technology to investigate
scientific questions, to make new discoveries
in science, and to lead others in doing
research. If possible, invite a female scientist
from your community to visit your classroom
and discuss opportunities for both girls and
boys in STEM careers.

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 Think Like a Scientist

Construct an
Argument
A wolf and an elephant look very different. But a
wolf, like an elephant, has external and internal
structures that help it survive.

Use sticky notes to label the different internal and

external structures of the wolf. Then follow the
process below.

1. List.
What external structures did you label? What internal structures
did you label?
2. Compare.
Work with a group. Compare your labels. Did you all label the same
structures? Work together until everyone in your group has all the
wolf’s structures labeled. Then compare the wolf’s structures to the
elephant’s structures in the previous lessons.
3. Construct an argument.
Have each person in the group choose one labeled external
structure and one labeled internal structure. Write an explanation
arguing how, as with an elephant, these structures help the animal
grow, survive, behave in certain ways, or reproduce. Use evidence
from the diagram to support your explanation. Also use evidence
from the lessons on an elephant’s internal and external structures.
4. Generalize.
Come back together as a group. Present your arguments for the
structures you labeled. Together, write a summary explaining how
the structures of the wolf and the elephant help them survive.

PE 4-LS1-1. Construct an argument that plants and animals have internal and external structures that
124 function to support survival, growth, behavior, and reproduction.
125
 Think Like a Scientist
Construct an Argument STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support
survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots,
colored petals, heart, stomach, lung, brain, and skin. **Each structure has specific functions within its associated system.]
[Assessment Boundary: Assessment limited to macroscopic structures within plant and animal systems.]
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
SEP Engaging in Argument from Evidence. Construct an argument with evidence, data, and/or a model. (4-LS1-1)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-1)

ENGAGE
Objectives Students will be able to:
• Construct an argument that animals have internal and Introduce the Phenomenon
external structures that function to support survival,
growth, and behavior. Use Video Show students a video of a wolf pack
• Explain how each structure carries out specific functions running or perhaps playing together. Ask: What
within its associated system. do you know about how wolves live and work
• Use evidence and reasoning to support an argument.
together? (Possible answers: Wolves live together in
packs. Wolves work together to find and hunt food.
The pack helps protect wolf cubs.) Next ask: How
Before You Begin would you describe how a wolf looks or acts?
(Possible answers: Wolves have thick fur. They can run
Materials For students: sticky notes very fast. They howl to communicate. A wolf has sharp
eyes, a good nose, and good hearing. It has sharp
Time 20 minutes to introduce the activity; teeth to kill and eat its food.)
15 minutes to list and compare; 30 minutes to
construct an argument; 30 minutes to present Tap Prior Knowledge
and discuss Graffiti Board Remind students that they learned
Teaching Tips Organize the class into groups of about the external and internal structures of an
four students. Direct students to work individually elephant in previous lessons. Write the names of
or with their groups at the appropriate times in the a few structures on a large paper or a whiteboard
activity. As they work, remind students to refer to to get started. Have each student write something
the previous lessons on the internal and external they learned about the function of a structure.
structures of elephants. You may wish to provide Students can add descriptions of new structures.
printed copies of these lessons to make it easier for Students can draw arrows between structures and
students to compare these animals. write a few words about how they interact. (Possible
answers: skin, protection; ears, survival; legs, body
What to Expect Students will construct an
support; feet, sensing vibrations in the ground; eyes,
argument that a wolf, like an elephant, has
taking in light; trunk, detecting odors and breathing;
structures that support its growth, survival, and
stomach, digestion; intestines, digestion; liver, chemical
behavior. Some students may note differences
production; heart, pumping blood; teeth, grinding
between the animals, such as overall size or
food; brain, controlling functions of body; esophagus,
proportion of bone structures. The purpose of this
carrying food to stomach; lungs, taking in air; bones,
activity is for students to conclude and be able
supporting body and protecting organs; muscles,
to articulate that animals differing in appearance
movement)
still have in common basic internal and external
structures that function to support their survival,
growth, and behavior. They should provide evidence
of specific functions these structures carry out to
support survival, growth, and different behaviors.

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 EXPLORE Step 2: Compare.
Make Observations Have students work with their groups to compare

NATURE OF SCIENCE
Have students look at the picture of the wolf. Ask: their labels with the elephant’s structures. Ask: Even
What similarities do you notice between the though the wolf and the elephant have some
wolf and an elephant? (Students may say that both obvious differences in their internal and external
animals have bones, muscles, and internal organs. structures, do you think the basic functions of the
They may point out particular structures that are structures are more different or similar? (Their basic
common to both, such as ears, lungs, intestines, functions are more similar than different.)
and brain.) Ask: What differences do you notice Ask: In what ways did you think like a scientist
between a wolf and an elephant? (Students may as you completed this activity? (Possible answer: I
point out that the wolf is much smaller. They may developed an argument based on evidence to explain

Waves: Waves and Information

notice that the wolf does not have a trunk, has thick that, like an elephant, internal and external structures
fur, and has different bone structure in its legs and

PHYSICAL SCIENCE
of a wolf help it to grow, survive, and reproduce.)
feet.)
Step 3: Construct an argument.

Energy
Read together the introductory text. Point out that
although the wolf and elephant look different, Have students work individually, using reasoning
they both have structures to help them survive. and empirical evidence, to make clearly stated claims
Reinforce that students are to construct arguments about how the internal and external structures
that all animals have internal and external they chose help the wolf survive, grow, behave in
structures that support their survival, growth, and certain ways, or reproduce. Remind students to
behavior. Their arguments should explain how use evidence from the diagram to support their
these structures function and interact with other arguments. They should also use evidence from the

Interdependent
parts of the animal to help it survive. Have students previous lessons about elephants. Ask:

Structure, Function,
read the remainder of the lesson before beginning • Why do you think the wolf and elephant both
the activity. have bones? (They both have bones to support
their bodies and protect their organs.)

LIFE LIFE
EXPLAIN

Relationships
• Why do you think the wolf and elephant both

SCIENCE
Step 1: List. have brains? (Their brains control their bodies’

and Information
functions and behaviors.)

SCIENCE
Have students work individually to label the
internal and external structures of the wolf. • What function do the wolf’s ribs serve? (The

in Ecosystems
wolf’s ribs protect its internal organs.)
Remind students to refer to the lessons on animal
structures as they work.

Processing
LITERACY CONNECTION DIFFERENTIATED INSTRUCTION

Use Precise Language Extra Support

W.4.2.d Use precise language and domain-specific vocabulary
Below-Level Learners Assist students who
to inform about or explain the topic. are struggling to construct their arguments
As students are drafting their arguments by using a think-aloud strategy to model how
Processes that Shape the Earth

about how the internal and external to apply knowledge they gained from the
structures of a wolf help it to survive, lessons on the elephant to the wolf. Discuss
EARTH SCIENCE
Earth’s Systems:

encourage them to use precise language as the images of the two animals. Have students
well as correct terms for the structures and write simple definitions or labels for the
their functions. As an example, share these structures of the wolf. Then help them find
sentences and discuss which one is stronger the corresponding structures in the image
because of its language (the second one): of the elephant. Ask students to identify
1. An elephant’s feet feel sounds. 2. Pads on the function of the structure. Walk students
an elephant’s feet detect underground through the components of the lesson to
sound vibrations. develop their arguments.

Construct an Argument 125b

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 Think Like a Scientist
Construct an Argument (continued)

Step 4: Generalize. to run a machine such as a clock; a system of parts

contained in a habitat such as an aquarium; or a
Have students come back together as a group. Allow
students to present their claims and respond to each system of parts that make up a classroom.
other’s questions. Then have students summarize Extend Thinking About Structures
how the internal and external structures of the That Help Animals Survive
wolf and elephant function in their survival, growth,
and behavior. Think-Pair-Share Say: Although the basic
structures of the wolf and the elephant are similar,
Ask: What can you conclude about the external they also are different in some ways. Ask: What
and internal structures of animals? (I can conclude differences do you notice? How might you explain
that many animals have similar external and internal these differences? Allow students a few minutes to
structures that function in survival, growth, behavior, think about their answers before discussing them
and reproduction.) with partners. After a few minutes, regroup and
have a person from each pair share ideas from their
ELABORATE discussion. (Possible answer: The wolf’s skin is covered
with thick fur, while the elephant hardly has any hair
Teach the Dimensions
on its body and instead has thick skin. This could be
CCC Systems and System Models. A system can be described in terms of
its components and their interactions. (4-LS1-1) because the wolf lives where the weather is colder, so
Remind students of the definition of a system: a set it needs fur to stay warm. Also, the elephant’s legs are
of interacting parts that work together to perform straighter and thicker than the wolf’s to support the
a function. Say: Think about the lessons you have elephant’s weight.)
completed so far. Ask: Sketch-to-Stretch Tell students they have a
• How can a plant be considered a system? chance to “build their own beast.” Instruct them
(Possible answer: A plant is made up of parts, or to think about all the structures they have learned
structures, such as roots, a stem, and leaves. The about, both inside and out, as they have studied
parts each have their own job, and they often work elephants and wolves. Challenge students to create
together to help a plant survive.) an imaginary animal. Say: Your animal can look
• What are some things that pass through the however you want it to. But you must be able to
parts of a plant’s system? (water, nutrients, food) identify at least three internal and three external
structures and explain their functions.
• How can an animal be considered a system?
(Possible answer: An animal is made up of parts, or Tell students they can be creative in deciding how
structures, such as ears, feet, bones, and lungs. The these structures appear and how they function, but
parts each have their own job, and they often work they should relate in some way to their animal’s
together to help the animal survive.) growth, survival, or behavior. Have students make
• What are some things that pass through the posters featuring their animals. They should decide
parts of an animal’s system? (water, food, air) how to represent internal structures. Also tell them
to include labels and callouts for their identified
Lead students to identify examples of other systems structures. Invite students to share their posters.
they may know something about. First share the Then display the posters around the room.
example of the skeletal system in the human body.
As a class, discuss ways in which the body’s bones
work together to help it move. Then assign students
to work with partners to identify another example
of a system. If students need help getting started,
suggest these examples: a system of parts that help

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 EVALUATE
Check to make sure students have recorded their

NATURE OF SCIENCE
observations and arguments in their science
notebooks. Then, present students with the
following questions, and have them answer the
questions in their science notebooks.

Wrap It Up!
1. IDENTIFY What type of structures can
you see in the wolf’s foreleg? (I can see
bones of various sizes and shapes in the

Waves: Waves and Information

wolf’s foreleg.)

PHYSICAL SCIENCE
2. INFER Which structures that an elephant
has are not pictured in the photograph

Energy
of the wolf, but you can infer a wolf
also has? (A wolf probably also has teeth, a
pelvis, skull, esophagus, and liver, just as an
elephant does.)

3. INFER If the wolf’s pelvis were pictured,

where would it be? (The wolf’s pelvis would

Interdependent
be at the top of its hind legs, under the muscle

Structure, Function,
shown.) CCC Systems and System Models

Rubrics

LIFE LIFE
Relationships
Have students evaluate their work using the rubric

SCIENCE
in the Science Notebook Companion. Use students’

and Information
SCIENCE
completed rubrics and the teacher rubric
provided for this activity to guide your assessment

in Ecosystems
of their work.

Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Construct an Argument 125d

125a-125d_NATG15656_G4U3_TLAS2_L.indd 4 14/05/18 1:56 PM

Animal Senses
The clouded leopard is a fierce cat that lives in the forests
of Southeast Asia. It uses its senses to learn about its
surroundings. Each sense receptor responds to a particular
kind of information and sends signals to the brain. The brain
processes those signals so they have meaning for the cat.

The clouded leopard uses its keen sense of hearing

to learn when its predators and prey are nearby.
For example, the sounds of a ground squirrel’s
movements travel through the air as vibrations.
When those vibrations enter the cat’s ears,
sound receptors send signals to the cat’s
brain. The brain interprets those signals as
the noises made by a ground squirrel. The
cat uses that perception and its memories
of hunting other animals to catch the
ground squirrel. Read the captions to find
out how the clouded leopard’s other senses
aid it in processing information.

DCI LS1.D : Information Processing. Different sense receptors are specialized for particular kinds
of information, which may be then processed by the animal’s brain. Animals are able to use their
perceptions and memories to guide their actions. (4-LS1-2)
CCC Systems and System Models. A system can be described in terms of its components and their
126 interactions. (4-LS1-2)
Hearing Sound Sight Light
receptors in the ear receptors in the
respond to vibrations clouded leopard’s
in the air, causing eyes respond to light
signals to travel to and send signals to
the brain. The brain the brain. The brain
perceives them as then processes those
different sounds. signals, letting the
clouded leopard know
what it is seeing.
Smell Smell
receptors in the cat’s
nose are sensitive to
chemicals in the air.
Those receptors send
signals to the brain,
which interprets them
as different odors.

Touch When
the clouded leopard’s
whiskers brush against
an object, touch
receptors send signals
to its brain, which
processes them. This
lets the cat know
that its whiskers are
touching something.
Taste Taste buds on the clouded
leopard’s tongue respond to
chemicals in food, sending signals to
the brain. The brain interprets those
signals as different flavors.

Wrap It Up!
1. Identify What senses does a clouded
leopard use to know what is in its
environment?
2. Relate How is a clouded leopard’s brain
related to its senses?
127
 Animal Senses
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.D: Information Processing. Different sense receptors are specialized for particular kinds of information, which may
be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-2)

• Which parts of your body relate to your

Objective Students will be able to:
senses? (The eyes see, ears hear, the nose smells,
• Describe how animals use sense receptors, process
information, and use perceptions and memories to guide skin feels, and the mouth tastes.)
their actions.
Encourage students to connect what they learned
about an elephant’s structures to the function of
ENGAGE sensing their environment. Ask: Which parts of an
elephant’s body relate to its senses? (trunk, skin,
Introduce the Phenomenon feet, ears, eyes, mouth)
Use Photography Show students a photo of a
cecropia moth that features its unusual antennae. Say: EXPLORE
This insect is called a cecropia moth. Ask: Think About Animal Senses
• What unusual structures does this moth have? Have students look at the photo of the clouded
(Possible answers: Its antennae are very big. Its leopard. Ask: What do you think is happening
feelers are very brushy.) in this picture? Which senses do you think the
• What do you think the function of these clouded leopard is mainly using? Have students
structures might be? (Students may say the share their answers. (Students may say that the
structures are used to feel or to smell.) clouded leopard is about to attack its prey. Some
students may say that the clouded leopard is mostly
Tap Prior Knowledge using its sight, hearing, and smell in this moment.)
Ask questions to help students draw on what they
know about senses: Point out the term sense receptor in the third
sentence of the lesson. Explain that the function of
• What senses can you name? (Possible answers: a sense receptor is to respond to a specific kind of
sight/seeing; hearing/sound; smelling/scent; information, such as a sound or a scent.
feeling/touching; tasting)
• What is the job of your senses? (Possible Four-Square Diagram Have students make a full-
answer: My senses tell me what is happening page four-square diagram in their science notebooks
around me.) and add to it throughout the lesson.

Science Background One of his most notable experiments showed

that honeybees are able to see colors and
Charles Henry Turner, Zoologist can recognize patterns of color. In fact, Turner
Charles Henry Turner (1867–1923) was the first was able to train bees to fly to specific targets.
African American to receive a Ph.D. in zoology Dr. Turner was also the first person to discover
from the University of Chicago. Dr. Turner insects not only hear sound but can distinguish
became famous for his research in animal different sounds and change their behavior
behavior, specifically the ability of animals based on what they hear. Amazingly, Turner
to learn and to change their behavior based conducted much of his research on the campus
on previous experience. Most of Turner’s of Sumner High School in St. Louis, Missouri,
research focused on insect behavior. where he spent most of his career as a teacher.

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 Set a Purpose and Read Video
Focus Question Use this question to focus

NATURE OF SCIENCE
students and guide their reading: How do animals Have students select “Living Things:
process and use information from their senses? Have Information Processing” from the Resources
students read the lesson. menu. In this video, National Geographic
Explorer Shivani Bhalla explains how various
EXPLAIN animals use their senses to gather information
Describe Animal Senses about their surroundings.

After students have read the lesson, lead a Time 10 minutes

discussion to answer the Focus Question. Ask: Teaching Tips Help students connect the
video to the core content of the lesson by

Waves: Waves and Information

• How do sense receptors help the clouded
leopard? (Sense receptors help the clouded asking: How might the eyes of an animal

PHYSICAL SCIENCE
leopard learn about its surroundings.) that is active at night differ from your eyes?
(Animals that must be able to see in the dark
• Explain that most animals have sense receptors

Energy
often have larger eyes or eyes that are sensitive
that allow them to see, hear, smell, taste, and
to lower levels of light.) Say: Describe an animal
touch. Ask: What are taste receptors called?
featured in the video that uses its sense of
(taste buds)
smell in a way that is different from the way
• How are signals from sense receptors given a clouded leopard uses its sense of smell.
meaning? (They are processed in the brain.) (Possible answer: A clouded leopard’s smell
• What happens when sound vibrations enter receptors are in its nose, but a snake has smell
the clouded leopard’s ears? (The leopard’s receptors on its tongue. A bee’s smell receptors

Interdependent
are in its antennae.) Allow time for partners

Structure, Function,
sound receptors send signals to its brain.)
to describe which animal they found most
• How does the clouded leopard use its sense
interesting and why.
of smell to learn that a ground squirrel is
nearby? (Scent receptors in the leopard’s nose What to Expect Students will learn that

LIFE LIFE
Relationships
respond to chemicals in the air and send signals different animals use their body structures to

SCIENCE
to the brain. The brain processes these signals as sense and understand the world around them.

and Information
the odor of a ground squirrel.)

SCIENCE
• How can a clouded leopard’s memory be

in Ecosystems
useful when hunting a ground squirrel? Teach the Dimensions
(Possible answer: If a clouded leopard remembers CCC Systems and System Models. A system can be described in
terms of its components and their interactions. (4-LS1-2)
how fast a ground squirrel runs or where it is
Jigsaw Puzzle Help students explore the idea

Processing
likely to run for safety, it could become better at
that sensory information and an animal’s behavior
catching this prey.)
interact. Divide the class into five groups, and
assign each group one of the leopard’s senses.
Number the students within each group. Have
the groups discuss how information from their
assigned sense might influence the leopard’s
behavior. Once the groups have completed their
Processes that Shape the Earth

discussion, regroup students based on their

numbers. Provide a specific scenario, such as a
EARTH SCIENCE
Earth’s Systems:

forest fire, rival, or prey proximity. Ask the groups

to discuss how the leopard might use all the
sensory information it can gather to respond to
the situation.

Animal Senses 127b

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 Animal Senses (continued)

Virtual Lab Featured Photo

Have students carry out the virtual lab, Have students view the “Clouded Leopard”
“Mealworm Behavior,” located in the Resources photo within the Life Science Gallery and read
menu. Students will explore how a mealworm the caption. Have students refer to information
behaves in response to changes that it senses in in the caption and in the lesson to discuss how
its environment. Students choose various ways this leopard would rely on its senses to move
to stimulate a mealworm’s sense receptors and through its environment and hunt for food.
predict its response to each stimulus. Students Then have students write a paragraph that
are challenged to use what they observe about summarizes what makes the clouded leopard a
mealworm behavior to guide a mealworm good nighttime hunter.
through a maze by manipulating its responses to
various stimuli.
Time 25 minutes ELABORATE
Teaching Tips Be sure students recognize Investigate Further
that a mealworm is an animal. Then help Revisit the Phenomenon Have students research
students connect the simulation to the to learn how a cecropia moth uses its antennae.
core content of the lesson by asking: How Interested students may also enjoy researching to
can a mealworm sense changes in its learn more about the work of zoologist Charles
environment? (Possible answer: A mealworm Henry Turner (see Science Background note).
can use its sense of hearing, sight, smell, touch,
and taste.) Literacy Through Science
Research and Write
What to Expect Students will predict how
RI.4.7 Interpret information presented visually, orally, or quantitatively
a mealworm will respond to several specific (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
stimuli. Students will run the simulation and elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
observe the outcome. Students then try to SI.4.2 Paraphrase portions of a text read aloud or information presented in
identify the sense the mealworm used to diverse media and formats, including visually, quantitatively, and orally.
determine its response. Pair students or form small groups. Plan a
short research project that builds on students’

ENVIRONMENTAL SCIENCE Explain that clouded leopard numbers are

CONNECTION falling because the big cats are losing habitat.
People are clearing forests to harvest timber
Clouded Leopards Need Trees and to make way for farming operations. Ask:
Help students build on the content of this Do you think the clouded leopard could
and previous lessons. Explain to them that survive just as well in an area without trees?
the clouded leopard spends most of its time Why or why not? (Possible answer: No, because
climbing among trees in the forests where it it is built for climbing trees and hunting from the
lives in Southeast Asia. Its external structures trees. It may have trouble finding and catching
reflect its lifestyle. It has an extra-long tail for prey if it does not have trees to climb.) Guide
maintaining balance, extra-wide paws and students to recognize that the structures an
sharp claws for gripping, short but powerful animal depends on to survive may not help it
legs, and the ability to turn its rear paws if its environment changes too drastically.
backward to climb down trees headfirst.
It can even hang upside down. It also has
sharp eyes that allow it to see prey below.

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 experiences with the lesson phenomenon of to bring in games from home that use buzzers,
moths and the background information about sounds, or other sensory signals. Students might

NATURE OF SCIENCE
Charles Henry Turner. share games that represent their culture in some way.
Allow time for each group to share its game with the
Assign an insect to pairs or groups. Distribute class and play one round of it, if possible.
printouts of insect facts found online or have
students view webpages that feature insect facts, EVALUATE
such as National Geographic Kids. Try open book
sources, such as Open Library, for insect books Have students record their answers to the Wrap It
available electronically. Have students use the Up questions in their science notebooks.
resources to identify one or more ways insects
use their senses. Gather students together for a Wrap It Up!

Waves: Waves and Information

sharing session and model productive discussion
with questions and answers. Pairs can prepare 1. IDENTIFY What senses does a clouded

PHYSICAL SCIENCE
one or two questions and answers to pose to leopard use to know what is in its
their classmates. Ask students to tag the source environment? (A clouded leopard uses

Energy
of their questions and answers. hearing, sight, smell, touch, and taste.) CCC Systems
and System Models

Help students make comparisons and describe

2. RELATE How is a clouded leopard’s
patterns. Ask: What information was similar
brain related to its senses? (The clouded
across a number of insects? Students might
leopard’s brain processes signals from sense
point out similarities in how insects use their
receptors and gives them meaning.)
antennae, eyes, or wings.
DIGITAL WRAP-UP Have students complete

Interdependent
You might extend the activity to include building
the interactive bonus assessment found in the

Structure, Function,
models of one or more insects. Create a display
Interactive E-book.
that can be viewed by families and other
classrooms and ask students to play the roles of

LIFE LIFE
gallery guides, explaining their models.

Relationships
Play Games

SCIENCE
and Information
Have small groups of students work together to think

SCIENCE
of games they play that focus on the use of their

in Ecosystems
senses, such as “I Spy” or “Telephone.” Invite students

ELL SUPPORT

Processing
DIFFERENTIATED INSTRUCTION
Starting As students take part in discussions
Extra Support during EXPLAIN and ELABORATE, encourage
Students with Disabilities To help a them to offer their own opinions and to use
student who is visually impaired, pair the basic phrases such as “I think” to express
student with a partner who can read the their ideas.
captions aloud, and provide them with a Developing As students take part in
Processes that Shape the Earth

reasonably detailed stuffed animal of a large discussions during EXPLAIN and ELABORATE,
cat. Have partners take turns going first. One
EARTH SCIENCE

encourage them to use phrases such as

Earth’s Systems:

student may locate a sense organ on the “That’s a good idea. However . . .” to express
model cat, and the other read the caption differing opinions.
that describes how that organ functions. If
the student points out a part of the cat that is Bridging As students take part in
not one of the sense organs in the lesson, the discussions during EXPLAIN and ELABORATE,
two students can collaborate on a description encourage them to build on the opinions
of what that part of the animal might be able expressed by others using phrases such as
to sense. “I agree with you. I also think . . .”

Animal Senses 127d

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Light and Sight
How does a clouded leopard see a ground squirrel? First, sunlight
reflects from, or bounces off, the squirrel. The reflected light travels
through the air. When the light enters the cat’s eye, it hits light
receptors at the back of the eyeball. Those receptors send signals to
the brain. The brain processes the signals, so the clouded leopard
understands that it is seeing a ground squirrel.

DCI PS4.B : Electromagnetic Radiation. An object can be seen when light reflected from its surface
enters the eyes. (4-PS4-2)
DCI LS1.D : Information Processing. Different sense receptors are specialized for particular kinds
of information, which may be then processed by the animal’s brain. Animals are able to use their
128 perceptions and memories to guide their actions. (4-LS1-2)
 Trace the path of light from the sun to the leopard’s eyes. The leopard’s brain
interprets signals from its eyes. Then the cat can pounce on its prey.

Wrap It Up!
Clouded leopards have good eyesight. 1. Define What does the word reflect mean?
Their forward-facing eyes allow them
2. Explain How does light from the sun
to judge distances as they climb trees
allow an animal to see?
and hunt prey.
3. Infer Clouded leopards often hunt at
night. How do you think they are able to
see objects at night?
129
 Light and Sight
NEXT GENERATION SCIENCE STANDARDS
DCI PS4.B: Electromagnetic Radiation. An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
DCI LS1.D: Information Processing. Different sense receptors are specialized for particular kinds of information, which may
be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified. (4-PS4-2)

Objectives Students will be able to:

Tap Prior Knowledge
• Describe how an object can be seen when light reflects off Have students recall what they learned in the
its surface. previous lesson. Ask: What do you know about
• Explain that sight is a process by which receptors in the eye
detect light and send signals to the brain. sense receptors in the leopard’s eyes? (They
Science Vocabulary
respond to light and signal the brain to help the
reflects
leopard make sense of what it sees.)

Think-Pair-Share Ask: How does light allow you

to see? Allow students a few minutes to think of ideas
ENGAGE and then have them discuss them in pairs. Regroup as
Introduce the Phenomenon a class and invite pairs to share their ideas. Note any
Use Photography Show students four to six preconceptions students have about sources of light,
photos that feature a variety of animal eyes (e.g., how light travels, and how their sense of sight operates.
owl, spider, fly, lizard, snake, lemur, shrimp). Ask:
EXPLORE
• What do all of these structures have in
common? (They are all different types of eyes. Think About Light and Sight
They are used for sight.) Have students look at the photo. Say: This photo
• How are they different? (Possible answers: They gives us a close-up view of a clouded leopard’s
are different shapes, sizes, and colors. They have eyes. Ask: What do you see when you look closely
different parts in the center.) at the leopard’s eyes? (patterns of dots or spots)
Next ask: What causes them? (Students will likely say
• How do your eyes compare to these animal
this is a pattern of light. They may not recognize it is
eyes? (Possible answers: I have only two eyes. My
reflected light. They may think it is shining from within
eyes are round in shape.)
the leopard’s eyes.)

SCIENCE BACKGROUND The object does not produce its own light.
Rather, light from a different source strikes
Preconceptions About Sight an object’s surface and reflects off the object
In Grade 1, students developed the to enter the eye. The object is seen because
understanding that people require light to see. it is illuminated. A few objects, such as the
However, students may have preconceptions sun, a candle, and a light bulb, do produce
about the relationship between light and their own light and can be seen as a result.
sight. For example, students may think it is These objects are called luminous objects.
their own eyes that give off the light required The concept of reflected light may be missing
for an object to be seen. This explanation is from students’ mental models of how sight
inaccurate. Or they may think that the source works. This lesson and the two lessons
of light is the object itself, and that light that follow will help students correct this
shining into their eyes is what enables them preconception.
to see. This explanation is incomplete. While
sight is made possible when light from an
object enters the eye, in most cases that light
is being reflected off the object.

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 Read aloud the vocabulary word reflect and its ELABORATE
definition. Say: Light travels in a straight line until Extend Thinking About Light and Sight

NATURE OF SCIENCE
it strikes an object. If the object reflects the light,
the light bounces off the object and travels in a Quick Hands-On Display objects that have
different direction. Tell students they will learn how reflective surfaces (e.g., aluminum foil, glass bowl,
reflected light is important to sight in this lesson. polyester film, mirror) and dull surfaces (e.g.,
cardboard, construction paper, sponge). Allow
Four-Square Diagram Have students make partners to shine a flashlight on these objects or
a full-page four-square diagram in their science hold them under a lamp and observe how light
notebooks and add to it throughout the lesson. reflects off them. Discuss students’ observations of
how light reflects off these surfaces.
Set a Purpose and Read

Waves: Waves and Information

Focus Question Use this question to focus EVALUATE
students and guide their reading: How does an

PHYSICAL SCIENCE
Have students record their answers to the Wrap It
animal see an object? Have students read the lesson.
Up questions in their science notebooks.

Energy
EXPLAIN
Wrap It Up!
Describe Light and Sight
After students have read the lesson, ask: What is 1. DEFINE What does the word reflect
required for your eye to see an object? (light) Next mean? (Reflect means “to bounce off.”)
say: Use the word reflect to describe how a clouded
2. EXPLAIN How does light from the sun
leopard sees a ground squirrel. (Sunlight reflects off
allow an animal to see? (The light reflects
the squirrel and enters the leopard’s eyes. Sense receptors

Interdependent
off objects into the animal’s eyes. The light
signal the brain, which tells the leopard what it sees.)

Structure, Function,
receptors at the back of the animal’s eyeball
Have students trace the path of light in the send signals to the brain, which the brain
illustration. Point to where light bounces off an processes and interprets.) CCC Cause and Effect
object and changes direction (ground squirrel). Ask:

LIFE LIFE
Relationships
3. INFER Clouded leopards often hunt at
• What word means “to bounce off”? (reflect)

SCIENCE
night. How do you think they are able
• How does reflected light get to the leopard’s to see objects at night? (Clouded leopards’

and Information
SCIENCE
eyes? (It travels through the air.) eyes make efficient use of available light, even
when there is very little light. They cannot see

in Ecosystems
• What is at the back of a clouded leopard’s
eyeballs? (light receptors) in absolute darkness.)
• How is the brain involved in sight? (The

Processing
clouded leopard’s brain processes signals from
the light receptors to make sense of what is seen.)
• How do a clouded leopard’s forward-facing LITERACY CONNECTION
eyes help it to hunt? (They allow the leopard to
judge distances to attack prey with precision.) Interpret Information Presented Visually
RI.4.7 Interpret information presented visually, orally, or
Teach the Dimensions quantitatively (e.g., in charts, graphs, diagrams, time lines,
Processes that Shape the Earth

CCC Cause and Effect. Cause and effect relationships are routinely animations, or interactive elements on Web pages) and explain
identified. (4-PS4-2) how the information contributes to an understanding of the text
in which it appears.
EARTH SCIENCE

Explain to students that an effect is something that

Earth’s Systems:

Guide students in interpreting information

happens, and a cause is the reason for the effect,
presented visually and in explaining
or why something happens. Say: We see light that
how the illustration contributes to their
reflects off objects. What is the cause for light
understanding of the text about animal
entering our eyes? (It reflects off the object.) What
sight. For example, as you move through
is the effect? (Our eyes’ receptors send signals to the
the EXPLAIN section, have students point to
brain, which tells us what we see.)
related elements of the illustration as they
give their answers.

Light and Sight 129b

129a-129b_NATG15656_G4U3_L7_L.indd 2 14/05/18 2:26 PM

 Investigate

How We See
? How can you model the idea that
light allows objects to be seen?

Most objects do not give off their own light.

You can only see such objects when light from
another source bounces off of them and
enters your eyes. Buildings are full of lamps
and other light sources that enable us to see
objects in spaces that sunlight does not reach.
In this activity, you will explore how you see
objects using a light source.

Materials
flashlight classroom objects shoebox

PE 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows
130 objects to be seen.
1 Your teacher will
give your group a
shoebox with an object
inside it. Then your
teacher will turn out the
lights in the room.

2 Open the shoebox.

Shine a flashlight on the
object in the box. Look
at the object in
the box. Then turn on
the lights in the room.

3 Draw a model that shows how 4 Explain how you could revise
light reflecting from the object and your model so that you do not need
entering your eye allows you to see to open the lid of the box to view
the object. Write captions that explain the objects.
how light allows the object to be seen.

Explore on Your Own

How could you use a flashlight and a
mirror to reflect light in order to view
an object in the dark? Plan and carry
out your own investigation. Record Wrap It Up!
your observations. Compare the results
of your investigations. 1. Explain Use information from your model
to explain how light from the flashlight
reached your eye.
2. Apply Is it possible to see an object when
there is no light? Why or why not? What
about when you close your eyes?
131
 Investigate How We See STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
(4-PS4-2) [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular
mechanisms of vision, or how the retina works.]
DCI PS4.B: Electromagnetic Radiation. An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
SEP Developing and Using Models. Develop a model to describe phenomena. (4-PS4-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified. (4-PS4-2)

Objectives Students will be able to: What to Expect Students will observe that light
• Develop a model to describe that light reflecting from
objects and entering the eye allows objects to be seen. is needed to see the object and more light enables
• Explain the cause and effect relationship between light them to see greater detail. Their models should
reflection and vision. show that light from the flashlight bounced off the
• Explain that some components of light are reflected when object in the box and traveled into their eye. Light
it strikes a surface.
must be present for objects to be seen because
light receptors in the eye respond to light and send
information to the brain, which then interprets what
Before You Begin is being seen.
Explore on Your Own Students can make a plan
Materials For students: shoebox; classroom to answer the question in Explore on Your Own.
objects (ruler, scissors, glue, pencil, marker, eraser); You may wish to provide students with a copy
flashlight; Explore on Your Own: mirror of the Investigation Checklist to help them plan
Time 40 minutes (add 20 minutes for Explore on their investigations. Review students’ plans before
Your Own) allowing them to carry out their investigations. Make
sure students know not to reflect light from the
Advance Preparation Prepare a shoebox with mirror directly into their eyes. Students will observe
a classroom object in it for each group of four that reflecting light off a mirror can change the path
students. Ideally, the classroom will be dark of the light so that it shines on an object. Light then
enough with the lights off so that the object is reflects off the object and enters their eyes.
difficult to see. If your classroom has windows, you
may want to cover them for this activity. Consider
reviewing information in the Tables and Graphs
pages to help students understand how they will
be organizing data. ENGAGE
Safety Note Remind students not to shine the Introduce the Phenomenon
flashlight directly in the eyes, nor to reflect light Use Photography Show students a photo of
from a mirror directly in the eyes. Review the an animal’s eyes glowing at night, such as those
Science Safety pages with students. of a domestic cat or a raccoon. Ask: Are this
Teaching Tips Instruct students not to pick up animal’s eyes giving off light or is something
the shoeboxes once you have placed them on their else happening? (Students will likely recognize that
desks so that they cannot gather information about light is striking the animal’s eyes. Light is not shining
the object from its weight. Suggest that students from the animal’s eyes.) Ask students to share any
take turns holding the flashlight and looking in the other examples they might know of animals whose
box. If the room is not dark enough for the object eyes seem to glow at night. Say: There is not a lot
to remain mostly unseen without the flashlight, of light at night. Ask: How might this big cat’s
instruct students to leave the lid of the shoebox on. glowing eyes relate to its ability to see at night?
Tell students to lift the lid slightly and notice that (Possible answer: The structure of its eyes allows them
the object is difficult to see. Then, instruct them to to take in whatever light is available so that it can see
shine the flashlight under the slightly lifted lid and more easily in the dark.)
observe the object.

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 Tap Prior Knowledge The models that students create in Step 3 should
be similar to the picture of light entering the
Have students recall what they learned about a

NATURE OF SCIENCE
clouded leopard’s eyes in the previous lesson.
clouded leopard’s sight. Ask:
Students should identify the following: light source,
• How do leopards see? In what ways do object, path that light follows, and eye. Encourage
you think a human’s sight is like a clouded students to write captions that explain what they
leopard’s sight? (Possible answer: Both need know about how the brain is involved in sight.
light to see. The light is reflected off objects into
humans’ eyes, just as it is reflected off the eyes of In Step 4, students may come up with different
the clouded leopard.) plans to modify their models. They might cut a
hole in one side of the box and another hole in
• Why do you think it is hard to see an
an adjacent side of the box. Students could shine
object at night? (Our eyes need light to send

Waves: Waves and Information

a flashlight through one side of the box and look
information to the brain and there is not much
through the other hole to view the object inside

PHYSICAL SCIENCE
light at night.)
the box. They would not need to lift the lid to view
• What do you do to make it easier to see the object. This improved model could be used in

Energy
at night? (turn on the light, light a fire, turn on a room that is not easily darkened. Have students
a flashlight) make revisions and test their models.
• Are human eyes able to adjust to limited
light at night? (Possible answer: Yes, the longer EXPLAIN
you stay in a dark room, the better your eyes Share and Explain Findings
adjust, and the more details you begin to see.)
Have students share their observations and
conclusions with other groups. To help students

Interdependent
EXPLORE
interpret their observations, ask: How were your

Structure, Function,
Carry Out the Investigation observations different with and without the light
Guide students through the investigation. Read from the flashlight? (Students may say that with the
the pages of the lesson together. Have students light from the flashlight they were able to see more

LIFE LIFE
details about the object.) Next ask: How does the

Relationships
make a table like the one below in their science
light that you shine on an object make it back to

SCIENCE
notebooks or use the one provided in the Science
Notebook Companion. your eyes? (The light reflects off the object.)

and Information
SCIENCE
How Light Allows Objects to Be Seen

in Ecosystems
Observations
Without light LITERACY CONNECTION

Processing
With light Describe Structure
RI.4.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
As the class completes Step 1, remind students that
the objective of the activity is to create a model Preview the text. Explain to students that
that shows how light allows objects to be seen. this a procedural or “how to” text. Say: This
text is like a recipe. It has a list of materials
Processes that Shape the Earth

In Step 2, have students record their observations you will need. It also has numbered steps
of what they can see without light. Ask: Without that are to be completed in order. Each
EARTH SCIENCE
Earth’s Systems:

light, can you tell what the object is? How much step tells you what to do. Ask: Why would
detail can you see? What can you tell about the it be important to do the steps in the
object’s size and color? As students complete right order? (The investigation might not
Step 2, have them record their observations of work otherwise.) If possible, offer students
what they can see with light. Ask: What details do opportunities to look at other examples of
you see now? Is the object the size and color you procedural texts, such as recipes, assembly
thought it was? instructions, and quick-start guides
for electronics.

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 Investigate: How We See (continued)

Say: You may have been able to see something information, to allow them to see the object as long as
about the object before you turned on the they are looking at it. Ask: What would happen to the
flashlight. Explain. (Students may say they were able cause-effect chain if you moved around the object?
to see a little bit because the room had some light in it, (The sensory information would change as you moved,
even without the flashlight.) the brain would process the changing information, and
you would be able to see other parts of the object.)
Ask: What might have happened if you blocked
the flashlight with your hand? (The light would not Encourage students to link the concept of cause and
fall directly on the object, so fewer details would have effect to other disciplines of science. For example,
been visible.) How might your results differ if your in earth science, students could explain how the
flashlight bulb was new? (The brighter light would moon shines brightly at night by reflecting light
make more details visible.) from the sun into our eyes. Ask: How does your new
understanding help you to explain why the shape
Ask: How would your observations have been of the moon changes during the course of a month?
different if you had turned on the flashlight but (The amount of sunlight that is hitting the moon changes
pointed it at the ceiling and not directly at the because Earth moves between the sun and moon. When
object in the box? Explain. (Students might say that the amount of light changes, the amount of light that is
they probably still would have been able to observe more reflected back to Earth changes. We can only see the part
than they were able to observe without the flashlight on of the moon that the sun is shining on.)
at all, but not as much as when it was shone directly on
the object because less light would be focused on the Extend Thinking About How We See
object, which means less light would be bouncing off it.) Ask questions to extend student thinking:
• How are we able to see the moon at night?
ELABORATE
(Light from the sun reflects off the surface of
Teach the Dimensions the moon.)
CCC Cause and Effect. Cause and effect relationships are routinely
identified. (4-PS4-2) • How are materials that are good at reflecting
Discuss with students the cause-effect chain of light used to keep us safe? Think about
events that occurs when light reflects off an object reflectors on a bike or on a sign. (Possible
and is perceived by the brain. Point out that the answer: Reflective materials can help people to see
sensory information is continuously being sent to the objects in dark places or when it is nighttime.)
brain, and the brain is continuously processing the

ELL SUPPORT Developing Have partners take turns

reading a sentence Step 3. Provide sentence
Starting Have students listen as you read frames to check for understanding:
aloud the directions for Step 3. Ask questions to
confirm understanding, such as: I will (draw) a model. My model will show that
light (reflects) off an object. It will show that
What are you going to do in this step? (draw light (enters) my eye.
a model)
Will your model show that light reflects off the Bridging Have students discuss their ideas
object or your eye? (the object) for Step 4 with a partner. Their partner
should then restate the main idea their
Will your model show that light enters the partner shared.
object or your eye? (my eye)
What will you add last? (a caption)

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 Explore on Your Own As students explore EVALUATE
on their own, they should recognize that light Have students record their answers to the Wrap It

NATURE OF SCIENCE
reflects off a mirror’s surface and that this changes Up questions in their science notebooks.
the path of the light. They should draw on their
understanding of the relationship between light
Wrap It Up!
reflection and visibility of objects to model the
effect of changing the path of the light in order to 1. EXPLAIN Use information from your
view an object placed in a darkened location. model to explain how light from the
Have students compare this investigation with flashlight reached your eye. (The light
the one they conducted on their own. Ask: How from the flashlight bounced off the object
were the investigations similar? (Both involved and traveled into my eye.)

Waves: Waves and Information

using a light source to direct light along a path so 2. APPLY Is it possible to see an object
that it would reflect off an object and into the eye.)

PHYSICAL SCIENCE
when there is no light? Why or why not?
How were they different? (Using a mirror changed What about when you close your eyes?
the path of the light. It allowed me to shine light on (No, unless the object gives off its own light.

Energy
an object another way, rather than directly from a If there is no light, the brain does not have
flashlight.) You can extend this investigation by any information to interpret. When my eyes
challenging students to use one or more mirrors to are closed, the path of light is blocked and I
shine light on an object placed around a corner. cannot see the object.)
Revisit the Phenomenon Have students
research reasons why the big cat’s eyes seem to
Rubrics
glow at night. Students can do an Internet search

Interdependent
for eyeshine. They will discover that nocturnal Have students evaluate their work using the

Structure, Function,
animals often have a special membrane called the rubric in the Science Notebook Companion. Use
tapetum lucidum that reflects maximum amounts students’ completed rubrics and the teacher
of light to allow the animal to see in the dark. rubric provided for this activity to guide your

LIFE LIFE
Encourage students to collect photos of various assessment of their work.

Relationships
animals that exhibit eyeshine in different colors.

SCIENCE
and Information
SCIENCE
in Ecosystems
MATH CONNECTION

Processing
Draw Rays
4.G.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in
two-dimensional figures. (4-PS4-2)
As you prepare students to draw their models
in Step 3 and in the Explore on Your Own
activity, use mathematical terms for the parts
of their diagrams and encourage them to do
Processes that Shape the Earth

the same. For example, light traveling from

the light source to the object can be drawn
EARTH SCIENCE
Earth’s Systems:

as a ray, as can the light from the object to

the eyes of the viewer. Ask: Why are we using DIFFERENTIATED INSTRUCTION
rays in the model instead of lines or line
segments? (Rays indicate the direction of the Extra Support
light. A line segment would not show movement Below-Level Learners Allow extra time
or direction. A line would also show light for students who may not have had many
traveling from the viewer and the object to the opportunities to experiment with flashlights
light source, which would be incorrect.) to complete the investigation.

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 Think Like a Scientist

Use a Model
A beach mouse uses its senses to survive in the grassy
sand dunes of Florida. It digs burrows into the sand. It uses
the burrows to keep safe, raise young, and store seeds for
food. The mice look for food mainly at night. The eastern
diamondback rattlesnake preys on beach mice and other
small animals. Imagine that this mouse has just come out of
its burrow. It is late at night, and it is very dark. Suddenly, an
eastern diamondback rattlesnake notices the mouse!

1. Make a model.
Design a model that shows how the mouse and the snake might
receive information through several of their senses as they search
for food. Include how the mouse and snake might process and
respond to the information. Think about how some information
might be stored as memories.

2. Discuss your model.

Work with a partner. Use your models to talk about how the mouse
and snake might receive, process, and react to information.

3. Revise your model.

Do research to find out how the mouse and snake gather
information from the environment. Then revise your model to
show what information the mouse and the snake receive and
process.

4. Share your model.

Meet with another pair of students. Discuss how the models you
made are the same and different. Take turns using your model to
explain how the snake and the mouse shown in this scene would
respond based on information from their senses.

PE 4-LS1-2. Use a model to describe that animals receive different types of information through their
132 senses, process the information in their brain, and respond to the information in different ways.
The beach mouse
spends little time
outside its burrow
during daylight hours.

The eastern diamondback rattlesnake preys on rats, mice, squirrels, and birds.

133
 Think Like a Scientist
Use a Model STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the
information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of
information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls
information or the mechanisms of how sensory receptors function.]
DCI LS1.D: Information Processing. Different sense receptors are specialized for particular kinds of information, which may be
then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
SEP Developing and Using Models. Use a model to test interactions concerning the functioning of a natural system. (4-LS1-2)
CCC Systems and System Models. A system can be described in terms of its components and their interactions. (4-LS1-2)

Without warning, this student will release the ruler.

Objectives Students will be able to:
The other student should close his or her fingers
• Explain how components of the sensory system interact
to provide the organism with information about its as quickly as possible in an effort to grab and catch
environment. the ruler. Students can note how many inches the
• Use a model to describe how animals receive, process, and ruler fell by observing where the student grasped
respond to information.
• Explain how sensory information affects interactions the ruler. Have partners switch and repeat the test.
between organisms. Query students to find the range of reaction times.
Note that not everybody had the same reaction time.

Tap Prior Knowledge

Before You Begin Remind students they have been learning about
how animals use their senses to collect information,
Materials For students: science notebook, pencil respond to it, and store it as memory to guide future
actions. They have also investigated how sight works.
Time 40 minutes
Help students apply this knowledge to the activity
Teaching Tips Remind students that animals have they just completed. Ask:
senses through which they receive different types • What is the general sequence of events that
of information. Encourage students to consider all has to happen for the ruler to be stopped?
the different senses. After students have developed (Possible answer: The person has to see that the ruler
models individually, put students in pairs. is falling, then his or her brain has to tell the hand to
What to Expect Students will use models to catch it, then the hand has to move to catch it.)
describe how animals receive, process, and respond • Would you say your reaction, or your ability to
to different types of information. Some students process information and respond, was fast or
may need to refer to the lesson Animal Senses. The slow? (fast)
purpose of this lesson is to apply and integrate the
information learned in previous lessons. • What might affect how fast you reacted? (how
soon you saw the ruler drop, how quickly your
brain realized it dropped, how quickly your
brain told the hand to close, or how quickly the
hand responds)
ENGAGE • When might it be helpful for you to react
Introduce the Phenomenon quickly? (Answers will vary. Possible answer: when
reacting to something dangerous or painful, such as
Quick Hands-On Pair students and give each pair
touching a hot flame or stepping on a sharp stone)
a ruler. Give students the following instructions for
the activity: One student sits beside the desk with • When might it be helpful for an animal to react
one arm stretched out on the table so his or her quickly? (when it is in danger or when it is trying to
hand extends off the edge of the table. The other catch food)
student holds the ruler so that its bottom end is just
between the volunteer’s thumb and index finger.

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 EXPLORE about its environment and respond to it.) Ask: How
Make Observations is the snake different from the mouse? (Students

NATURE OF SCIENCE
may notice that the snake does not have visible ears
Have students look at the photograph of the mouse and that its eyes are smaller. They may notice its scales
in the lesson. Say: Describe the mouse on this and rattle.) Tell students that they will research how
page. Ask: What do you notice about the mouse a mouse and a snake gather information about their
that will help it understand and respond to its environments later in the lesson.
environment? (Students may notice the mouse’s big
eyes and ears, its whiskers, and its pointy nose. Each of Invite a volunteer to read the lesson
these features will help the mouse gather information introduction. Ask: What do you think will
happen next? (Possible answers: The snake will
move to catch the mouse. The beach mouse will

Waves: Waves and Information

dart back into its burrow.) Explain to students that
MATH CONNECTION they will develop their own models to describe

PHYSICAL SCIENCE
Solve a Word Problem how animals receive, process, and respond
[Link].3 Solve multistep word problems posed with whole to information.

Energy
numbers and having whole-number answers using the four
operations, including problems in which remainders must Teach the Dimensions
be interpreted. Represent these problems using equations
with a letter standing for the unknown quantity. Assess the SEP Developing and Using Models. Use a model to test interactions
reasonableness of answers using mental computation and concerning the functioning of a natural system. (4-LS1-2)
estimation strategies including rounding Review the definition of a model and its usefulness in
Present this word problem to students: explaining or predicting something that happens in
nature. Make sure students understand their models
A female rattlesnake begins laying eggs at should go beyond simply picturing something

Interdependent
the age of 6 years old. The snake lives to to showing interactions that explain or predict.

Structure, Function,
be 16 years old. During that time, the snake Encourage students to review their science notebooks
lays eggs every other year. Calculate how for ideas to help them develop their models.
many times this snake lays eggs over its
lifetime. (Students must subtract 6 from 16 to Initial models should include a snake and a mouse.

LIFE LIFE
Relationships
calculate the total number of years the snake Students are unlikely to know that snakes “hear”

SCIENCE
is able to lay eggs, which is 10. Then students with their jawbones and smell with their tongues.

and Information
must divide this number by 2 to calculate the So, after their Internet research, students should

SCIENCE
total of number of times the snake lays eggs, revise their models.

in Ecosystems
which is 5.)

Processing
ELL SUPPORT
sentence frames to practice affirming others:
“I like what you said about . I also
Starting Pair students with native English
think that .”
speakers. Help students contribute to
Processes that Shape the Earth

conversations with their partners by Bridging Encourage students to build

suggesting yes/no questions they might on the ideas of others and to provide
EARTH SCIENCE

pose, such as “Is how a mouse hears part of positive feedback during partner and group
Earth’s Systems:

your model?” or “Is how a snake sees part of discussions. Provide these sentence starters:
your model?”
Can you tell me more about . . .
Developing Pair students with native Can you explain why you think . . .
English speakers. Help students contribute to
I have a different idea. I think . . .
conversations with their partners by
reminding them to take turns speaking and I also think that . . .
listening. Have them use the following

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 Think Like a Scientist
Use a Model (continued)

EXPLAIN Students should think about how well their models

Note that these ideas do not always need to follow demonstrate the process by which each animal
in order, any more than do the “steps” of scientific receives, processes, and responds to information.
inquiry. At any stage, a problem-solver can redefine Have partners combine their models.
the problem or generate new solutions to replace an
idea that isn’t working out. Step 3: Revise your model.
Step 1: Make a model. Help students use appropriate Internet sources to
discover that snakes use their jawbones to transmit
Begin by having students think about the mouse. vibrations to their inner ears; use their tongues
Then ask: not only to taste, but also to smell; and have touch
• Where are the mouse’s sense receptors and receptors throughout their long bodies. The eastern
what types of information do they respond to? diamondback also has specialized organs located in
(The mouse has sense receptors in its eyes to detect two pits on its face. These organs can detect body
light, ears to hear sounds, a nose to detect odors, heat of small mammals, helping the snake to hunt in
a mouth to detect taste, and skin and whiskers to the dark of night. Also help students research how
detect touch.) and why an eastern diamondback rattlesnake uses its
• Where is this sensory information processed? rattle. Have students use the additional information
(Sensory information is processed in the brain.) they find to revise their models.

• Where are the snake’s sense receptors and Students can use Internet sources to discover that
what types of information do they respond to? mice are very sensitive to odors. This allows the
(Students will likely give the same answers as for mice to find food and avoid predators. Students will
the mouse. Students may not know that snakes use also learn that mice can detect air movement and
their tongues to sense odors, or that rattlesnakes the nearness of objects through their whiskers. This
have pits on their face that can detect heat.) sense allows the mouse to move around in the dark.
• Can the snake see, smell, or hear the mouse? Encourage students to label the specific information
(Students will likely say yes.) Point out that while each animal receives and processes. For example, the
the snake does smell and hear the mouse in a mouse might hear the snake move, and the snake
way, it is not in the same way the mouse smells might “smell” the mouse with its tongue.
and hears the snake.
• Where is the snake’s sensory information Ask: In what ways did you think like a scientist
processed? (Sensory information is processed in as you completed this activity? (Possible answer:
the brain.) I revised my model after doing more research on the
subject, and again after talking with other groups
Remind students their models should identify sense about their models.)
receptors and sensory information. Their models
should also explain how animals behave in response, Discuss how scientists use models to test a hypothesis
right away or over time. or help explain how something works. Ask: How
does your model show how a mouse responds to
Have students work individually to create a set information? (Possible answer: It shows that a mouse
of models that show how the mouse and snake uses its senses and processes those senses in its brain.)
described in the introductory paragraphs receive,
process, and respond to information. ELABORATE
Step 2: Discuss your model. Step 4: Share your model.
Have students work with their partners to discuss Have each pair of students work with another pair to
their models. Encourage pairs to find the similarities compare their models. Have one pair use its model
and differences in their models. to explain the behavior of the snake, and have the

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 other pair explain the behavior of the mouse. EVALUATE
Students should discuss where their models differ Check to make sure students have recorded their

NATURE OF SCIENCE
and see if they can develop a consensus model. plans, diagrams, and data about the effectiveness
Ask: How do the mouse and snake receive and of their models. Then present the following
process information similarly? (Both have brains questions and have students record them in their
that process information from all the senses. Both science notebooks.
receive vibrations that are interpreted as sound, and
both have eyes to see.) How do they receive and Wrap It Up!
process information differently? (Snakes detect
sound vibrations and odors differently from the way 1. DESCRIBE How does a snake detect
mice do. A snake also does not have whiskers or feet odors? (It uses its tongue and special sensory
receptors to detect chemicals in the air that the

Waves: Waves and Information

with touch receptors as the mouse does.)
brain processes as different scents.)

PHYSICAL SCIENCE
Next ask: What can you conclude about how
different animals receive, process, and respond 2. INFER What is a similarity in the way
all animals process information from

Energy
to information in different ways? (I can conclude
that all animals have brains to process information, their environments? (All animals use their
but the ways in which animals receive and respond to brains to process information from their
that information varies from animal to animal.) environments.)

Extend Thinking Based on the Model 3. ANALYZE How applicable is your model
if the snake detects an organism other
Help students apply what they have learned in
than a mouse? (The model of the snake’s
developing their models as they consider how the

Interdependent
sensory perception and processing will be the
internal and external structures of a beach mouse

Structure, Function,
same. However, the snake’s response could
and of an eastern diamondback rattlesnake help
differ based on the nature of the sensory
them to survive based on their particular lifestyles.
information. For example, a very large
Say: A mouse and a snake both depend on their
vibration and a lot of heat would tell the snake

LIFE LIFE
sense of sight, smell, hearing, and touch. They

Relationships
that the approaching animal is not prey.)
both have external structures that help them

SCIENCE
sense their environment. These structures have

and Information
SCIENCE
developed to help each animal survive based on Rubrics
the way it interacts with its environment.

in Ecosystems
Have students evaluate their work using the rubric
Next ask: How do the external structures of a in the Science Notebook Companion. Use students’
beach mouse and a rattlesnake help it survive completed rubrics and the teacher rubric provided for

Processing
based on its way of life? (Possible answer: The this activity to guide your assessment of their work.
snake’s process for hearing and keen sense of touch
are ideal for an animal that lives in such close contact
with the ground. The mouse’s sense of smell helps it
find food and navigate.)

Revisit the Phenomenon Remind students of

the activity they completed at the beginning of
Processes that Shape the Earth

the lesson. Have students draw a picture in their

science notebooks and use labels and captions
EARTH SCIENCE
Earth’s Systems:

to explain how their sense receptors detected

information, how signals were sent to their brains,
and how they responded as a result.

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 STEM
SCIENCE
TECHNOLOGY
ENGINEERING
MATH
RESEARCH PROJECT

Animal Super Senses

Scientists have discovered that some animals have
“super senses.” These animals are especially good at
seeing, smelling, hearing, touching, or tasting.

A chameleon is one animal with a super sense

of sight. Its eyes can move and focus in different
directions at the same time. In this way, it is able
to see in nearly every direction at once. When a
chameleon spots prey, it can respond by shooting
out its long, sticky tongue to catch it. When a
chameleon spots danger, it can quickly run
to escape.

Now it is your turn to explore super senses. Work

with a partner to identify two animals that have
special ways of sensing the world around them.
Research and write about how each animal uses its
super sense to receive, process, and respond
to information.

DCI LS1.A : Structure and Function. Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
DCI LS1.D : Information Processing. Different sense receptors are specialized for particular kinds
of information, which may be then processed by the animal’s brain. Animals are able to use their
perceptions and memories to guide their actions. (4-LS1-2)
SEP Obtaining, Evaluating, and Communicating Information. Obtain and combine information
134 from books and other reliable media to explain phenomena. (4-ESS3-1)
 The Challenge
Your challenge is to identify and
research two animals that have
super senses. You will make a
booklet, poster, or computer slide
presentation and share it with
your class.

A chameleon’s eyes are

located on opposite sides
of its head. How might this
help it get a better view?

135
RESEARCH PROJECT
(continued)

1 Select a topic. 2 Plan and conduct research.

Work with your partner to brainstorm a list Make a plan with your partner to do research
of animals you might research more about. using online and printed sources. Try to
Include any interesting animals you have answer your questions from Step 1. Your
learned about from books, TV, movies, or research should also focus on these questions:
websites. Maybe you have even seen an
• What “super sense” does the animal use, and
animal use one of its senses in an unusual way.
what structures are involved?
Write down any ideas that come to you in your • How does the animal use its sense to receive,
science notebook. If you have trouble coming process, and respond to information? Does it
up with animals to research, ask your teacher respond right away or store memories?
for ideas. • How does this animal’s sensing ability
Choose two animals that you would like to compare to that of other animals, including
research. Have your teacher approve them. humans?
What are some questions you want to research • What is one more interesting fact about the
about these animals and their senses? Record animal?
your questions in your science notebook.
Be sure to choose sources that have accurate
Identify key words in your questions. You can
information. Find at least two sources to
use the key words to help guide your research.
support each fact. Record the information you
find, including the source. Use outlining or
graphic organizers to organize your notes.

136
 Gotcha! This chameleon’s amazing
eyes have helped it find an insect. It is
responding by shooting out its long,
sticky tongue to snap it up.

3 Draft and finalize your report. 4 Present your report.

Your report will be in the form of a booklet, You will present your report to the class. Work
poster, or computer slide presentation. In with your partner to decide who will give each
your report, you should summarize the main part of the presentation. Decide how you will
ideas and the most important details of your display pictures or other visual information.
research. The information you present should
Practice giving your part of the report aloud.
be in your own words.
Your oral presentation should express main
Look back at your questions in Steps 1 and 2 to ideas that are supported by important details.
be sure you are including all the information Ask your partner to give you feedback to help
you need. Organize the information in a way you improve your presentation.
that is easy to follow. For example, you might
With your partner, present your report to the
divide the information into sections. Each
class. Put information in a logical order. Use
section could explain one of the answers you
descriptions, facts, and details to describe the
found in your research. Include at least one
animals and their unique senses. Remember to
picture of each animal, too.
give an additional interesting fact about each
Review and rewrite the draft of your report to animal. Speak loudly and slowly. Answer any
make it the best it can be. Do more research questions your classmates may have.
to add information as needed. Make the
Listen as your classmates present their reports.
final draft of your booklet, poster, or slide
How many different animal super senses did
presentation.
your classmates identify and report on?

137
 STEM
Science
Technology
Engineering
Math

RESEARCH PROJECT

Animal Super Senses

NEXT GENERATION SCIENCE STANDARDS
DCI LS1.A: Structure and Function. Plants and animals have both internal and external structures that serve various functions
in growth, survival, behavior, and reproduction. (4-LS1-1)
DCI LS1.D: Information Processing. Different sense receptors are specialized for particular kinds of information, which may
be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
SEP Obtaining, Evaluating, and Communicating Information. Compare and/or combine across complex texts and/or
other reliable media to support the engagement in other scientific and/or engineering practices.
SEP Obtaining, Evaluating, and Communicating Information. Obtain and combine information from books and other
reliable media to explain phenomena. (4-ESS3-1)
SEP Obtaining, Evaluating, and Communicating Information. Communicate scientific and/or technical information
orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Objectives Students will be able to: Reports should identify animals with super
• Obtain, evaluate, and communicate information from
books and other reliable media. senses. For each animal, the report should
• Use research to understand how animals use specialized include a description of the sense, the physical
sense receptors to respond to their environment. structures involved, and the behavior associated
• Use evidence from research to construct an explanation with information obtained by using the sense.
about how animals use their senses in a unique way.
Reports should explain how the super sense
helps the animal receive, process, and respond to
information, and they should include an additional
BEFORE YOU BEGIN interesting fact about the animal or its behavior.

Time 1 class period to pair students with partners

and for students to brainstorm animals and senses
to research, develop initial research questions, and
identify key words; 1 class period to conduct library ENGAGE
research and prepare a report; 1 class period to Introduce the Phenomenon
finalize reports and present them to the class Use Photography Engage students in the photo of
Advance Preparation Make arrangements for the close-up of a chameleon’s eyes. Ask:
students to use scheduled library time for this • How are the chameleon’s eyes positioned on
project, and ask library staff to assemble appropriate its head? (The eyes are set on either side of the
resources if possible. chameleon’s head.)
Teaching Tips Allow students about 10 minutes • How do you think the position of the
to brainstorm research questions and identify chameleon’s eyes affects its sense of sight?
research strategies. Use an egg timer or (Allow students time to think before soliciting
smartphone to count down the clock. Point out responses. Students may respond that the position
that the purpose of preparing and presenting a of the eyes allows the chameleon to see in front
report is to become an expert on a topic and then of it, to the side, and to the rear by moving its eyes
to share the information that has been obtained. without turning its head.)
Tell students they can use key words to search for • Do you think a chameleon can see more
library resources, and they can use parts of a book, at a time than you can? (Yes, it is easier for
such as the table of contents and chapter headings, a chameleon to look to both sides of it at the
to locate information. same time.)
What to Expect Reports should be in the form of
a booklet, poster, or computer slide presentation.

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 Teacher-Led Demo • How could you find information to improve
your explanation? (Students may respond
Ask: How can you test how far to the side you can

NATURE OF SCIENCE
that they could do research on the Internet or
see without turning your head? (Allow students
in a library.)
time to think before soliciting responses. Students may
respond that they can test to see which objects they Remind students that scientists share results of
can and cannot see out of the corners of their eyes.) their research with others. Other scientists then
evaluate the results. When results become widely
Have students hold their arms straight in front
accepted, they are considered to be scientific
of them with their hands touching, index fingers
knowledge. People who want to learn about an
extended and other fingers curled under. Ask
area of science can do research to find out what
students to move their hands to either side,
scientists have discovered about it. Tell students
stopping where they can still just see each finger

Waves: Waves and Information

that, for this project, they will do research to find
at the same time. Say: That is as far as you can
what has been discovered about the senses of an

PHYSICAL SCIENCE
see to either side without turning your head. A
animal of their choice.
chameleon can see all the way around it because
of the position of its eyes and because it can

Energy
Step 1: Select a topic.
move and focus each eye separately. Point out
that compared to a human, a chameleon has a Review the project challenge: “With a partner,
“super sense” of sight. Ask students to think about identify animals that have super senses. Do
what they could do if they had a chameleon’s sense research to find out how the senses work. Make
of sight. Elicit examples from volunteers. a booklet, poster, or computer slide presentation
about the animals and their super senses, and
Tap Prior Knowledge present it to your class.”

Interdependent
Think-Pair-Share Have students think about Discuss with students how choosing a topic to

Structure, Function,
the answer to the following question: How research can develop over time. Sometimes the
could a chameleon use its super sense of sight first idea for a topic works out well, but sometimes
to help it survive? Then have them share their it leads to a better, more interesting topic. Point

LIFE LIFE
ideas with a partner. Follow up with a class out that students may need to explore a topic

Relationships
discussion, considering such questions as: What somewhat before they can judge whether it meets

SCIENCE
have we learned about the vision of other animals? the criteria of the report and enough information is

and Information
SCIENCE
What other animal senses have our lessons focused available on it.
on? Ask:

in Ecosystems
Ask students to think about what they already
• Is there anything you are not able to explain
know about animals or senses they are interested
about how a chameleon uses its super sense
in reporting on. Remind them to think of
of sight? (Possible answers: I am not sure if a

Processing
animals they have been introduced to in life
chameleon can see far away. I am not sure if it
science lessons that might use their senses in
can see colors.)
unique ways (examples: elephant, rattlesnake).
Have students identify at least three different
animals or senses to consider with their partner.
LITERACY CONNECTION If students struggle to identify animals, you can
assign these examples: star-nosed mole, cecropia
moth, catfish, cheetah, dragonfly, barn owl, bat,
Processes that Shape the Earth

Conduct Research
W.4.7 Conduct short research projects that use several sources
honeybee, hammerhead shark.
EARTH SCIENCE

to build knowledge through investigation of different aspects of

Earth’s Systems:

a topic. Use the example of the chameleon to help

Ask an expert in literacy or library science students identify questions and key words they can
in your school district to come into the use to guide their research. Students should record
classroom and guide students through best questions and key words in their science notebooks
practices in researching note-taking, and and discuss them with their partner.
writing informational texts. Before students
move on to Step 3, find a time to confer briefly
with each student about his or her sources.

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 RESEARCH PROJECT (continued)

Animal Super Senses

EXPLORE Students should record the information they
Step 2: Plan and conduct research. find in their science notebooks. Encourage
students to use techniques such as outlining
Discuss with students search strategies they can use and making graphic organizers to organize the
to identify and locate a variety of text and online information they record. Remind students to
resources, such as using a library’s catalog or an include the publication information of each
Internet search engine. Suggest they use reliable resource they use.
websites, such as National Geographic Kids, NOVA,
PBS Kids, BBC, online encyclopedias, and zoo EXPLAIN
websites. Ask: Once you locate a source, what can
you use to find information in it? (I can use a text’s Step 3: Draft your report.
table of contents or index, and I can use a website’s Have student partners draft a report summarizing
search bar or site map.) the information they have obtained about animals’
super senses. Remind partners that their report
Tell students they must record publication can be in the form of their choice: a booklet,
information (author, title, copyright date, and poster, or computer slide presentation. Reports
publisher) for the text and online resources should include information on at least three
from which they obtain information. Review animals or senses. Be sure students who choose a
the information included in the Think Like an slide presentation have access to computers and
Engineer lesson Obtain and Combine Information assistance as needed.
that tells about how to locate this information
as well as strategies for conducting Internet
research efficiently.
Have students work with their partner to search for
and gather library resources to help them answer DIFFERENTIATED INSTRUCTION
their research questions. Ask them to find at least
one photograph or illustration of each animal
Extra Support
they can use in their report. Coordinate the use of
Students with Disabilities Allow extra
resources that are needed by multiple students
time for student work. Consider having
so that each student has adequate time to obtain
students work in groups of three rather
information from the resource.
than in pairs. Provide extra feedback as
Direct students to review the research prompts students plan and conduct research. Reduce
included in the student text under Step 2 and to distractions such as excessive noise or
obtain information about each one: a description of flickering lights, and use adaptive equipment
each animal’s super sense and the physical structures as needed. As students draft their report,
involved with it; an explanation of how the super break the task into smaller steps by asking
sense helps the animal receive, process, and respond them to focus on preparing one part of
to information; and an additional interesting fact the report at a time. For example, students
about the animal or the behavior associated with the should completely describe the behavior
sense. Have students obtain information on at least associated with a particular animal’s super
three animals or senses. sense before moving on to an explanation
of the sense and structure involved in the
As students are conducting their research, circulate behavior. If needed, have students modify
among them, asking questions to make sure students the presentation of their report by including
are obtaining information relevant to addressing large print, sign language, or a prerecorded
each of the required aspects of their report. Redirect oral presentation.
students’ research efforts if necessary.

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 After partners have a complete first draft, ask them 3-2-1 After students have presented their reports,
to review and revise it as needed. Point out that have them write the following in their science

NATURE OF SCIENCE
they now know a lot about the animals they chose. notebooks:
Their reports should give information in a way • Three things that they have learned.
that is clear to others who know little or nothing
about the animals or their super senses. Remind • Two questions they still have.
them that they should include a photograph or • One aspect of the project that relates to their
illustration of each animal. lives.
Ask: Does your presentation clearly inform others
EVALUATE
about the animals and how they use their super
senses? Is the information presented in an order Check to make sure students have recorded their
research questions and key words, results of their

Waves: Waves and Information

that is easy to understand? How can you tell?
(Students should provide reasons to support their research, and final draft of their report. Have

PHYSICAL SCIENCE
responses, such as presenting information in the same students record their answers to the Wrap It Up
order for each animal and considering how to explain questions in their science notebooks.

Energy
the animals’ super senses to people who are not
familiar with them.) Wrap It Up!
Step 4: Present your report. 1. EXPLAIN Why is it important to evaluate
Graphic Organizer Ask students to create a information you find when doing
three-column table to help them understand and research? (Possible answer: Information
evaluate each pair’s presentation. They can label should be evaluated to make sure it is reliable
and current.) SEP Obtaining, Evaluating, and

Interdependent
the columns “Animal,” “Super Sense,” and “Notes.”
Communicating Information

Structure, Function,
Encourage students to record facts and details they
found to be especially interesting or important to 2. USE EVIDENCE Use evidence from
the explanation. Tell students they will use their your presentation to explain how the
notes to compare and contrast how animals use structure and function of an animal’s

LIFE LIFE
Relationships
their senses in unique ways. senses help it survive. (Answers will vary.

SCIENCE
Students should directly cite evidence from
Then have students share their reports with

and Information
their research.)

SCIENCE
the class, identifying each animal they chose;
describing behavior associated with its super 3. EVALUATE How did this project change

in Ecosystems
sense, the physical structures involved, and how your thinking about how scientists do
the sense helps it receive, process, and respond to research? (Possible answer: I have a much
information; and giving an additional fact about better understanding of how long it can take

Processing
the animal or its behavior. to answer a question through research.)

ELABORATE
Make Connections Rubrics
Turn and Talk Ask students to turn to their Have students evaluate their work using the rubric
partner and think about any presentations that in the Science Notebook Companion. Use students’
completed rubrics and the teacher rubric
Processes that Shape the Earth

featured animals that used their senses for the

same purpose as their chosen animals (for example, provided for this activity to guide your assessment
EARTH SCIENCE

sight.) Have partners explain how the structure and of their work.
Earth’s Systems:

function of the animals’ sense organs might have

been similar and different. (Example explanation:
Both a barn owl and a bat have super senses of
hearing but detect different types of sounds. Their ears
are also shaped differently.)

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 Science Career

Dog Whisperer
What can you do if your dog won’t behave? Maybe it barks
all the time or chews up shoes. Maybe it fights with other
dogs or jumps up on strangers.

Cesar Millan knows how to fix all these problems. How?

By using dog psychology. Psychology is the science of the
mind and behavior. Cesar observes how dogs use their
senses to respond to their environment. He studies how
these responses are stored as memories that guide their
behavior.

Cesar uses his understanding of dogs to correct the

behavior of pet dogs that are out of control. But
mostly, Cesar shows dog owners how to change the
way they treat their pets. Here’s the surprising fact:
When owners correct the way they treat their
pets, their pets almost always stop misbehaving!

Cesar is called the “dog

whisperer” because he has a
special talent for interacting
with dogs in ways that improve
their behavior.

DCI LS1.D : Information Processing. Different sense receptors are specialized for particular kinds
of information, which may be then processed by the animal’s brain. Animals are able to use their
perceptions and memories to guide their actions. (4-LS1-2).
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on
138 recognizing patterns. (4-PS4-1)
Cesar Millan is a dog trainer, author, and star
of the National Geographic Channel program “The
Dog Whisperer.” Originally from Mexico, Cesar now
lives in the United States. Cesar founded and runs
the Dog Psychology Center in Los Angeles, where he
rehabilitates dogs with severe behavior problems. Cesar
has won many awards, including one from the Humane
Society for his work with dogs from shelters.

139
 Science Career
(continued)

NGL Science How do you rehabilitate dogs?

Cesar Millan I don’t train dogs to respond to commands
such as “sit” or “stay.” Instead I try to connect with
the dog’s mind and how it naturally responds to its
environment to help correct unwanted behaviors.
NGL Science How did you learn about dogs?
Cesar Millan As a child, I spent a lot of time on my
grandfather’s farm in Mexico. The working dogs on the
farm were my true teachers in the art and science of dog
psychology. I loved to watch dogs play with one another.
The more hours I spent watching them, the more
questions came into my mind. How did they coordinate
their activities? How did they communicate with one
another?
NGL Science How did you develop your methods of
training dogs?
Cesar Millan My way of training came directly from my
observations of dogs on my grandfather’s farm. I interact
with the dogs the way they interact with one another.
NGL Science Do you also work with the dog owners?
Cesar Millan The dog owner often thinks that the
problem lies with the dog. But the problem is usually
with the way the owner treats his dog. I often say, “I
rehabilitate dogs, but I train people.” My formula is
simple: For a balanced, healthy dog, a human must share
exercise, discipline, and affection, in that order!

140
Cesar plays with this dog as
if he were a dog himself.

141
 Science Career
Dog Whisperer
NEXT GENERATION SCIENCE STANDARDS
DCI LS1.D: Information Processing. Different sense receptors are specialized for particular kinds of information, which may
be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)

ENGAGE
Objectives Students will be able to:
• Describe the work of “dog whisperer” Cesar Millan. Introduce the Phenomenon
• Explain that a dog whisperer studies patterns of behavior
in dogs and in people, too. Use Photography Show students several photos
• Explain how a dog’s behavior relates to the way it receives of people working with trained dogs. Photos might
and responds to information in its environment. include a dog performing a trick, a person giving
signals to a dog at an agility trial or a sheepherding
demonstration, and a service dog or search and
rescue dog at work. Ask:

SCIENCE BACKGROUND Problem Behavior

Dogs have a number of instinctive or natural
Working with Dogs behaviors that are potentially problematic.
Dog Training A dog can be trained for many
different reasons, and each kind of training has a • 
Barking—Barking is an important form of
different focus. communication for dogs. In the wild, a bark
signals danger or something new in the
• O
 bedience training is focused on teaching a environment. A domesticated animal might
dog to obey commands from its owner. bark to express that it is bored, confused,
• B
 ehavioral training is any type of training that scared, or even spoiled.
focuses on making dogs behave well around Chewing—Dogs “teethe” just as growing
• 
humans and other animals. Commands may or humans do. This relieves the pain of new
may not be used. teeth pushing through their gums. When
• A
 gility training is for dogs that participate in adult dogs chew on things, though, it is
sports. This is a specific and advanced training. usually a sign of anxiety.
• V
 ocational training is to teach dogs a variety • 
Digging—Some breeds are more instinctual
of specialized skills, including to herd, hunt, diggers than others, but all dogs have
search and rescue, assist people with special digging in their DNA. Dogs dig to hide
needs, or assist law enforcement. or find food. They also dig to surround
themselves in the cool earth when the
Service Dogs Service dogs are not only trained weather is hot.
to assist people who are seeing impaired or
hearing impaired. • 
Jumping up—Jumping is a dog’s attempt to
assert dominance. It is not an expression of
• D
 ogs can assist with disabilities like anxiety playfulness or enthusiasm, as some believe.
and diabetes, sensing changes in their owners
and reacting accordingly. • 
Biting—Dogs bite out of fear, aggression,
or nervousness as a form of communication.
• S ervice dogs can be any breed and size. All Yawning, standoffish behavior, freezing in
breeds and sizes have the potential to be response to touch, raised or puffed up fur,
trained to provide the same level of service. wide eyes, and ears that are pinned back
• A
 service dog that is calm is not sad. It is are all warning signs of a dog that is about
working and is trained not to react to little to bite.
things and every person who pets it.

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 • What do these photos have in common? Next ask: What are some problems a person
(They all show people and dogs.) might have with a pet’s behavior? (Possible

NATURE OF SCIENCE
• Do the dogs appear to be playing or answers: The pet might bite or jump up. It might run
working? Explain. (Possible answer: The dogs away. It might bark or make noise. It might fight with
appear to be working. They are responding to other animals.) Ask: What might a pet owner to do
commands people are giving them.) fix these problem behaviors? (Possible answers: An
owner might try to punish the pet to stop the behavior
• What types of training might be involved or give the pet treats for being good. An owner might
for each example? (Accept all reasonable hire a trainer for help.)
responses. Students may suggest dogs have
been trained to listen for a sound or watch for a EXPLORE
hand movement. They may have been trained
Think About Dog Training

Waves: Waves and Information

to track a person’s scent.)
Have students look at the pictures. Ask:

PHYSICAL SCIENCE
• How might this training a dog involve the
dog’s senses? (Accept all reasonable answers. • What do you notice about the way the man
Students might say a dog uses its sense of smell to in these pictures is interacting with the dogs?

Energy
learn how to track. It uses its sense of hearing to (Students may notice that the man is surrounded
learn the sound of a whistle.) by dogs in the first picture. He seems to be focusing
his attention on one dog and is touching that dog’s
Tap Prior Knowledge face with both hands. In the next picture, the man
Turn and Talk Ask students to turn to partners seems to be mimicking, or mirroring, what the dog
and discuss some of their own ideas about is doing. They both have their mouths open and
training dogs or other animals—perhaps as a their arms spread. They look like they are playing.)

Interdependent
result of personal experiences they have had,
• How do the dogs seem to be responding?

Structure, Function,
shows they have watched, or stories they have
(Possible answer: The dogs seem to be responding
read in the news. After a few minutes, regroup and
positively. They seem to like the man. They seem
invite volunteers to share ideas that came out of
to be responding to him as they do to each other.)

LIFE LIFE
their discussions.

Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
MATH CONNECTION To calculate a dog’s age in human years,
take the dog’s age, subtract 2, multiply that

Processing
Calculate a Dog’s Age in Human Years number by 4, and add 21.
[Link].3 Solve Multi-Step Word Problems
Ask: How can you calculate a dog’s age Have students use this formula to complete
in human years? (Students who know the the following table (answers in parentheses).
answer will likely say multiply the dog’s age by Human Years Dog Years
seven.) Say: Although dogs do mature faster 0 (0)
than humans, the equation to figuring out 2 (21)
Processes that Shape the Earth

how old a dog is in human years is more 3 (25)

complicated than just multiplying by seven. 4 (29)
EARTH SCIENCE
Earth’s Systems:

Research shows dogs reach the maturity 5 (33)

equivalent of a twenty-one-year-old human 6 (37)
at two years old. After that, though, their 7 (41)
aging slows to about four human years
every year afterward.

Write the following formula on the board,

and tell students this is a more accurate way
to calculate a dog’s age in human years.

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 Science Career
Dog Whisperer (continued)

Have a volunteer read aloud the lesson title and the • Question 3: How might Cesar interact with
biographical information. Ask: Why might Cesar dogs based on his training methods? (Possible
Millan be called a “dog whisperer”? (Students may or answers: Cesar might get down on their level. He
may not be familiar with this term. If they are, they may might use body language dogs can understand.)
say the man has a special way with dogs or that dogs like • Question 4: What does Cesar mean when he
him. They may also have seen Cesar Millan’s television says he “trains people”? (Possible answer: He
show and be able to speak specifically about his work.) teaches them rules for what to do and not to do
Four-Square Diagram Have students make a full- with their dogs.)
page four-square diagram in their science notebooks
and add to it throughout the lesson. Video
Set a Purpose and Read Have students watch the video “Cesar Millan’s
Focus Question Use this question to focus Top 5 Tips For Dog Owners” to learn about the
students and guide their reading: How does Cesar philosophy of the “Dog Whisperer.”
Millan use dog psychology to change a dog’s behavior? Time 10 minutes
Have students read the lesson.
Teaching Tips Help students connect the video
EXPLAIN to the lesson by asking: Why does Cesar tell dog
owners to be aware of their energy? (Possible
Talk About the Work of Cesar Millan answer: If a person feels angry or scared, a dog
After students have read the lesson, ask: senses that energy. A dog will become scared or
• What is a dog whisperer? (A dog whisperer is angry, too.) Have students work with partners to
someone who has knowledge and skills to interact create a slogan Cesar might use to help his clients
with dogs in ways that improve their behavior.) remember his tips. Allow time for partners to
share their slogans with the class.
• What is dog psychology? (Dog psychology is the
science of a dog’s mind and behavior.) What to Expect Students will learn how Cesar
“trains humans” to avoid body language that
• What does Cesar say that humans need to
communicates negative messages to dogs.
provide if they want a balanced, healthy dog?
(exercise, discipline, affection)
Reader/Writer/Speaker Response Divide LITERACY CONNECTION
students into groups of three, and assign each group
one of the four interview questions from the lesson.
Carry Out Group Discussions
One student will read aloud the assigned question
SL.4.1.B Follow agreed-upon rules for discussions and carry out
and Cesar’s response to it in the text. One person assigned roles.
will write the group’s answers to the corresponding As students prepare to work in groups during
question listed below. The third person will report EXPLAIN, remind them to be respectful of each
the group’s answers and ideas to the class. person’s assigned role. Encourage all members
• Question 1: How does Cesar rely on a dog’s of the group to contribute to the discussion
behavior to rehabilitate the dog? (Possible of the assigned question. As groups carry out
answer: Cesar thinks about what a dog naturally their discussions, circulate around the room
does and how a dog naturally thinks. That makes it to monitor their conversations. Provide help
easier for him to get the dog to change its behavior.) as needed if students struggle to formulate
answers. Encourage students to build on the
• Question 2: How did Cesar’s personal
ideas of others in their group. When groups
experience shape his career? (Cesar was able
share their ideas, remind the class of rules
to spend a lot of time playing with dogs on his
for discussion.
grandfather’s farm and watching how
they communicated.)

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 Teach Nature of Science A dog owner puts her dog in the tub to give it a
NS Scientific Knowledge Is Based on Empirical Evidence. Science bath. The water and splashing sounds frighten the

NATURE OF SCIENCE
findings are based on recognizing patterns. (4-PS4-1) dog. How might the dog immediately respond?
Tell students that scientists often notice patterns (Possible answer: The dog might howl or bark. It might
in their observations, and this can help them draw try to jump out of the tub or even bite its owner.) How
conclusions or make explanations. might the dog store this information in a way that
affects its behavior later? (Possible answer: The dog
Think-Pair-Share Say: Cesar says he started might be afraid to go back in the bathroom. It might be
looking for patterns in the way the working dogs frightened by the sound of running water.)
on his farm coordinated their activities. He looked
for patterns in the way they communicate. Have Find Out More
students think about the following questions, and Ask: Is this a career you would be interested in?

Waves: Waves and Information

then discuss them with a partner. Why or why not? (Accept both positive and negative

PHYSICAL SCIENCE
• What patterns might he have noticed about responses and appropriate explanations.)
these dog behaviors? (Possible answers: He
might have noticed some dogs acted as leaders Share information from the Science Background

Energy
and other dogs acted as followers. He might note with students. Assign partners to choose one
have noticed the dogs communicated with dog-related career to research further. Then have
sound, such as barks or growls. They may have partners give a brief oral presentation. Students can
communicated using body language, such as role-play, with one partner acting as an interviewer
wagging tails or laid back ears.) and the other partner acting as the dog professional.
• How are patterns of human behavior
EVALUATE
important to the work Cesar does to help

Interdependent
improve a dog’s behavior? (Cesar says people Ask students these questions. Have them record

Structure, Function,
usually treat their dogs in the wrong way, and their answers in their science notebooks.
that is what leads to the dogs’ bad behavior.)
Wrap It Up!

LIFE LIFE
Encourage partners to share their opinions about

Relationships
whether they agree with Cesar’s methods and why
1. SUMMARIZE Describe Cesar’s method

SCIENCE
or why not. Then allow time for partners to share a
for rehabilitating dogs. (He uses dog

and Information
few ideas that came out of their discussions.

SCIENCE
psychology to understand the patterns of how
dogs respond to the information they receive

in Ecosystems
ELABORATE
from humans. He teaches humans how to
Extend Thinking About Animal act differently and give the dog different
Behavior information. The dog will eventually change

Processing
Have students extend their thinking about how the its behavior to match the new information.)
way a dog processes information affects its short-
2. INFER Cesar suggests that some dogs
term and long-term behavior. Share this example:
touch a new human or animal with their
noses as a first level of communication.
Which sense do you think these dogs are
using to explore? (They are using their
Processes that Shape the Earth

DIFFERENTIATED INSTRUCTION sense of smell.)

3. ANALYZE Imagine a dog barks as a

EARTH SCIENCE
Earth’s Systems:

Gifted and Talented Learners response to the doorbell. Where are

Motivated students who have a pet at home the sense receptors that receive the
may enjoy creating a video that shows vibrations from the doorbell and how
them interacting with their pet. Students does that information get interpreted
can demonstrate how the pet is trained to as a sound? (The sense receptors in the dog’s
respond to commands and explain how ears receive the vibrations from the doorbell
its senses play a role in its behavior. Invite and send signals to the dog’s brain where it is
students to share their videos with the class. interpreted as the sound of the doorbell.)

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Check In
Congratulations! You have completed Life Science. Let’s reflect on what
you have learned. Here is a checklist to help you judge your progress. Look
through your science notebook to find examples for each statement in the
checklist. What could you do better? Write it on a separate page in your
science notebook.
 Read each item in this list. Ask yourself if you think you did a good job of it.

For each item, select the choice that is true for you: A. Yes B. Not Yet

• I defined and illustrated science vocabulary, science concepts,

and main ideas.
• I labeled drawings. I included captions and notes to explain ideas.
• I collected objects, such as photos and magazine or
newspaper clippings.
• I used tables, charts, or graphs to record observations and data
in investigations.
• I recorded evidence for explanations and conclusions in
investigations.
• I described how scientists and engineers answer questions and
solve problems.
• I asked new questions.
• I did something else. (Tell about it.)

Reflect on Your Learning

1. Choose one science idea that you think was most important
to learn about. Explain your thinking.
2. What is one way your understanding of a science idea
changed? Describe how your thinking has changed.

142
This artificial limb is custom
designed for a single person to
wear. David studied a model of
the person’s own body to be sure
the limb would fit perfectly.

143
 Check In
TEACHING TIPS Teacher Rubric Use the rubric to evaluate student
Self-Assessment Checklist: Student Rubric Have progress. Assess each item separately, and then
students locate the student rubric in their Science decide on one overall score. Use the following scale:
Notebook Companion for use in this lesson. 3: Student performs with thorough understanding.
Have students read the first paragraph and the 2: Student performs with adequate understanding.
self-assessment checklist. Discuss each item with 1:  Student performs with limited understanding.
students, and have them decide if it is true for them. 0: Student performance was inadequate
Have students record their answers on the Student or incomplete.
Rubric. Students may add comments about what
Rubric Scale
they did well and how they might work to improve
The student defined and illustrated
their notes. Students can then attach their rubrics in science vocabulary, science concepts, 3 2 1 0
their science notebooks or save them online. and main ideas.
The student labeled drawings and
Rubric A. Yes B. Not Yet included captions and notes to explain 3 2 1 0
1. I defined and illustrated science ideas.
vocabulary, science concepts, and The student collected objects, such as
main ideas. photos and magazine or newspaper 3 2 1 0
2. I labeled drawings. I included clippings.
captions and notes to explain ideas. The student used tables, charts, or
3. I collected objects, such as photos graphs to record observations and data 3 2 1 0
and magazine or newspaper in investigations.
clippings. The student recorded evidence for
4. I used tables, charts, or graphs to explanations and conclusions in 3 2 1 0
record observations and data in investigations.
investigations. The student described how scientists
5. I recorded evidence for explanations and engineers answer questions and 3 2 1 0
and conclusions in investigations. solve problems.

6. I described how scientists and The student asked new questions. 3 2 1 0

engineers answer questions and The student did something else. (The
3 2 1 0
solve problems. student told about what he or she did.)
7. I asked new questions. Overall Score
8. I did something else. (Tell about it.)

ELL SUPPORT Developing When students are completing

their student rubrics, invite them to ask for
Starting When students are completing clarification of any of the statements. In order
their student rubrics, help them to review and to provide support for their opinions of their
confirm or change their self evaluations. For own performance, suggest they add page
example, ask: For number 1, what evidence numbers from their student notebooks in
did you use to support your self-evaluation? their rubrics.
(illustrated terms, notes on science content)
Answer any questions about what the statement Bridging Have students work with a
requires. Point out that there are only two partner to share completed rubrics and
opinions they can choose for each statement. support for their opinions. Ask them to
Neither of them is negative. The answer “Not challenge each other’s evaluations of “Not
Yet” implies a commitment to further learning. Yet” if they disagree.

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 With regular student self-assessment and teacher Review Learning in Life Science Review the
assessment, the rubrics can serve as formative questions posed at the start of the strand in Let’s
assessment tools. You may also use the rubrics for Explore! Share answers provided at this time.
summative assessment at selected points in your Encourage students to share questions they were
instruction, such as at the end of units and at the able to answer or still have.
end of the year. • Which parts of a flowering plant produce
Direct students’ attention to the photo that shows seeds for new plants to grow? (The flower,
David holding an artificial limb he designed pistil, and stamens are all involved in producing
and have them read the caption. Ask: Why is it seeds for new plants to grow.)
important for David to study a model of the body • How do the internal structures of plants help
of the person who will use the limb? (It helps David them survive? (The internal structures of leaves
make sure it will fit perfectly.) Say: In your science make food for the plant. The internal structures
notebook, you should also record observations of the roots and stems collect and carry water
about the models that you use. and nutrients through the plant. The internal
structures of the flower help a plant reproduce.)
Reflect on Your Learning Have students answer
the Reflect on Your Learning questions in their • What surprising thing can an elephant do
science notebooks. Students may share and discuss with its feet? (Pads on the bottom of the feet can
their responses with the class. sense underground sound vibrations.)
1. Choose one science idea that you think was • Why is an animal’s brain so important for
most important to learn about. Explain your the animal’s survival? (The brain controls all of
thinking. (Possible answer: I think learning about the functions of an animal’s body. It processes
how we see was very important to learn about. information, coordinates the animal’s behavior,
It helped me understand that I can see because and allows it to respond to its surroundings.)
light reflects off objects and enters my eye.) • How are the brain and the five senses
2. What is one way your understanding of a related? (Sense receptors throughout an
science idea changed? Describe how your animal’s body send signals to the brain. The brain
thinking has changed. (Possible answer: interprets the signals and decides how the animal
Learning about how animals use their senses has should respond.)
made me think more about how other animals Encourage students to think about how their
can be trained the way that Cesar trains dogs. I understanding of the concepts mentioned in the
now know that it is very important to put yourself questions has changed based on the work they
in the animal’s place to understand how it have done in their life science lessons.
processes information.)

DIFFERENTIATED INSTRUCTION LITERACY CONNECTION

Extra Support Speaking and Listening
Below-Level Learners Before they read the SL.4.1.B Follow agreed-upon rules for discussions and carry out
assigned roles.
lesson, ask students yes/no questions about
what they will read, and have them give After students record answers to the Reflect
tentative answers. After they read, ask the on Your Learning questions, allow time for
questions again, and have students write and them to share their responses with a partner.
check their answers. Remind partners of the rules for discussion:
Listen carefully to what the other person says.
Take turns, and do not interrupt. Respect your
partner’s ideas and comments.

Check In 143b

143a-143b_NATG15656_G4U3_CheckIn_L.indd 2 14/05/18 2:45 PM

 Explorer
David Moinina Sengeh
Biomedical Engineer
National Geographic Explorer

Let’s Explore!
In Nature of Science, you learned that creativity is an important part
of science. It helps scientists see things in new ways. I once used
creativity to solve the problem of providing electricity to people
living far from cities. I found a way to use tiny organisms living in soil
to help produce electricity! As you read, look for ways scientists
think creatively. That includes you, too!
My investigation of soil life relates to Earth science. Earth science
is the study of Earth’s land, water, and atmosphere. Here are some
questions you might investigate as you read Earth Science:
• W
 hat are the different natural regions across the United
States, and what types of plants and animals live in each
region?
• H
 ow can wind, water, or a tree change the shape of a huge
rock?
• W
 hat are some ways people can reduce the effects of a
dangerous earthquake?
• How do fossils give clues about the land in the past?
Look at the notebook examples for ideas of other questions to ask.
Let’s connect again later to review what you have learned!

144
 Connect science ideas to real-  Reflect on what you have
world examples. learned.

r th ’s Su r face Impor ta
g in g Ea nt Thing
Chan n s IL earned
depositio The amo
unt of ra
ing
weather affects t inf
he t ypes all in a region
animals o
found th f plants and
helps to ere. R ain
shape th fall also
e land.
Ear thqu
gs ak
living thin volcanoe es, tsunamis, and
azards s
natural h are examples of
natural h azards.
The Mar
ia
deepes t na Trench is the
place in
oceans. the world
gs ’s
n h o w li ving thin s
e a
I have se land. My yard h ug Engineer
su
t h e
change e a chipmunk ha
sd and mat se building desig
er ns
er
holes wh s burrow. caused b ials to reduce da
it y ear thq m ag e
holes for uakes.

 Analyze data to look for Ear thqua

kes and V
patterns. olc anoes

Describe
the pat te
the locat rn
ions of th in
volcanoes e active
.
Describe
the pat te
location o rn in the
f ear thqu
activit y. ake

145
 Let’s Explore!
NEXT GENERATION SCIENCE STANDARDS
NS Science is a Human Endeavor. Creativity and imagination are important to science.

BEFORE YOU BEGIN • What are the different regions across the
Connect to Earth Science In fourth grade, United States, and what types of plants
students take a closer look at short-term and long- and animals live in each region? (Tall trees,
term changes to Earth’s surface. They begin to wildflowers, mosses, and ferns live in the Pacific
identify patterns behind these landscape changes. Northwest forest. Iguanas, cacti, and purple mat
For example, they analyze regional patterns in live in the southwest desert. Bison, prairie chickens,
rainfall and global patterns in the occurrence of and prairie grasses live in the central plains
events such as earthquakes and volcanoes. Students grasslands. Deciduous trees, white-tailed deer, and
make inferences about how Earth’s surface has trillium live in the eastern temperate forest.)
changed over time and identify how these changes • How can wind and water change the shape of
affect people. a huge rock? (Both wind and water can cause rock
to weather, or break into smaller pieces that can be
TEACHING TIPS blown or washed away.)
Introduce Earth Science In Exploring Science, • How can a tree break up a rock it is growing
students will learn about hazards posed by natural near? (Small tree roots can fit into cracks in the
processes and how scientists and engineers have rock. As they grow, the tree roots can break the rock
developed solutions in response. Help students apart.)
understand that David must look at problems in new • What are some ways people can reduce the
ways as he comes up with solutions. Like David, your effects of a dangerous earthquake? (Engineers
students will use creativity to solve problems and to can design buildings and bridges to withstand
look for patterns. They’ll get to think like scientists and the violent shaking of earthquakes. Equipment
will learn about different science careers. can be used to monitor activity at the surface and
underground that could signal an earthquake so
Questions for Discussion Do not discuss correct
people can be warned.)
answers with students at this time. Possible answers
for later reference are provided for the questions • How do fossils give clues about the land in the
below. Revisit these questions after completing the past? (Fossils can give clues about what the land
Earth Science lessons, or discuss as students find was like long ago. For example, fossils of ocean
answers in the lessons. animals in a desert are evidence that the area was
once covered by an ocean.)

ELL SUPPORT Developing Have students reread the first

page of the lesson and identify sentences
Starting As students reread the first page of in which David describes his own work, and
the lesson, ask: Who is speaking on this page, others in which he describes what they have
that is, who is using the words I and my? (David learned so far and will learn next. Ask: Where
Moinina Sengeh) To whom is he speaking, that has David done a good job of making you
is, who is his audience? (students) Looking at curious about what you will study next? Next
the last sentence, do you feel that David has ask where he has done less well, and why.
connected with you well? Guide students to
point to specific words and sentences as they Bridging Have students discuss with a
explain their evaluations. partner where in the lesson David does a
good job of raising their interest and curiosity,
where he does less well, and why.

145a Exploring Science

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 Explain to students that thinking of possible answers Preview the Text In Earth Science, students will
to questions and then reading to find out more is explore the relationship between patterns of
one good way to learn. Thinking about how our rainfall and ecosystems in various regions, as well
ideas change is important in learning science. Have as how natural processes change Earth’s surface,
students share their thoughts about the answers at sometimes slowly, sometimes quickly. Have
this time and again when they revisit the questions students preview the lessons and record topics
after completing the Earth Science lessons. they think they’ll learn about. Have them write
down questions they have about each topic. For
Discuss Notebook Examples Discuss the example, they might ask, “Why do cactus plants
notebook examples that appear. have spines?” Have them look for answers to their
What real-world experience questions as they work through the lessons.
Changing Earth’s Surface Important Things I Learned

weathering deposition
is this student reflecting on?
The amount of rainfall in a region

(seeing animals change the land

affects the types and of plants
and animals found there. Rainfall
also helps to shape the land.
in his or her backyard)
Earthquakes, tsunamis, and
natural hazards living things volcanoes are examples of natural
hazards.

The Mariana Trench is the

deepest place in the world’s
oceans.
I have seen how living things
change the land. My yard has Engineers use building designs
holes where a chipmunk has dug and materials to reduce damage
holes for its burrow. caused by earthquakes.

Earthquakes and Volcanoes

How might writing about
ChangingChanging
Earth’s Surface
Earth’s Surface Important Things I Learned
Important Things I Learned
weatheringweatheringdeposition deposition The amountThe of amount
rainfall in
ofarainfall
region in a region
new ideas help this student
affects theaffects
and animalsand
types and
found
also helps toalso
shape
theof
there.
animals
the
plants
types and of plants
Rainfall
found
land.
there. Rainfall check for how well he or
helps to shape the land.
Earthquakes, tsunamis, and
Earthquakes, tsunamis, and
she understands them?
natural hazards living thingsliving things
natural hazards volcanoes are examples
volcanoes areofexamples
natural of natural
hazards. hazards.
(The student will gain a better
The Mariana Trench is the
The
deepest place
oceans. oceans.
Mariana
in theplace
deepest
Trench is the
world’s
in the world’s understanding of new ideas by
Describe the pattern in
the locations of the active
volcanoes.
I have seenIhowhaveliving
change thechange
holes whereholes
seenthings
land. Mythe
a chipmunk
how living things
yard hasMy yard has
land. Engineers use buildinguse
Engineers designs
building designs writing about them.)
Describe the pattern in the
where ahas dug has dug
chipmunk and materials to reduce damage
and materials to reduce damage
holes for itsholes
burrow. caused by earthquakes. location of earthquake activity.
for its burrow. caused by earthquakes.

Earthquakes and Volcanoes

002_223_CAS_SE71196_G4_NB.indd 4
What kind of patterns can a 02/11/17 2:46 PM

Earthquakes and Volcanoes

map help this student to
analyze? (patterns for locations LITERACY CONNECTION
of active volcanoes and
earthquake activity) Craft and Structure
Describe the patternthe
Describe in pattern in
the locations
theoflocations
the active
volcanoes. volcanoes.
of the active RI.4.1.D Review the key ideas expressed and explain their own
ideas and understanding in light of the discussion.
Describe the patternthe
Describe in the
pattern in the
location oflocation
earthquake activity. activity.
of earthquake
Point out that students read a Let’s Explore!
4 4 page before they read the Earth Science
3_CAS_SE71196_G4_NB.indd 4 02/11/17 2:46 PM
section of the text. Have students suggest
why this type of page was written and
002_223_CAS_SE71196_G4_NB.indd 4 02/11/17 2:46 PM

DIFFERENTIATED INSTRUCTION ask them to identify the author (David

Moinina Sengeh) and his main purpose in
Gifted and Talented Learners communicating. Students can talk with a
Have students who are up for the challenge partner to share their ideas. Have partners
research to learn about Earth’s four offer suggestions. (Possible answers: to help
interacting systems, or spheres: atmosphere, get us ready to read about Earth Science; to see
geosphere, hydrosphere, and biosphere. what we already know about the topic, or tell
Have them create a diagram or another visual more information about his work) Encourage
way to show the components of each sphere, partners to explain their own understanding
where they are located, and some of the of Earth Science and questions that a scientist
ways in which they interact. Encourage them working in this field might investigate.
to think about how the Earth Science lesson Encourage students to keep these ideas in
content connects to what they learn. mind as they read.

Let’s Explore! 145b

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Earth Science
Earth’s Systems:
Processes that Shape the Earth

The Sakurajima volcano

in southern Japan
has erupted almost
continuously since 1955.

146
147
 Unit 4 Planning Guide

Earth’s Systems: Processes

that Shape the Earth
Building on Prior Learning
This unit builds upon what students learned about earthquakes and other Earth events in
Grade 2 and about fossils in Grade 3. Students build on that conceptual understanding by
analyzing and interpreting quantitative data and linking the patterns they observe to cause
and effect relationships. They apply cause and effect relationships to the impacts of weather
events on human communities.

• Use the Unit Pre-Assessment along with the Unit Opening Activity (Assessment
Handbook, pp. 38–40) to determine students’ level of familiarity with concepts of weather
and to assess their readiness for applying the SEP Analyzing and Interpreting Data.

Selecting an Anchoring Phenomenon

You may wish to select a local area of physical feature to serve as an anchoring phenomenon
for this unit. Students can generate questions about the local features and what factors and
forces may have changed the landscape over time. By the end of the unit, they can apply
what they have learned to construct an argument from evidence to describe changes to the
landscape.

Advance Planning
The investigations and engineering activities in this unit all use inexpensive and readily
available materials. You may wish to plan ahead for the Think Like an Engineer (pages
209a–209d) to make sure you have a variety of materials for students to choose from to build
their models of earthquake-resistant houses.

Assessment Resources
The following assessment tools are available for this unit.

Self-Assessment
Students can use their science notebooks along with the rubrics in the Science Notebook Companion
for reflection and self-assessment throughout the unit.

Formative Assessment
• Unit Pre-Assessment (Assessment Handbook, pp. 38–39)
• Checkpoint Quizzes (Assessment Handbook, pp. 41–43)
• Rubrics for all Investigates, STEM Projects, Think Like a Scientist, and Think Like an Engineer
(Assessment Handbook, pp. 73–80)
• MindTap Virtual Lab: Tsunami Detection. This self-contained learning module includes
multiple-choice and open-ended assessment questions.

Summative Assessment
• Unit Test (Assessment Handbook, pp. 44–47)
• Unit Performance Task (Assessment Handbook, pp. 48–49)

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 3-D Instructional Progression
This unit prepares students to demonstrate proficiency on this bundle of Performance

NATURE OF SCIENCE
Expectations: 4-ESS1-1, 4-ESS2-1, 4-ESS2-2, 4-ESS3-2, 3–5-ETS1-1, and 3-5-ETS1-3. The following
three Lesson Sequence charts provide a roadmap to instruction in this unit.

Lesson Sequence 1 Student Edition, pp. 148–171 Pacing: 20 days

Performance Expectation
4 -ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion
by water, ice, wind, or vegetation.

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Waves: Waves and Information

Practices ESS2.A: Earth Materials and Systems. Cause and Effect

PHYSICAL SCIENCE
Planning and Carrying Out Rainfall helps to shape the land and affects
Investigations the types of living things found in a region.
Water, ice, wind, living organisms, and

Energy
gravity break rocks, soils, and sediments into
smaller particles and move them around
ESS2.E: Biogeology. Living things affect
the physical characteristics of their regions.

Overview
In this lesson sequence, students first examine how differences in rainfall affect the types of living things found in various
regions, such as the forests of the Pacific Northwest, the deserts of the Southwest, and grasslands in the Central Plains.
Next, they explore a variety of forces that affect the landscape and physical features of a region. In the Investigate activity,

Interdependent
students use simple materials to model the processes of weathering and erosion.

Structure, Function,
Student Pages Teacher Pages MindTap Digital Resources

LIFE LIFE
Rainfall in the United States 148–149 149a–149b

Relationships
SCIENCE
Pacific Northwest Forest 150–151 151a–151d

and Information
SCIENCE
Southwest Desert 152–153 153a–153d Animation: Adaptations of Plants in
Deserts

in Ecosystems
Video Clip: Long-Nosed Bat and
Saguaro Cactus

Central Plains Grassland 154–155 155a–155d Earth Science Gallery

Processing
Eastern Temperate Forest 156–157 157a–157b Earth Science Gallery

Weathering 158–159 159a–159b

Erosion and Deposition 160–161 161a–161d Explorer Video: Nizar Ibrahim on

Weathering and Erosion
Video Clip: Colorado River
Processes that Shape the Earth

Carrying Sediment
Earth Science Gallery
EARTH SCIENCE
Earth’s Systems:

Wind Changes the Land 162–163 163a–163b

Water Changes the Land 164–165 165a–165b Video Clip: Virgin River

Investigate: Weathering and Erosion 166–167 167a–167b

Ice Changes the Land 168–169 169a–169b Earth Science Gallery

Living Things Change the Land 170–171 171a–171b Video Clip: Meerkat Digging in Sand
Earth Science Gallery

(continued)
Planning Guide 147b

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 Unit 4 Planning Guide (continued)

Lesson Sequence 2 Student Edition, pp. 172–197 Pacing: 22 days

Performance Expectations
4 -ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices ESS3.B: Natural Hazards. A variety Cause and Effect
Constructing Explanations and of natural hazards result from natural Connections to Engineering,
Designing Solutions processes. Humans cannot eliminate Technology, and Applications of
Asking Questions and Defining natural hazards but can take steps to Science
Problems reduce their impacts. Influence of Engineering, Technology,
Planning and Carrying out ETS1.A: Defining and Delimiting and Science on Society and the
Investigations Engineering Problems. Possible Natural World
solutions to a problem are limited
by available materials and resources
(constraints). The success of a designed
solution is determined by considering the
desired features of a solution (criteria).
Different proposals for solutions can
be compared on the basis of how well
each one meets the specified criteria
for success or how well each takes the
constraints into account.
ETS1.B: Developing Possible Solutions.
Tests are often designed to identify failure
points or difficulties, which suggest the
elements of the design that need to be
improved.
ETS1.C: Optimizing the Design
Solution. Different solutions need to be
tested in order to determine which of
them best solves the problem, given the
criteria and constraints.

Overview
In the lessons of this sequence, students analyze the impacts of a variety of natural hazards on human communities
and learn how engineers can apply science to minimize those impacts. In the Investigate activity, they make a model to
demonstrate how the process of liquefaction during earthquakes can affect structures. Finally, in the STEM Engineering
Project, teams of students apply what they have learned to design and test a model seismograph.

Student Pages Teacher Pages MindTap Digital Resources

Landslides Change Earth’s Surface 172–173 173a–173b Video Clip: Landslide in Slow Motion
Earth Science Gallery
T hink Like an Engineer: Make 174–177 177a–177d
Observations

Natural Hazards 178–179 179a–179b

Earthquakes 180–181 181a–181b Video Clip: Earthquake

Investigate: Earthquakes 182–183 183a–183d

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 NATURE OF SCIENCE
Lesson Sequence 2 (continued)
Tsunamis 184–185 185a–185b Video Clip: Tsunami Wave Propagation

Volcanoes 186–187 187a–187b Video Clip: Sarychev Volcano

Reducing the Impact of Natural 188–189 189a–189d Explorer Video: Andrés Ruzo on
Hazards Natural Hazards

Waves: Waves and Information

Early Warning Systems 190–191 191a–191b Video Clip: Seismograph Recording

PHYSICAL SCIENCE
Tsunami Detection 192–193 193a–193b Virtual Lab: Tsunami Detection

STEM: Engineering Project 194–197 197a–197d

Energy
Lesson Sequence 3 Student Edition, pp. 198–223 Pacing: 15 days

Performance Expectations
4 -ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes
in a landscape over time.
4 -ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

Interdependent
Structure, Function,
Science and Engineering Disciplinary Core Ideas Crosscutting Concepts
Practices ESS1.C: The History of Planet Earth. Patterns
Constructing Explanations and Local, regional, and global patterns of
Designing Solutions rock formations reveal changes over time

LIFE LIFE
Relationships
Analyzing and Interpreting Data due to earth forces, such as earthquakes.
The presence and location of certain fossil

SCIENCE
Connections to Nature of Science
types indicate the order in which rock

and Information
Scientific Knowledge Assumes an

SCIENCE
layers were formed.
Order and Consistency in Natural
Systems ETS1.B: Designing Solutions to

in Ecosystems
Engineering Problems. Testing a solution
involves investigating how well it performs
under a range of likely conditions.
ESS2.B: Plate Tectonics and Large-Scale

Processing
System Interactions. The locations of
mountain ranges, deep ocean trenches,
ocean floor structures, earthquakes,
and volcanoes occur in patterns. Most
earthquakes and volcanoes occur in
bands that are often along the boundaries
between continents and oceans. Major
mountain chains form inside continents
Processes that Shape the Earth

or near their edges. Maps can help locate

the different land and water features areas
EARTH SCIENCE

of Earth.
Earth’s Systems:

Overview
This lesson sequence begins with students analyzing and interpreting data from maps to identify patterns in the location of
active volcanoes and earthquakes. Next in the Think Like an Engineer Case Study, students learn about how a team of Japanese
engineers developed solutions to minimize the impact of earthquakes on new buildings. Then teams of students work together
to design and test their own solutions to make a house earthquake-resistant. In the final Think Like a Scientist activity, students
interpret diagrams to identify patterns in rock formations and fossils in rock layers. Stories in Science enriches the curriculum
through the story of marine biologist Geerat Vermeij, who because of his blindness must rely on other senses to study fossils.
Finally, the Science Career highlights the work of National Geographic Explorer Patrick Meier, a leader in the field of crisis mapping.

(continued)
Planning Guide 147d

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 Unit 4 Planning Guide (continued)

Lesson Sequence 3 (continued)

Student Pages Teacher Pages MindTap Digital Resources

Patterns of Water and Land Features 198–199 199a–199b

T hink Like a Scientist: Analyze and 200–201 201a–201d

Interpret Data

T hink Like an Engineer Case Study: 202–205 205a–205d

Building for the Future

T hink Like an Engineer: Generate 206–209 209a–209d

and Compare Solutions

The Badlands 210–211 211a–211d Video Clip: Driving in the Badlands

Iceland 212–213 213a–213d Video Clip: Divers in Silfra Fissure

T hink Like a Scientist: Identify 214–217 217a–217d

Evidence

Stories in Science 218–219 219a–219b

Science Career 220–221 221a–221d Video: Geerat Vermeij

147e Earth Science | Unit 4

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 Notes

147a-147f_NATG15656_G4U4_ES_LP.indd 6 14/05/18 2:52 PM

Rainfall in the
United States
The amount of rain that falls during
the year varies from region to region.
The map shows areas that receive
different amounts of rain. Rainfall
helps to shape the land and affects
the types of plants and animals
found in a region.

Pacific Northwest Forest

The Pacific Northwest coast is in a very
rainy region. Some places within that
region receive more than 250 centimeters
(100 inches) of rain each year! This wet
weather supports temperate rain forests
with tall trees and many different kinds
of plants and animals.

Southwest
Desert
The deserts of the
southwest receive less
than 30 centimeters (12
inches) of rain a year.
The living things that
live here can survive
with little water.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types of
living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments
into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
148 explain change. (4-ESS2-1)
Central Plains
Grassland
The middle part of the United
States receives moderate rain—
about 51 centimeters (20 inches)
each year. This much rainfall
supports grasslands. It provides
enough water for grasses, but
not enough for most trees.

Eastern Temperate
Forest
The eastern United States
receives an average of around
127 centimeters (50 inches) of rain
throughout the year. The plentiful
rainfall supports temperate forests
with many plants and animals.

Wrap It Up!
1. Define About how much rainfall does the
southwest desert region receive?

2. Contrast How is a grassland different

from a temperate forest? Contrast the
amount of rain and the kinds of plants in
the two places.

3. Cause and Effect How does the amount

of rainfall affect the living things that can
live in a region?
149
 Rainfall in the United States
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

EXPLORE
Objectives Students will be able to:
• Analyze patterns in the amount of rain that falls in different Think About Rainfall in the
parts of the United States. United States
• Describe how the amount of rainfall affects the types of
living things found in a region. Direct students’ attention to the map, and ask:
What land area is shown on this map? (the United
States) Point out the small photos arranged around
ENGAGE the map. As a class, compare and contrast the
scenes in the photos. Students may notice some
Introduce the Phenomenon
photos show trees or mountains or a lot of green
Use Video Show students a video (or a slide show) plants, while others do not. Read aloud the lesson
that features “before” and “after” satellite images of title. Ask: What might the connection be between
the California wildflower super bloom that occurred rainfall and these different landscapes? (Areas
in spring 2017. Ask: that get different amounts of rain look different from
• What did you notice about how this landscape each other.)
changed from “before” to “after”? (The land
Four-Square Diagram Have students make
looked dry and plain before but was filled with
a full-page four-square diagram in their science
color after.)
notebooks. In the top left square, have students
• What is creating this pattern of color? (Students write the title of the lesson, “Rainfall in the United
may say colorful plants appeared across the area.) States.” In the top right square, have students write a
• What might have caused this change? (rain) few sentences stating what they think they will learn
about in the lesson. Have students write in the lower
Tap Prior Knowledge left square what they learned after reading.
Partner Talk Have students pair up and think
about their answers to the following questions:
Set a Purpose and Read
How often does it rain in the area where we Focus Question Use this question to focus
live? When it rains in our area, how does the students and guide their reading: How does the
landscape change? Give students an adequate amount of rainfall vary across regions of the United
amount of time to process the questions. Indicate States? Have students read the lesson.
which partner begins. Then have students take
turns listening and talking. Circulate around EXPLAIN
the room to monitor discussion and clarify Analyze Rainfall Patterns in the
misunderstandings, asking simplifying questions United States
as needed.
After students have read the lesson, guide them to
Ask a few volunteers to share their thoughts with analyze data shown on the map. First, explain that
the class. Have students write what they learned precipitation includes not only rain, but also sleet,
in their science notebooks; use their responses snow, and hail. Then ask: What is the meaning of the
as a means of formative assessment. (Accept all colors on the map? (They show which regions receive
reasonable responses. If you live in an arid region, which amounts of rainfall.)
students may say it doesn’t rain very often. Students
may say rain makes the grass green or causes flooding Have students match the colors on the map to the
or makes flowers grow. Encourage students to color boxes in the key. If students are using the
compare these changes to those they observed in the Interactive E-book, allow them time to switch the
video or slide show.) various map layers on and off.

149a Earth Science | Unit 4

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 Have a volunteer identify the direction words in ELABORATE
each caption. (northwest, southwest, central, eastern) Extend Thinking About Rainfall in the

NATURE OF SCIENCE
Say: Each of these words identifies the extent of
United States
a region. For example, the tan section of the map
represents the central region of the United States. Graffiti Board Display a large sheet of paper that
students will add to as they complete the next four
Describe How Rainfall Affects the lessons. Divide it into four sections, and give each
Types of Living Things in a Region section a region label. Have each student add one
Next say: The other words in the caption title detail from the text about rainfall in each region.
describe landscapes that can be found in each Encourage students to add any other facts they
region. For example, one landscape found in the may know about these regions or landscapes, too.
southwest is a desert. Ask: What other landscapes Revisit the Phenomenon Have students research

Waves: Waves and Information

are shown on the map? (forest, grassland, temperate the events that led to the California super bloom

PHYSICAL SCIENCE
forest) Then ask questions that relate to the featured in the opening video and write a sentence
Focus Question: explaining its cause. (A very wet winter following five

Energy
• What is the average annual precipitation in years of drought caused the super bloom.)
the wettest areas of the Pacific Northwest
region? (over 180 centimeters, or 70 inches; EVALUATE
the text highlights areas that receive over
Have students record their answers to the Wrap It
250 centimeters, or 100 inches)
Up questions in their science notebooks.
• What details in the text tell about how rainfall
shapes land in the Pacific Northwest? (Wet Wrap It Up!

Interdependent
weather supports temperate rain forests with tall

Structure, Function,
trees and many kinds of plants and animals.) 1. DEFINE About how much rainfall does the
• Which region has the lowest average annual southwest desert region receive? (less than
precipitation? (the Southwest region) 30 centimeters, or 12 inches, of rain per year)

LIFE LIFE
• What is true for living things found in this

Relationships
2. CONTRAST How is a grassland different
region? (They can survive with very little water.) from a temperate forest? Contrast the

SCIENCE
amount of rain and the kinds of plants

and Information
• Which region receives moderate rainfall? (the

SCIENCE
Central region) in the two places. (A grassland gets less rain
than a temperate forest. Grasslands support

in Ecosystems
• Why are grasslands common in the Central
grasses and only a few trees. Temperate forests
region? (Moderate rainfall provides enough
have many tall trees.)
water for grasses, but not enough for most trees.)

Processing
• What is the average annual precipitation in 3. CAUSE AND EFFECT How does the amount
the temperate forests of the Eastern region? of rainfall affect the living things that can
(127 centimeters, or 50 inches) live in a region? (Some plants and animals can
survive with little rainfall. Others need moderate
• What word in the text describes the amount
or plentiful rainfall to survive.) CCC Cause and Effect
of rainfall in this region? (plentiful) Processes that Shape the Earth

DIFFERENTIATED INSTRUCTION
Check understanding with questions such as:
EARTH SCIENCE
Earth’s Systems:

Extra Support • W
 hat is the average annual precipitation
Below-Level Learners If students struggle in a very rainy region? (over 180 centimeters,
to interpret the map key, review the captions or 70 inches)
and lead them to identify the following • W
 hat type of region receives average
descriptive phrases: little water, moderate rain, annual precipitation of 50 to 100
plentiful rainfall, very rainy. Help students use centimeters, or 20 to 40 inches? (a region
color codes to assign these descriptive terms with moderate rain)
to the correct boxes in the key.

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Pacific Northwest Forest
If you visit the Pacific Northwest, you’ll see many tall trees. In fact,
this region is home to the world’s tallest trees! The rainy weather
and mild temperatures support the growth of lush forests. Most of
the trees are evergreen, which means that they keep their needle-
shaped leaves all year long.

Many flowering shrubs and trees, such as currants and dogwoods,

also live in these forests. Wildflowers, mosses, and ferns grow in the
moist soil. This forest is home to many different kinds of animals,
from insects and amphibians to birds and mammals.

When it is not raining in the

Pacific Northwest, the trees are
still often wrapped in moisture in
the form of fog.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
150 explain change. (4-ESS2-1)
The sideband snail slides over the wet ground Many wildflowers, such as these
and decaying leaves on the forest floor. iris, grow in the damp soil.

The colorful western tanager eats insects, fruits,

and seeds. This male tanager is sitting in a spruce
tree in an Oregon forest.

Many long growing seasons with

plentiful rain have allowed this
Douglas fir tree to grow very tall.

Wrap It Up!
1. Describe What is the weather like in the
Pacific Northwest?

2. Identify What kinds of trees are most

common in the Pacific Northwest?

3. Cause and Effect How might this area

of the Pacific Northwest look different if it
received very little rain?
151
 Pacific Northwest Forest
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

Objectives Students will be able to:

Tap Prior Knowledge
• Describe how the amount of rainfall affects the types of Refer students back to the map in the lesson Rainfall
living things found in forests of the Pacific Northwest. in the United States. Ask:
• Identify some of the living things in the forests of the
Pacific Northwest. • According to the map key, which region in the
United States receives the most rainfall? (the
Pacific Northwest)
ENGAGE • How much average annual precipitation does
Introduce the Phenomenon the Pacific Northwest region receive? (more
than 180 centimeters, or 70 inches)
Use Photography Show students several dramatic
photos of trees found in the Hoh Rain Forest, • How much rain do some parts of this
located on the Olympic Peninsula in Washington region receive? (more than 250 centimeters, or
state. One photo should feature a person standing 100 inches)
at the base of one of the giant trees that grow • Could a rain forest like the one shown in the
there. Ask: How would you describe the area photos exist in the Pacific Northwest? Why or
shown in these photos? (Possible answers: This is why not? (Possible answer: Yes, because it receives
some kind of forest. The trees that grow here are very a lot of rain, and tall trees grow in its forests.)
tall. There are a lot of thick, green plants everywhere. It
looks wet.) EXPLORE
Tell students the photos feature a rain forest. Ask: Think About the Pacific
• What do you know about rain forests? (Possible Northwest Forest
answers: They are like jungles. They are hot and Have students look at the photos and read the
wet. They get a lot of rain. They are found in captions to identify some of the living things found
tropical places. Unusual animals live there.) in this ecosystem. Ask a few volunteers to describe
• What is the most important factor that shapes what it might be like to walk through a forest like
life in a rain forest? (rainfall) the one shown in the photo. (Possible answers:
All the plants would be very green. Water would drip
off the trees. The ground would be squishy.

ELL SUPPORT Bridging Have students complete sentence

stems, such as:
Starting Ask yes/no questions, such as: Is the
Pacific Northwest dry? (No.) Is it very cold? (No.) Weather in the Pacific Northwest can be
Do evergreens live there? (Yes.) Do birds live described as . . .
there? (Yes.) Some of the plants that live there include . . .
Developing Provide students with sentence Some of the animals in this region include . . .
frames, such as:
The weather in the Pacific Northwest can be
described as (rainy) and (mild). Some plants that
live there include (evergreens) and (wildflowers).
Some animals that live there include (snails)
and (birds).

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 The air might smell like rain. The forest would be filled • What is one animal that lives high in the
with shadows. It might be spooky.) trees? (a western tanager)

NATURE OF SCIENCE
Four-Square Diagram Have students make a full- • What are some other types of animals that
page four-square diagram in their science notebooks live in this region? (various birds, insects,
and add to it throughout the lesson. In the top left amphibians, and mammals)
square, have students write the title of the lesson, • What kind of plant is an iris? (a wildflower)
“Pacific Northwest Forest.” In the top right square, • What types of trees grow in a Pacific
have students write a few sentences stating what Northwest forest? (evergreens such as spruce
they think they will learn about life cycles in the trees and Douglas fir trees)
lesson. Have students write in the lower left square
what they learned after reading. • How are trees in the forest important to
animals that live there? (The snail lives among

Waves: Waves and Information

Set a Purpose and Read decaying leaves. The tanager eats tree seeds and

PHYSICAL SCIENCE
Focus Question Use this question to focus hides in tree branches.)
students and guide their reading: How are living Draw Conclusions About the Effects of

Energy
things in a Pacific Northwest forest affected by the Rainfall on a Pacific Northwest Forest
amount of rain that falls there? Have students read
the lesson. Direct students to read the caption for the
background image. Explain that fog is a cloud
EXPLAIN that forms close to the ground. Ask: What can you
infer about the amount of water in the air in the
Identify Some Animals and Plants in Pacific Northwest? (There is a lot of water in the air
Pacific Northwest Forests because clouds, including fog, are liquid or frozen

Interdependent
After students read the lesson, help students water in the air.)

Structure, Function,
begin to answer the Focus Question. Begin with
5 Whys Have each student work with a partner.
questions about living things found in a Pacific
Say: Think about each of these “why” questions.
Northwest forest. Ask questions such as:

LIFE LIFE
Then share your answers with a partner.

Relationships
• What is one animal that lives on the forest

SCIENCE
floor? (a sideband snail)

and Information
SCIENCE
in Ecosystems
ENVIRONMENTAL SCIENCE

Processing
For example, the cavities these trees often
CONNECTION contain make great nest holes for northern
spotted owls. Explain that the northern
The Value of Dead Trees spotted owl has become very rare as suitable
Share with students that some species of trees have disappeared in the forests where it
wildlife found in Pacific Northwest forests lives. Loggers and timber companies have cut
actually benefit more from dead or dying down very old or dead trees the owls need
evergreen trees than from live ones. Explain for nesting. The owl is now protected by law
Processes that Shape the Earth

that a dead tree that remains standing is also to make sure it doesn’t disappear entirely. As
called a snag. The bare branches of snags make
EARTH SCIENCE

a result, timber companies must follow strict

Earth’s Systems:

good places for birds and small mammals to government rules for operating in forests
perch or build nests. Snags often have holes, where owls live.
called cavities, that also offer places to take
shelter, build nests, or store food. Share a photo of a northern spotted owl
nesting in a snag. Lead a class discussion
In Pacific Northwest forests, standing dead about the importance of managing forests for
Ponderosa pines and Douglas fir trees provide wildlife as well as for resources, such as trees,
valuable habitat for numerous wildlife. that people need.

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 Pacific Northwest Forest (continued)

• Why is rainfall important to the Pacific ELABORATE

Northwest region? (Enough rain falls to support Teach the Dimensions
forests with very tall trees and a wide variety
CCC Cause and Effect. Cause and effect relationships are routinely
of animals.) identified, tested, and used to explain change. (4-ESS2-1)
• Why do Douglas fir trees grow so tall? (They Turn and Talk Encourage students to think about
experience long growing seasons with plentiful rain.) what might cause a Pacific Northwest forest to
• Why is moisture so often present in these forests? change over time. Have students turn to a partner
(Even when it is not raining, fog covers the trees.) and discuss what might threaten a Pacific Northwest
forest. (Students should realize that the system is
• Why can a sideband snail live in this type of heavily dependent on rainfall, so any change in the
forest? (The wet ground provides a good home.) amount of rain would be damaging. Students also may
• Why might the soil in the forest be able to identify logging and forest fires as threats, since both
remain moist? (The rain is able to fall past the would lead to habitat loss.)
treetops to reach the ground. The forest is shady
and cool, so the ground does not dry out.) Ask partners to choose one species featured in
the small photos and discuss how a change in the
Graffiti Board Have students make additions to amount of rain the forest receives would affect that
the Pacific Northwest quadrant of the graffiti board species. (Students may recognize that the sideband
started in the previous lesson. Students can add snail or the iris may not survive in the forest if soil
details to items that have already been included, or dries out. The western tanager may lose habitat and a
they can add new information they have learned source of food if a lack of rainfall changed the trees and
from this lesson. Read some of the items that were animals living in the forest. The Douglas fir may not
added as prompts for discussion. grow as tall or be as healthy without the amount of rain
it needs.) Give partners a chance to share the results
of their discussions with the class. Tell them to use
the words cause and effect in their explanations.

Visualize Rainfall Amounts

To help students compare the amount of annual
precipitation received by each region they will
read about, work as a class to measure and cut a
paper strip 250 centimeters (100 inches) long. Help
students create a label that identifies the region and
mark units as needed. Tape this paper strip to a wall
LITERACY CONNECTION where students can see it. Leave room to add other
paper strips as students complete the lessons that
Use Details and Examples follow. Encourage students to compare their own
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.
height to the height of each paper strip they add,
Guide students in using details and examples from and remind them that the strips represent average
the text when answering your questions in the annual precipitation in these various regions.
EXPLAIN section. When you ask students to make Make Personal Connections
an inference about the amount of water in the air,
students should cite clues from the photographs, Encourage students to compare the Pacific
captions, and text as part of their answers. The Northwest to the region in which they live. Read
caption above the iris photo states explicitly that aloud some of the key words and phrases from the
the soil is moist. Ask: What other plants does the lesson such as “world’s tallest trees,” “lush forests,”
text say live in moist soil? (mosses and ferns) Ask: “mild temperatures,” “evergreen,” and “wrapped
What can you infer from these statements would in moisture.” As you say each word or phrase, have
happen to mosses and ferns if the soil dried out? students raise a hand if they feel it describes their
(They would also dry out.) own region.

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 Follow up with either/or questions such as: Is our EVALUATE
region more rainy or less rainy? Are forests in our Have students record their answers to the Wrap It

NATURE OF SCIENCE
region filled with evergreen trees or other kinds Up questions in their science notebooks.
of trees?

Investigate Further Wrap It Up!

Revisit the Phenomenon Identify the location 1. DESCRIBE What is the weather like in
of the Hoh Rain Forest on a map. Lead students to the Pacific Northwest? (rainy with mild
recognize it is in fact part of the Pacific Northwest temperatures)
region and is located in one of the areas marked as
receiving the most rainfall. Ask: What can you say 2. IDENTIFY What kinds of trees are most
about the trees in the Hoh Rain Forest based on common in the Pacific Northwest?

Waves: Waves and Information

what you learned in this lesson? (They are likely (Evergreens, such as spruce and fir, are the

PHYSICAL SCIENCE
evergreen trees.) Interested students may wish to most common trees in the Pacific Northwest
research more about this ecosystem. forests.)

Energy
3. CAUSE AND EFFECT How might this area
of the Pacific Northwest look different
if it received very little rain? (Possible
answers: The soil would be dry, and plants
would be smaller. There might not be animals
such as snails and iris wildflowers that need
moisture to survive.) CCC Cause and Effect

Interdependent
Structure, Function,
LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
Processing
DIFFERENTIATED INSTRUCTION

Gifted and Talented Learners

Have students find out about one plant and
one animal that live in the Pacific Northwest
forests but are not shown or discussed
Processes that Shape the Earth

in the lesson. Have them focus on the

characteristics of the organisms that make
EARTH SCIENCE
Earth’s Systems:

this region suitable for the plants and animals

they have chosen. If time permits, have them
present their findings by role-playing a short
conversation between the two organisms, in
which they compare notes about the heavy
rainfall in the region. In addition, students
could make an infographic poster to be
posted throughout this portion of the unit.

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Southwest Desert
The Sonoran Desert in the southwestern United States looks
very different from that of the Pacific Northwest. Why? This
region receives very little rain. As a result, trees that grow in
mild, rainy regions cannot grow here. Instead, plants that can
survive with little water live in this dry region. Desert plants
grow farther apart from each other than those in a forest, too.
The animals that live in the desert must also be able to survive
in harsh conditions without much water.

The tough, scaly skin of reptiles, such as

this iguana, slows the loss of water from
their bodies. This allows them to survive in
the desert.

The saguaro cactus provides shelter

around the nest of these Harris’s hawks.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
152 explain change. (4-ESS2-1)
 Plants that live in deserts must
have ways to save water. The
barrel cactus stores water in its
thick stem.

Cacti such as the tall,

forked saguaro grow in
the Sonoran Desert.

Some plants, such as this purple

mat, survive the dry weather as
seeds. When there is enough rain,
these plants quickly sprout, grow,
flower, and set seeds.

Wrap It Up!
1. Recall What characteristics do animals
have that help them survive in the Sonoran
Desert?

2. Explain How do the characteristics of a

barrel cactus help this plant to survive in
the Sonoran Desert?

3. Infer Most amphibians have moist skin and

lay their eggs in water. Would you expect
there to be many kinds of amphibians in the
Sonoran Desert? Explain.
153
 Southwest Desert
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

• What might be the purpose of this waxy

Objectives Students will be able to:
coating? (Possible answers: to keep animals from
• Describe how the amount of rainfall affects the types of
living things found in deserts of the southwestern United eating it, to keep it from drying out)
States.
• Draw conclusions about how plants and animals survive in Tap Prior Knowledge
a desert.
Help students draw on prior knowledge about plant
adaptations. Ask:
ENGAGE • Do these plants grow in your backyard? (No,
unless students live in desert country.)
Introduce the Phenomenon
• Where do you think they grow? (Students will
Quick Hands-On Bring in a potted cactus plant
likely say the cactus grows in the desert. They may
and an aloe vera plant. First display the cactus. Ask:
not know the aloe vera is a desert plant.)
What kind of plant is this? (Most students will know
that it is a cactus plant.) Next ask: What do you notice • How might the way these plants look relate
about this plant? (Possible answers: It has an odd to the area in which they grow? (Accept all
shape. It has spines. It doesn’t have leaves.) responses. Students may say the plants are
designed so that they do not need much rain or do
Next display the aloe vera plant. Ask: not dry out.)
• What kind of plant is this? (Students may know
Next, review what students learned in the previous
the name of this plant. Otherwise, they may say it is
lesson. Ask:
a succulent, or they may say it is also a cactus.)
• What types of plants and animals live in
• What do you notice about this plant? (Possible
Pacific Northwest forests? (Evergreens, such as
answers: It has an odd shape. It is very smooth. It is
spruce and fir, wildflowers, mosses, and ferns are
low-growing or tiny.) Run a fingernail along one
some of the plant life in this region. Birds, insects,
leaf of the aloe vera plant to remove some of its
amphibians, and mammals are some of the
waxy coating.
animals that live in this region.)

SCIENCE BACKGROUND One of the desert’s most distinctive plants

is the saguaro cactus, which is only native to
The Sonoran Desert this area. The saguaro has a thick, main stem
The Sonoran Desert is America’s hottest desert. that typically develops branches as it ages.
However, it supports the greatest variety of life of The saguaro is very slow-growing; it may take
any desert on Earth. The Sonoran Desert covers more than a decade to grow more than a few
about 260,000 square kilometers (100,000 square inches tall. The saguaro is also the largest
miles) in southwestern Arizona and southeastern cactus in the United States. It can grow to
California, as well as most of Baja California 12 to 18 meters (40 to 60 feet) tall. The saguaro
and the western half of the state of Sonora, is covered in protective spines. It is capable
Mexico. Its location and its distinctive patterns of of storing huge amounts of water. In fact, an
rainfall (winter storms and summer monsoons) adult saguaro may weigh between 6 and
contribute to its richness of life. 10 tons.

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 • Do you think those same animals and plants Four-Square Diagram Have students make
can live in the desert? Why or why not? (Some a full-page four-square diagram in their science

NATURE OF SCIENCE
students will realize that because of the difference notebooks and add to it throughout the lesson.
in the amounts of rainfall in the two regions,
many of the living things in the northwestern Set a Purpose and Read
forests couldn’t survive in the desert.) Focus Question Use this question to focus
students and guide their reading: How does the
EXPLORE limited amount of rainfall in the southwestern United
Think About the Southwest Desert States affect what living things are found in the
region? Have students read the lesson.
Focus students’ attention on the large landscape
photo. Ask probing questions to encourage EXPLAIN

Waves: Waves and Information

exploration. For example, ask: Do you see any trees
in the photo? Do you see any grass? What types of Compare Rainfall

PHYSICAL SCIENCE
plants do you see in this photo of a desert? Have Refer students back to the map in the lesson
students share their answers. (Most students will state Rainfall in the United States. Read aloud the

Energy
that they don’t see any trees or grass in the large photo. descriptive text in the callout box about the
Many students will probably recognize that many of the southwest desert. Ask:
plants are cacti. Some shrubs are also visible.)
• How much rain falls in a southwestern
Graphic Organizer Have students make a three- desert? (less than 30 centimeters, or about 12
column table. In the first column, students should inches, per year)
list organisms that are depicted or mentioned • How does this compare with the amount that
in the text. In the second column, have students falls in the Pacific Northwest? (Much more

Interdependent
make a list of characteristics and behaviors that rain falls in the northwestern forests. Some areas

Structure, Function,
are referred to in the text that help these plants receive more than 250 centimeters, or 100 inches,
and animals survive desert conditions. In the of rain each year.)
third column, for each characteristic or behavior,

LIFE LIFE
students should write how it helps the organism

Relationships
to survive desert conditions.

SCIENCE
and Information
SCIENCE
in Ecosystems
ELL SUPPORT
• W
 hich living thing finds shelter in

Processing
a cactus? (A Harris’s hawk finds shelter in
Starting Provide students with a printed
a cactus.)
copy of the lesson. Read aloud the caption
for each small photo. Help students find clue • W
 hich plant grows and flowers quickly?
words in each caption that help answer the (Purple mat grows and flowers quickly.)
question: How does this living thing survive • W
 hich living thing has scaly skin to slow
in the desert? (scaly skin, shelter, stores water, water loss? (An iguana has scaly skin to slow
quickly sprouts) Have students demonstrate water loss.)
Processes that Shape the Earth

understanding by pointing to corresponding

details in the small photos. Bridging Have students reread the text,
EARTH SCIENCE

discussing how rainfall affects living things in

Earth’s Systems:

Developing Have students point to the a given area. You may encourage conversation
correct photo and use a complete sentence by providing sentence stems, such as:
to answer each question. Have students write
their answers in their science notebooks: The tree roots are very deep, which indicates
that . . .
• W
 hich living thing stores water in its thick
stem? (The barrel cactus stores water in its This plant is waxy and has thorns on its surface.
thick stem.) This tells me …

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 Southwest Desert (continued)

Explain How Living Things Animation

Survive in a Desert
Direct students’ attention to the small photos of Have students watch the animation
animals. Ask: “Adaptations of Plants in Deserts” located in
• What types of animals are these? (The top photo the Resources menu. Then have students work
shows a reptile; the bottom photo shows hawks.) in pairs to identify adaptations of desert plants
that help the plants collect and store water, as
• How is the iguana able to survive in the desert? well as those that slow water loss. Pairs should
(Its tough, scaly skin slows water loss from its body.) talk about and record new ideas they learned
• How do hawks survive in the dry desert? (They from the animation.
make their nests close to large cacti to help keep Time 10 minutes
the young out of the hot sun. They can also fly
Teaching Tips Help students connect the
around to find water.)
animation to the core content of the lesson by
Say: Describe three ways in which plants are able to asking: Which plant has a stem that expands
survive in a desert. (Some plants grow far apart, some in a way similar to the stem of a barrel
store water in their stems, and some bloom and grow cactus? (the saguaro cactus) Ask: Why is this
only after it rains.) Next ask: Why do you think desert helpful? (It helps to store water.)
plants grow farther apart from each other than What to Expect Students should recognize
plants in a forest? (Possible answer: Desert plants must that both deep and shallow roots help desert
survive on little water, so when they are spaced out, plants collect water. Thick, fleshy stems, roots,
they do not need to compete for water. Their roots can and leaves help store water. Waxy coatings
absorb as much nearby water as possible.) and modified leaves help slow water loss.

Direct students’ attention to the photos of the cacti.

Ask: What are some similarities and differences Revisit the Phenomenon Display and name the
that you observe in these cacti plants? (Students cactus and aloe vera plant again. Have students draw
may say that the cacti are similar in that they all have on what they have learned to explain why each plant
spines and are all green, but are different in their shape looks the way it does. (Possible answers: The cactus
and height.) Next ask: Why do you think cacti have has spines to reduce water loss. The aloe vera has a
spines? (Students might infer that spines protect waxy coating to reduce water loss.)
the cacti from predators.) Explain that spines also
protect the cactus plant from the hot desert sun by If students are using the Interactive E-book, have
providing shade for its stem. them view the video clip of a long-nosed bat visiting
a saguaro cactus to feed. As a class, discuss the bat’s
behavior. Point out that the flowers of the cactus
bloom at night, which is unusual. Connect back to
LITERACY CONNECTION life science lessons on structure and function. Have
students compare the structure and function of the
Build Knowledge cactus flowers to those of the wild rose’s flower.
W.4.7 Conduct short research projects that build knowledge
through investigation of different aspects of a topic. Graffiti Board Have students make additions to the
As students conduct their research in the Southwest Desert quadrant of the graffiti board from
ELABORATE section, encourage them to the previous lessons. Students can add details to items
identify facts about a broad range of topics. that have already been included, or they can add new
For example, in addition to investigating plants information they have learned from this lesson.
and animals that live in their selected deserts,
students might also investigate people who live
Teach the Dimensions
CCC Cause and Effect. Cause and effect relationships are routinely
there. They might identify the average amounts identified, tested, and used to explain change. (4-ESS2-1)
of rainfall or the record high temperatures Have each student work with a partner. Tell students
recorded at their desert locations. you will present statements from the lesson.
Partners will work together to identify the cause

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 in each statement as well as the effect. They will classroom. Provide each group with a wire hanger
also decide why this cause-effect relationship (or have students bring them from home); pieces of

NATURE OF SCIENCE
is important by completing a sentence starter. string; and index cards, each punched with a hole.
Students should record answers in their science Instruct students to list a fact on one side of each
notebooks and be prepared to share them card and draw one associated picture on the other
after the activity is completed. Present the side. Show them how to hang the cards from the
following statements: hangers to assemble mobiles.
• Trees do not grow in the desert (effect) because Visualize Rainfall Amounts
very little rain falls there. (cause) This helps
explain why deserts look . . . (different from As a class, measure and cut a paper strip 30
forests in the Pacific Northwest). centimeters (12 inches) long. Help students create
labels and mark units as needed. Tape the strip

Waves: Waves and Information

• A Harris’s hawk takes shelter in a saguaro next to the other one on display. Briefly discuss
cactus (cause) to stay cool (effect). This helps

PHYSICAL SCIENCE
how the two paper strips compare with each other.
explain why the hawk uses the cactus . . . (as a
place for building a nest). EVALUATE

Energy
• Some flowers quickly grow from seeds (effect) Have students record their answers to the Wrap It
when enough rain falls (cause). This helps Up questions in their science notebooks.
explain why flowers seem to appear . . .
(all at once). Wrap It Up!
Invite students to ask any questions if they feel they
are not yet able to answer the Focus Question. 1. RECALL What characteristics do animals
have that help them survive in the

Interdependent
Sonoran Desert? (Reptiles have tough,

Structure, Function,
ELABORATE
scaly skin. Birds find ways to shelter from the
Extend Thinking About Desert Animals hot sun.)
Agree/Disagree Obtain photographs of a variety
2. EXPLAIN How do the characteristics of a

LIFE LIFE
of animals, some of which live in the Sonoran

Relationships
barrel cactus help this plant to survive in
Desert, and some of which do not. Display the

SCIENCE
the Sonoran Desert? (They grow far apart,
photos one at a time, and have students show

and Information
which can reduce competition for water, and

SCIENCE
a “thumbs up” if they agree the animal can live
store water in their stems.)
in the Sonoran Desert, or a “thumbs down” if

in Ecosystems
they disagree. Include some unexpected desert- 3. INFER Most amphibians have moist
dwellers, such as the spadefoot toad and the skin and lay their eggs in water. Would
loach minnow. you expect there to be many kinds of

Processing
amphibians in the Sonoran Desert?
3-2-1 After students have read and discussed the
Explain. (No; the Sonoran Desert gets very
material from the lesson, ask them to record the
little rain. Few amphibians would be able
following information in their science notebooks:
to survive there because they would dry out
• Three things that they have learned. and there would be no place to lay their eggs.)
CCC Cause and Effect
• Two questions that they still have.
Processes that Shape the Earth

• One aspect of the activity that relates to their

lives.
EARTH SCIENCE
Earth’s Systems:

Extend Thinking About Desert Habitats

Share information from the Science Background
note with students. Assign small groups to conduct
short research projects about the Sonoran Desert
or a desert ecosystem located in your region. Tell
students they must identify 10 fun facts about the
deserts they research. Have students use what they
learn to make simple mobiles to display around the

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Central Plains
Grassland
The central portion of the United States receives more rain than
the desert but less rain than the forest. The region supports
grasslands, also called prairies. This large area of land is covered
in grasses and many kinds of wildflowers, but few trees.

Bison adapt to the changing seasons

by shedding their thick winter coat
when the weather becomes warm.

This prairie chicken feeds on the

grasses growing in a Nebraska prairie.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
154 explain change. (4-ESS2-1)
The weather in the grasslands varies from Few tree species grow here
because there is not enough
season to season. Winters are cold and rainfall and fires destroy saplings.
summers are hot and dry. Prairie plants
grow long roots that can absorb and store
water. During extremely dry periods,
fires are common. Many prairie plants
regrow after a fire because their roots are
protected below the ground.

These colorful flowers attract

bees and wasps that help the
Prairie grasses have adaptations plant reproduce.
that help them survive the long,
hot summers.

Wrap It Up!
1. Describe What is the weather like in the
prairie during the summer?

2. Cause and Effect Why aren’t most prairie

plants killed by fires?

3. Infer When do the grasslands get most of

their rainfall?
155
 Central Plains Grassland
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

They are much taller. They are a different color.

Objectives Students will be able to:
They are “wild.”)
• Identify some of the organisms that live in a grassland
(prairie). • What would you call an area where these plants
• Draw conclusions about why prairie grasses are suited for grow? (Possible answers: prairie, field, grassland)
the weather conditions where they grow.
Tap Prior Knowledge
Refer students back to the map in the lesson Rainfall
ENGAGE
in the United States. Then ask:
Introduce the Phenomenon
• Which region features grasses like the one in
Use Photography First show students a photo of a the second photo? (the Central Plains region)
manicured lawn. Ask:
• Where is the region located? (in the middle, or
• What kind of plants does this photo show? (grass) central part, of the United States)
• What would you call an area where these • What word in the caption describes the
plants grow? (Possible answers: lawn, yard, park) amount of rainfall in the region? (moderate)
Next show students a photo of a grassland Anticipation Guide Have students create a table
ecosystem, such as a tallgrass prairie, in which with three columns in their science notebooks. In
grasses are clearly dominant. Ask: the first column, have them write the following
• What kind of plants does this photo show? (grass) statements:
• How do the grasses in this photo compare to • The Central Plains have hot, dry summers. (agree)
the grasses in the other photo? (Possible answers: • Fire causes long-term damage to grasslands.
(disagree)
• Trees do not usually grow in grasslands. (agree)
SCIENCE BACKGROUND
• Grasslands do not make good homes for
wildlife. (disagree)
Mary Agnes Chase, Botanist
During her career as a botanist with the United • Few original grasslands remain in the United
States Department of Agriculture, Mary Agnes States today. (agree)
Chase (1869–1963) became one of the world’s
Have students label the second column “Yes/Agree”
leading experts on American grasses, including
and the third column “No/Disagree.” Tell students
prairie grasses. Chase’s career grew out of
to indicate whether they agree or disagree with
a love of plant collecting and an interest in
each statement. Have them review their responses
creating botanical illustrations. Chase ended
after reading to check their accuracy and to identify
up collecting more than 12,000 grass plant
information they have learned. Use students’ guides
specimens on expeditions throughout the
to identify concepts you may need to revisit.
United States and South America. She published
several books on the subject of grasses,
completing the last one at age 93. As a woman, EXPLORE
Chase faced obstacles such as having to pay Think About the Central Plains
her own way to travel and being shut out from Grassland
certain projects. She became an advocate for Have a volunteer read the lesson title aloud.
women in science and also campaigned for the Share with students that a plain is a broad, flat
right of women to vote. stretch of land. Have students scan the large
landscape photograph.

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 Ask: What do you notice about the plants in Have a volunteer read aloud the second paragraph
this landscape? (They are mainly grasses.) Next again. Say: Describe summer and winter weather

NATURE OF SCIENCE
ask: What might it be like to walk through this in the grasslands. (Winters are cold; summers are
landscape on a summer day? (Possible answer: It hot and dry.)
might be very sunny and windy. There is not much
shade. The grasses would make swishing sounds in Say: Explain how the amount of rain that falls in
the wind. I could see a long distance across the flat.) grasslands affects the types of plants that grow
there. (Many trees require more water to grow than
Four-Square Diagram Have students make plants in a grassland. So, the small amount of rain
a full-page four-square diagram in their science that falls in a grassland does not support the growth
notebooks and add to it throughout the lesson. of many trees.)

Set a Purpose and Read Explain How Animals Survive

Waves: Waves and Information

Focus Question Use this question to focus in Grasslands

PHYSICAL SCIENCE
students and guide their reading: How are plants Direct students’ attention to the small photos
and animals able to survive with the amount of rain of animals. Ask: How do bison survive warm

Energy
that falls in the grasslands of the central plains? Have weather? (They shed their thick coats when the
students read the lesson. weather becomes warm.) Say: Think about what you
know about birds. How might a prairie chicken
EXPLAIN survive the cold winters of a grassland? (Students
should infer that its feathers help keep it warm. Some
Describe Patterns of Rainfall
students may note that some birds migrate to warmer
in Grasslands
places during cold winters.)
Have a volunteer read aloud the first paragraph

Interdependent
again. Ask: How does the amount of rainfall in a Explain How Plants Survive

Structure, Function,
grassland compare with the amount of rainfall in in Grasslands
a desert and a forest in the northwestern United Guide students to recognize how plants that grow
States? (Central Plains grasslands get more rain than in a grassland are adapted to this ecosystem.

LIFE LIFE
deserts, but less than forests.)

Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
ELL SUPPORT
because. . . Provide stems for students to use

Processing
during their conversations.
Starting Guide students to share an opinion
about the plants and animals that thrive in The Central Plains are . . .
the Central Plains. Provide sentence frames
and model how to complete the frames. I I think grasslands are . . .
would most like to see the on the Central
Bridging Guide students to share
Plains Grassland. Have students share
opinions using more sophisticated phrases
Processes that Shape the Earth

opinions, comparing the grassland to the

for negotiation and persuasion of peers.
desert or forest they already learned about. I
Ask students what they think about the
EARTH SCIENCE

think the seems like . I would like to see .

Earth’s Systems:

Central Plains and the other areas they

I prefer a place with (a little/some) rain.
learned about in previous lessons. Model a
Developing Guide students to share opinions conversational style and useful phrases for
and persuade peers about what they think counterarguments, such as I understand your
about the Central Plains and the other areas view. However, . . .
they learned about in previous lessons. Model
phrases that are useful in counterarguments,
such as I agree with but . . . and I think this

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 Central Plains Grassland (continued)

Ask: board. Students can add details to items they

• Why are there only a few tall trees on a recorded earlier, or they can add information on
grassland? (There is not enough rain for trees new topics learned in this lesson. You may initiate a
to grow tall. Also, fires during dry periods can discussion based on information that was added.
destroy saplings.)
ELABORATE
• What function do the colorful flowers of
wildflowers serve? (The colorful flowers attract Study the Importance of Prairie Grasses
pollinators, such as bees and wasps, that help the Invite volunteers to recall what they have learned in
plant reproduce.) the lesson about the roots of prairie grasses. Say: The
• How do most prairie plants survive periods of deep roots of prairie grasses help hold the plants
little or no rainfall? (They have long roots that in place even when high winds sweep across the
can take in and store water.) plains. The roots also help hold soil in place. Ask:
What might happen if winds blew over bare soil
• What effect do fires have on grasslands? (Fires
instead of soil rooted by prairie grasses? (Possible
destroy parts of the plants that grow above the
answer: The soil would get blown away by the wind.)
ground but not the plants’ roots. After a fire, many
Next ask: What might happen if a hard rain poured
plants are able to grow again.)
down on bare soil instead of soil rooted by prairie
grasses? (Possible answer: The soil would get washed
Featured Photo away by the water.) Say: That’s right, prairie grasses
keep soil from blowing or washing away. They also
Have students view the “Prairie Plant Roots”
help trap moisture in the soil. If the grasses are
photo within the Earth Science Gallery and
removed or replaced with other, less hardy plants,
read the accompanying text. Help students
the soil is at risk.
connect the photo to the core content of the
lesson by asking: What structures of prairie Share information about the Dust Bowl of the
plants are shown in the photo? (The photo 1930s, a time when drought hit the Central Plains.
shows their long roots, which help them survive Wheat farmers had planted their crops across
times of drought and fire.) Why is a grassland vast tracts of prairie land. The wheat was not
sometimes described as an upside-down adapted to surviving the dry conditions.
forest? (Possible answer: In a forest, you see trees.
Most of the tree’s parts grow above ground. In
a prairie, you see grasses, but most parts of the DIFFERENTIATED INSTRUCTION
grasses are hidden underground, which is the
opposite of forests.) Extra Support
Below-Level Learners Have students work
in pairs to identify important information
Teach the Dimensions in the lesson. First have them use arrows
CCC Cause and Effect. Cause and effect relationships are routinely
identified, tested, and used to explain change. (4-ESS2-1)
on sticky notes to point to the words or
Cause-Effect Chain Have students create a cause- phrases that describe the climate conditions
effect chain to explain how fire brings change to the in a grassland. (less rain than the forest; cold;
grassland ecosystem. Tell students the first cause, or hot and dry) Next have them take turns
event, in their chain should be “long period of no identifying words or phrases that describe
rainfall.” The final event in their chain should be how living things can survive in a grassland.
“prairie plants can grow again.” Challenge students (Bison shed winter coats in summer; prairie
to supply the causes and effects required to plants have long roots that absorb and store
complete the chain. (long period of no rainfall dry water; colorful flowers attract pollinators.) Ask
conditions fire breaks out prairie grasses burn them to point to parts of the large photo
only roots survive prairie grasses can grow again) that help show details described in the
first paragraph. (Grasses cover most of the
Graffiti Board Have students make additions to landscape; few trees are visible.)
the Central Plains Grassland quadrant of the graffiti

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 Wheat plants did not anchor the soil or trap
moisture in the way prairie grasses did. The soil Wrap It Up!

NATURE OF SCIENCE
became dry and dusty. Huge dust storms began to
1. DESCRIBE What is the weather like in
sweep the region and blow the soil away.
the prairie during the summer? (Summers
Literacy Through Science in the prairie ecosystem are hot and dry.)
Read and Compare Multiple Texts 2. CAUSE AND EFFECT Why aren’t most
RI.4.9 Integrate information from two texts on the same topic in order to prairie plants killed by fires? (Possible
write or speak about the subject knowledgeably.
answer: Fire usually affects what is above
Using books from your classroom, school, or
ground. Prairie plants grow long roots that are
an online library, such as Open Library, present
protected below the ground.) CCC Cause and Effect
passages from fiction or nonfiction texts that

Waves: Waves and Information

feature life on the Central Plains. Works of fiction 3. INFER When do grasslands get most of
might include Out of the Dust by Karen Hesse or their rainfall? (Grasslands get most of their

PHYSICAL SCIENCE
One Day in the Prairie by Jean Craighead George. rain in the spring and fall.)
Search for nonfiction articles or texts that have

Energy
grade-level appropriate language and style. Hoping
for Rain: The Dust Bowl Adventures of Patty and Earl
Buckler by Kate Connell conveys the experiences of
the Buckler family through letters and diary entries.
Have small groups read sections of one or more
books. Provide guiding questions or direction to
focus students’ reading. For example,

Interdependent
• Locate language that describes the natural

Structure, Function,
setting in your passage. Share the sentences ENVIRONMENTAL SCIENCE
aloud. CONNECTION
• Describe the conditions for the characters or

LIFE LIFE
figures in your passage. Grasslands in Peril

Relationships
• Use the information in the Central Plains After students read “Dreams to Dust,” share

SCIENCE
Grassland lesson to make inferences. How with them that an estimated 99 percent

and Information
SCIENCE
does the information in the lesson connect to of America’s tallgrass prairie has been lost.
your passage? This is largely due to converting prairies to

in Ecosystems
land for growing crops and raising livestock.
If groups have different books and/or passages, Native animals have been replaced by others
bring students together to have each group introduced by humans. Even the fact that

Processing
summarize what they discovered during their close fewer fires occur has led to loss of prairie lands.
reading. Allow students access to the books to read
the full book or larger sections of it. Explain to students that as grasslands
disappear, so do the natural benefits they
Visualize Rainfall Amounts provide, such as keeping soil healthy,
As a class, measure and cut a paper strip 51 protecting water supplies, and providing
centimeters (20 inches) long. Help students create homes for wildlife.
a region label for the paper strip and mark units
Processes that Shape the Earth

as needed. Add this paper strip to the others on As a class, take a virtual field trip to Tallgrass
display. Briefly discuss how the three paper strips Prairie National Preserve in Kansas, the only
EARTH SCIENCE
Earth’s Systems:

compare with each other. area within the National Park System solely
dedicated to the protection of a tallgrass
prairie. Visit the preserve’s website (part
EVALUATE
of the National Park Service) and project
Have students record their answers to the Wrap It information for students about native plants
Up questions in their science notebooks. and animals, as well as the area’s history. Have
students write a paragraph summarizing why
this area has been protected as a preserve.

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Eastern Temperate
Forest
The mid-Atlantic region receives rain and snow throughout the
year that supports temperate forests. Temperate forests are
wet environments. These forests are similar to those found in
the Pacific Northwest, with one major difference. Most trees in
temperate forests are deciduous, which means they lose their
leaves in fall and produce new ones in the spring.

Abundant rainfall in temperate

forests encourages the growth of
many trees, shrubs, and other plants.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
156 explain change. (4-ESS2-1)
Deciduous trees drop their leaves White-tailed deer thrive in temperate
forests.
before winter to help preserve energy
when it is cold. During warmer months,
large leaves help low-growing forest
plants absorb sunlight.

The large leaves of the trillium

help it absorb the small amount
of sunlight that reaches the
forest floor.

The Northern Saw-whet Owl makes its

home in the eastern temperate forest.
Owls live in the tall trees and hunt mice,
chipmunks, and other small animals.

Wrap It Up!
1. Define What are deciduous trees?

2. Compare and Contrast How do

temperate forests differ from forests found
in the Pacific Northwest?

3. Infer What characteristics of the temperate

forest make it a good home for many animals?
Flowering trees, such as this
dogwood, bloom in the eastern 4. Cause and Effect Why do many trees in
temperate forest in spring. temperate forests appear to be dead in
winter?
157
 Eastern Temperate Forest
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

EXPLORE
Objectives Students will be able to:
• Analyze how patterns of rainfall affect living things in an Think About Eastern Temperate Forests
eastern temperate forest.
• Identify some of the organisms that live in an eastern Have students scan the large landscape photo.
temperate forest. Encourage them to think about what they observe
by asking: What types of plants do you see? Are
they all the same? How can you tell? (Students
ENGAGE should state that the large photo shows groups of trees
that differ in color and leaf type.)
Introduce the Phenomenon
Four-Square Diagram Have students make a full-
Use Photography Do an Internet search for
page four-square diagram in their science notebooks
“deciduous tree through the seasons.” Select an
and add to it throughout the lesson.
illustration, collage of photos, or series of photos
that depicts a single tree (or group of trees) in spring, Set a Purpose and Read
summer, fall, and winter. Show the selected image or
Focus Question Use this question to focus students
images to students, and ask:
and guide their reading: How do patterns of rainfall
• What pattern do you notice about the in an eastern temperate forest affect what plants and
appearance of the tree in this photo? (Possible animals live there? Have students read the lesson.
answer: It is the same tree, but it looks different in
different parts of the photo/photos.) EXPLAIN
• How would you explain what you see in the Describe the Weather in Eastern
photo? (Students should recognize that the tree Temperate Forests
has been photographed or illustrated as it appears
in each season.) After students read the lesson, guide students to
answer the Focus Question. Ask:
• What would cause these changes in the tree’s
appearance? (changes in the weather) • What word describes the weather in every
season in an eastern temperate forest? (wet)
• What other patterns of change have you
noticed with changing seasons? (Accept all • What are winters in these forests like? (cold in
answers. Students may say they notice some northern areas, warmer in southern areas)
animals disappear, or some plants seem to die, or
the days grow shorter.)
DIFFERENTIATED INSTRUCTION
Tap Prior Knowledge
Refer students back to the map in the lesson Rainfall Gifted and Talented Learners
in the United States. Ask: Motivated students may wish to learn more
• How much rainfall do the green areas get? (100 about the annual average precipitation in your
to 180 centimeters, or 40 to 70 inches, per year) state. Challenge these students to carry out
research and create a visual such as a map or a
• How does the average rainfall in an eastern bar graph to represent data they find (suggested
temperate forest compare with this amount? search term: “annual average precipitation [state
(An eastern temperate forest is at the lower end name]).” Students should also write a paragraph
of the range. It gets about 127 centimeters, or describing how rainfall shapes the land in their
50 inches, of rain per year.) part of the state. Have students present their
work to the class.

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 • When do you think this photo was taken, and ELABORATE
why? (Possible answer: It was taken in summer. Extend Thinking About

NATURE OF SCIENCE
The trees are very green. If it were fall, they would
Temperate Forests
be different colors. If it were winter, they would be
bare. If it were spring, they would be flowering.) Graphic Organizer Have students use a Venn
diagram to compare the eastern temperate forest
Explain How Some Living Things and the forest of the Pacific Northwest. (Trees
Survive in Eastern Temperate Forests are common in both regions. Rainfall affects what
Discuss how living things survive in this forest. Ask: can grow and live in both regions. Deciduous trees
are most common in a temperate forest. Evergreen
• How do deciduous trees survive in the forest? trees are most common in a Pacific Northwest forest.
(They grow very tall by using their roots to take Temperate forests have cold winters and warm
in the abundant rain that falls. Many trees

Waves: Waves and Information

summers. The Pacific Northwest does not have such
drop their leaves before winter to help preserve milder winters and summers and is a wetter region.)

PHYSICAL SCIENCE
their energy.)
• How do the living things shown in the small Visualize Rainfall Amounts

Energy
photos survive in the forest? (Flowers on the As a class, measure and cut a paper strip 127
forest floor generally have large leaves that help centimeters (50 inches) long. Help students create
them absorb the small amount of sunlight that a region label and mark units as needed. Add this
reaches them. Flowering trees bloom in spring paper strip to the others on display. Briefly discuss
when the weather is wet and warm. Deer depend how all the strips compare with each other. As a
on the many plants in the forest for food. Owls final activity, have students work with a partner
live in the trees and hunt for small animals.) convert the precipitation data into a bar graph.

Interdependent
Graffiti Board Have students add information

Structure, Function,
EVALUATE
to the Eastern Temperate Forest quadrant of the
display. As a class, review each of the quadrants of Have students record their answers to the Wrap It
the display and add any items students suggest. Up questions in their science notebooks.

LIFE LIFE
Then have students write a few sentences in their

Relationships
science notebooks to describe the ecosystem they Wrap It Up!

SCIENCE
found most interesting and why.

and Information
SCIENCE
1. DEFINE What are deciduous trees?
(Deciduous trees are trees that lose their leaves
Featured Photo

in Ecosystems
in fall and produce new ones in the spring.)
Have students view the “Fall Colors in 2. COMPARE AND CONTRAST How do
Vermont” photo within the Earth Science

Processing
temperate forests differ from forests
Gallery and read the accompanying text. Tell found in the Pacific Northwest?
them to compare it to the lesson photo. (Temperate forests contain mostly deciduous
Time 20 minutes trees, while forests in the Pacific Northwest
contain mostly evergreens that keep their
Teaching Tips Review the process that causes leaves all year long. The forests also differ in
leaves to change color. Then describe the the types of animals that inhabit them.)
“recipe” for vibrant fall colors: warm, sunny
Processes that Shape the Earth

days; cool (but not freezing) nights; and not 3. INFER What characteristics of the
too much rain. A wet fall season puts the temperate forest make it a good home for
EARTH SCIENCE
Earth’s Systems:

damper on bright fall colors. Look up the many animals? (Temperate forests get a lot
current or previous year’s fall color report or of rain, which helps plants grow. Plants provide
foliage map for your state, and project it for food and habitats for many forest animals.)
students to see. Focus on any information
about weather involved, especially rainfall. 4. CAUSE AND EFFECT Why do many trees
in temperate forests appear to be dead
What to Expect Students will better in winter? (Most trees in temperate forests
understand how rainfall affects deciduous are deciduous and drop their leaves in winter
trees’ appearance from season to season. to conserve energy.) CCC Cause and Effect

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Weathering
Landforms such as mountains, valleys, and plains are shaped
and changed over millions of years. These changes to
Earth’s surface include three processes. The first process is
weathering. Weathering happens when rocks break apart,
wear away, or dissolve into smaller particles, or when the
materials in the rock are changed. The smaller particles
are called sediment. Wind, water, ice, chemicals, and even
plants can cause weathering.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
158 explain change. (4-ESS2-1)
 Weathering by water and wind
helped shape this rock into its
arched shape. Eventually more
weathering could weaken it until
gravity causes it to fall.

Wrap It Up!
1. Recall What can cause weathering?

2. Explain Describe how weathering might

affect rocks over a very long period of
time.
159
 Weathering
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

• Why are some of your rocks jagged and some

Objectives Students will be able to:
smooth? (Accept all responses. Some students may
• Define weathering and identify agents of weathering.
• Analyze the effects of weathering on rocks. know rocks become smooth due to the action of
• Write cause-effect statements to explain how weathering flowing water. They may recognize softer rocks can
changes land over time. crack or crumble easily.)
Science Vocabulary
• Do you think all of your rocks always looked
weathering, sediment
this way? Explain. (Possible answers: No, some
of these were once bigger rocks. Some rocks were
once more jagged.)
ENGAGE
• Have you ever seen or collected very smooth
Introduce the Phenomenon rocks outdoors? If so, where were you at the
Quick Hands-On Provide small groups of students time? (Students who respond may say they were at
with a variety of rocks that have been labeled with the beach or near a river or other body of water.)
numbers. Include both smooth rocks and jagged • Why might rocks in this type of location have
rocks, very hard rocks, and some softer rocks. Have such a smooth texture? (Possible answer: The
students make a two-column chart in their science water smoothed them out.)
notebooks with columns for “Sample Number”
and “Observation.” Encourage students to feel the EXPLORE
texture of the rocks and test their hardness with a
fingernail. Have them record observations about Think About Weathering
each rock. Ask: What words did you use to describe Have students look at the large rock arch in the
the texture of your rocks? (Possible answers: smooth, photo. Ask probing questions to encourage
sharp, bumpy, hard, soft, jagged, rough) exploration, such as:
Tap Prior Knowledge • Do you think this rock always looked like this?
Why or why not? (Possible answer: No. It was
Encourage students to draw on prior knowledge as probably one big, solid rock at one time.)
they answer these questions:
• What do you think might have caused this arch
to form? (Possible answers: Part of the rock has
DIFFERENTIATED INSTRUCTION worn away or fallen down. Maybe wind or water
wore it away. Maybe the earth shook and knocked
part of it down.)
Extra Support
Students with Disabilities In the Quick Read aloud the lesson title. Ask: Have you seen this
Hands-On activity, have students with different word before? (Accept all responses. Students will likely
abilities do the parts of the process they are best recognize the base word weather.) Say: You know
able to do. For example, a student with limited that the word weather can be used to describe
vision can assess the rocks for softness, hardness, conditions such as hot or cold, rainy or snowy,
and graininess. A student who might have sunny or cloudy. But the word weathering means
trouble handling the rocks can dictate the data something different. Tell students they will learn the
accumulated by others to be recorded in the meaning of this word as part of this lesson.
two-column chart, and so on. Remind students
that scientists use this kind of collaboration to Four-Square Diagram Have students make a full-
accumulate, assess, record, and pass on data page four-square diagram in their science notebooks
from experiments. and add to it throughout the lesson.

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 Set a Purpose and Read Invite partners to share their ideas. (Students should
recognize that the layers form a pattern of different-
Focus Question Use this question to focus

NATURE OF SCIENCE
colored rock. The layers and colors form a similar
students and guide their reading: What are the
pattern in both columns. Students should reason that
causes and effects of weathering? Have students
the colors and layers were continuous at one point in
read the lesson.
time—that is, the rock arch was once a large boulder.)
EXPLAIN Next discuss the Focus Question. Ask:
Define and Describe Weathering • How do you think water and wind weathered
After students read the lesson, focus on new the boulder to form this arch? (Water may
vocabulary. Ask: have seeped into cracks in the boulder, causing
some of the rock to dissolve. Wind may have

Waves: Waves and Information

• What is weathering? (Weathering is when rocks blown sediment against the boulder, wearing
break apart, wear away, dissolve, or have their

PHYSICAL SCIENCE
parts of it away until holes formed in the boulder.)
makeup changed.)
• What might be the effect of gravity on this
• What can cause weathering? (Wind, water,

Energy
arch? (Gravity can pull the weathered particles
ice, and chemicals can cause weathering. Living toward the ground and could eventually cause
things can even cause weathering.) the arch to collapse.)
• What is sediment? (Sediment is rock particles
that form as a result of weathering.) Point out Graphic Organizer Have students start a concept
that sedimentary rocks, like the sandstone web to organize their learning as they complete
and shale making up the rock arch shown lessons about how weathering causes changes to
in the photo, are made of sediment that is Earth’s surface. Have students write the core idea,

Interdependent
compacted (squeezed) and cemented together “Weathering Changes the Land,” in the center

Structure, Function,
over time to form rock. circle. Then have them write “Sediment” as a
connecting idea to this core idea. In turn, students
Explain Effects of Weathering should record supporting details about sediment

LIFE LIFE
Turn and Talk Have each student turn and talk from the lesson as connecting ideas for that topic.

Relationships
with a partner to analyze evidence of weathering.

SCIENCE
Have partners closely observe details in the photo ELABORATE

and Information
SCIENCE
to answer these questions: What do you notice Revisit the Phenomenon Have students look
about the pattern of layers in both columns? at the charts they made for the rock samples. Ask

in Ecosystems
What can you conclude from the fact that the students to discuss which types of rocks might
layers at the top of the arch are continuous? weather more easily. (Possible answer: The softer
rocks would crumble or wash away as sediment more

Processing
quickly than the harder rocks.)

EVALUATE
LITERACY CONNECTION Have students record their answers to the Wrap It
Up questions in their science notebooks.
Use Details and Examples
RI.4.1 Refer to details and examples in a text when explaining Wrap It Up!
Processes that Shape the Earth

what the text says explicitly and when drawing inferences from
the text.
1. RECALL What can cause weathering?
EARTH SCIENCE

As you discuss the new vocabulary as part

Earth’s Systems:

of the EXPLAIN section, ask questions that (Wind, water, ice, chemicals, and living things
encourage students to identify explicit can cause weathering.)
text examples and details to support their 2. EXPLAIN Describe how weathering
answers, such as: might affect rocks over a very long
• W
 hat sentence in the text contains these period of time. (Weathering can break
details? rocks apart, wear them away, cause them
• How did you come up with your answer? to dissolve, or change their makeup.)
CCC Cause and Effect

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Erosion and Deposition
Weathering produces sediment. Sediment is loose material. It can
be large boulders or tiny grains of sand. What happens to these
weathered pieces of rock? Often they are moved to a new place.
The moving of sediment from one place to another is the second
step in the process, erosion. Wind, water, ice, living things, and
gravity all can move sediment from one place to another.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
160 explain change. (4-ESS2-1)
What happens to the sediment that is carried away? It is deposited
or dropped in a new place. This action is another process called
deposition. Moving water can deposit pebbles and sand
downstream. Or wind can deposit sand on a beach to form a sand
dune. Together the three processes of weathering, erosion, and
deposition can shape and change the land.

Long ago, on what is now Deer Isle, Maine,

huge moving masses of ice carried these
boulders from far away. When the ice melted,
the boulders were left in a new place.

Wrap It Up!
1. Recall What are some causes of erosion?

2. Generalize How do the effects of erosion

and deposition change Earth’s surface?
3. Conclude Why does erosion occur before
deposition?
161
 Erosion and Deposition
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

Objective Students will be able to:

Tap Prior Knowledge
• Recognize how erosion and deposition of sediment can Ask students to raise a hand if they have built sand
shape and change the land. castles at the beach and tried to make a lake or a
Science Vocabulary moat in the sand. Invite a few volunteers to describe
erosion, deposition what makes it challenging to work in the sand.
(Possible answers: The sand crumbles when you try
to stack it. The water from beneath the sand washes
ENGAGE away the sand walls. The waves wash away the sand.)
Introduce the Phenomenon Ask: How might this relate to what you saw in the
photos? (Possible answer: The soil and rocks in the cliff
Use Photography Show students several photos
crumbled or were washed away by water somehow.)
of beachfront homes teetering over the edges of
eroding cliffs. Ask: What do you notice about the
homes in these pictures? (They all look like they EXPLORE
are about to fall off the cliff.) Next ask: Do you think Think About Erosion and Deposition
these home were built this way? Why or why not? Read aloud the lesson title. Ask: What is the base
(Possible answer: No, the people probably built their word of deposition? (deposit) Next ask: What does
homes near the edge, but the edge crumbled away.) this base word mean? (Possible answer: to place or
put or drop somewhere)

Think-Pair-Share Point out the rocks in the

background photo. Ask: How do you think these
rocks ended up in this field? Allow a few minutes
ELL SUPPORT for students to think about what they know or ideas
they may have based on the ENGAGE discussion.
Starting Help students practice using precise
language by asking them to choose the correct
verb or verb phrase to answer these either/or
questions: Does sediment get carried away or DIFFERENTIATED INSTRUCTION
dropped in a new place during the process of
erosion? (carried away) Does deposition add Extra Support
sediment to a new place or take it away? (add) Below-Level Learners Pair students with
those at a higher proficiency level to read the
Developing Help students compare and lesson aloud together. Assign one paragraph to
contrast the action of erosion and deposition by each pair (as well as the caption). After pairs read
having them complete these sentences: Erosion their paragraphs, each student should complete
causes sediment to (move) from place to place. the sentence stems:
Deposition happens when sediment is (dropped)
This paragraph is about . . .
in a new place.
One fact I learned is . . .
Bridging Help students describe erosion and
I had trouble understanding . . .
deposition by completing the sentence stems:
When erosion takes place . . . I figured out the meaning by . . .
When deposition takes place . . . Encourage students to help each other with
Wind and water can cause sediment to . . . parts of the text that they do not understand.

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 Then pair students with partners. Have partners • How did ice change the field in Maine shown
share their thinking, discuss ideas, and ask in the landscape photo? (Huge, moving masses

NATURE OF SCIENCE
questions of each other for several minutes. of ice picked up the sediments and carried them
Regroup as a class, and allow each pair to choose along. The sediments were left in a new place
who will share their thoughts and ideas. (Students when the ice melted.)
may theorize that the rocks were once buried but
came to the surface or that somehow they rolled into If students are using the Interactive E-book, have
the field.) them watch the video of the Colorado River to
observe how fast-flowing water picks up sediment
Four-Square Diagram Have students make from a river bed. Ask:
a full-page four-square diagram in their science
notebooks and add to it throughout the lesson. • As this river flows along swiftly, what
happens to sediment along the river bottom?

Waves: Waves and Information

Set a Purpose and Read (It is picked up and carried along.)

PHYSICAL SCIENCE
Focus Question Use this question to focus • What will happen to sediment transported
students and guide their reading: How do erosion by the flowing water? (It will get deposited in a

Energy
and deposition shape and change land? Have new location when the water slows down.)
students read the lesson.
Featured Photo
EXPLAIN
Have students view the photo “Mississippi
Describe Sediment Delta” within the Earth Science Gallery and
Point out the word sediment. Have a volunteer read the accompanying text. Explain to
recall its definition. (smaller pieces of rock that students that a delta can form where a river

Interdependent
result from weathering) Ask: How big is sediment?

Structure, Function,
meets a standing body of water, such as a
(Sediment can be as small as sand or as large as a lake or ocean. Sediment deposited by the
boulder.) Remind students that sediments can also river builds up over time to create a maze-like
dissolve. Those sediments are made up of particles pattern of solid land and water channels. The

LIFE LIFE
that are too small to be seen with the unaided eye.

Relationships
shape of a delta constantly changes. Have

SCIENCE
students point to the correct places in the
Recognize How Erosion and Deposition photo as you say aloud the following terms:

and Information
Shape and Change the Land

SCIENCE
Mississippi River, ocean water, sediment, delta
Point out the word erosion. Ask: wetlands.

in Ecosystems
• What happens to sediment after it forms?
(Often, sediment is moved to a new place.)

Processing
• What is this process called? (erosion)
• What causes erosion? (Wind, water, ice, and
gravity all can cause erosion.)
• How does erosion shape and change the
land? (Erosion is a process of removing sediment
from one place and taking it to other places.)
Processes that Shape the Earth

Have a volunteer read the definition of the word

deposition. Ask:
EARTH SCIENCE
Earth’s Systems:

• How does this definition relate to the

definition we discussed for the base word
deposit? (The meaning of both words relates to
putting something somewhere.)
• When does deposition of sediment take
place? (Students should infer that deposition of
sediment takes place when wind, water, or ice
slows down or stops.)

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 Erosion and Deposition (continued)

Teach the Dimensions Video

CCC Cause and Effect. Cause and effect relationships are routinely
identified, tested, and used to explain change. (4-ESS2-1)
Have students select the video “Weathering
Select-a-Sentence After reading the lesson, tell
and Erosion” from the Resources menu. In this
students to choose one sentence that describes either
video, National Geographic Explorer Nizar
a cause or an effect. Have students read that sentence
Ibrahim describes the effects of these natural
aloud and list the different causes and effects that are
processes.
discussed. It is okay if more than one student shares
the same sentence. After all students have shared a Time 15 minutes
sentence, discuss the common theme that erosion Teaching Tips Have students work in
and deposition cause changes in the landscape. small groups to develop an explanation for
(Students may select the following sentences, among how weathering and erosion can cause the
others: Wind, water, ice, living things, and gravity all can sculpted features of a statue to change over
move sediment from one place to another. Moving water time. (Possible answer: Weathering by wind,
can deposit sand and pebbles downstream. When the ice water, and changes in temperature can slowly
melted, the boulders were left in a wear away the rocks in the statue, breaking
new place.) them into smaller pieces that erode away.) Next
have groups develop an explanation for how
weathering and erosion cause the features of
a beach to change over time. (Possible answer:
Waves carry sand up on the beach and change
the shape of coastlines. Water causes the sand
and rock to break into smaller and smaller
pieces.) Allow time for students to share their
explanations.
Ask: How do the effects of weathering and
ACADEMIC VOCABULARY erosion connect to Nizar Ibrahim’s work as
a paleontologist? (Over time, weathering and
Produces erosion can uncover fossils in layers of rock.) Tell
Display the word produces. Ask students to students they will learn more about fossils as
find the word in the lesson and read aloud the clues to the past in upcoming lessons.
sentence where it appears. (Weathering produces
What to Expect Students will better
sediment.) Say: To produce something means to
understand the slow-term processes of
cause something to come into existence. Ask:
weathering and erosion and consider how
In this case, what is being produced? (sediment)
landforms visible today may have resulted from
Help students recall the phrase produce energy
these natural processes. They will understand
from the physical science lesson Nonrenewable
that today’s landscapes may look very different
Energy Resources. Ask: How was produce
than they did millions of years ago due to the
used differently in that lesson? (It referred to
effects of weathering and erosion.
converting stored energy from fuel into another
form of energy) Say: That is correct. Power plants
do not actually bring energy into existence. Graphic Organizer Have students add to the
Have partners apply their understanding of concept web they started in the previous lesson.
the word to other contexts by answering the Tell students to add “Erosion” and “Deposition” as
following questions: connecting ideas for “Sediment.” Then have students
record supporting details from the lesson that relate
• What does a bakery produce? (bread)
to erosion and deposition.
• What does a rain cloud produce? (rain)
• W
 hat musical instrument produces a tooting
sound (horn, trumpet)

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 ELABORATE
Wrap It Up!
Extend Thinking About Erosion

NATURE OF SCIENCE
and Deposition 1. RECALL What are some causes of
Quick Hands-On Display a topographic map of erosion? (Erosion can be caused by wind,
your county. Explain that this kind of map shows water, ice, and gravity.)
both human-built and natural land features such 2. GENERALIZE How do the effects of
as bodies of water, hills, and valleys. Patterns of erosion and deposition change Earth’s
lines and numbers on a topographic map indicate surface? (Answers will vary but should
where the land rises, dips, and forms slopes. Spend include how erosion changes Earth’s surface
a few minutes discussing the features on your by taking sediment from one place, moving it
topographic map. Then, have small groups work to another, and depositing the sediment when

Waves: Waves and Information

to analyze the map and determine areas where the agent of erosion stops or slows down.)
erosion or deposition might take place. Students

PHYSICAL SCIENCE
CCC Cause and Effect
should identify steep slopes and shorelines as areas
of potential erosion. They should identify areas 3. CONCLUDE Why does erosion occur

Energy
where rivers empty into lakes or the bottom of before deposition? (Answers will vary but
steep slopes as potential areas of deposition. should include how rocks must be changed to
sediments by weathering before they can be
EVALUATE moved to and deposited in another place.)
Have students record their answers to the Wrap It DIGITAL WRAP-UP Have students complete
Up questions in their science notebooks. the interactive bonus assessment found in the
Interactive E-book.

Interdependent
Structure, Function,
LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
Processing
ENVIRONMENTAL SCIENCE the house. They could build something below
CONNECTION the house to hold it up.) Explain to students
that homeowners are often forced to
The Cost of Clifftop Living move out of their homes, which are then
Remind students of the photos they viewed torn down or even tumble down the cliff.
during ENGAGE. Briefly discuss why building Some homeowners actually pay to move
a house at the edge of a cliff might be a their houses away from the cliff edge. Still
Processes that Shape the Earth

problem in terms of erosion. (Over time, wind others try to repair the cliff edge. The cost
and water wash away the cliff. If enough of
EARTH SCIENCE

of repairing or moving damaged homes

Earth’s Systems:

the cliff erodes away, the house can fall down.) can be enormous. So can the cost to the
Explain to students that people who build environment, when natural habitats are
homes along beachside cliffs run the risk replaced with human-built structures. Have
of losing them due to erosion from winds, students discuss with partners what they
storms, and waves. Ask: What do you think think a land developer should consider before
a homeowner can do when the cliff deciding to build homes along a cliff and why.
below his or her house erodes away? Discuss students’ ideas as a class.
(Possible answers: They could move out of

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Wind Changes
the Land
Wind can shape land through weathering, erosion, and
deposition. Wind picks up and moves small pieces of sediment,
such as soil and sand. When sand slams into rocks, tiny particles
of the rocks break off. The moving sand acts like sandpaper,
rubbing the rocks smooth.

Sand dunes form in windy places where sand is plentiful,

such as on a beach or in a desert. Steady winds push grains

If conditions are right, grains of sand collect

and form a sand dune. A sand dune is a
landform caused when wind deposits sand.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
162 explain change. (4-ESS2-1)
of sand along the ground. Large objects such as rocks and
plants block the sand’s movement. A sand dune forms as more
and more grains of sand are blocked by an object and become
trapped. Over time, a sand dune may grow very tall. How tall?
A few sand dunes reach heights of more than 500 meters
(1640 feet)!

These landforms are called toadstool caprocks. The rock at the top
has resisted weathering more than the rock beneath. The softer, lower
rocks have worn away, leaving the unusual shapes.

Wrap It Up!
1. Describe How can wind change the
shape of rocks?

2. Cause and Effect Describe the actions

involved in the formation of sand dunes.

3. Classify Identify these two processes as

erosion or deposition: Sand dunes form.
Wind picks up particles of soil and sand.
163
 Wind Changes the Land
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

• What might have caused these landforms?

Objectives Students will be able to:
(Students may say blowing wind formed them.)
• Explain how wind can weather rocks to form sediment, as
well as erode and deposit sediment. • How might the shape of this landscape relate
• Model the role of wind in the formation of sand dunes. to the processes we learned about in the
Science Vocabulary previous lesson? (Accept all reasonable responses.
sand dunes Possible answer: Wind is causing the sand to pile up
in dunes. This would be related to deposition.)

ENGAGE Four-Square Diagram Have students make a full-

page four-square diagram in their science notebooks
Introduce the Phenomenon and add to it throughout the lesson.
Quick Hands-On Cover students’ work areas with
sheets of newspaper, and have students wear safety Set a Purpose and Read
goggles. Provide each student with a paper plate Focus Question Use this question to focus
and a flexible straw. Pour a small pile of sand near students and guide their reading: How does wind
one edge of each student’s paper plate. Place a few cause weathering, erosion, and deposition? Have
small rocks on the plate as well. Say: Your challenge students read the lesson.
is to spread out your sand on your paper plate
without touching the plate or anything on it. Do EXPLAIN
not blow the sand off your paper plate. Allow 30
seconds or so for students to experiment. Then ask: Explain How Wind Breaks Rocks Into
Smaller Pieces
• What did you use to move your sand? (air
blown through a straw) Ask a volunteer to restate the definition of
weathering. (Weathering is the breaking apart, wearing
• What shapes did you make with your sand? away, or dissolving of rock to form smaller particles.)
(Possible answers: piles, lines, mounds) Ask: How does wind cause weathering? (It picks up
• How does this model something that happens small pieces of sediment and slams them into other
in nature? (Possible answer: Wind picks up sand rocks. This causes tiny particles of rock to break off
and blows it around.) and smooths the rocks, much like using sandpaper to
smooth a piece of wood.)
Tap Prior Knowledge
Think-Pair-Share Have student pairs work Explain How Wind Moves Sediment
together to answer the question: Where have you Say: Recall that erosion is the movement of
observed the effects of wind on sand in nature? sediment from one place to another. Ask: How
(Partners may discuss seeing sand dunes. They may does wind cause erosion? (Wind causes erosion
have seen blowing sand on the beach, blowing piles of when the moving air picks up sediment and carries it to
sand against the side of a building, or scattering sand another place.)
outside a sandbox.) Allow pairs to share their ideas,
and list them on the board. Call students’ attention to the rock structure shown
in the small photo. After they examine the photo and
read the caption, ask: How did these rock toadstools
EXPLORE
form? (Wind eroded sand and other sediment and
Think About How Wind Changes slammed it into the rocks. Water from storms also wore
the Land away bits of the rock. The rock on top was more resistant
Have students study the large landscape photo. Ask: to weathering than the rock below it. The softer rock
eroded first, leaving the toadstool shape.)
• What are these landforms made of? (sand)

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 Explain How Sand Dunes Form Wrap It Up!
Direct students’ attention back to the photo of the

NATURE OF SCIENCE
sand dune and its caption. Ask: 1. DESCRIBE How can wind change the
• What is a sand dune? (a landform made of shape of rocks? (Wind can move pieces of
wind-deposited sand) sand and slam them into rocks. The rocks
break and become smooth as the sand is
• Where do sand dunes form? (in places where thrown against them.)
sand is plentiful, such as beaches and deserts)
• How do sand dunes form? (Wind moves sand 2. CAUSE AND EFFECT Describe the actions
grains along the ground until objects such as involved in the formation of sand dunes.
rocks or plants block the sand’s movement. Sand (Sand dunes form as wind moves sediment
dunes form when grains of sand become blocked and eventually drops it upon meeting an

Waves: Waves and Information

and pile up.) obstacle such as a rock or plant. When many

PHYSICAL SCIENCE
grains of sand are stopped and pile up, a sand
Point out the curvy lines on the sand dune in the dune forms.) CCC Cause and Effect
foreground of the large photo. Say: These curvy

Energy
lines are called ripples. Ask: How do you think 3. CLASSIFY Identify these two processes
they form? (Ripples form when wind blows across as erosion or deposition: Sand dunes
loose sand.) Say: Infer which direction the wind form. Wind picks up particles of soil
moved as the ripples formed. (It was moving from and sand. (Sand dunes form as the result of
right to left.) Explain that the ripples, just like the deposition. Erosion takes place when wind
larger dunes, show a gentle slope on the right that picks up particles of soil and sand.)
leads to a sharp crest and a steeper slope on the

Interdependent
left. The wind rolls the sand up the gentle slope

Structure, Function,
and then it falls over the crest.

Graphic Organizer Have students add “Wind”

as a connecting idea to the topics of erosion and

LIFE LIFE
Relationships
deposition in their concept web. Tell them to ELL SUPPORT

SCIENCE
record supporting details that describe how the

and Information
action of blowing wind relates to both erosion and Starting  After students read the lesson in

SCIENCE
deposition. pairs, read aloud the definition of sand dunes.

in Ecosystems
To help students understand the meaning of
ELABORATE plentiful, break it down into the words plenty
Investigate Further and full. Ask: What does it mean to be full

Processing
of something? (to have a lot of it) Explain that
Quick Hands-On Allow small groups to work plenty also means “having a large amount.”
with the materials from ENGAGE and others they Ask: What must be plentiful in order for sand
choose with your approval to test ways to reduce dunes to form? (sand) Have students practice
the effects of wind erosion on sand. Students using the word plentiful in a sentence.
might experiment with blocking wind, redirecting
it, or perhaps mixing the sand with water or other Developing After students read the lesson,
materials so that it is less likely to blow away. They provide the following sentence frame for
Processes that Shape the Earth

may even suggest vegetation to hold the sand in them to complete: Sand dunes are made up
place based on what they learned in earlier lessons. of a lot of (sand) and are formed when sand
EARTH SCIENCE

is (blocked) or (trapped). Then have students

Earth’s Systems:

Allow students to demonstrate their experiments

for the class. create and write an original sentence using
the term sand dune.
EVALUATE Bridging While students read the lesson, have
them make a list of key words, such as sand
Have students record their answers to the Wrap It
dune, wind, deposit, and sediment. Then have
Up questions in their science notebooks.
them work with partners to write two or three
sentences about how these words are related.

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Water Changes
the Land
Moving water can change Earth’s surface in a big way. For example,
it took over a million years for the Virgin River to form the Zion
Canyon in Utah. How does moving water change Earth’s surface?
Like wind, moving water carries sediment, such as sand and pebbles.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
164 explain change. (4-ESS2-1)
Sediment carried by the Virgin River scraped and chipped away
rock on the sides and bottom of the river. It took many years for
the river to carve the canyon.

If you hiked through the canyon, you might see that many of
the rocks are smooth and rounded. Sediment carried along by
the water bumps and rubs against larger rocks. Eventually the
surface of the rocks wears away. The rocks become smoother,
more rounded, and smaller. Weathering, erosion, and deposition
are mostly slow processes, but over time they can make huge
changes to Earth’s surface.

Over time, the Virgin River

eroded enough rock to form
this canyon.

Rushing water in a stream in Zion Canyon

weathers and erodes rocks, making
them smoother.

Wrap It Up!
1. Explain How can water cause weathering,
erosion, and deposition of rock?

2. Generalize How are some canyons a

result of changes to Earth’s surface by
water?
165
 Water Changes the Land
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

• How much of the surrounding landscape do

Objectives Students will be able to:
you think this water might be able to change?
• Relate the action of flowing water to the processes of
weathering, erosion, and deposition. (Students may say only the land directly around it,
• Recognize that land features such as canyons can form along its banks.)
slowly over time as the result of erosion by water.
Four-Square Diagram Have students make a full-
page four-square diagram in their science notebooks
ENGAGE and add to it throughout the lesson.
Introduce the Phenomenon Set a Purpose and Read
Quick Hands-On This activity is best performed Focus Question Use this question to focus
outdoors. For each student pair or small group, fill a students and guide their reading: How does flowing
large deep tray (such as a disposable metal baking water change Earth’s surface over time? Have students
pan) with a few inches of sand. Provide students with read the lesson.
water and a turkey baster, and instruct them to squirt
water on the sand for 10 seconds. Ask: What effect EXPLAIN
does the water have on the sand in your tray? (It
moves the sand and makes patterns.) Next, have one Describe a Canyon
student tip up the end of each tray a few inches, Direct students’ attention to the large photo. Ask:
and have another student pour a steady stream of • How would you define a canyon? (Possible
water over the elevated end of the tray for several answer: A canyon is a deep cut in Earth’s surface.)
seconds. Ask: What do you think would happen if
you continued pouring water in this spot for five • What is at the bottom of a canyon? (a river)
minutes? (Possible answer: A wide section of sand • Do canyons form from top to bottom or from
would be washed away by the water.) bottom to top? (from top to bottom)

Tap Prior Knowledge Explain How Moving Water Changes

Encourage students to consider how this activity the Land
might relate to the processes of erosion and Guide students to connect lesson content to
deposition. Ask: What might you see in nature weathering, erosion, and deposition as you discuss
that is similar to the patterns water created in the Focus Question. Ask:
your tray of sand? (Students may say it is similar to • How did water flowing in the Virgin River
a flowing river or stream or rain falling on land. They change the land shown in the large photo
may mention erosion.) Next ask: How might flowing over time? (Sediment carried by the moving water
water change Earth’s surface over time? (Possible scraped and chipped away at the rocks on the sides
answer: It may wash away or erode enough land to and bottom of the river. The water carried these
make a river deeper.) chips away as it flowed along its course. Over time,
this weathering and erosion produced a canyon.)
EXPLORE
• How did sediment in the water weather the
Think About How Water Changes surface shown in the small photo? (Sediment
the Land in the moving water bumped and rubbed against
Have students read the lesson title and study the the rocks, weathering them and causing them to
large photo. Ask: become smoother, rounder, and smaller than they
had been.)
• Where do you see water in this photo? (at the
very bottom)

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 • What happened after the rocks were years. Invite students to draw and label illustrations
weathered? (The rushing water carried away, that show the how the water changed the land.

NATURE OF SCIENCE
or eroded, pieces of rock weathered from the Remind students that drawings do not need to be
rocks shown. They were deposited farther sophisticated. Drawings can be simple and clear.
down the river.) Have students summarize their discussions as
written captions for their illustrations.
If students are using the Interactive E-book, have
them watch the video of the flowing waters of EVALUATE
the Virgin River. Students will be able to observe
Have students record their answers to the Wrap It
the canyon walls more closely. Ask: What is the
Up questions in their science notebooks.
cause for the canyon walls’ appearance? (Flowing
water has worn away the hard surfaces, leaving them
Wrap It Up!

Waves: Waves and Information

smooth.) Note that the river continues to shape the
land; the canyon will become deeper in the future.

PHYSICAL SCIENCE
1. EXPLAIN How can water cause
Graphic Organizer Have students add “Water” weathering, erosion, and deposition of
rock? (Sediment carried by water hits against

Energy
as a connecting idea to the topics of erosion and
deposition in their concept web. Tell them to rocks and breaks small pieces off of them
record supporting details that describe how the [weathering]. The water then carries away the
action of moving water relates to these processes. weathered pieces of rock [erosion]. Eventually
the water drops the pieces of rock in another
ELABORATE place [deposition].) CCC Cause and Effect
Extend Thinking About Water 2. GENERALIZE How are some canyons a
Changing the Land

Interdependent
result of changes to Earth’s surface by

Structure, Function,
Ask: What ways, other than running rivers, does water? (Possible answer: Canyons form as the
moving water change the land? (Possible answer: sediment in moving water changes Earth’s
weathering and deposition by ocean waves) Next ask: surface by scraping away rocks to form an
opening called a canyon.)

LIFE LIFE
How might water change the land other than by

Relationships
motion? (Students may realize that water will interact DIGITAL WRAP-UP Have students complete

SCIENCE
with some components of rock in chemical reactions the interactive bonus assessment found in the

and Information
SCIENCE
that break down the rock.) Say: The lesson discusses Interactive E-book.
the slow process of water carving a canyon. How

in Ecosystems
could water change the land quickly? (Possible
answer: Flooding could change the land quickly.)

Literacy Through Science

Processing
Research and Discuss
SL.4.2 Paraphrase portions of a text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
W.4.2.D Use precise language and domain-specific vocabulary to inform
about or explain the topic.
Have students find additional examples of rivers
flowing through canyons. Designate geographical
Processes that Shape the Earth

regions and assign groups to a particular region.

Guide students to use clear search terms to locate
EARTH SCIENCE
Earth’s Systems:

images and short articles at reputable websites.

Search terms might include “rivers in canyons, DIFFERENTIATED INSTRUCTION
North America” or “canyons of (a particular state).”
Direct students to locate key pieces of information, Gifted and Talented Learners
including the river’s name and the place name Have students use materials from ENGAGE
for the surrounding area. Have students describe and others you approve to model how a river
the land surrounding the river and discuss with forms a canyon. Allow time for students to
one another the effect of water over thousands of present their models to the class.

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 Investigate

Weathering and Erosion

? How can you model the processes
of weathering and erosion?

Scientists use various kinds of models to investigate how natural

processes work. In this activity you’ll explore two ways that
weathering and erosion can change a rock called sandstone.

Materials
sandstone paper towel jar with lid

water hand lens stopwatch

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
SEP Planning and Carrying Out Investigations. Make observations and/or measurements to
produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
166 explain change. (4-ESS2-1)
 1 Predict what will happen when you 2 Place five pieces of sandstone in
rub two pieces of sandstone together. a jar. Pour water into the jar to fill it
Record your prediction in your science about half full. Put the lid on the jar
notebook. Hold the pieces of sandstone securely. Use the hand lens to observe
over the paper towel. Rub them together the sandstone and the bottom of the
for a few seconds. Observe what jar. Record your observations.
happens. Record your observations.

3 Predict what will happen if you shake 4 Observe the sandstone and
the jar. Then shake the jar for 3 minutes. the bottom of the jar. Record your
Use the stopwatch to time yourself. observations.

Look at the photo. How might weathering

and erosion have changed these rocks?

Wrap It Up!
1. Compare How do your results compare to
your predictions? Explain.

2. Analyze What processes did you model in

steps 1 and 3? Explain.

3. Apply Use what you learned in this

investigation to explain the causes behind
the effects on the rocks in the photograph.
167
 Investigate

Weathering and Erosion STEM

NEXT GENERATION SCIENCE STANDARDS

DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
SEP Planning and Carrying Out Investigations. Make observations and/or measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

(Possible answer: Bumping against each other in the

Objectives Students will be able to:
moving tumbler causes the rocks to wear away.)
• Model the processes of weathering and erosion.
• Use evidence from observations to describe how Tap Prior Knowledge
weathering and erosion can change the land.
Ask: How does the action of a rock tumbler relate
to the processes we have been studying? (Possible
BEFORE YOU BEGIN answer: It is like the weathering and erosion that happens
in nature.) Show the rest of the video, and discuss any
Materials For groups of 4: 5 pieces of sandstone; new ideas students have.
paper towel; pitcher; water; clear jar with lid (16 oz.);
hand lens; stopwatch EXPLORE
Time 30 minutes Carry Out the Investigation
Advance Preparation Fill the pitcher with water. Read through the investigation together. Have
students make a table like the one below in their
Safety Notes Model lab safety by wearing your science notebooks or use the one provided in the
safety goggles. Review the Science Safety pages Science Notebook Companion.
with students.
Teaching Tips Remind students to tightly screw Observations of Sandstone
the jar lids on before shaking. Have students take Predictions Observations
turns rubbing the sandstone and shaking the jars. Sandstone pieces
being rubbed together
What to Expect Students will observe bits of rock
Sandstone and water in
or sand broken off by the physical weathering that
jar held still
occurs when rubbing and shaking sandstone rocks
Sandstone pieces being
together. Students should observe sand particles shaken in a jar of water
settling to the bottom of the jar.
In Step 1, encourage students to look closely at the
paper towel for any bits of sandstone.
In Step 2, have students examine each piece of
ENGAGE sandstone by observing it through a hand lens. Draw
Introduce the Phenomenon attention to rough parts in the rocks.
Use Video Show students a brief video about Before students carry out Step 3, have a volunteer
how a rock tumbler works. Stop the video just demonstrate how to carefully shake the jar.
before the point at which the finished product is After Step 4, ask: How did the water change?
revealed. Ask: What do you expect the tumbled (It became cloudy with bits of sandstone.) Next ask:
rocks to look like? (Students may say the rocks How did the sandstone change? (Bits broke off.
will be smaller, or smoother. If they are familiar with It may have become smoother.) Explain that the
how a tumbler works, they may say the rocks will be water weathered the sandstone and eroded it by
shiny.) What causes their appearance to change? carrying the particles and depositing them at the
bottom of the jar.

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 EXPLAIN Have them use their results to draw a conclusion
Share and Explain Findings about how rock hardness relates to weathering

NATURE OF SCIENCE
and erosion. (Softer rock weathers and erodes
Have students share predictions, observations, and more quickly.)
ideas within groups and with the class. Ask: Did
your results support your predictions? Explain. Extend Thinking About Models
(Answers will vary. Have students provide evidence Remind students that scientific models are useful
that either supports or refutes their predictions.) for explaining and predicting natural events and
Help students explain their observations by asking processes. To help students consider the benefits
probing questions, such as: and limits of models, ask: Why might it be useful
to use a model to study the effects of weathering
• What happens to rocks when they bang and erosion? (These are very slow processes, so it is

Waves: Waves and Information

against each other or are rolled along a hard to observe them directly in nature.) Next ask:
stream bed? (Pieces of the rock break off, or are

PHYSICAL SCIENCE
What models have we used in previous lessons
weathered, when this happens to rocks.) to explain the processes of weathering, erosion,
• What happens when pieces of rock are and deposition? (Possible answers: blowing sand

Energy
moved from one place to another? (The rocks to model the formation of dunes, sending water over
are eroded.) different kinds of soil to model a river eroding land)
• How is this model similar to weathering
and erosion in the world outside? How is it EVALUATE
different? (Students should understand that Have students record their answers to the Wrap It
shaking sandstone and water in a jar simulates Up questions in their science notebooks.
how a rock in a lake or a river can become

Interdependent
smooth over time and how the particles can be Wrap It Up!

Structure, Function,
carried away by water. This process represents
a shorter time frame and smaller scale than the 1. COMPARE How do your results compare
real-world process.) to your predictions? Explain. (Answers

LIFE LIFE
will vary. Some students may have predicted

Relationships
ELABORATE that both rubbing and shaking in water would

SCIENCE
cause pieces of the sandstone to break off.)

and Information
Investigate Further

SCIENCE
Quick Hands-On Have small groups model how 2. ANALYZE What processes did you model

in Ecosystems
rates of weathering and erosion differ based on rock in Steps 1 and 3? Explain. (The sandstone
hardness. Provide each group with safety goggles, a pieces being rubbed together or shaken in the
piece of coarse sandpaper, and several rock samples, jar modeled weathering. The sandstone hit the

Processing
including sandstone, chalk (limestone), and granite. side of the jar and other rocks. In both cases,
Have students rub each sample with the sandpaper some pieces of rock broke off. The water in the
for one minute and record their observations. jar with sandstone carried the pieces of rock to
the bottom of the jar. This modeled erosion.)

3. APPLY Use what you learned in this

investigation to explain the causes
DIFFERENTIATED INSTRUCTION behind the effects on the rocks in the
Processes that Shape the Earth

photograph. (Possible answer: Sediment

Girls in Science carried by wind and water both weathered and
EARTH SCIENCE
Earth’s Systems:

As student groups share and explain findings, eroded them.) CCC Cause and Effect
designate girls as “leaders” or “spokespeople”
for some of the groups. They will lead the
discussion within the groups and report Rubrics
their activities to the class. Ensure that all Have students evaluate their work using the rubric
responses and points of view are respected in the Science Notebook Companion. Use students’
and those who give incorrect answers are completed rubrics and the teacher rubric provided for
supported for their participation. this activity to guide your assessment of their work.

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Ice Changes the Land
What can move rocks that are as big as houses or as
small as silt or sand? Ice! A glacier is a huge area of
slow-moving ice. In some places, massive glaciers
changed Earth’s surface as they slowly moved over
the land. As glaciers moved, they scraped against
rock, carving it into new shapes.

Ice can change Earth’s surface in another way, too.

Water seeps into cracks in rock. The water freezes and
expands. The ice inside the cracks acts like a wedge.
It makes the cracks wider. The repeated freezing and
thawing of ice will eventually widen the crack so Long ago, a glacier
scraped this rock smooth.
much that the rock splits apart.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
168 explain change. (4-ESS2-1)
 hanging valley

U-shaped valley

Glaciers carved wide, U-shaped valleys in This hanging valley formed when a small,
Yosemite National Park in California. shallow glacier flowed into a larger glacier.

Glaciers carved steep cliffs

in Yosemite Valley.

Wrap It Up!
1. Compare How do water and ice affect
rock in similar ways?
2. Explain How does Yosemite Valley show
that ice changes Earth’s surface?
169
 Ice Changes the Land
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

Four-Square Diagram Have students make a full-

Objective Students will be able to:
page four-square diagram in their science notebooks
• Recognize how some landforms and land features are the
results of changes made by ice. and add to it throughout the lesson.
Science Vocabulary
Set a Purpose and Read
glacier
Focus Question Use this question to focus
students and guide their reading: How does ice
ENGAGE cause changes in the land over time? Have students
read the lesson.
Introduce the Phenomenon
Use Photography Display an aerial photo of Lyell EXPLAIN
Glacier in California’s Yosemite National Park. Ask: Explain How Glaciers Shape Landscapes
• What words would you use to describe Help students understand the characteristics of
this landscape? (Possible answers: high in the glaciers. Say: Glaciers form where more snow
mountains, icy, snowy, rocky, cold) falls than melts each year. Over time, layers of
• What do you notice about the area of snow snow pack tightly together and turn into ice.
and ice? (Possible answers: It is very big. It looks Eventually, a glacier becomes so thick and heavy,
dirty. It looks like a ribbon or a river of ice.) it starts to creep downhill under its own weight.
• Do you think this layer of ice is always here? Ask: How does a glacier carve the land into new
Why or why not? (Accept all answers. Students shapes? (It flattens the land, or scrapes it smooth,
may say yes, because it is very cold high in the or carves a path through it.) Next ask: How does
mountains. The area of ice is very large.) a glacier move rocks and other material to new
places? (It picks them up as it moves along slowly.)
Tap Prior Knowledge
Ask: Where are some places on Earth that you can
find large areas of snow or ice? (Possible answers:
at the top of mountains, at the North and South Poles,
in the Arctic, in the Antarctic. Students might mention
glaciers.) Next ask: Do these areas exist in North ELL SUPPORT
America? Explain. (Possible answer: Yes, at the tops of
mountains and in areas far to the north.) Starting Rephrase each caption as a simple
sentence that students record in their science
EXPLORE notebooks: A glacier made the rock smooth. A
Think About How Ice Changes the Land glacier made a wide valley down low. A glacier
made a wide valley up high.
Read aloud the lesson title, and have students observe
the large photo. Ask: Do you see ice in this picture? Developing Provide sentence frames to help
(No.) Next ask: Why might this area be shown in a students describe glacier movement: A (glacier)
lesson about how ice changes land? (Possible answer: can move silt and giant rocks. As glaciers move
Ice must have been here at some time or maybe it is over a rock, they scrape the rock (smooth).
hidden where we cannot see it.) Point out the boldfaced
word glacier and read its definition. Tell students the Bridging Have students write new captions
photo you shared was of a glacier. Encourage them to for the inset photos to describe how glaciers
think about what the glacier looked like as they read. change Earth’s surface.
Locate Yosemite Valley on a map.

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 Say: Where a glacier is in contact with land, it is They have observed and mapped changes to the
always in a state of melting and refreezing, and glaciers over time, including size, movement, and

NATURE OF SCIENCE
this is how rocks become trapped in the bottom ice characteristics. Their research shows that both
layer. Ask: How does this information help you glaciers have been steadily shrinking, even more so
better understand the power of a glacier? (Possible in recent years. The cause for this is likely warmer
answer: I now know it is rocks trapped in the glacier temperatures due to human activities.
that grind away at the land.)
Graphic Organizer Have students add “Ice” as
Begin to discuss the Focus Question. Ask: a connecting idea to the topics of erosion and
• Did glaciers carve this valley a short while deposition in their concept web. Tell them to
ago or a long while ago? (long ago) record supporting details that describe how the
• How did a glacier change the rock shown in actions of glaciers and freeze-thaw cycles relate to

Waves: Waves and Information

the small photo? (Possible answer: As a glacier both of these processes.

PHYSICAL SCIENCE
moved slowly over the rock, it wore away its
surface and polished it.) ELABORATE
Extend Thinking About Glaciers

Energy
• What can you infer about how the U-shaped
valley shown formed? (Possible answer: The Quick Hands-On Have pairs or small groups
valley formed as a glacier moved through it and experiment with “mini glaciers.” Fill a set of small
scraped away large amounts of rock.) paper cups halfway with water. Add enough sand
• How would you define a hanging valley in and gravel to cover the bottom. Cover the cups
your own words? (Possible answer: A hanging with aluminum foil, and insert a craft stick in each
valley is a valley that ends, and the water flowing one so that it stands upright. Place the cups in the
freezer overnight. Remove the foil and peel away

Interdependent
through it “hangs” over the edge of a cliff.)
the paper cup. Let the ice thaw for a few minutes

Structure, Function,
Explain Effects of Freeze-Thaw Cycles to expose the solid material. Have students scrape
Ask: What is another way ice can change the their mini glacier against a piece of modeling clay
land? (Water seeps into cracks in rocks and freezes. It or a wooden block and observe what happens.

LIFE LIFE
Relationships
expands, making the cracks bigger. Cycles of freezing
EVALUATE

SCIENCE
and thawing lead to weathering of rocks.)

and Information
Have students answer the Wrap It Up questions in

SCIENCE
Featured Photo their science notebooks.

in Ecosystems
Have students study the photo “Freezing and Wrap It Up!
Thawing” within the Earth Science Gallery
and read the accompanying text. Ask: Could

Processing
1. COMPARE How do water and ice affect
this type of weathering happen in a warm rock in similar ways? (Possible answer: Both
climate? Why or why not? (No, because the rivers and glaciers change Earth’s surface as
water in rocks would not freeze.) If you live in they pick up sediments, carry them along,
an area that experiences cold weather, take and deposit them in other places. Glaciers can
students on a walk around the school campus pick up and carry much larger sediments than
to look for cracks in sidewalks and pavement rivers can.) CCC Cause and Effect
that result from the freeze-thaw cycle.
Processes that Shape the Earth

2. EXPLAIN How does Yosemite Valley

show that ice changes Earth’s surface?
EARTH SCIENCE

Teach the Dimensions

Earth’s Systems:

(Possible answer: Hanging valleys, U-shaped

CCC Cause and Effect. Cause and effect relationships are routinely
identified, tested, and used to explain change. (4-ESS2-1) valleys, and steep cliffs are landforms that
Revisit the Phenomenon Tell students that most result from changes in Earth’s surface by
of Yosemite’s glaciers disappeared thousands of ice. These landforms are in Yosemite Valley,
years ago, as Earth’s climate slowly warmed. Only showing that ice changed this part of
two glaciers remain, including the one in your Earth’s surface.)
photo, Lyell Glacier. Explain that scientists have
studied these glaciers for more than 150 years.

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Living Things
Change the Land
Organisms, or living things, can change the shape of
the land. Over time, plants, animals, and other kinds of
organisms can break rocks into smaller pieces and move
them from one place to another.

Some organisms move rocks and sediments to new places.

The roots of most plants grow in soil. As they grow, they
push the particles of soil aside.

Meerkats are excellent

diggers, often making huge
underground burrows.
This meerkat is digging
for insects in the Kalahari
Desert of South Africa.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
DCI ESS2.E : Biogeology. Living things affect the physical characteristics of their regions. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
170 explain change. (4-ESS2-1)
Animals such as moles, gophers, worms, and many kinds
of insects burrow through the ground. To make their
burrows, they move particles of soil. A large animal such as
a woodchuck can even move rocks!

Some animals may also use soil or rocks as building materials.

A beaver uses soil, rocks, and sticks to make a hollow lodge.
It also uses these materials to build a dam across a stream or
river. Some birds use mud to build their nests. A robin may
make hundreds of trips to collect bits of mud for its nest!

The roots of plants can grow in the cracks

of rocks. As the roots of this tree became
larger, they broke the rock apart.

Wrap It Up!
1. Define What is an organism?

2. Cause and Effect How can plants break

down rocks?
171
 Living Things Change the Land
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
DCI ESS2.E: Biogeology. Living things affect the physical characteristics of their regions. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

(Possible answers: digging, making holes in the soil,

Objective Students will be able to:
moving soil) Next ask: How would you explain the
• Explain how living things can break rocks and soil into
smaller particles and move them around to change the tree’s ability to grow in this location? (Possible
land on which they live. answer: It was able to push its way up through the rock
Science Vocabulary as it grew.)
organisms
Four-Square Diagram Have students make a full-
page four-square diagram in their science notebooks
ENGAGE and add to it throughout the lesson.

Introduce the Phenomenon Set a Purpose and Read

Use Photography Show students a photo of a Focus Question Use this question to focus students
termite mound with a person standing next to it for and guide their reading: How do living things change
scale. Ask: the land? Have students read the lesson.
• What is this person standing next to in this
photo? (Possible answers: a sculpture, a pile of dirt, EXPLAIN
a tree trunk) Explain How Organisms Affect the Land
• Do you think this is something the person After students read the lesson, have a discussion
built, or was it created in some other way? to answer the Focus Question. Ask: What is an
(Accept all answers. Students may say an animal organism? (An organism is a living thing.) Say: Name
made the structure. They may suggest the person two types of organisms. (Plants and animals are two
shoveled dirt into a pile.) types of organisms.)
• What kind of animal might be able to build a
Ask students to look closely at the small photo.
structure like this one? (Possible answer: A big or
Ask: What do you see? (A tree is growing out of a
strong animal like an elephant might be able to dig
large crack in a rock.) Say: Infer how this might have
up the ground to build this structure.)
happened. (As the tree grew, its roots and trunk broke
Tap Prior Knowledge the rock into smaller pieces and pushed the pieces apart
as they grew larger.)
Tell students the photo shows a termite mound. Ask:
How do termites change the land when they build Call students’ attention to the yellow and gray patches
a mound like this one? (They move and deposit soil.) on the rocks in the small photo. Explain that the
yellow and gray patches on these rocks are lichen.
Invite students to share their own experiences in Lichen are living things that have rootlike structures.
which they observed living things changing the
land. (Possible answers: dogs digging up a yard, moles Say: Infer how the lichen might change the rocks
digging tunnels, earthworms wriggling through soil, on which they live. (Possible answer: The rootlike
ants building an anthill) structures might grow into cracks in rocks and cause the
rocks to break into smaller particles.)
EXPLORE
If students are using the Interactive E-book, have
Think About How Living Things them view the video of a meerkat digging for food.
Change the Land Have students make sketches of what they think an
Have students look at the photos without reading underground burrow looks like.
any of the text. Ask: What words would you use to
describe how this animal is changing its environment?

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 How do they change the land? (Possible answer:
Featured Photo There are many large oak trees in our area. They

NATURE OF SCIENCE
change the land when their roots grow under
Have students observe the “Beaver Dam”
sidewalks and cause the cement to break. There are
photo within the Earth Science Gallery and
also many squirrels in our area. They change the
read the accompanying text. Have students
land when they push particles of soil aside as they
work with a partner to make a list in their
bury their acorns.)
science notebooks of all the materials a beaver
uses to build a dam. Next have partners Sketch-to-Stretch Help students extend their
develop an explanation for how a beaver’s thinking about how living things change the land
activity helps to change the land. Encourage by drawing sketches that show how a human
them to think about how a beaver goes about activity can change the land. Suggest they think
collecting building materials such as mud and

Waves: Waves and Information

about how humans dig soil, build structures,
rocks. Also have them consider what happens change the flow of water, or harvest resources such

PHYSICAL SCIENCE
to sediment that is flowing along with a river as fossil fuels. Tell them to use the words cause and
once the dam causes the river to back up and effect to write captions for their sketches. If time

Energy
stop flowing. Lead students to recognize the allows, have students share their sketches.
sediment will be deposited behind the dam.
EVALUATE
Graphic Organizer Have students add “Living Have students answer the Wrap It Up questions in
Things” as a connecting idea to the topics of their science notebooks.
erosion and deposition in their concept web. Tell
them to record supporting details that describe Wrap It Up!

Interdependent
how the actions of living things relate to both of

Structure, Function,
these processes. As a culminating activity, have 1. DEFINE What is an organism?
partners discuss one cause-effect relationship from (An organism is a living thing.)
their completed web that surprised them or that
2. CAUSE AND EFFECT How can plants

LIFE LIFE
they still wonder about.

Relationships
break down rocks? (Possible answer: Plant

SCIENCE
roots grow into cracks in rocks. As the roots
ELABORATE

and Information
get larger, they push on the rocks and break

SCIENCE
Extend Thinking About How Living them apart.) CCC Cause and Effect
Things Change the Land in Your Region

in Ecosystems
Have students think about ways they have observed
living things changing the land in your region.

Processing
Prompt their thinking with questions such as: What
kinds of animals live in our area/state? What are
some ways in which they change the land? What
are some types of plants in our area/region?

MATH CONNECTION
Processes that Shape the Earth

her own height to be 5 feet. How could

Taya calculate how many times taller a
EARTH SCIENCE

Compare Heights
Earth’s Systems:

termite mound stands than she does? (She

4.0A.1 Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many could divide 30 by 5.) Have partners write an
as 7 and 7 times as many as 5. Represent verbal statements of equation for this operation on the board and
multiplicative comparisons as multiplication equations. (4-ESS3-2)
work together to solve it. Write the equation
Share the following story problem with on the board, and ask: How many times taller
students: Taya does a research project on is a termite mound than Taya? (6 times taller)
termites. She learns that a termite mound Have students express this statement as a
may be as tall as 30 feet. Taya measures multiplication equation. (6 × 5 = 30)

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Landslides Change
Earth’s Surface
Gravity is the force that pulls objects toward Earth’s center.
Gravity plays a part in the erosion of land. Have you ever
seen a road sign that says Caution: Falling Rock? Rock on a
ledge or steep hill may suddenly break loose and fall. Often
it’s just a rock or two. But at other times, it’s a landslide.

This landslide in El Salvador

destroyed many buildings
in the neighborhood at the
bottom of the hill.

DCI ESS2.A : Earth Materials and Systems. Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and
sediments into smaller particles and move them around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
172 explain change. (4-ESS2-1)
A landslide is a rapid movement of rock, soil, and other
material down a hill or mountain. A landslide can change
Earth’s surface. If enough material falls during a landslide,
it may cause changes in the shape of the hill or mountain.

What causes landslides? Sometimes heavy rains can loosen

soil and rock on slopes. Volcanoes and earthquakes can also
start the motion. But it is the force of gravity that pulls the
rocks and other loosened material downhill.

Landslides can leave large, bare

areas on mountains and hills.

Wrap It Up!
1. Explain How do landslides cause rapid
changes to Earth’s surface?

2. Cause and Effect What makes material in

any landslide move downhill?

3. Infer How might a landslide affect

people?
173
 Landslides Change
Earth’s Surface
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in
a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

fell down or that some other natural event happened,

Objectives Students will be able to:
such as an earthquake or a heavy rainstorm.) Next
• Identify the causes of landslides.
• Consider the impacts of landslides on landscapes and on ask: How is this similar to what you observed in
human structures. our demonstration, and how is it different? (Just
Science Vocabulary like the rocks, something caused this material to
gravity, landslide tumble down the hill. But the “push” had to be much
more powerful.)
Point out the vocabulary terms, and share their
ENGAGE definitions with students. Ask: Why would a lesson
Introduce the Phenomenon about landslides include a definition for gravity?
(Gravity must be one cause for landslides.)
Teacher-Led Demo Set a wooden board on a tarp
or towel. Line up several small rocks along one end Four-Square Diagram Have students make a full-
of the board. Lift that end slowly until all the rocks page four-square diagram in their science notebooks
tumble down. Ask: Why did the rocks move? (Students and add to it throughout the lesson.
may mention gravity. Some may say the angle became
Set a Purpose and Read
steep enough or big enough to start the rocks tumbling.)
Replace the rocks on the board and lift the end, but not Focus Question Use this question to focus
so high the rocks will tumble. Bump the underside of students and guide their reading: What happens
the board to get the rocks moving. Ask: What caused before, during, and after a landslide? Have students
the rocks to move? (Bumping the board shook them read the lesson.
loose.) Repeat the process, but this time dump some
water over the rocks to start them moving. Ask: Why
did the rocks move this time? (The water pushed them.)

Tap Prior Knowledge

Think-Pair-Share Have partners spend a few
LITERACY CONNECTION
minutes discussing how they get moving on a
playground or water park slide and what affects Understand Cause-and-Effect
their speed. Ask them to relate this action to the Relationships
RI.4.5 Describe the overall structure (e.g., chronology,
demonstration. Invite volunteers to share their ideas. comparison, cause/effect, problem/solution) of events, ideas,
(Students should mention they push themselves or get concepts, or information in a text or part of a text.
a push down a slide. They go faster when the slide is Point out that this lesson has a cause-effect
steeper or when it is wet. Likewise, the board must be at text structure. Ask students to locate the
an angle for the rocks to move. They need a “push.”) word cause in the last two paragraphs. Then
have them find the effect for each cause.
EXPLORE (Falling material in a landscape may cause
Think About How Landslides changes in the shape of a hill or mountain
[effect]; heavy rains, volcanoes, or earthquakes
Change Earth’s Surface
may cause a landslide [effect].) Ask: In a
Direct students’ attention to the small photo. Ask: landslide, what does gravity cause? (Gravity
What do you think happened just before this causes loose materials to fall down.)
photo was taken? (Students might say the hillside

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 EXPLAIN ELABORATE
Describe Landslide Causes and Effects Extend Thinking About Landslides

NATURE OF SCIENCE
Discuss the Focus Question. Ask: Explain that landslides occur in all 50 states.
• What conditions can lead to landslides? However, some regions are more at risk than others.
(Heavy rains can loosen soil and rocks. Volcanic Do an Internet search for “United States landslide risk
eruptions and earthquakes can shake soil loose.) map” to locate a map to share with students. Project
the map, and use the key to help students analyze
• What role does gravity play in landslides? patterns on the map. Discuss which regions are at
(Once soil and rocks start moving, gravity pulls highest risk and why this might be. (Mountainous
them downhill.) and hilly regions experience more landslides.)
• How do landslides change Earth’s surface?
Literacy Through Science

Waves: Waves and Information

(They move rock and soil particles around and
change the shape of the hill or mountain from Read and Compare Texts

PHYSICAL SCIENCE
RI.4.9 Integrate information from two texts on the same topic in order
which the material moved.) to write or speak knowledgeably.
• What are some effects of landslides on places

Energy
Present a news article from a recent or past posting
people live? (Landslides can destroy people’s on the U.S. Geological Survey (USGS) website,
property and buildings.) [Link]. Search for “Landslide Hazards” to locate
articles about efforts to contain landslide effects.
If students are using the Interactive E-book,
Provide students access to the article. Select
have them watch the slow-motion video of
sections to read aloud, as some language may be
a landslide. Ask: When will the rocks stop
challenging. Have pairs locate particular features
moving? (Possible answers: when they reach the
in the article, such as quotations from someone

Interdependent
bottom of the hill, when they hit something bigger
interviewed, headings, and place names. Then have

Structure, Function,
that makes them stop)
students compare the information in the news
article with information in their science lesson text.
Featured Photos Ask: What new information did you learn from

LIFE LIFE
the news article? What connections did the news

Relationships
Have students view the series of photos
article make to our science text?

SCIENCE
“California Landslide” within the Earth Science

and Information
Gallery and read the accompanying caption. EVALUATE

SCIENCE
Have them record the cause and effects of
Have students record their answers to the Wrap It

in Ecosystems
this landslide in their science notebooks. Ask:
What details in the caption and in the photos Up questions in their science notebooks.
suggest the extent of this landslide? (The
Wrap It Up!

Processing
caption says it covered the road in a layer of
material 12 meters, or 40 feet, deep. The landslide 1. EXPLAIN How do landslides cause rapid
is visible from a satellite. One picture shows a changes to Earth’s surface? (Landslides
huge pile of soil in the ocean.) suddenly release soil, rocks, and other
materials. These materials rush downhill and
Teach the Dimensions tear apart the landscape in minutes.)
CCC Cause and Effect. Cause and effect relationships are routinely 2. CAUSE AND EFFECT What makes
Processes that Shape the Earth

identified, tested, and used to explain change. (4 -ESS2-1)

material in any landslide move downhill?
Connect Across Topics Help students connect
(gravity) CCC Cause and Effect
EARTH SCIENCE

the action of a landslide to physical science lessons

Earth’s Systems:

on energy and collisions. Ask: What causes a 3. INFER How might a landslide affect
change in the energy of moving rocks as they people? (Possible answer: Landslides can
roll down a hillside? (As the rocks roll faster, their destroy houses and other buildings in their
increased speed causes an increase in energy.) What paths and can even kill people who live in the
will happen to the energy of rocks that collide area of the landslides.)
with other objects? (The energy will be transformed.
The shape of the rocks will change. Sound and heat
will be produced.)

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 Think Like an Engineer

Make Observations
You have read how running water can change the shape
of the land. Now you’ll use what you’ve learned to help solve
a problem.

After a heavy rainstorm, a farmer discovered water making

gullies in the soil. Water was eroding the soil as it made its way
from a field to the nearby stream. If this continued, much of the
soil would be washed away. Then the farmer would not be able
to grow crops in the widening gully.

You have been asked to solve the problem of soil eroding from
the farmer’s field. To test your solution, you’ll use small-scale
models to investigate the rate, or speed, of erosion.

1. Define the problem.

How can you slow or prevent erosion of a farmer’s field?

2. Find a solution.
• To solve this problem, you will need to make a model of a hillside.
You need to decide on the materials you will need for this model.

• After you build your hillside, you need to decide how you will
measure the rate of erosion. What are some ways you could change
how water flows down your model hillside? Which variables will you
change when you test your model? Which variables will you keep
the same? How will you know the tests you run are fair?

• Write out a plan for your investigation. Include a diagram of your

hillside and the solutions to reduce erosion that you will test. Then
collect the materials you need and build your model.

PE 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering
or the rate of erosion by water, ice, wind, or vegetation.
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are
174 considered to identify aspects of a model or prototype that can be improved.
Gully

Too much rain can erode the soil in

which crops are grown.

175
 Think Like an Engineer
(continued)

3. Test your solution.

• Carry out the test you planned. Collect data from your test.

• Repeat your test several times, changing the variables you identified
in your plan. Record your observations.

4. Refine or change your solution.

• Analyze your data. Did your solution change the rate of erosion?
Did each trial produce similar results? Did changing the variables
you identified in your plan produce a better result? Could you make
your solution work better? Test your new ideas.

• When you are satisfied with your solution, get ready to explain your
plan to others. Draw a detailed diagram or make a poster of your
solution. Include clear labels that explain how your solution will
work. Be prepared to defend your solution as others question or
challenge your plan. Plan your argument in detail. Be sure to provide
evidence from your tests to support your solution.

• Share your solution with a partner. Record his or her comments

and suggestions. Evaluate your partner’s comments. Which of the
suggestions would improve your plan? Revise your plan to include
the suggestions.

5. Present your solution.

When you are satisfied that your solution is the best you can make it,
revise your presentation. Then share your solution with the class.

176
Farmers prepare their fields in certain ways to prevent soil
erosion. They plough the crop rows in directions that block
water from running straight downhill. That gives water more
time to soak into the soil. They also alternate sections of
crops. Rows of sturdy plants, less likely to be washed away
by erosion, protect more delicate plants.
177
 Think Like an Engineer
Make Observations STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion
by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the
downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of
water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of
weathering or erosion.]
PE 3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects
of a model or prototype that can be improved.
DCI ESS2.A: Earth Materials and Systems. Rainfall helps to shape the land and affects the types of living things found in a
region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them
around. (4-ESS2-1)
DCI ETS1.B: Developing Possible Solutions. Tests are often designed to identify failure points or difficulties, which suggest the
elements of the design that need to be improved. (3–5-ETS1-3)
DCI ETS1.C: Optimizing the Design Solution. Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints. (4-ESS2-1)
SEP Planning and Carrying Out Investigations. Make observations and/or measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon. (4-ESS2-1)
SEP Planning and Carrying Out Investigations. Plan and conduct an investigation collaboratively to produce data to serve as
the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3–5-ETS1-3)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

Objectives Students will be able to:

the materials where students can see and use them.
• Plan and conduct an investigation so that sufficient data
is gathered to answer a research question. Prepare a watertight container in which students
• Use a fair test to make observations and measurements can dispose of their models. Cover all work surfaces
about changing rates of erosion. with newspaper.
• Analyze data to evaluate the success of a solution and to
improve it as needed. Safety Notes Model lab safety by wearing your
safety goggles. Review the Science Safety pages
with students.

BEFORE YOU BEGIN Teaching Tips In order to meet the performance

expectation, student groups must design their
Materials For groups of 4: Assemble a variety models and conduct their tests by themselves.
of materials from which students can choose, Coach students through the planning process
including soil, potting soil, or sand; sturdy plastic or without instructing them on specific steps to take
aluminum pans that are deep enough to hold soil or materials to use. Note: Because this activity
(3 per group); watering cans with sprinkler heads; requires students to use water, it is best carried out
pans for collecting water; plastic measuring cups or in a room with a large sink.
graduated cylinders; water; rulers; bricks or blocks What to Expect Students’ models should compare
of wood; stopwatches; materials to stop erosion, the rate of erosion on hillsides that have been
such as mulch, shredded newspaper, grass clippings, altered in at least one way. Students may compare
small stones, and craft sticks; aluminum foil; poster slopes with horizontal and vertical contouring
board and markers for group presentations. (furrows); slopes with and without mulch; slopes
Time 3 days total: 15 minutes for planning; with and without fences; slopes with and without
30 minutes for model development; 20 minutes terracing; and so on.
for testing; 20 minutes for data analysis and
interpretation; 20 minutes for preparing
presentations; 30 minutes for sharing results;
20 minutes for evaluating feedback and making ENGAGE
final revisions
Introduce the Phenomenon
Advance Preparation Collect sets of identical,
Use Photography Have students observe the
watertight containers that will hold soil. Assemble all of
photograph in the lesson. Read aloud the caption.

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 Ask: How is water changing this landscape? EXPLORE
(Rainfall is washing away, or eroding, soil where Step 1: Define the problem.

NATURE OF SCIENCE
crops are grown.) Next read aloud the label. Ask:
What is a gully? (an area of soil that has been Read through the introduction with students. Have
washed out by rainfall) them use a finger to trace the path of the water
through the field and into the stream. Allow them
Think-Pair-Share Ask: How might erosion to confirm or revise their initial definition of a gully.
cause problems for a farmer trying to grow
crops? Allow students to think about their Next, have students read Step 1 and record the
answers for a few minutes. Then pair students question in their science notebooks. Make it clear
with partners. Have partners share their thinking, that students will not be finding an answer to the
discuss ideas, and ask questions of each other for problem at this time. Instead, students will devise
models of erosion and use these models to test their

Waves: Waves and Information

several minutes. Finally, come back together as
a class. Allow pairs to share their ideas. (Students ideas about reducing erosion.

PHYSICAL SCIENCE
may say that soil erosion might also wash away
Step 2: Find a solution.
young plants or reduce the amount of space needed

Energy
to grow plants.) Explain to students that they will Read through Step 2 with students. Guide them
be working like engineers to study this problem. as they design their models and plan their tests by
asking the following questions:
Tap Prior Knowledge • How will you make your model field? What
Encourage students to recall their experience with materials will you need? Give students an
modeling erosion in the lesson Water Changes opportunity to view all the materials that they
the Land. Remind them of the ENGAGE activity will have at their disposal.

Interdependent
in which they squirted and poured water over a
• How will you measure erosion? Encourage

Structure, Function,
container of sand. Ask: What did you observe
students to think about how they will measure
about the effects of flowing water? (Some of
how much soil erodes both before and after
the sand washed away. The water began to cut a
they try to reduce erosion of their fields.
channel into the sand.) Have students compare

LIFE LIFE
• What are some of the variables that should

Relationships
those observations to their observations of the
be controlled in your tests? Discuss the idea

SCIENCE
farm field in the photo. Ask: Which process is at
work in both of these examples? (erosion) of controlling variables. That is, a fair test is one

and Information
SCIENCE
in which students change only one variable at
a time. Lead students to understand that one

in Ecosystems
of the variables that must be controlled, or
kept the same, is the amount of water poured
ACADEMIC VOCABULARY on the field and the rate at which it is poured.

Processing
Other controlled variables include the size of
Rate the field, the slope or angle of the field, and
Point out the word rate in the last sentence the amount of soil or sand used in each test.
of the introduction. Have a volunteer read Encourage students to identify ways to control
the sentence aloud. Say: “Rate” refers to each of these variables.
how often something happens within
a particular period of time. One way to
Processes that Shape the Earth

compare rates of erosion is to compare how

much soil is washed away as water runs
EARTH SCIENCE

DIFFERENTIATED INSTRUCTION
Earth’s Systems:

over the soil surface for a given period of

time. Share other examples of rates, such as
heart rate, breathing rate, and growth rate. Extra Support
Discuss any other meanings students might Students with Disabilities Consider
know for this word. (to score or rank) Revisit modifying the workload for students
the word later in the lesson, when students by allowing them to use the example
discuss evidence that shows how changing a investigation as their plan. Provide assistance
selected variable affects the erosion rate. as needed when students create diagrams.

Make Observations 177b

177a-177d_NATG15656_G4U4_TLAE1_E.indd 2 14/05/18 4:31 PM

 Think Like an Engineer
Make Observations (continued)

After students have agreed upon a plan with the Model B—Soil Covered with Mulch
members of their group, direct them to record their Test Time for Water Amount of Water Clarity of
plans in their science notebooks and draw what their to Run Off Captured in Cup the Water
tests will look like.
1
Example: Our group will compare the amount of
erosion when the soil is covered with mulch with the 2
amount of erosion when the soil is bare.
1. W
 e will put the same amount of soil into two 3
aluminum trays.
2. We will put shredded newspaper on top of the Have students wear safety goggles as they build
soil in one tray, but not on the other. their models and carry out their tests. Guide them as
they work, and help them record their observations
3. W
 e will place bricks of equal size under one end as needed.
of each tray, so the trays slope downward at the
same angle. At the bottom of each tray we will
EXPLAIN
put a third tray to capture the water that runs
off the tray. Step 4: Refine or change your solution.
4. W
 e will pour 0.5 L of water onto each tray at the Remind students that the observations they have
same rate and use a stopwatch to measure how recorded are data. When they analyze their data and
long it takes for the water to run off the tray. think about what they mean, it prepares them to
answer the question they have been investigating.
5. W
 e will use a measuring cup to measure the
Ask: What are your results? How did the results of
amount of water that runs off each tray.
your two solutions differ? Did your method reduce
6. We will hold the cup of captured water up to erosion? If you had time to test more than one
the light to compare the amount of soil carried variable, how did your results differ?
by the runoff in each test.
Challenge students to revise their plans in order to
7. W
 e will repeat these tests three times.
produce a better result. Students may wish to try
Step 3: Test your solution. adding one other method, such as building a terrace
that incorporates a runoff barrier to channel water, or
Have students make data tables like the ones shown contour “plowing” their hillsides and adding mulch.
here in their science notebooks or use the ones
provided in the Science Notebook Companion. When groups are satisfied with their solutions, revisit
the problem question: How can you slow or prevent
Amount of Erosion erosion of a farmer’s field? Ask: How can you use your
results to answer the question? Require students to use
Model A—Bare Soil
evidence from their data to support their answers to the
Test Time for Water Amount of Water Clarity of
question. (Example: In our investigation, water flowed off
to Run Off Captured in Cup the Water
the bare soil more quickly than it flowed off the soil covered
1 by mulch. We collected more water from the bare field,
and the water had more sediment in it than the water we
2 collected from the mulched field. From this, we conclude
that putting mulch on bare soil can help slow erosion.)
3
Have students record in their science notebooks the
results of their investigations and their conclusions.
Ask: How can you use what you learned from your
tests to solve the farmer’s problem?

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 Encourage students to design solutions that are • What might be the long-term effects of
appropriate for an entire hillside. Have them draw deposition on a stream like the one in the

NATURE OF SCIENCE
and label their plans. photo? (It could cause the stream to change
course or fill in the stream bed.)
Have each group share its data, conclusions, and
plans with one other group. Encourage students EVALUATE
to listen to feedback and incorporate it into the
group’s presentation. Check to make sure students have recorded their
plans, diagrams, and data about the effectiveness
Step 5: Present your solution. of their models. Then, present students with the
Have groups present their final plans to the following questions, and have them record their
class. Encourage them to use the data from answers in their science notebooks.

Waves: Waves and Information

their investigations to support their plans. Allow
students to ask questions and make suggestions Wrap It Up!

PHYSICAL SCIENCE
for improvements.
1. DEFINE What is a fair test? (Only one

Energy
Ask: In what ways did you think like an engineer variable is changed at a time.)
as you completed this activity? (Possible answer:
I made a model of an eroding hill and made 2. EXPLAIN Why is it important to test only
adjustments to the model based on my observations.) one variable at a time in a fair test? (When
more than one variable is tested, it is difficult or
ELABORATE impossible to tell which variable contributed to
the results.)
Make Revisions

Interdependent
Extend the investigation by having students revise their 3. EXPLAIN When you designed your test,

Structure, Function,
plans based on the feedback from the class. If possible, what variable did you change? What
display the final designs where everyone can see them. variable did you observe or measure?
What variables did you keep the same?
Teach the Dimensions (Answers will vary depending on how students

LIFE LIFE
Relationships
CCC Cause and Effect. Cause and effect relationships are routinely designed their tests.) SEP Planning and Carrying Out

SCIENCE
identified, tested, and used to explain change. (4 -ESS2-1) Investigations

and Information
Encourage students to extend their thinking about

SCIENCE
effects of soil erosion. Ask: Rubrics

in Ecosystems
• What collected at the bottom of your trays as Have students evaluate their work using the rubric
a result of your tests? (water and soil that had in the Science Notebook Companion. Use students’
washed away) completed rubrics and the teacher rubric provided for

Processing
• What is the process that deposits soil or this activity to guide your assessment of their work.
sediment in a new location? (deposition)

ELL SUPPORT
Bridging Have students write out a plan for
their investigation. Consider having them use
Starting Help students record their plans
computer software to draw their diagrams
Processes that Shape the Earth

for their investigations. If students draw a

and write a paragraph that explains their
diagram, have them work with a partner
thinking. Provide an opportunity for students
EARTH SCIENCE

to add labels to it. When students have

Earth’s Systems:

to share their plans with a partner or in small

completed their diagrams, invite them to
groups for feedback. If other students do not
share them in small groups.
understand the plan, point out that revisions
Developing Have students work with a need to be made to provide clarity. Offer
partner or in small groups to write a plan support as needed.
for their investigation. Ask them to draw
sketches of each step. Invite students to share
their diagrams with the class.

Make Observations 177d

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Natural Hazards
Natural processes are constantly changing Earth’s surface. In
some cases, these processes are harmful to humans and other
living things. Something that is harmful or dangerous is called a
hazard. Earthquakes, tsunamis, and volcanoes are three natural
processes that can be hazardous to humans.

Earthquakes
An earthquake is the shaking
of Earth’s surface caused by
sudden movement of rock
beneath the surface. Earthquakes
can cause buildings to collapse
and roads and bridges to buckle.
They may also break power lines
and water pipes.

Volcanoes
Volcanoes form when molten rock
from deep inside Earth rises to the
surface. Volcanic eruptions can spew
hot ash and molten rock high into the
air. When these materials come down,
they can bury buildings and roads and
damage crops. Volcanic ash in the air
can also disrupt airline traffic.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
178 impacts. (4-ESS3-2)
Tsunamis
A tsunami is a series of
ocean waves caused by an
underwater earthquake,
an underwater volcanic
eruption, or a landslide.
Anything that causes Earth’s
surface to move beneath
the water also moves the
water. When large tsunamis
come ashore, they can
destroy buildings, roads, or
even entire villages.

Wrap It Up!
1. Define What does the word hazard mean?

2. List What are three of the natural

processes that can be hazardous to
humans?
3. Infer Why might a volcanic eruption be
dangerous for airline traffic?
179
 Natural Hazards
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1)

Show each symbol again, and ask: Is this a warning

Objectives Students will be able to:
about something that happens in nature or
• Evaluate why some Earth processes are natural hazards.
• Describe hazards associated with earthquakes, tsunamis,
something tied to human activity? Create two lists
and volcanic eruptions. on the board. Invite students to add their own ideas.
Science Vocabulary
hazard, earthquake, volcanoes, tsunami
Tap Prior Knowledge
Invite volunteers to recall experiences they may have
had with events in the “happens in nature” category.
ENGAGE Ask: How did you feel during this event? (For
example, a student who has been in a hurricane may
Introduce the Phenomenon recall feeling scared because the wind was bending the
Use Photography Show students a series of trees and rattling the windows.) Encourage students to
warning symbols depicting both natural hazards connect to previous lessons. Ask: How did the event
and physical hazards. Possible examples: stop, watch change the land around you? (The same student may
your step, no swimming, flammable material, falling describe power outages, flooding, debris on the ground,
rocks, volcano, earthquake, tsunami, flash flood, sharks, and washed-out bridges.)
wildlife crossing. The first time you show each symbol,
focus on determining its meaning. Then ask: What EXPLORE
do all of these signs have in common? (They all warn
about some form of potential danger to people.) Think About Natural Hazards
Read aloud the lesson title. Ask: What does the
word natural mean? (Possible answer: something that
happens in nature) Direct students to the vocabulary
DIFFERENTIATED INSTRUCTION word hazard and read aloud its definition. Ask:
What might be a natural hazard? (Possible answer:
Extra Support It might be something dangerous that happens in
Below-Level Learners Print the lesson. nature.) Revisit the ENGAGE activity and identify
Ask students to highlight all of the boldfaced possible natural hazards. Then have students look
terms. (hazard, earthquake, volcanoes, tsunami) at the photos, and ask: Does the danger shown in
Have students underline the words or phrases each photo appear to be caused by something in
that define each term. (something harmful or nature? Explain. (Possible answer: Yes, they all happen
dangerous; shaking of Earth’s surface; spew hot due to events that take place in nature.)
ash and molten rock into the air; ocean waves
that destroy buildings, roads, or entire villages) Four-Square Diagram Have students make a full-
Ask students to underline the effects of each page four-square diagram in their science notebooks
natural hazard. (earthquake: can cause buildings and add to it throughout the lesson.
to collapse and roads and bridges to buckle, may
break power lines and water pipes; can bury Set a Purpose and Read
buildings and roads and damage crops, can Focus Question Use this question to focus
disrupt airline traffic; can destroy buildings, roads, students and guide their reading: What are some
or entire villages) Then ask students to circle natural processes that can be dangerous to humans?
places on the photos that show the effects of Have students read the lesson.
earthquakes, volcanoes, and tsunamis. (Students
might circle the cracks in the road, the fire and EXPLAIN
smoke near the volcano, and the objects floating
in the water.) Describe Examples of Natural Hazards
Have students work with a partner to answer the
Focus Question.
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 Graphic Organizer Create a class Venn diagram to • What can cause a tsunami? (an earthquake,
help students compare and contrast natural hazards volcano, or landslide)

NATURE OF SCIENCE
featured in this series of lessons. Be sure it is large • Why are tsunamis hazardous? (They can
enough for students to add details as they complete destroy buildings, roads, and entire villages.)
subsequent lessons. Label the circles “Earthquake,”
“Volcano,” and “Tsunami.” Have a volunteer write the • What is true for earthquakes, tsunamis, and
definition for each natural hazard beneath its label. volcanoes? (They are all earth processes. They
Then, have volunteers record answers to discussion are all natural hazards.)
questions on sticky notes. Call on other volunteers Teach the Dimensions
to place each note in the correct space on the Venn
CCC Cause and Effect. Cause and effect relationships are routinely
diagram. After the discussion, decide as a class if any identified, tested, and used to explain change. (4-ESS2-1)
sticky notes should be moved. Ask: Use details from the class Venn diagram to help

Waves: Waves and Information

• What causes earthquakes? (sudden movement students recognize an effect can have more than

PHYSICAL SCIENCE
of rock beneath Earth’s surface) one cause. For example, roads can be damaged by
earthquakes, volcanoes, and tsunamis alike.
• Why are earthquakes hazardous?

Energy
(Earthquakes can cause buildings to collapse
and roads and bridges to buckle. They can break ELABORATE
power lines and water pipes.) Learn More About Natural Hazards
• Where does a volcano form? (where molten Use Maps Visit NASA’s Earth Observatory website,
rock rises to the surface) and enter the search term “natural hazards map” to
• Why are eruptions hazardous? (They bring up an interactive map that identifies natural
release hot ash and molten rock that can hazards observed worldwide, month by month.

Interdependent
bury buildings and roads, damage crops, and Project the map, and click on the icons to learn

Structure, Function,
interrupt airline traffic.) more about each recorded event.

EVALUATE

LIFE LIFE
Have students record their answers to the Wrap It

Relationships
Up questions in their science notebooks.

SCIENCE
ENVIRONMENTAL SCIENCE

and Information
SCIENCE
CONNECTION Wrap It Up!

in Ecosystems
Human Activities and Natural Hazards 1. DEFINE What does the word hazard
Remind students that natural hazards are the mean? (A hazard is something that is harmful
result of natural earth processes. However, or dangerous.)

Processing
human activities can disrupt these natural 2. LIST What are three of the natural
processes, and that can lead to more frequent processes that can be hazardous to
natural hazard events. Earthquakes are one humans? (earthquakes, tsunamis, and
example of a natural hazard that can be volcanic eruptions)
triggered by certain human activities. Guide
students to recall what they learned about 3. INFER Why might a volcanic eruption
technology used to harvest nonrenewable be dangerous for airline traffic? (Possible
Processes that Shape the Earth

energy resources by reviewing the photos in answer: Volcanic ash can limit visibility and
the lesson Nonrenewable Energy Resources. can get into engines and cause damage.)
EARTH SCIENCE
Earth’s Systems:

Then say: Some methods for harvesting oil

and gas can cause underground shifts in DIGITAL WRAP-UP Have students complete
slabs of rock. Ask: What can happen when the interactive bonus assessment found in the
slabs of rock suddenly shift? (an earthquake) Interactive E-book.
Lead a discussion about the need to weigh
the benefits of new technology against
dangers they might pose to people or
the environment.

Natural Hazards 179b

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Earthquakes
An earthquake is a natural process caused
by the movement of parts of Earth’s surface.
Earthquakes start along a fault boundary.
A fault is a break in Earth’s surface where
huge slabs of rock slip past, move away
from, or push against each other. The slabs
of rock often become locked together along
a fault line. If the slabs break free, energy is
released and moves through the rocks. This
makes the ground shake.

Several million earthquakes occur every

year. Most of them happen far from people
or are too weak for people to notice.

Strong earthquakes can be very dangerous.

Their violent shaking can raise and lower
the land and change the course of rivers.
Powerful earthquakes can damage buildings
and other structures. Roads buckle, railroad
tracks twist, and bridges collapse. Water
pipes and electric power lines break. It can
take years for people to repair the damage
caused by a strong earthquake.

An earthquake near
Oakland, California,
caused this section of
freeway to fall apart.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
180 explain change. (4-ESS3-2)
Wrap It Up!
1. Define What is a fault?

2. Cause and Effect How can an earthquake

affect structures built by humans? Give
three examples.
3. Infer How might an earthquake affect
people’s ability to get from place to place?
181
 Earthquakes
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)

Tap Prior Knowledge

Objectives Students will be able to:
• Describe earthquakes. Anticipation Guide Have students create a table
• Identify the hazards to humans that result from with three columns in their science notebooks. In
earthquakes.
the first column, have them write the following
Science Vocabulary statements:
fault
• Not all earthquakes can be felt by people.
(agree)
ENGAGE • Most earthquakes happen near where people
live. (disagree)
Introduce the Phenomenon
• Energy released by an earthquake moves
Use Video Use the Interactive E-book to show
across Earth’s surface. (disagree)
students the earthquake video in the lesson. Conceal
the caption by showing the video at full screen. Ask: • Shaking can raise and lower the land during an
earthquake. (agree)
• How would you explain what is happening?
(Students will likely mention an earthquake.) Have students label the second column “Yes/Agree”
• How is the ground moving? (It is shaking. It is and the third column “No/Disagree.” Tell students
cracking open.) to indicate whether they agree or disagree with
each statement. Have them review their responses
• What would it feel like to stand here? (Possible
after reading to check their accuracy and to identify
answer: I would feel the shaking. I might fall down.)
information they have learned. Use students’ guides
• What do you predict will happen next? to identify concepts you may need to revisit.
(Possible answer: The crack will grow wider and
cars and buildings will be damaged.)

SCIENCE BACKGROUND

ELL SUPPORT Allan Cox, Geologist

Allan Cox started his career as a geologist with
Starting Help students understand the the U.S. Geological Survey (USGS). In 1967, he
concept of the word fault. Use the opening became a professor at Stanford University; he
photo of the San Andreas Fault from Nature became Dean of the School of Earth Sciences
of Science. Have students trace the fault and there in 1979. During his career, he made
choose one or two words to describe it. important contributions to our understanding
of the history of Earth’s crust and the movement
Developing Students may have heard other of tectonic plates associated with earthquakes.
definitions for the word fault. Have them look
up a definition in the dictionary. Ask students to Mr. Cox’s life partner was fellow geologist Clyde
select the definition being used in this lesson. Wahrhaftig. He also worked for the USGS and was
a professor at University of California, Berkeley.
Bridging Have students think of other Mr. Wahrhaftig is well known for his book
meanings they may have heard for the word Streetcar to Subduction and other Plate Tectonic
fault. Help them write sentences using these Trips by Public Transport in San Franciso, a guide to
different word meanings. the geology and plate tectonics of that city.

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 EXPLORE Some waves cause the ground to move back and
Think About Earthquakes forth. Some waves cause the ground to move up

NATURE OF SCIENCE
and down. Relate this information to the physical
Point out the large photo. Ask: How does the science lessons on waves.
power of this earthquake compare to the one
in the video? (It is much more powerful.) Identify If students are using the Interactive E-book, have
the vocabulary word fault and share its definition. them view the earthquake video again. Have
Reinforce its meaning by revisiting the opening students write a cause-effect statement about
photo in Nature of Science, which shows an aerial what they observe in their science notebooks.
view of the San Andreas Fault.
ELABORATE
Four-Square Diagram Have students make
a full-page four-square diagram in their science Learn More About Earthquake Hazards

Waves: Waves and Information

notebooks and add to it throughout the lesson. Make copies of a U.S. Geological Survey seismic

PHYSICAL SCIENCE
hazard map. As a class, use the key to identify areas
Set a Purpose and Read at greatest risk. Assign each high-risk area to a small

Energy
Focus Question Use this question to focus group to investigate further. Allow groups to share
students and guide their reading: What are the what they learn, and discuss patterns in findings.
hazards to humans that result from earthquakes?
Have students read the lesson. EVALUATE
Have students record their answers to the Wrap It
EXPLAIN Up questions in their science notebooks.
Describe Earthquakes and Their Effects

Interdependent
Graphic Organizer Use the procedure from Wrap It Up!

Structure, Function,
the previous lesson to add to the Venn diagram.
Students can use details from the diagram to 1. DEFINE What is a fault? (A fault is a place
answer the Focus Question. Ask: where giant slabs of rock in Earth’s outer layer
slip past, move away from, or push against

LIFE LIFE
Relationships
• What often happens to slabs of rock along a each other.)

SCIENCE
fault line? (They become locked together.)
2. CAUSE AND EFFECT How can an

and Information
• What happens when locked slabs break free?

SCIENCE
(Energy is released and moves through the rocks.) earthquake affect structures built by
humans? Give three examples. (Students

in Ecosystems
• How can strong earthquakes affect the land? may list any three of these possible examples:
(They can raise and lower the land. They can also The violent shaking of an earthquake can
change the course of rivers.) cause buildings to collapse, bridges to

Processing
• What might be evidence of damage to collapse, roads to buckle, and railroad tracks
human-built structures? (damage to buildings to twist. In addition, water pipes and power
and other structures, buckled roads, twisted lines may break.) CCC Cause and Effect
railroad tracks, collapsed bridges, broken water
pipes and power lines) 3. APPLY How might an earthquake affect
people’s ability to get from place to
• How would you describe the effects of the place? (Possible answers: Most people get
California earthquake shown in this photo? (It
Processes that Shape the Earth

from place to place on roads. Earthquakes can

destroyed part of the freeway, cracked the road, cause roads to buckle and bridges to collapse.
EARTH SCIENCE

changed its path, and made it unsafe to use.) People who ride trains could not do so if tracks
Earth’s Systems:

Teach the Dimensions were twisted. Some students may suggest that
downed power lines or broken water pipes
CCC Cause and Effect. Cause and effect relationships are routinely
identified, tested, and used to explain change. (4-ESS3-2) could make traveling difficult or impossible.)
Connect Across Topics Ask: What happens
to the ground when the energy from an
earthquake moves through the rocks?
(The ground shakes.) Say: The energy travels
through the ground in the form of waves.

Earthquakes 181b

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 Investigate

Earthquakes
? How can you demonstrate liquefaction?

During earthquakes, many buildings have collapsed or tilted and

sunk into the ground. Why? Often the buildings were built on loose
materials such as rocky soil, sand, or mud. There is also a lot of water in
the ground. When the earthquake shook the ground, these materials
became liquid-like. The change of a solid area of ground such as sand
or mud into a less stable liquid-like condition is called liquefaction.
Liquefaction is one of the hazards caused by earthquakes.

In this investigation, you will use a model to learn how earthquakes

affect structures built on sand or mud.

Materials
sand water wooden block

plastic pan mallet

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
182 explain change. (4-ESS3-2)
1 Fill the pan with sand, leaving 2 Place the pan on a table. Then pour
about 9 centimeters at the top. in water to just below the surface of
the sand. Record your observations.

3 Push one end of the block down 4 Hold the pan in place. Very gently
into the wet sand so it stands up tap the side of the pan repeatedly
like a building. Predict what will with the mallet. Observe what
happen when you repeatedly tap happens to the sand and the block.
the mallet against the pan. Record Record your observations.
your prediction.

Wrap It Up!
The water-filled holes in this 1. Explain What did the block represent?
photograph were caused as water What did hitting the pan with the mallet
bubbled up through the soil as a represent?
result of an earthquake. Imagine
2. Cause and Effect How did this investigation
how such a change in the soil would
demonstrate the effects of liquefaction?
affect a building!
3. Revise How could you change the model
to test ways to make buildings constructed
on sand or mud more stable? Write your
plan. Include a diagram of how your test
would work.
183
 Investigate Earthquakes STEM

NEXT GENERATION SCIENCE STANDARDS

DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
SEP Planning and Carrying Out Investigations. Make observations and/or measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon. (4-ESS2-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)

Objectives Students will be able to:

should be firmly seated in the saturated sand.
• Model the process of liquefaction.
Position the block vertically to be reminiscent of
• Make observations and analyze results to form an
explanation about causes and effects of liquefaction. a skyscraper, not horizontally. Remind students
Science Vocabulary that they are to repeatedly tap gently with
liquefaction the mallet to accurately model what happens
during liquefaction.
What to Expect Students will observe that as
they gently tap the side of the pan with the mallet,
BEFORE YOU BEGIN the sand will give way and the wooden block will
eventually tilt or fall over.
Materials For groups of 4: fine-grained sand (1 lb);
tap water (enough to saturate the sand); rectangular
wooden block; plastic pan; mallet
Time 30 minutes
ENGAGE
Advance Preparation Fill the pitcher with water. Introduce the Phenomenon
Safety Notes Model lab safety by wearing your Use Photography Show students a photograph in
safety goggles. Have students wear safety goggles. which vehicles appear to be sinking into the ground
Review the Science Safety pages with students. as a result of liquefaction. Ask:
Teaching Tips Note that this activity works best if • What is happening to the vehicles in this
the sand is saturated, not super-saturated. That is, photo? (They seem to be sinking into the ground.)
students should add just enough water to the sand
• What do you notice about the ground? (It looks
so that it is evenly wet throughout, as shown on
soft and wet.)
the left in the photograph in Step 2. The water level
should not be above the top of the sand. Explain • Why does the ground look this way? (Accept
to students that they should add the water a little all answers. Students may say a heavy rainstorm
at a time, and wait for it to “soak in” before adding made it wet. They may guess that the car rolled
more. Once the sand is saturated, the wooden block into wet cement or even into quicksand.)

SCIENCE BACKGROUND causes soil particles to lose contact with each

other and become unstable. As a result, the
Liquefaction soil becomes “runny” and behaves like a liquid.
Soil liquefaction is usually a temporary It loses its ability to support structures. In
phenomenon. According to the U.S. Geological areas where the groundwater exists close to
Survey, three factors are required for it to the surface and earthquake activity is known
occur: loose, granular sediment; the presence to happen, land developers may rely on maps
of water in spaces between the sediment due that identify areas at risk of liquefaction. For
to groundwater saturation; and strong shaking example, this type of mapping has been
of the soil, most often due to earthquake carried out for the San Francisco Bay area.
vibrations. The shaking during an earthquake

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 • How might this relate to a natural hazard? You may also share information from the Science
(Possible answer: A natural hazard may have Background note. Explain that liquids are

NATURE OF SCIENCE
caused the ground to become wet and soft or materials that can be poured. They do not hold
created a hole in the ground.) their own shape. Guide students to recognize
that liquefaction is responsible for what they
Tap Prior Knowledge saw in the photo in ENGAGE. Then have them
Have students raise a hand if they have heard the study the background photo. Use the caption to
term quicksand or if they have seen it in real life or reinforce that an earthquake caused water to fill
in a movie. Then ask: the holes.

• What do you think quicksand is? (Accept all Read aloud the Investigate question. Guide
reasonable responses. Students will likely suggest students through the investigation steps, reading

Waves: Waves and Information

that it is very wet sand.) through them together. Have students make a
table like the one below in their science notebooks

PHYSICAL SCIENCE
• What happens when someone steps in
quicksand? (From movies, students will likely or use the one provided in the Science Notebook
know that the person may sink into the sand.) Companion.

Energy
• Why is quicksand dangerous? (Possible Observations of Liquefaction
answer: It sucks things under and it is very hard to Predictions Observations
pull them out.)
• How is the ground in the photo we just
observed similar to quicksand? (It is pulling the
car under. It looks wet and soft.)

Interdependent
Structure, Function,
EXPLORE
Carry Out the Investigation Encourage students not only to describe their
Read aloud the introduction. Point out the predictions and observations with words, but also

LIFE LIFE
to include drawings to show what they think will

Relationships
boldfaced word liquefaction and share its
definition with students. happen, and what actually happens, to the block.

SCIENCE
and Information
SCIENCE
ELL SUPPORT

in Ecosystems
the word or phrase in the second column that
shows what it models (block/building; mallet/
Starting Print out copies of the lesson.
earthquake; water/water underground; sand/

Processing
Review the meaning of the word model with
loose ground):
students. Guide them to label the correct
part of each picture in order to indicate what block earthquake
is being modeled in each step. First list the mallet water underground
italicized terms in the following sentences
water building
on a piece of paper. Then say each sentence
aloud and help students add each label: sand loose ground Processes that Shape the Earth

The sand is used to model loose ground. The Bridging Have a volunteer review the
wet sand is used to model underground water. definition for model. Then have students
EARTH SCIENCE

complete the following sentence starters:

Earth’s Systems:

The block is used to model a building. Tapping

the mallet is used to model an earthquake. The sand in the pan is used to model . . .
Developing Review the meaning of The wet sand is used to model . . .
the word model with students. Write the The block is used to model . . .
following two-column list of words and
The mallet is used to model . . .
phrases. Have partners work to draw a line
to connect each word in the first column to

Investigate: Earthquakes 183b

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 Investigate: Earthquakes (continued)

Have students put on their safety goggles. After such as: Did every group’s wooden block react
students pour the sand into the plastic pan in Step 1, the same way? Explain. (While results will generally
tell them to give the pan a quick shake. Ask: What be the same, some wooden blocks may have simply
does shaking the pan at this point do? (Shaking the tilted, while others fell completely over into the sand.)
pan evenly distributes the sand.) Next ask: Why do you think this happened? (Results
depend on the force with which the pan was struck as
As they add water to the sand in Step 2, remind well as the degree of saturation of the sand.)
students to pour it slowly and wait for it to soak into
the sand before adding more. Suggest students add Teach the Dimensions
portions of the water from different sides of the pan CCC Cause and Effect. Cause and effect relationships are routinely
to help ensure even distribution of the water and identified, tested, and used to explain change. (4 -ESS3-2)
complete saturation of the sand. When the sand is Revisit the Phenomenon Remind students that
completely saturated, suggest that students once scientists and engineers think about cause-effect
again give the pan a quick shake to evenly distribute relationships when they form explanations for what
the water into the spaces among the sand grains. they observe in nature. Display the photo from
ENGAGE. Have students use the term liquefaction to
As students begin Step 3, demonstrate the proper write a caption for the photo that explains what has
positioning of the block. Remind students to record caused the ground to change.
their predictions in their science notebooks. Ask probing
questions to encourage exploration. For example, ask: ELABORATE
Does the block seem stable? What might happen if
you gently shake the pan back and forth? Try it. Extend Thinking About Liquefaction
Locate a San Francisco Bay liquefaction map and
In Step 4, suggest one student hold on to one side of
project it for students. Explain that colors on the
the plastic pan while another student in the group
map correspond to the risk of liquefaction being
gently and repeatedly taps the opposite side of the
caused by an earthquake. Ask: What pattern do
pan with the mallet. Students will likely need to repeat
you notice about the areas that are identified
the tapping several times before the block tilts or falls.
as being at highest risk for liquefaction during
an earthquake? (Students may notice coastal areas
EXPLAIN have the highest risk.) Next ask: Based on what you
Share and Explain Findings learned in this investigation, why might coastal or
Have students walk around the room and observe low-lying areas be at higher risk for liquefaction?
other teams’ results. Help students interpret their (There is more water in the soil in these areas. The soil
own and other teams’ results with probing questions may be loose or sandy in these areas.)

DIFFERENTIATED INSTRUCTION
LITERACY CONNECTION
Gifted and Talented Learners
Use Text Details
Give students who have excelled in the
RI.4.1 Refer to details and examples in a text when explaining what
prior lessons of this unit the opportunity the text says explicitly and when drawing inferences from the text.
to be creative in this investigation. Prior to Encourage students to draw on details explicitly
conducting the investigation, have these stated in the text to answer these questions:
students research some of the ways that
engineers try to mitigate the effects of • W
 hat types of soil conditions make it more
liquefaction. Have students then revise the likely that liquefaction will occur during an
procedure of the investigation to incorporate earthquake? (If the soil has loose material and a
one or more of these “solutions.” Students can lot of water, liquefaction is more likely.)
compare the effect of their variation with the • H
 ow does liquid-like soil compare to a solid
wooden block in the original procedure. soil? (It is less stable.)

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 Help students locate San Francisco Bay on the Rubrics
map. Guide them to recognize the Bay area is at
Have students evaluate their work using the

NATURE OF SCIENCE
high risk for liquefaction. Next show students a
rubric in the Science Notebook Companion. Use
photo of Millennium Tower. Say: This building is
students’ completed rubrics and the teacher
known as the Leaning Tower of San Francisco.
rubric provided for this activity to guide your
Between 2008, the year it was built, and 2017,
assessment of their work.
it had sunk 16 inches. Because the sinking was
uneven, the building started to tilt. Explain that
the same soil conditions that led to this problem
also increase the risk for liquefaction. Ask: What
might happen if an earthquake struck the area?
(This building might fall over completely.) If time

Waves: Waves and Information

allows, have students research to find out how

PHYSICAL SCIENCE
residents in the building have been affected and
how engineers have responded.

Energy
EVALUATE
Have students record their answers to the Wrap It
Up questions in their science notebooks.

Wrap It Up!
1. EXPLAIN What did the block represent?

Interdependent
What did hitting the pan with the mallet

Structure, Function,
represent? (The block represented a building.
Hitting the pan with the mallet represented the
shaking of the ground during an earthquake.)

LIFE LIFE
Relationships
2. CAUSE AND EFFECT How did this

SCIENCE
investigation demonstrate the effects

and Information
of liquefaction? (Hitting the pan with the

SCIENCE
mallet modeled the effect of an earthquake

in Ecosystems
in making the saturated sand unstable.
The wooden blocks modeled the pressure
created by large heavy buildings on soil. The

Processing
investigation demonstrated the effect of these
two factors on structures by causing the block
to sink into the sand and tilt or fall over.)
CCC Cause and Effect

3. REVISE How could you change the

model to test ways to make buildings
constructed on sand or mud more stable?
Processes that Shape the Earth

Write your plan. Include a diagram of how

your test would work. (Possible answer: I
EARTH SCIENCE
Earth’s Systems:

would do everything the same, except I would

turn the block so that its long side was in the
sand. I think this would make the building more
stable because more of it is directly in contact
with the ground. Students’ drawings should
accurately reflect their written descriptions.)

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Tsunamis
A tsunami is a series of fast-moving ocean waves caused
by an earthquake, or an underwater volcanic eruption,
or a landslide. In places where the ocean is deep, tsunami
waves may be only a few centimeters high. As the waves
approach shore, they increase in height. Some tsunami
waves come ashore gently. Others become huge walls
of water.

The Great Tōhoku Earthquake of 2011 in Japan set off a

series of tsunamis. A few minutes after the earthquake, one
tsunami crashed over this seawall in Miyako City. Tsunamis
up to 12 meters (39 feet) tall destroyed coastal areas across
northeastern Japan.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
184 impacts. (4-ESS3-2)
When a large tsunami smashes into land, its
turbulent water can destroy houses, roads, and
other structures. People may be swept away.
Very large tsunamis can destroy entire villages.

This tsunami was caused by a strong earthquake

that struck Japan in March of 2011.

Wrap It Up!
1. Recall What are three events that cause
tsunamis?

2. Explain How do some tsunamis change

when they reach land?

3. Summarize Why are tsunamis dangerous?

185
 Tsunamis
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)

Objectives Students will be able to:

Tap Prior Knowledge
• Explain what causes tsunamis and why they are hazardous. Help students recall what they learned about
• Relate the energy of tsunami waves to their effects. tsunamis in the earlier lesson. Ask: What type of
water wave poses a natural hazard? (a tsunami)
Next ask: Where do tsunamis form? (the ocean)
ENGAGE
Sketch-to-Stretch Have students sketch to show
Introduce the Phenomenon what they think happens before, during, and after a
Teacher-Led Demo Slightly prop up one end tsunami. Then have them compare sketches with a
of a glass baking dish or similar container. Fill the partner. After completing the lesson, students can
raised end of the container with sand. Add a few toy add details to the sketches or revise them based on
houses or other objects to simulate a shoreline. Pour what they learned.
enough water into the other end of the container to
fill it about halfway. Place a greeting card flat on the EXPLORE
bottom of the container, at the end opposite the sand.
Think About Tsunamis
Position the card so you can grab and quickly fold up
the half of the card nearest the edge of the container, Have students observe the lesson photos. Ask: What
which will generate a wave that moves toward the can you say about the height of the waves in the
“shore.” Perform this action several times. Then ask: photos? (They are at least as tall as the buildings.)
Next ask: What damage are they already causing?
• What caused the wave? (the motion of the card)
(Possible answers: flooding roads, tossing cars,
• What were the effects of the wave? (It washed destroying buildings)
away some sand. It knocked down objects.)
• How might the upward motion of the card
model something that happens on the ocean
floor? (Possible answer: It might model a sudden ELL SUPPORT
movement such as an earthquake.)
Starting Read aloud the first sentence of the
lesson. Have students repeat after you. Point out
the term fast-moving. Ask: What can be fast-
moving? (waves) Next ask: What other word in
SCIENCE BACKGROUND this sentence describes waves? (ocean) Have
students record the sentence in their science
Shoaling Waves notebooks and underline each adjective.
Tsunami waves become dangerous when they Developing Have partners discuss sentence
reach land. The height of the wave increases as frames, such as: A tsunami is a series of (fast)
the water becomes more shallow in a process moving waves. The waves get (taller) as they
called shoaling. As the base of the tsunami wave near the shore. Have students write a short
comes into contact with the sea floor, the front description of a tsunami.
of the wave slows dramatically. The back part
of the wave is still moving with higher velocity. Bridging Have partners discuss a sentence
This has the effect of reducing the length of the starter, such as: When a large tsunami smashes
wave and increasing its amplitude. The steeper into land . . . Then have students craft a
the underwater landscape near shore, the summary using complete sentences and key
higher the tsunami wave. words from the text.

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 Four-Square Diagram Have students make • If a tsunami wave passed under a boat at
a full-page four-square diagram in their science sea, how would it affect the boat? (It would

NATURE OF SCIENCE
notebooks and add to it throughout the lesson. lift the boat as it passed beneath it but it would
not carry it along.)
Set a Purpose and Read
Focus Question Use this question to focus If students are using the Interactive E-book, have them
students and guide their reading: What happens view the animation of tsunami wave propagation and
before, during, and after a tsunami? Have students read the accompanying text. Have partners analyze the
read the lesson. pattern of wave movement and the countries impacted.

ELABORATE
EXPLAIN
Extend Thinking About Tsunamis
Discuss Causes and Effects of Tsunamis

Waves: Waves and Information

Revisit the Phenomenon Have student groups
Graphic Organizer Use the procedure from

PHYSICAL SCIENCE
use the materials from EXPLORE and others you
the previous lessons to add to the Venn diagram.
approve to test ways of protecting the shoreline
Students can use details from the diagram to

Energy
from incoming waves, such as building a wall.
answer the Focus Question. Ask:
• What are three causes of tsunamis? EVALUATE
(earthquakes, underwater volcanic eruptions,
Have students record their answers to the Wrap It Up
landslides)
questions in their science notebooks.
• How might an earthquake trigger a tsunami?
(An earthquake can cause the ocean floor to shift Wrap It Up!
and send walls of water toward the shore.)

Interdependent
Structure, Function,
• How might a landslide on the ocean floor 1. RECALL What are three events
cause a tsunami? (A landslide causes enormous that cause tsunamis? (Events such as
volumes of sediment to move down a slope.) earthquakes, underwater volcanic eruptions,
and landslides can cause tsunamis.)

LIFE LIFE
• What is the effect on a tsunami wave as it

Relationships
approaches shore? (It increases in height.) 2. EXPLAIN How do some tsunamis change

SCIENCE
when they reach land? (These water waves

and Information
• What caused the tsunami shown in the small often become huge walls of water near shore.)

SCIENCE
photo? (an earthquake)
3. SUMMARIZE Why are tsunamis

in Ecosystems
• What kinds of damage did the tsunami cause? (It dangerous? (Tsunamis can destroy houses,
destroyed some of the seawall and objects near it.) roads, and other structures and sweep them
• Why are tsunamis hazardous? (Tsunamis can away. They can also sweep people out to sea.)

Processing
destroy houses, roads, and structures. They can
also sweep people and objects out to sea.)

Teach the Dimensions

CCC Cause and Effect. Cause and effect relationships are routinely LITERACY CONNECTION
identified, tested, and used to explain change. (4-ESS3-2)
Connect Across Topics Share the information Draw Inferences
about shoaling waves from the Science Background
Processes that Shape the Earth

RI.4.1 Refer to details and examples in a text when explaining

note. Then guide students to analyze the energy what the text says explicitly and when drawing inferences from
the text. .
EARTH SCIENCE

of tsunami waves based on what they previously

Earth’s Systems:

learned about waves. Ask: Guide students to use text clues to infer what
the text implicitly states about how quickly
• What kind of wave is a tsunami wave? (a a tsunami can travel. Have a volunteer read
transverse wave) the caption for the small photo. Ask: Did this
• What properties does a tsunami wave have? tsunami wave travel to shore quickly or
(amplitude and wavelength) slowly? (quickly) How do you know? (The text
• How does the amplitude of a tsunami wave says the tsunami crashed over the seawall a few
change as it approaches shore and what is the minutes after the earthquake.)
effect? (It increases and the wave grows taller.)

Tsunamis 185b

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Volcanoes
A volcanic eruption is a natural process on
Earth’s surface. Volcanoes form when magma,
or melted rock inside Earth, rises to the surface.
In all volcanoes, molten rock erupts or flows
through an opening. Magma that erupts onto
Earth’s surface is called lava. Sometimes the
lava flows down the side of the volcano and
hardens into rock.

Mt. Sakurajima on the main island of Japan

erupted on August 18, 2013.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
186 impacts. (4-ESS3-2)
Hot, expanding gases in magma can cause explosive
eruptions. Hot ash and lava released during an eruption may
quickly bury or destroy nearby forests, fields, and towns. Such
eruptions are a hazard to the people living nearby. The ash
in the air makes it difficult to breathe. Volcanoes may also
release poisonous gases.

There is little people can do to limit the dangers of a volcano.

The safest solution is to not live close to one.

Ash covered these rental cars in Kagoshima, Japan, after

Mt. Sakurajima erupted.

Wrap It Up!
1. Identify What are some of the hazards
caused by erupting volcanoes?

2. Compare and Contrast What is the

difference between magma and lava?

3. Research Where is the nearest volcano to

your region? When did it last erupt?
187
 Volcanoes
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)

EXPLORE
Objectives Students will be able to:
• Describe materials released by a volcanic eruption. Think About Volcanoes
• Explain the effects of a volcanic eruption.
Have students observe the photos. Ask: How do the
• Compare eruptions of different types of volcanoes.
photos help you better understand what we saw
Science Vocabulary
in the photo I shared? (The large photo shows gray
magma, erupts, lava
smoke coming out of a volcano, and the small photo
shows the same kind of material on cars. It helps me
understand that the photo we saw showed ash from a
ENGAGE volcano.) Tell students they will learn more about the
Introduce the Phenomenon effects of ash from volcanoes in the lesson.
Use Photography Display a dramatic photo that Four-Square Diagram Have students make a full-
shows buildings, vehicles, or the countryside covered page four-square diagram in their science notebooks
in a coating of ash from a volcanic eruption. Ask: and add to it throughout the lesson.
• What has happened to everything pictured
in this photo? (Students may correctly guess Set a Purpose and Read
that volcanic ash has covered everything Focus Question Use this question to focus students
pictured. They may also guess the material is dirt and guide their reading: What chain of events leads to
or even lava.) a volcanic eruption? Have students read the lesson.
• What might be responsible for what you
see? (Students will likely say the volcano gave off EXPLAIN
ash, which floated through the air to settle over Graphic Organizer Use the procedure from the
everything pictured. They may also guess that mud previous lessons to add to the Venn diagram as you
or lava flowed out of the volcano.) discuss all the questions in EXPLAIN. Students can
• How could people be affected by this event? use details from the diagram to answer the Focus
(Possible answers: They would have to clean Question.
everything off. Plants might die. People might get
sick if they breathe in the material.)
Contrast Magma and Lava
Students often incorrectly use the terms magma and
Tap Prior Knowledge lava synonymously. Help them recognize that these
Draw to Show Understanding Remind students two materials are similar but different. Ask:
they have already learned a bit about volcanoes • Where is magma found? (inside Earth)
and may have seen them in action in books,
• Where is lava found? (on Earth’s surface)
movies, and television shows. Have students work
in small groups to draw pictures that show why a • What can harden into rock? (lava)
volcano is a natural hazard. Invite groups to share
their drawings and describe what they show. Look Describe Volcanic Eruptions and
for what these drawings may reveal about students Their Effects
preconceptions, such as the idea that volcanoes Say: Read the sentence in the first paragraph that
always have the same shape, that they always shoot contains the word erupts. Ask: What do you think
out lava, and that they only affect local areas. Look the word erupts means? (Possible answer: to come out
for opportunities to address these preconceptions of something forcefully) Then ask:
throughout the lesson. • How do volcanoes form? (Volcanoes form when
magma rises to the surface.)

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 Have students focus on the city shown in the main Encourage students to apply what they have
photo. Ask: learned to answer these questions:

NATURE OF SCIENCE
• How do you think the volcanic eruption • Which photo shows lava erupting? (the photo
shown in the large photo affected this city? in Natural Hazards)
Cite evidence to support your answer. (The • How does the landscape in each photo
eruption sent ash and gases into the air, as shown compare? (The photo in Natural Hazards shows
by the erupting materials above the volcano. an eruption happening over a wider area, along
Gases may have made it difficult for some people a crack in the landscape. The photo in this lesson
to breathe while ashes covered cars.) shows an eruption happening from a mountain.)
• What is one way in which people can reduce • Do all volcanoes have the same shape?
the impact of a volcanic eruption? (They can Explain. (No, as these photos show, volcanoes do

Waves: Waves and Information

avoid living near an active volcano.) not always look like mountains.)

PHYSICAL SCIENCE
Teach the Dimensions Interested students may research to learn about
CCC Cause and Effect. Cause and effect relationships are routinely different volcano shapes, which include cones,

Energy
identified, tested, and used to explain change. (4-ESS3-2)
wide plateaus, crack-like fissure vents, and rounded
Direct students’ attention to the ash plume in the domes. Also take time to discuss answers to the
main photo. Ask: Will the ash from this volcano third Wrap It Up question.
drop right back down to Earth? Why or why not?
(Answers will vary but students should support their Graphic Organizer Review As a culminating
answers with evidence.) Share a map of the ash activity, have student pairs use the completed
cloud created by the 2010 eruption of the volcano Venn diagram to develop three compare/contrast
Eyjafjallajökull (ei-ya-fyat-LA-yer-kitle) in Iceland. statements about earthquakes, tsunamis, and

Interdependent
Have students work with partners to consider what volcanoes.

Structure, Function,
might cause ash to travel so far and what effects it
might have elsewhere in the world. EVALUATE
If students are using the Interactive E-book, have Have students record their answers to the Wrap It

LIFE LIFE
Relationships
them view the video of the Sarychev Volcano Up questions in their science notebooks.

SCIENCE
eruption. Guide them to recognize this is a plume
Wrap It Up!

and Information
of ash large enough to be visible from space.

SCIENCE
1. IDENTIFY What are some of the hazards

in Ecosystems
ELABORATE
caused by erupting volcanoes? (Lava
Extend Thinking About Volcanoes flows, ash, and poisonous gases are three
As a class, compare the main photo in this lesson hazards of erupting volcanoes.)

Processing
with the main photo in the lesson Natural Hazards.
2. COMPARE AND CONTRAST What is the
difference between magma and lava?
(Magma is melted rock inside Earth. Lava
is magma that erupts onto Earth’s surface.)
MATH CONNECTION 3. RESEARCH Where is the nearest
volcano to your region? When did it last
Processes that Shape the Earth

Calculate Lava Flow Rate erupt? (Answers will vary, depending on your
EARTH SCIENCE

MP.4 Model with mathematics. location.)

Earth’s Systems:

Say: The speed with which flowing lava

moves over the land depends on several DIGITAL WRAP-UP Have students complete
factors, including how thick and sticky the the interactive bonus assessment found in the
lava is. Some streams of lava flow quickly, at Interactive E-book.
a speed of 60 kilometers per hour. Ask: How
long would it take a stream of lava moving
at this speed to travel 100 km? (100 km/
60 km/h = 1.66 hours, or 1 hour and 40 minutes)

Volcanoes 187b

187a-187b_NATG15656_G4U4_L16_E.indd 2 14/05/18 6:14 PM

Reducing the Impact
of Natural Hazards
A natural hazard may have large impacts on the environment
or on people’s lives. You have read about some of the impacts
caused by earthquakes, tsunamis, and volcanoes. When a
natural hazard causes great damage or loss of life, it becomes
a natural disaster.

Natural hazards cannot be eliminated, but people

can take steps to reduce their impacts. For example,
engineers can design buildings and bridges to
withstand the violent shaking of earthquakes.
This reduces damage and saves lives.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease
188 known risks, and to meet societal demands. (4-ESS3-2)
  ables support the weight
C
of the bridge. A single cable
connects to each of the four
parts of the tower.

T he main tower has four pieces

that move separately. They are
connected by links that can
bend or break, absorbing the
shock waves.

The suspension bridge contains a motion-detection system,

which warns drivers of earthquake danger.

Wrap It Up!
The San Francisco-Oakland Bay
1. Review What features can help protect
Bridge in California is designed to
the bridge from earthquake damage?
withstand a major earthquake.
2. Evaluate The features that help keep
bridges safe during an earthquake also
make the bridges more expensive. Do
you think all bridges should have these
features?
189
 Reducing the Impact of
Natural Hazards
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve
existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
(4-ESS3-2)

EXPLORE
Objectives Students will be able to:
• Explain why natural hazards cannot be eliminated. Think About Reducing the Impact of
• Interpret text details and a diagram to understand Natural Hazards
how a bridge can be designed to reduce impacts from
earthquakes. Read the lesson title, and have students observe the
• Weigh the cost of implementing earthquake-resistant large photo. Explain that it shows a closer view of
bridge designs against the benefits provided by those
designs. the bridge featured in the ENGAGE activity: the San
Francisco-Oakland Bay Bridge. Have a volunteer read
aloud the caption for the background photo. Ask:
ENGAGE What might engineers have to understand about
earthquakes when designing an earthquake-
Introduce the Phenomenon resistant bridge? (Possible answer: They must
Use Photography Display a photograph of the understand how earthquakes cause the ground
San Francisco skyline that includes a view of the beneath the bridge to move.)
San Francisco-Oakland Bay Bridge. Tell students to
imagine an earthquake striking this area. Ask: Four-Square Diagram Have students make a full-
page four-square diagram in their science notebooks
• Which structures shown in this photo might and add to it throughout the lesson.
be most damaged by an earthquake? (Possible
answers: The bridge and the tall buildings might be Set a Purpose and Read
most damaged.) Focus Question Use this question to focus students
• What kind of damage might an earthquake and guide their reading: How can a bridge be designed
cause to the structures you just named? to withstand a major earthquake? Have students read
(Possible answers: The posts that hold the bridge up the lesson.
might crumble. Its wires might snap. Tall buildings
might sway back and forth or even fall over.)
• What ideas do you have about how these
structures might be built to withstand an
DIFFERENTIATED INSTRUCTION
earthquake? (Accept all reasonable answers.)
Extra Support
Tap Prior Knowledge Below-Level Learners As you hold a class
discussion in ENGAGE on seeking shelter during
Ask: Can people keep a natural hazard such as an
a natural disaster, be sensitive to the fact that
earthquake from happening? Why or why not?
some students may live in areas that lack
(No, because people cannot control natural earth
resources for people in need, not only in the
processes.) Next ask: Can people prepare for a
wake of a natural disaster but day to day. They
natural hazard? If so, how? (Students will likely say
may also live in buildings that are vulnerable to
yes. They may mention examples that relate to early
earthquake impacts or they may feel they would
warning systems. They may also mention keeping
not be able to evacuate if needed. Consider
emergency kits on hand or plans their family has
shifting the focus of the discussion to bridges or
made for where to take shelter during an event
other public structures rather than dwellings.
such as an earthquake.)

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 EXPLAIN (The bridge contains a motion-detection system,
Discuss How Bridges Can Be Designed which warns drivers of earthquake danger.)

NATURE OF SCIENCE
to Withstand Earthquakes
Video
After students read the lesson, ask:
• Where is the bridge shown in the photo Have students select the video “Plate Tectonics
located? (California) and Natural Hazards” from the Resources menu.
In this video, National Geographic Explorer
• Why does this part of the United States have
Andrés Ruzo discusses earthquakes, tsunamis,
many earthquakes? (The San Andreas Fault
and volcanoes.
runs through California.)
Time 15 minutes
Direct students’ attention to the illustration that Teaching Tips After students watch the video,

Waves: Waves and Information

shows a closer look at the design of the San invite volunteers to define tectonic plates in

PHYSICAL SCIENCE
Francisco-Oakland Bay Bridge. Ask: their own words. Ask: What is caused by the
• How do the bridge’s cables help reduce the movement of these tectonic plates? (earthquakes,

Energy
impact of earthquake damage? (The cables are volcanoes, and tsunamis) Next ask: Where has
very strong and support the weight of the bridge research shown that most earthquakes occur?
to keep it from collapsing during an earthquake.) (along the boundaries of tectonic plates)
• How else might the cables help during an Have students write a few sentences in their
earthquake? (Students may infer that the cables science notebooks about how the video helped
might allow the bridge to sway with the motion them better understand this series of lessons
of the ground rather than against it.) on natural hazards, as well as one question
they each have about reducing the impacts of

Interdependent
• How was the bridge’s main tower designed to

Structure, Function,
natural hazards.
help reduce the impact of earthquakes? (The
tower is made of pieces that move separately and What to Expect Students will see footage of
are connected by links that can bend or break as some of the natural hazards and related events
featured in the lessons. Interested students can

LIFE LIFE
they absorb the shock waves from an earthquake.)

Relationships
visit the National Geographic Explorers page to
• How does the bridge’s design help reduce

SCIENCE
learn more about Andrés Ruzo’s work.
possible deaths during an earthquake?

and Information
SCIENCE
in Ecosystems
ELL SUPPORT A (suspension) bridge has a main tower and

Processing
cables.
Starting Review the concept of nouns and
adjectives. Explain that a noun is a person, Engineers design buildings to withstand
place, or thing, and that adjectives describe (violent) shaking.
nouns. Adjectives help readers create a
picture in their minds. Have students observe Bridging Have students choose one of the
the lesson photos and write the nouns that following sentence stems to discuss with
they see on index cards (bridge, water, trees, a partner. Encourage them to use multiple
Processes that Shape the Earth

cars, buildings, etc.). Have partners take turns adjectives, including ones from the text and
choosing cards and naming adjectives to ones they suggest during their discussion.
EARTH SCIENCE
Earth’s Systems:

describe the nouns chosen.

Stronger cables on bridges can support . . .
Developing Have students use the text
to identify adjectives that will complete the Engineers design bridges and buildings in
following sentence frames: earthquake-prone areas to further reduce . . .
A natural disaster causes (great) damage. An earthquake causes major damage to
buildings and bridges by . . .

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 Reducing the Impact of Natural Hazards (continued)

ELABORATE 3-2-1 After students complete the activities in this

Teach the Dimensions lesson, ask them to record the following information
in their science notebooks:
CETS Influence of Engineering, Technology, and Science
on Society and the Natural World. Engineers improve existing • Three things that they have learned.
technologies or develop new ones to increase their benefits, to decrease
known risks, and to meet societal demands. (4-ESS3-2) • Two questions that they still have.
Have students conduct research to find out more
• One aspect of the activity that relates to their
about the San Francisco-Oakland Bay Bridge, in
lives.
particular, the impacts of the 1989 Loma Prieta
earthquake on the structure. Have students use their
findings to write a short news article that explains
how the structure was improved to help reduce
the impacts of earthquakes. Encourage students to
include details about how engineers tested their
design solutions.

Extend Thinking About Reducing the

Impacts of Natural Hazards
Have students work in pairs and use pencils or
markers and plain paper to sketch the side view of
a room in an apartment. Tell them there should be
a big window, a tall bookcase, a large dining table,
three dining chairs, a television hanging on the wall,
and any other objects they want to add. Then tell
them an earthquake has occurred, shaking the room
back and forth, left and right. Ask each pair to take
turns adding arrows to indicate what would happen
to various objects around the room as a result of the
earthquake shaking. Ask: If you were in the room
during an earthquake, what would you do to stay
safe? Why? (Possible answer: I would go under the
table to avoid broken glass and falling objects.)

LITERACY CONNECTION
• H
 ow does the view of the bridge change
as you study the photo, then the diagram,
Analyze a Diagram
and finally, the circle inside the diagram?
RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, (Each gives a closer and closer view.)
animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which • H
 ow does the diagram help you better
it appears. understand what the text describes?
Guide students to consider how the diagram (It shows details that are not possible to see in
helps support details in the text. Ask: the photo.)
• W
 hat does the diagram show? (a close-up
view of one of the bridge’s towers)
• W
 hat detail is shown in the circle that
appears as part of the diagram? (the pieces
that make up the main tower)

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. REVIEW What features can help protect
the bridge from earthquake damage?
(The bridge’s cables, main tower, and motion-
detection system help protect the structure
and people who use it from the impacts of
earthquakes.)

Waves: Waves and Information

PHYSICAL SCIENCE
2. EVALUATE The features that help keep
bridges safe during an earthquake also
make the bridges more expensive. Do

Energy
you think all bridges should have these
features? (Answers will vary. Some students
may argue that the cost of making bridges
more earthquake-safe far outweighs the
cost to repair the bridges or any lives lost as
the result of damage to the structure during
an earthquake. Others might say that only

Interdependent
bridges in earthquake-prone areas should

Structure, Function,
have these features.) CETS Influence of Engineering,
Technology, and Science on Society and the Natural World

LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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Early Warning Systems
If people know that a natural hazard is likely to occur, they can take steps
to reduce its impact. But how can people know when they are in danger?
Scientists study earthquakes, tsunamis, and volcanoes to find patterns
for their causes. They use what they learn to better predict when natural
hazards are likely to happen. Engineers apply what scientists learn to design
tools that help predict natural hazards and warn people about them.

Seismometers measure earthquake activity. An increase in small

earthquakes can mean a larger earthquake is about to happen or a volcano
is becoming more active. If a volcanic eruption is predicted, people can
evacuate, or move to safer areas. Governments can prepare emergency
supplies, such as food and water. Emergency workers can be ready to help
with injuries. All of these steps reduce the impact and help save lives.

Seismometers detect
earthquake waves. An
increase in earthquakes Ground motions sensed by seismometers
near a volcano can be are converted into electronic signals.
a sign of increasing The signals are transmitted by radio and
volcanic activity. recorded on seismographs.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to
explain change. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease
190 known risks, and to meet societal demands. (4-ESS3-2)
 Scientists use several devices and methods to constantly collect
information about a volcano’s activity. Radio transmissions allow
the data to be sent instantly to a monitoring system. Scientists
can tell what is happening with a volcano almost as soon as it
happens. They can also use that information to predict what is
likely to happen next.

In addition to tracking seismic activity, scientists also monitor

gases, temperature, and water at a volcano site. A change in
the amount of carbon dioxide and other gases given off by
the volcano can signal a coming eruption. So can temperature
changes in rocks at the surface or rocks underground. Scientists
monitor water levels and look for changes in chemistry in water
near volcanoes, too.

Swelling, sinking, or cracking of the ground

near a volcano can mean magma is moving
beneath the surface. Tiltmeters detect any
movement of magma close to the surface.

Wrap It Up!
1. Describe What information do scientists
collect to monitor volcanoes?
Scientists continually
monitor the gases coming 2. Explain How is the information used to
out of active volcanoes. reduce the impact of volcanic eruptions?
191
 Early Warning Systems
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve
existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
(4-ESS3-2)

• How did technology play a role in alerting

Objectives Students will be able to:
people? (Possible answers: Smoke detectors set off
• Describe equipment used in early warning systems for
earthquakes and volcanoes. fire alarms. The principal gave instructions over the
• Create cause-effect chains to show how early warning speaker. The alarm alerted the fire department.)
systems operate.
Science Vocabulary Tap Prior Knowledge
seismometers, evacuate, seismographs Ask: What are some of the impacts of earthquakes?
(Earthquakes can damage buildings and cause roads
to buckle, railroad ties to collapse, and power lines to
ENGAGE break.) What are some of the impacts of volcanic
Introduce the Phenomenon eruptions? (Hot ash and lava can bury or destroy
nearby forests, fields, and towns. Ash and gases can
Role Play Choose three or four students to act out make it difficult for people to breathe.)
a scenario in which a fire breaks out at school. Tell
the group that, while they cannot physically leave EXPLORE
the room, they should act out all the events involved
in the scenario from start to finish. Allow them a Think About Early Warning Systems
few minutes to plan. Then have them act out their Have students observe the photos, and read the
scenario for the class. Afterward, ask: lesson title. Ask: What do you think this lesson
• How did the students find out there was a fire? might be about? (From the images and the lesson title,
(Possible answer: A fire alarm went off.) most students will likely say that they think the lesson
will be about instruments that can be used to warn
• What did they do in response? (Possible answer: people of possible natural hazards.)
They left the building until it was safe to return.)
• Who else responded? (the fire department) Four-Square Diagram Have students make a full-
page four-square diagram in their science notebooks
and add to it throughout the lesson.

ELL SUPPORT paragraph is that scientists try to predict

when natural hazards will occur. Ask: How
Starting To help students synthesize the main are these predictions made? (Possible answer:
points of the text, provide a sentence frame for Scientists look for patterns in the causes of
each paragraph, such as: hazards, and engineers design tools to predict
Scientists study natural hazards to find (patterns) them and warn people.)
in their causes, so that (engineers) can design Bridging Have students construct an outline
detection and (warning) systems. of the text. They should identify the main
Developing Provide students with the main point of each paragraph and list two or three
idea of each paragraph and ask them to identify supporting details for each main point.
two or three supporting points from the text
and to write a sentence using those points. For
the first paragraph, say: The main point of this

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 Set a Purpose and Read Teach the Dimensions
Focus Question Use this question to focus CCC Cause and Effect. Cause and effect relationships are routinely

NATURE OF SCIENCE
identified, tested, and used to explain change. (4-ESS3-2)
students and guide their reading: How do scientists
Remind students that scientists who monitor
use early warning systems to monitor earthquakes
earthquakes and volcanoes are looking for the
and volcanoes? Have students read the lesson.
effects of earth activity, such as earthquake waves,
temperature changes, and cracking of the ground.
EXPLAIN They use their understanding of what causes
Explain Early Warning Systems for these effects to predict earthquakes and volcanic
Earthquakes and Volcanic Eruptions eruptions. Encourage students to consider how
Point out the two vocabulary words, seismometers scientists in other fields analyze cause-effect
and seismographs. Say: The word part seismo- relationships to make predictions about how a

Waves: Waves and Information

means “related to earthquakes.” What are system might change. Discuss these examples:

PHYSICAL SCIENCE
seismometers and seismographs? Use your monitoring the weather, monitoring a person’s
own words. (Possible answer: Seismometers and health, and monitoring the size of a glacier.

Energy
seismographs are instruments that detect and record
earthquake activity.) ELABORATE
Think About Monitoring and Predicting
Next lead a discussion to answer the Focus
Natural Hazards
Question. Ask:
Turn and Talk Point out the people in the
• What do seismometers measure?
background of the small photo that features a
(Seismometers measure earthquake activity.)
tiltmeter. Remind students that scientists who
• What does an increase in small earthquakes

Interdependent
study earthquakes are called seismologists.

Structure, Function,
suggest? (A larger earthquake is about to Scientists who study volcanoes are called
happen or a volcano is becoming more active.) volcanologists. Have partners discuss what it might
• How do seismometers record data about be like to work in these fields and if such a career
would interest them.

LIFE LIFE
earthquake activity? (Ground motions sensed

Relationships
by seismometers are converted into electronic

SCIENCE
signals. Radio transmits the signals and then EVALUATE

and Information
the signals are recorded on seismographs.) If

SCIENCE
Have students record their answers to the Wrap It
students are using the Interactive E-book, Up questions in their science notebooks.

in Ecosystems
have them watch the video of a seismograph
making a recording. Wrap It Up!
• Why do scientists also monitor gases,

Processing
temperatures, and water near a volcano? 1. DESCRIBE What information do
(Changes in these factors could mean that a scientists collect to monitor volcanoes?
volcano might erupt.) (They collect seismic data and changes in the
gases, temperatures, and water levels near
• What can a tiltmeter detect? (the movement of
volcanoes.)
magma beneath the surface)
2. EXPLAIN How is the information
Have students describe the benefits of these early
used to reduce the impact of volcanic
Processes that Shape the Earth

warning systems. Ask:

eruptions? (Scientists know that changes in
• What is one way in which lives can be saved seismic activity, gas levels, temperatures, and
EARTH SCIENCE
Earth’s Systems:

if a volcanic eruption is possible? (People can water levels near a volcano have signaled
evacuate, or leave, the area where an eruption is eruptions in the past. If they see changes in
going to occur and go to a safer place.) these conditions, they can warn people to
• How can the impacts of earthquakes be evacuate to reduce the injuries or deaths that
reduced? (Emergency workers can be ready to can be caused by an eruption.) CETS Influence of
Engineering, Technology, and Science on Society and the
treat injuries. People can go to places with food Natural World
and water.)

Early Warning Systems 191b

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Tsunami Detection
Most of the events that cause tsunamis occur on the floor of
the ocean. It’s not easy to collect seismic activity data there. It’s
also not possible to monitor the entire ocean floor. A sudden
earthquake or landslide on the sea floor can cause a tsunami that
may strike land hundreds or even thousands of kilometers away.

Engineers have designed a system of floating devices called

buoys that scientists use to measure changes in the depth of
ocean water. A pattern of depth changes can indicate that a
tsunami has formed. If scientists can detect a tsunami as soon as
it happens, they can alert people on land that a tsunami may be
on the way. People can then leave areas near the coast and move
inland or to higher ground.

The tsunami warning buoy The map shows the ring of tsunami warning buoys that
is floating on the ocean. encircles the Pacific Ocean.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease
192 known risks, and to meet societal demands. (4-ESS3-2)
The tsunami warning buoy system uses technology to help reduce risks from natural hazards.
Buoys receive data from monitoring devices on the sea floor. When the system of buoys detects
a tsunami, a satellite transmits a signal to a tsunami warning center. The warning center then
alerts people that a tsunami is approaching. In some cases, loud horns sound the alarm. Then
people can quickly move away from the coast.

Wrap It Up!
1. Describe How do scientists detect tsunamis?

2. Explain Why are satellites useful in

predicting tsunamis?
193
 Tsunami Detection
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve
existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
(4-ESS3-2)

Tap Prior Knowledge

Objectives Students will be able to:
• Explain how a warning system can alert people to Encourage students to draw on what they know
possible tsunamis. about early warning systems. Ask:
• Interpret a diagram to explain how the warning
system works. • What early warning systems have we already
learned about? (early warning systems for
earthquakes and volcanoes)
ENGAGE • How do these systems help scientists monitor
Introduce the Phenomenon activity they cannot directly see? (The devices
are used to measure underground activity.)
Use Video Show students a video of a person
fishing with a floating bobber. The video should • What might an early warning system for a
show the bobber going under, the fishing line going tsunami help monitor? (activity in oceans)
taut, and the fishing pole being jerked to catch and
reel in the fish. Ask: EXPLORE
• Did the person in the video need to see the Think About Tsunami Detection
fish in order to catch it? (No.) Why not? (The Read aloud the lesson title. Ask: What word do you
person watched the bobber instead.) know that sounds like detection? (detective) Note
• How did the person know a fish was taking the that both words share the base word detect. Say: To
bait? (The bobber went under the water.) detect something is to discover its existence. Point
out the small photo, and read aloud the caption. Ask:
• How did the person respond when the bobber
What does this floating buoy remind you of? (the
signaled there was a fish on the line? (The
floating bobber in the video) Next ask: What might it
person yanked on the pole and started reeling in
be used to detect? (something happening underwater
the fish.)
that can cause a tsunami)
• How can you think of a bobber on a fishing
pole as a sort of warning system? (It alerts a Four-Square Diagram Have students make a full-
person to the fact a fish is biting, which allows the page four-square diagram in their science notebooks
person to respond quickly.) and add to it throughout the lesson.

Set a Purpose and Read

DIFFERENTIATED INSTRUCTION Focus Question Use this question to focus students
and guide their reading: How does a tsunami warning
system function? Have students read the lesson.
Extra Support
Below-Level Learners Print the lesson. Ask
students to circle details that describe how EXPLAIN
buoys are used to detect tsunamis. (Buoys Explain How Tsunamis Are Detected
measure changes in the depth of ocean water. Lead a discussion to answer the Focus Question. Ask:
Depth changes can indicate that a tsunami has
formed.) Then have them highlight the area • What is a buoy? (a floating object that can
on the map where most buoys are located. measure changes in the depth of ocean water)
(eastern coasts of Australia and Asia, between • What role do buoys play in the warning
Russia and Alaska, western coasts of Americas) system? (They float on water and receive data
from devices on the seafloor.)

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 Direct students’ attention to the diagram. Ask: ELABORATE
• What causes the monitoring devices to give Extend Thinking About Early Warning

NATURE OF SCIENCE
off signals? (Sudden changes in the seafloor Systems
resulting from earthquakes, volcanic eruptions, or
Turn and Talk Ask students to turn to partners
landslides cause changes in depth of ocean water
and explain which early warning system provides
and can trigger the devices.)
the most amount of time for an evacuation and
• What happens when a buoy receives signals why. Then have partners take turns sharing ideas
from the seafloor? (It relays them to a satellite, for how each early warning system might be
which sends them to a warning center. The improved. Have partners share ideas with the class.
warning center alerts people, sometimes by
sounding special horns.) EVALUATE

Waves: Waves and Information

• What should people do if warned a tsunami Have students record their answers to the Wrap It

PHYSICAL SCIENCE
will happen? (People should leave areas near the Up questions in their science notebooks.
coast and move inland or to higher ground.)
Wrap It Up!

Energy
Next have students observe the map. Ask: Where
are most tsunami warning buoys located? (along
the coasts of continents that border the Pacific Ocean) 1. DESCRIBE How do scientists detect
If students watched the video “Plate Tectonics and tsunamis? (Scientists detect tsunamis by
Natural Hazards,” remind them this area is called monitoring changes in the depth of ocean
the Ring of Fire. Ask: Why are earthquakes and water. Changes in depth can indicate that a
volcanic eruptions frequent in the Ring of Fire? tsunami has formed.)
(It is where tectonic plates meet.)

Interdependent
2. EXPLAIN Why are satellites useful in

Structure, Function,
predicting tsunamis? (Satellites are high
Virtual Lab above Earth. Instruments aboard the satellites
can detect and transmit signals quickly from
Have students carry out the virtual lab,
the system of buoys to a warning center. The

LIFE LIFE
“Tsunami Detection,” located in the Resources

Relationships
waves are detected in the open ocean long
menu. Students will have the option of

SCIENCE
before the waves are observed along the
selecting variables including distance from

and Information
shore, where they often cause much damage.)

SCIENCE
shore, earthquake magnitude, and presence/ CETS Influence of Engineering, Technology, and Science
absence of a warning system before triggering on Society and the Natural World

in Ecosystems
a tsunami. They will observe the tsunami wave
that forms, track its movement, and analyze its
impacts by reading newspaper reports about it.

Processing
Time 20 minutes
Teaching Tips Review the meaning of
magnitude with students. Help students create
a table in their science notebooks to help them
compare the tsunami events. Column headings
could include “Distance,” “Magnitude,””Warning
Processes that Shape the Earth

System (Y/N),” and “Impacts.”

What to Expect Students will determine
EARTH SCIENCE
Earth’s Systems:

that tsunami warning systems help to reduce

the impacts of tsunami events. They will also
confirm that the impact of a tsunami increases
as distance from shore decreases and as
earthquake magnitude increases.

Tsunami Detection 193b

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STEM
SCIENCE
TECHNOLOGY
ENGINEERING
MATH
ENGINEERING PROJECT

Design a Seismograph
During an earthquake, the ground can shake
violently. This shaking can damage buildings and
roads. People can also get hurt. You have read
about some tools scientists use to predict and
measure earthquakes. A seismograph is a tool that
records up-and-down and side-to-side patterns of
ground motion. The patterns show how strong an
earthquake is and how long it lasts.

One seismograph design uses a heavy weight that

hangs from a rigid frame. A pen at the bottom of the
weight touches a moving roll of paper. When the
earth shakes, the pen records a pattern of shaking
on the paper.

You and your engineering team will make a model

seismograph. You will use it to measure the strength
of shaking caused by an “earthquake” you set off.

PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for
194 success and constraints on materials, time, or cost.
How will the
earthquake damage
you see here affect
the people living in
this area?

The Challenge
Your challenge is to design and
build a model of a seismograph.
Your seismograph must:
• record data without stopping for
5 seconds
• record shaking from two
different locations
• show two different patterns of
shaking

195
 A basic tool for
detecting earthquakes
was invented in China
ENGINEERING PROJECT
(continued) nearly 2,000 years ago.

1 Define the problem. 2 Find a solution.

Think about the problem you are solving. Your teacher will give you directions for making
What does your model seismograph need the part of your seismograph that records
to do? The goals it must meet are the criteria patterns of shaking. It is shown below. Make
of the problem. You will know your design is your recording device, and practice using it.
successful if your model meets the criteria.
Next your teacher will give you materials to
Look back at the challenge box. The list
build a frame for your seismograph. It must
describes the criteria for your model.
support your recording device. It must have a
Constraints are things that limit your design. way to smoothly feed paper to record patterns.
For example, you can only build your model Each person on your team should sketch a
using materials your teacher gives you. Other design and share ideas. Together choose a
limits might include the time you have to build design you think is best. Make a sketch of the
or the space available for your model. final design.
Write the problem you need to solve in your
notebook. List the criteria and constraints.

recording device
196
Scientists think this tool was designed
so that an earthquake would cause When this rod swung,
the rod to swing. The movement its motion would cause
would trigger a ball to drop a ball to drop into one
from one of the dragon’s of the cups below.
mouths. Observing
which toad
“caught” the
ball revealed
the direction in
which the earthquake
was happening.

3 Test your solution. 4 Refine or change your solution.

Have your teacher approve the design for Talk with your team about how you can
your seismograph. Then build your model. Is it improve your seismograph. Use your ideas to
strong enough to hold the recording device? make changes. Then test your seismograph
Does the recording device touch the paper? the same way you did in Step 3. Did your
Adjust your seismograph to make it work. changes make a difference? How do you
Make notes to show what you change. know?
Test your model. Set it on a table. Make an Present your model seismograph to the class.
“earthquake” by shaking the table side to side Explain the results of your tests. Show your
as a team member runs the paper through the recordings. Explain which patterns show
seismograph. Remember to time your test. a strong shaking and which show weaker
Repeat your test. Next, choose a way to create shaking. Answer questions about your
up-and-down shaking movements. Record design. Ask questions about the other teams’
your results. seismographs.
Check the patterns you recorded. Did your Think about the results of your tests and
seismograph record both kinds of ground the feedback from the class. How could you
motion caused by the “earthquake”? Does it improve your design? Record your ideas in
show a different pattern for each? your notebook.
Discuss the results of the tests with your team.
Did your model meet the criteria of the problem?

197
 STEM
Science
Technology
Engineering
Math
ENGINEERING PROJECT

Design a Seismograph
NEXT GENERATION SCIENCE STANDARDS
PE 3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
DCI ETS1.A : Defining and Delimiting Engineering Problems. Possible solutions to a problem are limited by available
materials and resources (constraints). The success of a designed solution is determined by considering the desired features of
a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified
criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)
SEP Asking Questions and Defining Problems. Define a simple design problem that can be solved through the
development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or
cost. (3–5-ETS1-1)
CCC Influence of Engineering, Technology, and Science on Society and the Natural World. People’s needs and wants
change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)
CETS Influence of Science, Engineering, and Technology on Society and the Natural World. Engineers improve existing
technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (4-ESS3-2)

Objectives Students will be able to: dimensions, such as the boxes used for copy paper.
• Define the engineering problem they need to solve,
including criteria and constraints. Also collect a cardboard tube for each group.
• Design and build a model of a seismograph within the Cut a 30-cm length of string for each group. Gather
constraints of the design. narrow strips of paper approximately 10 cm wide by
• Test the model and analyze their results to determine if it 55 cm long. Punch holes in the cups students will
meets the criteria of the problem.
• Use the results of their tests and ideas from their use for their recording device (checking to make
classmates to improve their design. sure they accommodate the marking pen). Count
out the materials for each group.
Safety Notes Approve students’ designs before
BEFORE YOU BEGIN they begin building their models. Review the
Science Safety pages with students.
Materials For groups of 4: 12-oz plastic cup with Teaching Tips Consider setting up several testing
hole in bottom, permanent marking pen, string (1 stations on long tables where students can produce
meter), marbles or clay, 1 cardboard box, 2 long “earthquakes” by hitting the table with their fists at
strips of paper, 1 wooden dowel, 1 or 2 cardboard various distances from their seismographs. Students
tubes, scissors, masking tape, ruler, timer; 1 copy of can disassemble their seismographs and sort
Build a Recording Device instruction sheet materials for recycling after completing the lesson.
Time Day 1: 5 minutes to discuss the video and What to Expect All models should meet the
tap prior knowledge, 5 minutes to introduce constraints of the problem using only the materials
and define the problem, 10 minutes to build the you provide. All models should also use a recording
recording device, 10 minutes to generate solutions device made according to the directions. Students
and select a design, 15 minutes to build and test will need to use trial and error to build a model that
the seismograph works well. All groups should use the results of their
Day 2: 15 minutes to revise and test the tests to improve their models. The focus of the lesson
seismograph, 15 minutes to share results, 10 minutes is improving the function of the seismograph, not
for evaluation and cleanup whether all of the criteria were fully met.
Advance Preparation Collect a cardboard box
for each group; all of the boxes should have same

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 ENGAGE Tap Prior Knowledge
Introduce the Phenomenon Partner Talk Have student pairs observe the

NATURE OF SCIENCE
Use a Video Show a simple animation or video of photograph at the beginning of the lesson and
a seismograph with a horizontal drum. Ask: read the caption. Ask: How do earthquakes affect
the people who live in the area? Allow enough
• What was the machine in the video doing? time for students to process the question, and
(Allow students time to think. Some students then have students take turns talking and listening.
may notice that the machine is drawing lines Next ask: Why might it be helpful to be able to
on a moving drum. Students should recognize measure the strength and size of an earthquake?
this machine from the lesson Early Warning Allow enough time for each student to think, share,
Systems.) Show the animation again, this time and listen before sharing ideas. (Possible answer:
having students observe the various parts of It can help seismologists analyze how earthquake

Waves: Waves and Information

the seismograph. strength and size relate to damage caused.)

PHYSICAL SCIENCE
• What were some parts of the device doing?
(Students may observe that there was drum that Step 1: Define the problem.

Energy
was turning and a pen that was drawing a line on Reader/Writers/Speaker Quartet Have
the paper on the drum.) groups work together to read the first page of
• How might a machine like this be helpful to engineering project. Ask: What is the problem
people studying earthquakes? (Again, allow you are trying to solve? Have one member of the
students time to think. Students may suggest group read the second paragraph aloud. Have
that the machine could help scientists record the other members of the group write down what
how much the ground is shaking or observe they think the problem is. Then have groups share
their answers and work together to produce a

Interdependent
patterns of motion.)
single answer. Finally, have the Speaker report

Structure, Function,
to the class. (Possible answer: We need to make a
model of a seismograph.)

LIFE LIFE
If necessary, review the meaning of criteria. Have

Relationships
groups refer to the challenge box to identify criteria

SCIENCE
for this problem. (must record data for 5 seconds

and Information
ELL SUPPORT

SCIENCE
without stopping; record shaking from two different
locations; show two different patterns of shaking)

in Ecosystems
Starting After students share their Direct groups to read the text in Step 1. Ask: What
seismograph drawings, have them share are the constraints of this problem? (When we
their opinions as to which drawing will make

Processing
build our model, we can use only the materials
the best model. Encourage them to state a you give us.) Have students record the criteria
reason for their opinion. and constraints of the problem in their science
Developing Have partners observe their notebooks.
seismograph drawings. Have students give To help students understand what the recordings
their opinions, using text evidence and of a seismographs look like, review the
their own background knowledge to enrich photograph and video clip of the seismograph in
Processes that Shape the Earth

their opinions, such as: “I don’t think this the lesson Early Warning Systems. Ask: What do
drawing is best because it needs a pen to the lines on this seismograph show? (motions
EARTH SCIENCE

record the shaking.”

Earth’s Systems:

of the ground) Explain that model seismographs

Bridging Have students reread The they design will also use a pen to make jagged
Challenge. Then have partners study their lines on a roll of paper.
drawings with these key points in mind.
Have students share their opinions and offer EXPLORE
suggestions for improvement, citing reasons Carry Out the Investigation
from the text as to why these suggested
Guide students through the engineering projec by
changes will improve the drawings.
reading through the steps together.

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 ENGINEERING PROJECT (continued)

Design a Seismograph
Step 2: Find a solution. Step 3: Test your solution.
Instruct groups to read the second paragraph of the Have groups show you their plans for approval.
introduction closely. Have them make a list of the Review plans for possible safety issues. If students
main parts of a seismograph: a heavy weight with need guidance on how to create a shaking motion,
a pen, a rigid frame, and moving roll of paper. Have suggest students think about how they can get the
students recall how these parts worked together in box to move or the table to move. Tell them to think
the animation you showed at the beginning of the about side-to-side motion as well as up-and-down.
lesson. If time permits, show the animation again.
Monitor groups as they build their models. As they
Tell the class that all of the groups’ seismographs will work, groups may discover that they cannot follow
use the same kind of recording device. Have students their plans. For example, they may need to adjust
observe the illustration of the recording device at the the length of the string so the pen just touches the
bottom of Step 2. Point out the pen and the cup full paper; they may need to find a way to feed the paper
of marbles. Explain that the marbles make the cup through the side of the box; they may have trouble
heavy. The string from the top of the cup will allow it making the paper move smoothly. Allow groups to
to swing freely. use trial and error to adjust their designs.

Give each group a copy of the Build a Recording When groups are ready to test their models, have
Device instruction sheet and the necessary them draw a table for recording the results of
materials. Allow about 5 minutes for groups to their tests in their science notebooks. Also Instruct
make their recording devices, providing assistance groups to label the strip of paper with a number that
as needed. Then encourage groups to investigate represents each of their tests.
the movement of the device and to test its ability to
record a line on a piece of paper. Test “Earth- Distance Did Our Descrip-
quake” from Seismograph tion of
Explain that groups must work together to design Motion Seismo- Record Pattern
and build the frame for their seismograph. Their graph Smoothly for Recorded
recording device will hang from the frame. Have 5 Seconds?
groups read the second paragraph of Step 2. Ask: 1
What does your frame need to do? (It must support
2
our recording device. It must have a way to feed paper
3
smoothly so we can record patterns of shaking.)
Distribute a ruler and timer to each group. Then allow
Provide each group with a cardboard box and the
students to conduct their tests. Monitor groups to
other supplies. Instruct students to think of different
ensure they are not using too much force when the
ways to use those materials to make a frame. Allow
perform their shaking motions.
them to observe and manipulate the materials, but
do not let them start building. Guide students as they analyze their data. Encourage
them to compare the results of their tests to the
Have each member of every group sketch at least
criteria of the problem. Ask: Did your model solve
one plan for making a seismograph from the
the problem? If not, how do you know? (Possible
materials. Then have group members share their
answer: No. We could not move the paper through the
sketches and select one to build. Remind groups
seismograph smoothly. It kept getting stuck, so the lines
to pick the design that best meets the criteria and
on the paper were not clear. Our recording device was not
constraints of the problem. Encourage groups to
long enough to reach the paper.) Next ask: How could
combine ideas from the different students’ designs
you change your model to make it work better?
to develop one team design. Have students draw
(Possible answers: We could roll the paper around a
their team’s design in their science notebooks.
cardboard tube, so it would move more smoothly.

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 We could make the string longer, so the recording Ask: In addition to measuring earthquakes, how
device will reach the paper.) do people use seismometers? Have students

NATURE OF SCIENCE
summarize their findings in their science notebooks.
Step 4: refine or change your solution.
Have groups use the results of their tests to make EVALUATE
improvements to their model seismograph. Then Check to make sure that students have recorded
have them test their refined model and record their their designs, test results, and revision plans for their
results in a new table. models. Have students record their answers to the
T-Chart After groups test their refined models, Wrap It Up questions in their science notebooks.
have all students draw a picture of their model
seismograph. Also have them make a T-chart to Wrap It Up!

Waves: Waves and Information

show how their revised model differs from their
original. In the left column, they should describe 1. DEFINE What are criteria? Which of the

PHYSICAL SCIENCE
the change they made. In the right column, they criteria of the problem was the most
should explain why they made the change. difficult to meet? (Possible answer: Criteria

Energy
are the goals of the problem. They tell you if
EXPLAIN your design is successful. Our team had trouble
recording the shaking smoothly for 5 seconds.)
Share and Explain Findings SEP Asking Questions and Defining Problems

Regroup the class. Have each group present its

2. ANALYZE DATA How can you use your
model seismograph. Groups should point out key
recording to tell if the shaking was
features of their designs and describe the results of
strong or weak? (The lines recorded on the
their tests. Allow time for questions and answers.

Interdependent
roll of paper show the strength of shaking. A

Structure, Function,
Ask: What parts of your design were most straight line means there was no shaking. The
successful? (Possible answer: We used a roller to hold bigger the zig-zag, the stronger the shaking.)
SEP Analyzing and Interpreting Data
the paper, and that made it move through slowly.)

LIFE LIFE
What parts of your design were less successful? 3. APPLY How can people use

Relationships
(Possible answer: Our seismograph only recorded seismographs to reduce the harm

SCIENCE
strong shaking nearby. We could not get it to record caused by earthquakes and volcanoes?

and Information
SCIENCE
softer shaking.) (Seismographs can record small earthquakes,
which may indicate that there will soon be a

in Ecosystems
Use prompts to help students use evidence
big earthquake or volcanic eruption. When
from their tests to describe the success of their
people know that, they can prepare for the
prototype. Ask: Was your first model successful
emergency.) CETS Influence of Science, Engineering,

Processing
in meeting the criteria of the problem? (Possible and Technology on Society and the Natural World
answers: No, because we could not get the paper
to move smoothly for 5 seconds.) Next ask: Did
your refined prototype meet the criteria of Rubrics
the problem? (Answers will vary; ideally the Have students evaluate their work using the rubric
improvements should have brought the prototypes in the Science Notebook Companion. Use students’
closer to meeting the criteria of the problem.) completed rubrics and the teacher rubric provided
Processes that Shape the Earth

for this activity to guide your assessment of

ELABORATE their work.
EARTH SCIENCE

Investigate Further
Earth’s Systems:

Invite a geologist, geophysicist, or engineer involved

in oil exploration to visit the class. Have the expert
explain how seismometers are used in his or her
profession. For example, scientists frequently use
seismometers to help locate oil reserves deep
underground. If you do not have access to a local
expert, have students use the Internet to learn about
some of the ways that people use seismometers.

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Patterns of Water
and Land Features
Maps can be used to find the location of land and
water features on Earth. This map shows some
of the major features on land, such as
mountain ranges or chains.

Mid-Ocean Ridge
Mid-ocean ridges are underwater
mountain ranges. The East
Pacific Rise is a mid-ocean ridge
that runs roughly parallel to the
coast of South America.

Mountain Range
A series of mountain peaks in a row
form a mountain range. The Andes
Mountain Range spans the western
coast of South America.

DCI ESS2.B : Plate Tectonics and Large-Scale System Interactions. The locations of mountain
ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.
Most earthquakes and volcanoes occur in bands that are often along the boundaries between
continents and oceans. Major mountain chains form inside continents or near their edges. Maps can
help locate the different land and water features areas of Earth. (4-ESS2-2)
SEP Analyzing and Interpreting Data. Analyze and interpret data to make sense of phenomena
198 using logical reasoning. (4-ESS2-2)
The map also shows two major features found on the
ocean floor—mid-ocean ridges and deep ocean trenches.
A mid-ocean ridge is an underwater mountain chain
made up of thousands of volcanic peaks. A deep ocean
trench is a steep underwater canyon.

Deep Ocean Trench

Ocean trenches are steep
underwater canyons. The
Mariana Trench is the deepest
place in the world’s ocean.

Wrap It Up!
1. Analyze What symbol on the map
represents a mountain range? How does
the location of the mountain range in
South America differ from that of the main
mountain range in Asia?

2. Analyze What symbol represents a deep

ocean trench? The Mariana Trench is the
deepest trench on Earth. In which ocean
is it located? Which continent is located
to the west of this trench? Hint: Use the
compass rose to find directions.

3. Interpret Describe the location of the

East Pacific Rise.
199
 Patterns of Water and
Land Features
NEXT GENERATION SCIENCE STANDARDS
DCI ESS2.B: Plate Tectonics and Large-Scale System Interactions. The locations of mountain ranges, deep ocean
trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands
that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their
edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)
SEP Analyzing and Interpreting Data. Analyze and interpret data to make sense of phenomena using logical reasoning.
(4-ESS2-2)
CCC Cause and Effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS3-2)

EXPLORE
Objectives Students will be able to:
• Interpret a map to identify the locations of some land Think About Water and Land Features
and water features on Earth.
• Analyze map data to conclude that these features occur in Have students look at the map and read the lesson
patterns. title. Ask: What is the main illustration in this lesson?
Science Vocabulary (a world map) Next ask: How does this map compare
mid-ocean ridge, deep ocean trench with the one of our area? (Possible answers: It shows
more of Earth. It shows whole continents and oceans. It
shows a different amount of detail.)
ENGAGE
Turn and Talk Direct students’ attention to the
Introduce the Phenomenon map key. If students are using the Interactive E-book,
Use Maps Launch Google Earth or a similar they can select the symbols to control which features
mapping application. Enter the address of your are displayed on the map. Have each student talk
school, and display the resulting map for students. with a partner about the key symbols. Tell partners
Take a few minutes to zoom in and out and to display to take turns pointing to an example of each symbol
several views, such as satellite view. Set the map to on the map. Ask: How could you group the features
show your school and the surrounding area. Ask shown based on location? (Possible answer: those
students to distinguish human-built structures from found under water and those found on land)
natural land features. Encourage them to look for
patterns by asking questions such as: Four-Square Diagram Have students make a full-
page four-square diagram in their science notebooks
• Where do people live close together? and add to it throughout the lesson.
(neighborhoods)
• Where are open land areas? (parks) Set a Purpose and Read
• Where are land features such as mountains or Focus Question Use this question to focus
bodies of water? (Answers will vary.) students and guide their reading: Where are some
major land and water features found on Earth? Have
• What might you see on a world map that you students read the lesson.
cannot see on this map? (Possible answer: entire
continents and oceans) EXPLAIN
Tap Prior Knowledge Describe Major Land Features
Encourage students to recall how they have used Help students begin to answer the Focus Question.
maps in previous lessons. Ask: Say: Use the map key to locate the major mountain
• How did the map in the lesson Rainfall in the chains in North America. Describe their locations.
United States show patterns of data? (Patterns (One chain is inside the continent, one is located along
of rainfall were identified by colors.) the continent’s western edge, and one is located near
the continent’s eastern edge.) Say: Name two other
• How did the map in the lesson Tsunami Detection continents that include mountain ranges located
show patterns of data? (Patterns of warning buoys inland, away from any coast. (North America and Asia)
were marked along the coasts of continents.)

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 Ask: What is the name of the major mountain causes behind mountain formation help you
chain in South America? (the Andes) know where pieces of Earth’s crust meet? (I could

NATURE OF SCIENCE
look for locations of mountain ranges.)
Describe Major Ocean Features
Point out the blue portions of the map. Ask: EVALUATE
• What are the names of the oceans shown on Have students record their answers to the Wrap It
the map? (Pacific Ocean, Arctic Ocean, Atlantic Up questions in their science notebooks.
Ocean, and Indian Ocean)
• What land areas do the oceans surround? Wrap It Up!
(continents)
1. ANALYZE What symbol on the map
• What are mid-ocean ridges, and where do represents a mountain range? How does

Waves: Waves and Information

they occur? (Mid-ocean ridges are underwater the location of the mountain range in

PHYSICAL SCIENCE
mountain ranges made up of volcanic peaks. South America differ from that of the
They occur in the middle of oceans.) main mountain range in Asia? (Mountain

Energy
• What are deep ocean trenches, and where ranges are shown on the map as purple
are they found on Earth? (Deep ocean trenches areas. The Andes in South America are along
are steep underwater canyons. They are found in the coast, whereas the main mountain range
the Pacific Ocean, along the eastern side of the in Asia is in the interior of the continent.)
Indian Ocean, and near Central America.) SEP Analyzing and Interpreting Data

2. ANALYZE What symbol represents a

ELABORATE deep ocean trench? The Mariana Trench
is the deepest trench on Earth. In which

Interdependent
Sketch-to-Stretch Have students sketch a side
ocean is it located? Which continent is

Structure, Function,
view of the ocean floor. Tell them to include a deep
ocean trench and a mid-ocean ridge and to label located to the west of this trench? Hint:
each feature. Students’ sketches should show a Use the compass rose to find directions.
deep dip and a sharp rise to represent a trench and (Deep ocean trenches are shown by thick

LIFE LIFE
Relationships
a ridge, respectively. gray lines. The Mariana Trench is in the
Pacific Ocean. Asia is west of this trench.)

SCIENCE
Teach the Dimensions SEP Analyzing and Interpreting Data

and Information
SCIENCE
CCC Cause and Effect. Cause and effect relationships are routinely 3. INTERPRET Describe the location of the
identified, tested, and used to explain change. (4-ESS3-2)
East Pacific Rise. (Possible answer: The East

in Ecosystems
Encourage students to consider causes behind the Pacific Rise is the mid-ocean ridge that runs
patterns of mountain chains. Explain to students parallel to the western coast of South America.)
that mountain ranges can form when pieces of

Processing
Earth’s crust push against each other and cause DIGITAL WRAP-UP Have students complete
land to buckle up. Make the point that this is a very the interactive bonus assessment found in the
slow process. Likewise, mountains can form where Interactive E-book.
volcanoes erupt. Ask: How could considering the

ELL SUPPORT
Developing Have students carefully observe
Processes that Shape the Earth

the map. Encourage partners to take turns

Starting Read the lesson aloud as students asking and answering questions based on the
EARTH SCIENCE
Earth’s Systems:

follow along. Ask: What does this map map and the map key.
show? (land and water features on Earth) Have
students follow these directions: Point to a Bridging Have partners reread the text
land feature on the map. Point to a water aloud and observe the map, noting patterns
feature on the map. Circle the Mariana in land and water features. Then have
Trench with your finger. partners take turns asking each other detailed
questions based on the map, map key,
captions, and text.

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 Think Like a Scientist

Analyze and
Interpret Data
This is the same map as on the previous pages,
but two features have been added to it.
One of these is the location of Earth’s
active volcanoes. The other is
the location of some of the
major earthquakes that
have occurred since
1900. Study the
map to see what
patterns you
can find.

Hawai‘i
The Hawaiian Islands consist of
many volcanoes. Kīlauea, Mauna
Loa, and Hualalai have erupted
within the past 200 years.

San Andreas Fault

The San Andreas Fault extends
through California for about 1,300
kilometers (about 800 miles). It is
the site of frequent earthquakes.

PE 4-ESS2-2. Analyze and interpret data from maps to describe patterns of

200 Earth’s features.
Great Rift Valley
The Great Rift Valley is a trench that runs
for approximately 6,000 kilometers (about
3,700 miles) through southeast Africa.
Japan
Japan consists of a chain of
hundreds of islands.

Wrap It Up!
1. Interpret Compare the locations of
earthquakes and volcanoes. What pattern
do you notice?

2. Analyze Which water and land features

are usually located near bands of
earthquakes and volcanoes? Use the map
in the previous lesson for help.

3. Apply How can earthquakes and

volcanoes cause mountains, trenches, and
islands to form?
4. Organize Data Make a table that lists
continents from the map. Decide how to
show which continents have earthquakes,
volcanoes, and important land features.
201
 Think Like a Scientist
Analyze and Interpret Data STEM

NEXT GENERATION SCIENCE STANDARDS | CALIFORNIA

PE 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can
include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries,
volcanoes, and earthquakes.]
DCI ESS2.B: Plate Tectonics and Large-Scale System Interactions. The locations of mountain ranges, deep ocean
trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands
that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their
edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)
SEP Analyzing and Interpreting Data. Analyze and interpret data to make sense of phenomena using logical reasoning.
(4-ESS2-2)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS2-2)

• What do you think an underwater view

Objectives Students will be able to:
of these islands would reveal? (Accept all
• Interpret a map to identify where Earth features occur, such
as earthquakes and volcanoes. reasonable answers. Students may think these
• Analyze map data to identify patterns in the locations of islands float. They may recognize the islands are
Earth features. peaks of volcanoes.)
• Create a table to organize data shown on a map.
Tell students this is a photo of the Hawaiian Islands.
Ask: If you wanted to use a map to learn more
BEFORE YOU BEGIN about how these islands formed, what features on
a map could be helpful? (Possible answers: features
Time 45 minutes such as the location of volcanoes or earthquakes;
features that show the landscape on these islands,
Teaching Tips Organize the class into groups of
including volcanoes if they are present)
four students. Encourage students to work together
to identify the patterns shown on the map. Tap Prior Knowledge
What to Expect Students will analyze the map and Encourage students to recall what they learned
accompanying information to identify and describe about Earth features in the previous lesson. Ask:
patterns in earthquake and volcanic activity. Some • What type of data did you study in the
students may note that not all features adhere to previous lesson? (data on a map)
the general pattern. Examples include the volcanoes
that make up the Hawaiian Islands and those that • Which features on this map did you learn
occur along the Great Rift Valley. The purpose of about in the previous lesson? (mountain chains,
this activity is not to understand all the mechanisms deep-ocean trenches, mid-ocean ridges)
of plate tectonics, but to recognize how specific Ask volunteers to summarize what they learned
examples of Earth’s features form a pattern. about these features. (A mountain range is a series
of mountain peaks in a row, mid-ocean ridges are
underwater mountain ranges, and ocean trenches are
steep underwater canyons.)
ENGAGE
Introduce the Phenomenon EXPLORE
Use Photography Show students a satellite photo Think About Patterns of
of the Hawaiian Islands chain. Ask: Earth’s Features
• What does this photo show? (a chain of islands Have students look at the map. Ask: How is this
in the ocean) map similar to and different from the map in the
previous lesson? (It shows the same view. It includes
• What Earth process might be responsible some of the same symbols and some new symbols.)
for what you see? (Possible answers: volcanic
eruption, earthquake)

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 Turn and Talk Direct students’ attention to (Volcanoes are located all along the length of
the map key. If students are using the Interactive deep-ocean trenches. Earthquakes also occur

NATURE OF SCIENCE
E-book, they can select the symbols to control along the length of the trenches.)
which features are displayed on the map. Have • What is the name for the area around the
each student talk with a partner about the key Pacific Ocean? (the Ring of Fire) Have students
symbols. Tell partners to take turns pointing to an locate this area on the map. They can use the
example of each symbol on the map. map in the lesson Tsunami Detection for help
Read together the introductory paragraph. Point if needed.
out that this map includes not only mountain • What do you notice about the areas that
ranges, mid-ocean ridges, and deep-ocean have earthquakes and volcanoes grouped
trenches, but also the location of active volcanoes together? (They occur in the Pacific Ocean along

Waves: Waves and Information

and major earthquakes since 1900. Reinforce that the coasts of major continents and some of the
students are to analyze the map to identify and outer islands.)

PHYSICAL SCIENCE
describe patterns of these features.
Analyze the Map

Energy
EXPLAIN Remind students to work with others in their group
Discuss Map Data as they analyze the map for the patterns it displays.
Suggest that groups organize themselves into
Review the location of mountain ranges, mid- two pairs of two students. Have one pair analyze
ocean ridges, and deep ocean trenches. Ask: the map for earthquakes and the other pair for
• Where are mid-ocean ridges found? volcanoes.
(Students may say that mid-ocean ridges run
Have pairs in each group compare their findings.

Interdependent
in long chains through the center of the
Suggest that each pair point out the pattern they

Structure, Function,
Atlantic and Indian Oceans. One also runs
generally parallel to the west coasts of North see, tracing the pattern on the map with their
and South America.) fingers. Ask: How is the pattern of earthquake
activity and location of active volcanoes alike?

LIFE LIFE
• Where are mountain ranges located on How is it different? (Both seem to follow a pattern

Relationships
Earth? (Possible answers: along the western of occurring along the trenches, ridges, and mountain

SCIENCE
coasts of North and South America, along the chains shown on the previous pages.)

and Information
SCIENCE
East coast of Australia, and in the interior of
North America and Asia.) Teach the Dimensions

in Ecosystems
• What do you notice about the areas bound SEP Analyzing and Interpreting Data. Analyze and interpret data to
make sense of phenomena using logical reasoning. (4-ESS3-2)
by deep-ocean trenches?
Say: Scientists can use data from maps and

Processing
charts to draw conclusions. Ask: What are
some similarities and differences between
mid-ocean ridges and mountain chains?
ACADEMIC VOCABULARY (Possible answer: Earthquakes and volcanoes both
occur near mid-ocean ridges and mountain chains.
Interpret
Display the term interpret. Remind students
that the lesson’s title is “Analyze and Interpret
Processes that Shape the Earth

Data.” The symbols on the map present DIFFERENTIATED INSTRUCTION

information, or data. Ask students to share if
EARTH SCIENCE
Earth’s Systems:

they have heard the word interpret. Students Gifted and Talented Learners
may have heard this word used in the context Have motivated students research to learn
of language, i.e., to interpret words spoken more about “Earthquake Island,” a temporary
in a different language. Say: When you island formed by earthquake activity off the
interpret data, you give meaning to what coast of Pakistan in 2013. Students can create
you observe. In this lesson, you will observe a multimedia presentation to explain how it
data on a map. You will decide what the formed as well as why it disappeared three
data means. years later.

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 Think Like a Scientist
Analyze and Interpret Data (continued)

Even though both are mountain landforms, ridges Interested students may wish to visit the National
only occur in the ocean and chains only on land.) Park Service website about Hawai’i Volcanoes
National Park to learn more about the history,
Ask: In what other ways did you think like a culture, and natural resources associated with
scientist as you completed this activity? (Possible volcanoes there and on other islands in the chain.
answer: I looked at the map and saw that nearly all
volcanoes and earthquakes appear near mountain
ELABORATE
ranges or mid-ocean ridges.)
Find Out More About Patterns of
Teach the Dimensions Earth’s Features
CCC Patterns. Patterns can be used as evidence to support an
explanation. (4-ESS3-2)
Have students use the Internet to access data
Revisit the Phenomenon Encourage students on recent earthquake and volcanic activity. For
to use a pattern they identified on the map to example, the Smithsonian Institution publishes a
explain how the Hawaiian Islands chain formed. weekly volcanic activity report in cooperation with
Remind them of the photo you displayed for the U.S. Geological Survey (suggested search term:
ENGAGE. Ask: “Smithsonian/USGS Weekly Activity Report”). You may
wish to show students how to search the archive by
• Based on your interpretation of the map, what date to identify volcano activity that was recorded on
forms the Hawaiian Islands? (volcanic peaks) the day they were born. Students can plot the data to
• How do you know? (Volcano symbols appear compile a class map for the applicable period of years.
there on the map.) Have students compare and contrast the locations
• Say: Land is still being added to the islands of volcanoes on this class map to the locations of
today. Ask: How might that be occurring? volcanoes shown on the lesson map.
(Accept all reasonable answers. Students may
know that volcanoes are still active in Hawai’i and
that lava from eruptions is cooling into new rock in
some areas.)

ENGLISH LEARNERS for partners to complete. Scientists can use

[Link].4.6 Reading closely literary and informational texts and
data from (maps) to find (patterns).
viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language The (key) provides useful information to help
Emerging Explain that scientists do not always you to (interpret) the map.
show data in paragraph form. Scientists often
Bridging Have students reread the text
use models, such as charts, graphs, tables, or
and observe the map. Encourage students
maps with keys, to show information in a visual
to discuss the patterns they notice in the
way. After rereading the text, pose true/false
map. Then have partners complete sentence
statements for partners to discuss and answer,
starters, such as:
such as: Maps and charts can be used to show
patterns. (true) When you look at a map to find Patterns in the data can be used to . . .
patterns, you are analyzing data. (true) You need
to have numbers to interpret data. (false) Japan and Hawai’i are similar in that they . . .

Expanding Have students reread the text and

observe the map. Then provide sentence frames

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. INTERPRET Compare the locations
of earthquakes and volcanoes. What
pattern do you notice? (Accept reasonable
responses. Most students will say that
volcanoes and earthquakes generally occur
along the same lines as mountain chains,

Waves: Waves and Information

ridges, and trenches.) CCC Patterns

PHYSICAL SCIENCE
2. ANALYZE Which water and land features
are usually located near bands of

Energy
earthquakes and volcanoes? Use the
map in the previous lesson for help. (Both
features occur along deep-ocean trenches,
mid-ocean ridges, and mountain chains.)

3. APPLY How can the activity of

earthquakes and volcanoes cause

Interdependent
mountains, trenches, and islands to

Structure, Function,
form? (They can allow magma to reach the
surface, creating land features. They can cause
the large-scale movement of crust material,
changing land features.)

LIFE LIFE
Relationships
4. ORGANIZE DATA Make a table that lists

SCIENCE
the continents from the map. Decide

and Information
SCIENCE
how to show which continents have
earthquakes, volcanoes, and important

in Ecosystems
land features. (Tables will vary in their
organization. Students might create columns
for each feature and rows for each continent.

Processing
They might mark an X in a column if the given
feature is shown for a continent.)

Rubrics
Have students evaluate their work using the rubric
in the Science Notebook Companion. Use students’
Processes that Shape the Earth

completed rubrics and the teacher rubric

provided for this activity to guide your assessment
EARTH SCIENCE
Earth’s Systems:

of their work.

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 Think Like an Engineer
Case Study

Building for
the Future
Problem
How can engineers make buildings more
earthquake resistant?
In March 2011 a powerful earthquake just off the coast of
Japan shook the ground and set off an enormous tsunami.
The earthquake and tsunami damaged more than one
million buildings and killed or injured thousands of people.
Yet most buildings survived the earthquake, and many lives
were saved. Why was the damage in Japan less than might
have been expected? Because earthquakes are common
in Japan, the government requires all new buildings to be
designed and built to withstand earthquakes.

The disaster inspired an engineer named Masaaki Saruta

and his team to develop structures that are even more
resilient. The engineers knew they could not prevent
earthquakes, but they could develop solutions that
would reduce the impact of these disasters.

This building was destroyed by an

earthquake in Japan.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes
(e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but
can take steps to reduce their impacts. (4-ESS3-2)
DCI ETS1.B : Designing Solutions to Engineering Problems. Testing a solution involves
investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the
Natural World. Engineers improve existing technologies or develop new ones to increase
202 their benefits, to decrease known risks, and to meet societal demands. (4-ESS3-2)
Masaaki Saruta led a team of
engineers at the Shimizu Corporation in
Tokyo, Japan, to reduce the impacts of
earthquakes. They designed buildings
to withstand the violent shaking that
happens during earthquakes.

203
 Think Like an Engineer
Case Study (continued)

Solution
Over the years, the engineers at Shimizu have developed a variety of
earthquake-resistant designs. In some of the designs, buildings are
separated from their foundations by a system of pads or bearings. This
is called base isolation, and it separates the frame of a building from
the violent shaking of an earthquake.

Masaaki and his team invented a new kind of base isolation called the
core-suspended isolation system (CSI). In CSI, the core of a building is
a large pillar of reinforced concrete. The floors of the building hang
from the top of the core. The core is isolated from the rest of the
building by large rubber bearings. When an earthquake strikes, the
core absorbs the vibrations. The core may sway, but the floors of the
building do not sway. Instead they remain upright.

The team has also designed a building that partially floats on water!
The building stands on rubber bearings and its foundation rests in
a pool of water. To test their design, they built a large model of the
building. Their tests showed that water reduces the movement of a
building. But the real test came during the March 2011 earthquake,
when the engineers found that the features of their building cut the
effects of shaking by more than half.

Masaaki said, “We want to come up with technologies that save

people’s lives.” His team’s engineering solutions have helped to
accomplish this goal.

The Safety and Security Center

was constructed using the core-
suspended isolation system.

204
 The building is suspended, or
hangs, over a strong concrete core.

If the core shakes during an

earthquake, layers of rubber
bearings prevent much of the
motion from being transferred to
the building. This reduces damage.

Wrap It Up!
1. Summarize Describe how a building is
constructed using the core-suspended
isolation system.
2. Explain How does CSI reduce the impact
of an earthquake?

3. Relate How are base isolation and core-

suspended isolation systems related?

205
 Think Like an Engineer
Case Study

Building for the Future STEM

NEXT GENERATION SCIENCE STANDARDS

DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
DCI ETS1.B: Designing Solutions to Engineering Problems. Testing a solution involves investigating how well it performs
under a range of likely conditions. (secondary to 4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve
existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
(4-ESS3-2)

Discuss what they remember about the hazards

Objectives Students will be able to:
caused by earthquakes. You may wish to direct
• Identify some of the hazards resulting from earthquakes.
• Describe two ways that engineers have devised to help
them to the visuals and text in the lesson. (Strong
reduce the impact of hazards from earthquakes. earthquakes can raise and lower the land and
change the course of rivers. They can damage
buildings and other structures. Roads buckle, railroad
ENGAGE tracks twist, and bridges collapse. Water pipes and
electric power lines break.)
Introduce the Phenomenon
Use Photography Make a slide show of EXPLORE
earthquake-damaged buildings with different types Think About Earthquake Damage
of construction. Ask: In what ways were these
buildings damaged? (Possible answer: The walls were Have students look at the image of the damaged
cracked or fallen and some roofs caved in.) What do building and read the caption. Have students
you think caused the damage? (The shaking of the describe the damage they see. Remind them
building due to an earthquake.) that damage to structures is one of the hazards
resulting from earthquakes. Explain that this case
Tap Prior Knowledge study will focus on how engineers are trying
Ask students to recall the definition of earthquake. to solve the problem of damage to structures
(An earthquake is a natural process caused by the resulting from earthquakes.
movement of parts of Earth’s surface.)

ACADEMIC VOCABULARY DIFFERENTIATED INSTRUCTION

Isolation Gifted and Talented Learners
Display the term isolation, and ask students to Have students create diagrams or models of
locate the term in the text. The word does not earthquake-resistant building designs based on
appear in the Problem section but only in the what they have learned. Provide an opportunity
Solution section. Ask: Why is that? (because base for students to present their designs to the class.
isolation is one of the solutions) Ask students to Students’ diagrams should include a description
find the meaning of isolation from the context. of how the design works. Then have the class
(It means separation, from the sentence saying that vote for the design that they think would best
base isolation separates the building frame from withstand an earthquake. Students should
the violent shaking.) Ask: What is the benefit of support their choices with evidence. Encourage
base isolation? (When the ground shakes, the students to be polite when discussing
frame does not.) advantages and disadvantages of all designs.

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 Set a Purpose and Read Ask: Why do you think the government put
these policies in place? (Earthquakes are common
Have students read to identify the problem

NATURE OF SCIENCE
in Japan.)
engineers seek to solve as it relates to
earthquakes, and study the solutions engineers Direct students to closely examine the
have devised to solve this problem. Have photograph of the earthquake-resistant
students read the lesson. structure and to compare the other structures
they see. Ask: Why might the structures in
EXPLAIN this photograph have reacted differently
Identify the Problem to earthquake waves? (Students may say that
Have a volunteer read the problem statement. some of the buildings may have been erected
Remind students that an engineer is a person who after the government required buildings to meet

Waves: Waves and Information

applies scientific principles to solve problems. Ask: earthquake-resistant standards.)

PHYSICAL SCIENCE
Why are engineers trying to make buildings more Have a volunteer read the information on
earthquake resistant? (Help students understand Masaaki Saruta in the second paragraph. Ask:
that people cannot stop earthquakes, but they can

Energy
What has inspired Masaaki Saruta and his
apply certain scientific principles to help reduce the team of engineers to develop structures that
effects of earthquakes.) are more earthquake resistant than those
Ask: What Japanese government policies helped the government requires? (Masaaki Saruta
reduce damage and save lives after the March and his team were inspired by the March 2011
2011 earthquake? (The Japanese government earthquake that not only shook the ground but
requires all new buildings to be designed and built to also caused a powerful tsunami that damaged
millions of buildings and killed or injured thousands

Interdependent
withstand earthquakes.)
of people.)

Structure, Function,
Display a world map. Point out the location of
Japan. Have students compare this location with
the map of major earthquake activity in the Think

LIFE LIFE
Like a Scientist: Analyze and Interpret Data lesson.

Relationships
SCIENCE
and Information
SCIENCE
SCIENCE BACKGROUND

in Ecosystems
•  Identify “safe spots” in each room
where people should shelter in case of
Earthquake Preparedness
an earthquake.
Here are some ways to help protect both

Processing
people and property in an earthquake. Some additional precautions are
recommended for earthquake-prone areas:
•  Fasten shelves securely to walls,
and place large or heavy objects on •  Have flexible, break-resistant pipe fittings
lower shelves. installed to avoid gas or water leaks.
•  Store breakable items such as bottled •  Strap heavy appliances (water heater,
foods, glass, and china in low, closed refrigerator, furnace) and gas appliances
to the wall studs and bolt to the floor.
Processes that Shape the Earth

cabinets with latches.

Have an automatic gas shut-off valve
•  Fasten heavy items, such as pictures and
installed because it will trigger when strong
EARTH SCIENCE
Earth’s Systems:

mirrors, securely to walls and away from

vibrations from an earthquake occur.
beds and anywhere people sit.
•  Brace overhead light fixtures and As with all natural hazards, experts
top-heavy objects. recommend assembling an emergency kit,
making a family communication plan, and
•  Store weed killers, pesticides, and
holding drills in which people practice drop,
flammable products in closed cabinets
cover, and hold on.
with latches and on bottom shelves.

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 Think Like an Engineer
Case Study (continued)

Building for the Future

Identify the Solution Have a volunteer reread the third paragraph in
the Solution section. Say: Summarize the design
Review the information in the Solution section. Ask:
described in this paragraph. (A building rests on
• What is base isolation? (Base isolation is a rubber bearings on top of a foundation that rests in
method of separating buildings from their a pool of water.) Ask: How did the design perform
foundations by a system of pads or bearings.) in the March 2011 earthquake? (It cut the effects of
• How does base isolation help lessen the shaking by more than half.)
impact of an earthquake? (Earthquake waves
shake only the foundation of the building, not the ELABORATE
frame.) Analyzing and Interpreting Data
• What is Masaaki’s new kind of base isolation Say: Scientists can use data from maps and
called? (core-suspended isolation, or CSI) charts to draw conclusions. Ask: What are some
• How does this system differ from the similarities and differences between mid-ocean
traditional base isolation system? (Instead of ridges and mountain chains? (Possible answer:
isolating the foundation from the frame, the CSI Earthquakes and volcanoes both occur near mid-ocean
system isolates the core of the building from the ridges and mountain chains. Even though both are
floors that are suspended from the core.) mountain landforms, ridges only occur in the ocean and
chains only on land.)
Direct students to the diagrams of the building.
Explain that these diagrams show how a CSI system Teach the Dimensions
works. Use probing questions to help students CETS Influence of Engineering, Technology, and Science
identify how the photograph and the upper diagram on Society and the Natural World. Engineers improve existing
technologies or develop new ones to increase their benefits, to decrease
are related. Ask: known risks, and to meet societal demands. (4 -ESS3-2)
• Where is the core of the building in the Socratic Seminar Have students think about
photograph? In the diagram? (The core in both is what they have learned about natural hazards in
the central area made of concrete that includes the this series of lessons. Ask small groups to
door to the building.) brainstorm technologies or materials that
• Where are the cables that support the floors of should be re-engineered to improve their benefit
the building? (The cables hang on the outside of or reduce risks. Lead a discussion in which each
the building.) group presents one of their ideas and explains how
a change in that item would benefit society. Allow
• How would you describe the cables? (The students to build off of each other’s ideas as the
cables form an X-shaped pattern on the outside of discussion proceeds.
the building and the diagram.)
• What part of the system is visible in the upper 3-2-1 After students have completed the activities
diagram but not in the photograph of the in the lesson, ask them to record the following
building? (The top part of the core from which the information in their science notebooks:
floors are hung is not visible in the photograph.) • Three things that they have learned.
• What does the lower diagram show? (It shows • Two questions that they still have.
the layers of rubber bearings that prevent motion • One aspect of the activity that relates to their
from being transferred to the building.) Explain lives.
that bearings, in general, are mechanical parts
that reduce unwanted movement or friction. Consider using one or more remaining questions as a
• Where in the building would these bearings be basis for discussion during the next class.
located? (at the top of the core)

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. SUMMARIZE Describe how a building is
constructed using the core-suspended
isolation system. (A building made with a
CSI system has a core of reinforced concrete,
which is isolated from the rest of the building
by large rubber bearings. The floors of the

Waves: Waves and Information

building hang from the top of the core.)

PHYSICAL SCIENCE
2. EXPLAIN How does CSI reduce the

Energy
impact of an earthquake? (When an
earthquake strikes, the central core of a CSI
building absorbs the vibrations. The core
may move and sway, but the floors that are
suspended from the core remain stable—they
do not sway as much.)

3. RELATE How are base isolation

Interdependent
and core-suspended isolation systems

Structure, Function,
related? (Core-suspended isolation is a
new kind of base-isolation system. Instead
of having the foundation of the building
cushioned against earthquake motion,

LIFE LIFE
Relationships
the building hangs on a core that absorbs

SCIENCE
the motion and protects the building from

and Information
damage.) CETS Influence of Engineering, Technology,

SCIENCE
and Science on Society and the Natural World

in Ecosystems
Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

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 Think Like an Engineer

Generate and
Compare Solutions
You’ve read about Masaaki Saruta and his team’s work to
design and build earthquake-resistant buildings. Now it’s
your turn to use some of the same techniques engineers
use. Working with a team, you’ll design and test model
houses to see if you can design and build a more damage-
resistant structure.

1. Define the problem.

How can you make a house more earthquake resistant?

2. Find a solution.
• Work with a team. Think about how earthquakes damage
buildings. You may need to do some research to find out more
about earthquake damage to different kinds of structures.
Think about what kind of house you would build, how you
would build it, and what kind of damage you would want to
prevent. Record your ideas as you develop your plan.

• Now think about methods you would use to make a house

earthquake resistant. How could you determine whether the
house was resistant to earthquakes? How could you simulate
an earthquake? Write out a plan for an investigation. List the
criteria for a successful design. Also list the constraints, or limits
to your design.

3. Conduct an investigation.
• Use materials your teacher provides to build a house. Subject
the house to a simulated earthquake. What damage did it cause?
How might you add to or change the building materials and the
way the house is built to protect the house from damage?

PE 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth
processes on humans.
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease
206 known risks, and to meet societal demands. (4-ESS3-2)
This model house has been built with a
set of braces inside its structure to make
it more stable in earthquakes. The design
team uses a large moving platform to
reproduce an earthquake. Then they
check to see how well the model house
has survived being shaken.

207
 Think Like an Engineer
(continued)

• Build a new house. For this house, your teacher may provide
additional building materials. Test your new house with a
simulated earthquake. Record your observations.

• Adjust your design, and test again. You may choose to use
a different building method or different materials. Be sure
that you conduct a fair test. In a fair test you change only
one variable each time you carry out the test. Record your
observations each time you carry out a new test.

4. Refine or revise your solution.

• Analyze your results. Which solutions worked best based on
criteria and constraints? How do you know?

• Once you have at least two solutions for making your house
resistant to earthquake damage, develop a document or
presentation that clearly describes your findings. Use diagrams
with labels to explain your solutions, and provide evidence
from your tests to support your selection of the best designs.

• Share your designs with another team. Explain your

evidence showing why you selected these two
designs as the best ones. Record comments and
suggestions from your classmates. Which of their
ideas would improve your plan? After you have
discussed your design solutions with your
classmates, revise the design of your house to
make it even more earthquake resistant.
Compare and contrast your two designs by
describing how they are alike and different
from each other.

5. Present your solution.

When you are satisfied that your solutions are
the best you can make them, prepare a
presentation. Then share your solutions
with the class. Compare and
contrast your solutions
with those of other classmates.

208
The team examines cracks in
the model to evaluate how
well the construction resisted
damage during the shaking.

209
 Think Like an Engineer
Generate and
Compare Solutions STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
[Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of
volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
DCI ETS1.B: Designing Solutions to Engineering Problems. Testing a solution involves investigating how well it performs
under a range of likely conditions. (secondary to 4-ESS3-2)
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
SEP Constructing Explanations and Designing Solutions. Generate and compare multiple solutions to a problem based on
how well they meet the criteria and constraints of the design solution. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve existing
technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (4-ESS3-2)

Objectives Students will be able to: Time 5 days total: 40 minutes for research;
• Apply their understanding of the effects of earthquakes
on buildings to design solutions that reduce those effects. 20 minutes for planning; 40 minutes for making
• Identify criteria and constraints for their design solutions. the model houses and shake tables; 20 minutes for
• Construct and test two models of earthquake-resistant testing original design(s); 40 minutes for preparing
buildings to test how they perform during a simulated presentations and presenting results; 40 minutes to
earthquake.
• Evaluate test results to determine which design solution best redesign models and present new designs
meets the given criteria and constraints to solve the problem.
Advance Preparation Start collecting possible
materials a few weeks before you plan to have
BEFORE YOU BEGIN students carry out the investigation. Ask for
volunteers to bring some of the materials from
Materials For groups of 4: Students should have a home. You might also want to contact a local
variety of materials from which to choose to build craft supply store and ask for donations and/or
their earthquake-resistant houses and also to make “leftovers” from their craft classes.
tables that they can shake to test the structures. Safety Notes Model lab safety by wearing your
For the houses, students might choose from the safety goggles. Review the Science Safety pages
following materials: different-sized craft sticks; small with students.
wood screws; small, precut foam discs; polystyrene Teaching Tips While students must design and
sheets, blocks, and “sticks” that measure about test their own models, you can coach them through
2.5 cm × 2.5 cm × 15 cm; plastic drinking straws; the planning and testing processes by asking
toothpicks; packaging string; transparencies; poster probing questions and milling around as students
board; corrugated cardboard; rubber bands; linking work to monitor their progress.
and non-linking plastic unit cubes; plastic base 10 rods;
small cardboard boxes; sheets of craft foam; modeling What to Expect The impact of the model
clay; silicon putty; pipe cleaners; metal and rubber earthquake on students’ houses will depend on
washers; coffee stirrers; and large metal paper clips. the construction of the houses as well as the
severity of the model earthquake. In general,
To make the shake tables, students might use buildings that are reinforced with braces or that
some of the following materials: aluminum baking are isolated from their foundations withstand
pans (about 20 cm × 20 cm); shallow corrugated the impacts of earthquakes better than non-
cardboard boxes; shallow, rectangular, cardboard reinforced structures and structures that are not
gift boxes; binder clips; rubber bands; marbles or isolated in some way.
ball bearings; and packaging string.
Students will also need stopwatches, rulers, scissors, and
glue, as well as staplers, markers, and masking tape.

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 ENGAGE EXPLORE
Introduce the Phenomenon Step 1: Define the problem.

NATURE OF SCIENCE
Use Photography Refer students to the photos Ask students to record the question from the
in previous lessons to observe damage to buildings lesson that defines the problem of this challenge.
as the result of earthquakes. Say: Describe the Make sure students understand that they will be
damage to the buildings. (Students might note acting as engineers to (1) design a model house
cracks, broken windows, and broken facades.) Direct with certain criteria and constraints; (2) test the
students’ attention back to drawings of a building model house to see how it withstands a model
with a core-suspended isolation system. Ask: earthquake; and (3) redesign the house based on
How does this design help a building withstand their test results and feedback from other groups.
damage from an earthquake? (The building hangs
Step 2: Find a solution.

Waves: Waves and Information

on a strong central concrete core. If the core shakes
during a quake, rubber bearings absorb much of the Explain that engineers often work in teams to

PHYSICAL SCIENCE
motion, reducing damage.) develop one or more solutions to a problem,
and that their solutions often involve working

Energy
Tap Prior Knowledge with predetermined constraints and criteria. Say:
Inside-Outside Circle Guide students to review Constraints are limits that affect the solution.
the meanings of some terms used in this lesson. Actual engineers’ constraints might include
Have facing students discuss the answers to the size, budget, or materials. Ask: What should the
questions that put the terms in context. Rotate constraints be for your model houses? (Possible
partners for each question. Ask: What is a solution? answer: The houses must be at least 15 cm tall and
(A solution is an answer to a problem.) What are have two stories, they must be made using at least

Interdependent
earthquake-resistant buildings? (buildings that four of the available materials, and they must rest on

Structure, Function,
are not harmed or damaged by earthquakes) What a foundation made of cardboard.)
are the criteria of a design? (Possible answer: the
standards used to evaluate the design) What are the You may wish to limit the materials that students use
constraints of the design? (Possible answer: the in their initial models to exclude glue, tape, or staples

LIFE LIFE
at first, and to include materials such as toothpicks or

Relationships
limitations) What is a fair test? (Possible answer: a
craft sticks. The models are likely to sustain damage,

SCIENCE
test in which only one variable is changed)
which presents opportunities to revise designs. You

and Information
SCIENCE
might then supply more substantive materials as
students revise their models.

in Ecosystems
ACADEMIC VOCABULARY Say: Criteria are conditions that must be met to
determine if a solution is a good one. Ask: What

Processing
Simulate are some criteria we might use to determine if our
Display the term simulate on a word wall. Say: earthquake-resistant designs are successful?
We are going to simulate an earthquake as
part of our work in this lesson. When you
simulate something, you recreate the way it DIFFERENTIATED INSTRUCTION
looks or acts. Ask:
•  How might you simulate an earthquake? Extra Support
Processes that Shape the Earth

(Possible answer: by recreating ground Below-Level Learners Students may

shaking movements) be hesitant to participate in the group
EARTH SCIENCE
Earth’s Systems:

•  What might you test by simulating an activity. Ask members of the group yes/no
earthquake? (Possible answer: effects of an or leading questions regarding the design
earthquake on a building) they are developing. As extra support, direct
additional questions to students to generate
Explain that in science, a simulation provides a sense of ownership in the design and foster
a controlled way to run a test or to model a increased participation. If students struggle
process that might be too large, too difficult, with answering the questions, have a group
or too dangerous to observe directly. member provide support as needed.

Generate and Compare Solutions 209b

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 Think Like an Engineer
Generate and Compare Solutions (continued)

(Criteria might include that the houses must be able To make a shake table, students might line the
to withstand shaking that lasts 15 seconds without bottom of a shallow cardboard box with marbles and
completely collapsing, and that the roof stay at least partly use rubber bands to suspend a piece of cardboard
attached to the walls after the model earthquake.) that is slightly smaller than the box so it just touches
the marbles. To simulate the quake, students should
Have students record the constraints and criteria hold the bottom of the box flush against a table
determined by the class in their science notebooks. and gently shake it back and forth. Have students
Have them consider each of the criteria in their plans. practice a few times so that the earthquakes for each
Remind them to include at least one labeled drawing of their tests have the same magnitudes.
in their plans.
Step 3: Perform an investigation.
Example: We will make a house using four materials:
a foam stick, cardboard, string, and craft sticks. Have students make a table like the one below in
their science notebooks or use the one provided in
1. We will cut a hole in the foundation just large the Science Notebook Companion.
enough for the foam stick to fit into it.
2. We will cut a hole in a piece of poster board to Building Shake Test Successful
use as the second floor of our house. Design Results Solution? (Y/N)
1
3. We will put the floor in place over the foam core
so that it is at least 7 cm from the ground, since 2
our house has to be at least 15 cm tall. 3
4. We will use the string to attach the floor to the
center core so that the floor is suspended. Guide students as they test their initial models.
Ask probing questions, such as: Did your house
5. We will make walls out of poster board to frame withstand the 15-second model earthquake? Was at
the house. least half of your house still intact when the shaking
6. We will make a roof using string and craft sticks stopped? What damage did your house sustain?
and place it on the upper story wall. (Answers will vary depending on students’ choices of
7. We will test the house as described, and use materials and construction.) Remind students to record
the results and feedback to redesign our their observations so that they can use them to adjust
earthquake-resistant house to make it even their designs.
more damage-proof.

ELL SUPPORT come up with adjectives to add detail:

The engineers want to build a home that
Starting Have students name the objects will hold up in an earthquake. They put their
they used in their models. Then have them use model on a platform to test it. Then they study
their five senses to create a list of adjectives cracks in the home. They make a plan for
to describe these nouns. Have partners play a improving their design.
guessing game by having one partner list the
adjectives and having another partner guess Bridging After students have created their
which object is being described. models, have them describe them to partners.
Then have partners brainstorm ways to make
Developing Help students name the their models stronger. Have students use
nouns in the sentences. Then have partners adjectives when sharing ideas.

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 EXPLAIN do.” Allow pairs to spend a few minutes discussing
Step 4: Refine or revise your solution. the accuracy of this statement in light of this

NATURE OF SCIENCE
activity. Regroup and have pairs share their ideas.
Students may think that scientific data must be
numerical. Point out that the observations they Explain to students that states at high risk for
made in this investigation are data. Guide analysis earthquakes, such as California, have building
with questions such as: Which designs best codes that require builders to incorporate
withstood the model earthquake? Were there earthquake-resistant features in their designs.
parts of your original design that worked better Buildings must be inspected by engineers to show
than parts of your new designs? (Answers will vary. they meet these codes. Do an Internet search for
Guide students to write specific responses and to cite “homeowners guide to seismic safety” to locate
evidence to support each response.) resources to share with students about these

Waves: Waves and Information

codes. If time allows, have students research the
Encourage each student to ask at least one most recent earthquake near a city in California to

PHYSICAL SCIENCE
question of the other groups that is related to the learn how buildings were affected.
design of the structure or how well it withstood the

Energy
model earthquake. EVALUATE
Step 5: Present your solution. Make sure that students have recorded the
Have each group present its final earthquake- problem, constraints and criteria, possible
resistant house to the class, explaining why solutions, and results of their tests in their science
group members constructed it as they did. Have notebooks. You may wish to have them record the
each group use its shake table to demonstrate answers to the questions below as well.
how well its final design withstands a 15-second

Interdependent
earthquake. Ask: Wrap It Up!

Structure, Function,
• In what ways did you think like an engineer 1. EXPLAIN How did your model house
as you completed this activity? (Possible meet the criteria and constraints
answer: I proposed a solution to a problem, tested

LIFE LIFE
agreed upon by the class for this design

Relationships
it, and revised my plan based on evidence.) challenge? (Answers will vary depending on

SCIENCE
• Why was it important to test multiple models how students designed their model houses.)

and Information
SCIENCE
in this activity? (Possible answer: We developed
different designs for an earthquake-resistant 2. EVALUATE How do you know that

in Ecosystems
house. We had to test each design separately to your second test of the building was a
determine which was best.) fair test? (Students should identify the one
variable they changed in their second test, as

Processing
ELABORATE well as the variables that they kept the same.)

Consider Further Improvements 3. COMPARE How do the results of your

Extend the investigation by helping students two tests compare? Were you able to
think about the qualities of material for specific improve the design of your model home
applications. Say: Engineers are constantly to better resist damage caused by a
developing and testing new materials. Direct model earthquake? Explain. (Answers
students to form groups and explore the classroom will vary with group results. Students should
Processes that Shape the Earth

for a material they think could be used to prevent elaborate on how the two trials compared, and
damage from earthquakes or other natural determine whether the changes they made to
EARTH SCIENCE
Earth’s Systems:

disasters. Have groups sketch their new model, their original designs resulted in less damage.)
SEP Constructing Explanations and Designing Solutions
incorporating their new material.

Teach the Dimensions

CETS Influence of Engineering, Technology, and Science on Society
Rubrics
and the Natural World. Engineers improve existing technologies or Have students evaluate their work using the rubric
develop new ones to increase their benefits, to decrease known risks, and
to meet societal demands. (4-ESS3-2) in the Science Notebook Companion. Use students’
Think-Pair-Share Share the following saying with completed rubrics and the teacher rubric provided for
students: “Earthquakes don’t kill people, buildings this activity to guide your assessment of their work.

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The Badlands
These rock formations are found in Badlands National Park
in South Dakota. The colorful horizontal bands are layers
of different kinds of sedimentary rock. Sedimentary rock
Forces of wind and
is formed from sediment on Earth’s surface. The sediment is water erosion shape
deposited in layers on land or on the sea floor. Over millions land across the
Badlands region.
of years, the layers harden into rock. The oldest layers are
on the bottom, and the newer layers are on the top.

Each band of rock started out as a flat layer of sediments.

The sediments included the remains of plants and animals.
Some of those remains became fossils, or traces of
plants and animals that lived long ago. Scientists use
fossils to tell what kinds of organisms lived at the
time the different layers of sediment were
laid down. The location of certain fossils
also indicates the order in which rock
layers formed. Studying patterns of
fossils and rock layers can help
scientists understand how land
changes over time due
to earth forces.

DCI ESS1.C : The History of Planet Earth. Local, regional, and global patterns of rock formations
reveal changes over time due to earth forces, such as earthquakes. The presence and location of
certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science
210 assumes consistent patterns in natural systems. (4-ESS1-1)
30 MILLION YEARS AGO: The light-colored layers include sandstone
and layers of ash from volcanoes. Fossils of desert plants show that the 30 MILLION
land was very dry.

33 MILLION YEARS AGO: The most colorful rocks were

deposited when the climate was changing the land from
a wet floodplain to drier grassland. Fossils found in these
rock layers include tortoises.

37 MILLION YEARS AGO: The pale gray and green layers were
deposited when there were forests, rivers, and shallow lakes on land. 33 MILLION
Fossils include enormous mammals that lived on savannahs.

65 MILLION YEARS AGO: The orange and yellow layers formed from
mudflats and forest soils. These layers include clay-filled holes, which
show that big trees grew in the soil.

37 MILLION
75 MILLION YEARS AGO: Ammonite fossils are
found in layers of limestone or shale and show that 65 MILLION
this area was once at the bottom of the ocean.
75 MILLION

Wrap It Up!
1. Define What is a fossil?

2. Explain How do the layers of sedimentary

rock form? Where are the oldest layers
usually found?

3. Draw Conclusions Scientists find two

layers of sedimentary rock. One layer
contains a fossil of a palm tree. The other
layer contains an ammonite fossil. Which
layer is older? Explain.
211
 The Badlands
NEXT GENERATION SCIENCE STANDARDS
DCI ESS1.C: The History of Planet Earth. Local, regional, and global patterns of rock formations reveal changes over time due
to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were
formed. (4-ESS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)
NS Scientific Knowledge Assumes Order and Consistency in Natural Systems. Science assumes consistent patterns in
natural systems. (4-ESS1-1)

layer contains a different kind of rock. They may

Objectives Students will be able to:
believe the patterns were created by the way the
• Describe how patterns in rock formations in the Badlands
region of South Dakota reveal changes over time. rock is wearing away.)
• Explain that the presence and location of certain fossils in • How do you think these layered rocks were
the Badlands’ rocks indicate the order in which the rock
layers were formed. formed? (Accept all answers. Students may
Science Vocabulary suggest a river carved away the land here.)
sedimentary rock, fossils
Tap Prior Knowledge
Help students draw on prior knowledge about the
ENGAGE processes of deposition and erosion and relate them
to what they observe in the photo. Ask:
Introduce the Phenomenon
• How does deposition change the land? (It
Use Photography Direct students’ attention to the deposits sediment in new places after it weathers
background photo in the lesson. Ask: and erodes.)
• What kind of landscape do you see in this • How might the process of deposition be
photo? (Possible answers: one that is rocky, one involved in the formation of the rock layers
that is hilly, one that has mountains) in the photo? (Possible answer: The layers might
• What do you notice about the rock colors? have been created as sediment was deposited
(Possible answers: There are stripes of different again and again.)
colors, including white, yellow, brown, and reddish- • How might the processes of weathering
brown stripes.) and erosion be responsible for shaping the
• How might you explain these patterns of landscape here? (Possible answer: These processes
colors? (Accept all answers. Students may say each are wearing away at the rocks.)

SCIENCE BACKGROUND narrow ravines, sharp ridges, buttes, and

pinnacles. A specific type of geological
What Are Badlands? structure is required for the wind and water
How did Badlands National Park get its name? to carve the characteristic topography of
According to the National Park Service, the badlands. The land must be composed of
Lakota people who lived here in the late 18th alternating layers of hard and soft rock.
century were the first to call the region mako Though the area is typically dry, rain falls in
sica or land bad. In the early 1900s, French- sudden and heavy bursts. The water moves
Canadian fur trappers also called it les mauvais rapidly down the slopes, easily washing
terres pour traverse, or bad lands to travel through. away bits of soft rock. The lack of vegetation
Today, the term badlands is used to refer to areas promotes the erosion of the sedimentary
around the world that have a specific geology. rock layers.
Badlands are mostly dry regions with little
vegetation. They have been carved into a
variety of topographical features including

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 EXPLORE Set a Purpose and Read
Think About the Badlands Focus Question Use this question to focus

NATURE OF SCIENCE
Read aloud the lesson title, and ask: What do students and guide their reading: How do patterns
you think Badlands refers to and why? (Possible of rock layers in Badlands National Park show that
answer: It refers to the landscape in the photo. The land there has changed over time? Have students
landscape seems empty of life, so maybe that is why read the lesson.
it is “bad.”) Next ask: How does the chart in the
lesson relate to the main photo? (It seems to give EXPLAIN
more information about the same area, because the Explain How Sedimentary
drawing shows the same rock patterns.) Rocks Form
Turn and Talk Point out the vocabulary words After students read the lesson, ask:

Waves: Waves and Information

sedimentary rock and fossils, and share their • What types of rocks are most of the rocks

PHYSICAL SCIENCE
definitions. Have student pairs spend a few shown in the large photo? (sedimentary rocks)
minutes discussing how fossils end up as part of a
• What are these rocks made of? (sediment)

Energy
rock layer. (Possible answer: The remains of a plant
or animal get buried in sediment. The sediment turns • How does sedimentary rock form? (Sediment
into rock over time.) is deposited on land or in water such as on the
ocean floor. Over millions of years, the sediment
Anticipation Guide Have students create hardens into rock.)
a table with three columns in their science
notebooks. Have students label the first column Say: Look at the rocks in the large photo. Ask:
“Idea.” Have them label the second column “Yes/ Which rocks are the oldest? Which are the

Interdependent
Agree” and the third column “No/Disagree.” Then newest? (The oldest rocks are near the bottom of the

Structure, Function,
have students write the statements below in the formation. The newest rocks are at the top.)
first column and mark answers in the second and
third columns to indicate whether they agree or

LIFE LIFE
disagree with each statement (correct answers

Relationships
appear in parentheses): LITERACY CONNECTION

SCIENCE
• The Badlands got their name because they

and Information
SCIENCE
exist in a harsh environment in which very little Interpret Information Presented Visually
vegetation grows. (agree) RI.4.7 Interpret information presented visually, orally, or

in Ecosystems
quantitatively (e.g., in charts, graphs, diagrams, timelines,
• The rocks found in the Badlands all formed in animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
the same way. (agree) in which it appears.

Processing
• Scientists know how old different rock layers Have students reread the text and then
are in the Badlands. (agree) examine the chart that illustrates the
• The Badlands region has changed very little information described in the text. Ask:
over time. (disagree) •  As you read the chart from top to
• Studying rock layers can help scientists bottom, which way are you moving in
picture what Earth looked like millions of years time? (from oldest to newest)
ago. (agree) •  Why are sedimentary layers flat? (because
Processes that Shape the Earth

they were formed from sediment deposited in

Discuss student responses, eliciting their reasoning layers) Have students point out where they
EARTH SCIENCE
Earth’s Systems:

for their answers. Have them review their responses find that information.
after reading to check their accuracy and to apply
new learning. Use students’ guides to identify •  How does the chart help support
concepts that may need to be reviewed. the descriptive text? (It gives specific
examples of layers and fossils in the same
Four-Square Diagram Have students make order in which the layers appear in the
a full-page four-square diagram in their science large photograph.)
notebooks and add to it throughout the lesson.

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 The Badlands (continued)

Explain What Rocks and Fossils science notebooks to describe what it might be like
in the Badlands Tell About the Past to take a drive through Badlands National Park.
Ask: What are fossils? (the remains or traces of Teach the Dimensions
things that lived on Earth long ago) Next ask: What CCC Patterns. Patterns can be used as evidence to support an
do fossils tell us about Earth and the rocks explanation. (4-ESS1-1)
that contain them? (Fossils indicate the type of Have students consider how patterns of evidence
environment that existed when the organisms were can be used to support an explanation. Ask:
alive. Fossils also give clues to the ages of the rocks
• How was the climate in Badlands National
that contain them.)
Park changing about 33 million years ago?
Direct students’ attention to the illustration. If (The climate was changing from wet to dry.)
students are using the Interactive E-book, they can • What was this area like 30 million years ago?
use the slider to reveal the different rock layers and (It was a desert and volcanoes were erupting.)
their geological information. Remind students that
• How do patterns in sedimentary rocks
the illustration is a representation of the rock layers
provide information about climate change?
that are shown in the large photo. Point out how the
(Possible answer: The presence of different fossils
layers of rocks are correlated to the information in
shows what types of animals were present.
the chart. Ask:
Depending on the layer, you could determine
• What two things do the ammonite fossils tell when animals lived on land or in the ocean. And,
us about the rocks they are found in? (The rocks depending on the animals present in the layer,
are about 75 million years old, and the area was you could tell if the land was wet or dry.)
once at the bottom of the ocean.)
Have students use their responses to the above
• What kinds of fossils are found in the rocks
questions to answer the Focus Question in their
that are 37 million years old? (Fossils of very
science notebooks.
large mammals are found in these rocks.)

If students are using the Interactive E-book, have ELABORATE

them watch the video that features a “driver’s eye” Extend Thinking About Rock Layers
view of the Badlands. Have students compare the
Quick Hands-On Have students make their own
landscape in the video to the landscape in the main
models of sedimentary rock layers. (Check for
photo of the lesson and write a sentence in their
gluten allergies before carrying out this activity.)

ELL SUPPORT Have them write their answers as complete

sentences in their science notebooks.
Starting Help students use the first paragraph
to identify prepositions that complete the •  Where are the Badlands? (in South Dakota)
sentence frames: •  What forms sedimentary rock? (sediment
Badlands National Park is (in) South Dakota. on Earth’s surface)

Sediment slowly hardens (into) rock. •  Where are the oldest rock layers found?
(on the bottom)
Sedimentary rock forms from sediment (on)
Earth’s surface. •  Where are the newest rock layers found?
(on the top)
Have students dictate original sentences with
the words in, into, and on. Bridging Have students write a paragraph to
describe where the Badlands are located and
Developing Have students read the how its rock layers have formed over time.
first paragraph to answer the questions.

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 Provide students with the following: 3 slices of EVALUATE
bread, each one a different variety; 2 sheets of Have students record their answers to the Wrap It

NATURE OF SCIENCE
wax paper; 3 gummy animals; a few heavy books. Up questions in their science notebooks.
Have students stack the bread slices on a sheet
of wax paper. Next have them place the gummy
Wrap It Up!
animals in between the bottom and middle layer.
Tell students to place a sheet of wax paper over 1. DEFINE What is a fossil? (remains or traces
the stack of bread, add a few heavy books, and of things that lived on Earth long ago)
press down gently on the books. Let the setup
sit overnight. Then have students remove the 2. EXPLAIN How do the layers of
books and the wax paper and observe the bread sedimentary rock form? Where are the
layers Ask: oldest layers usually found? (Layers of

Waves: Waves and Information

• What does the bread represent? (sedimentary sediment are deposited on land or in water.

PHYSICAL SCIENCE
rock layers) Over time, the layers harden to form rock. The
oldest rocks are usually found at the bottom
• What results when sediments are under of a sequence of rock layers.) CCC Patterns

Energy
pressure for a long time? (When sediments
are under pressure for a long time, they harden 3. DRAW CONCLUSIONS Scientists find
into rock.) two layers of sedimentary rock. One
• Which layer represents the oldest rock? (The layer contains a fossil of a palm tree.
oldest rock is the bottom one.) The other layer contains an ammonite
fossil. Which layer is older? Explain. (Direct
• What do the gummy animals represent? students to the chart to help them answer this
(The gummy animals represent fossils.)

Interdependent
question. The chart explains that 65 million

Structure, Function,
3-2-1 After students have completed the activities years ago, there were trees growing in the area.
in this lesson, ask them to record the following Ammonites are found in the layer below that,
information in their science notebooks: so the ammonite layer is older.) NS Scientific
Knowledge Assumes Order and Consistency in

LIFE LIFE
• Three things that they have learned. Natural Systems

Relationships
SCIENCE
• Two questions that they still have.

and Information
• One aspect of the activity that relates to their

SCIENCE
lives.

in Ecosystems
Processing
MATH CONNECTION
The first point on the timeline represents the
earliest time in the time span. The last point
Make a Timeline on the timeline represents the most recent
[Link].2 Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and time in the time span.
Processes that Shape the Earth

money, including problems involving simple fractions or decimals,

and problems that require expressing measurement given in a Tell students the points on their timeline
larger unit in terms of a smaller unit. Represent measurement
EARTH SCIENCE

should reflect the amount of time that

Earth’s Systems:

quantities using diagrams such as number line diagrams that

feature a measurement scale. (4-ESS2-1) passes between each point. Students should
Have students use information in the chart calculate that the first three points are closely
to create a timeline that shows how the grouped together, as are the last two points.
Badlands region has changed over time. They should leave an appropriate amount of
If necessary, show students examples of space between these groupings. Each point
timelines and be sure they understand these should include a label that describes what the
visual tools include scales for measuring time. land looked like during that point in time.

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Iceland
Iceland is an amazing place. Although it is located in
the cold North Atlantic Ocean, it has many hot springs,
geysers, and 35 active volcanoes! Why does Iceland have
so much volcanic activity? Because the island lies on top
of the Mid-Atlantic Ridge, an underwater mountain chain
made up of thousands of volcanic peaks. Iceland is the
only place on Earth where the Mid-Atlantic Ridge rises
above the surface of the ocean.

Over millions of years, volcanoes released thick flows of

lava. The lava hardened into the dark rocks found all over
Iceland. Volcanic rock is called igneous rock, and it does
not form in layers. You won’t find fossils in these rock
formations, but their patterns do reveal how powerful
forces have built up the land.

A large break in Earth’s crust, called a rift or fault, runs

through the middle of Iceland. It is part of the Mid-
Atlantic Ridge. Land on each side of the rift pulls apart.
Over time, this activity creates a new landform called a
rift valley. Other land features can form, too. The lake in
the photograph formed when volcanic activity caused
the land to sink. Water then collected in the depression to
form a lake.

DCI ESS1.C : The History of Planet Earth. Local, regional, and global patterns of rock formations
reveal changes over time due to earth forces, such as earthquakes. The presence and location of
certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science
212 assumes consistent patterns in natural systems. (4-ESS1-1)
 Lake Thingvallavatn is located in Iceland’s
rift valley. The dark ridge and split in the
land to the left of the lake show the fault
where huge slabs of land are being pulled
in opposite directions.

Wrap It Up!
1. Identify What pattern of natural activity
explains why dark rocks are found all over
Iceland?

2. Cause and Effect Why does Iceland have

so much volcanic activity?

3. Infer What does Iceland’s rift valley reveal

about earth forces?

4. Predict What do you predict will happen

to Iceland’s rift valley in the future based
on past activity of earth forces there?
213
 Iceland
NEXT GENERATION SCIENCE STANDARDS
DCI ESS1.C: The History of Planet Earth. Local, regional, and global patterns of rock formations reveal changes over time due
to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were
formed. (4-ESS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)
NS Scientific Knowledge Assumes Order and Consistency in Natural Systems. Science assumes consistent patterns in
natural systems. (4-ESS1-1)

Tap Prior Knowledge

Objective Students will be able to:
• Describe how Earth forces are changing rocks in Iceland. Help students recall what they learned about
Science Vocabulary patterns of land features and earth processes. Ask:
rift • How are volcanoes and earthquakes
responsible for creating different land
features? (They can create mountain chains,
ENGAGE trenches, and rift valleys. Volcanoes can release
Introduce the Phenomenon lava that forms new rock. Earthquakes can raise
and lower land.)
Use Video Use the Interactive E-book to show
students the Silfra Fissure video in the lesson. Conceal • What does the land look like along a fault,
the caption by showing the video at full screen. Ask: and why? (The land looks like a long slash in the
ground because it marks an area where the edges
• What kind of body of water do you think these of two giant slabs of Earth’s crust meet.)
people are scuba diving in? (Students will likely
say a river. Some students may say an ocean.) • How might activity from an earthquake or
volcano have shaped the land in the video?
• Are the divers exploring deep or shallow (Earthquake or volcano activity might have
water? Explain. (They are exploring shallow water. caused a crack in Earth’s crust that shaped land
I can see the surface of the water above them.) on either side.)
• How would you describe the land on either
side of the divers? (The land forms tall rock walls.)
• Why is the landscape shaped this way? (Accept
all answers. Students may suggest water eroded
away a canyon through the walls.) DIFFERENTIATED INSTRUCTION

Extra Support
SCIENCE BACKGROUND Below-Level Learners Print the lesson. Ask
students to locate and underline lesson text to
The Silfra Fissure answer the following questions:
The tectonic plates of the Mid-Atlantic Ridge •  Why does Iceland have so much volcanic
move apart about 2 centimeters every year. This activity? (The island lies on top of the Mid-
massive movement of Earth material results in Atlantic Ridge, an underwater mountain chain
extreme stress, which causes major earthquakes made up of thousands of volcanic peaks.)
when it is released. Major earthquakes
•  How have volcanoes changed Iceland in the
occur about every ten years in Iceland. The
past? (Over millions of years, volcanoes released
earthquakes open cracks along the fault, such
lava; the lava hardened into dark rocks found all
as the crack that created the Silfra Fissure in
over Iceland.)
1789. When the fissure formed, it opened an
underground spring, the water of which filled the •  What happens in Iceland’s rift valley? (Land
fissure. Since its formation, multiple earthquakes on either side of the rift, or fault, pulls apart.)
have changed the shape of the crack, creating How did the lake shown in the photo form?
tunnels, caverns, and variations in depth. (Water collected in a depression, forming a lake.)

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 EXPLORE Ask: What type of feature runs through Iceland?
Think About Iceland (A mid-ocean ridge runs through Iceland.) Next ask:

NATURE OF SCIENCE
What other map symbols are marked for Iceland?
Read the lesson title. Ask: Why does the name of (symbols for volcanoes)
this country suggest to you? (Possible answers: It
is located in a cold part of the world. It is snowy all Explain How Volcanic Activity Is
the time.) Next have students observe the photo. Changing Iceland
Ask: Does Iceland look the way you thought Lead a discussion to answer the Focus
it would? Why or why not? (Accept all answers. Question. Ask:
Students may be surprised that snow is only visible in
the distant mountains.) • How did the activity of volcanoes help to
form the island of Iceland? (Over millions of
Point out the vocabulary word rift and share its years, volcanoes have erupted thick flows of lava,

Waves: Waves and Information

definition. Ask: Where have we heard the words which hardened to form much of the rock that

PHYSICAL SCIENCE
rift and fault before? (in lessons about earthquakes makes up Iceland.)
and patterns of land features) • What is the name for this type of rock?

Energy
How do you think the word rift relates to the (igneous rock)
scene in the photo? (The long crack in the landscape • How is volcanic activity changing Iceland
is probably a rift.) Tell students they will learn more today? (Possible answer: A huge rift, the
about this unique land feature in the lesson. Mid-Atlantic Ridge, runs through Iceland.
Land on either side of this volcanic mountain
Four-Square Diagram Have students make chain is moving away from the rift. As the
a full-page four-square diagram in their science land pulls apart, magma rises to the surface to

Interdependent
notebooks and add to it throughout the lesson. form volcanoes.)

Structure, Function,
Set a Purpose and Read • How did the lake shown in the photo form?
(Volcanic activity caused the land to sink. Water
Focus Question Use this question to focus
collected in the depression to form the lake.)
students and guide their reading: How is volcanic

LIFE LIFE
Relationships
activity changing Iceland? Have students read If students are using the Interactive E-book, have

SCIENCE
the lesson. them watch the video of divers in Silfra again

and Information
and read the accompanying text. Ask: What

SCIENCE
EXPLAIN is a fissure? Is the water in the Silfra Fissure

in Ecosystems
Locate Iceland fresh water or salt water? Explain. (A fissure is
a long, deep crack in the ground. It is fresh water
Direct students’ attention to the small globe. Ask:
because the fissure is located within the island, not
Where is Iceland located? (Iceland is located near the

Processing
in the ocean.) If time allows, share details from
Arctic Circle.) Now have students refer back to the
the Science Background note to spur further
map in the lesson Analyze and Interpret Data. Ask a
discussion about this unique feature.
volunteer to point out this small country on that map.

ELL SUPPORT Developing Help students contribute to

Processes that Shape the Earth

group discussion by providing sentence

Starting Ask yes/no questions to help starters, such as:
EARTH SCIENCE

students identify the key points of Iceland’s

Earth’s Systems:

formation: Does Iceland have volcanoes? Iceland has many thermal features because . . .
(Yes.) Do rocks in Iceland contain fossils?
(No.) Is Iceland formed by volcanic rock? Iceland’s structure is composed of . . .
(Yes.) Are rifts visible breaks in the Earth’s
Bridging Have students give an oral
crust? (Yes.)
summary of the text in their own words.
Encourage students to express the main point
of each paragraph in their summary.

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 Iceland (continued)

ELABORATE Display a satellite photo of Iceland, as well as

additional photos of volcanoes, waterfalls, valleys,
Learn More About Iceland
cliff tops, and so on. Assign partners one word from
Turn and Talk Have students extend their thinking the list on the board. Have them study the photos
about igneous rocks by discussing the following and do additional research if needed to decide if
question with a partner. Say: You have been to many their assigned process could take place in Iceland
places that have rocks, and you probably have seen and explain why or why not. Students should
an igneous rock. What do you think an igneous support their explanations with evidence they
rock in Iceland looks like? (Possible answer: It is dark. have gathered about patterns of land features that
It would be smooth. It would look like glass.) Ask: Do result from their assigned process. Students will
igneous rocks contain fossils? (No.) Why are there find that all the listed processes do in fact take place
no fossils in igneous rocks? (Possible answer: Igneous in Iceland.
rocks are formed from lava, which is very hot. Whatever
is in it would be burned up, so there would be no fossils Exit Slip Distribute exit slips that include the
in it.) Have students use a dictionary to look up the following prompt and have students record their
definition for igneous rock. Then have them use the answers on their slips. Collect the slips at the
Internet to look for examples of these rocks in Iceland. end of the lesson and review them to determine
which concepts need to be reviewed and to assess
Teach the Dimensions students’ understanding. Prompt:
CCC Patterns. Patterns can be used as evidence to support an
explanation. (4-ESS1-1) • Iceland has so much volcanic activity
Remind students that they have spent a good because
amount of time learning about different processes
that help shape the land. Work as a class to list these
processes on the board, providing hints to students
as needed. (weathering, erosion, deposition, water,
ice, living things, landslides, earthquakes, tsunamis,
volcanoes) Remind students they have also identified
patterns of change that result from these processes.

LITERACY CONNECTION
Use Context Clues to Determine Word
Meaning
RI.4.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 3
topic or subject area.
Point out the vocabulary word rift and read
aloud the sentence where it appears. Review the
definition of rift with students. Ask: What other
details in this sentence provide clues to the
meaning of the word? (“a large break in Earth’s
crust” and “or fault”) Read aloud the last sentence
in the same paragraph. Ask: What phrase in
the previous sentence serves as a context
clue for the meaning of the word depression?
(“caused the land to sink”) Have partners spend
a few minutes discussing how details in the
background photo support the definitions for
rift and depression.

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. IDENTIFY What pattern of natural
activity explains why dark rocks are
found all over Iceland? (Volcanoes are
adding new land to the country when lava
hardens to form dark igneous rock.)

Waves: Waves and Information

2. CAUSE AND EFFECT Why does Iceland

PHYSICAL SCIENCE
have so much volcanic activity? (Iceland sits
atop a mid-ocean ridge, which is a mountain

Energy
chain made mostly of volcanic peaks.)
CCC Patterns

3. INFER What does Iceland’s rift valley

reveal about earth forces? (Answers will
vary. Possible answer: The rift valley is a place
where land is spreading apart. Movements
of large pieces of land like this indicate that

Interdependent
strong Earth forces are at work.)

Structure, Function,
4. PREDICT What do you predict will
happen to Iceland’s rift valley in the
future based on past activity of earth

LIFE LIFE
Relationships
forces there? (Answers will vary. Iceland will

SCIENCE
continue to add land as the rift valley widens.

and Information
Volcanic activity will continue to change the

SCIENCE
landscape.) NS Scientific Knowledge Assumes Order
and Consistency in Natural Systems

in Ecosystems
Processing
Processes that Shape the Earth

EARTH SCIENCE
Earth’s Systems:

Iceland 213d

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 Think Like a Scientist

Identify Evidence
The Grand Canyon is an awesome wonder. Standing on its South Rim,
you can see its plateaus and canyons spreading northward for about
29 kilometers (18 miles). In some places you can see the Colorado River
at the bottom of the canyon, about 1,500 meters (5,000 feet) below.

The walls of the canyon are made up of horizontal layers of

sedimentary rock. If you know what to look for, these layers reveal the
history of the region. This is not the history of hundreds or thousands
of years, but the history of how the landscape has changed over
hundreds of millions of years!

PE 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support
an explanation for changes in a landscape over time.
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science
214 assumes consistent patterns in natural systems. (4-ESS1-1)
The Colorado River carved the deep canyon over millions of years,
exposing layer after layer of rock.

The different colored layers in the walls of the Grand

Canyon contain different types of rock. The oldest layers
are at the bottom. The newest layers are at the top.

215
 Think Like a Scientist
(continued)

Limestone, sandstone, and shale are all sedimentary

rocks. Look at the patterns in the rock formations
for evidence of how the landscape in this region
has changed over time. Then cite evidence from the
diagram to answer the questions.

SANDSTONE This layer formed when

a desert with sand dunes covered the
land. The tracks of spiders and scorpions
were preserved in the sandstone.

REDWALL LIMESTONE These rocks

formed in a wide, shallow sea. Sea
animals such as corals and crinoids
lived in the calm waters.

SHALE This layer formed when

the land was covered by a warm,
muddy sea. Animals such as trilobites,
brachiopods, and crinoids lived here.

SCHIST This layer was once made of

sedimentary rock. Forces inside Earth
squeezed the rock until it changed
fossil trilobite into a fine-grained metamorphic rock
called schist.
SANDSTONE This layer formed in
an ancient sea where trilobites and
brachiopods lived. There are traces of
waves in the sands!

216
 LIMESTONE This layer formed when the
region was covered with a warm, shallow
sea. Sponges, snails, corals, sharks, and
fish lived in the clear water. This fossil
shell was found in the limestone.

fossil gastropod

Wrap It Up!
1. Interpret Diagrams Which rocks make up the newest layer shown in the diagram?
Which rocks make up the oldest layer?

2. Sequence Use evidence from the diagram and what you know about sedimentary
rocks to order these events from first to last:
a. Sand dunes cover the land.
b. The Colorado River cuts through the land’s layers, forming a deep canyon.
c. Sedimentary rocks are squeezed together, forming schist.
d. A warm, muddy sea covers the land.
3. Infer Would you expect to find fossils of coral in the sandstone layer here? Explain.

4. Use Evidence Explain how the landscape has changed over time. Use evidence such
as the order of rock layers, fossils found in each layer, and the action of earth forces.
217
 Think Like a Scientist
Identify Evidence STEM

NEXT GENERATION SCIENCE STANDARDS

PE 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes
in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell
fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with
different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment
Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock
formations and layers. Assessment is limited to relative time.]
DCI ESS1.C: The History of Planet Earth. Local, regional, and global patterns of rock formations reveal changes over time due
to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were
formed. (4-ESS1-1)
SEP Constructing Explanations and Designing Solutions. Identify the evidence that supports particular points in an
explanation. (4-ESS1-1)
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes consistent patterns
in natural systems. (4-ESS1-1)

to mimic fossils in the different layers. After the mold

Objectives Students will be able to:
has completely set, turn it out on a tray and cut one
• Identify organisms contained as fossils in rock layers that
form the Grand Canyon as well as conditions present when side at an angle to simulate a canyon. Tell students
those organisms lived on Earth. the gelatin is a model of the rock layers that can be
• Analyze patterns in the order of rock layers and the found in the walls of a canyon. Ask:
presence of particular fossils to understand that Earth
changes over time. • How do the rock layers form? (Possible answer:
• Use evidence from a diagram to explain how the Grand Weathering and erosion bring sediment to one
Canyon formed and has changed over time.
place and it becomes rock over time.)
• Which layer is the oldest layer? (Students should
identify the color that is on the bottom, yellow.)
BEFORE YOU BEGIN
• What would seashell fossils in a rock layer
Time 40 minutes indicate? (The area once consisted of a sea.)
Teaching Tips Organize the class into groups of • If we compare fossils in the blue layer and
two to four students. Encourage students to work fossils in the green layer, what can we say
together to identify evidence of patterns of change about their relative age? (The organisms in the
that are shown in the rocks and fossils that make up green layer lived longer ago than those in the
the Grand Canyon. blue layer.)

What to Expect Students will analyze the photos Tap Prior Knowledge
and diagram to identify how the Grand Canyon has Have students observe the photographs of the
changed over time. They will cite evidence from Grand Canyon. Ask:
the diagram to answer questions about what the
rocks and the fossils they contain tell us about this • What other area does this landscape remind
amazing landscape. you of, and why? (It reminds me of Badlands
National Park because it has similar patterns of
rock layers and colors.)
• What type of rocks likely form the walls of this
canyon? (sedimentary rock)
ENGAGE
• What do you already know about the layers of
Introduce the Phenomenon rock in this canyon? (Possible answers: The layers
Teacher-Led Demo Make a layered mold with contain fossils. The oldest rock is on the bottom
different colors of gelatin (red, blue, orange, green, and the newest rock is on the top. The canyon was
yellow). If desired, place shell, rocks, or other items formed by weathering, erosions, and deposition.)

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 EXPLORE • Which rocks in this photo are the oldest?
(The oldest rocks are at the bottom of
Think About Rock and Fossils

NATURE OF SCIENCE
the canyon.)
Say: Layers of rocks and the fossils they contain
• Where are the newest rock layers? (The newest
give clues about how an area has changed over
rock layers are at the top of the canyon.)
time. Then ask: How do you think the Grand
Canyon has changed over time? (Accept any • What do the rock formations in this photo tell
reasonable responses. Some students might state that you about the Grand Canyon? (Possible answer:
water and wind have caused weathering and erosion The rocks that surround the Grand Canyon were
of the rocks that make up the canyon.) deposited in layers. Over time, the Colorado River
has changed the landscape as it flowed through
EXPLAIN the area.)

Waves: Waves and Information

Contrast Plateaus and Canyons

PHYSICAL SCIENCE
Have students study the photos to identify and
then contrast plateaus and canyons. Explain that

Energy
a plateau is an area of land with a flat top that is DIFFERENTIATED INSTRUCTION
higher than the surrounding land. Plateaus form
when Earth forces weather and erode rocks. Say:
Extra Support
Point out one or two plateaus in the photos.
Below-Level Learners Print the lesson
(Students should identify any of the flat-topped areas
pages. Ask students to number the rock
in either photo as plateaus.)
layers from oldest to newest, with the oldest
Remind students that a canyon is a very deep layer being number 1. (1. schist, 2. sandstone,

Interdependent
valley. Say: Point out the canyon in the small 3. shale, 4. Redwall Limestone, 5. sandstone,

Structure, Function,
photo. (The area between the two walls of rocks 6. limestone) On the far left side of the diagram,
where the river is flowing is a canyon.) have students write the environment in which
each sedimentary rock layer formed. (The older
Review How Sedimentary Rocks

LIFE LIFE
sandstone, the shale, the Redwall Limestone, and

Relationships
Form and Change Over Time the uppermost layer of limestone should all be

SCIENCE
Remind students of what they learned about labeled as “sea.” Only the newest sandstone, the

and Information
thick beige layer, should be labeled as “desert.”)

SCIENCE
sedimentary rock layers when discussing Badlands
National Park. Then direct students’ attention to the Have students circle the rock type in which

in Ecosystems
large photo. Instruct students to use their forefingers coral fossils have been found. (limestone) Have
to trace one or two rock layers across the pages. Ask: students box the rock types in which trilobites
have been found. (Trilobites have been found in
• How does sedimentary rock form?

Processing
the older sandstone and the shale.)
(Sedimentary rock forms in layers.)

ELL SUPPORT pairs to answer the questions listed in the

Interpret the Diagram section of EXPLAIN.
Starting Print copies of the diagram for Tell students to circle the words they use to
Processes that Shape the Earth

students to use. Work through the questions answer each question.

listed in the Interpret the Diagram section
EARTH SCIENCE
Earth’s Systems:

of EXPLAIN as a group. Read aloud each Bridging Have students write a paragraph to
question. Provide hints as needed. For describe what it would be like to travel back
example, say: The oldest layers of rock are in time to one of the periods identified in the
at the bottom. The Redwall Limestone diagram. Encourage students to use figurative
forms the dark brown rock layer. language in their description.
Developing Print copies of the diagram
for students to use. Have students work in

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 Think Like a Scientist
Identify Evidence (continued)

Analyze Sedimentary Rock Patterns Interpret the Diagram

Have students look closely at the small photo. Have pairs examine the extended captions and
Which of these rocks are older—the light gray photographs that explain the rock layers shown in the
ones or the dark reddish-orange ones? Cite diagram. Direct them to work together to analyze the
evidence to support your answer. (The light gray data shown. Regroup as a class and have students use
rocks are older than the reddish-orange ones because evidence to answer the following questions:
they are at the bottom of the canyon. They had to be • Which layer of rock is the oldest? Which is the
there before the sediment that made up the reddish- newest? How do you know?
orange ones could be laid down.)
• Which layer formed next? What was the area
• Which rocks might contain the oldest fossils? like when this rock layer formed? How do
Explain your answer. (If the light gray rocks you know?
contain fossils, they would be the oldest because
they are in the oldest rocks in the canyon walls.) • Describe the age of the Redwall Limestone in
relation to the other rocks in the sequence.
• Why do you think the gray rocks are slanting What was the area like when this limestone
toward the river, but the reddish-orange layer formed? How do you know?
rocks are nearly vertical? (Students should recall
that some rocks are more resistant to weathering • What do the thick, beige sandstone layer and
than others. The reddish-orange rocks are more its fossils tell you about the area at the time
resistant to weathering than the gray rocks, which this rock formed?
are weathering and eroding more quickly than the
reddish-orange ones.) ELABORATE
Teach Nature of Science
Describe Rocks and Fossils of the
NS Scientific Knowledge Assumes an Order and Consistency
Grand Canyon in Natural Systems. Science assumes consistent patterns in
natural systems. (4 -ESS1-1)
Before students begin interpreting the diagram, help
them become familiar with some of the terms they Remind students that the processes responsible for
will be using. Ask: forming the Badlands region and the Grand Canyon
follow predictable patterns. For example, sediment
• Which of the rocks shown in the diagram are is deposited in layers, and the oldest layers are
sedimentary rocks? (Limestone, sandstone, and located at the bottom. Knowing these patterns are
shale are all sedimentary rocks.) consistent in these natural systems gives scientists
• What type of rock is schist? (Schist is a a way to study any similar system that forms
metamorphic rock.) around sedimentary rock layers. Ask: What is one
• How did the schist form? (It formed when forces assumption you might make if you were a scientist
inside Earth changed a sedimentary rock.) studying a newly discovered canyon formed from
sedimentary rock? (Possible answers: I could assume
• What are the gastropod and the trilobite? the newest layers would be located at the top of the
(The gastropod and the trilobite are fossils.) canyon. I could assume fossils would be present in the
Remind students that fossils are the remains or rock. I could assume evidence in the rock layers could
traces of things that lived on Earth long ago. tell me about how the local landscape has changed
• How do you think the fossils got “into” over time.)
these rocks? (Possible answer: Fossils become
embedded in rocks when living things die and get
buried with sediment. As the sediment hardens,
the remains become preserved in the rocks
that form.)

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 EVALUATE Rubrics
Have students record their answers to the Wrap It Have students evaluate their work using the rubric

NATURE OF SCIENCE
Up questions in their science notebooks. in the Science Notebook Companion. Use students’
completed rubrics and the teacher rubric
Wrap It Up! provided for this activity to guide your assessment
of their work.
1. INTERPRET DIAGRAMS Which rocks
make up the newest layer shown in
the diagram? Which rocks make up
the oldest layer? (Limestone, which is a
sedimentary rock, is the newest rock layer

Waves: Waves and Information

shown on the diagram. Schist, which is a
metamorphic rock, is the oldest rock shown.)

PHYSICAL SCIENCE
2. SEQUENCE Use evidence from the diagram

Energy
and what you know about sedimentary
rocks to order these events from first to
last: (From oldest to newest, the events should be
sequenced as c, d, a, and b.)
a. Sand dunes cover the land.
b. The Colorado River cuts through the
land’s layers, forming a deep canyon.

Interdependent
c. Sedimentary rocks are squeezed

Structure, Function,
together, forming schist.
d. A warm, muddy sea covers the land.

LIFE LIFE
3. INFER Would you expect to find fossils

Relationships
of coral in the sandstone layer here?

SCIENCE
Explain. (Answers may vary. It is unlikely.

and Information
SCIENCE
Corals generally live in warm, shallow waters.
Their fossils are found in limestone layers.

in Ecosystems
Sandstone layers generally form from deeper
waters or deserts.) CCC Patterns

Processing
4. USE EVIDENCE Explain how the
landscape has changed over time. Use
evidence such as the order of rock layers,
fossils found in each layer, and the
action of earth forces. (Possible answers:
The oldest, deepest layer is schist. It became
sedimentary rock due to pressure from forces
Processes that Shape the Earth

inside Earth. The forces of weathering, erosion,

and deposition added layers to the canyon
EARTH SCIENCE

over time. These forces also helped to carve the

Earth’s Systems:

canyon and expose the rock layers.)

DIGITAL WRAP-UP Have students complete

the interactive bonus assessment found in the
Interactive E-book.

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217a-217d_NATG15656_G4U4_TLAS5_E.indd 4 14/05/18 6:32 PM

Stories in Science

A Feel for Fossils

Geerat observes
patterns of scars in
fossil shells (left) and
modern shells (right).

Geerat is shown studying

shells in his lab. He also
travels the world to work. As
he says, “One cannot hope to
understand nature without
experiencing it firsthand.”

CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)

CCC Cause and Effect. Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4-PS4-1)
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes consistent patterns in
218 natural systems. (4-ESS1-1)
“I was first shown some shells from Florida by my
fourth-grade teacher. I was overwhelmed with
their beauty.” —Geerat Vermeij

Geerat Vermeij (GAIR-ē ver-MĀ) is a marine biologist. He studies shells.

Yet he has never actually seen one. Doctors had to remove Geerat’s eyes
when he was three years old. Despite being blind, he became a scientist.
You may think a blind scientist is odd. After all, science is based on
observations. “Observation is the first, and in many ways the most
important, step in a scientific inquiry,” Geerat says. He also points out that
observations use all of a person’s senses. Sight is just one of them.
As Geerat explains, “I listen and smell and feel.” For example, he can tell
the differences between shells by just touching them. He runs his fingers
over shells, feeling for patterns. He feels their bumps, ridges, and scars.
Geerat studies how the designs of animals’ shells have changed over
time. He observes fossils collected from different rock layers. The fossils
give him clues about what shelled animals looked like at different times
in Earth’s history. Geerat compares them to shells from today’s animals.
Studying a shell’s scars tells Geerat a story. They are evidence that the
animal inside the shell was likely attacked by a predator. The predator
tried to break the shell but could not. It could only make a crack or chip in
the shell. It could not eat the animal inside. The animal’s shell protected it.
Geerat has noticed a pattern in the shells he studies. From long ago until
now, more and more shells have scars. More shelled animals are surviving
because their shells protected them. Geerat says many of today’s shells
are thicker and stronger than shells of the past. This evidence shows that
animals are building better shells than they did millions of years ago!

Wrap It Up!
1. Explain Why does Geerat Vermeij study fossils?

2. Summarize What has Geerat learned by studying shells of

fossils and living animals? How did he reach his conclusions?

3. Evaluate Read Geerat’s quote at the top of the page. How

can a blind person be “overwhelmed by beauty”?

219
 Stories in Science A Feel for Fossils
NEXT GENERATION SCIENCE STANDARDS
CCC Patterns. Patterns can be used as evidence to support an explanation. (4-ESS1-1)
CCC Cause and Effect. Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)
NS Scientific Knowledge Is Based on Empirical Evidence. Science findings are based on recognizing patterns. (4 -PS4-1)
NS Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes consistent patterns
in natural systems. (4-ESS1-1)
NS Science Is a Way of Knowing. Science is both a body of knowledge and processes that add new knowledge.
NS Science Is a Human Endeavor. Creativity and imagination are important to science.

EXPLORE
Objectives Students will be able to:
• Describe the main challenge Geerat Vermeij overcame to Read aloud the lesson title and the quote from
become a scientist. Geerat Vermeij. Then have students observe the
• Explain that observations in science can be made in photos and read the captions. Ask: What kind of
different ways.
• Analyze how shell fossils have changed over time. work do you think scientist Geerat Vermeij does?
(He studies ancient and modern shells.)

Read aloud the first paragraph. Ask: How do you

ENGAGE think Dr. Vermeij is able to study fossils without
Introduce the Phenomenon being able to see them? (Students may say Dr.
Quick Hands-On Gather several common Vermeij is able to use his other senses. They may say he
classroom items, such as a stapler, ruler, eraser, and works with people who assist him.)
bell. Place each item in its own paper bag. Set up Four-Square Diagram Have students make a full-
enough bags for groups of three to work with. Fold page four-square diagram in their science notebooks
the bags closed so the items are not visible. Say: and add to it throughout the lesson.
Your challenge is to identify the item in your bag.
You cannot look at the item, but you can reach in Set a Purpose and Read
to feel it. Allow groups one or two minutes to work. Focus Question Use this question to focus students
Then have them write the name of their item as well and guide their reading: How has being blind given
as what clues they used to identify it. Have each Geerat Vermeij a special view of fossils? Have students
group share observations and conclusions before read the story.
removing their item from the bag. Ask: What senses
did you use to observe your item? (Possible answers:
EXPLAIN
touch, hearing) Next ask: What information did
your senses help you to gather? (Possible answers: A Feel for Fossils
information about size, shape, texture, moving parts) After students have read the lesson, discuss the
answer to the Focus Question. Ask:
Tap Prior Knowledge
• How does Geerat Vermeij study shells? (He uses his
Ask: How are observations important to
sense of touch to study their bumps, ridges, and scars.)
scientists? (Possible answers: Scientists use
observations to collect information about the world • What can Geerat determine by feeling a shell?
around them. Their observations lead to questions (what kind of shell it is, if it has been attacked by a
they can investigate.) Next ask: What are some predator, and if it survived)
observations scientists have made about rock • Where does Geerat do his work? (He has a
layers in places such as the Grand Canyon? (They laboratory and he travels the world.)
have observed the type of rock that makes up each
layer, the order of rock layers, and the presence Teach Nature of Science
of different fossils in rock layers.) Tell students to NS Scientific Knowledge Is Based On Emperical Evidence. Science
findings are based on recognizing patterns. (4-PS4-1)
imagine they have found a mystery fossil. What
information might they try to gather as they Tell students that scientists often notice patterns
observe it? As students share their ideas, list them in their observations, and this can help them draw
on the board. (Possible answers: age, type of shell, conclusions or make explanations. Ask:
environment it lived in, appearance)

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 • What patterns do you think Geerat notices Next, encourage students to think about how
when he observes a shell? (Possible answers: fossils provide clues to changes in Earth’s surface

NATURE OF SCIENCE
ridges, bumps, shapes) over time. Ask: Where do fossils form? (in rock
• How do you think he could tell if a shell has layers) Next ask: What might the location of the
a scar? (The pattern is interrupted or cut through fossils Geerat Vermeij studies tell him about how
with a different kind of bump or ridge.) Earth’s surface changes over time? (It might tell
him that a dry region was once covered in water.)
• What pattern of change in fossil shells did
Geerat observe? (Possible answer: Modern Extend Thinking About Geerat
shell fossils have more scars from predators than Vermeij’s Work
similar, ancient shell fossils.) Turn and Talk Have partners discuss what they
• What did he infer based on these patterns? found surprising about Geerat Vermeij’s work. Next

Waves: Waves and Information

(Possible answer: He inferred that more and more have them come up with three questions they

PHYSICAL SCIENCE
shelled animals are surviving attacks.) might ask if they had a chance to meet Dr. Vemeij. If
possible, allow students time to do further research
If students have difficulty separating observations from to answer their questions.

Energy
inferences, remind them that the observations include
what Geerat felt on the shells and the inferences EVALUATE
include how Geerat explains the observations.
Have students record their answers to the Wrap It
Up questions in their science notebooks.
Video
Have students select the video “Geerat Wrap It Up!

Interdependent
Vermeij” from the Resources menu. Encourage
1. E
 XPLAIN Why does Geerat Vermeij study

Structure, Function,
students to look for ways Geerat observes
fossils? (He wants to learn about how shells
shells and what he is able to tell about them.
have changed over time.)
Time 10 minutes
 UMMARIZE What has Geerat learned
2. S

LIFE LIFE
Teaching Tips Help students understand that

Relationships
the “break repair” Dr. Vermeij refers to is a term by studying patterns in shells of fossils

SCIENCE
used to describe the scars mentioned in the and living animals? How did he reach his

and Information
conclusions? (He has learned that over time,

SCIENCE
lesson. Help students connect to the lesson
content by asking: What helps Geerat Vermeij shells of some animals have become better

in Ecosystems
accomplish so much without the sense of designed to protect the animals inside. He drew
sight? (He uses a cane when he walks, he writes in this conclusion by finding patterns.) CCC Patterns
Braille, and he gets help from an assistant.) 3. EVALUATE Read Geerat’s quote at the

Processing
What to Expect Students will recognize that top of the page. How can a blind person
Geerat Vermeij knows a great deal about shells be “overwhelmed by beauty”? (Possible
as they watch him display specimens from the answer: Beauty is not only observation with
collection at the California Academy of Sciences. the eyes. Beauty can be observed with any of
the five senses.)

ELABORATE
Processes that Shape the Earth

DIFFERENTIATED INSTRUCTION
Teach the Dimensions
EARTH SCIENCE
Earth’s Systems:

CCC Cause and Effect. Cause and effect relationships are routinely
identified and used to explain change. (4-ESS3-1)
Extra Support
Below-Level Learners Help struggling
Help students understand that some living things
readers by breaking the story into smaller
are more likely to form fossils than others. Ask: What
chunks. Focus on the first sentence of
parts of living things are most likely to become a
each paragraph. Have students circle any
fossil? (hard parts such as teeth, bones, shells, or seeds)
unfamiliar words. Make a word wall listing all
Next ask: Why is this? (Possible answer: Soft parts
unfamiliar words in the story. Then define the
decay quickly.) Tell students that fossils only form
words and help students draw a picture to
when the conditions are right, such as when a living
remind them of the words’ meanings.
thing is buried quickly.

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 Science Career

Crisis Mapper
What can help speed medical aid to areas destroyed by
tsunamis? What can help direct rescue helicopters to areas
struck by earthquakes? What can help the United Nations
deliver food and water to people suffering from droughts?

A map! Not just any map, but an online map with accurate
information. In crisis mapping, Patrick Meier combines
information from government and international agencies
with tweets and text messages sent by volunteers. He and
his team use this information to update an online map of
the areas where disasters have struck. Crisis mapping saves
lives by providing rescue workers with an up-to-the-minute
picture of what is going on and where help is needed.

After the 2010 earthquake in Haiti, Patrick’s efforts assisted

citizens, aid workers, and the U.S. Coast Guard. Patrick’s team
of volunteers mapped the impact of the earthquake in near
real time, providing professionals with the most up-to-date
information available.

Patrick continues to help governments and aid

groups respond to natural disasters. He has
used his crisis mapping skills around the world
and wrote a book based on them. Patrick is
also researching ways that robotic equipment
can be used to help after a disaster.

DCI ESS3.B : Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes,
tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World.
Engineers improve existing technologies or develop new ones to increase their benefits, to decrease
220 known risks, and to meet societal demands. (4-ESS3-2)
 Explorer
Patrick Meier is a leader in the field of crisis
mapping. Patrick didn’t always think he would be
working with new types of maps. In school he liked
the subjects computer science and philosophy. Later
in college he studied humanitarian affairs. In his work
he combines his love of geography and technology
in a way that helps people around the world.

NGL Science How did you get into

mapping?

Patrick Meier When I was 12, the first

Gulf War broke out. I had a big map of
the Middle East and started physically
mapping the updates with crayons and
pens and markers.

NGL Science What are some events you

and your team have tracked?

Patrick Meier Haiti started it all. A

month later there was an earthquake in
Chile. Then the floods in Pakistan that
summer. Russian fires in July. Floods in
Brisbane in January. A major earthquake in
Christchurch, New Zealand, that February.

NGL Science What are people saying

about your crisis-mapping technology?

Patrick Meier Many humanitarian

organizations say our crisis-mapping
technology is revolutionizing disaster relief
efforts. . . . Now we can pinpoint urgent
needs instantly, saving time and lives.
221
 Science Career
Crisis Mapper
NEXT GENERATION SCIENCE STANDARDS
DCI ESS3.B: Natural Hazards. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
CETS Influence of Engineering, Technology, and Science on Society and the Natural World. Engineers improve
existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal
demands. (4-ESS3-2)

(Possible answer: If a person is in danger or is hurt, the

Objective Students will be able to: help might be needed right away. If a person has lost
• Connect the concepts of real-time social media and online property, the help might be longer-term.) How do you
mapping with problem solving during disaster relief.
think your character would have learned about the
Science Vocabulary
crisis mapping
need to respond and help? (Possible answers: call on
the radio. cries for help, social media, phone call, sound
of siren)
ENGAGE Tap Prior Knowledge
Introduce the Phenomenon Ask: What are some of the greatest needs of
Role Play Divide the class into three groups. people who have been through natural disasters?
Assign the following roles to members of each (Accept any reasonable responses. Students might say
group: victim, bystander, police officer, emergency that injured people require medical attention, while
worker. Discuss these roles as needed. Then assign those who lost their homes need food, water, shelter,
a different natural hazard scenario to each group, and clothing.)
such as an earthquake, landslide, volcanic eruption,
Next ask: What happens during a natural disaster
or tsunami.
that can make it difficult to get help to where it
Give groups five minutes to act out a response to is needed? (Possible answers: Roads may be blocked,
their scenarios. Remind them to stay in character, power may be out, people may be trapped, bad
be respectful of others, and avoid distracting other weather or other damage may make it dangerous for
groups. After all the groups have completed their helpers to travel.)
role plays, ask: What responses were the same for
all hazards? (Possible answers: Victims need help; EXPLORE
police and emergency workers try to provide help.) Think About Crisis Management
Next ask: Which forms of help might happen
immediately and which might be longer-term? Have students read the title, and ask: What is a crisis?
(Possible answer: a dangerous situation) Next ask:

SCIENCE BACKGROUND The tools that crisis mappers initially used

were developed for other purposes. These
Crisis Mapping include online maps, satellite imagery, mobile
The 2010 earthquake in Haiti was one of the first and Web-based social networking apps,
major events for which online crisis mapping databases, and much more. Patrick Meier is
was practiced. Since then, the strategy has testing the use of drones as part of disaster
been utilized more regularly in response to response efforts. He notes that drones can
urgent needs. There are now several established more accurately show what is happening on
crisis-mapping teams, and they interact with the ground.
one another through an international network.

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 What do you think a crisis mapper does? (Possible Teach the Dimension
answer: creates a map that shows where a crisis is CETS Influence of Engineering, Technology, and Science

NATURE OF SCIENCE
happening) on Society and the Natural World. Engineers improve existing
technologies or develop new ones to increase their benefits, to decrease
known risks, and to meet societal demands. (4-ESS3-2)
Have students describe what they see behind the
man in the photo. (Students should recognize it as a Think-Pair-Share Remind students that engineers
projection of a website with an online map.) Explain are always working to make technology more
that this career feature will focus on how Patrick useful. Have students think about the following
Meier uses technology, including online maps, to questions and then discuss them with a partner:
help people in areas where natural disasters have • How did Patrick Meier’s new technology
occurred. Point out the vocabulary word crisis improve relief efforts? (It made use of
mapping and explain that this is technology Patrick information from texts and tweets to improve

Waves: Waves and Information

Meier invented. the accuracy of what is needed after a
natural disaster.)

PHYSICAL SCIENCE
Four-Square Diagram Have students make
a full-page four-square diagram in their science • How does Patrick Meier’s technology reduce
risks that result from natural disasters?

Energy
notebooks and add to it throughout the lesson.
(Possible answer: It provides up-to-date
Set a Purpose and Read information about what types of help are needed
Focus Question Use this question to focus and where. That reduces the time it takes for
students and guide their reading: How does the help to arrive and allows emergency workers to
practice of crisis mapping use existing knowledge and prepare for the proper type of aid.)
technology to solve problems in a new way? Have Provide an opportunity for each pair to share the
students read the lesson.

Interdependent
results of their discussion.

Structure, Function,
EXPLAIN Discuss Features of Crisis Maps
Describe the Work of a Crisis Mapper Have students study the image of the crisis map
that appears behind Patrick Meier. If possible, also

LIFE LIFE
After students read the lesson, ask:

Relationships
display a separate photo of a crisis map. Explain
• What are some examples of types of help

SCIENCE
that the symbols on a crisis map represents texts,
that rescue workers provide during a crisis?

and Information
tweets, and social media posts from people that

SCIENCE
(Students should cite from the first paragraph, tell where they are and what help they need.
among other possible examples: medical aid to

in Ecosystems
Emergency workers can click on symbols on the
areas destroyed by tsunamis; rescue helicopters map and respond.
to areas struck by earthquakes; food and water
delivery to drought areas.)

Processing
• What does Patrick Meier do? (He combines
information in online maps to help people in DIFFERENTIATED INSTRUCTION
disaster areas.) Does he work alone? (No, he
works with teams of volunteers.) Extra Support
Below-Level Learners Print out the lesson
• Where do Patrick Meier’s teams get the
and have students work with partners to read
information that they use to update their
it. Have each student read a paragraph and
Processes that Shape the Earth

online maps? (They combine information from

underline the main idea. Then the partner
government and international agencies with
should think of a question to ask about the
EARTH SCIENCE

tweets and text messages from volunteers.)

Earth’s Systems:

paragraph. Point out that the question should

• What are some of the technologies that are focus on the main idea of that paragraph.
used in crisis mapping? (cell phones, satellites, Partners should ask their questions after each
GPS, computers) paragraph. Answers should be verified from the
• What additional technology is Patrick Meier reading before students move on to the next
hoping to utilize to help people in crisis paragraph. Students should continue reading,
situations? (robotic equipment) writing questions, and answering questions for
the three paragraphs.

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 Science Career
Crisis Mapper (continued)

Ask: How do you think all the information ends up Learn More About Careers Related to
on the online crisis map? (Possible answer: Someone Disaster Relief
has to determine the location the communication
As a class, use the Internet to research information
is coming from and what important information
about various disaster relief organizations. Make a
to share.) Next ask: What might be a text that
list of these organizations and a brief (two- to three-
someone might send? (Possible answers: I am
sentence) description of what the organization does.
trapped. I am hurt. I need water.)
If time permits, allow pairs of students to choose one
Select-a-Sentence After reading the lesson, tell organization from the list to investigate and present
students to choose one sentence that caught their to the class. Their presentations should include a
attention or that seems to be an important idea from summary of what the agency does overall, as well as
the text. Have students read that sentence aloud and a breakdown of the types of jobs people do within
explain why they chose it. Be sure to tell students to the agency and whether the work is a paid career or
listen for common themes. It is okay if more than one a volunteer position.
student shares the same sentence.
Compare Careers
Have students answer the Focus Question in their Have students revisit the science career feature
science notebooks. about Martin Wikelski in the lesson Animal Tracker.
Have students compare the work of an animal
ELABORATE tracker to that of a crisis mapper. Direct students to
Consider the Career of a Crisis Mapper choose a graphic organizer to organize their written
ideas about each career. For example, students
Ask: Is this a career you would find interesting? might choose to use a comparison table or a Venn
Why or why not? (Allow students to share their diagram. To help focus students’ comparisons,
answers. Accept all positive and negative responses.) tell them to consider the following skills: using
For students who find this to be an interesting technology, tracking patterns, creating maps,
career, ask: Why would you like to be a crisis communicating locations, sharing results.
mapper? (Possible answer: I like computers and I like to
help people.)

LITERACY CONNECTION
(The person speaking is indicated by a blue
heading.) Point out the three dots in the last
Describe Text Structure Patrick Meier quote. Explain that these dots
RI.4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or indicate that some of the answer was omitted.
information in a text or part of a text. Ask: Why might some information need to
Guide students to describe the overall structure be omitted from an interview? (Students may
of the text. Ask: What do you notice about the suggest that answers might be cut for space, or
text? (Students should note that it is in a question/ it might be irrelevant.) Remind students that
answer format.) Explain that this interview format people sometimes wander off-topic when
is often used to allow the person featured in an answering questions. Information that does not
article to speak for himself or herself. Ask: How address the question might also be omitted.
can you tell whether the interviewer or Patrick
Meier is “speaking” in the interview?

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 EVALUATE
Have students record their answers to the Wrap It

NATURE OF SCIENCE
Up questions in their science notebooks.

Wrap It Up!
1. SUMMARIZE What do crisis mappers
such as Patrick Meier do? (They use the
Internet to gather and display information to
enable relief workers to more quickly and to
effectively to help crisis victims.)

Waves: Waves and Information

2. RELATE What parts of Patrick Meier’s

PHYSICAL SCIENCE
background prepared him to become
the world’s leading crisis mapper? (He
has a love of geography, and in school he liked

Energy
computer science and studied humanitarian
affairs. His work combines these interests to
help people around the world.)

3. RELATE What is the benefit of collecting

and displaying data about a crisis
quickly? (It enables relief workers to pinpoint

Interdependent
urgent needs instantly, saving time and lives.)

Structure, Function,
LIFE LIFE
Relationships
SCIENCE
and Information
SCIENCE
in Ecosystems
ELL SUPPORT using maps like this one can be useful. Ask:
From the information in the text and the
Help students to understand the ideas in

Processing
image, what do you think the big dots along
the lesson by paying close attention to the the coastline represent? (Students may say
background photo and text. that these are areas where a storm or natural
Starting Draw students’ attention to the disaster has struck.) Encourage students to
photo of the picture of the map on the try to interpret the map based on what they
Internet. Ask students: Have you ever seen can see and the information in the text.
a map like this one on the Internet? What Students may talk with a partner about their
information did it show? (Students may say interpretations.
Processes that Shape the Earth

that they’ve used a map to find a location or

Bridging In this lesson, students encounter a
EARTH SCIENCE

to get directions.) Ask them if they have ever

Earth’s Systems:

used such a map to track a storm. Encourage number of terms that may not be familiar, such
students to share their experiences either as crisis, mapping, disaster, and international.
with words or acting out. Have them use context clues to write their own
definitions, and then look up any terms they
Developing After students have read the do not know. Encourage students to look for
text, have them look closely at the photo and words that are familiar such as tweets and text
record in their science notebooks as many messages to help them interpret the content.
words as they can think of to describe how

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Check In
Congratulations! You have completed Earth Science. Let’s reflect on
what you have learned. Here is a checklist to help you judge your
progress. Look through your science notebook to find examples for
each statement in the checklist. What could you do better? Write it on a
separate page in your science notebook.
 Read each item in this list. Ask yourself if you think you did a good job of it.

For each item, select the choice that is true for you: A. Yes B. Not Yet

• I defined and illustrated science vocabulary, science concepts,

and main ideas.
• I labeled drawings. I included captions and notes to explain ideas.
• I collected objects such as photos and magazine or
newspaper clippings.
• I used tables, charts, or graphs to record observations and data
in investigations.
• I recorded evidence for explanations and conclusions in
investigations.
• I described how scientists and engineers answer questions and
solve problems.
• I asked new questions.
• I did something else. (Tell about it.)

Reflect on Your Learning

1. How can you use patterns to help you understand one main
science idea?

2. Choose one main science idea that you think was most
important to learn about. Explain your thinking.

222
More to Explore
I became a biomedical engineer because I wanted to help people.
I noticed a problem and wanted to solve it. As a scientist, I have
learned to make observations, do investigations, study evidence,
and design solutions. I have made careful measurements and
tests. I have recorded my results in my notebook. I have shared my
results with others.
Write about how you used your science notebook. Tell how it
helped you ask questions and find answers about the natural
world. What were some of the most surprising things you learned?
How did new evidence help you form new explanations? Discuss
what you learned with your classmates. And remember to keep on
exploring. Never be afraid to ask new questions. Always be curious!

David works with these young scientists as

part of a program he runs in Sierra Leone.
The program gets young people involved
in solving local problems in that country.

223
 Check In
TEACHING TIPS Teacher Rubric Use the rubric to evaluate
Self-Assessment Checklist: Student Rubric Have studen progress. Assess each item separately,
students locate the student rubric in the Science and then decide on one overall score, using the
Notebook Companion for use in this lesson. following scale:
Have students read the first paragraph and the
3: Student performs with thorough understanding.
self-assessment checklist. Discuss each item with
2: Student performs with adequate understanding.
students and have them decide if it is true for them.
1: Student performs with limited understanding.
Have students record their answers on the Student
0: Student performance was inadequate
Rubric. Students may add comments about what
or incomplete.
they did well and how they might work to improve
their notes. Students can then attach their rubrics in Scale
Rubric
their science notebooks or save them online.
1. The student defined and illustrated science
vocabulary, science concepts, and main 3 2 1 0
Rubric A. Yes B. Not Yet ideas.
1. I defined and illustrated science 2. The student labeled drawings and included
vocabulary, science concepts, and 3 2 1 0
captions and notes to explain ideas.
main ideas.
3. The student collected objects, such as
2. I labeled drawings. I included captions photos and magazine or newspaper 3 2 1 0
and notes to explain ideas. clippings.
3. I collected objects, such as photos and 4. T he student used tables, charts, or graphs
magazine or newspaper clippings. to record observations and data in 3 2 1 0
4. I used tables, charts, or graphs to investigations.
record observations and data in 5. The student recorded evidence for
investigations. explanations and conclusions in 3 2 1 0
5. I recorded evidence for explanations investigations.
and conclusions in investigations. 6. T he student described how scientists and
6. I described how scientists and engineers answer questions and solve 3 2 1 0
engineers answer questions and solve problems.
problems. 7. T he student asked new questions. 3 2 1 0
7. I asked new questions. 8. The student did something else. (The
3 2 1 0
8. I did something else. student told about what he or she did.)
(Tell about it.) Overall Score

Reflect on Your Learning Have students answer

the Reflect on Your Learning questions in their
science notebooks. Students may share and discuss
their responses with the class.
1. How can you use patterns to help you
understand one main science idea? (Possible
answer: I can study patterns of rainfall to help
me understand how rainfall shapes the land in
different areas.)
2. Choose one science idea that you think was
most important to learn about. Explain your
thinking. (Possible answer: I think the most
important idea I learned about is the need to
find better ways to reduce the impacts of natural
hazards. Protecting people from earthquakes and
tsunamis is very important.)

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 More to Explore
Review Learning in Earth Science Review the TEACHING TIPS
questions posed at the beginning of the strand in Wrap Up Learning Direct students to the closing
Let’s Explore! Share answers provided at this time. thoughts that David Moinina Sengeh shares and
Encourage students to share questions they were read them aloud. Point out that scientists and
able to answer or still have. engineers often collaborate, or work together with
• What are the different regions across the others, to carry out research, design solutions, and
United States, and what types of plants solve problems.
and animals live in each region? (Tall trees,
wildflowers, mosses and ferns live in the Pacific What was one thing you recorded in your
Northwest forest. Iguanas, cacti, and purple notebook that you found especially interesting?
mat live in the southwest desert. Bison, prairie (Possible answer: I was surprised to learn fossil fuels
chickens, and prairie grasses live in the central were once living organisms.)
plains grasslands. Deciduous trees, white-
How have you thought and acted like a scientist
tailed deer, and trillium live in the eastern
or an engineer as you learned about science this
temperate forest.)
year? (Students may say they asked and answered
• How can wind and water change the shape questions, designed and conducted investigations,
of a huge rock? (Both wind and water can cause made and recorded observations, and made
rock to weather, or break into smaller pieces that explanations and conclusions.)
can be blown or washed away.)
How has your notebook helped you in your
• How can a tree break up a rock it is growing
learning? (Students may say that using their
near? (Small tree roots can fit into cracks in the
notebooks helps them remember main ideas and
rock. As they grow, the tree roots can break the
science concepts.)
rock apart.)
• What are some ways people can reduce the Video
effects of a dangerous earthquake? (Engineers
can design buildings and bridges to withstand Have students select the video “Advice to
the violent shaking of earthquakes. Equipment Students” from the Resources menu.
can be used to monitor activity at the surface and
Time 5 minutes
underground that could signal an earthquake so
people can be warned.) Teaching Tips You may want to watch this as
• How do fossils give clues about the land in a class to be sure students understand David’s
the past? (Fossils can give clues about what the comments about collaboration. Ask: How
land was like long ago. For example, fossils of have you communicated or collaborated
ocean animals in a desert are evidence that the while exploring science? (Answers will vary.
area was once covered by an ocean.) Encourage students to use specific examples
from their own experience.)
What to Expect Students should feel
DIFFERENTIATED INSTRUCTION inspired and empowered by David Moinina
Sengeh’s words of encouragement to
Extra Support students in science.
Below-Level Learners If students struggle
to formulate answers to the questions in
More to Explore, have them work with a Celebrate Science Have students share their
partner. Their partner can help them review science notebooks with each other. Give tips
their science notebooks for ideas and share for creating a class favorites poster and a class
their own answers as examples. Remind letter to the National Geographic explorer as
partners to give positive feedback to what culminating activities.
students write.

More to Explore 223b

223a-223b_NATG15656_G4U4_CheckIn_E.indd 2 14/05/18 6:34 PM

Science Safety
Be responsible, look, and listen in the science lab. Follow all lab
safety rules to stay safe. Know what procedure to follow for each
lab you conduct. If anything is unclear, ask an adult for help.
Always be aware of your space. Report an accident to an adult
immediately. Tell your teacher about any allergies you have.
The Lab Space
• Know where the first aid kit is kept.
• Know the location of the fire blanket.
• Sit only on lab chairs or stools,
never lab tables.
• Do not run.
• Keep your area neat.

224
Lab Clothing Chemical Safety
• Tie back loose or long hair. • Do not eat or drink anything in the
• Do not let jewelry or clothing science room.
hang loosely. • Never mix chemicals.
• Shoes should cover the foot; • Find out where to dispose of
no sandals. chemicals.
• Wear goggles, gloves, or • Keep hands away from your eyes and
a lab apron when told. mouth.
• Wash your hands when finished.
Animal and Plant Safety
• Be aware of the living things in Fire and Electrical Safety
your lab. • Do not touch charged ends of
• Wash hands after handling plant or batteries.
animal material. • Never connect multiple batteries in a
circuit.

Glass Safety
• Ask an adult to place broken glass in
a sealed container.

Cleanup
• Close all containers.
• Return materials to their correct
storage locations.
• Throw out used gloves.
• Wash hands with soap and water.

225
Tables and Graphs
When scientists and engineers make observations, they often
record different kinds of information. This is called data.
Data can be measurements or facts that tell about observations.

Data help scientists and engineers answer questions, make

predictions, and ask new questions. Scientists and engineers need
to organize their data to make sense of the data and share with
others. Tables and graphs are tools for organizing, summarizing,
and sharing data. You can use these tools to organize data, too.

Tables
A table is a set of rows and columns. Rows and columns set up
a simple grid that makes a place for every piece of information.

PRECIPITATION IN This table has

Column
WESTERN U.S. CITIES two columns.
One column shows
City, State Precipitation (cm (in.)) cities and states.
The other column
Las Vegas, Nevada 10 cm (4 in.) gives amounts of
Phoenix, Arizona 20 cm (8 in.) precipitation.

Row Riverside, California 25 cm (10 in.)

San Diego, California 25 cm (10 in.)
Los Angeles, California 30 cm (12 in.)
Denver, Colorado 38 cm (15 in.) Cite the source of
San Jose, California 40 cm (16 in.) your data, if you
did not collect it
Salt Lake City, Utah 40 cm (16 in.) yourself. This shows
others how to
Source: National Weather Service, 2016
confirm whether
A table is a useful way to organize a list of information. your data are valid,
or reliable.
You can add new information to a table by adding more
rows or columns. What information does this table help
organize? How is it organized?

226
 Bar Graphs
A bar graph is useful for comparing different amounts of similar
information.

SONORAN DESERT ANIMALS

TWO-DAY FIELD STUDY

4
Number Observed

Harris’s
Hawk Iguana Jackrabbit Mule Deer
0

Animal

This line is the y-axis. This line is the Each bar tells about
The y-axis is marked to x-axis. The x-axis a different animal.
show units of measure. is marked to
Values increase moving show what the
up the y-axis. data is about.

Each bar is a different height. Bar height answers the question “How
many?” The top of each bar lines up with a unit of measure on the
y-axis. Which animal species was observed the most on a visit to the
Sonoran Desert?

A pictograph uses a series of pictures instead of bars. What pictures

might you use to make a pictograph of this information?

227
 Line Graphs
A line graph is good for showing how data changes over time.
Like a bar graph, a line graph has an x-axis and a y-axis.

AVERAGE TEMPERATURES IN LOS ANGELES, CALIFORNIA

30°C
(86°F) The y-axis shows
units of measure.

25°C
(77°F)
Temperature

20°C
(68°F) The connected
Each piece of data gets a dots show a line.
dot, or point. The point is Studying this line
15°C placed so that it lines up helps examine
(59°F) with one point on the x-axis changes, shifts,
and one point on the y-axis. or patterns.
10°C
(50°F)
March April May June July August

Month

Source: World Weather & Climate Information, 2016

The x-axis shows

details about the data, Think about how this line graph could
such as what it is or change. How could it become a bar graph?
when it was recorded.

A line graph might look at data across time, across ages, or across
distances. This line graph shows how temperature changes across
several months. In what month does the coolest temperature
occur? What pattern do you see across the months?

228
Circle Graphs
Circle graphs show data as parts that make up a whole. These graphs are
also called “pie graphs” because the parts look like pie slices. The whole
circle stands for the total amount, or 100%, of the data collected. A circle
graph is useful for data that tell how much or how many of something.

ENERGY RESOURCES IN THE UNITED STATES

The circle is made up

of differently sized
slices. Each slice shows
a part, or percentage,
PETROLEUM
of the whole circle.
(36%)

RENEWABLE
ENERGY
(10%)
NATURAL GAS
(29%)

NUCLEAR
ELECTRIC
(9%)
COAL
(16%)
Compare pieces
of data by looking
at the sizes of
the slices and the
values listed.
Source: U.S. Energy Information Administration, 2016

The blue slices in this graph show how much of the total use came
from nonrenewable energy resources. The green slice shows how
much came from renewable energy resources. Which energy resource
is used the most? Which energy resource is used the least? How much
of the energy used came from nonrenewable resources?

229
Glossary
A E
amplitude (AMP-li-tüd) earthquake (URTH-kwāk)
Amplitude is the distance between the crest or An earthquake is the shaking of the ground caused
trough and the middle point of a wave. (p. 78) by the movement of Earth’s crust. (p. 178)

C electric circuit (i-LEK-trik SUR-kit)

An electric circuit is a complete path through which
column (KO-lum) an electric current can pass. (p. 46)
A column is a vertical section of a table. (p. 226)
electric current (i-LEK-trik KUR-ent)
crisis mapping (CRĪ-sis MAP-ing) Electric current is the transfer of electrical energy
Crisis mapping is the updating of an online map through a material. (p. 44)
that shows where disasters have struck. (p. 220)
electrical energy (i-LEK-trik-ul EN-er-jē)

D Electrical energy is the energy of charged

particles. (p. 44)
deep ocean trench (DĒP Ō-shun TRENCH)
A deep ocean trench is a steep underwater energy (EN-er-jē)
canyon. (p. 199) Energy is the ability to do work. (p. 22)

deposition (de-pe-ZI-shun) energy of motion (EN-er-jē uv MŌ-shun)

Deposition is the laying down of sediment Energy of motion is the energy that is present

and rock in a new place. (p. 161) when an object moves. (p. 50)

digitize (DIJ-i-tīz)
To digitize means to put information in digital
code form. (p. 86)

Gravity pulls Earth and the

skydiver toward each other.

230
erosion (i-rō-zhun) fossil (FO-sil)
Erosion is the moving of sediment from one A fossil is a trace of a plant or animal that lived
place to another. (p. 160) long ago. (p. 210)

erupt (ē-RUPT) fossil fuel (FO-sil FYŪL)

To erupt is to release melted rock, ash, A fossil fuel is a source of energy that formed
and gases up through a volcano onto Earth’s from the remains of plants and animals that
surface. (p. 186) lived millions of years ago. (p. 68)

evacuate (ē-VAK-yū-āt)
To evacuate means to move from a place of danger
G
to a safe place. (p. 190) glacier (GLĀ-shur)
A glacier is a huge area of slow-moving ice. (p. 168)
evidence (EV-i-dens)
A piece of evidence is an observation that supports global positioning system (GPS)
an idea or conclusion. (p. 10) (GLŌ-bul pe-ZI-shun-ing SIS-tem)
A global positioning system (GPS) is a tool that
experiment (eks-PAIR-i-ment) uses satellites to locate position. (p. 86)
In an experiment, you change only one variable,
gravity (GRA-vi-tē )
measure or observe another variable, and control
Gravity is a force that pulls things toward the
other variables so they stay the same. (p. 12)
center of Earth. (p. 172)

F
fault (FAWLT)
A fault is a break in Earth’s surface where
huge slabs of rock come together. (p. 180)

231
H L
hazard (HA-zurd) landslide (LAND-slīd)
A hazard is something that is harmful or A landslide is a rapid movement of rock,
dangerous. (p. 178) soil, and other material down a hill or
mountain. (p. 173)
hypothesis (hi-POTH-uh-sis)
A hypothesis is a statement giving a possible lava (LAH-vah)
answer to a question that can be tested by an Lava is melted rock that flows from a volcano
experiment. (p. 12) onto Earth’s surface. (p. 186)

I liquefaction (li-qui-FAK-shun)
Liquefaction is the change of a solid area of ground
infer (in-FUR) into a liquid-like surface. (p. 182)
When you infer, you use what you know and what
you observe to draw a conclusion. (p. 12) longitudinal wave (long-ji-TOOD-u-nel WĀV)
In a longitudinal wave, particles of material
investigate (in-VES-ti-gāt) vibrate back and forth in the same direction as the
You investigate when you direction of the wave. (p. 80)
carry out a plan to answer
a question. (p. 12)

232
M organism (OR-ga-niz-um)
An organism is a living thing. (p. 170)
magma (MAG-mah)
Magma is melted rock inside Earth. (p. 186)
P
mid-ocean ridge (MID-ō-shun RIDJ)
pistil (PIS-til)
A mid-ocean ridge is an underwater mountain
A pistil is the part of the flower that forms
chain made up of thousands of volcanic
fruit. (p. 113)
peaks. (p. 199)
pitch (PICH)
model (MO-del)
The pitch of a sound is how high or low the
In science, models are used to explain or predict
sound is. (p. 80)
natural events. A model can show how a process
works in real life. (p. 12)

motion (MŌ-shun)
R
reflect (rē-FLEKT)
When an object is moving, it is in motion. (p. 26)
To reflect is to bounce light off of an
object. (p. 128)
N renewable energy resource
nonrenewable energy resource (rē-NŪ-i-bel EN-er-jē rē-SORS)
(non-rē-NŪ-i-bel EN-er-jē rē-SORS) A renewable energy resource is an energy resource
A nonrenewable energy resource is an energy that will never run out. (p. 70)
resource that will eventually run out. (p. 68)
rift (RIFT)

O
A rift is an opening where pieces of Earth’s crust are
being pulled apart. (212)
observe (ub-ZURV)
row (RŌ)
When you observe, you use your senses to gather
A row is a horizontal section of a table. (p. 226)
information about an object or event. (p. 10)

The pistil and stamen are parts of the

flower that help the plant reproduce.

233
S T
sand dune (SAND DŪN) thermal energy (THUR-mel EN-er-jē)
A sand dune is a landform caused when wind Thermal energy is the energy of heat. (p. 40)
deposits sand. (p. 162)
transfer (TRANS-fer)
sediment (SE-di-ment) To transfer is to pass from one object to another.
Sediment is material that comes from the (p. 26)
weathering of rock. (p. 158)
transform (TRANS-form)
sedimentary rock (se-di-MENT-u-rē ROK) To transform is to change. (p. 30)
Sedimentary rock is rock formed from sediment
from the weathering and erosion of rock on transmit (trans-MIT)
Earth’s surface. (p. 210) To transmit means to send. (pp. 86)

seismograph (SĪZ-mō-graf ) transverse wave (tranz-vers WĀV)

A seismograph is a device that records In a transverse wave, particles of material move up
earthquake activity. (p. 190) and down as the wave moves side to side. (p. 76)

seismometer (sīz-MO-mi-ter) tsunami (soo-NAH-mē)

A seismometer is a tool that measures A tsunami is a series of ocean waves caused by an
earthquake activity. (p. 190) underwater earthquake, volcano, or landslide. (p. 179)

solar energy (SOL-er EN-er-jē)

Solar energy is heat and light energy from
the sun. (p. 70)
V
variable (VAIR-ē-u-bl)
stamen (STĀ-min) A variable is a factor that can change or be
A stamen is a plant part that makes pollen. (p. 113) controlled in an experiment, investigation, or
model. (p. 12)

234
vibration (vī BRĀ shun)
A vibration is a rapid, back-and-forth movement. X
(p. 30) x-axis (EKS AKSIS)
The x-axis on a graph is the horizontal base line.
volcano (vol-CĀ-nō) The x-axis is usually presented on the bottom
A volcano is formed when molten rock deep inside of the graph. (p. 227)
Earth rises to the surface. (p. 178)

volume (VOL-yūm)
The volume of sound is the measure of loudness.
Y
y-axis (WĪ AKSIS)
(p. 80)
The y-axis on a graph is the vertical base line. The
y-axis is usually presented on the left side of the

W graph. (p. 227)

wave (WĀV)
A wave transfers energy from one place or
object to another. (p. 76)

wavelength (WĀV-length)
A wavelength is the distance from one
crest to the next crest in a wave. (p. 78)

weathering (WE-thur-ing)
Weathering of rock can
Weathering happens when rocks break apart, produce unusual shapes.
wear away, or dissolve into smaller particles, or
when the materials in the rock are changed. (p. 158)

wind energy (WIND EN-er-jē)

Wind energy is energy produced from the motion
of wind. (p. 70)

235
Index
A Barrel cactus, 153
Base isolation, 204–205
San Francisco-Oakland Bay
Bridge, 188–189
Acoustic biologist, 122–123 Yosemite National Park, 169
Baseball
Ammonite fossils, 211 Campfire, 40–41
change of motion of, 26–29
Amplifier, 45 sounds of, 30–31 Carbon dioxide
Amplitude, 80, 96 speed of, 22–25 plants’ use of, 113
Amplitude of waves, 78–79, 84–85 Batteries, 46, 66 from volcanoes, 191

Andes Mountain Range, 198 Batters, 26–27 Carnival, 20–21, 44–45

Animal tracker, 100–101 Beach mouse, 132–133 Cell phones, 86–89

Animals Beaver, 171 Central Plains grassland, 149,

of Central Plains grasslands, 154–155
Bikers, 54–55
154–155 Chad, Africa, 65
Biodigester, 58–60
changes to Earth’s surface, The Challenge
Biomedical engineer, 2–4, 7,
170–171 animal super senses report, 135
106–107, 143–145, 223
communication with dogs, collision shield, 53
138–141 Bison, 154
model seismograph, 195
of Eastern temperate forest, Borneo, use of resources, 56 wind instrument, 97
156–157 Borneo orangutan, 108–109 Chameleon, 134–137
fossils of, 210
Brachiopods, 216 Check In (Notebook), 104, 142, 222
in Pacific Northwest forest,
150–151 Brain Chemical reactions, 34
recycling waste of, 58–59 of an elephant, 119
Chemical weathering, 158
senses of, 126–129, 132–133 processing of sensory
Chile, 10–11
in Sonoran Desert, 227 information, 126–129
China, 196–197
as source of fossil fuels, 68 Brass instruments, 98
of Southwest desert, 152–153 Citizen Science, Track Bird Life,
Brazil, 98
study of movements of, 100–101 102–103
Bridges, construction of,
super senses of, 134–137 Climate
188–189
Argument construction, 114–115, of Central Plains grasslands, 149,
Buildings
124–125 154–155
earthquake-resistant
in Eastern temperate forest, 149,
Artificial limbs, 2–3, 143 construction, 188, 202–209
156–157
Ash, 187 earthquakes’ effect on,
in Pacific Northwest forest, 148,
Atkin, Anna, 38–39 180–181, 182–183
150–151
Bumpers, 52 of Southwest desert, 148, 152–153

B Butter, melting of, 42–43 Clothes dryer, 41

Bacteria, 60 Buttercup, 114–115 Clouded leopard, senses of, 127–129

Badlands National Park, 210–211 Coal, 68–69, 73

Balls C Codes
change of motion, 26–29 Cacti, 153 bar codes, 92–93
speed of, 22–25 Cairo, Egypt, 60 Morse code, 90–91
transformation of energy of, Navajo Code Talkers, 94–95
California
30–31 patterns of sounds, 96–99
Los Angeles, 228
Band music, 98 Oakland, 180–181 Collision, transfer of energy and
San Andreas Fault, 200 change of motion, 26–29
Bar codes, 92–93

236
Collision shield, 52–55
Colorado River, 214–215
E Ecosystems
desert, 148, 152–153
Early warning systems grassland, 149, 154–155
Columns, in tables, 226
for earthquakes and volcanoes, Pacific Northwest forest, 148,
Communication 190–191 150–151
cell phones, 88–89 for tsunamis, 192–193 temperate forest, 149, 156–157
Code Talkers, 94–95
Ears El Salvador, 172
with dogs, 138–141
of an elephant, 117
of elephants, 116 Electric circuits, 46–49
hearing, 31, 127
tracking animals, 100–101 Electric guitar, 45
Earth Science, 144–222
Congressional Gold Medal, 94–95 Electrical current, 44–45
Earthquakes
Constraints, 54, 98, 196 Electrical energy (electricity)
building to minimize damage, 15,
Core-suspended isolation system electric circuits, 46–49, 230
188–189, 202–209
(CSI), 204–205 electric current, 44–45
as cause of landslides, 173
generation of, 50–51, 60, 68–71
Creativity, in science, 14, 144–145 as cause of tsunamis, 174, 184–185,
transfer and transformation of,
Criniods, 216 192, 202–203
44–45, 66–67
causes and damage of, 178–183
Crisis mapper, 220–221
causes of, 10–11 Elephant
Criteria, 54, 98, 196 in Chile, 10–11 Asian Elephants, 116
Culhane, Thomas Taha Rassam, early warning systems, 190–191 bones and muscles of, 120–121
56–62 in Haiti, 220–221 communication of, 116, 122–123
Cyanotype, 39 locations of, 200–201 external structures of, 116–117
seismograph, 194–197 food for, 116, 118–119

D Earth’s surface
Badlands National Park, 210–211
internal organs of, 118–119
recording sounds of, 122–123
Data Emergency vehicles, 96–97
early warning systems for natural
analysis and interpretation, 10,
hazards, 190–193 Energy
12, 106–107, 145, 200–201
earthquakes, 174, 178–183, of ball’s motion, 22–27
comparing, 64
184–185, 200–201, 202–203, 220–221 of carnivals, 20–21, 44–45
observing and collecting, 12
effects of ice, 158, 168–169 of earthquakes, 180
organizing, 201
landslides, 172–173 electricity, 44–45, 66–67
recording, 4–5
living things’ effects on, 158, 160, finding solutions to problems,
tables and graphs
170–171 56–67
organizing, 226
movement of the crust, 8–9 generation of electricity, 50–51,
Deciduous trees, 156–157 patterns of water and land 60, 68–71
Deep ocean trench, 199 features, 198–201 heat, 40–43
Deer Isle, Maine, 161 reducing the impact of natural impact of use in the U.S., 74–75
hazards, 188–189 of light, 34–37, 58, 62–65, 70–73
Deposition, 161, 162–163
tsunamis, 179, 184–185 of motion, 50–51
Deserts, 148, 152–153
volcanoes, 178–179, 186–187 nonrenewable resources, 68–69,
Digital map, 86–87 weathering, erosion, and 72–73, 74–75
Digitized information deposition on, 158–173, 174–177, nuclear power, 69, 73
for cell phones, 88–89 214–217 renewable resources, 70–75
for GPS, 86–87 East Pacific Rise, 198 resources and the environment,
Dog psychology, 138–141 72–73
Eastern diamondback rattlesnake,
sound, 30–33, 80–81
Dog Psychology Center, 139 132–133
sources of, 229
Dog Whisperer, 138–141 Eastern temperate forest, 149,
speed and, 22–25
Dogwood trees, 150, 157 156–157
from the sun, 34–37, 39, 58, 113
Douglas fir tree, 151 EBird, 103 sustainable energy, 56, 58

237
 transfer of, 26–27, 32–43, 44–45, Fire trucks, 96–97 Harris’s hawks, 152
76–77, 82–83 Fires, 155 Hawai’i, 200
transformation of, 30–31, 34–37,
Flower Hearing, 31, 127
44–77
of a buttercup, 114–115 Heat
in waves, 76–77, 78–79, 80–81
of a wild rose, 110–113 motion transformed into, 30
from wind, 50–51, 70–73
Fog, 150 transfer of energy, 40–43
Engineers
Force, 24–25, 26–29 transformation into motion, 68
biomedical engineer, 2–4, 7,
transformation of electricity
106–107, 143–145, 223 Forests
into, 45
creativity of, 14, 144–145 Eastern temperate forest, 149,
156–157 Helmets, 52, 54–55
developing tools, 10
logical thinking, 14 Pacific Northwest forest, 148, Herschel, John, 39
See also Science and Engineering 150–151 Hot springs, 212
Skills Fossil fuels Hutton, Kate, 14
Environment effect on the environment,
Hydroelectric dams, 70, 72–73
effect of energy resources on, 72–73
Hypothesis, 12
72–73 as nonrenewable resources,
use of waste products, 58–61 68–69

Erosion Fossils, 210–211, 216, 219 I

definition of, 160 Fruit of a wild rose, 113 Ice, changes in Earth’s surface, 158,
gravity’s role in, 172–173 160, 161, 168–169
by ice, 168–169
model of, 166–167
G Iceland, 212–213
Igneous rock, 212
observation of and solutions to, Game buzzer, 66–67
Iguana, 152
174–177 Gases from volcanoes, 187, 191
prevention of, 177 Inferences, 10
Gastropod fossil, 217
by water, 160, 164–165, 174 Information technology
Generators, 50–51, 68–69
by wind, 160, 162–163 cell phones, 88–89
Geysers, 212
Eruption, 186–187 GPS, 86–87
Glaciers, 168–169 using a code, 90–91
Evacuation, 190
Global Positioning System (GPS), Infrasound, 122–123
Evergreen trees, 150, 151
86–87
Insects, 113, 155, 171
Evidence
Gophers, 171
collecting, 10, 12, 14, 16 International Space Station, 52–55
Grand Canyon, 214–215
giving, 33, 37, 43 Investigate
identifying, 214–217 Graphs, using, 226–229 Collisions, 28–29
science knowledge from, 10 Grasslands, 149, 154–155 Earthquakes, 182–183
Experiments, in science, 12 Gravity Electric Circuits, 48–49
causing landslides, 172–173 Heat, 42–43
Explore on Your Own, 33, 43, 49,
erosion and deposition by, 160 How Waves Move Objects, 82–83
85, 131
How We See, 130–131
Eyes Great Rift Valley, 201
Light, 36–37
of an elephant, 117 Great Tohoku Earthquake,
Practicing Science, 16–17
sight, 34, 127–129 184–185
Sound, 32–33
Speed, 24–25
F H Use a Code, 90–91
Fault lines, 8–9, 180–181, 198–199, Hair dryer, 41 Wavelength and Amplitude, 84–85
212–213 Weathering and Erosion, 166–167
Haiti, 220–221
Fertilizer, 60 Investigations, in science, 12
Hanging valleys, 169
Field guides, 102 Iris, 151

238
J Limestone, 216–217
Liquefaction, 182–183
transformation of energy of to
electricity, 50–51
Japan of water waves, 76–77
Living things. See Animals; Plants
building to minimize damage
Mountain ranges
from natural hazards, 15, 202–205 Longitudinal wave, 80
on land, 198
islands of, 201 Los Angeles, California, 228
in the ocean, 198–199, 212–213
tsunami in, 184–185, 202–203 Loudness, 84
Movement
volcanoes on, 146–147, 186–187
bones and muscles enabling,

K M 120–121
Magma, 186–187, 191 earthquakes causing, 178–183
Kalahari Desert, South Africa, 170 erosion and deposition of
Mali, food preparation in, 63
sediment, 160–161

L Mariana Trench, 199

Marine biologist, 218–219
landslides, 172
of rock and sediment, 160–173
Lake Tingvallavatn, Iceland, 213
Marines, 95 of soil and rock by animals,
Lakes, formation of, 212–213 170–171
Matter, vibration of particles, 40
Land and landforms Mt. Sakurajima, Japan, 186–187
Meerkats, 170–171
in Badlands National Park,

N
210–211 Meier, Patrick, 220–221
ice’s effect on, 168–169 Metamorphic rock, 216
living things’ effects on, 158, 160, National Geographic Explorers
Methane gas production, 58–59, 60
170–171 David Moinina Sengeh, 2–4, 7,
Mid-Atlantic Ridge, 212–213
mid-ocean ridges, 198–199, 106–107, 143–145, 223
Mid-ocean ridge, 198–199, 212–213 Martin Wikelski, 100–101
212–213
mountain ranges, 198 Migration of animals, 100–101 Patrick Meier, 220–221
patterns of, 198–201 Millan, Cesar, 138–141 Thomas Taha Rassam Culhane,
rift valley, 212–213 56–61
Models
weathering, erosion, and of artificial limbs, 143 Native Americans, 94–95
deposition, 158–173 of reflection of light, 131 Natural gas, 68–69, 73
Landslides in science, 12 Natural hazards
cause and effect of, 172–173 of seismographs, 194–197 early warning systems, 190–193
as cause of tsunamis, 179, 184, 192 of senses, 132–133 earthquakes, 178–183
Lava, 186, 212 of weathering and erosion, reducing the impact of, 188–189,
166–167, 174–177 202–209
Laws of Nature, 7
Moles, 171 tsunamis, 179, 184–185
Leaves
More to Explore (Notebook), 223 volcanoes, 178–179, 186–187
of a buttercup, 114–115
of deciduous trees, 156–157 Morse, Samuel, 90–91 Nature of Science, 8–17, 18–19,
of a wild rose, 110–111 106–107, 144–145, 223
Morse code, 90–91, 95
Let’s Explore! (Notebook) Navajo Code Talkers, 94–95
Motion
analyze data, 106–107 of a baseball, 22–27 Nez, Chester, 95
conducting experiments, 18–19 change with collisions, 26–29 Nonrenewable energy resources
creativity, 144–145 energy of, 50–51 consumption in the U.S, 74–75
Life Science, 106–143 of sound waves, 80–81 effect on the environment, 72–73
Light transformation into electricity, types of, 68–69
sight and, 128–131 68, 70–71 Northern saw-whet owl, 157
transfer and transformation of, transformation into sound and
Nose, sense of smell, 127
34–37, 62–65 heat, 30–31
Nuclear power, 69, 73
transformation of electricity into, transformation of electricity into,
44–45 Nutrients, 113
44–45, 46–47

239
O in Eastern temperate forest,
149, 156
metamorphic rock, 216
roots’ effect on, 171
Observations, 7, 10, 13, 219, 223 erosion due to, 174–177 sedimentary rock, 210–211,
Oceans in Pacific Northwest forest, 148, 214–217
deep ocean trench, 198–199 150–151 in volcanic eruption, 186
mid-ocean ridge, 198–199, 212–213 in Southwest desert, 148, 152–153 weathering, erosion, and
Oil, 68–69, 73 Probes, 16–17 deposition of, 160–161, 162–163

Online database, 103 Psychology, 138 Roots

of a buttercup, 114–115
Organisms. See Animals; Plants Purple mat, 153
changes to Earth’s surface, 171
Ornithologists, 103
Q
of a wild rose, 110–111, 113
Oxygen, animals’ use of, 118
Rows, in tables, 226
Questions, of scientists, 7, 10, 14
P S
Pacific Northwest forest, 148, R Safety and Security Center, Japan,
150–151 Radio signals 204–205
Pan flutes, 99 tracking animals with, 100–101
Saguaro cactus, 152
Payne, Katy, 122–123 transmitting GPS information,
Sakurajima volcano, Japan, 146–147
86–87
Peru, 99
transmitting to cell phones, 88–89 San Andreas Fault, 8–9, 200
Petals
Rain forest, 56 San Francisco-Oakland Bay Bridge,
of a buttercup, 114–115
188–189
of a wild rose, 111 Rainfall
in Central Plains grasslands, 149, Sand dunes, 161, 162–163
Physical Science, 18–104
154–155 Sandstone, 166–167, 216–217
Pictographs, 227
in Eastern temperate forest, Saruta, Masaaki, 202–205
Pistil of a wild rose, 112–113 149, 156
Satellite, 86–87, 193
Pitch, 80, 84 erosion due to, 174–177
Schist, 216
Pitchers, 22–23 landslides caused by, 173
in Pacific Northwest forest, 148, Science and Engineering Skills
Plants
150–151 analyzing and explaining your
of Central Plains grasslands, 149,
in Southwest desert, 148, 152–153 results, 64, 67
154–155
analyzing data, 10, 12, 106–107, 145
changes to Earth’s surface, 158, 171 Receiver, 86–87
asking questions, 7, 14
of Eastern temperate forest, 149, Recycling, 56–61
carrying out your research, 74–75
156–157 Redwall limestone, 216 changing variables, 12, 18
fossils of, 210
Reflect on Your Learning, 104, 142, 222 collecting evidence, 10, 12, 14, 16
in Pacific Northwest forest, 148,
Reflection of light, 128–131 collecting information, 14
150–151
communicate information, 75
as source of fossil fuels, 68 Renewable energy resources
comparing your data, 64
of Southwest desert, 148, 152–153 effect on the environment, 72–73
conducting an investigation,
types of, 70–73
Pollen of a wild rose, 113 206, 208
Reproduction, of plants, 110–111, 113
Popcorn, 41 conducting experiments, 18–19
Rift, 212–213 constructing an argument,
Power plant, 44, 46, 68–69
Rift valley, 212–213 114, 124
Prairie chicken, 154
Robins, 171 creativity, 14, 144–145
Prairies, 149, 154–155 defining the problem, 54, 62, 66,
Rocks
Precipitation 93, 98, 174, 196, 206
effects of ice, 168–169
causing landslides, 173 designing equipment, 2–3
at fault lines, 180
in Central Plains grasslands, 149, designing solutions, 3, 52, 223
igneous rock, 212
154–155 discussing your model, 132
240
 doing investigations, 7, 12, 223 biomedical engineer, 2–4, 7, Smartphones, 86–87, 88–89, 92
drafting and finalizing your 106–107, 143–145, 223 Smell, 127
report, 137 crisis mapper, 220–221
Soil erosion, 174–177
drawing conclusion, 14, 29, 211 dog whisperer, 138–141
Solar CITIES, 57
finding a solution, 54, 62, 66, 93, marine biologist, 218–219
98, 174, 196, 206 ornithologists, 103 Solar cooker, 62–65
forming an explanation, 4, seismologist, 12–13 Solar energy, 70–73
106–107 Science in a Snap, waves, 81 Sonoran Desert, 153, 227
giving evidence, 33, 37, 43
Science Notebook SOS, 90
interpreting diagrams, 217
checklist, 104, 142, 222 Sound
logical thinking, 14
keeping, 4–5 digitization of, 88–89
looking for patterns, 4, 106–107
recording data in, 19, 223 hearing, 126–127
making a model, 132
setting up and organizing, 6 infrasound, 122–123
making inferences, 10, 16,
using drawings in, 4–5 transfer of energy, 32–33
106–107
using tables, charts, and graphs transformation of electricity into,
making observations, 7, 10,
in, 4–5, 6, 19 44–45
14, 223
Scientists transformation of motion into,
making predictions, 4
creativity of, 14, 144–145 30–31
observing and collecting data, 12
from different backgrounds and transmission of elephant sounds,
organizing and evaluating your
training, 14–15 116–117
research, 75
teamwork of, 14 as waves, 80–81, 84
organizing data, 201
work of, 12 Southwest desert, 148, 152–153
planning and conducting
See also Science and Engineering
research, 136 Spacecraft, 52
Skills; Science Careers
planning procedures, 12
Sparrows, 100–101
presenting your results or Sediment
erosion and deposition of, 160–173 Speed
solutions, 64, 67, 137, 176, 208
weathering forming, 158–159 change in, 27
recording data, 4–5
energy and, 22–25, 28–29
refining or changing your Sedimentary rock
solution, 55, 64, 67, 93, 99, 176, formation of, 210–211 Stamens
197, 208 in the Grand Canyon, 214–217 of a buttercup, 114–115
revising your model, 132 of a wild rose, 112–113
Seeds
running experiments, 12 of desert plants, 153 STEM Project
sharing your model or solution, of a wild rose, 110–111, 113 Animal Super Senses, 134–137
93, 132 Design a Collision Shield, 52–55
Seismographs, 190, 194–197
solving problems, 3 Design a Seismograph, 194–197
studying evidence, 223 Seismologists, 12–13, 14 Design a Wind Instrument, 96–99
summarizing information, 107 Seismometer, 190 Stems
teamwork, 14 Sengeh, David Moinina, 2–4, 7, of a buttercup, 114–115
testing your hypothesis, 12, 106–107, 143–145, 223 of a wild rose, 110–111, 112–113
18–19
Sense receptors, 126–131 Stories in Science
testing your solution, 55, 64, 67,
Senses, 126–131, 134–137 Captured by Light, 38–39
93, 99, 176, 197, 208
Code Talkers, 94–95
using evidence, 217 Shale, 216–217
A Feel for Fossils, 218–219
using models, 12 Shells, 38–39, 218–219
Listening to Elephants, 122–123
using tables, charts, and graphs, Shimizu Corporation, 202–205
Sun, energy from, 34–37, 39, 58, 113
4, 226–229
Sideband snail, 151
See also Thinking Skills Surfer, 76–77
Sierra Leone, Africa, 3, 223
Science Careers Sustainable energy, 56, 58
Sight, 34, 127–129, 134
acoustic biologist, 122–123 Switch, 46, 66
animal tracker, 100–101 Skeletal muscles, 120

241
T apply, 13, 15, 27, 39, 41, 45, 81, 87,
131, 167, 201
Transfer of energy
of baseball’s motion, 26–29
Tables, using, 226 cause and effect, 113, 149, electricity, 44–49
Tanzania, energy needs in, 57, 151, 155, 157, 163, 171, 173, heat, 40–43
58–59 181, 183, 213 light, 34–41
Taste, 127 classify, 163 sound, 30–33
compare, 17, 23, 33, 81, 89, 91, 114, in waves, 76–77, 80–81, 82–83
Taste buds, 127
117, 124, 157, 167, 169, 187 Transformation of energy
Teamwork, 14
conclude, 49, 83, 161 electricity into other forms, 44–49
Technology contrast, 17, 33, 117, 149, 157, 187 by game buzzer, 67
for crisis mapping, 220–221 define, 41, 45, 129, 149, 157, 171, 179, generation of electricity, 50–51,
eBird, 102–103 181, 211 68–71
for generating energy, 74–75 describe, 11, 17, 25, 29, 47, 49, 77, by “home-scale” biodigester,
GPS, 86–87 85, 95, 103, 117, 123, 151, 155, 163, 58–61
recording equipment, 122–123 191, 193 light from the Sun, 34–37, 58,
for reducing damage of natural evaluate, 73, 111, 117, 189, 219 62–65, 70–73
hazards, 188–189, 202–209 explain, 11, 13, 23, 25, 29, 39, 51, 61, of motion into sound and heat,
of scientists, 3, 13, 16 91, 95, 103, 111, 121, 123, 129, 131, 30–31
seismometer, 190 153, 159, 165, 169, 173, 183, 185, 191, recycling waste products, 56–62
tilt meters, 191 193, 205, 211, 219 by a solar cooker, 62–65
tsunami warning buoy, 192–193 generalize, 114, 124, 161, 165
Transmission of waves, 86–87
Telegraph, 90–91 identify, 13, 69, 113, 119, 127, 151,
Transverse wave, 76
Temperate forests, 156–157 187, 213
infer, 27, 31, 35, 37, 71, 77, 79, 121, Trees
Temperature, 191, 228
123, 129, 153, 155, 157, 173, 179, 181, in Central Plains grasslands,
Thermal energy, 40–43 213, 217 154–155
Think Like a Scientist interpret, 69, 199, 201 changes to Earth’s surface, 171
Analyze and Interpret Data, list, 69, 71, 111, 114, 124, 179 in Pacific Northwest forest, 148,
200–201 make judgments, 73 150–151
Construct an Argument, 114–115, name, 27, 121 in temperate forests, 156–157
124–125 observe, 33, 43 Trillium, 157
Identify Evidence, 214–217 predict, 37, 43, 47, 49, 213 Trilobite fossil, 216
Obtain and Combine Information, recall, 31, 35, 45, 51, 79, 153, 159,
Tsunami warning buoy, 192–193
74–75 161, 185
Use a Model, 132–133 relate, 41, 71, 83, 127, 205 Tsunamis
research, 187 aid to survivors of, 220–221
Think Like an Engineer
restate, 87 building to minimize damage,
Building for the Future case
review, 189 202–205
study, 202–205
revise, 183 causes and damage of, 179, 184–185
Compare Multiple Solutions,
selecting topics, 136 detection technology, 192–193
92–93
Design, Test, and Refine a Device, sequence, 89, 119, 217 Turbines, 50–51, 68–69, 70, 72
62–67 summarize, 15, 185, 205, 219
Finding Solutions to Energy See also Science and Engineering
Skills
U
Problems (Case Study), 56–61
United States
Generate and Compare Solutions, Thorns, 111
Badlands National Park, 210–211
206–209 Tiltmeters, 191 Central Plains grassland, 149,
Make Observations, 174–177
Toadstool caprocks, 163 154–155
Thinking Skills earthquakes in, 180–181
Toilet wastes, 60
analyze, 17, 39, 61, 73, 85, 91, 103, Eastern temperate forest, 149,
113, 119, 167, 199, 201 Touch, 127
156–157

242
 Grand Canyon in, 214–215
Pacific Northwest forest, 148,
W White-tailed deer, 157
Wikelski, Martin, 100–101
150–151 Waffle iron, 45
Wild rose
Southwest desert, 148, 152–153 Warbler, 80–81
external structures of, 110–111
Yosemite National Park, 168–169 Waste products, 58–61 internal structures of, 112–113
Zion Canyon, Utah, 164–165
Water Wind
U-shaped valleys, 169 animals’ use of, 118 generation of electricity, 50–51,
erosion and deposition by, 70–73
V 160–161, 164–165 weathering, erosion, and
monitoring in volcanoes, 191 deposition by, 158–163
Valleys, types of, 169
patterns of, 198–201
Variable, 12, 18 Wind instruments, 96–99
transportation of in plants, 113
Veins of plant leaves, 113 Wind turbines, 50–51, 72
weathering by, 158–159
Vermeij, Geerat, 218–219 Wolves, structures of, 124–125
Water turbines, 50, 70
Vibrations Women
Water waves, 76–83, 179, 184–185,
of infrasound, 122–123 acoustic biologist, 122–123
192–193
of particles of matter, 40 photographer, 38–39
Wavelength, 79, 80, 84–85, 96
of sound, 30–33, 80, 116, 126 Woodchucks, 171
Waves
technology for reducing damage Worms, 171
how they move objects, 82–83
from, 188–189, 202–209
longitudinal, 80–81 Writing Skills, 135–137
Virgin River, 164–165
properties of, 78–81, 84–85
Volcanoes
cause and effect of eruption,
radio signals, 86–89
transfer of energy, 76–77
Y
Yellow warbler, 80–81
178–179, 186–187 transverse, 76
as cause of landslides, 173 tsunamis, 179, 184–185, 192–193 Yosemite National Park, 168–169
as cause of tsunamis, 174, 184
Weathering
early warning systems, 190–191
of Hawai’i, 200
causes of, 158–159, 162–163 Z
formation of sediment, 160 Zabaleen trash pickers, 60
in Iceland, 212
model of, 166–167
in Japan, 146–147, 186–187 Zion Canyon, Utah, 164–165
Western tanager, 151
locations of, 200–201
Whiskers, 127
Volume, 80

243
 Notes

EXP_SCI_CA_TE_NOTES.indd 30 11/05/18 5:59 pm

 Notes

EXP_SCI_CA_TE_NOTES.indd 31 11/05/18 5:59 pm

 Notes

EXP_SCI_CA_TE_NOTES.indd 30 11/05/18 5:59 pm

 David Moinina Sengeh is a
biomedical engineer, a data
scientist, and a National Geographic
Explorer. David designs equipment
for people with injuries. Wearing
the equipment he designs helps
them move more easily.

ABOUT THE COVER Far from sources of light pollution,

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