Understanding Change

By Deanna Sitzman and Betsy Sobczyk

In this unit we have helped students to define change, and explore how those changes have and still do occur in the biosphere, hydrosphere, and atmosphere. We have incorporated both a first grade level and a fourth grade level plan so the experimenting can be done cooperatively and the process of learning is done by inquiry method using the fourth graders to help the first graders giving them a more informed aid to help them use deductive reasoning powers. Much of science and mathematics has to do with understanding how change occurs in nature and in social and technological systems, and much in technology has to do with creating and controlling change. This is stated in the Benchmarks for Science. Being able to identify those parts of a system that can or do remain constant and those parts of a system that can or do change is often essential in analyzing how and why change occurs. In the primary classrooms students should understand that things in their environment change in some ways and stay the same in some ways. They can observe and in many cases measure those changes. As the student progresses to 4th grade, they should be able to use their understanding of certain features of things that remain constant and observe and measure changes as well as define them. They should be able to monitor the ways things change in steady patterns, repetitive patterns, or in irregular ways. Their use of graphs, diagrams, as well as oral interpretation should be the means to communicate those changes in pattern.

  • Lesson 1 - Original
  • Lesson 2 - Adapted from Project Learning Tree Lesson "Tree Cookies"
  • Lesson 3 - Adapted from workshop of Global Environmental Change, UNL, Summer 2000. 2000. 2000. 2000. 
  • Lesson 4 (This lesson has been lost) - Adapted from Aims Activities Grades K-3,  Primarily Earth, Lesson "What is rain?"
  • Lesson 5 - Adapted from Science Series Texts DISCOVERY WORKS published by Silver Burdette, 1999, Level 1, Weather and Seasons, Unit B Lesson 2,3.
  • Implementation and Assessment
  • Curriculum Standards

Lesson 1: Introduction to Change

Science Theme: Constancy and Change

  • Students observe change in environment around Mrs. Sitzman's house
  • Students observe constancy in environment around Mrs. Sitzman's house.
  • Students predict the effect on the environment after the trees were cut down.

Concept: Change is always occurring, every change has an affect on something else.

Objectives: (1st grade)

  • After observing the pictures of Mrs. Sitzman's house, define change.
  • Recognize that every change affects something else.
  • Predict changes that occurred when the trees were cut down.

Objectives: (4th grade)

  • After observing the pictures of Mrs. Sitzman's house, define change.
  • Recognize that every change affects something else.
  • Predict changes that occurred when the trees were cut down.
  • Define atmosphere, hydrosphere, geosphere, biosphere, system, input, output.

Activity 1

Grouping: Small groups of 3-4 (two 4th graders and two 1st graders)

Materials:

2 Pictures of Mrs. Sitzman's house; one before trees were cut down; one after trees were cut down
Science journal

Advance Preparation:

Prepare 2 pictures of same location, one before trees were cut down, one after trees were cut down.

Teacher's Guide:

  • Discuss with students the affect a tree has on an area.
  • Have students look at the first picture (with trees). Have students describe what they see in the picture. Define what they see as a System: A group of interacting parts that function as a whole. Identify the input: things added to a system that cause change and output: things that come out of the system because of a change to the system; of the system. Tell students that they are describing the environment around the house.
  • Have students look at the second picture (without trees). Have students describe the environment in the picture.
  • Ask the students to compare and contrast the environment in the pictures.
  • Have students look for signs of visible changes made to the system. Make sure the students discuss the shade that was caused by the trees.
  • Define for the students: 
    • Hydrosphere = water system of the earth (water)</.LI>
    • Geosphere = system related to the earth itself (land)
    • Biosphere = biological system of the earth (plant and animal life)
    • Atmosphere = system of air surrounding the earth (air)
  • Have students look for changes you can see, and changes that you can not see, and group the changes into the correct system that was affected by the change.
  • Ask students to predict the changes that would happen inside the house as a result of the missing trees, and how the inside changes affect the environment around the house.

Closing:

Have students look at their completed charts. Ask: What are the visible changes you observed in the pictures? What are, the changes you could not see? How did these changes all affect each other? How will the changes continue to affect the system?

Lesson 2: Tree Cookies

Student Steps:

  1. Look at the first picture (with trees), observe the environment around the house.
  2. Look at the second picture (without trees), observe the environment around the house.
  3. Compare and contrast the environment in the two pictures.
  4. Look for signs of visible change.
  5. Group changes made to the hydrosphere, geosphere, and biosphere when the trees were removed.
  6. Predict the changes on the inside of the house, how these changes were caused by outside changes, and the effect these changes will have on the outside environment.

Science Theme: Biosphere changes

Students observe a cross section of a tree and observe how changes in the tree's growth have occurred over time. They will also deduce that environmental conditions have affected the tree's growth and change.

CONCEPT: Organisms change throughout their lifetimes, many over long periods of time. While every organism goes through a life cycle of growth, maturity, decline, and death, its role in the ecosystem also changes.

Objectives: (1st Grade)

  • Students will be able to count how old a tree is by its rings.
  • Students will infer from a tree's rings what damage or stress might have occurred in its life.
  • Students will be able to make a model of how human history coincides with a tree's rings.

Objectives: (4th grade)

  • Students will be able to count how old a tree is by its rings.
  • Students will infer from a tree's rings what damage or stress might have occurred in its life and
  • Students will be able to make a model of how human history coincides with a tree's rings.
  • Students will be able to identify the parts of a tree system and what those parts contribute to the life of the tree.

Materials:

Paper plate, tree cookies (one per group), small paper labels, optional hand lenses, an d Science Journal.

Background:

By counting a tree's growth rings, you can tell its age. Every growth season a tree adds a new layer of wood to its trunk. Each ring has two parts: a wide light part (early wood) and a narrow, dark part (late wood) The early wood grows due to the wet, spring growing season. During the transition from the drier summer to fall and winter, growth slows and the late wood forms. The rings provide clues about the climate or weather of the area over time and evidence of disturbance to and around the tree, such as fires and floods. The shape and width of the annual rings often differ from year to year because of varying annual growth conditions.

Many factors besides weather can affect a tree's growth. Accordingly, tree rings reflect a tree's response to such stressors as root damage, disease, and competition from other plants. Sometimes a disturbance will occur after a tree's growth, producing a narrow or misshapen ring. To study a tree's growth rings without harming the trees, scientists use a technique called coring. By drilling into the center of a tree trunk with a hallow instrument called an increment borer, they can remove a long, narrow cylinder of wood (called a core sample). The growth rings of the tree appear as lines on the core sample.

The trunk provides support for the branches, which in turn support the tree's leaves. The trunk and branches contain the tree's pipes or tubes that transport water and nutrients to the leaves, and sugar from the leaves to the rest of the tree. They also contain the growing layer of the tree that makes the trunk, branches, and roots of the tree thicker each year. To gain a look at a tree trunk from the inside to the outside and a description of what each layer does please refer to the diagram and definitions attached.

Activity 1

Advance preparation: find a tree service or someone who could cut for you about 10 samples of tree cookies from different trees. The best way to get them to show up well is to varnish the sample. If no samples would be available you can modify the lesson and use the overhead to do the activity together.

Teachers guide:

  1. Divide the group into teams of 4 students - two from 1st and two from 4th grades. Using the overhead for a sample, show how old the tree on the overhead is and how to count the rings and the growth of the tree.
    Help students identify the parts of the tree and their function. Label on the overhead as you go along.
  2. Pass out tree cookies, have students estimate how old the tree was and when the tree cookie was cut. Ask the students how they counted and if they think they are accurate.
  3. Using white paper plates, demonstrate how students are to create a tree cookie using the bumpy perimeter as the bark, the smooth inside edge as the cambium, and center circle as the heartwood. Use hand lenses to observe if available.
  4. Have students each create a tree cookie the same age as themselves. They can use sticky labels to identify when important events in their lives took place such as when they were born, started school, etc.

Make sure they try to chart their growth as well and how many inches they grew in the first year, second and so on. If this information is not available help them to understand that the years of our greatest growth are at the beginning of our lives. How did how they grew affect what they were able to do physically? Were these things related in some way?

Closing:

Ask each student to hand in their paper plate tomorrow after finishing the activity at home to ask and make sure they have gotten the major events in their short lives. If this is completed - have the students share with others in the class their tree cookies on paper plates.

Student assessment:

  1. Look at their tree cookie. Can they tell that fires, or droughts, or floods, can affect the growth of the tree and the changes it undergoes?
  2. When making their life's tree cookies can they also relate that everything is inter-connected as well?
  3. Can they name some other areas in life that are affected by changes in the way they grow?
  4. Can they identify the parts of a tree and tell what use it is to the tree? Can they communicate using the correct terminology and vocabulary? These should be written in their Science Journal for future reference. (4th grade only).
  5. Can they predict what changes this year may have in the tree's growth in the area in which they live?

Lesson 3: Modeling the Greenhouse Effect

Science Theme: Greenhouse Effect

The students perform an experiment to learn about the greenhouse effect. By constructing a physical model of the atmosphere using familiar materials, the students discover that air trapped in a container will heat up more than air in an open container, when both are exposed to the same amount of energy from a light bulb.

Concept: Change in the atmosphere affects the warming of a surface.

Objectives: (1st grade)

  • The student will be able to construct a model of the earth and its atmosphere to study.
  • The student will be able to practice reading and recording data.
  • The student will be able to relate how the closure of the atmosphere will heat up the surface of the earth.

Objectives: (4th grade)

  • The student will be able to construct a model of the earth and its atmosphere to study.
  • The student will be able to predict what the temperatures will do.
  • The student will be able to read accurately a thermometer in Fahrenheit and Celsius degrees and interpret data.
  • The student will be able to graph the results.
  • The student will be able to draw a conclusion from that data and either approve or disprove their hypothesis.

Background:

Global warming is a controversial and yet very complex issue in Environmental Science today. Your job here in this activity is not to help students make a decision whether there is global warming or not, but, rather to help them discover that the earth has an atmosphere that helps us to warm the surface of the earth and what we do to that container can make a difference as to how warm the surface can get.

Activity 1

Advance Preparation: You will need 2 - 2 liter plastic soda bottles, 2 thermometers, 3 strips of thin cardboard, 6 cups of potting soil,. 2 marker pens (one red and one green), 1 roll masking tape, 1 piece of plastic wrap 6 inch x 6 inch, 1 RUBBER BAND, 1 100W Light bulb, 1 clip on lamp, 1 plastic 8-oz. cup, 2 graphing sheets. Construct according to diagrams included in this lesson.

Teachers Guide:

  1. Divide the group into teams of 4 students - two from 1st and two from 4th grades. Explain that the air in the bottles is going to "model" the earth's atmosphere when it is exposed to rays from the Sun (prior teaching and defining should have taken place for the 4th graders on the layers of the earth's atmosphere - stratosphere, troposphere, mesosphere, and thermosphere - defined in 4th grade Discovery Works Science Text - Unit D)
  2. Explain that because the experiment is going to measure the temperature of the air when exposed to the light rays, each bottle needs to have a thermometer inside. Hold up one of the bottles and point out
    1. A thermometer is taped to the inside of the bottle, above the soil.
    2. The scale can be read through the plastic.
    3. The thermometer bulb is covered with paper to protect it from direct rays from the light bulb.
  3. Explain that one of the bottles is the "control" and nothing will be done to it. The second bottle will have plastic wrap over the top with a rubber band securing the plastic wrap.
  4. Have students follow directions as given.
  5. Have students arrange the light bulb equidistant from each bottle with the thermometers at the same angle from the light.
  6. Explain how 2 students will monitor each bottle with one reading the temperature every minute and the other recording the data on the paper given.
  7. When all students are set up - have them turn on their light bulbs and say "go" - then the teacher will monitor the time in minutes for 15 minutes and instruct students when to write down temperatures. Circulate to make sure all students are recording the data correctly.

Analyze the data: (closing)

  1. Ask the students to verbalize and summarize what trends they saw in the experiment. In most cases the students will find the temperature increased, then leveled off, and at the end of the experiment, the open bottle is cooler than the closed bottle.
  2. Ask a series of questions to help the students explain the results of their experiments in their own words and record their answers in their journals:
    1. Why did the temperature go up? (The heat from the light bulb).
    2. Why did the temperature level off? (Heat from the light bulb can get out as well as in. )
    3. Why did the temperature of the closed bottle level off at a higher temperature than the open bottle? (The air inside both bottles is heated. The warm air in the open bottle mixes with the cooler air outside, while the warm, air in the closed bottle is trapped by the plastic top.)
  3. Explain that the phenomenon of heat being trapped in the earth's atmosphere is called the "greenhouse effect". Relate this to the greenhouses we grow plants in in the winter time. Record in their journals the answers to the following questions: How did the air inside the bottles act similar to the earth's atmosphere? What are the differences between the bottles and the earth's atmosphere? Ask the all important question what would happen if there was a hole in the plastic wrap??????

Student assessment:

The 1st graders should be able to describe the greenhouse effect has on the surface of the earth. The 4th graders will graph the results of the two bottles by using the graphs and a red and green marker to show the differences in the bottles. This will demonstrate the difference in how the greenhouse effect is so crucial to the warming of earth's surface.

Lesson 5: Investigating the Sun's Warmth and the Absorption of the Sun's Energy

Science Theme: Constancy and Change

In this lesson, students observe the constancy of the sun's energy and the change in the temperature that results from the amount of sunlight the earth receives. In these activities, students observe the constancy of the sun's energy and the change in temperature resulting from the absorption of the sun's energy by different surfaces.

Concept:

Sunlight warms the earth's surface, which in turn warms the air; the more sunlight the earth's surface receives, the warmer the surface and the air above it becomes.  Some surfaces absorb more of the sun's energy than other surfaces do.

Objectives: (1st grade)

  • Infer that areas receiving direct sunlight are warmer that shaded areas.
  • Demonstrate that some surfaces absorb more of the sun's energy than other surfaces do.
  • Identify different surfaces and communicate the fact that some surfaces absorb more of the sun's energy than other surfaces do.

Objectives: (4th grade)

  • Infer that areas receiving direct sunlight are warmer that shaded areas.
  • Demonstrate that some surfaces absorb more of the sun's energy than other surfaces do.
  • Identify different surfaces and communicate the fact that some surfaces absorb more of the sun's energy than other surfaces do.
  • Graph the heat curve of an assigned surface.

Grouping: Small groups of 3-4 (two 4th graders and two 1st graders)

Materials: (for each group)

  • 1 chocolate kiss
  • 1 sealable plastic sandwich bag
  • 1 thermometer
  • 1 stopwatch
  • journal

Teacher's Guide:

  • Take the students outdoors, have some stand in the sun and some in the shade. Have them identify the objects creating the shade and compare how warm or cool each place feels. Explain that they are sensing the temperature-how hot or cold they feel. Define shade-an area that the sun's rays cannot reach because something is blocking them. Have students practice reading a thermometer with their partner.
  • Have students place the unwrapped chocolate kiss in the bag and observe what the kiss looks like. Have them illustrate this in their science journal. Ask them to predict how the kisses and temperature will change.
  • Assign a location to each group. Suggested locations:
    • in the grass- sun, in the grass-shade;
    • on the concrete-sun, on the concrete-shade;
    • on the asphalt-sun, on the asphalt-shade;
    • on soil-sun, on soil-shade;
    • on wood chips-sun, on wood chips-shade
  • Ask: Which surface do you predict will have the highest temperature? the lowest temperature? (Have 4th graders record their predictions in their science journal.)
  • Have each group place their thermometer and bag in their assigned location.
  • Have the fourth grade students record the temperature in their journal when they get to their assigned spot.
  • The fourth grade students should record the temperature every two minutes for 20 minutes.
  • The first grade student should observe the chocolate kiss during the 20 minutes. Have the first grade student draw their observation of the chocolate kiss after 10 minutes, after 20 minutes. They should note any changes they observe.

Closing:

  • Ask: How did your results compare with your predictions? Why did we have to wait to draw the chocolate kiss? Why was it important to take temperature readings every two minutes? Was there any noticeable change?
  • Have the fourth grade students graph the results of the experiment.
  • Have each group present their results/graphs to the class and explain why they think they got the results they did.

Student's Steps:

  1. Predict what will happen to the temperature and the chocolate kiss in your assigned location. Record your prediction in your journal.
  2. Put a chocolate kiss into a plastic bag.
  3. Place your bag in the assigned location.
  4. (4th grade) Take a temperature reading as soon as you get to your assigned location, and record it in your journal. (1st grade) Draw a picture of your chocolate kiss in your journal.
  5. (4th grade) Take a temperature reading every 2 minutes and record it in your journal. (1st grade) After 10 minutes, draw a picture of the chocolate kiss in your journal, and describe the changes you see.
  6. (4th grade) Graph the results of the experiment. (1st grade) After 20 minutes, draw a picture of the chocolate kiss in your journal, and describe the changes you see.
  7. Share the graphs/drawings with the rest of the class, tell whether their predictions were correct.
  8. As a class, discuss the results of the experiment.

Lesson Implementation and Assessment

The Unit was written in five separate lessons. We taught the unit the week of November 27 through December 1. The first grade and the fourth grades met together to do all experimenting and discussions. I met together with the fourth graders about 15 minutes before the group time to do introduction and definition of terms and concepts. This was very effective because it helped them to explain the vocabulary and concepts to the first graders using terminology they could understand. The fourth graders were also responsible for the writing and defining of terms in the notebooks as well as all documentation each day. I have sent along a sample copy of one of the workbooks and samples of each day's activities.

The theme of the first lesson was Change and Constancy. The fourth graders already had a good idea of the concepts and could easily define them to me. when presented with the pictures they were able to tell readily what changes would occur. I observed the terminology used in their discussions as well as the responses when I walked around during the group discussion time.  Not only did they include some of the changes and problems with my yard and the missing trees, but some also got into the environmental issues that happen when we cut down trees. I asked them to chart the before and after effects on my yard and house.

The second lesson focused on changes that take place in the biosphere. We had them look at tree cookies and some examples of problems that have hindered a tree's growth and development. Our discussion included many of the problems that a tree can face to inhibit its growth. We demonstrated the parts of a living tree - the cambium, heartwood, etc. by using the children as living models of each part. We assigned the paper place activity using a paper plate to illustrate their "life cookie" (how they have changed and grown. Samples of student work are included in this packet. The activity ranged from very detailed to just some life experiences they have had during certain years of their life.

The third lesson was a lesson on change and constancy in the atmosphere and geosphere of the earth as well as the greenhouse effect. We used the experiment that was done in our class in the summer with the 2 liter bottles demonstrating closed and open systems. After introducing the concepts and definitions to the fourth grade class, they helped the first graders read temperatures in degrees Celsius and could eve see condensation as it formed on the wrap in the closed system. It was very clear during our discussions following the procedure how the air was warmed, but only to a certain temperature and then remained constant. Several students also commented that if a hole was popped in the wrap, the temperature would go down not up. A few of the graphs are included for you to see how the children monitored the temperatures and looked at results.

The fourth lesson was taken from an AIMS lesson on the hydrosphere. The terms condensation, evaporation, precipitation, and accumulation were introduced and define. The water cycle was illustrated on the overhead and then we observed the three baby food jars. As we were watching for results we also took a jar and put a lid on the top and added ice to the top - it was then placed on top of the overhead where it heated. This illustrated very well there is moisture in the air. We demonstrated the constancy of moisture in the air we breathe by using tin cans with warm water colored red and then adding ice to form condensation. When asked where the water came from there were many who told us it came from inside the can - it was only when we revealed that we had red water in the can that they were able to see that air does have moisture and is part of the water cycle. This experiment was very effective and the usage of the scientific terms greatly improved as we discussed and worked together.

The last lesson deals with the exploration of the constancy of the sun and its affect upon the earth's surface. We needed to adapt this lesson to the indoors instead of doing the experiment as stated outside. To demonstrate different surfaces we used different colors of construction paper, the solar power was a light bulb and we used Hershey Kisses to demonstrate how temperatures were affected. We placed thermometers on each surface as well to demonstrate the effect of the paper on the air temperatures. It was an interesting experiment. We found that the degree of melting of the Hershey Kisses varied with the best melting on the fluorescent paper we used. Many of the results were surprising. We expected the black paper to do a better job of melting the chocolate, when we really didn't see any difference between the white and the black paper. The drastic results came on the fluorescent paper with drastic melting and higher air temperatures. This prompted more questions in class which demonstrated well the scientific process - answering questions can prompt even more questions in Science. We then enjoyed a kiss in our mouth to see how fast it would melt on out tongue ....of course we found it to be the most effective. The children enjoyed this experiment very much.

We found a good mix with the first and fourth together. They were well meshed and could really communicate with each other well. We both commented on how much more the first graders learned and were pushed academically with the fourth graders help. Personally, I felt that this project was well received and expanded their thinking processes well. I'm sure we will repeat the process another year.

Curriculum Standards

Grade One

1.1 Unifying Concepts and processes
Unifying concepts and processes help students think about and integrate a range of basic ideas which builds and understanding of the natural world.

1.1.1 By the end of first grade, students will develop and understanding of systems, order and organization. Student demonstration: Use one or more of the five senses to observe objects within the student's environment.

1.1.3 By the end of the first grade, students will develop and understanding of change, constancy and measurement. Student demonstration: Recognize that change can be noted and measured. Recognize that things change in some ways and stay the same in others.

1.1.4 By the end of first grade, students will develop an understanding of form and function. Student demonstration: Demonstrate how the shape of a tool is related to its use.

1.2 Science as Inquiry
Inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of Science.

1.2.1 By the end of first grade, students will develop the abilities needed to do scientific inquiry. Student demonstration: Ask questions about their surroundings. Plan and conduct a simple investigation. Collect scientific information from careful observation. Use simple equipment and tools, such as magnifying glasses, thermometers, and balance scales to extend the senses. Share findings with classmates, families, and community members.

1.5.1 By the end of first grade, students will develop and understanding of the characteristics of earth materials. Student demonstration: Observe that materials of the earth, such as water, support life. Observe that the earth's surface is made up of a variety of rocks, minerals, and soils.

1.5.2 By the end of first grade, students will develop and understanding of objects in the sky. Student demonstration: Recognize that the sun provides heat and light.

1.5.3 By the end of first grade, students will develop and understanding of the changes in the earth and sky. Student demonstration: Describe daily weather changes. Describe seasonal weather changes.

1.6.2 By the end of first grade, students will develop an understanding of science and technology. Student demonstration: Use various tools, such as a magnifying glass, thermometer, or measuring tape, to improve measurements.

1.7 Science in Personal and Social Perspectives
The social perspective of science helps a student to understand and act of personal and social issues. This perspective builds a foundation for future decision making.

1.7.2 By the end of first grade, students will develop an understanding of resources. Student demonstration: Observe and describe how reducing, reusing and recycling help our environment.

Grade Four

4.1 UNIFYING CONCEPTS AND PROCESSES
Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.

4.1.1 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN UNDERSTANDING OF SYSTEMS, ORDER, AND ORGANIZATION. Student demonstration: 

  • Describe how parts make up a whole.
  • Relate how parts of a system affect the whole system.

4.1.2 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN UNDERSTANDING OF CHANGE, CONSTANCY AND MEASUREMENT. Student demonstration:

  • Describe observable changes.
  • Measure a change using appropriate tools a Ènd units of measurement.

4.2 SCIENCE AS INQUIRY
Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding.

4.2.1 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP THE ABILITIES NEEDED TO DO SCIENTIFIC INQUIRY. Student demonstration: 

  • Ask a question about objects, organisms, and events in their surroundings.
  • Plan and conduct a simple investigation.
  • Employ simple equipment and tools to gather data and extend the senses.
  • Use data to support explanations.
  • Communicate procedures, results, and explanations of an investigation.

4.2.3 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN 1UNDERSTANDING OF LIVING THINGS AND ENVIRONMENTS. Student demonstration:

  • Explain how environmental changes affect behavior and survival of living things.
  • Describe how humans and other living things cause positive and negative changes in their environments.

4.5 Earth and Space Science
Earth and Space science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand and use.

4.5.1 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE CHARACTERISTICS OF EARTH MATERIALS. Student demonstration:

  • Identify characteristics of soils, rocks, water, and the atmosphere.

4.5.3 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE CHANGES IN THE EARTH AND SKY. Student demonstration:

  • Describe how slow processes such as erosion, and rapid processes, such as earthquakes change the earth's surface.
  • Describe changes in weather using measurable quantities, such as temperature, precipitation and wind direction and speed.

4.7 Science in Personal and Social perspectives
Personal and Social perspective helps a student understand and act on personal and social issues. This perspective builds a foundation for future actions.

4.7.2 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE CHANGES IN THE EARTH AND SKY. Student demonstration:

  • Describe how processes, such as erosion, and rapid processes, such as earthquakes, change the earth's surface.
  • Describe how changes in weather, and wind direction and speed affect the environment.

4.7.3 BY THE END OF FOURTH GRADE, STUDENTS WILL DEVELOP AN UNDERSTANDING OF ENVIRONMENTAL CHANGES. Student demonstration:

  • Distinguish between natural and human influenced environmental changes.