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ELA G4:M3A:U2

Scientific Research: Researching Simple Machines: How They Help do Work

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Setting Purpose for a Deeper Study of Simple Machines

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using specific details from the text. (RI.4.1)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can recall information that is important to a topic. (W.4.8)
  • I can self-assess my progress toward the learning targets.
  • I can identify what I already know about simple machines and what I want to learn.
  • I can ask questions about simple machines.
  • I can follow our class norms when I participate in a conversation.
  • Tracking My Progress, End of Unit 1 recording form
  • Simple Machines KWL anchor chart
  • Page 10 of Simple Machines Science journal
  • Concentric Circles

Lesson 2Reading a Scientific Experiment: The Inclined Plane

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can describe the organizational structure in an informational text (chronology). (RI.4.5)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • I can explain what happens before, during, and after a scientific experiment.
  • I can explain how the directions in a scientific experiment are a form of informational text that involves a procedure.
  • I can document what I observe during a scientific experiment.
  • I can construct a conclusion statement that describes what I learned about inclined planes.
  • Simple Machines Science journal: Science Experiment note-catcher (page 11)
  • None

Lesson 3Reading Scientific Text: Learning More about the Inclined Plane

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • I can find the meaning of scientific and academic words related to the inclined plane.
  • I can determine important information about inclined planes and how they help people do work.
  • I can document what I learn about inclined planes in my own words.
  • Students’ gist statements (homework from Lesson 2)
  • Simple Machines Science journal (page 12: Inclined Plane Research Notes)

–   Vocabulary note-catcher

–   Diagram

  • Constructed response captions
  • None

Lesson 4Reading a Scientific Experiment: The Lever

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in scientific text, using specific details in the text. (RI.4.3)
  • I can describe the organizational structure in an informational text (chronology). (RI.4.5)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • I can explain what happens before, during, and after a scientific experiment.
  • I can explain how the directions in a scientific experiment help me understand what a lever is and how it works.
  • I can document what I observe during a scientific experiment.
  • I can construct a conclusion statement that describes what I learned about levers.
  • Simple Machines Science Journal: Science Experiment note-catcher (page 13)
  • None

Lesson 5Reading Scientific Text: Reading Closely about the Lever

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • I can find the meaning of scientific and academic words as I read a text about levers.
  • I can determine important information about levers and how they help people do work.
  • I can document what I learn about levers in my own words.
  • Simple Machines Science journal (page 14)
  • Vocabulary note-catcher
  • Diagram
  • Constructed response questions
  • Captions
  • None

Lesson 6Science Talk: Synthesizing What We Know about the Inclined Plane and Lever

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can identify the reason a speaker provides to support a particular point. (SL.4.3)
  • I can identify evidence a speaker provides to support particular points. (SL.4.3)
  • I can effectively participate in a Science Talk about simple machines.

     a.  I can prepare for the Science Talk by using evidence from the Simple Machines texts.
     b.  I can build on others’ ideas when responding to their statements and questions.
     c.  I can ask questions on the topic being discussed.
     d.  I can follow our class norms when I participate in a conversation.

  • Simple Machines Science journals (pages 9 and 15)
  • Science Talk Criteria checklist
  • Quiz-Quiz-Trade
  • Science Talk

Lesson 7Making Connections to Vocabulary and Mid-Unit Assessment: Interactive Word Wall and Reading and Answering Question about Screws

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • I can make connections between the meanings of vocabulary words related to simple machines.
  • I can document what I learn about a simple machine in my own words.
  • I can find the meaning of scientific and academic words related to a simple machine.
  • I can determine important information about a simple machine and how it helps people do work.
  • Mid-Unit 2 Assessment: Reading and Answering Questions about Screws
  • Tracking My Progress, Mid-Unit 2 recording form
  • Interactive Word Walls

Lesson 8Reading Scientific Text: Reading Closely about the Pulley

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • I can find the meaning of scientific and academic words related to the pulley.
  • I can determine important information about pulleys and how they help people do work.
  • Simple Machines Science journal (page 16: Pulley Research Notes)
  • Vocabulary note-catcher
  • Diagram
  • Constructed Response
  • None

Lesson 9Reading Scientific Text: Reading Closely about the Wheel and Axle

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • I can find the meaning of scientific and academic words related to the wheel and axle.
  • I can determine important information about wheels and axles and how they help people do work.
  • I can document what I learn about wheels and axles in my own words.
  • Simple Machines Science journal
  • Vocabulary note-catcher
  • Diagram
  • Constructed Response
  • None

Lesson 10Reading a Scientific Experiment: The Pulley and Wheel and Axle

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in scientific text, using specific details in the text. (RI.4.3)
  • I can describe the organizational structure in an informational text (chronology). (RI.4.5)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can explain what happens before, during, and after a scientific experiment.
  • I can explain how the directions in a scientific experiment help me understand what a pulley and wheel and axle are and how they work.
  • I can document what I observe during a scientific experiment.
  • I can construct a conclusion statement that describes what I learned about pulleys or wheels and axles.
  • I can follow our class norms when I participate in a conversation.
  • Simple Machines Science journal: Science Experiment note-catcher (pages 18 or 19)
  • Four Corners Teacher observations
  • None

Lesson 11Science Talk: Synthesizing What We Know about Simple Machines

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can identify the reason a speaker provides to support a particular point. (SL.4.3)
  • I can identify evidence a speaker provides to support particular points. (SL.4.3)
  • I can effectively participate in a Science Talk about simple machines.

a.  I can prepare for the Science Talk by using evidence from the Simple Machines texts. 

b.  I can build on others’ ideas when responding to their statements and questions.

c.  I can ask questions on the topic being discussed.

d.  I can follow our class norms when I participate in a conversation.

  • Simple Machines Science journals (page 20: Preparing for a Science Talk)
  • Science Talk Criteria checklist
  • Quiz-Quiz-Trade
  • Science Talk

Lesson 12Connecting Key Vocabulary and End-of-Unit Assessment Part I: Reading and Answering Questions about Wedges

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • I can make connections between the meaning of vocabulary words related to simple machines.
  • I can document what I learn about a simple machine in my own words.
  • I can find the meaning of scientific and academic words related to a simple machine.

I can answer questions about simple machines and how they work using details from a scientific text.

  • End of Unit 2 Assessment, Part I: Reading and Answering Questions about Wedges
  • Tracking My Progress, End of Unit 2, Part 1 recording form
  • Interactive Word Walls

Lesson 13Connecting Key Vocabulary and End of Unit Assessment Part II: Reading and Answering Questions about Experiments

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • I can describe the organizational structure in an informational text (chronology). (RI.4.5)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can explain what happens before, during, and after a scientific experiment.
  • I can document what I observe during a scientific experiment.
  • I can construct a conclusion statement that describes what I learned about wedges.
  • End of Unit 2 Assessment, Part II: Reading and Answering Questions about Experiments
  • Concentric Circles

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