Grade 04 Science - EC: S4.A.3.2.3

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

Instructional activities designed to be integrated into planned lessons
Questions/activities that grow in complexity
Opportunities for differentiation for each student’s level of performance

Related Academic Standards / Eligible Content

S4.A.3.2.3 S4.A.3.2.3

Use appropriate, simple modeling tools and techniques to describe or illustrate a system (e.g., two cans and string to model a communications system, terrarium to model an ecosystem).

Activities

What type of model would you use to show the different physical features of Pennsylvania?
What type of model would you use to compare and contrast two concepts?

Peter’s teacher asked him to create a model to show the lifecycle of a frog. He drew the model shown below. What changes should be made to this model to make it more accurate? Why did you make these changes?

Summarize the steps needed to create a model of your bedroom.

Your teacher asked you to create a model of the water cycle. What type of model will you choose to represent the water cycle? Why do you think this is the best model to use?
Create a model that shows how the orbits of the Earth and moon are related to the Sun. Write a paragraph to explain what your model is showing.

Answer Key/Rubric

Map
Concept map
Answers will vary. Use the rubric below to evaluate student responses.

Needs Improvement of Reinforcement	Basic Understanding	Mastery
Student is unable to improve the model.	Student puts the frog lifecycle in the correct order and is able to explain why they this makes the model more accurate.	Student puts the frog lifecycle in the correct order and is able to explain why this makes the model more accurate. The student adds arrows to show the sequence of stages and connects the adult frog to the eggs to show that the cycle does not end.

Answers will vary. Use the rubric below to evaluate student responses.

Needs Improvement of Reinforcement	Basic Understanding	Mastery
Student is unable to list the necessary steps in order to create a model.	Student summarizes the necessary steps in order to create a model of their bedroom.	Student clearly summarizes the necessary steps in order to create a model of their bedroom. They include the selection of an appropriate model and explain why their model is appropriate.

Answers will vary. Use the rubric below to evaluate student responses.

Needs Improvement of Reinforcement	Basic Understanding	Mastery
Student does not select an appropriate model to represent the water cycle.	Student selects an appropriate model to represent the water cycle and is able to explain why their choice is the best representation.	Student selects an appropriate model to represent the water cycle and is able to explain why their choice is the best representation. Student also explains why other models will not be as useful.

Answers will vary. Use the rubric below to evaluate student responses.

Needs Improvement of Reinforcement	Basic Understanding	Mastery
Student is unable to create an appropriate model to show the relationship between the Earth, moon, and Sun.	Student creates an appropriate model to show the relationship between the Earth, moon, and Sun. The paragraph clearly summarizes the relationship.	Student creates an appropriate model to show the correct relationship between the Earth, moon, and Sun. The paragraph clearly summarizes the relationship.