Grade 04 Science - EC: S4.A.1.3.5

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.1.3.5 S4.A.1.3.5

Provide examples, predict, or describe how everyday human activities (e.g., solid waste production, food production and consumption, transportation, water consumption, energy production and use) may change the environment.

Activities

What are two ways people can dispose of solid waste?
Give two examples of how humans have changed the environment for their benefit.

Compare and contrast two forms of modern transportation. What are the advantages and disadvantage of each?
Many changes humans have made to the environment harm animal habitats. Name one of these changes and explain how it negatively affects animal habitats.

Humans produce energy in many different ways. Which source do you think is best for environment? Explain your thinking with at least three facts.

Answer Key/Rubric

Answers may include, but are not limited to: recycle, landfill
Answers may include, but are not limited to: constructing roads, houses/apartment buildings, farms, grocery stores, shopping malls, office buildings, factories
Modern forms of transportation include: cars, trucks, busses, planes, motorcycles, boats, etc. Students should be able to give examples of how two forms of transportation are similar as well as different. Student should also have advantages and differences (students might have listed the advantages and differences while comparing and contrasting).
Some examples of changes humans have made to the environment include, but are not limited to: building roads, building houses/apartments/office buildings, bulldozing trees for paper products. Student should adequately explain how any of these examples are detrimental to animal habitats.
Some examples of how energy is produced include, but are not limited to: solar power, wind power, hydroelectric energy, biomass, hydrogen and fuel cells, geothermal power, fossil fuels. Student answers will vary. Use the following rubric to evaluate responses.

Needs Improvement or Reinforcement	Basic Understanding	Mastery
Student list three facts about an energy source to defend their thinking.	Student can list three accurate facts about an energy source and clearly explain their thinking.	Student can list more than three accurate facts about an energy source and clearly explain why it is the best energy source for the environment.