Telluride
Elementary / Intermediate Integrated Curriculum Map
Grade Level: 4th Grade
Unit:LAND & WATER |
Essential Questions |
LA Expectation/ Standard |
Science Standards |
Project/Activity |
Resources |
Assessment |
|
Month: April/May Objectives: To understand the
relationship between land and water through investigations of stream
systems To understand the
water cycle To become familiar
with landforms |
EQ 1: What are the basic
components of the water cycle? EQ 2: How does erosion
affect the land? EQ 3: How does
precipitation affect the land? EQ 4: What are the basic
components of soil? EQ 5: What are the
components of a stream system? EQ 6: Why do we build dams
and how do they affect a river? EQ7: What are the different
landforms? Vocabulary: See Vocabulary Document |
1a Non-fiction
comprehension 1.b Summarize 1.c Identify main ideas 1.e Sequential order 1.g Word recognition skills 2.c Organize writing 2.e Plan-Revise-Edit 2.h Vocabulary 2.j Communicate effectively 4.d Predictions/Conclusions 4.f/g Use listening skills,
respond 4.i Use brain-storming
techniques to clarify 5.a Information literacy 5.c Take notes 5. d sort information 5.g Take notes from
relevant sources 5.i Self evaluation and
analyze work 6.a Read and respond and
discuss |
1.c. plans and conducts a
variety of simple investigations 1.d. select and use
appropriate tools and tech 2.f. compare measurable
physical properties before and after effecting a change 2.h. understand there are
different types and sources of energy 2.i. recognize that there
are different types of forces 2.j. know that an object’s
speed can be described by recording its position over time 2.k. understand that matter
does not just appear or disappear 4.i. describe natural
processes that change Earth’s surface 4.j. recognize that humans
are affected by natural events 4.n.knows that most of the
earth’s surface is covered by water, that most of the water is salt water in
the oceans, and that fresh water is found in rivers, lakes, underground
sources and glaciers. 5.b. recognize that when a
science experiment is repeated with the same conditions, the experiment
generally works the same way 5.c. understand the use of
models to represent events and objects |
Unit Introduction Intro Day 1: KWL w/
Students in Teams (3) *Science Contract Reviewed
and Signed *Explicit Teaching of
Roles/Jobs Materials Manager Moderator Reporter *Practice of Investigation
Set-Up Process Intro Days 2 and 3:
Telluride Institute Collaboration In-class and Field Trip
Activities: §
A Journey Through the San
Miguel Watershed Read Aloud §
Water Cycle (Path of a
Raindrop) §
Water Use §
Wetlands Metaphors §
Mining and Water w/ Senior
Mahoney §
Mining and Hydroelectric
Power w/ Eric Jacobson §
Water Use with Telski Rep. Deanna Belch §
Water Treatment Plant at
Mill Creek §
Wastewater Treatment Plant
– Valley Floor §
Journey of a Salmon/Trout Explicit Teaching of
Roles/Jobs Materials Manager Moderator Reporter Lesson 1: Lesson
Introduction (EQ 2) Creation of folders Vocabulary View photo cards 1-4 Lesson 2: Introduction of
the water cycle (EQ 1) Creation of a model stream formation Vocabulary Lesson 3: Introduction of
the concept of erosion (EQ 3) Rain simulation. Data recording. Vocabulary Lesson 4: Transform land models into stream tables (EQ 4,5) Landform intro. Observation of erosion. Data recording. Written observation. Lesson 5: Introduction to
the components of soil (EQ 4.5) Data and observation recording. Vocabulary Lesson 6: Reading selection
and class discussion Vocabulary Pore space study. Lesson 7: Reading selection
and class
discussion. Observation and data collection of erosion and deposition Vocabulary Lesson 8: Introduction to
aerial drawings. Vocabulary Lesson 9: Introduction to
stream Terminology (EQ 5). Vocabulary Lesson 10: Model rushing
water (EQ 3). Predict and generate questions. Record observations. Field Trip: Coronet Creek
(optional based on introductory activities with Telluride Institute Comparisons Observations Recording Lesson 11: Investigate the
affect of land on water (EQ 1, 2, 3). Vocabulary Lesson 12: Introduction of
dams(EQ 6) Predict and generate questions. Label and record data. Reading selection. Vocabulary Project Aquatic: “To Dam or
Not To Dam” Persuasive paragraph
introduction; writing of rough and final drafts. Final presentation. Field Trip: McPhee Reservoir Comparisons Observations Recording Lesson 13: Effect of slope
on water Source (EQ 5). Predictions with written and
oral response. Art component: Collage Lesson 14: Interaction of
plants with
land and water (EQ 3, 5). Written observations and
predictions. Vocabulary Lesson 15: Creation of
group Landscapes (EQ 3, 5). Written predictions and
observations. Lesson 16: Testing
predictions. Written observations. |
Main Resources:Network Documents in 4th Grade Faculty Folder
Telluride Institute
Land & Water STC Kit
(
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TG: Teacher’s Guide SA: Student Activity Book B: Teacher Binder Lesson1: Pg. 25: TG Lesson 2: Pg. 35, #3: TG Lesson 3: Vocabulary Quiz 1 B Pg. 51:TG Written Response: B Lesson 4: Pg. 60, #2: TG Record Sheet 4A: SA Written Response: B Lesson 5: Record Sheet 5A: SH Lesson 6: Pg. 85, #1:TG Written Response: B Record Sheet 6A: SH Lesson 7: Pg 96, #2: TG Written Response: B Lesson 8: Pg. 107, 111 TG Written Response: B Lesson 9: Written Response: B Self Assessment: SH Lesson 10: Pg. 129, #4: TG Record Sheet 4A Written Response: B Coronet Creek Journal: B Lesson 11: Pg. 140, #3: TG Vocabulary Quiz 3: B Lesson 12: Pg. 150, #1: TG Record Sheet 12a, SH Written Response: B Persuasive Paragraph Rubric: B McPhee Journal: B Lesson 13: Pg. 164, #7: TG Record Sheet 4A: SH Written Response: B Lesson 14: Pg. 173, #2: TG Record Sheet 14A: SH Written Response: B Lesson 15: Record Sheet 15A: SH Lesson 16: Pg. 194: TG |