Grade 4 UNIT 2 Overview

G4 U2 OVR GRADE 4 UNIT 2 OVERVIEW Weather and Wave Patterns Introduction Knowledge about ever-changing weather conditions including temperature, ocean waves, and wave patterns, winds, and wind speeds is particularly important for the safety of Hawai‘i’s residents, and visitors. Weather forecasts keep surfers and other ocean users informed about ideal surfi ng conditions. They also predict and monitor natural, but destructive events such as tropical storms (hurricanes) and tsunamis, which trigger warnings on radio, TV, newspapers, and websites. In this unit, students are fi rst introduced to weather forecasting and generate questions about how and why forecasts are made. Students use various media resources to see what is included in weather forecasts and why that information is important. Students view or download recent online forecast reports and note the information these reports provide. They also investigate data gathering devices (buoys, radars, satellites, and others) used by NOAA and other scientists and organizations to collect weather data and wave measurements, which are transmitted to data centers where the data is used to create accurate computerized weather models. Through a hands-on activity, students observe and identify waves and other ocean processes, phenomena, conditions, etc. They model waves using tubs of water, and make observations and formulate conclusions about their observations. Students learn that tsunamis are huge swells triggered by powerful Earthquakes, while hurricanes are formed as winds blow over warm water near the equator for sustained periods of time. They are also reminded that tsunamis and hurricanes can have devastating effects once they make landfall, causing considerable damage, and often resulting in the loss of human lives. Although these natural events cannot be prevented, students learn that organizations such as NOAA use sophisticated technology to monitor these events and warn the public many hours or even days before they strike land. Students are also instructed, based on Internet readings, to create a list of suggestions that the public should follow in case of tsunamis or hurricanes. In culminating and review exercises, students demonstrate what they learned in this unit by compiling a safety booklet for anyone who lives, works or plays in or near the ocean. 1 At a Glance Each Lesson addresses HCPS III Benchmarks. The Lessons provide an opportunity for students to move toward mastery of the indicated benchmarks. ESSENTIAL QUESTIONS HCPSIII BENCHMARKS* LESSON, Brief Summary, Duration Why do we want to know the Science Standard 2: The Lesson 1: Why Do We Want to Know? weather? Scientific Process: In this lesson, students brainstorm what should be How is weather forecasted? SC.4.2.1 Describe how the use in a weather forecast. They will get the opportunity of technology has influenced to create a forecast of their own. The students the economy, demography, and will take their created forecast and compare/ environment of Hawai‘i. contrast it with an actual forecast from a media outlet. Students will also discuss how we use Language Arts Standard 6: Oral components of a weather forecast and some of Communications: Conventions the technology that makes weather forecasts and Skills: possible. LA. 4.6.1 Participate in grade- appropriate oral group Two 45-minute periods activities . What are the origins of surfing Science Standard 2: The Optional: Extension Lesson and how has it evolved from Scientific Process: In this lesson, students track the history of ancient Hawaiian times to the SC.4.2.1Describe how surfing from early documentation of he‘e nalu in present? the use of technology has ancient Hawai‘i to current times. Students create influenced the economy, a storyboard by making drawings that show How has technology enabled demography, and environment of the evolution of surfing and surfboard design surfing to evolve over time? Hawai‘i. technology. How has surfing contributed to Social Studies Standard 3: the economy of Hawai‘i? History: Pre-contact Hawaiian Three 45-minute periods History: SS.4.3.1Explain the origins and culture of early Hawaiians. Language Arts Standard 6: Oral Communications: Conventions and Skills: LA 4.6.2 Give short, informal presentations to inform or persuade OVR 2 U 4 2 G 3 OVR 2 U ESSENTIAL QUESTIONS HCPSIII BENCHMARKS* LESSON, Brief Summary, Duration 4 G How does technology enable Science Standard 2: The Lesson 2: How Do We Make Predictions? scientists to predict weather and Scientifi c Process: This lesson begins by having students revisit the surf conditions? SC.4.2.1 Describe how the use questions they generated in Lesson 1. Students of technology has infl uenced will participate in small group internet research to the economy, demography, and learn about the buoys and satellites that provide environment of Hawai‘i. data to the Hawaiian Islands that is used in weather and surf predictions. Language Arts Standard: Reading: Reading Two 45-minute periods Comprehension: LA. 4.2.5 Summarize main points found in informational texts. What are the characteristics Science Standard 1: The Lesson 3: Waves of a wave and how are waves Scientifi c Process: Using a PowerPoint presentation, the teacher formed? SC.4.1.2 Differentiate between introduces basic information about waves and an observation and an inference. how they can be described. Students then How are an observation and an create a wave box and make observations and inference different? Language Arts Standard inferences about how and why the shape of 1:Reading: Conventions and waves changes with shifts in wind. Students can Skills: use these observations to make connections to LA. 4.1.1 Use new grade- the type of data that buoys collect. appropriate vocabulary, including homophones and homographs, Two 45-minute periods learned through reading and word study, including root words, affi xes, and word origins. G4 U2 OVR ESSENTIAL QUESTIONS HCPSIII BENCHMARKS* LESSON, Brief Summary, Duration What is a tsunami? Science Standard 2: The Lesson 4: Extreme Forecasting Scientific Process: Using a PowerPoint presentation, the teacher What is a hurricane? SC.4.2.1 Describe how the use introduces the concepts of tsunamis and of technology has influenced hurricanes. Students individually complete a How is a tsunami different than the economy, demography, and worksheet that compares and contrasts the big surf or hurricane waves? environment of Hawai‘i. basic characteristics of tsunamis and hurricanes, as well as how technology is used to monitor How are technologies used to Language Arts Standard them. In small groups, students use the Internet detect, measure, and monitor 1:Reading: Conventions and to research how technology is used to monitor the possibility of a tsunami or a Skills: tsunamis and hurricanes that might affect anyone hurricane? LA. 4.1.1 Use new grade- who lives, works, or plays in or near the ocean in appropriate vocabulary, including Hawai‘i. homophones and homographs, learned through reading and One 45-minute period word study, including root words, affixes, and word origins. What weather and ocean (i.e., Science Standard 1: The Culminating Lesson: Weather Safety surf) conditions information are Scientific Process: Campaign essential for public safety? SC.4.1.2 Differentiate between Students demonstrate their knowledge of waves an observation and an inference. and wave size, monitoring, and extreme weather How do weather and surf Science Standard 2: The by creating a safety booklet (or other presentation) predictions help the people of Scientific Process: that warns people of dangerous conditions in both Hawai’i? SC.4.2.1 Describe how the use pictures and words. They use both observations of technology has influenced from their life experience and the information How does technology enable the economy, demography, and they have learned in the unit’s lessons, and draw scientists to predict weather and environment of Hawai‘i. inferences. ocean conditions? Two 45-minute periods * “Hawai‘i Content & Performance Standards III Database.” Hawai‘i Department of Education. June 2007. Department of Education. 17 Dec. 2007. 4 G4 U2 OVR Benchmark Rubric I. HCPS III Benchmarks* Below is a general Benchmark Rubric. Within each lesson, there are other assessment tools and additional rubrics speciﬁ c to the performance tasks within each lesson. Topic Scientifi c Knowledge Benchmark SC.4.1.2 Differentiate between an observation and an inference Rubric Advanced Profi cient Partially Profi cient Novice Explain the difference Differentiate between Provide examples Defi ne an observation and between an observation an observation and an of observations and an inference and an inference and give inference inferences examples Topic Science, Technology, and Society SC.4.2.1 Describe how the use of technology has infl uenced the Benchmark economy, demography, and environment of Hawai‘i Rubric Advanced Profi cient Partially Profi cient Novice Explain how the use of Describe how the use of Give examples of how Recognize that the use of technology has infl uenced technology has infl uenced the use of technology has technology has infl uenced the economy, demography, the economy, demography, infl uenced the economy, the economy, demography, and environment of Hawai‘i and environment of Hawai‘i demography, and and environment of Hawai‘i and suggest ways to environment of Hawai‘i conserve the environment Topic Vocabulary and Concept Development Use new grade-appropriate vocabulary, including homophones and homographs,

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