Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Read about bats. As a class, discuss the good things bats do for the environment. Invite a bat specialist in to participate in the discussion.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
As a group, discuss the meanings and the reasons that certain phrases containing the word "bat" and why they might have been included in our language. Example: a person who is "batty," they have "bats in their belfry", "blind as a bat." Find others.
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Here is a bat activity based on the patterns of Pascal's Triangle. Students will identify the patterns.
Use place value understanding to round multi-digit whole numbers to any place.
Study several books and websites on bats. Science Trek and National Geographic Kids could be great resources. Find numerical values related to the lives of bats. Round these numbers to any place value as determined by the teacher.
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Examples of patterns could include that all animals need food in order to live and grow, and the different kinds of food needed by different types of animals. Animals obtain their food from plants or from other animals.
Use materials to design a solution to a human problem by mimicking how plants or animals use their external parts to help them survive, grow, and meet their needs.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek and take in food.
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Plants depend on animals for pollination or to move their seeds around. Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Decomposition eventually restores (recycles) some materials back to the soil. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases and water from the environment, and release waste matter (gas, liquid, or solid) back into the environment Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Populations of animals are classified by their characteristics. An example of cause and effect relationships could be animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
Use argument supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.
In multicellular animals, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues. Tissues form organs that are specialized for particular body functions.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments are shared. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.
Natural selection leads to the predominance of certain traits in a population, and the suppression of others. Emphasis is on using concepts of natural selection in animals, such as overproduction of offspring, passage of time, variation in a population, selection of favorable traits, and heritability of traits.
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity describes the variety of species found in Earth's ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. Changes in biodiversity can influence ecosystem services that humans rely on.