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4th grade weather instruments quiz5/12/2023 S4L1: Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem. S4P3.c: Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks. S4P3.b: Construct an argument to support the claim that gravitational force affects the motion of an object. S4P3.a: Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results. ![]() S4P3: Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces. S4P1.b: Plan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected by the mirror using different angles. S4P1.a: Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent. S4P: Physical Science S4P1: Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects. S4E4.d: Construct an explanation based on research to communicate the difference between weather and climate. ![]() S4E4.c: Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to predict weather events. S4E4.b: Interpret data from weather maps, including fronts (warm, cold, and stationary), temperature, pressure, and precipitation to make an informed prediction about tomorrow’s weather. S4E4.a: Construct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and anemometer) are used in gathering weather data and making forecasts. S4E4: Obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather charts/maps and collected weather data. S4E3.b: Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation). S4E3.a: Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. S4E3: Obtain, evaluate, and communicate information to demonstrate the water cycle. S4E2.c: Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes. S4E2.b: Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). S4E2.a: Develop a model to support an explanation of why the length of day and night change throughout the year. It is the conditions or the state of the atmosphere with respect to heat or cold, wetness or dryness, calm or storm, clearness or cloudiness.S4E: Earth and Space Science S4E2: Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. Weather is the state of the atmosphere at a particular time. Sometimes, we close our window because the weather is cold…Īsk and discuss the meaning of weather. When we are feeling heat, we open our door and windows for more ventilation. Sometimes, weather determine the kinds of water (cool or warm) we used for bathing, drinking. The main reason for the above is WEATHER. We bath with warm water when the weather is cold, drink chill water when the weather is hot, etc. Pupil’s Activities – The main reason is weather. Teacher’s Activities – Ask the pupils to state the major reason for the following –ĥ. ![]() ![]() CONTENT OF THE LESSON LESSON 1 – INTRODUCTORY ACTIVITIES
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