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6. Teacher Support Materials

State Standards addressed by this unit . . .


Performance Standards

By the end of grade four, students will:

C.4.1 Use the vocabulary of the unifying themes* to ask questions about objects, organisms, and events being studied

C.4.2 Use the science content being learned to ask questions, plan investigations*, make observations*, make predictions*, and offer explanations*

C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations*

C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations*

C.4.5 Use data they have collected to develop explanations* and answer questions generated by investigations*

C.4.6 Communicate the results of their investigations* in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers

C.4.7 Support their conclusions with logical arguments

Michigan Science
Atmosphere and Weather (EAW) V.3

All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time:
1. Describe weather conditions.
Key concepts: Atmosphere is a blanket of air around the earth, air is a substance; see PME-IV.1 e.1 (attributes of substances). Air has temperature—cold, hot, warm, cool. Cloud cover—cloudy, partly cloudy; foggy. Precipitation—rain, snow, hail, freezing rain. Wind—breezy, windy, calm. Severe weather— thunderstorms, lightning, tornadoes, high winds, blizzards.


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