Subject:

Bath School Department 2003-2007
Content Area: Science
Grade: 4

Content Standard: M. Implications of Science and Technology
Students will understand the historical, social, economic, environmental, and ethical implications of science and technology.
Common Assessment(s): )

Performance Indicators
Students will be able to:
Essential Elements
(Specific grade level learning objectives)
Suggested Performance Activities
Suggested Classroom Assessments Vocabulary

1. Explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods.)

Students need to know the meaning of culture and technological solution.

Students brainstorm how various cultures have dealt with needs or problems.
(See Social Studies Standards, Economics, C1)

Students will be able to explain how various cultures have found solutions to deal with their needs. conservation
irrigation

irrigation
non-renewable resource
renewable resource
role of inventors
role of scientists
role of technology
technological solutions
transportation

2. Investigate and describe the role of scientists and inventors.

Students need to know how scientists and inventors have had an impact on their life.

Students will practice this skill when designing an invention (J4) and when appropriate throughout the curriculum.

Maine Lad Task : Seeing Cells (see C3 Cells, J1 Inquiry and Problem Solving

Students will demonstrate awareness of scientists and inventors through journal responses, discussion, and literature.

3. Explore how technology (e.g., transportation, irrigation) has altered human settlement.

Students need to know what technology is and what kinds exist.

When studying other cultures, the students will explore how technology has impacted settlement.

(See Social Studies Standards:
History C1,
Geography B1)

Students will be able to identify ways technology has altered settlement in a specific culture.

4. Explain practices for conservation in daily life, based on a recognition that renewable and non-renewable resources have limits.

Students need to understand the definitions of conservation, renewable resources and nonrenewable resources.

Students will brainstorm renewable and nonrenewable resources and participate in ongoing discussions about conservation based on everyday experiences.

(McGraw-Hill, p. 418-428)

Students will be able to explain the importance of conservation in their daily life and distinguish between renewable and nonrenewable resources.

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods.)	Students need to know the meaning of culture and technological solution.	Students brainstorm how various cultures have dealt with needs or problems. (See Social Studies Standards, Economics, C1)	Students will be able to explain how various cultures have found solutions to deal with their needs. conservation irrigation	irrigation non-renewable resource renewable resource role of inventors role of scientists role of technology technological solutions transportation
2. Investigate and describe the role of scientists and inventors.	Students need to know how scientists and inventors have had an impact on their life.	Students will practice this skill when designing an invention (J4) and when appropriate throughout the curriculum. Maine Lad Task : Seeing Cells (see C3 Cells, J1 Inquiry and Problem Solving	Students will demonstrate awareness of scientists and inventors through journal responses, discussion, and literature.
3. Explore how technology (e.g., transportation, irrigation) has altered human settlement.	Students need to know what technology is and what kinds exist.	When studying other cultures, the students will explore how technology has impacted settlement. (See Social Studies Standards: History C1, Geography B1)	Students will be able to identify ways technology has altered settlement in a specific culture.
4. Explain practices for conservation in daily life, based on a recognition that renewable and non-renewable resources have limits.	Students need to understand the definitions of conservation, renewable resources and nonrenewable resources.	Students will brainstorm renewable and nonrenewable resources and participate in ongoing discussions about conservation based on everyday experiences. (McGraw-Hill, p. 418-428)	Students will be able to explain the importance of conservation in their daily life and distinguish between renewable and nonrenewable resources.