1. TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 1 of 4
Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
GRADE 4 - Unit 04: The Changing Earth
2010 TEKS 1998 TEKS Curriculum and Instruction Considerations
4.2 Scientific investigation and reasoning.
The student uses scientific inquiry
methods during laboratory and outdoor
investigations. The student is expected
to:
4.2 F Communicate valid oral and written
results supported by data.
Communicate
VALID RESULTS SUPPORTED BY DATA
Including, but not limited to:
• oral
• written
4.2 D Communicate valid conclusions Key Understandings
• Soils have unique properties which make them
useful in different ways.
Performance Indicator(s)
• Test three different mystery soil samples and
determine which would be the best for growing
plants. Write a report explaining why this soil
would be best; include the properties of the
other soils that made them less favorable for
growing plants (4.2F; 4.7A).
Lesson Bridge**For this TEKS, reference 3rd
Grade, Unit 05, Lesson 03 Earth Matters:
Investigating Soil and 4th
Grade, Unit 04, Lesson 03
Soil Tests.
Engage:
• Grade 04 Unit 04 Lesson 03 Follow Engage pgs
3-4
Explore/Explain 1:
• Grade 03 Unit 05 Lesson 03 Follow
Explore/Explain pgs 5-7
Explore/Explain 2:
• Grade 03 Unit 05 Lesson 03 Follow
Explore/Explain pgs 7-9
Explore/Explain 3:
• Grade 04 Unit 04 Lesson 03 Follow
Explore/Explain pgs 4-9
Elaborate:
• Grade 03 Unit 05 Lesson 03 Follow Elaborate

2. TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 2 of 4
Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
pgs 9-10
Evaluate:
• See Performance Indicator above
4.7 Earth and space. The students know
the Earth consists of useful resources
and its surface is constantly changing.
The student is expected to:
4.7 A Examine properties of soils, including
color and texture, capacity to retain
water, and ability to support the growth
of plants.
Examine
PROPERTIES OF SOILS
Including but not limited to:
• soil types
• clay
• sand
• loam
• silt
• gravel
• color
• texture
• capacity to retain water
• ability to support the growth of plants
3.11 B Identify and record properties of soils
such as color and texture, capacity to
retain water, and ability to support the
growth of plants.
Identify, Record
PROPERTIES
Including, but not limited to:
• types of soils
• loam, clay, and sand
• color
• texture
• capacity to retain water
• ability to support the growth of
plans and plant life (nutrient
value)
4.11 A Test properties of soils including,
texture, capacity to retain water, and
ability to support life.
Test
SOIL PROPERTIES
Including, but not limited to:
• soil types
• clay
• sand
• loam

3. TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 3 of 4
Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
• silt
• gravel
• texture
• appearance
• color
• capacity to retain water
• ability to support animal and plant life
(nutrient value)
4.7 B Observe and identify slow changes to
the Earth’s surface caused by
weathering, erosion, and deposition
from water, wind and ice.
Observe, Identify
SLOW CHANGES TO EARTH’S
SURFACE
Including, but not limited to:
• caused by
• weathering
• erosion and deposition from water
• wind
• ice
2061 Note: By the end of 5th
grade,
students should know that:
• Waves, wind, water, and ice shape
and reshape the earth’s surface by
eroding rock and soil in some areas
and depositing them in other areas,
sometimes in seasonal layers. 4C/E1
4.10 A Identify and observe effects of events
that require time for changes to be
noticeable including growth, erosion,
dissolving, weathering and flow.
Identify, Observe
EFFECTS OF EVENTS THAT REQUIRE
TIME FOR CHANGE
Including, but not limited to:
• elements of weathering
• sun
• rain
• wind
• temperature
• results of causal agents
• growth (plants, landforms, bodies of
water)
• weathering (wind, rain, temperature)
• erosion (wind and water)
• dissolving (water)
• flow (water, sediment, glaciers, lava)
Key Understandings
• Weathering is the process of breaking rocks
down into smaller pieces called sediment.
• Erosion is the process which changes the
Earth’s surface by moving earth material.
• Deposition is the process which changes the
Earth’s surface by depositing sediment in a new
location.
• Weathering, erosion, and deposition can be
caused by water, ice, wind, and temperature.
Performance Indicator(s)
• Draw a three part illustration that clearly
demonstrates the difference between
weathering, erosion, and deposition. Orally
describe each. (4.7B)
Lesson Bridge**For this TEKS, reference 4th
grade, Unit 04, Lesson 01 Weathering and Erosion
Engage:
• Follow the Engage in its entirety.
Explore/Explain:
• Follow the Explore/Explain in its entirety.
Elaborate:
• Follow the Elaborate in its entirety.
Evaluate:
• See Performance Indicator above
4.10 B Draw conclusions about “what happened
before” using fossils or charts and
tables.

4. TRANSITION DOCUMENT – GRADE 4
© 2010, TESCCC 09/07/10 page 4 of 4
Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces
Draw
CONCLUSIONS
Including, but not limited to:
• charts and tables
• fossils
Note:
• The point of this expectation is NOT to
make molds or cast fossils, but to
question what they can tell us about the
past.