4th Grade Science Units

4th Grade Science Curriculum Map

The 4th Grade Science Curriculum Map outlines the following information:

1. Recommended pacing, scope, and sequence for each unit.
2. Alignment with standards, conceptual understandings, and performance indicators
3. Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
4. Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
5. Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations

Unit 2: Exploring Stars and the Solar System

Standards

• 4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets.
• 4.E.3A.2 Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons.
• 4.E.3A.3 Construct scientific arguments to support claims about the importance of astronomy in navigation and exploration (including the use of telescopes, astrolabes, compasses, and sextants).
• 4.E.3B.1 Analyze and interpret data from observations to describe patterns in the (1) location, (2) movement, and (3) appearance of the Moon throughout the year.
• 4.E.3B.2 Construct explanations of how day and night result from Earth’s rotation on its axis.
• 4.E.3B.3 Construct explanations of how the Sun appears to move throughout the day using observations of shadows.
• 4.E.3B.4 Develop and use models to describe the factors (including tilt, revolution, and angle of sunlight) that result in Earth’s seasonal changes.

Unit Focus

• The focus of this unit is for students to gather data from various sources, including direct observations and modeling to construct explanations and develop models to illustrate the Solar System, explain how the Moon’s appearance changes in a predictable patterns, why we have day and night, how and why the Sun appears to move across the sky, and why the Earth has seasons. Students will directly observe the phases of the Moon for a lunar cycle and use their observational data to describe the patterns of the Moon’s appearance. Students will use data and observations to explain how day and night result from the rotation of the Earth and how that rotation results in the apparent movement of the Sun in the sky. Students will model how the tilt of the axis and the Earth’s orbit result in the Earth’s seasons. Students will research the planets in the Solar System in order to develop a model that communicates their relative size, order, position, and composition. Students will gather evidence to support claims about the importance of astronomy and different astronomical tools and instruments to the fields of early explorations and navigation as well as current space exploration.

Unit 4: Exploring Forms of Energy- Light and Sound

Standards

• 4.P.4A.1 Construct scientific arguments to support the claim that white light is made up of different colors.
• 4.P.4A.2 Analyze and interpret data from observations and measurements to describe how the apparent brightness of light can vary as a result of the distance and intensity of the light source.
• 4.P.4A.3 Obtain and communicate information to explain how the visibility of an object is related to light.
• 4.P.4A.4 Develop and use models to describe how light travels and interacts when it strikes an object (including reflection, refraction, and absorption) using evidence from observations.
• 4.P.4A.5 Plan and conduct scientific investigations to explain how light behaves when it strikes transparent, translucent, and opaque materials.
• 4.P.4B.1 Plan and conduct scientific investigations to test how different variables affect the properties of sound (including pitch and volume).
• 4.P.4B.2 Analyze and interpret data from observations and measurements to describe how changes in vibration affects the pitch and volume of sound.
• 4.P.4B.3 Define problems related to the communication of information over a distance and design devices or solutions that use sound to solve the problem.

Unit Focus

• The focus of this unit is for students to gather observations and measurement data through investigations to describe the properties of light and sound. Students will investigate the different properties of light related to color, visibility, interactions with materials, and brightness. Students will conduct investigations to test different variables that affect the volume and pitch of different sounds.