4th Grade Science

Unit 1: Plant and Animal Structures

Students are introduced to the unit’s anchoring phenomenon of that while most animals have eyes, the location of the eyes will vary depending on the animal and its needs. In this unit, students explore plant structures that are used for support and growth, protection, reproduction, and responding to the environment. Students examine animal structures that are used for digestion, circulation, support, movement, protection, reproduction, and sensing and responding to the environment. Can students use what they know about the structures of both plants and animals to give a comic book artist ideas for creating new creatures for his latest work? (from TCI curriculum)

LEFT: Photo by Drew Brown on Unsplash

Unit 2: Energy

Students are introduced to the unit’s anchoring phenomenon of how bike helmets protect you. In this unit, students explore how energy and motion are related, how energy is transferred between colliding objects, and how energy is transferred by sound, light, heat, and electric currents. Students examine the ways energy is stored and used, and how people choose energy resources. Students design a safety device for bike riding that uses energy. How can students use what they know to help teach others about how energy transfers from one place to another by creating a safety pamphlet about bike helmets? (from TCI curriculum)

RIGHT: Photo by Alessandro Bianchi on Unsplash

Unit 3: Earth's Changing Surface

Students are introduced to the anchoring phenomenon of how the once tall and pointy Appalachian Mountains have become low and rounded over time. In this unit, students investigate Earth’s changing surface as they explore clues that show Earth’s surface changes. Students examine how water, wind, and living things also make changes to Earth’s surface. Students find out about fossils and how the location of fossils can indicate past changes to Earth’s surface. Students locate where earthquakes, volcanoes, and mountains are found, and discover what people can do about natural hazards. Using what they know about how Earth’s surface changes and the resulting natural hazards, can students develop a hazard plan for their community? (from TCI curriculum)

LEFT: Photo by Evan Sanchez on Unsplash

Unit 4: Waves and Information

Students are introduced to the anchoring phenomenon of how, by using sound waves, people can communicate. In this unit, students explore waves and their properties, how waves affect objects, and which waves travel through Earth causing seismic activity. Students understand how sound waves and patterns are used to send messages. Using their knowledge, can students demonstrate different ways information can be transferred by creating a new communication method? (from TCI curriculum)

RIGHT: Photo by Jeremy Bishop on Unsplash

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