Unit 00: Introduction: Processes for Scientific Investigations

(2 classes for the entire unit)

Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_G.4” for more information. Consider engaging students in a short descriptive investigation using process skills to begin working and thinking like a scientist and to give a purpose to begin using the science notebook.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

According to the introductory material of the TEKS, “The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary in the context of Physical, Earth, and Life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.”

TEKS in this unit: 4.1A, 4.1B, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.3B, 4.3C, 4.4A

Unit 01: Investigating Physical Properties of Matter

(15 classes for the entire unit)

Students use scientific practices and a variety of tools to investigate, measure, compare, and contrast physical properties of matter. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate practices with resources during investigations.

One of the challenges of this unit is the mathematics associated with volume. In order to provide purposeful scaffolding, students in Grade 4 Science should only measure liquid volume (capacity) and only work with volume of a solid in a conceptual format. The mathematical calculation of V = l x w x h is not introduced until Grade 5 Mathematics. Another challenge of this unit involves the concept of density and buoyancy. Students should be provided with experiences in which they will make informal observations about an object’s ability to sink or float. The academic science vocabulary terms density and buoyancy should not be formally taught or assessed in Grade 4.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.4A, 4.5A

Unit 02: Investigating Mixtures

(7 classes for the entire unit)

This is students’ first academic experience with solutions as a type of mixture. Students implement descriptive investigations to compare and contrast a variety of mixtures and solutions. Mixtures can be compared and contrasted by the constancy or change of the physical properties of the substances. In order to understand the differences between mixtures and solutions (as a type of mixture), students should be provided with experiences that include the concepts of dissolving and solubility. The academic science vocabulary terms solubility, solute, and solvent should not be formally taught or assessed in Grade 4. Conceptually, students should begin to understand that substances do not simply “appear” or “disappear”. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate practices with resources during investigations.

TEKS in this unit: 4.1A, 4.1B, 4.2A, 4.2B, 4.2C, 4.2F, 4.3A, 4.4A, 4.5B

Unit 03: Investigating Energy

(14 classes for the entire unit)

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations to differentiate among different forms of energy, including mechanical, sound, electrical, light, and thermal energy. They explore electrical energy for the first time while differentiating between conductors and insulators of thermal and electrical energy and by demonstrating that electricity travels in a closed path. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.3C, 4.4A, 4.6A, 4.6B, 4.6C

Unit 04: Investigating Force and Motion

(7 classes for the entire unit)

Students demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards while designing a descriptive investigation to explore the effect of force on an object such as a push or pull, gravity, friction, or magnetism. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.3C, 4.4A, 4.6D

Unit 05: Investigating Natural Resources

(21 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations to examine the various properties of soils including color, texture, their capacity to retain water, and their ability to support the growth of plants. Students also identify and classify Earth’s renewable and nonrenewable resources. Additionally, this unit includes an emphasis on the importance of conservation. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 4.1A, 4.1B, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.3B, 4.3C, 4.4A, 4.7A, 4.7C

Unit 06: Investigating the Changing Earth

(10 classes for the entire unit)

Students demonstrate safe practices as outlined in Texas Education Agency-approved safety standards to investigate, observe, and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and ethical practices with resources during investigations.

TEKS in this unit: 4.1A, 4.1B, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.3B, 4.3C, 4.4A, 4.7B

Unit 07: Investigating Weather and the Water Cycle

(15 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations. They measure, record, and predict changes in weather. Moreover, students describe and illustrate the continuous movement of water through the water cycle, including evaporation, precipitation, condensation, and runoff; and explain the role of the Sun as a major source of energy in this process. Additionally, students communicate and discuss their observations, and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

This unit is an excellent opportunity to spiral in changes in states of matter in the new context of the water cycle (4.5A).

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2F, 4.3A, 4.3B, 4.3C, 4.4A, 4.8A, 4.8B

Unit 08: Investigating Patterns of the Sun, Earth, and Moon System

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.3A, 4.3B, 4.3C, 4.4A, 4.8C

Unit 09: Investigating Energy Flow in Living Systems

(15 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food. Students also describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2F, 4.3A, 4.3B, 4.3C, 4.4A, 4.9A, 4.9B

Unit 10: Investigating Structure and Behaviors of Organisms

(15 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They explore how structures and functions enable organisms to survive in their environment. Additionally, students explore and describe examples of traits that are inherited from parents to offspring, and learned behaviors. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2F, 4.3A, 4.3C, 4.4A, 4.10A, 4.10B

Unit 11: Investigating Life Cycles

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They explore, illustrate, and compare life cycles in living organisms such as beetles, crickets, radishes, or lima beans. Additionally, students communicate and discuss their observations and record data in their notebooks. Furthermore, students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 4.1A, 4.2A, 4.2B, 4.2C, 4.2D, 4.2F, 4.3A, 4.3B, 4.4A, 4.10C