Life: Structures and Senses
Mystery Science Unit: Human Machine
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1: Science Squad: Porpoises in Peril “Fragile Frogs” from The Frog Scientist Skeletons Inside and Out King of the Parking Lot Movers and Shapers Sleuth: “Nosing Around”; ”A ‘Coat’ of Many Colors”; “What Did You Say?”; “Adapting to Survive” (4-LS1-1: Internal and External Structures)
Mystery Science 4th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
4-LS1-1: Internal and External Structures
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (Systems and System Models)
Clarification & Boundary Statements
Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.
Boundary Statement: Assessment is limited to macroscopic structures within plant and animal systems.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on systems of information transfer.
Boundary Statement: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.
Anchor Phenomenon / Local Colorado Phenomenon Connections
The Birth of Rocks
The anchor phenomenon for this unit is the Ashfall Fossil Beds. Students generate observations and questions about the phenomenon and create an initial explanation to explain what killed the prehistoric animals, how their bones ended up underground, and what changes happened to the land that uncovered their fossils.
The Birth of Rocks - Mystery Science Lesson / Connections to Anchor Phenomenon
Volcanoes & Patterns of Earth’s Features / Could a volcano pop up where you live?
Volcanoes & Rock Cycle / Why do some volcanoes explode?
Weathering & Erosion / Will a mountain last forever?
Sedimentary Rock & Fossils / What did your town look like 100 million years ago?
Erosion, Natural Hazards & Engineering / How could you survive a landslide?
Local Colorado Phenomena Connections
To address the Life: Structures and Senses topic in your fourth-grade science curriculum, you can explore several local Colorado phenomena that are relevant and engaging for students. Here are some suggestions:
Colorado Wildlife:
Study the adaptations and senses of native animals like the bighorn sheep, Colorado's state mammal, and how their structures support survival in mountainous environments.
Explore the sensory adaptations of the American pika, especially how they gather and store food for winter.
Plant Life and Adaptations:
Investigate how Colorado's native plants, like the blue spruce, adapt their structures to survive in different climates and altitudes.
Examine how the aspen tree communicates through its root system and responds to environmental changes.
Bird Migration: Look at the migration patterns of birds like the sandhill crane and how their senses guide them through Colorado during migration seasons.
Insect Behavior: Explore the life cycle and sensory adaptations of local insects like the Colorado hairstreak butterfly.
Rocky Mountain Ecosystems: Study the diverse ecosystems within the Rocky Mountain National Park and how various species' structures and senses aid in their interactions and survival.
These topics can be integrated into hands-on activities, field trips, or virtual explorations to make learning interactive and engaging for your students.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
4th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 4th Grade Student Notebook
Human Machine - In this unit, students investigate structures and functions of the human body. Students explore how our bones and muscles are interconnected, how our eyes interact with light and impact our vision, and how our brain responds to stimuli in our environment.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Give a Hoot - Enhancement Kit for 4th Grade Mystery Science System Models Lesson. In the activity "Who Gives A Hoot?", students examine owl pellets to discover what an owl eats. In "Owl Tidbits", students examine bones dissected from owl pellets.
Owl Pellet Lesson & Overview Presentation
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
2-5 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
Grade Level Expectation:
2.1 Organisms have both internal and external structures that serve various functions.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
STEM Student Explore Boards
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
To connect your fourth-grade science students with Colorado-based career professionals relevant to the topic of "Life: Structures and Senses," consider these ideas:
Wildlife Biologist: Colorado is home to diverse wildlife. A wildlife biologist can discuss animal structures and senses adapted to Colorado's environments.
Botanist: Invite a botanist working in Colorado's botanical gardens or national parks to talk about plant structures and how they adapt to local climates.
Veterinarian: A local veterinarian can explain how animals' senses and bodily structures are essential for their health and well-being.
Environmental Scientist: Connect with environmental scientists who study ecosystems in the Rockies, focusing on how plant and animal structures adapt to their surroundings.
Zoologist: Reach out to a zoologist from a Colorado zoo to discuss animal anatomy and sensory systems.
These professionals can provide insights and real-world examples to enhance your students' understanding of life sciences.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
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