Fourth Grade Science

Combined Sci./SSCurriculum Map

4th '23-'24 Science/Social Studies Combined Curriculum Map_

Yearlong Curriculum Map

4th Grade '23-'24- Science Year Long Curriculum Map

Report aCard Comments by Unit

4th Grade Report Card Comments linked to Standards

Oso Landslide - Phenomenon Based Unit

How Did the Town of Oso Flood in 2014?

In this unit students work through investigations to explain how and why the Oso landslide from 2014 occurred. They begin by looking at photos and news videos of the slide and create an initial model of how this happened. Then they work through a series of investigations how water interacts with different earth materials, where water goes,  and how slope of the mountains might have affected the slide. They the take a look at the history of Oso and what impact human decision played on the the slide happening. They end this unit by looking at how we might be able to mitigate this type of landslides from happening. 

Earthquake Resistant Houses - Design Based Unit

How can we design earthquake resistant buildings and recommendations for protective building codes?

Earthquake engineering is the design, development, and production of earthquake-resistant structures. In many parts of the world, building designers do not need to consider the stresses of the ground shaking. However, buildings in areas prone to earthquakes may not have structures that can withstand this unique kind of stress. Earthquake engineers develop design strategies that help minimize the effects of the earth shaking. In this unit, kids will engineer model buildings that are earthquake resistant. They’ll also develop building codes that help others build earthquake-resistant structures.

Sound - Phenomenon Based Unit

How can you break a glass with your voice?

In this unit students explore sound energy as they discover How it is possible for a singer to break the glass with his voice. Students make observations and develop initial models to explain how the singer was able to shatter the glass. Students record and share their ideas and questions about what allows the singer to make sound. They engage in investigations around properties of sound such as volume and pitch, proximity to sound source, how sound travels from one place to another, and how sound energy can cause changes.

Alarming Circuits - Design Based Unit

How do we create a system to alert people to fill the water trough?

In this unit, students explore and discuss the connections between the science of electricity and the field of electrical engineering. Science concepts concerning electricity, energy, and circuits are reinforced.

Energy - Phenomenon Based Unit - PBL

How can we use energy outside to do everyday things?

The first part of this unit students will think about how we can use energy outside to do everyday things in a new way. In the first learning set they will look at how we can transfer the energy around use for our use. Then they will take a closer look at how moving water can create energy. In the third part students will look at how energy in various devices and in our world. Then they will try and figure out how they can transfer energy around us for community use. This concept of energy transfer is further supported in the design challenge where students will look at  how design electrical circuits  to solve a problem for a young girl in Australia.

Waves - Phenomenon Based Unit - PBL

How do our eyes know where we are going?

How important are your eyes for knowing where you are going  and not getting lost? This unit has five parts where students explore how our eyes and brain work. The first learning set explores what we need in order to get around. The second learning set focuses in on the eye and how it works. The third part works on how our brain "sees" things. Then students revisit this concepts of waves, but instead of sound waves they are now looking at light waves. Finally students apply what they know to think about what light, seeing and memory has to do with keep birds and turtles safe from danger.