Jefferson County Science Scope and Sequence
Course:
4th Grade
Course Code:
5020010
Quarter: 1A
Topic(s) of Study: Thinking Like a Scientist
Bodies of Knowledge: Nature of Science
Big Idea(s): 1: The Practice of Science 2: The Characteristics of Scientific Knowledge 3: The Roles of
Theories, Laws, Hypotheses, and Models
Essential Questions: Why should evidence be used and cited to support scientific explanations? Why
could the results of investigations differ when scientists use similar methods and tools to study the natural
world? How does a scientific question determine the method of study?
NGSSS
SC.4.N.1.1 Raise questions
about the natural world, use
appropriate reference materials
that support understanding to
obtain information (identifying
the source), conduct both
individual and team
investigations through free
exploration and systematic
investigations, and generate
appropriate explanations based
on those explorations. Cognitive
Complexity: High
SC.4.N.1.2 Compare the
observations made by different
groups using multiple tools and
seek reasons to explain the
differences across
groups. Cognitive Complexity:
High
SC.4.N.1.3 Explain that science
does not always follow a rigidly
defined method ("the scientific
method ") but that science does
involve the use of observations
and empirical evidence.
Cognitive Complexity: Moderate
SC.4.N.1.4 Attempt reasonable
OUTLINE OF CONTENT
(CONCEPT/SKILLS)
I What is science?
A. The study of the
natural world
through:
1) Observation
2) Systematic
Investigation
3) Appropriate
explanation
OBJECTIVES
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II How scientists work
A. Alone
B. Collaboratively in
groups
1. Groups using the
same tools can
have different
outcomes based
on:
a) Interpretation
b) Human error
III Components of
Investigations
A. Empirical
observations.
B. Predictions
C. Inferences
D. Data collection
E. Results
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Develop questions to investigate the
natural world around us and write
them in a science notebook. (I, IV)
Describe how different approaches to
science are not always a rigid step by
step process, but can include
observations by analyzing a video. (I)
Discuss reasons why differences may
exist among various lab teams. (II)
Recognize that scientists question and
check each other’s work through role
play. (II, V)
Use proof (empirical evidence) to
support explanations and document in
a science notebook. (III, IV)
Conduct an investigation and record
observations in a science notebook.
(III, IV)
Compare and contrast observations
made by different groups using a
graphic organizer. (IV)
Describe the different types of models
(2D, 3D, computer simulations). (VII)
Explain why models are important but
are also limited in what they can
represent. (VII)
Explain why it is important to use lab
tools safely. (VIII)
Create a lab safety plan for the
classroom and describe why it is
important to have a lab safety
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Jefferson County Science Scope and Sequence
answers to scientific questions
and cite evidence in
support. Cognitive Complexity:
High
SC.4.N.1.5 Compare the
methods and results of
investigations done by other
classmates. Cognitive
Complexity :Moderate
SC.4.N.1.6 Keep records that
describe observations made,
carefully distinguishing actual
observations from ideas and
inferences about the
observations. Cognitive
Complexity: High
SC.4.N.1.7 Recognize and
explain that scientists base their
explanations on evidence.
Cognitive Complexity: Moderate
SC.4.N.1.8 Recognize that
science involves creativity in
designing experiments.
Cognitive Complexity: Moderate
SC.4.N.2.1 Explain that science
focuses solely on the natural
world. Cognitive Complexity:
Moderate
IV Scientists keep records
using;
A. Pictures
B. Graphic organizers
C. Graphs
D. Charts
E. Written
explanations

contract. (VIII)
Work together in groups to complete a
model science board, illustrating the
components of a scientific
investigation. (IX)
V Scientists communicate
to;
A. Share findings
B. Check the accuracy
of one another’s
work
C. Debate explanations
D. Share inferences
based on
observations
VI Empirical Evidence can
validate explanations of
natural phenomena
A. Observations
B. Measurements
VII The use of models
A. Visual
representations
B. Types of models – 1
dimensional, 2 and 3
dimensional
C. Computer models
D. Mental explanation
SC.4.N.3.1 Explain that models
can be three dimensional, two
dimensional, an explanation in
your mind, or a computer
model. Cognitive Complexity:
Moderate
VIII Using scientific tools
and working safely
A. Lab Tools
1. Used by
scientists to
carry out
investigations
MACC.4.MD.1.1: Know relative sizes
2. TEACHER NOTE:
of measurement units within one
show examples
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Jefferson County Science Scope and Sequence
system of units including km, m, cm;
kg, g; lb, oz.; l, ml; hr, min, sec.
Within a single system of
measurement, express
measurements in a larger unit in
terms of a smaller unit. Record
measurement equivalents in a two
column table. For example, know
that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as
48 in. Generate a conversion table
for feet and inches listing the
number pairs (1, 12), (2, 24), (3, 36),
...
MACC.4.MD.2.4: Make a line plot to
display a data set of measurements
in fractions of a unit (1/2, 1/4, 1/8).
Solve problems involving addition
and subtraction of fractions by
using information presented in line
plots. For example, from a line plot
find and interpret the difference in
length between the longest and
shortest specimens in an insect
collection.
LACC.4.RI.1.3: Explain events,
procedures, ideas, or concepts in a
historical, scientific, or technical
text, including what happened and
why, based on specific information
in the text.
LACC.4.RI.2.4: Explain events,
procedures, ideas, or concepts in a
historical, scientific, or technical
text, including what happened and
why, based on specific information
in the text.
LACC.4.RI.2.4: Determine the
meaning of general academic and
domain-specific words or phrases in
a text relevant to a grade 4 topic or
subject area.
LACC.4.RI.4.10: By the end of year,
of lab tools and
explain their use.
B. Lab Safety
1. TEACHER NOTE:
download and
refer to safety
contract on
resource page
2. Identify and
discuss lab
safety tools in
classrooms
3. Lab Safety Plan
(refer to
objective)
IX How to do a science
project
A. Experimental Design
1. Ask a question
2. Plan
investigation
a) Identify
independent
variable
(what is
being tested)
b) Determine
the
dependent
variable
(how it will
be
measured)
c) Identify
constants
(parts of the
investigation
that must
remain the
same)
d) Ensure that
one group
remains
untouched
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Jefferson County Science Scope and Sequence
read and comprehend
informational texts, including
history/social studies, science, and
technical texts, in the grades 4–5
text complexity band proficiently,
with scaffolding as needed at the
high end of the range.
LACC.4.SL.1.1: Engage effectively in
a range of collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse partners
on grade 4 topics and texts, building
on others’ ideas and expressing
their own clearly.
a.
Come to discussions
prepared, having read or studied
required material; explicitly draw on
that preparation and other
information known about the topic
to explore ideas under discussion.
b.
Follow agreed-upon rules
for discussions and carry out
assigned roles.
c.
Pose and respond to
specific questions to clarify or
follow up on information, and make
comments that contribute to the
discussion and link to the remarks
of others.
d.
Review the key ideas
expressed and explain their own
ideas and understanding in light of
the discussion.
LACC.4.W.3.8: Recall relevant
information from experiences or
gather relevant information from
print and digital sources; take notes
and categorize information, and
provide a list of sources.
LACC.4.W.3.9: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
a.
Apply grade 4 Reading
standards to literature (e.g.,
“Describe in depth a character,
for
comparison
– the control
group
3. Research
background
information on
topic
a) Address
appropriate
research
materials
b) Address how
to cite
sources
accurately
c) Address
plagiarism
4. Collect and
record data
a) Graphs
b) Charts
c) Visual
representations
5. Share findings
a) Draw
conclusions
using data
b) Uses
repeated
trials
c) Ask new
questions
and develop
new
investigations
B. TEACHER NOTE:
Refer to ISEF
(International
Science and
Engineering Fair)
forms on resource
page.
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Jefferson County Science Scope and Sequence
setting, or event in a story or
drama, drawing on specific details
in the text [e.g., a character’s
thoughts, words, or actions].”).
b.
Apply grade 4 Reading
standards to informational texts
(e.g., “Explain how an author uses
reasons and evidence to support
particular points in a text”).
TEACHER TRANSITION
INTO NEXT TOPIC OF
STUDY
Now that we know that
we can study the natural
world through
observations,
investigations and
explanations, let’s use
these skills to help us
understand the patterns
in the sky and the
relationship between the
Sun, Earth, and Moon.
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