Jefferson County Science Scope and Sequence
Course:
4th
Grade
Course Code: 5020050
Quarter 4B
Topic(s) of Study: Heredity and Reproduction
Bodies of Knowledge: Nature of Science and Life Science
Big Idea(s): 1: The Practice of Science 2: The Characteristics of Scientific Knowledge 3: The Roles of
Theories, Laws, Hypotheses, and Models 16: Heredity and Reproduction
Essential Questions: Why are pollination, fertilization and germination important? How does heredity and
learning shape animal behaviors? How does the environment affect characteristics of plants and animals?
How do scientists explore the natural world?
NGSSS
SC.4.L.16.1 Identify processes
of sexual reproduction in
flowering plants, including
pollination, fertilization (seed
production), seed dispersal, and
germination. Cognitive
Complexity: Moderate
OUTLINE OF CONTENT
(CONCEPT/SKILLS)
I Sexual reproduction in

plants include the processes
of:
A. Pollination

B. Fertilization
C. Germination
II Characteristics of plants
SC.4.L.16.2 Explain that
that are inherited and not
although characteristics of plants affected by the
and animals are inherited, some environment
characteristics can be affected by
A. Type of plant
the environment. Cognitive
B. Flower or cone
Complexity: High
bearing
SC.4.L.16.3 Recognize that
animal behaviors may be shaped
by heredity and learning
Cognitive Complexity: High
SC.4.L.16.4 Compare and
contrast the major stages in the
life cycle s of Florida plants and
animals, such as those that
undergo incomplete and
complete metamorphosis, and
flowering and non-flowering
seed-bearing plants.
Cognitive Complexity: Moderate
SC.4.N.1.1 Raise questions
about the natural world, use
OBJECTIVES
III Characteristics of plants
that are inherited and
affected by the
environment
A. Plant height
B. Sweetness of fruit
C. Length of roots
IV Behaviors in animals
shaped by heredity
A. Migration patterns
B. Sleep habits
V Behaviors in animals
shaped by learning
A. Gathering food
B. Hunting
Observe and describe the processes of
sexual reproduction in flowering plants
by analyzing a video. (I)
Differentiate between inherited
characteristics that are affected and
those that are not affected by the
environment using a graphic organizer.
(II)
 Describe and summarize animal
behaviors that are shaped by heredity
and learning by developing a
presentation. (III)
 Compare and contrast the major stages
in the life cycles of Florida plants and
animals (including complete and
incomplete metamorphosis) by
analyzing a video and photographs. (VI,
VII, IX, X)
 Illustrate the stages of incomplete and
complete metamorphosis by
developing a flipbook. (VI, VII)
 Recognize and describe the differences
between flowering and non-flowering
seed bearing plants and record
observations in a science notebook.
(VIII)
Objectives below are from Quarter 1A and
should be embedded in this topic of study.
 Develop questions to investigate the
natural world around us and write
them in a science notebook.
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Jefferson County Science Scope and Sequence
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.1.4 Attempt reasonable
answers to scientific questions
and cite evidence in
support. Cognitive Complexity:
High
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

VI Incomplete
metamorphosis in animals
refers to the insects that go
through 3 stages to change
the way they look:
grasshoppers, cockroaches,
and dragonflies.
VII Complete
metamorphosis in animals
refers to the insects that go
through 4 stages to change
the way they look: beetles
and moths.
VIII Major stages of life
cycle for plants
A. Flowering
B. Non flowering
IX Life cycles of common
Florida plants





Conduct an investigation and record
observations in a science notebook.
Compare and contrast observations
made by different groups using a
graphic organizer. Discuss reasons
why differences may exist among
various lab teams.
Recognize that scientists question and
check each other’s work through role
play. Describe how different
approaches to science are not always
a rigid step by step process, but can
include observations by analyzing a
video.
Use proof (empirical evidence) to
support explanations and document in
a science notebook.
Describe the different types of models
(2D, 3D, computer simulations).
Explain why models are important but
are also limited in what they can
represent.
X Life Cycles of common
Florida animals
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
TEACHER TRANSITION INTO
NEXT TOPIC OF STUDY
Now that we know about
the patterns and life cycles
of plants and animals let's
learn about patterns of
interdependence among
organisms.
SC.4.N.3.1 Explain that models
can be three dimensional, two
dimensional, an explanation in
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Jefferson County Science Scope and Sequence
your mind, or a computer model.
Cognitive Complexity: Moderate
MACC.4.MD.1.1: Know relative sizes
of measurement units within one
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
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Jefferson County Science Scope and Sequence
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,
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
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Jefferson County Science Scope and Sequence
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,
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”).
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