4th Grade Unit and Pacing Sequence
Unit 1 Heat, Electricity, & Magnetism
1st MP
Unit Abstract
In this physical science unit students are introduced to the concept of energy, with emphasis on familiar
examples of heat and electrical energy. They explore the concept that adding energy to a substance has
an effect on its state, motion, or temperature. They look at how energy can be
transformed from form to form (although it cannot be created or destroyed.)
Students identify and compare how heat energy can be transformed from chemical
energy (burning), mechanical energy (rubbing, friction), or electrical energy
(resistance in electrical devices). They build simple
circuits to investigate the transfer of electrical
energy through a wire and observe how it can be
transformed into light (bulbs), mechanical energy (buzzers, motors) or
heat (hair dryer). Students design investigations, gather and organize
data, and use evidence to share ideas related to the ability of common
materials to conduct electricity. They apply their knowledge of heat
and electricity transfer and change by demonstrating these concepts
through illustrations, models, and activities.
Grade Level Content Expectations
Students will:
 design a simple investigation and make accurate measurements using a thermometer to
demonstrate that temperature can be increased in a substance by adding energy (P.EN.04.41,
S.IP.04.13).
 construct a simple chart that identifies heat and electricity as two forms of energy and illustrates
familiar examples (P.EN.04.12, S.IP.04.16).
 research and communicate findings to describe how heat can be transformed from other
sources of energy (P.EN.04.42, S.IA.04.14).
 demonstrate with illustrations, models, and activities how heat is transformed from chemical
energy, mechanical energy, or electrical energy (P.EN.04.43, S.RS.04.11).
 explain through models and activities how electrical energy is transferred and changed through
the use of a simple circuit (P.EN.04.51, S.RS.04.11).
 plan and conduct a simple and fair investigation and summarize information from charts and
graphs to identify objects that are good or poor conductors of heat and electricity (P.PM.04.53,
S.IP.04.13, S.IA.04.11).
Unit 2 Measuring Properties of Matter
2nd MP
Unit Abstract
In this physical science unit students explore the properties of matter,
emphasizing mass and volume. They measure the mass of objects with
balances and their weight with spring scales. Students use a variety of
containers to compare volumes of liquids and the capacities of containers.
They refine their skills by making accurate measurements with the
appropriate units of grams, kilograms, milliliters, and liters. Students
reinforce measurement skills by estimating capacity by pouring centimeter cubes into containers. They
further examine properties by comparing and contrasting states of matter (solid, liquid, gas). Students
plan and conduct simple investigations to explain changing the states of matter through heating and
cooling.
Grade Level Content Expectations
Students will:
 use simple tools such as spring scales and balances that aid in data collection while measuring
the weight and mass of objects (P.PM.04.16, S.IP.04.14).
 make accurate measurements of volumes of liquids using the appropriate units of milliliters and
liters (P.PM.04.17, S.IP.04.15).
 demonstrate the similarities and differences of the states (solids, liquids, gases) of matter
through illustrations, models, and activities (P.PM.04.23, S.RS.04.11).
 summarize information from charts and graphs gathered during multiple simple and fair
investigations to explore how matter can change from one state (liquid, solid, gas) to another by
heating and cooling (P.CM.04.11, S.IA.04.11, S.IA.04.15).
Unit 3 Relationships & Requirements of Living Things 3rd MP
Unit Abstract
In this life science unit students extend their study of plants and animals by examining their needs, their
adaptations for survival, their relationships, and their connections to the organisms that lived in Earth’s
past. They compare and contrast plant and animal
requirements for energy, growth and repair. As students
assess individual differences within organisms of the
same kind, they learn how variations give organisms an
advantage for survival and reproduction. They explore
the plants and animals within a food chain or food webs
and their relationships. Students investigate how
environmental changes can affect the relationships
among organisms within a community, reflected in the
food web. They study fossils and discover that they are
evidence of the history of the Earth and provide a record
of plants and animals that lived in the past. Students compare and contrast plant and animal forms
found in fossils and organisms that exist today. Through research they apply their knowledge of the
intricate relationship of plants, animals, and the environment by designing models, illustrations, or
exhibits.
Grade Level Content Expectations
Students will:
 determine that plants require air, water, light, a source of energy, and building material for
growth and repair by generating questions based on observations then planning and conducting
simple and fair investigations (S.IP.04.13, S.IP.04.12, L.OL.04.15).
 conduct research to plan and complete simple investigations and construct simple charts from
observations to provide evidence that animals require air, water, a source of energy and
building material for growth and repair (L.OL.04.16, S.IA.04.14, S.IP.04.13, S.IP.04.16).
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make observations of plants and animals and share ideas through purposeful conversations to
identify individual differences (color, leg length, size, wing size, leaf shape) in organisms of the
same kind (L.EV.04.21, S.IP.04.11, S.IA.04.12).
develop research strategies to gather information and solve problems about how variations in
physical characteristics of individual organisms give them an advantage for survival and
reproduction (L.EV.04.22, S.IA.04.14).
identify the organisms and demonstrate relationships within food chains and food webs through
illustrations, performances, or models (L.EC.04.11, S.RS.04.11).
use evidence from research and investigations to describe and explain how environmental
changes, the effects of humans and other organisms, and technological advances can produce a
change in a food web (L.EC.04.21, S.RS.04.15, S.RS.04.17, S.RS.04.18).
demonstrate how fossils provide evidence of the history of the Earth through various activities,
exhibits, and illustrations (E.ST.04.31, S.RS.04.11).
construct and summarize information from charts to compare and contrast life forms found in
fossils and organisms that exist today (E.ST.04.32, S.IP.04.16, S.IA.04.11).
investigate contributions to understanding plant growth and survival made by people
throughout history and across cultures (S.RS.04.19).
Unit 4 Sun, Moon, & Earth
4th MP
Unit Abstract
In this Earth science unit students are introduced to the characteristics
and motion of common objects in the sky, the sun, Earth and Earth’s
moon. They contrast the sun and Earth’s moon and compare their
characteristics to those of the Earth. Students explore similarities and
differences in orbits, relative distances and their ability to support life.
As they learn and model the rotation and revolution of the Earth, they
define a year, and day and night by relating the apparent motion of sun
and Earth’s moon to calendar events. Students continue to examine
the motion of objects in the sky as they study the phases of the moon
and its monthly orbit around the Earth. They differentiate the apparent
motion of the sun and Earth’s moon across the sky through day and
night and the seasons. Students conclude the unit by demonstrating
their understanding of the sun, Earth and Earth’s moon through various
activities, illustrations, and models.
Grade Level Content Expectations
Students will:
 make purposeful observations of common objects in the sky, such as the sun and the moon
(E.ST.04.11, S.IP.04.11).
 develop research strategies for information gathering to compare and contrast the
characteristics of the sun, moon, and earth including relative distances and abilities to support
life (E.ST.04.12, S.IA.04.14).
 demonstrate and describe through illustrations and activities the orbit of the earth around the
sun as it defines a year (E.ST.04.21, S.RS.04.11).
 demonstrate and explain through activities and models that the spin of the earth creates day
and night (E.ST.04.22, S.RS.04.11).
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use data/samples as evidence to separate fact from opinion when describing the motion of the
moon around the earth (E.ST.04.23, S.RS.04.14).
communicate and present findings from nighttime observations to explain how the visible shape
of the moon follows a predictable cycle which takes approximately one month (E.ST.04.24,
S.IA.04.13).
conduct a simple and fair investigation and construct charts from data and observations to
describe the apparent movement of the sun and the moon across the sky through day/night and
the seasons (E.ST.04.25, S.IP.04.13, S.IP.04.16).