Unit Plan 1 (Grade 4 Science): Science Routines & Inquiry

Focus: Build science community routines: lab safety, measurement, data tables, observation, and question-asking as foundations for later engineering design.

Grade Level: 4

Subject Area: Science (Science Practices • Engineering Prep)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This first unit launches the year’s science routines. Students learn how to use tools safely, measure carefully, record data in tables, and make careful observations using their senses and simple instruments. They also practice asking testable questions and distinguishing between procedures, data, and conclusions. Throughout, you preview how these skills support future engineering design work where students will define problems with criteria and constraints.

Essential Questions

• What does it look and sound like to be a safe, respectful scientist in our classroom?
• Why do accurate measurements and organized data tables matter in science?
• How do scientists use observations and questions to plan investigations?
• What is a design problem, and how can criteria and constraints guide our solutions?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe and follow classroom lab safety rules and use basic tools (rulers, thermometers, balances) correctly.
2. Make careful observations using words, diagrams, and simple tools to describe objects and changes.
3. Use measurement tools to collect data (length, volume, temperature, time) and record results in labeled data tables.
4. Ask testable questions about simple phenomena (e.g., “What happens if…?”) and distinguish between variables that can change and things that stay the same.
5. Explain what a simple design problem is (need/want, criteria, constraints) and how science skills help us solve it.

Standards Alignment — 4th Grade (NGSS-Aligned)

• 3-5-ETS1-1 (prep) — Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost.

(This unit builds foundational practices that will be used more deeply in later engineering-focused units.)

Success Criteria — Student Language

• I can name and follow our science safety rules and use tools correctly.
• I can make clear observations and show them with words and drawings.
• I can measure carefully and organize data in a labeled table.
• I can ask a testable question and tell what I would change, measure, and keep the same.
• I can explain what a design problem is and give an example with criteria and constraints.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Class science notebooks or folders.
• Safety materials: goggles, aprons (if available), visuals for safety symbols, and printed lab safety contract.
• Basic measurement tools: rulers/meter sticks, graduated cylinders or clear measuring cups, stopwatches/timers, thermometers, balances (or simple scale).
• Simple objects for observation and measurement stations:
  • Various classroom items (pencils, blocks, paper clips, sponges, cups).
  • Liquids (water in different containers) for volume observations.
  • Ice/warm water for temperature comparison.
• Sample data table templates (length, temperature, “before/after” observations).
• Anchor chart posters:
  • “Science Safety Rules”
  • “Good Observations vs. Opinions”
  • “Our Measurement Tools”
  • “Design Problems: Criteria & Constraints”

Preparation

• Create and post a Science Safety Rules anchor chart with student-friendly icons (e.g., goggles, walking feet, listen to directions, no tasting, report spills).
• Prepare station cards with simple measurement/observation tasks (e.g., “Measure the length of three objects and record in centimeters”).
• Copy or print data table templates and notebook headings for the week.
• Prepare a simple design scenario for Session 5 (e.g., “We need a paper tower that can hold a book,” or “We need a container that keeps ice from melting too fast”).

Common Misconceptions to Surface

• “Observations are the same as opinions.” → Observations are what we can see, hear, touch, measure; opinions are what we think or feel.
• “Close enough” measurements are fine. → In science, we aim for careful, repeated measurements to get reliable data.
• “Data tables are just for neatness.” → Data tables help us see patterns and make comparisons.
• “A design problem is just ‘build something fun.’” → Real design problems have clear needs, criteria, and constraints.

Key Terms (highlight in lessons) safety, science notebook, observe/observation, measure/measurement, data table, variable, question, investigation, design problem, criteria, constraints, prototype

IV. Lesson Procedure

(Each day follows: Launch → Explore/Work Time → Discuss → Reflect.)

Session 1 — Building Our Science Community & Safety Norms

• Launch (8–10 min)
  • Ask: “What do real scientists do, and how do they act in a lab?” Record ideas.
  • Introduce the idea of a science community where everyone shares tools, space, and ideas safely.
• Explore (25–30 min)
  • Review and co-create the Science Safety Rules anchor chart, modeling what each rule looks like/sounds like.
  • Students sign a simple safety contract and set up their science notebooks (name, table of contents, first page titled “Science Safety & Routines”).
  • Quick safety walk: tour of where materials are stored, where to put completed work, what to do if something spills or breaks.
• Discuss (8–10 min)
  • Turn-and-talk: “Which safety rule is most important to you and why?” Share a few to the class.
• Reflect (5–7 min)
  • Notebook prompt: “To keep our science space safe, I will…”

Session 2 — Observation Skills & Describing Objects

• Launch (5–7 min)
  • Show a simple object (e.g., a rock or sponge) and model two statements: one observation and one opinion. Students decide which is which.
  • Add to anchor chart: “Good Observations use senses and measurements; opinions tell what we like/dislike.”
• Explore (25–30 min)
  • Set up observation stations with different objects (rock, leaf, sponge, pencil, cup of water).
  • Students rotate through stations, making labeled sketches and written observations in notebooks (size, shape, color, texture, what happens if gently squeezed/tilted/etc.).
  • Encourage use of precise words (e.g., “rough,” “smooth,” “transparent”) instead of “nice” or “cool.”
• Discuss (8–10 min)
  • Groups share one strong observation and one example they changed from opinion to observation.
  • Highlight rich, specific language on the board.
• Reflect (5–7 min)
  • Exit ticket: “A good observation I made today was __. It is an observation (not an opinion) because __.”

Session 3 — Measurement Tools & Data Tables

• Launch (5–7 min)
  • Show a simple data table and ask: “What information can we learn from this table?”
  • Connect: Observations become more powerful when we add numbers (measurements).
• Explore (30–35 min)
  • Create measurement stations (length, volume, temperature, time). Example tasks:
    • Measure the length of three classroom objects in centimeters, record in a length data table.
    • Measure the volume of water in different containers.
    • Compare temperature of room-temperature vs. warm water.
    • Time how long a marble rolls down a ramp (or how long it takes to walk across the room).
  • Students fill in clearly labeled tables in notebooks (with columns for “Object,” “Measurement,” “Unit”).
  • Emphasize lining up to zero, reading eye-level with liquid, and including units.
• Discuss (8–10 min)
  • Ask: “How did having a data table help you compare measurements?” Students share one pattern (e.g., “The longest object was…,” “The warm water had the highest temperature”).
• Reflect (5–7 min)
  • Quick write: “One way data tables can help scientists is __.”

Session 4 — Questions, Variables, and Simple Investigations

• Launch (8–10 min)
  • Revisit: “Scientists ask questions and investigate.”
  • Show two example questions; students decide which is testable:
    • “Which liquid smells the best?” vs. “How does the temperature of water affect how quickly sugar dissolves?”
• Explore (25–30 min)
  • Introduce variables in simple language:
    • What we change (independent variable).
    • What we measure/observe (dependent variable).
    • What we keep the same (constants).
  • In pairs, students choose from a list of simple phenomena (e.g., “paper towel absorbency,” “ball bounce height,” “shadow length at different times”) and practice writing one testable question and identifying:
    • What will we change?
    • What will we measure?
    • What will we keep the same?
  • Optional: Model a mini-investigation demo (teacher-led) using one student question while class helps identify variables and a simple data table.
• Discuss (8–10 min)
  • Pairs share their questions and variables; class gives quick feedback: “Is this testable?” “What else should stay the same?”
• Reflect (5–7 min)
  • Notebook: “A testable question I can ask about our classroom or playground is __. I would change __ and measure __.”

Session 5 — Intro to Design Problems: Criteria & Constraints

• Launch (5–7 min)
  • Explain: “Scientists often work with engineers to solve design problems.”
  • Introduce the terms design problem, criteria, and constraints with a simple example (e.g., “We need a tower that holds a book but can only use 10 index cards and 10 cm of tape.”).
• Explore (30–35 min)
  • Present a class design scenario, such as:
    • “Design a paper bridge that can hold at least 10 pennies using only one index card and 10 cm of tape.”
  • As a class or in small groups, students:
    • Identify the need (what the bridge must do).
    • List criteria (must hold 10 pennies, must span a 10 cm gap, etc.).
    • List constraints (materials, time, no extra tape, no glue).
  • Students sketch one or two possible designs in notebooks and choose one to build (quick prototype).
  • They test their design and record data (How many pennies did it hold? Did it meet the criteria?).
• Discuss (8–10 min)
  • Groups share: “Our bridge met/did not meet the criteria because…” and one change they would make next time.
• Reflect (5–8 min)
  • Final reflection for the week: “Science skills like safety, observation, and measurement help us with design problems because __.”

V. Differentiation and Accommodations

Advanced Learners

• Ask students to design their own mini-investigation including a clear question, variables, and data table layout.
• Challenge them to propose two different bridge designs and compare which better meets the criteria and constraints.
• Have them create a short “how-to” guide for accurate measurement or data table setup for younger students.

Targeted Support

• Provide visual safety rule cards and role-play scenarios to reinforce expectations.
• Offer partially completed data tables where students fill in only key parts (e.g., just the measurement or unit column).
• Use sentence stems for observations and questions:
  • “I observe that…”
  • “I notice when we change __, __ happens.”
  • “My testable question is…”

Multilingual Learners

• Provide picture-supported word banks for tools and actions (ruler, measure, record, observe, safe).
• Encourage use of home language during brainstorming, with final observations and questions written in simple English.
• Allow labeled drawings plus short phrases instead of full sentences when recording data or observations.

IEP/504 & Accessibility

• Break tasks into small steps with visual checklists (e.g., “1. Put on goggles. 2. Get tools. 3. Measure. 4. Record.”).
• Provide larger-scale tools (large-print rulers, big thermometers) and extra time for measurement tasks.
• Allow demonstration of understanding verbally or with teacher/peer scribe for notebook entries when needed.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students can state and follow key safety rules during a simple practice routine.
• Session 2 — Observation notes show specific, sense-based details rather than opinions.
• Session 3 — Data tables are labeled and include units; measurements are reasonable and consistently recorded.
• Session 4 — Students can write a testable question and identify at least one thing to change and one thing to measure.
• Session 5 — Groups can clearly name the need, criteria, and constraints for the class design problem.

Summative — Science Routines & Inquiry Foundations (0–2 per criterion, total 10)

1. Safety & Lab Routines

• 2: Consistently follows safety rules, uses tools appropriately, and helps maintain a safe lab environment.
• 1: Follows most safety rules but needs reminders or support.
• 0: Frequently ignores safety expectations or misuses tools.

2. Observation & Recording

• 2: Makes clear, detailed observations using words and drawings; uses precise language and distinguishes observations from opinions.
• 1: Makes basic observations but with limited detail or some opinion mixed in.
• 0: Observations are minimal, unclear, or mostly opinion-based.

3. Measurement & Data Tables

• 2: Uses measurement tools appropriately, records data with units in organized tables that can be interpreted.
• 1: Measurements or tables are partially correct but may lack units or consistent organization.
• 0: Data is missing, disorganized, or not measurable.

4. Questions & Variables

• 2: Writes at least one testable question and correctly identifies what to change and what to measure.
• 1: Attempts a testable question but with incomplete or confusing variables.
• 0: Questions are not testable or lack any clear variables.

5. Design Problem Understanding (3-5-ETS1-1 prep)

• 2: Clearly explains the need, criteria, and constraints for the class design problem and reflects on whether the design met them.
• 1: Identifies some parts of the design problem (e.g., need or criteria) but not all.
• 0: Shows little understanding of what a design problem, criteria, or constraints are.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your data table is very clear and easy to read.”).
• Ask one question (e.g., “How could you make your measurements even more accurate?”).
• Give one suggestion (e.g., “Try adding units to each measurement so others understand your data.”).

VII. Reflection and Extension

Reflection Prompts

• Which science routine (safety, observation, measurement, data tables, or questioning) do you feel strongest in right now? Why?
• Which routine do you want to improve, and what is one strategy you can use to improve it?
• How might these science routines help you with engineering or problem-solving later in the year?

Extensions

• Safety Poster Project: Students create visual posters teaching one safety rule to younger grades.
• Measurement Challenge: Set up a “mystery object” estimation and measurement activity where students first estimate and then measure and compare.
• Home Connection: Invite students to observe something at home (e.g., plant growth, water use in the kitchen) and bring back one observation and question in their notebook to share.

VIII. Standards Trace — When Each Standard Is Addressed

• 3-5-ETS1-1 (prep) —
  • Sessions 1–4: Foundational skills for defining and investigating problems (safety, observations, measurements, data).
  • Session 5: Explicit introduction of design problems, criteria, and constraints and a simple class design challenge, preparing students for full engineering tasks in later units.