SCIENCE CURRICULUM

(Grade 4)
Note: Each class take 50 mins

Contents
Theme 1: Animals (Skeleton)
Note: I chose Theme 1 (Unit 1) for doing curriculum design on it

Theme 2: Solids

Theme 1

Enduring Understandings
Out Comes

Learning Objectives
(Week 1)

(Week 1)

To understand how animals move.

To know the importance and function of

the skeleton.

To know that skeletons are made of

bones.

Out Comes

Learning Objectives

(Week 2)

To know the working mechanism of X

rays.
To identify skeleton of various animals.
To compare skeleton of various animals.
To compare long bone measurements
between adults and children in the class
room.
To investigate answers to their own
questions about skeletons and growth
To look at some invertebrates; compare
them to our bodies- what does our skeleton
do for us apart from helping us grow.

Be able to describe the main function of

their skeleton.
Be able to observe characteristics of
bones.
Be able to understand that even if
fingers are bending the bones will
remain straight (model of hand).

(Week 2)

Be able to understand that X-rays are

used to see our bones.
Be able to identify skeletal framework of
various animals.
Be able to make relevant observations
and comparisons.
Be able to identify the longest and the
smallest bone in the body.
Be able to understand facts about
skeletons and growth.
Be able to describe functions of bones.

Out Comes

Learning Objectives

(Week 3)

(Week 3)

To know that animals with skeletons have

muscles attached to the bones.

Be able to understand that both bones and

muscles enable movement.

To know how a muscle has to contract and

expand to make a bone move.

Be able to understand the action of muscle

(contraction and expansion)

To know muscles act in pair.

Out Comes

Learning Objectives
(Week 4)

(Week 4)
To understand more about muscle power.
To know about exercise.
To know matter and its properties.
To define matter, mass and volume.
To know that matter can be solid, liquid or
gas.

Be able to compare muscle power (peer

group)
Be able to realize the importance of
exercise in our day to day life.
Be able to understand that substances are
made of tiny particles. (Matter-occupies
space and has mass)
Be able to differentiate matter, mass and
volume.
Be able to recognise solids, liquids and
gases.

Vocabulary on one Theme

Function animals body - Skeleton bones mechanism of X-rays measurements
growth muscles muscle power matter mass volume solid liquid gas

Activities/Learning Opportunities
(Week 1)

(Week 2)

Talk about skeletons they know

about e.g. fish. 10 mins
Task 2 Pg. 3 (Moving and Growing)
with the help of the pictures given in
the text book match the animals to
their ways of moving.( Individual )

10 mins

Task 3 Pg. 4:- Discussing what their

bodies were like inside and talking
about how they moved. ( Group )
(Note: discussing let ss to engage
and share their information and be
able to listen others)
10 mins
Body map exercise-draw a life-size
body outline: cut and stick major
10 mins
bones inside it.
(Note: this let ss to keep it in their
mind)

(Week 3)

Look at X-rays of bones in children

and adults. Compare. Discuss
fractures- if evident. (in pair)
(This is let ss to compare it with their
10 mins
friend)
Look at the flash cards and identify
the skeletons e.g. bones from horse,
fish, chicken, dog and man.
(Individual) 10 mins
Draw a picture of provided bones and
make a table for comparing your
findings. (Group) 10 mins
Measure and find the longest bone.
(Makes sure they measure it well)
10 mins

You tube video (make me genius)

Task 11 pg. 15 (Moving and 10 mins
Growing)-Plan and carry out a
survey. Show your findings in a table
or bar chart.
10 mins

Discuss- How does the skeleton help us to move? (Group) 10 mins

Observe a range of animals and how they move in different ways. Think about how their
muscles enable them to do this.(Pairs) (This let ss to use their critical thinking) 10 mins
Look at video evidence of pairs of muscles in action- relaxing and contracting to create
movement. (This helping ss to build their knowledge and provide for them information)
10 mins
Feel muscle movements in their own bodies. (Individual) 10 mins
(This help ss to feel about their muscle and it shown them how it move in their bodies)

(Week 4)

A scientific enquiry-Make a hand grip tester using the equipment in science lab.
(This is because help ss to understand about muscle power and compare it with others)
10 mins

Compare how the body feels before and after the exercise? (Discuss in group + whole
class) (This help ss about their heart and exercise feeling them) 10 mins

Summary:

Children read through the statements and complete the science log. (Group work)

10 mins

A scientific investigation- Investigate and record-All substances are made up of tiny

particles. 10 mins

PPT on matter, mass and volume. (Pair work) 10 mins

Finding out childrens ideas about solids, liquids and gases. (Group work) 10 mins

Act out how particles are arranged in solid, liquids and gases. (Group work) 10 mins

Assessments/Evidences
(Week( 1)

(Week 2)

Prior knowledge (individual) 5 mins

Can describe the main functions of
the Skeleton? (individual)
Can list out observable
characteristics of bones. (individual)
Quiz about Skeleton. (individual)

Can label the bones found on the

skeleton and write the functions of
each them. (individual) + Brainstorm
Can answer questionnaire regarding
facts about various bones in the
body. (individual)
Quiz about bones in the body.
(individual)
Each of them take10 mins

Each of them take10 mins

(Week 3)

(Week 4)

You Tube video (in pair)

Text book (individual)
Model showing muscle movement
(individual)
Quiz about muscle movement
(individual)

Each of them take10 mins

Task 13 Pg. 18 (Moving and

Growing) (individual)
Playground
Science lab
Secondary resources
Selection of materials for handling
by the children. (group work)
Quiz

Each of them take10 mins

Note: Quizzes help teachers to evaluate students learning at the end of the lesson. While
formative assessments help teachers to monitor students learning by giving feedback for
the learner and be able to reteach the lesson for them by checking their comprehension.

Resources
(Week 1)

Video evidence
Skeleton ( Plastic)
Text book

(Week 2)

(Week 3)

Can make a model to show how

muscles work
Video
Text book

X-ray sheets
Flash cards
Text book
Tape measures
Secondary sources.
Task 12 Pg. 16
Video
(Week 4)

Can answer the Muscle quiz on Task

14 Pg.19 (Moving and Growing)
Use materials in lab
Video

Note: Teachers could use these resources and be able to add or remove the resources
according to the materials that available for them in lab room.