Access Point #: SC.4.N.1.Su.3


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Answer questions about objects and actions related to science.
Number: SC.4.N.1.Su.3 Category: Supported
Date Adopted or Revised: 02/08 Big Idea: The Practice of Science

A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Related Benchmarks

Name Description
SC.4.N.1.4: Attempt reasonable answers to scientific questions and cite evidence in support.



Related Courses

Name Description
5020050: Science - Grade Four
5010045: Language Arts - Grade Four
7720050: Access Science Grade 4
7710015: Access Language Arts - Grade 4
5020110: STEM Lab Grade 4


Related Resources

Lesson Plans

Name Description
Exploring Magnets:

In this lesson, students observe and record their observations of magnets attracting and repelling each other and other objects..

Observing a Physical Change:

In this lesson, students are shown the difference between physical and chemical changes by dissolving and crushing seltzer tablets. Students learn to recognize that physical changes involved changes in size, shape, or texture, while chemical changes involve the formation of a new substance.

Unit/Lesson Sequences

Name Description
Measuring Mass:

In this unit, students will first do research and study the Law of Conservation of Mass and learn how to form a hypothesis. After they learn how to form a hypothesis, they will use balance beams to measure clay and crayons.

Physical Properties & Physical Change in Solids | Curious Crystals | Inquiry in Action: In this investigation, students will carefully look at four known household crystals. After observing and describing the crystals, students will be given an unknown crystal, which is chemically the same as one of the four known crystals but looks different. When students realize that they cannot identify this crystal by its appearance alone, they will suggest other tests and ways to compare the crystals to eventually identify the unknown crystal. The other activities in this investigation are examples of tests students can conduct on the crystals. After a series of these tests, students will gather enough evidence to identify the unknown crystal.
Rocks and Minerals:

In this unit, students learn the physical properties of rocks and how they are formed.

Weathering and Erosion:

In this unit, students learn about weathering and erosion (and different types of weathering and erosion) through different models and activities. An engineering design competition asks students to synthesize knowledge about erosion to create an erosion-blocking process/product for the Atlantic Coast.