Science Inquiry: Fourth Grade

Throughout this inquiry, students will also work toward the Strand 7-Scientific Inquiry.1.B.a.
Make qualitative observations using the five senses; b. make observations using simple tools and
equipment (e.g., hand lenses, magnets, thermometers, metric rules, balances, graduated
cylinders, spring scale); c. Measure length to the nearest centimeter, mass using grams,
temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest
Newton; d. Compare amounts/measurements.
Lesson Sequence Concept: Strand 4-Ecology: Interactions Among Organisms and Their
Environments
Science Standard: 4.3.C.a. Identify specialized structures and describe how they help plants
survive in their environments (e.g. roots, cactus needles, thorns, winged seeds, waxy leaves)
Language Objective: Students can listen to, read, write, and speak in simple present tense with
sentence frames and word banks. Sample Sentences: It is _____. I see ____. Here is the _____.
ELD Standards: Match plant parts with their labels based on oral descriptions using photos,
illustrations, or videos with a partner in L1 or L2.
5E Stage

Teacher Does

Student does with language

proficiency levels
Low

Engage

Ask Why do
flowers have
different parts?
(Translation of
question word
necessary)
Explain that we
are going to look
at and write about
plants
Watch the video
on blooming
flowers and look
at the variety:
http://www.theatla
ntic.com/video/ind
ex/374460/theserene-beauty-ofa-bloomingflower/
Model writing

Medium

Answer in Spanish, N/A

physically
demonstrate or
draw pictures of
their responses if
not able to respond
with English

High
N/A

Science
Concept/Language
Function
Science: Plants
have specialized
parts to help them
survive.
Language:
Listening,
Speaking, writing,
with an emphasis
on adjectives

observations of
color, size, or
shape.
Explore

Explain

Model the process

of examining the
plants, review the
proper handling of
lab equipment,
demonstrate the
use of the graphic
organizer to
compare and
contrast plant
parts and record
other observations
about traits.

Observe the
N/A
various parts of the
plants, draw
pictures of
different parts with
labels in Spanish or
using native
language support to
translate one word
responses.
Properly use lab
equipment and
work with partner
and/or teacher to
recognize various
plant parts.
Record
observations on
graphic organizer
and chart paper
with the group.

N/A

Discuss the
characteristics and
the plant parts that
the students found,
examples: strong,
weak, smooth,
rough, small, big,
sharp, rounded,
thin, think, color;
roots, leaves,
stems, sepals,
pistil, stamens,
ovary.
Use visuals, video,
motions, written
and spoken labels
to support
comprehensibility.
Model using the
sentence frames

Use recorded
N/A
observations to tell
the group their
findings by
completing a
sentence frame It
is ______; I see
_____; or Here is
the _____.

N/A

Science: Plants
have specialized
parts to help them
survive.
Language:
Listening,
Speaking, writing,
with an emphasis
on adjectives

Science: Plants
have specialized
parts to help them
survive.
Language:
Listening,
Speaking, writing,
with an emphasis
on adjectives

and the word

banks.
Add any
characteristics to
the word banks
not anticipated
previously.
Elaborate

Evaluate

Ask the students

to consider
different
environments by
using
visuals/videos as
support; where
would these
characteristics be
helpful and how?

Determine if
N/A
environments
would be suitable
for different plant
traits by comparing
and contrasting

Remodel
appropriate use of
lab equipment and
explain the
procedures of the
activity.
Remind students
of the supports
available, the
word bank, the
flower diagram,
the chart paper
with previously
discussed plant
traits.

Examine two new

N/A
plants and label
parts appropriately
with the help of a
labeled plant
diagram and a
word bank along
with defining at
least one
characteristic by
reviewing the list
of traits the group
has already created.

N/A

Science: Plants
have specialized
parts to help them
survive depending
on specific
environments in
which they live.
Language:
Listening,
Speaking, writing,
with an emphasis
on adjectives

N/A

Science: Plants
have specialized
parts to help them
survive depending
on specific
environments in
which they live.