STEM Curriculum for Fourth Grade

⚡ Systems Engineers: STEM Explorations

An annual plan of 8 missions connecting robotics, energy and data analysis to real-world problems for fourth grade.

Main Objective of the Plan

Develop systems thinking and engineering skills by empowering fourth grade students to analyze complex problems, design functional prototypes, and communicate their findings based on data.

STEM Disciplines and Skills

Science: Biology (central and peripheral nervous system, neurons), circulatory system (heart, arteries, veins).
Technology: Use of apps to measure reaction time, digital stethoscopes (or apps).
Engineering: Design of a neuron model, design of a sensory «glove».
Mathematics: Data collection (reaction time, heart rate), calculation of averages.

Critical Thinking: How do messages travel in my body? Why does my heart beat faster when I get scared (nervous/circulatory connection)?
Collaboration: Perform and record reaction time tests in pairs.

Hands-on activities

Reaction Time Tests: Measure (with a falling ruler or an app) reaction time under different conditions (e.g., with music, with distractions). Record and average.
Neuron Model: Construct a model of a neuron using pipe cleaners, plasticine and beads (for the myelin sheath).
Circulatory Mapping: Draw a human silhouette on large paper and use red (arteries) and blue (veins) stamen to map blood flow to and from the heart.

Hybrid/Remote Adaptation (Reaction Time): Use a simple reaction test website (e.g., «Human Benchmark»). Students record 5 attempts and calculate their average, sharing it on a class spreadsheet.

Human Benchmark (web), heart rate apps, BrainPop (Nervous System).

Formative Evaluation

Bar graph of group reaction times.
Labeled neuron model (dendrites, axon, nucleus).
Explanation (oral or written) of the connection between the brain and the heart.

Integration of Ethical Values

Mental Health: Discuss how stress (nervous system) affects the body (heart rate).
Self-awareness: Understand the «super powers» and limitations of our bodies.

STEM Disciplines and Skills

Science: Ecology (producers, consumers, decomposers), food chains and food webs, energy transfer.
Technology: Research (e.g. Monterey Bay Aquarium), ecosystem simulation (apps).
Engineering: Design of a balanced ecosystem in a bottle (ecobottle).
Mathematics: Data analysis (populations), energy pyramids (concept).

Systemic Thinking: What happens if a «link» (e.g. bees) disappears?
Digital Literacy: Use simulators to predict changes in populations.

Hands-on activities

Food web with stamen: Each student represents an organism (sun, plant, rabbit, fox, bacteria). Use yarn to connect who eats whom, creating a visual web.
Dissection of Owl Egrupiles: (Sterile kits). Analyze the bones found to reconstruct the owl's diet (food chain).
3 Level Eco-bottle: Build a closed ecosystem with an aquatic level (plants, small fish), a decomposition level (soil, earthworms) and a terrestrial level (plants).

Hybrid/Remote Adaptation (Food web): Use a digital whiteboard tool (such as Jamboard or Miro) where students paste images of organisms and use the line tool to connect them and form the network.

Ecosystem simulators (Phet), Jamboard, Nat Geo Kids, Monterey Bay Aquarium (web).

Formative Evaluation

Food web diagram (with correct energy arrows).
Lab sheet of the egrópila (bones counted, diet identified).
Ecobottle observation diary.

Integration of Ethical Values

Interdependence: Understand that the survival of one species depends on many others.
Human Responsibility: Discuss how human actions (pollution, deforestation) break these networks.

STEM Disciplines and Skills

Science: Consumer psychology, market data analysis.
Technology: Prototype design (Tinkercad), digital marketing (create a simple ad in Canva).
Engineering: Product design process (research, prototyping, testing, iteration).
Mathematics: Budget (material costs), profit calculation (multiplication, subtraction), sales charts.

Critical Thinking: Does my product solve a real problem? What is a fair price? How do I iterate based on feedback?
Planning: Create a simple business plan (product, cost, price, marketing).

Hands-on activities

Supply and Demand Simulation: Simulate a market with «buyers» and «sellers» of a product (e.g. decorated pencils). See how the price changes if there are many sellers and few buyers (and vice versa).
Business Plan and Prototype: In groups, identify a problem in the classroom (e.g. lost pencils) and design a product to solve it. Create a prototype (in Tinkercad or cardboard).
Market Day 4.0: Present prototypes to «investors» (other teachers or parents) to obtain «financing» (toy) to produce it.

Hybrid/Remote Adaptation (Business Plan): The groups collaborate on a Google Slide for their business plan and Tinkercad (web-based) for their digital prototype.

Tinkercad, Canva, Google Slides/Sheets, Banzai (simulations).

Formative Evaluation

Business plan (simple rubric).
Presentation of the prototype («sales pitch»).
Reflection: What would you do differently if your product did not «sell» well (Iteration).

Integration of Ethical Values

Integrity: Create a product that delivers what it promises.
Collaboration: Recognize that a good product requires different talents (design, finance, marketing).
Productive Failure: View negative feedback as a gift for improvement.

STEM Disciplines and Skills

Science: Physics (potential and kinetic energy, gravity, friction, Newton's laws - concept).
Technology: Roller coaster simulators, video analysis (slow motion).
Engineering: Rube Goldberg machine design, pulley/gear design, marble roller coasters.
Mathematics: Measurement (height, distance, time, speed = d/t).

Critical Thinking: How do I convert potential energy into kinetic energy? How do I use friction (or reduce it)?
Collaboration: Build a functional Rube Goldberg machine.

Hands-on activities

Marble Roller Coaster: Use foam insulation tubes cut in half to design a roller coaster. Challenge: make the marble complete a «loop».
Rube Goldberg Machine: In groups, use recycled materials to create a machine that completes a simple task (e.g., putting a ball in a cup) in 5 or more steps.
Pulleys and Gears Challenge: Use LEGO (or similar) kits to build systems that lift a weight. Which system requires less effort (mechanical advantage).

Hybrid/Remote Adaptation (Roller Coaster): Students use an online roller coaster simulator or create a simple one at home with cardboard and tape. They record the successful ride.

Phet.colorado.edu (Skate Park Simulator), roller coaster simulation apps, LEGO Education Kits.

Formative Evaluation

Roller coaster demonstration (complete the loop?).
Video and explanation of the Rube Goldberg machine (labeling energy transfers).
Drawing of a working pulley system.

Integration of Ethical Values

Perseverance: Rube Goldberg machines fail 99 times before they work.
Security: Discuss why engineering and physics are crucial to amusement park safety.

STEM Disciplines and Skills

Science: Meteorology (cold/warm fronts, atmospheric pressure), greenhouse effect (model), climate vs. weather.
Technology: Reading weather maps (web), use of thermometers, barometers.
Engineering: Design and construction of a weather station (anemometer, rain gauge, home barometer).
Mathematics: Recording and graphing of data (temperature, rainfall), climatic averages.

Critical Thinking: Why do weather forecasts sometimes fail? What is the difference between climate and weather?
Creativity: Design functional instruments with recycled materials.

Hands-on activities

Home Weather Station: In groups, build an anemometer (paper cups and straws), a rain gauge (marked bottle) and a barometer (flask, balloon, straw).
Weather Reporter: Record station (and web) data for one week. Then, record a «weather report» explaining the data and making a forecast.
Greenhouse Effect in a Jar: Use two thermometers, two flasks (one open, one sealed with film) under a lamp to model and measure the greenhouse effect.

Hybrid/Remote Adaptation (Weather Reporter): Students use data from a weather app (e.g. AccuWeather) for their city. They create a script and record their weather report, uploading it to Flipgrid.

AccuWeather (web), Flipgrid, Google Sheets (for graphing data).

Formative Evaluation

Weather station instruments (do they work?).
Graph of the week's weather data.
Video of the «Weather Reporter» (clarity rubric).

Integration of Ethical Values

Climate Awareness: Use the greenhouse effect model to discuss climate change.
Accuracy: Understand the importance of taking data accurately.

STEM Disciplines and Skills

Science: Logic (if-then statements), sensors (light, sound, touch).
Technology: Block-based programming (Scratch, Sphero Edu, Ozobot), simple robotics.
Engineering: Designing a robot for a task (e.g. cleaning, moving), prosthetics concept.
Mathematics: Measurement (distance, angles), sequences, loops.

Digital Literacy: «Debugging» of a robotic program.
Collaboration: Programming in pairs (one «driver» and one «navigator»).

Hands-on activities

Bristlebot (Brush Robot): Build a simple robot with a toothbrush head, a vibration motor (from a cell phone) and a battery.
Robotic Maze Challenge: Use a robot (Sphero, Ozobot, or even Scratch) to program a sequence of movements and angles to navigate a maze on the floor.
Engineering of a «Robotic Hand»: Use straws, yarn and cardboard to create a jointed hand that works by pulling on the «sinews» (yarn).

Hybrid/Remote Adaptation (Labyrinth): Use the Scratch simulator (web) to program a sprite (character) that navigates a digital maze using «if it touches the color black, go backwards» logic.

Scratch (web), Sphero Edu, Ozobot Blockly, Tinkercad.

Formative Evaluation

Functional Bristlebot.
Success in the labyrinth challenge (or a well debugged program).
Functional robotic hand (can it grasp a glass?).

Integration of Ethical Values

AI ethics: Discuss: what jobs can (and should) robots do?
Empathy: Discuss how robotics and prosthetics help people.

STEM Disciplines and Skills

Science: Forms of energy (solar, wind, hydro), energy transfer, renewable vs. non-renewable resources.
Technology: Research on energy sources, use of multimeters (simple).
Engineering: Design of a solar oven, design of a wind turbine.
Mathematics: Measurement (temperature, wind speed, voltage), efficiency (simple concept).

Creativity: Optimize a design to capture maximum energy.
Critical (Systemic) Thinking: Compare the pros and cons of different energy sources.

Hands-on activities

Solar Pizza Oven: Use a cardboard box, aluminum foil and plastic wrap to design a solar oven. Test it by cooking s'mores or melting cheese in an omelet.
Miniature Wind Turbine: Design and test different blades (material, shape, angle) for a mini turbine. Measure its «power» (e.g. how fast it lifts a paper clip).
Energy Debate: Divide the class into groups (solar, wind, coal, nuclear) and prepare arguments as to why their energy source is the best for a new city.

Hybrid/Remote Adaptation (Solar Oven): Challenge at home on a sunny day. Students document their design and the result (e.g. «before» and «after» photo of the chocolate) and record the temperature.

Power simulators (Phet), turbine design videos.

Formative Evaluation

Solar oven temperature recording.
Table of turbine design data (design vs. speed).
Debate rubric (based on arguments, not «winning»).

Integration of Ethical Values

Sustainability: Understand the urgency of switching to clean energy.
Energy Equity: Discuss how energy access affects quality of life.
Long-Term Thinking: Make decisions that benefit the future.

STEM Disciplines and Skills

Science: Geology (soil types), structures, systems analysis (traffic, services).
Technology: 3D design (Tinkercad, Minecraft Edu), GIS mapping (Google My Maps).
Engineering: Civil engineering (bridge design, urban planning), human-centered design.
Mathematics: Scale and proportion, budget (construction cost), geometry (shapes, angles).

Collaboration: Plan a city where all systems (housing, energy, water) work together.
Critical (Systemic) Thinking: Where do we put the parks? How does the freeway affect the houses?

Hands-on activities

Paper Bridge Challenge: Using only paper and tape, design a bridge that crosses a distance of 30 cm and supports the greatest weight (light books, erasers).
Digital City in Minecraft/Tinkercad: In groups, design an ideal «city block» that includes housing, clean energy (Unit 7), green space (Unit 2), and accessibility (3rd grade Unit 8).
Community Resource Mapping: Use Google My Maps to map resources in your community (parks, libraries, bus stops, supermarkets) and analyze «deserts» of services.

Hybrid/Remote Adaptation (Digital City): This activity is ideal for remote, as Tinkercad and Minecraft allow online collaboration. Groups present their city with a video tour.

Tinkercad, Minecraft Education Edition, Google My Maps, SimCity (concept).

Formative Evaluation

Bridge weight record (weight vs. design).
Presentation of the digital city (systems integration rubric).
Resource map analysis (identification of gaps).

Integration of Ethical Values

Human Centered Design: Design cities for people, not cars.
Equity: Ensure that all neighborhoods have access to parks and services.
Civic Voice: Understand that they can (and should) participate in the design of their community.