Grade-Level Indicators
SCIENCE
Grade Four
GRADE FOUR
Earth and Space Sciences
Life Sciences
Physical Sciences
Science and Technology
Scientific Inquiry
Scientific Ways of Knowing
|
Earth and Space Sciences
Students demonstrate an
understanding
about how Earth systems and processes interact in the geosphere
resulting in the habitability of Earth. This includes demonstrating
an understanding of the composition of the universe, the Solar System
and Earth. In addition, it includes understanding the properties
and the interconnected nature of Earth’s systems, processes that
shape the Earth and Earth’s history. Students also demonstrate an
understanding of how the concepts and principles of energy, matter,
motion and forces explain Earth systems, the Solar System, and the
Universe. Finally, they grasp an understanding of the historical
perspectives, scientific approaches and emerging scientific issues
associated with the Earth and space sciences. |
| Benchmark A. Explain the characteristics, cycles and patterns involving Earth and its place in the solar system. No indicators present for this benchmark. Benchmark B. Summarize the processes that shape Earth's surface and describe evidence of those processes. Processes That Shape Earth 8.Describe how wind, water and ice shape and reshape Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas, glacial moraines). 9. Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering of rock. 10. Describe evidence of changes on Earth’s surface in terms of slow processes (e.g., erosion, weathering, mountain building, deposition) and rapid processes (e.g. volcanic eruptions, earthquakes, landslides). Benchmark C. Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved. No indicators present for this benchmark. D. Analyze weather and changes that occur over a period of time. Earth Systems 1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured as barometric pressure. 2. Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail). 3. Investigate how water changes from one state to another (e.g., freezing, melting, condensation, evaporation). 4. Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation, and barometric pressure. 5. Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols, cloud conditions). 6. Trace how weather patterns generally move from west to east in the United States. 7. Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds. |
|
Life Sciences
Students will demonstrate an
understanding of how living systems function and how they interact with
the physical environment. This includes an understanding of the cycling
of matter and flow of energy in living systems. An understanding of the
characteristics, structure, and function of cells, of organisms and of
living systems will be developed as well as a deeper understanding of
the principles of heredity, biological evolution, and the diversity and
interdependence of life. Students will also demonstrate an
understanding of different historical perspectives, scientific
approaches and emerging scientific issues associated with the life
sciences. |
|
Benchmark A. Differentiate between the life cycles of different plants and animals. Heredity 1. Compare the life cycles of different plants including germination, maturity, reproduction and death. 5. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds). Benchmark B. Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive. Diversity and Interdependence of Life 2. Relate plant structures to their specific functions (e.g., growth, survival and reproduction). 3. Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots, stems). Benchmark C. Compare changes in an organism's ecosystem/ habitat that affect its survival. Diversity and Interdependence of Life 4. Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time. |
|
Physical Sciences
Students demonstrate an understanding of the
composition of physical systems and the concepts and principles
that describe and predict physical interations and events in the
natural world. This includes demonstrating an understanding of the
structure and properties of matter, the properties of materials and
objects, chemical reactions and the conservation of matter. In
addition, it includes understanding the nature, transfer and
conservation
of energy, as well as motion and the forces affecting motion, the
nature of waves and interactions of matter and energy. Students
also demonstate an understanding of the historical perspectives,
scientific approaches and emerging scientific issues associated
with the physical sciences. |
| Benchmark A. Compare the characteristics of simple
physical
and chemical changes. Nature of Matter 1. Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible). 2. Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda). Benchmark B. Identify and describe the physical properties of matter in its various states. Nature of Matter 3. Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects (e.g., paper, glass, plastic, metal). 4. Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties. Benchmark C. Describe the forces that directly affect objects and their motion. No indicators present for this benchmark. Benchmark D. Summarize the way changes in temperature can be produced and thermal energy transferred. Nature of Energy 5. Compare ways the temperature of an object can be changed (e.g., rubbing, heating, bending of metal). Benchmark E. Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces. No indicators present for this benchmark. Benchmark F. Describe the properties of light and sound energy. No indicators present for this benchmark. |
|
Science and Technology
Students should recognize that science and
technology are interconnected and that using technology involves
assessment of the benefits, risks and costs. Students should build
scientific and technological knowledge as well as the skills required
to design and construct devices. In addition, they should develop the
processes to solve problems and understand that problems may be solved
in several
ways. |
| Benchmark A. Describe how technology affects human
life. Understanding Technology 1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment, manufacturing) has improved human lives. 2. Investigate how technology and inventions change to meet peoples’ needs and wants. Benchmark B. Describe and illustrate the design process. Abilities To Do Technological Design 3. Describe, illustrate and evaluate the design process used to solve a problem. |
|
Scientific Inquiry
Students will develop scientific
habits of mind as they use the processes of scientific inquiry to
ask valid questions and to gather and analyze information. They will
understand how to develop hypotheses and make predictions. They will
be able to reflect on scientific practices as they develop plans
of action to create and evalutate a variety of conclusions. Students
will also demonstrate the ability to communicate their findings
to others. |
| Benchmark A. Use appropriate instrumentssafely to
observe,
measure and collect data when conducting a scientific investigation. Doing Scientific Inquiry 1. Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature, and area in metric and English units. Benchmark B. Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. Doing Scientific Inquiry 2. Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence. Benchmark C. Develop, design and safely conduct scientific investigations and communicate the results. Doing Scientific Inquiry 3. Develop, design and conduct safe, simple investigations or experiments to answer questions. 4. Explain the importance of keeping conditions the same in an experiment. 5. Describe how comparisons may not be fair when some conditions are not kept the same between experiments. 6. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment. |
|
Scientific Ways of Knowing
Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students will reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. |
| Benchmark A. Distinguish between fact
and opinion and explain how ideas and conclusions change as new
knowledge
is gained. Nature of Science 1. Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. Benchmark B. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. Nature of Science 3. Explain discrepancies in an investigation using evidence to support findings. Benchmark C. Explain the importance of keeping records of observations and investigations that are accurate and understandable. Nature of Science 2. Record the results and data from an investigation and make a reasonable explanation. Ethical Practices 4. Explain why keeping records of observations and investigations is important. Benchmark D. Explain that men and women of diverse countries and cultures participate in careers in all fields of science. No indicators present for this benchmark. |
| All of the information on this
site is available in pdf and/or Word format at the Ohio
Department of Education Web Site at http://www.ode.state.oh.us/
|
BACK TO MRS. GRAY'S CLASSROOM PAGE
Send comments and suggestions to: comments@mrsgraysclassroom.org
Please
do not copy the graphics from this Web Site. Many of the graphics
are from copyrighted graphic collections on the Internet.
Please go to our
Graphics Page included in our
Educational Links to visit these great sites to download graphics.
Updated 06/20/10
Copyright @ 2010 Mrs. Gray's Classroom
All Rights Reserved