• ## GLE-Sci4

STANDARDS FOR SCIENCE
STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
By the end of fourth grade, students will be able to:
1a. Ask questions and state predictions that can be addressed through scientific investigation
tell what question they are going to answer or problem they are solving by doing an investigation
predict what they think will happen and tell why
generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: “What would happen if we change . . .?”)
suggest a simple investigation to answer one of the questions they generated
1b. Select and use simple devices to gather data related to an investigation
use everyday objects to show how the Earth, Sun, and Moon move with respect to each other
1b. Select and use simple devices to gather data related to an investigation
use everyday objects to show how the Earth, Sun, and Moon move with respect to each other
1c. Use data based on observations
use two or more words or phrases to describe an object or situation
use more than one sense when making observations
draw and label pictures that include relevant details as well as the main characteristics
record observations (using pictures, words, or numbers) on charts with existing column headings
make two-column charts and label column headings
plot data on a bar graph using their data
1d. Use data based on observations to construct a reasonable explanation
1e. Communicate about investigations and explanations
use observations and graphs to answer questions related to the investigation
compare results with their prediction and answer the question they set out to answer
describe what happened when they did an investigation

STANDARD 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
PROPERTIES OF SUBSTANCES
In fourth grade, students learn that substances have properties
and these properties can be used to identify them.
By the end of fourth grade, students will be able to:
2.1a. Examine, describe, classify, and compare substances in terms of common physical properties
name several examples of properties of substances (solids and liquids)
realize that powders are solids
sort properties into two groups—those that change (for example, size of particles) and those that don’t (for example, whether or not a powder can dissolve)
compare the properties of two or more substances
give examples of how to use properties to distinguish one substance from another
use a completed data table to identify a substance
explain why it is usually necessary to use more than one property to identify a substance
tell how liquids can be used to distinguish solids (for example, sugar dissolves in water but corn starch does not)
test at least three properties to identify a solid
2.1c. Create mixtures and separate them based on differences in properties
observe and draw the crystals that remain after the liquid evaporates from a mixture
know that a mixture is formed when two substances are combined and can be separated again
2.3b. Describe an observed change in terms of starting conditions, type of change, and ending conditions
observe and describe what happens when different kinds of solids (for example, salt, cornstarch) are mixed with different liquids (for example, water, vinegar, cabbage juice)
explain what remains after the water evaporates from a mixture
explain what is meant by the term “dissolve”
2.3c. Predict what changes and what remains unchanged when matter experiences an external influence
give evidence that when a solid dissolves, it is still there even if it can’t be seen

STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
FOOD AND FOOD CHAINS
In fourth grade, students learn that energy, in the form of food, is passed from one organism to another. They also learn that humans have specialized structures which allow us to use the energy in food.
By the end of fourth grade, students will be able to:
3.1c. Describe the basic needs of an animal
recall that animals need food, water, air, and shelter in order to live
3.1d. Give examples of how organisms interact with each other
describe examples of predator-prey relationships
realize that every animal eats other plants and/or animals and is eaten by other animals
3.2a. Recognize that green plants need energy from sunlight and various raw materials to live, and animals consume plants and other organisms to live
know that plants get their energy from the Sun and animals get their energy by eating
use evidence from classroom investigations to show that an animal eats only particular foods *
group organisms (herbivores, carnivores, omnivores) based on the types of food they eat
know that animals use food for growth as well as for energy
3.2b. Recognize the interrelationships of organisms by tracing the flow of matter and energy in a food chain
draw a food chain that includes the Sun and three organisms
use an example to explain how a change in the types of plants that grow in a particular location can affect the animals in that location
explain that a food chain shows how energy is transferred from the Sun to plants and then to animals (animals cannot get their energy directly from the Sun)
3.3a. Describe the human digestive system
explain that some of the parts inside our body work together to break down food so the organism can use it for matter and energy
name the four main parts of the digestive system (mouth, esophagus, stomach, intestine)
sketch the digestive system, showing the shape of the parts and placing them in the correct order
explain that the purpose of the digestive system is to break down bites of food into pieces that are extremely tiny—too small to recognize
explain that the nutrients in foods that our bodies need are absorbed by the body; the wastes leave the body through the anus
3.3b. Describe basic food requirements for humans
know that it is important to eat a variety of foods, including lots of fruits and vegetables, but few sweets
name examples of fruits and vegetables
name examples of foods that are high in sugar but low in important nutrients
3.4c. Identify characteristics of animals that allow them to find and eat food in specific environments
match beak shape with type of food or foot shape with habitat
give examples of specific characteristics (involving beaks or feet) that allow a bird to meet its needs
draw the mouth of an insect as viewed when magnified
describe different types of insect mouths
explain how shape of an insect mouth provides clues about what the insect eats

STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
DAY AND NIGHT SKIES
Students learn the names and patterns to the movements of objects
that can be viewed in the day and night skies with the unaided eye.
By the end of fourth grade, students will be able to:
4.4a. Describe what can be readily observed by the unaided eye in the daytime and nighttime sky
locate the Moon in the day as well as in the night sky *
sequence pictures of the phases of the Moon using evidence from their observations
locate at least two constellations in the sky and/or on a simple sketch (the Big Dipper, Orion)
explain what is meant by the term constellation (a pattern of stars in the sky that does not change)
know which objects that can be seen in the night sky compared with those that are seen during the day
4.4b. Describe the motion of Earth in relation to the Sun, including the concepts of day, night, and year
tell that the Sun appears to move from east to west over the course of a day
indicate the location of the Sun on a drawing that shows an object and its shadow
explain how a shadow can be used to understand the motion of the Sun
use a model or drawing to show how the Earth turns with respect to the Sun resulting in day and night
decide if it would be day or night in Colorado based on drawings of the Earth and the Sun
use a model to show how the Earth moves with respect to the Sun resulting in a year
4.4d. Identify basic components of the solar system
make a drawing that shows the Sun, Earth and its Moon, and other planets as being “clumped” and the stars as being much more distant
show the Sun as being at the center of the solar system with the planets (including Earth) circling the Sun
describe the solar system as consisting of the Sun, the Earth and its Moon, and eight other planets
know the names of the planets
4.4e. Describe a space exploration event such as a manned or unmanned space mission
explain the destination and purpose of a recent space exploration event
know that astronauts have landed on the Moon and explored its surface
realize that astronauts have gone to the Moon but no further

STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
Note: This standard is not addressed as a separate unit; rather, it should be integrated where appropriate into the units at each grade level.
By the end of fourth grade, students will be able to:
5d. Identify careers that use science and technology
realize that astronauts and those people who plan space flights must understand the movement of objects in space

STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Note: This standard is not addressed as a separate unit; rather, it should be integrated where appropriate into the units at each grade level.
By the end of fourth grade, students will be able to:
6a. Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
realize that some properties of substances never change (for example, salt dissolves in water, vinegar bubbles when mixed with baking soda)
6b. Compare knowledge gained from direct experience to knowledge gained indirectly
describe the changes in the appearance of the Moon that they observed with what a book or other reference says about phases of the Moon
6c. Identify observable patterns and predict future events based on those patterns
describe the path the Sun follows when it moves across the sky and explain that this pattern is likely to continue far into the future
6d. Describe the components and interrelationships of a system
identify the nine planets and the Sun as being the main parts of the solar system
name the four main parts of the digestive system and describe the main function of each part
6e. Compare a model with what it represents
explain how models are the same, yet different from, the real thing
* Students may benefit from using the outdoors as a classroom when they are working on these expectations.