• GLE-Sci4

    4th Grade Level Expectations
    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
    Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
    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
    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.
    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   
    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.
    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
    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
    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.