Department of Education
Dr. Tim Webb, Commissioner
Science - Fourth Grade
Life Science
Content Standard: 1. 0 Cell Structure and Function
The student will investigate the structure and function of plant and animal cells.
Learning Expectations:
1.1 Know that all organisms are made of one or more cells.
Accomplishments
Cell Structure and Function:
4.1.1 Know that all organisms are made of one or more cells.
- Examine a variety of plant and animal cells.
Fourth Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.1.spi.1 identify the function of specific plant and animal parts.
At Level 2, the student is able to
4.1.spi.2 recognize the basic structure of plant and animal cells.
At Level 3, the student is able to
4.1.spi.3 identify animal and plant cell structures and function.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.1.tpi.1 use a hand lens to identify the parts of living things.
At Level 2, the student is able to
- 4.1.tpi.2 compare and contrast plant and animal cells.
- 4.1.tpi.3 draw and label the basic structures of plant and animal cells.
At Level 3, the student is able to
4.1.tpi.4 explain differences between plant and animal cell structures and functions.
Content Standard: 2.0 Interactions Between Living Things and Their Environment.
The student will investigate how living things interact with one another and with non-living elements of their environment.
Learning Expectations:
- 2.1 Investigate the relationships among organisms in a specific ecosystem.
- 2.2 Recognize that organisms are able to change their environment.
Accomplishments
Interactions Between Living Things and Their Environment:
4.2.1 Investigate the relationships among organisms in a specific ecosystem.
- Examine and relate how plants and animals interact with each other and their environment.
4.2.2 Recognize that organisms are able to change their environment.
- Provide evidence and give examples of environmental changes caused by living things.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.2.spi.1 select plants and animals found in a specific environment.
At Level 2, the student is able to
4.2.spi.2 recognize how plants and animals interact with each other in their environment.
At Level 3, the student is able to
4.2.spi.3 identify ways that organisms affect their environment.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.2.tpi.1 group organisms according to the specific environment that they inhabit.
At Level 2, the student is able to
- 4.2.tpi.2 investigate and describe how plants and animals interact with each other in their environment.
- 4.2.tpi.3 classify organisms as producers, consumers, and decomposers.
- 4.2.tpi.4 describe how plants and animals interact with respect to pollination and seed dispersal.
At Level 3, the student is able to
- 4.2.tpi.5 explain how organisms can affect their environment.
- 4.2.tpi.6 communicate ways to reuse or recycle materials to reduce environmental impacts.
Content Standard: 3.0 Food Production and Energy for Life
The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.
Learning Expectations:
- 3.1 Realize that plants and animals use food for energy.
- 3.2 Recognize the function of specific structures in organisms that allow them to obtain and use energy.
Accomplishments
Food Production and Energy for Life:
4.3.1 Realize that plants and animals use food for energy.
- Explain that animals must obtain and use food for energy.
4.3.2 Recognize the function of specific structures in organisms that allow them to obtain and use energy.
- Compare how specific animals obtain oxygen (e.g., gills, lungs).
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.3.spi.1 match the edible parts of plants with particular plant structures.
At Level 2, the student is able to
4.3.spi.2 compare how various animals obtain and use food for energy.
At Level 3, the student is able to
4.3.spi.3 match the animal with their means of obtaining oxygen.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
- 4.3.tpi.1 illustrate and describe basic plant structures.
- 4.3.tpi.2 classify edible plant parts according to plant structures (e.g., broccoli/flower; carrot/root).
At Level 2, the student is able to
- 4.3.tpi.3 investigate and identify materials that plants use to produce food for energy, growth and repair.
- 4.3.tpi.4 explain how animals obtain and use food for energy.
At Level 3, the student is able to
- 4.3.tpi.5 create food chains found in a variety of ecosystems.
- 4.3.tpi.6 explain how different animals obtain oxygen.
Content Standard: 4.0 Heredity and Reproduction
The student will understand the basic principles of inheritance.
Learning Expectations:
- 4.1 Realize that certain characteristics are passed from parent to offspring.
- 4.2 Realize that reproduction is necessary for the survival of species.
- 4.3 Investigate the life cycles of different organisms.
Accomplishments
Heredity and Reproduction:
4.4.1 Realize that certain characteristics are passed from parents to offspring.
- Compare the traits of offspring with those of the parent.
4.4.3 Investigate the life cycles of different organisms.
- Describe the life cycle of an animal (i.e. frog, mealworm).
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.4.spi.1 distinguish offspring from the parent.
At Level 2, the student is able to
4.4.spi.2 recognize the relationship between reproduction and the survival of a species.
At Level 3, the student is able to
4.4.spi.3 select the illustration that depicts the life cycle of a specific organism.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.4.tpi.1 investigate and describe traits that organisms share with their parents
At Level 2, the student is able to
- 4.4.tpi.2 explore the different ways that plants reproduce.
- 4.4.tpi.3 study the parts of a flower and describe how these are related to plant reproduction.
- 4.4.tpi.4 explain the difference between an animal that is hatched and one that is born alive.
At Level 3, the student is able to
4.4.tpi.5 illustrate life cycles of various organisms.
Content Standard: 5.0 Diversity and Adaptation Among Living Things
The student will understand that living things have characteristics that enable them to survive in their environment.
Learning Expectations:
- 5.1 Realize that plants and animals can be grouped according to similarities and difference in their characteristics.
- 5.2 Determine that adaptations help organisms to survive in their environments.
Accomplishments
Diversity and Adaptation Among Living Things:
4.5.1 Realize that plants and animals can be grouped according to similarities and differences in their characteristics.
- Classify animals, by type, according to their characteristics.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.5.spi.1 match a plant or animal adaptation to a particular environmental condition.
At Level 2, the student is able to
4.5.spi.2 compare and contrast groups of organisms according to their major characteristics.
At Level 3, the student is able to
4.5.spi.3 match the form of structures found in living things to its function.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
- 4.5.tpi.1 illustrate adaptations that enable organisms to survive.
- 4.5.tpi.2 describe similarities and differences among organisms.
At Level 2, the student is able to
- 4.5.tpi.3 classify animals according to their characteristics.
- 4.5.tpi.4 compare the characteristics of amphibians, reptiles, fish, birds, and mammals.
At Level 3, the student is able to
- 4.5.tpi.5 compare specific structures with their functions in various organisms.
- 4.5.tpi.6 create and use a system for classifying objects or organisms.
Content Standard: 6.0 Biological Change
The student will understand that living things have changed over time.
Learning Expectations:
- 6.1 Realize that fossils show connections between organisms that lived in the past and those that live in the present.
- 6.2 Recognize that extinction of organisms has occurred in the past and still occurs today.
Accomplishments
Biological Change:
4.6.1 Realize that fossils show connections between organisms that lived in the past and those that live in the present.
- Examine fossils and explain how they provide information about the types of organisms that lived in the past.
4.6.2 Recognize that extinction has occurred in the past and continues today.
- Identify certain animal and plant populations as thriving, threatened, endangered, or extinct (e.g., elephants, sea turtles, dodo bird, dinosaur).
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.6.spi.1 match fossil evidence with organisms that are alive today.
At Level 2, the student is able to
4.6.spi.2 identify animal and plant populations as thriving, threatened, endangered, or extinct.
At Level 3, the student is able to
4.6.spi.3 infer possible causes of extinction.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.6.tpi.1 make inferences about plant and animal extinction from fossil evidence.
At Level 2, the student is able to
4.6.tpi.2 classify certain animal and plant populations as thriving, threatened, endangered, or extinct.
At Level 3, the student is able to
4.6.tpi.3 predict how human decisions have caused the extinction of some species.
Earth and Space Science
Content Standard: 7.0 Earth and Its Place in the Universe
The student will investigate the structure of the universe.
Learning Expectations:
- 7.1 Know that objects in space have identifiable characteristics, such as appearance, location, and apparent motion.
- 7.2 Investigate the patterns and movement of objects in space.
Accomplishments
Earth and Its Place in the Universe:
4.7.1 Know that objects in space have identifiable characteristics (e.g., appearance, location, and apparent motion).
- Identify and order the planets in the solar system by their distance from the sun.
4.7.2 Investigate the patterns and movement of objects in space.
- Recognize that the length and position of a shadow is related to the position of the sun.
- Demonstrate how the earth rotates and revolves.
- Simulate the changing shape of the moon.
Performance Indicator State:
As documented through state assessment,
At Level 1, the student is able to
4.7.spi.1 determine the order of the planets according to their distance from the sun.
At Level 2, the student is able to
4.7.spi.2 identify the phases of the moon in the correct sequence.
At Level 3, the student is able to
4.7.spi.3 recognize that the length and position of a shadow is related to the location of the sun.
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.7.tpi.1 illustrate and distinguish among the components of the solar system, (i.e., stars, planets, asteroids, meteors).
At Level 2, the student is able to
- 4.7.tpi.2 depict planets according to their distance from the sun.
- 4.7.tpi.3 use appropriate instruments to study objects in the sky.
At Level 3, the student is able to
- 4.7.tpi.4 model the positional relationship between the earth/sun and the earth/moon.
- 4.7.tpi.5 design a model that illustrates a lunar eclipse.
Content Standard: 8.0 Atmospheric Cycles
The student will investigate the relationships among atmospheric conditions, weather, and climate.
Learning Expectations
- 8.1 Recognize that atmospheric conditions vary and can be measured.
- 8.2 Recognize that landforms and bodies of water affect weather and climate.
- 8.3 Recognize the basic features of the water cycle.
Accomplishments
Atmospheric Cycles:
4.8.1 Recognize that atmospheric conditions vary and can be measured.
- Identify and use the proper tools to measure atmospheric conditions (i.e., barometer, thermometer, anemometer, rain gauge).
4.8.2 Recognize that landforms and bodies of water affect weather and climate.
- Describe how oceans affect weather and climate.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.8.spi.1 identify the cloud type(s) associated with specific weather conditions.
At Level 2, the student is able to
4.8.spi.2 choose the appropriate instrument for measuring a given atmospheric condition.
At Level 3, the student is able to
4.8.spi.3 identify the basic features of the water cycle
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.8.tpi.1 observe and classify cloud types according to particular weather conditions.
At Level 2, the student is able to
4.8.tpi.2 use tools for measuring and collecting atmospheric data.
At Level 3, the student is able to
- 4.8.tpi.3 illustrate how oceans affect weather and climate.
- 4.8.tpi.4 investigate and describe how weather affects people around the world.
Content Standard: 9.0 Earth Features
The student will understand that the earth has many geologic features that are constantly changing.
Learning Expectations:
- 9.1 Recognize that the earth’s geological features change.
- 9.2 Know that the earth is composed of different layers.
Accomplishments
Earth Features:
4.9.1 Recognize that the earth’s geological features change.
- Observe and describe how wind and water change the earth’s geological features.
4.9.2 Know that the earth is composed of different layers.
- Identify the earth’s layers.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.9.spi.1 recognize specific geological features.
At Level 2, the student is able to
4.9.spi.2 determine how wind and water change the Earth’s geological features.
At Level 3, the student is able to
4.9.spi.3 identify the layers of the Earth.
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
- 4.9.tpi.1 use maps to identify specific geological features.
- 4.9.tpi.2 classify landforms and bodies of water according to their geological features.
At Level 2, the student is able to
- 4.9.tpi.3 explain how beaches are affected by erosion and deposition.
- 4.9.tpi.4 use a model or an illustration to determine the relative age of the earth’s layers from their position.
At Level 3, the student is able to
- 4.9.tpi.5 provide examples of how the earth’s surface is changed through erosion and sedimentation.
- 4.9.tpi.6 make a model that depicts the earth’s layers.
Content Standard: 10.0 Earth Resources
The student will investigate the properties, uses, and conservation of earth’s resources.
Learning Expectations:
- 10.1 Recognize that earth materials have a variety of practical uses.
- 10.2 Know the basic characteristics of soils.
- 10.3 Realize the difference between renewable and non-renewable resources.
Accomplishments
Earth Resources:
4.10.1 Recognize that earth materials have a variety of practical uses.
- Classify earth materials according to their use.
4.10.2 Know the basic characteristics of soils.
- Identify the different components of soil.
4.10.3 Realize the difference between renewable and non-renewable resources.
- Identify renewable and non-renewable resources.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.10.spi.1 choose the appropriate use for an earth material.
At Level 2, the student is able to
4.10.spi.2 identify the basic characteristics of soil.
At Level 3, the student is able to
4.10.spi.3 distinguish between renewable and nonrenewable resources.
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
- 4.10.tpi.1 investigate and describe the uses of earth materials.
- 4.10.tpi.2 explain how large boulders become smaller rocks.
At Level 2, the student is able to
- 4.10.tpi.3 distinguish among the components of soil.
- 4.10.tpi.4 describe methods for conserving or reusing a natural resource.
At Level 3, the student is able to
4.10.tpi.5 construct a chart that differentiates between renewable and non-renewable.
Physical Science
Content Standard: 11.0 Forces and Motion
The student will investigate the effects of force on the movement of objects.
Learning Expectations:
- 11.1 Recognize that gravity is the force that pulls objects toward the earth.
- 11.2 Recognize the relationship between force and motion.
- 11.3 Recognize that the motion of objects is affected by friction.
Accomplishments
Forces and Motion:
4.11.1 Recognize that gravity is the force that pulls objects toward the earth.
- Describe how gravitational forces operate in nature
4.11.2 Recognize the relationship between force and motion.
- Explain how speed affects the distance traveled.
- Recognize simple machines (e.g., inclined plane, pulley, lever).
4.11.3 Recognize that the motion of objects is affected by friction.
- Identify factors that affect the amount of friction.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.11.spi.1 select factors that have the greatest effect on the motion of an object.
At Level 2, the student is able to
- 4.11.spi.2 recognize the effects of gravity.
- 4.11.spi.3 recognize simple machines (i.e., inclined plane, lever, pulley)
At Level 3, the student is able to
4.11.spi.4 determine how speed affects distance traveled over time.
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.11.tpi.1 demonstrate push and pull as forces that move objects.
At Level 2, the student is able to
- 4.11.tpi.2 investigate and identify sources of friction and their effect on motion.
- 4.11.tpi.3 explore simple machines and use them for simple tasks.
At Level 3, the student is able to
4.11.tpi.4 study the relationship between forces and motion.
Content Standard: 12.0 Structure and Properties of Matter
The student will investigate the characteristic properties of matter.
Learning Expectations:
- 12.1 Recognize that matter has predictable properties and is composed of basic units, some too small to be seen with the naked eye.
- 12.2 Recognize conditions that are associated with different states of matter.
Accomplishments
4.12.1 Recognize that matter has predictable properties and is composed of basic units, some too small to be seen with the naked eye.
- Describe and compare observations made of objects using the naked eye, magnifying glass, and microscope.
- Describe matter by its observable physical properties (i.e., color, shape, texture, weight, volume, length).
4.12.2 Recognize conditions that are associated with different states of matter.
- Describe how various types of matter change their state.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.12.spi.1 select an object according to its observable physical properties.
At Level 2, the student is able to
4.12.spi.2 identify states of matter.
At Level 3, the student is able to
4.12.spi.3 determine how various types of matter change state.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.12.tpi.1 compare and classify objects according to observable properties.
At Level 2, the student is able to
4.12.tpi.2 observe the properties of a substance and infer its state.
At Level 3, the student is able to
- 4.12.tpi.3 relate the effects of adding heat energy to water.
- 4.12.tpi.4 demonstrate how various types of matter change state.
Content Standard: 13.0 Interactions of Matter
The student will investigate the interactions of matter.
Learning Expectations:
13.1 Describe the types of changes that result from interactions of matter.
Accomplishments
Interactions of Matter:
4.13.1 Describe the types of changes that result from interactions of matter.
- Identify conditions associated with a physical change.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.13.spi.1 choose features associated with physical changes.
At Level 2, the student is able to
4.13.spi.2 identify characteristics of different types of mixtures.
At Level 3, the student is able to
4.13.spi.3 determine methods for separating mixtures.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.13.tpi.1 investigate and record physical changes that occur in substances.
At Level 2, the student is able to
4.13.tpi.2 observe and classify a variety of mixtures.
At Level 3, the student is able to
4.13.tpi.3 demonstrate the separation of simple mixtures.
Content Standard:14.0 Energy
The student will investigate energy and its uses.
Learning Expectations:
- 14.1 Know that energy exists in many forms.
- 14.2 Recognize the characteristics of light energy and sound energy.
- 14.3 Recognize the basic concept of electricity.
Accomplishments
Energy:
4.14.1 Know that energy exists in many forms.
- Identify different forms of energy (e.g., mechanical, heat).
4.14.2 Recognize the characteristics of light energy and sound energy.
- Describe how light behaves when it strikes different surfaces.
- Explain how the volume and pitch of sound are controlled.
4.14.4 Recognize the basic concept of electricity.
- Construct and explain a simple electrical circuit.
- Categorize materials as conductors or insulators.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
4.14.spi.1 identify different forms of energy.
At Level 2, the student is able to
- 4.14.spi.2 distinguish between the volume and pitch of sound.
- 4.14.spi.3 recognize that various materials conduct heat.
At Level 3, the student is able to
4.14.spi.4 select a simple electrical circuit.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
4.14.tpi.1 investigate and identify various forms of energy.
At Level 2, the student is able to
- 4.14.tpi.2 investigate methods that differentiate between the volume and pitch of a sound.
- 4.14.tpi.3 construct and describe a simple electrical circuit.
- 4.14.tpi.4 examine and identify materials used for insulation.
At Level 3, the student is able to
4.14.tpi.5 construct and compare parallel and series electrical circuits.