Kentucky - Science: 4th Grade

  • Core Content For Assessment     Adopted: 2006

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below to go to the Gizmo Details page.

SC-04-1: Physical Science

SC-04-1.1: Structure and Transformation of Matter

SC-04-1.1.1: Students will explain how matter, including water, can be changed from one state to another.

SC-04-1.1.1.a: Materials can exist in different states--solid, liquid and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling. Resulting cause and effect relationships should be explored, described and predicted.

Phases of Water

SC-04-2: Earth/Space Science

SC-04-2.3.2: Students will describe and explain consequences of changes to the surface of the Earth, including some common fast changes (e.g., landslides, volcanic eruptions, earthquakes), and some common slow changes (e.g., erosion, weathering).

SC-04-2.3.2.a: The surface of the Earth changes. Some changes are due to slow processes such as erosion or weathering. Some changes are due to rapid processes such as landslides, volcanic eruptions and earthquakes. Analyzing the changes to identify cause and effect relationships helps to define and understand the consequences.

Rock Cycle

SC-04-2.3.4: Students will identify patterns, recognize relationships and draw conclusions about the Earth-Sun system by interpreting a variety of representations/models (e.g., diagrams, sundials, distance of sun above horizon) of the sun?s apparent movement in the sky.

SC-04-2.3.4.a: Changes in movement of objects in the sky have patterns that can be observed, described and modeled. The Sun appears to move across the sky in the same way every day, but the Sun?s apparent path changes slowly over seasons. Data collected can be used to identify patterns, recognize relationships and draw conclusions about the Earth and Sun system.

Seasons: Earth, Moon, and Sun

SC-04-3: Biological Science

SC-04-3.4.2: Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).

Pond Ecosystem

SC-04-3.4.4: Students will identify some characteristics of organisms that are inherited from the parents and others that are learned from interactions with the environment.

SC-04-3.4.4.a: Observations of plants and animals yield the conclusion that organisms closely resemble their parents at some time in their life cycle. Some characteristics (e.g., the color of flowers, the number of appendages) are passed to offspring. Other characteristics are learned from interactions with the environment, such as the ability to ride a bicycle, and these cannot be passed on to the next generation. Explorations related to inherited versus learned characteristics should offer opportunities to collect data and draw conclusions about various groups of organisms.

Inheritance

SC-04-4: Unifying Concepts

SC-04-4.6.1: Students will analyze patterns and make generalizations about the basic relationships of plants and animals in an ecosystem (food chain).

SC-04-4.6.1.a: Plants make their own food. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants. Basic relationships and connections between organisms in food chains, including the flow of energy, can be used to discover patterns within ecosystems.

Forest Ecosystem
Prairie Ecosystem

SC-04-4.6.3: Students will evaluate a variety of models/representations of electrical circuits (open, closed, series, and/or parallel) to:

SC-04-4.6.3.b: compare the properties of conducting and non-conducting materials.

SC-04-4.6.3.b.1: Electricity in circuits can produce light, heat and sound. Electrical circuits require a complete conducting path through which an electrical current can pass. Analysis of a variety of circuit models creates an opportunity to make predictions about circuits, as well as to demonstrate an understanding of the concepts of open and closed circuits and basic conducting and non-conducting materials.

Circuit Builder

SC-04-4.6.4: Students will:

SC-04-4.6.4.b: represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing).

SC-04-4.6.4.b.1: Light can be observed as traveling in a straight line until it strikes an object. Light can be reflected by a shiny object (e.g., mirror, spoon), refracted by a lens (e.g., magnifying glass, eyeglasses), or absorbed by an object (e.g., dark surface).

Color Absorption
Heat Absorption

SC-04-4.6.5: Students will:

SC-04-4.6.5.a: identify ways that heat can be produced (e.g. burning, rubbing) and properties of materials that conduct heat better than others;

Conduction and Convection

SC-04-4.6.5.b: describe the movement of heat between objects.

SC-04-4.6.5.b.1: Heat can be produced in many ways such as burning or rubbing. Heat moves from a warmer object to a cooler one by contact (conduction) or at a distance. Some materials absorb and conduct heat better than others. Simple investigations can illustrate that metal objects conduct heat better than wooden objects.

Conduction and Convection
Heat Absorption
Radiation

SC-04-4.7.2: Students will:

SC-04-4.7.2.a: describe human interactions in the environment where they live;

Pond Ecosystem

Content correlation last revised: 10/24/2009