Program of Studies
SC.4.STM: Structure and Transformation of Matter (Physical Science)
SC.4.STM.S: Skills and Concepts
SC.4.STM.S.2: gather information including temperature, magnetism, hardness and mass using appropriate tools to identify physical properties of matter
SC.4.STM.S.4: conduct tests, compare data and draw conclusions about physical properties of matter including states of matter, conduction and buoyancy
SC.4.STM.S.9: analyze the designs and investigations of themselves and others to see if following the same procedures would produce similar results and conclusions (scientific validity)
SC.4.MF: Motion and Forces (Physical Science)
SC.4.MF.U: Enduring Knowledge ? Understandings
SC.4.MF.U.1: an object?s motion can be described as its change in position over time and can be represented in a variety of ways.
SC.4.MF.U.2: forces (pushes and pulls) cause changes in the direction or speed of something moving; the greater the force on an object, the greater its change in motion.
SC.4.MF.S: Skills and Concepts
SC.4.MF.S.1: measure and record changes (using appropriate charts, graphs) in the position and motion of an object to which a force has been applied
SC.4.EU: The Earth and the Universe (Earth/Space Science)
SC.4.EU.U: Enduring Knowledge ? Understandings
SC.4.EU.U.1: classifying Earth materials according to their properties allows decisions to be made about their usefulness for various purposes.
SC.4.EU.U.3: the surface of the Earth is always changing through both fast and slow processes. These changes may be steady, repetitive or irregular. Careful analysis of data from past events allows the prediction of expected consequences when similar events happen again.
SC.4.EU.S: Skills and Concepts
SC.4.EU.S.4: describe and compare the processes, factors involved and consequences of slow changes to earth?s surface (e.g., erosion and weathering)
SC.4.UD: Unity and Diversity (Biological Science)
SC.4.UD.U: Enduring Knowledge ? Understandings
SC.4.UD.U.3: organisms have different structures that are used for different functions. Observations of the structures of a certain organism can be used to predict how that organism functions or where it might live.
SC.4.UD.U.4: offspring resemble their parents because the parents have a reliable way to transfer information to the next generation.
SC.4.UD.U.5: some likenesses between parents and offspring are inherited (e.g. eye color) and some likenesses are learned (e.g. speech patterns in people).
SC.4.UD.U.6: all living things are produced from other living things. They grow and then eventually die. Before they die most living things create offspring, allowing their kind to continue.
SC.4.UD.S: Skills and Concepts
SC.4.UD.S.1: compare the concepts of living, once living and nonliving
SC.4.UD.S.4: identify, observe and compare some characteristics of organisms that are passed from the parents (e.g., color of flower petals) and others that are learned from interactions with the environment (e.g., learning to ride a bike)
SC.4.BC: Biological Change (Biological Science)
SC.4.BC.U: Enduring Knowledge ? Understandings
SC.4.BC.U.2: scientists ask many questions about the world around them, but not all of their questions can be investigated in a scientific way. Part of the job of a scientist is to focus only on questions that can be scientifically tested.
SC.4.ET: Energy Transformations (Unifying Concepts)
SC.4.ET.U: Enduring Knowledge ? Understandings
SC.4.ET.U.2: light and heat from the sun are essential to sustaining most life on earth. Plants change energy from the sun?s light into energy that is used as food by the plant.
SC.4.ET.U.3: electrical energy can be used for a variety of purposes. Many electrical systems share some common features, including a source of energy, a closed conducting path and a device that performs a function by utilizing that energy.
SC.4.ET.U.5: heat is a form of energy that results when another form of energy is transformed. Heat flows through different materials at different rates, and it naturally flows from warmer areas to cooler ones.
SC.4.ET.U.6: seeing how a model works after changes are made to it may suggest how the real thing would work if the same thing were done to it.
SC.4.ET.S: Skills and Concepts
SC.4.ET.S.1: observe/construct, analyze patterns and explain basic relationships of plants and animals in an ecosystem (e.g., food webs)
SC.4.ET.S.2: analyze food webs in order to draw conclusions about the relationship between the sun?s heat and light and sustaining most life on Earth
SC.4.ET.S.3: demonstrate open and closed circuits, and series and parallel circuits using batteries, bulbs and wires; analyze models of a variety of electrical circuits in order to predict changes to the systems
SC.4.ET.S.4: identify events/situations that result in some energy being transformed into heat (e.g., rubbing hands together, lighting a bulb, running a car engine)
SC.4.ET.S.6: design and conduct investigations/experiments to compare properties of conducting and nonconducting materials (both heat and electrical), documenting and communicating (speak, draw, write, demonstrate) observations, designs, procedures and results of scientific investigations
SC.4.ET.S.7: represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing)
SC.4.ET.S.9: answer student-generated questions about forms of energy (e.g., heat, light, sound, magnetic effects) using information from a variety of print and non-print sources
SC.4.I: Interdependence (Unifying Concepts)
SC.4.I.U: Enduring Knowledge ? Understandings
SC.4.I.U.4: beneficial and harmful are relative terms: any single action can be both beneficial and harmful to different organisms in an ecosystem.
SC.4.I.S: Skills and Concepts
SC.4.I.S.3: observe, document and describe human interactions that impact the local environment
SC.4.I.S.4: describe and provide examples of how beneficial and harmful are relative terms
Correlation last revised: 4/4/2018