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

 Mineral Identification
 Weight and Mass

SC.4.STM.S.4: conduct tests, compare data and draw conclusions about physical properties of matter including states of matter, conduction and buoyancy

 Circuit Builder
 Density
 Mineral Identification
 Phases of Water

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)

 Growing Plants

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.

 Free Fall Tower

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.

 Force and Fan Carts

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

 Force and Fan Carts

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.

 Mineral Identification

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.

 Rock Cycle

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)

 Rock Cycle

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.

 Flower Pollination

SC.4.UD.U.4: offspring resemble their parents because the parents have a reliable way to transfer information to the next generation.

 Inheritance

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).

 Inheritance

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.

 Flower Pollination

SC.4.UD.S: Skills and Concepts

SC.4.UD.S.1: compare the concepts of living, once living and nonliving

 Pond Ecosystem

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)

 Inheritance

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.

 Growing Plants
 Pendulum Clock

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.

 Energy Conversions

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.

 Circuit Builder

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.

 Conduction and Convection
 Energy Conversions

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.

 Ocean Mapping

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)

 Forest Ecosystem

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

 Forest Ecosystem

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

 Circuit Builder

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)

 Energy Conversions

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

 Circuit Builder
 Conduction and Convection

SC.4.ET.S.7: represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing)

 Color Absorption
 Heat Absorption

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

 Energy Conversions
 Radiation

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.

 Pond Ecosystem

SC.4.I.S: Skills and Concepts

SC.4.I.S.3: observe, document and describe human interactions that impact the local environment

 Pond Ecosystem

SC.4.I.S.4: describe and provide examples of how beneficial and harmful are relative terms

 Pond Ecosystem

Correlation last revised: 1/20/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.