### 1: Structure and Transformation of Matter (Physical Science)

#### 1.1: Enduring Knowledge - Understandings

1.1.SC-4-STM-U-3: properties of materials may change if the materials become hotter or colder.

1.1.SC-4-STM-U-4: if water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing. When liquid water "disappears" it is not really gone, it has turned into a gas (vapor).

#### 1.2: Skills and Concepts

1.2.SC-4-STM-S-1: identify matter as solids, liquids and gases

1.2.SC-4-STM-S-2: gather information including temperature, magnetism, hardness and mass using appropriate tools to identify physical properties of matter

1.2.SC-4-STM-S-3: investigate and describe how the physical properties of water change as heat energy is added or removed

1.2.SC-4-STM-S-8: write clear descriptions of their designs and experiments, present their findings (when appropriate) in tables and graphs (designed by the students)

### 2: Motion and Forces (Physical Science)

#### 2.1: Enduring Knowledge - Understandings

2.1.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.

2.1.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.

2.1.SC-4-MF-U-4: things vary greatly in their motion. Some things move so fast they cannot be seen, while others are so slow that we cannot see that they are moving at all. Technology enables people to observe these fast or slow movements.

#### 2.2: Skills and Concepts

2.2.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

2.2.SC-4-MF-S-2: make inferences about the size of forces or the change in motion produced by various forces

2.2.SC-4-MF-S-4: use tools and resources, such as stopwatches, sonic rangers, microscopes, computer simulations/animations and video clips, to observe motions that are hard to see or quantify and compare the usefulness/limitations of such tools

2.2.SC-4-MF-S-5: answer student-generated questions through investigative and non-investigative processes about what affects motion and sound using information from a variety of print and non-print sources

### 3: The Earth and the Universe (Earth/Space Science)

#### 3.1: Enduring Knowledge - Understandings

3.1.SC-4-EU-U-4: a variety of models of the sun, earth, moon system are needed to explain the observed patterns of their relative motions, since people are not able to see from the outside how this system is constructed.

#### 3.2: Skills and Concepts

3.2.SC-4-EU-S-6: explore, design and evaluate a number of models (e.g., physical, analogous, conceptual) of Earth-Sun and Earth-Sun-Moon systems for benefits, limitations and accuracy (e.g., scale, proportional relationships)

### 4: Unity and Diversity (Biological Science)

#### 4.1: Enduring Knowledge - Understandings

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

4.1.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).

4.1.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.

#### 4.2: Skills and Concepts

4.2.SC-4-UD-S-3: investigate and compare life cycles, especially reproductive characteristics (e.g., gestational periods, germination rates, number of offspring) and life expectancies of plants and animals to make inferences and/or draw conclusions about their populations

4.2.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)

### 6: Energy Transformations (Unifying Concepts)

#### 6.1: Enduring Knowledge - Understandings

6.1.SC-4-ET-U-1: ecosystems are defined by the relationships that occur within them. These relationships can be determined through observation of the organisms and their environment.

6.1.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.

6.1.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.

6.1.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.

#### 6.2: Skills and Concepts

6.2.SC-4-ET-S-1: observe/construct, analyze patterns and explain basic relationships of plants and animals in an ecosystem (e.g., food webs)

6.2.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

6.2.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

6.2.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)

6.2.SC-4-ET-S-5: identify and compare how heat is transferred through different materials in order to make predictions and draw conclusions about the heat conductivity of materials (e.g., compare the 'hotness' of wooden spoons, metal spoons, plastic spoons when exposed to higher temperatures)

6.2.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

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

6.2.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

### 7: Interdependence (Unifying Concepts)

#### 7.1: Enduring Knowledge - Understandings

7.1.SC-4-I-U-1: all living things depend on their environment and other organisms within it for their survival. Certain patterns of behavior or physical features may help an organism survive in some environments yet perish in others.

7.1.SC-4-I-U-2: environmental relationships extend beyond food (e.g. shelter, seed transport).

#### 7.2: Skills and Concepts

7.2.SC-4-I-S-1: observe, document and explain the cause and effect relationships existing between organisms and their environments

7.2.SC-4-I-S-2: use evidence and observations to make predictions/draw conclusions about how changes in the environment affect the plants' and animals' ability to survive

Correlation last revised: 10/24/2009

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