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Loudoun County Public Schools
Science Curriculum Guide
Modified from Virginia Science Standards of Learning Curriculum Framework
to include pacing and resources for instruction for the 2013-2014 school year
2013-2014 Grade 4 Science
Grade Four Science 2013 - 2014
2
Pacing Guide at a Glance
Quarter Month Topic Related
SOL
Suggested number of
*Lessons
Target Date
for
Completion
Core Experience
1st
September
October
Science Investigation† 4.1† 5 lessons and Integrated
Throughout the Year
November 1,
2013
Virginia’s Natural Resources ‡ (Optional inclusion of Earth Science
topics – Earthquakes, Volcanoes and
Fossils in this unit⌂)
4.9, 4.1
12-15 lessons (These standards can be
integrated with VA Studies
curriculum.)
Classifying Resources of
Virginia - CE
Fossils in the Regions of
Virginia - CE
Solar System 4.7,4.8‡,
4.1 12-15 lessons
Solar Motion – EQ
Exploring the Planets -
STEM
2nd
November
December
January
Weather 4.6, 4.1 12-15 lessons January 24,
2014
Finding Potential and
Kinetic Energy - EQ
Forces, Motion & Energy 4.2, 4.1 12-15 lessons Classifying Potential
and Kinetic Energy - CE
3rd
February
March
Electricity & Magnetism 4.3, 4.1 12-15 lessons
March 28,
2014
Animal Bites and Food
Webs - EQ
Ecosystems ‡ 4.5‡, 4.1 12-15 lessons
Investigating Structural
and Behavioral
Adaptations - CE
4th
April
May
June
Plant Anatomy and Life Processes 4.4, 4.1 12-15 lessons
June 13, 2014
Classification of Plant
Parts – CE
Footprints - MWEE
*A lesson is approximately 30 minutes
† Scientific Investigation, Reasoning, and Logic (Science SOL 4.1) is reinforced throughout the year in all science lessons
‡Meaningful Watershed Experience Opportunity
⌂ Requirements may be satisfied in isolated science or social science lessons or through a combination of both.
CE – Core Experience EQ – Equipment Lesson
Essential Skills are listed with each SOL in the framework that follows. All essential skills should be covered with the related SOL
3
Fourth Grade Science - Focal Points
Scientific Investigation – 4.1
Observations, conclusions, inferences and
predictions
Experimental design – hypothesis and
variables (independent and dependent),
constants
Classify and analyze objects, measurements,
data
Measurements of length, volume, mass and
temperature in metric units
Display data, interpret and make predictions
from simple graphs, pictures, written
statements, numbers
Identify contradictory experimental results
Define elapsed time
Use models to explain and demonstrate
relationships
Make real world connections to science
concepts
VA Natural Resources – 4.9
Watershed and water resources
Chesapeake Bay
Mineral & energy resources
Importance of forests
Plant and animal resources
Soil and land use in Virginia
Earth, Moon & Sun System– 4.8
Revolution (years)
Rotation (days)
Seasons – tilt of the earth
Phases of the moon
Sun, Moon, Earth system (age & makeup)
NASA Apollo Missions
Contributions of Aristotle, Ptolemy,
Copernicus, Galileo
Solar System – 4.7
Names, order and relative size of planets
Weather – 4.6
Meteorological tools & measurements
Air pressure – barometer
Wind speed – anemometer
Rainfall – rain gauge
Temperature – thermometer
Fronts (warm, cold, stationary)
Clouds (cirrus, cumulus, stratus, nimbus)
Storms (thunderstorms, tornadoes, hurricanes)
Weather prediction
Forces, Motion & Energy – 4.2
Motion – speed and direction
Measurement of an object’s position over
time
Force – causes a change of motion
Friction
Kinetic and potential energy
Electricity & Magnetism – 4.3
Conductors and insulators
Circuits (open/closed; parallel/series)
Static electricity
Transformation of electrical energy into
heat, light, and motion, energy
Electromagnets and magnetism
Historical contributions (Faraday, Edison,
Franklin)
Ecosystems – 4.5
Structural adaptations
Behavioral adaptations
Organization of communities
Flow of energy through food webs
Habitats and niches
Life Cycles
Influence of human activity
Plant Anatomy and Life Processes– 4.4
Plant structures (leaves, stems, roots,
flowers)
Processes and structures involved with
reproduction (pollination, stamen, pistil,
sepal, embryo, spore, seed)
Photosynthesis (sunlight, chlorophyll, water,
carbon dioxide, oxygen and sugar)
Adaptation
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Introduction to Loudoun County’s Science Curriculum
This Curriculum Guide and Framework is a merger of the Virginia Standards of Learning (SOL) and the
Science Achievement Standards of Loudoun County Public Schools. Many sections are copies or modifications
of Virginia’s SOL documents. Suggestions on pacing and resources represent the professional consensus of
Loudoun’s teachers concerning the implementation of these standards.
Contents
Science Goals of Learning Page 5
Vision for STEM Page 6
Meaningful Watershed Educational Experience Page 7
K-12 Safety Page 9
The Role of Instructional Technology in the Science Classroom Page 10
Internet Safety Page 11
Investigate and Understand Page 12
Curriculum Framework Introduction Page 13
Science Standard 4.1 Page 14
Resources for 4.1 Page 22
Science Standard 4.2 Page 23
Resources for 4.2 Page 26
Science Standard 4.3 Page 27
Resources for 4.3 Page 30
Science Standard 4.4 Page 31
Resources for 4.4 Page 35
Science Standard 4.5 Page 36
Resources for 4.5 Page 40
Science Standard 4.6 Page 43
Resources for 4.6 Page 47
Science Standard 4.7 Page 48
Science Standard 4.8 Page 53
Resources for 4.8 Page 58
Science Standard 4.9 Page 60
Resources for 4.9 Page 64
5
Science
Goals of Learning
Goals
The purpose of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and
understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of
science instruction, students will be able to:
1. Develop and use an experimental design in scientific inquiry
2. Use the language of science to communicate understanding
3. Investigate phenomena using technology
4. Apply scientific concepts, skills, and processes to everyday experiences
5. Experience the richness and excitement of scientific discovery of the natural world through the historical
and collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues taking into account the following:
public policy and legislation
economic costs/benefits
validation from scientific data and the use of scientific reasoning and logic
respect for living things
personal responsibility
history of scientific discovery
7. Develop scientific dispositions and habits of mind including:
curiosity
demand for verification
respect for logic and rational thinking
consideration of premises and consequences
respect for historical contributions
attention to accuracy and precision
patience and persistence
8. Explore science-related careers and interest.
Loudoun County Public Schools’ Vision for STEM Education
6
According to the Congressional Research Service (2008), the United States ranks 20th among all nations in the
proportion of 24-year-olds who earn degrees in natural science or engineering. In response, government,
business and professional organizations have identified improvements in K-12 education in science, technology,
engineering and mathematics (STEM) as a national priority. The National Academy of Sciences report, Rising
Above the Gathering Storm (2007), calls for the strengthening of math and science education and for an urgent
change in STEM education. The U.S. Department of Education’s Report of the Academic Competitiveness
Council lists several K-12 STEM Education goals. Foremost is a goal to prepare all students with science,
technology, engineering, and math skills needed to succeed in the 21st century technological economy.
Increased performance in STEM fields requires STEM literacy. To become truly literate, students must have
better understanding of the fields individually, and more importantly, they must understand how the fields are
interrelated and interdependent. Clearly, formative experiences in STEM during their K-12 school years will
allow for a deeper STEM literacy and better prepare them for university and beyond. In order to properly
prepare our students, they must have a broad exposure to and a knowledge base in the STEM fields as part of
their K-12 education.
The goal of STEM education at LCPS is to deepen students’ knowledge, skills, and habits of mind that
characterize science, technology, engineering, and mathematics. Loudoun County Public Schools has many
exemplary programs designed to answer the call for STEM education. The Loudoun Governor’s Career and
Technical Academy at Monroe Technology Center and the Academy of Science at Dominion High School are
specialized programs that meet these goals. Additionally, LCPS offers students a variety of STEM courses and
opportunities that are rigorous, demanding, and help students develop skills required for the 21st century.
Based on the success of these programs, we are building capacity to provide integrated STEM education to all
LCPS students. Integrated STEM in LCPS is defined as experiences that develop student understanding within
one STEM area while also learning or applying knowledge and/or skills from at least one other STEM area.
Within this framework of integrated STEM, LCPS science courses will develop student’s science understanding
necessary to be scientifically literate; which includes science content, habits of mind, science process skills, and
relevant application of scientific knowledge. Through integrated STEM science instruction students will
develop an understanding of the connections with other STEM disciplines. Additionally, science instruction at
LCPS is intended to generate a large pool of students prepared to pursue STEM areas in college or through
further on-the-job training in the workplace.
LCPS STEM experiences will:
Capitalize on student interest
Build on what students already know
Engage students in the practices of STEM
Engage students with inquiry learning
Meaningful Watershed Educational Experiences
7
The “Stewardship and Community Engagement” Commitment of the Chesapeake 2000 agreement clearly
focuses on connecting individuals and groups to the Bay through their shared sense of responsibility and action.
The goal of this Commitment formally engages schools as integral partners to undertake initiatives in helping to
meet the Agreement.
Two objectives developed as part of this goal describe more specific outcomes to be achieved by the
jurisdictions in promoting stewardship and assisting schools. These are:
Beginning with the class of 2005, provide a meaningful Bay or stream outdoor experience for every
school student in the watershed before graduation from high school.
Provide students and teachers alike with opportunities to directly participate in local restoration and
protection projects, and to support stewardship efforts in schools and on school property.
There is overwhelming consensus that knowledge and commitment build from firsthand experience, especially
in the context of one’s neighborhood and community. Carefully selected experiences driven by rigorous
academic learning standards, engendering discovery and wonder, and nurturing a sense of community will
further connect students with the watershed and help reinforce an ethic of responsible citizenship.
Defining a Meaningful Bay or Stream Outdoor Experience
A meaningful Bay or stream outdoor experience should be defined by the following.
Experiences are investigative or project oriented.
Experiences include activities where questions, problems, and issues are investigated by the collection and
analysis of data, both mathematical and qualitative. Electronic technology, such as computers, probeware, and
GPS equipment, is a key component of these kinds of activities and should be integrated throughout the
instructional process.
The nature of these experiences is based on learning standards and should include the following kinds of
activities.
Investigative or experimental design activities where students or groups of students use equipment, take
measurements, and make observations for the purpose of making interpretations and reaching
conclusions.
Project-oriented experiences, such as restoration, monitoring, and protection projects, that are problem
solving in nature and involve many investigative skills.
Experiences are richly structured and based on high-quality instructional design.
Experiences are an integral part of the instructional program.
Experiences are part of a sustained activity.
Experiences consider the watershed as a system.
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Experiences involve external sharing and communication.
Experiences are enhanced by natural resources personnel.
Experiences are for all students.
Experiences such as tours, gallery visits, simulations, demonstrations, or “nature walks” may be instructionally
useful, but alone do not constitute a meaningful experience as defined here.
The preceding text contains excerpts from:
Chesapeake Bay Program Education Workgroup
STEWARDSHIP AND MEANINGFULWATERSHED EDUCATIONAL EXPERIENCES
http://www.chesapeakebay.net/pubs/doc-c2k_meaningful_bay_experience.pdf
The link in found in the Virginia Department of Education Instructional Resources for Science:
http://www.doe.virginia.gov/VDOE/Instruction/Science/
Each LCPS K-12 Science Pacing Guide indicates where the Meaningful Watershed Educational Experiences fit
into the Virginia Standards of Learning. Resources for these experiences are cited in the Resources section of
each standard.
Many of the resources are from Lessons from the Bay and Virginia’s Water Resources a Toolkit for Teachers.
These and other watershed resources are posted on the LCPS intranet at:
http://www.intranet.lcps
9
K-12 Safety
In implementing the Science Standards of Learning, students must know how to follow safety
guidelines, demonstrate appropriate laboratory safety techniques, and use equipment safely while
working individually and in groups.
Safety must be given the highest priority in implementing the K-12 instructional program for
science. Correct and safe techniques, as well as wise selection of experiments, resources,
materials, and field experiences appropriate to age levels, must be carefully considered with
regard to safety precautions for every instructional activity. Safe science classrooms require
thorough planning, careful management, and constant monitoring of student activities. Class
enrollment should not exceed the designed capacity of the room.
Teachers must be knowledgeable of the properties, use and proper disposal of all chemicals that
may be judges as hazardous prior to their use in an instructional activity. Such information is
referenced through the MSDS forms (Materials Safety Data Sheets). The identified precautions
involving the use of goggles, gloves, aprons, and fume hoods must be followed as prescribed.
While no comprehensive list exists to cover all situations, the following should be reviewed to
avoid potential safety problems. Appropriate safety procedures should be used in the following
situations:
• Observing wildlife; handling living and preserved organisms; and contact with
natural hazards such as poison ivy, ticks, mushrooms, insects, spiders, and snakes
• Field activities in, near, or over bodies of water
• Handling of glass tubing, sharp objects, glassware, and labware
• Natural gas burners, Bunsen burners, and other sources of flame/heat
• Hazards associated with direct sunlight (sunburn and eye damage)
• Use of extreme temperatures and cryogenic materials
• Hazardous chemicals including toxins, carcinogens, flammable and explosive
materials
• Acid/base neutralization reactions/dilutions
• Production of toxic gases or situations where high pressures are generated
• Biological cultures, their appropriate disposal, and recombinant DNA
• Power equipment/motors
• High voltage/exposed wiring
• Laser beam, UV, and other radiation
The use of human body fluids or tissues is generally prohibited for classroom lab activities.
Further guidance from the following sources may be taken into account:
• OSHA (Occupational Safety and Health Administration)
• ISEF (International Science and Engineering Fair Rules)
• Public health departments and local school division protocols.
For more detailed information about safety in science, consult the LCPS Science Safety Manual.
http://www.intranet.lcps
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The Role of Instructional Technology in Science Education
The use of current and emerging technologies is essential to the K-12 science instructional
program.
Specifically, technology must
• Assist in improving every student’s functional literacy. This includes improved
communication through reading/information retrieval (the use of
telecommunications), writing (word processing), organization and analysis of data
(databases, spreadsheets, and graphics programs), selling one’s idea (presentation
software), and resource management (project management software).
• Be readily available and used regularly as an integral and ongoing part in the
delivery and assessment of instruction.
• Include instrumentation oriented toward the instruction and learning of science
concepts, skills, and processes. Technology, however, should not be limited to
traditional instruments of science such as microscopes, labware, and data-
collecting apparatus but should also include computers, robotics, interactive-
optical laser discs, video-microscopes, graphing calculators, CD-ROMs, global
positioning systems (GPS), probeware, on-line telecommunication, software and
appropriate hardware, as well as other emerging technologies.
• Be reflected in the “instructional strategies” generally developed at the local
school division level.
In most cases, the application of technology in science should remain “transparent” unless it is
the actual focus of the instruction. One must expect students to “do as a scientist does” and not
simply hear about science if they are truly expected to explore, explain, and apply scientific
concepts, skills, and processes.
As computer/technology skills are essential components of every student’s education, it is
important that these skills are a shared responsibility of teachers of all disciplines and grade
levels.
11
Internet Safety
The Internet allows students to learn from a wide variety of resources and communicate with
people all over the world. Students should develop skills to recognize valid information,
misinformation, biases, or propaganda. Students should know how to protect their personal
information when interacting with others and about the possible consequences of online activities
such as social networking, e-mail, and instant messaging.
Students need to know that not all Internet information is valid or appropriate.
Students should be taught specifically how to maximize the Internet’s potential while
protecting themselves from potential abuse.
Internet messages and the people who send them are not always what or who they seem.
Predators and cyberbullies anonymously use the Internet to manipulate students. Students must
learn how to avoid dangerous situations and get adult help.
Cybersafety should be addressed when students research online resources or practice other skills
through interactive sites. Science teachers should address underlying principles of cybersafety
by reminding students that the senses are limited when communicating via the Internet or other
electronic devices and that the use of reasoning and logic can extend to evaluating online
situations.
Listed below are ways of integrating the teaching of internet safety with the 4th
Grade Science
Virginia Standards of Learning.
Remind students that the senses cannot be used in many online communications.
Five Senses Lesson
http://www.eduref.org/Virtual/Lessons/Health/Body_Systems_and_Senses/BSS0005.html
Use a blindfold to explain the five senses and point out that many senses are absent when using
modern communication devices.
Remind students that personal observations and opinions may be communicated on the Internet
as if they are fact.
Bias Sampling (Scientific)
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=9&DocID=254
This lesson focuses on techniques that can bias a seemingly scientific poll or data collection.
These same techniques can be used on the Web. Students need to be aware that some Web sites
may provide misleading information.
Students using graphs and spreadsheets to explore information could examine Internet
cybersafety data.
Additional information about Internet safety may be found on the Virginia Department of
Education’s Website at
http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml
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Investigate and Understand
Many of the standards in the Science Standards of Learning begin with the phrase “Students will
investigate and understand.” This phrase was chosen to communicate the range of rigorous
science skills and knowledge levels imbedded in each standard. Limiting a standard to one
observable behavior such as “describe” or “explain” would have narrowed the interpretation of
what was intended to be a rich, highly rigorous, and inclusive content standard.
“Investigate” refers to scientific methodology and implies systematic use of the following
inquiry skills:
• Observing
• Classifying and sequencing
• Communicating
• Measuring
• Predicting
• Hypothesizing
• Inferring
• Defining, controlling, and manipulating variables in experimentation
• Designing, constructing, and interpreting models
• Interpreting, analyzing, and evaluating data
“Understand” refers to various levels of knowledge application. In the Science Standards of
Learning these knowledge levels include the ability to
• Recall or recognize important information, key definitions, terminology, and facts
• Explain the information in one’s own words, comprehend how the information is
related to other key facts, and suggest additional interpretations of its meaning or
importance
• Apply the facts and principles to new problems or situations, recognizing what
information is required for a particular situation, explaining new phenomena with
the information, and determining when there are exceptions
• Analyze the underlying details of important facts and principles, recognizing the
key relations and patterns that are not always readily visible
• Arrange and combine important information, facts, and principles to produce a
new idea, plan, procedure, or product
• Make judgments about information in terms of accuracy, precision, consistency,
or effectiveness.
Therefore, the use of “investigate and understand” allows each content standard to become the
basis for a broad range of teaching objectives, which the local school division will develop and
refine to meet the intent of the Science Standards of Learning.
13
Virginia Science Standards of Learning Curriculum Framework 2010
Introduction
The Science Standards of Learning Curriculum Framework amplifies the Science Standards of Learning for
Virginia Public Schools and defines the content knowledge, skills, and understandings that are measured by the
Standards of Learning tests. The Science Curriculum Framework provides additional guidance to school divisions
and their teachers as they develop an instructional program appropriate for their students. It assists teachers as they
plan their lessons by identifying essential understandings and defining the essential content knowledge, skills, and
processes students need to master. This supplemental framework delineates in greater specificity the minimum
content that all teachers should teach and all students should learn.
School divisions should use the Science Curriculum Framework as a resource for developing sound curricular and
instructional programs. This framework should not limit the scope of instructional programs. Additional knowledge
and skills that can enrich instruction and enhance students’ understanding of the content identified in the Standards
of Learning should be included as part of quality learning experiences.
The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment
items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework.
Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous
grades as they build scientific expertise.
The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves
their students. The design of the Standards of Learning assessment program, however, requires that all Virginia
school divisions prepare students to demonstrate achievement of the standards for elementary and middle school by
the time they complete the grade levels tested. The high school end-of-course Standards of Learning tests, for which
students may earn verified units of credit, are administered in a locally determined sequence.
Each topic in the Science Standards of Learning Curriculum Framework is developed around the Standards of
Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts,
knowledge and skills that should be the focus of instruction for each standard. The Curriculum Framework is
divided into two columns: Understanding the Standard (K-5); Essential Understandings (middle and high school);
and Essential Knowledge, Skills, and Processes. The purpose of each column is explained below.
Understanding the Standard (K-5)
This section includes background information for the teacher. It contains content that may extend the teachers’
knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources
that will help teachers plan instruction focusing on the standard.
Essential Understandings (middle and high school)
This section delineates the key concepts, ideas and scientific relationships that all students should grasp to
demonstrate an understanding of the Standards of Learning.
Essential Knowledge, Skills and Processes (K-12)
Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should
know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits
what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard.
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Grade Four
Science Strand
Scientific Investigation, Reasoning, and Logic
This strand represents a set of systematic inquiry skills that defines what a student will be able to do
when conducting activities and investigations and represents the student understanding of the nature of
science. The various skill categories are described in the “Investigate and Understand” section of the
Introduction to the Science Standards of Learning, and the skills in science standard 4.1 represent more
specifically what a student should be able to do as a result of science experiences in fourth grade. Across
the grade levels, the skills in the “Scientific Investigation, Reasoning, and Logic” strand form a nearly
continuous sequence of investigative skills and an understanding of the nature of science. It is important
that the classroom teacher understand how the skills in standard 4.1 are a key part of this sequence (i.e.,
K.1, K.2, 1.1, 2.1, 3.1, 4.1, 5.1, and 6.1). The fourth-grade curriculum should ensure that skills from
preceding grades are continuously reinforced and developed.
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
15
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Overview
The skills described in standard 4.1 are intended to define the “investigate” component of all of the other fourth-grade standards
(4.2–4.9). The intent of standard 4.1 is that students will continue to develop a range of inquiry skills, achieve proficiency with
those skills in the context of the concepts developed at the fourth-grade level, and strengthen their understanding of the nature of
science. Standard 4.1 does not require a discrete unit be taught on scientific investigation and the nature of science because
the skills that make up the standard should be incorporated in all the other fourth-grade standards. It is also intended that by
developing these skills, students will achieve greater understanding of scientific inquiry and the nature of science as well as more
fully grasp the content-related concepts.
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
16
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
The nature of science refers to the foundational concepts that govern the
way scientists formulate explanations about the natural world. The
nature of science includes the following concepts:
a) the natural world is understandable;
b) science is based on evidence, both observational and
experimental;
c) science is a blend of logic and innovation;
d) scientific ideas are durable yet subject to change as new data are
collected;
e) science is a complex social endeavor; and
f) scientists try to remain objective and engage in peer review to
help avoid bias.
In grade four, an emphasis should be placed on concepts a, b, c, d, and e.
Science assumes that the natural world is understandable. Scientific
inquiry can provide explanations about nature. This expands students’
thinking from just a knowledge of facts to understanding how facts are
relevant to everyday life.
Science demands evidence. Scientists develop their ideas based on
In order to meet this standard, it is expected that students will
differentiate among simple observations, conclusions, inferences, and
predictions, and correctly apply the terminology in oral and written
work.
analyze a set of 20 or fewer objects or pictures. Sort them into
categories to organize the data (qualitative or quantitative); and
construct bar graphs and line graphs depicting the distribution of those
data based on characteristics or properties.
use millimeters, centimeters, meters, kilometers, grams, kilograms,
milliliters, liters, and degrees Celsius in measurement.
choose the appropriate instruments, including centimeter rulers, meter
sticks, scales, balances, graduated cylinders, beakers, and Celsius
thermometers, for making basic metric measures.
measure elapsed time using a stopwatch or a clock.
make predictions, inferences, and draw conclusions using a variety of
sources such as picture graphs, bar graphs, and basic line graphs.
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
17
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
evidence and they change their ideas when new evidence becomes
available or the old evidence is viewed in a different way.
Science uses both logic and innovation. Innovation has always been an
important part of science. Scientists draw upon their creativity to
visualize how nature works, using analogies, metaphors, and
mathematics.
Scientific ideas are durable yet subject to change as new data are
collected. The main body of scientific knowledge is very stable and
grows by being corrected slowly and having its boundaries extended
gradually. Scientists themselves accept the notion that scientific
knowledge is always open to improvement and can never be declared
absolutely certain. New questions arise, new theories are proposed, new
instruments are invented, and new techniques are developed.
Science is a complex social endeavor. It is a complex social process for
producing knowledge about the natural world. Scientific knowledge
represents the current consensus among scientists as to what is the best
explanation for phenomena in the natural world. This consensus does not
arise automatically, since scientists with different backgrounds from all
over the world may interpret the same data differently. To build a
analyze the variables in a simple experiment. Identify the independent
variable and the dependent variable. Decide which other variable(s)
must be held constant (not allowed to change) in order for the
investigation to represent a fair test.
create a plausible hypothesis, stated in terms of cause (if) and effect
(then), from a set of basic observations that can be tested. Hypotheses
can be stated in terms such as: “If the water temperature is increased,
then the amount of sugar that can be dissolved in it will increase.”
organize and analyze data from a simple experiment. Construct bar
graphs and line graphs depicting the data.
judge which, if any, data in a simple set of results (generally 10 or
fewer in number) appear to be contradictory or unusual.
present results of a simple experiment using graphs, pictures,
statements, and numbers.
construct a physical model to clarify an explanation, demonstrate a
relationship, or solve a need.
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
18
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
consensus, scientists communicate their findings to other scientists and
attempt to replicate one another’s findings. In order to model the work of
professional scientists, it is essential for fourth-grade students to engage
in frequent discussions with peers about their understanding of their
investigations.
An observation is what you see, feel, taste, hear, or smell. Scientists
construct knowledge from observations and inferences, not observations
alone. To communicate an observation accurately, one must provide a
clear description of exactly what is observed and nothing more. Those
conducting investigations need to understand the difference between
what is seen and what inferences, conclusions, or interpretations can be
drawn from the observation.
An inference is a tentative explanation based on background knowledge
and available data.
A scientific prediction tells what may happen in some future situation. It
is based on the application of scientific principles and factual
information.
Accurate observations and evidence are necessary to draw realistic and
plausible conclusions. A conclusion is a summary statement based on the
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
19
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
results of an investigation.
Conclusions are drawn by making judgments after considering all the
information you have gathered. Conclusions are based on details and
facts.
Systematic investigations require standard measures (metric), consistent
and reliable tools, and organized reporting of data. The way the data are
displayed can make it easier to uncover important information. This can
assist in making reliable scientific forecasts of future events.
Elapsed time is the amount of time that has passed between two given
times. (See Grade Four Mathematics Curriculum Framework, Standard
4.9, page 24.)
An experiment is a fair test driven by a hypothesis. A fair test is one in
which only one variable is compared.
A hypothesis is a prediction about the relationship between variables. A
hypothesis is an educated guess/prediction about what will happen based
on what you already know and what you have already learned from your
research. It must be worded so that it is “testable.”
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
20
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
In order to conduct an experiment, one must recognize all of the
potential variables or changes that can affect its outcome.
An independent variable is the factor in an experiment that is altered by
the experimenter. The independent variable is purposely changed or
manipulated.
A dependent variable is the factor in an experiment that changes as a
result of the manipulation of the independent variable.
The constants in an experiment are those things that are purposefully not
changed and remain the same throughout the experiment.
In science, it is important that experiments and the observations recorded
are repeatable. There are two different types of data – qualitative and
quantitative. Qualitative data deal with descriptions and data that can be
observed, but not measured. Quantitative data are data that can be
counted or measured and the results can be recorded using numbers.
Quantitative data can be represented visually in graphs and charts.
Quantitative data define whereas qualitative data describe. Quantitative
data are more valuable in science because they allow direct comparisons
between observations made by different people or at different times.
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
21
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions, inferences, and predictions;
b) objects or events are classified and arranged according to characteristics or properties;
c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;
d) appropriate instruments are selected and used to measure elapsed time;
e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experimental situation are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs;
j) numerical data that are contradictory or unusual in experimental results are recognized;
k) data are communicated with simple graphs, pictures, written statements, and numbers;
l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
m) current applications are used to reinforce science concepts.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Example of Qualitative vs. Quantitative Data
Main Street Elementary School Science Club
Qualitative Quantitative
Friendly
Like science
Positive about school
10 fourth-grade students and 12 fifth-
grade students
14 girls, 8 boys
92 percent participated in the divisionwide science fair last year
It is important for students to apply the science content they have learned
to current events and applications.
Standard 4.1 Strand: Scientific Investigation, Reasoning, and Logic
22
Resources Teacher Notes Kramer, Stephen and Bond, Felicia. (1987). How to Think Like a
Scientist. The pitfalls of not using all the available information are
presented with how the scientific methods can be used as a tool.
ISBN: 0-690-04565-4.
Montgomery, Sy. (1999). Snake Scientist. The reader can see how
scientists formulate hypotheses. ISBN: 0395871697.
Simon, Seymour. (1998). Einstein Anderson Science Detective
Series. The one-minute mysteries are solved by Einstein using
scientific investigation and reasoning. ISBN: 0-688-1447-0, 0-
688-14433-0, 0-688-14443-8, 0-688-14445-1.
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
VA Department of Education Lessons from the Bay. Correlated
to VA Science, Math, Language Arts, and Social Studies SOL.
Standards of Learning Literature Correlation searchable
database “Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm
23
Grade Four
Science Strand
Force, Motion, and Energy
This strand focuses on student understanding of what force, motion, and energy are and how the
concepts are connected. The major topics developed in this strand include magnetism, types of motion,
simple and compound machines, and energy forms and transformations, especially electricity, sound,
and light. This strand includes science standards K.3, 1.2, 2.2, 3.2, 4.2, 4.3, 5.2, 5.3, 6.2, and 6.3.
Standard 4.2 Strand: Force, Motion, and Energy
24
4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include
a) motion is described by an object’s direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
Overview
This standard is introduced in first grade and prepares students for a more in-depth study of energy in eighth grade. This standard
focuses on the characteristics of moving objects. Key concepts include the effect of forces, such as friction, on moving objects. It is
intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the
key concepts presented in this standard.
Standard 4.2 Strand: Force, Motion, and Energy
25
4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include
a) motion is described by an object’s direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
The position of an object can be described by locating it relative to
another object or to the background.
Tracing and measuring an object’s position over time can describe its
motion.
Speed describes how fast an object is moving.
Energy may exist in two states: kinetic or potential.
Kinetic energy is the energy of motion.
A force is any push or pull that causes an object to move, stop, or change
speed or direction.
The greater the force, the greater the change in motion will be. The more
massive an object, the less effect a given force will have on the object.
Friction is the resistance to motion created by two objects moving
against each other. Friction creates heat.
Unless acted on by a force, objects in motion tend to stay in motion and
objects at rest remain at rest.
In order to meet this standard, it is expected that students will
describe the position of an object.
collect and display in a table and line graph time and position data for
a moving object.
explain that speed is a measure of motion.
interpret data to determine if the speed of an object is increasing,
decreasing, or remaining the same.
identify the forces that cause an object’s motion.
describe the direction of an object’s motion: up, down, forward,
backward.
infer that objects have kinetic energy.
design an investigation to test the following hypothesis: “If the mass of
an object increases, then the force needed to move it will increase.”
design an investigation to determine the effect of friction on moving
objects. Write a testable hypothesis and identify the dependent
variable, the independent variable, and the constants. Conduct a fair
test, collect and record the data, analyze the data, and report the results
of the data.
Standard 4.2 Strand: Force, Motion, and Energy
26
Resources Teacher Notes Harcourt Science. Text Pages: F38-F59
Equipment Lesson – Force and Motion Lesson Plan –, integrates
waterfalls, energy, and the fall line in Virginia
AIMS Education Foundation Book Popping with Power
Arnold, Nick and De Saulles, Tony (I). (1999). Horrible Science:
Fatal Forces. Explores Newton's Laws of Motion by appealing to
readers’ sense of "sick science". ISBN: 0439043638.
Mole, Karen Bryant. Forces. Explains the basic principles of
forces and movement through direct observation and looking at
everyday experiences. ISBN: 1575721082.
Where Am I?
Investigating Motion, Using the Inclined Plane
On Your Mark!/ Start Your Engines!
May the Force Be With You!
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm
Standard 4.3 Strand: Force, Motion, and Energy
27
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.
Overview
This standard focuses on the characteristics of electricity as related to circuits and circuit components, magnetism, static charges, and
historical contributions important to the understanding of electricity. As electrical energy is an integral part of modern civilization
(e.g., powering our computers; lighting, heating and cooling our homes and businesses; and making the information age possible), it
is critical that students begin to understand basic electricity concepts. This standard will be the basis for a more in-depth study in the
eighth grade. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in
the context of the key concepts presented in this standard.
Standard 4.3 Strand: Force, Motion, and Energy
28
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
A continuous flow of negative charges (electrons) creates an electric
current. The pathway taken by an electric current is a circuit. Closed
circuits allow the movement of electrical energy. Open circuits prevent
the movement of electrical energy.
Electrical energy moves through materials that are conductors (metals).
Insulators (rubber, plastic, wood) do not conduct electricity well.
Among conducting materials, the rate at which energy flows depends on
the material’s resistance.
In a series circuit, there is only one pathway for the current, but in a
parallel circuit there are two or more pathways for it.
Rubbing certain materials together creates static electricity.
Lightning is the discharge of static electricity in the atmosphere.
Electrical energy can be transformed into light or motion, and can
produce thermal energy.
Certain iron-bearing metals attract other such metals (also nickel and
cobalt).
Lines of force extend from the poles of a magnet in an arched pattern
defining the area over which magnetic force is exerted.
An electric current creates a magnetic field, and a moving magnetic field
creates an electric current.
A current flowing through a wire creates a magnetic field. Wrapping a
In order to meet this standard, it is expected that students will
apply the terms insulators, conductors, open and closed in describing
electrical circuits.
differentiate between an open and closed electric circuit.
use the dry cell symbols (–) and (+).
create and diagram a functioning series circuit using dry cells, wires,
switches, bulbs, and bulb holders.
create and diagram a functioning parallel circuit using dry cells, wires,
switches, bulbs, and bulb holders.
differentiate between a parallel and series circuit.
describe the types of energies (i.e., thermal, radiant, and mechanical)
that are transformed by various household appliances (e.g., lamp,
toaster, fan).
create a diagram of a magnetic field using a magnet.
compare and contrast a permanent magnet and an electromagnet.
explain how electricity is generated by a moving magnetic field.
design an investigation using static electricity to attract or repel a
variety of materials.
explain how static electricity is created and occurs in nature.
construct a simple electromagnet using a wire, nail, or other iron-
Standard 4.3 Strand: Force, Motion, and Energy
29
4.3 The student will investigate and understand the characteristics of electricity. Key concepts include
a) conductors and insulators;
b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;
e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
wire around certain iron-bearing metals (iron nail) and creating a closed
circuit is an example of a simple electromagnet.
Benjamin Franklin, Michael Faraday, and Thomas Edison made
important discoveries about electricity.
bearing object, and a dry cell.
design and perform an investigation to determine the strength of an
electromagnet. (The independent variable could be the number of coils
of wire and the dependent variable could be the number of paperclips
the magnet can attract.)
describe the contributions of Ben Franklin, Michael Faraday, and
Thomas Edison to the understanding and harnessing of electricity.
Standard 4.3 Strand: Force, Motion, and Energy
30
Resources Teacher Notes Harcourt Science. Text Pages F4-F29
AIMS Education Foundation Book Electrical Connections
Parker, Steve. (1992). Thomas Edison and Electricity. Biography
of Thomas Edison and explanation of his work and its impact
from the pre-electric lighting to modern day technology and
electronics. ISBN: 0-7910-3012-1.
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm
31
Grade Four
Science Strand
Life Processes
This strand focuses on the life processes of plants and animals and the specific needs of each. The major
topics developed in the strand include basic needs and life processes of organisms, their physical
characteristics, orderly changes in life cycles, behavioral and physical adaptations, and survival and
perpetuation of species. This strand includes science standards K.6, K.7, 1.4, 1.5, 2.4, 3.4, and 4.4.
Standard 4.4 Strand: Life Processes
32
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
Overview
This standard focuses on the basic life processes and anatomy of plants. It represents a more in-depth treatment of the plant
structures and the processes associated with plant reproduction. Photosynthesis is introduced in this standard. Closely related
standards from previous grades include K.6, 1.4, and 2.4. This standard also is closely connected with concepts presented in science
standard 4.5. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in
the context of the key concepts presented in this standard.
Standard 4.4 Strand: Life Processes
33
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
For many typical green plants, there are anatomical structures that
perform certain basic functions. For example, roots anchor the plants and
take water and nutrients from the soil. Plant stems provide support and
allow movement of water and nutrients.
Plants can be divided into two general groups: those that produce seeds
and those that produce spores.
Many seed-producing plants have roots, stems, leaves, and flowers.
Seeds vary considerably in size. Orchids, for example, produce seeds as
small as dust particles. The coconut is one of the largest seeds in the plant
kingdom. In many seeds, the protective outer seed coat is resistant to
physical damage and may also contain waxes and oils that help prevent
water loss.
The embryo within the seed begins as a single cell, the zygote. The basic
organs of the plant body can be found in the embryo. In some seeds the
embryonic leaves are quite large, filling most of the volume of the seed.
The embryonic leaves are a major source of stored food for the embryo.
Beans are an example of plants with large embryonic leaves. In many
other plants the embryonic leaves are relatively small, and the embryo is
nourished by a tissue called endosperm.
Pollination is part of the reproductive process of flowering plants.
Pollination is the process by which pollen is transferred from the stamens
to the stigma.
The stamen and pistil are reproductive parts of the flower. The sepals are
the small leaves that form the housing of the developing flower.
Some plants reproduce with spores. These include ferns and mosses.
In order to meet this standard, it is expected that students will
analyze a common plant: identify the roots, stems, leaves, and
flowers, and explain the function of each.
create a model/diagram illustrating the parts of a flower and its
reproductive processes. Explain the model/diagram using the
following terminology: pollination, stamen, stigma, pistil, sepal,
embryo, spore, seed.
compare and contrast different ways plants are pollinated.
explain that ferns and mosses reproduce with spores rather than
seeds.
explain the process of photosynthesis, using the following
terminology: sunlight, chlorophyll, water, carbon dioxide, oxygen,
and sugar.
explain the role of adaptations of common plants to include
dormancy, response to light, and response to moisture.
Standard 4.4 Strand: Life Processes
34
4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Green plants produce their own food through the process of
photosynthesis. Green plants use chlorophyll to produce food (sugar),
using carbon dioxide, water, enzymes and other chemicals, and sunlight.
Leaves are the primary food-producing part of these plants.
Oxygen is released during photosynthesis.
Plants adapt to changes in their environment in order to survive.
Dormancy is a plant adaptation. Dormancy is a period of suspended life
processes brought on by changes in the environment.
Standard 4.4 Strand: Life Processes
35
Resources Teacher Notes
Harcourt Science. Text Pages: A18-A23; A26-A29; A70-A87
AIMS Education Foundation Book The Budding Botanist
Investigations with Plants
Burton, J. and Taylor, K. (1997). The Nature and Science of
Leaves. Discusses different kinds of leaves, the forms and colors
they may have and their features. ISBN: 083681942x.
Ross, Bill. (1995). Straight from the Bear's Mouth: A Story of
Photosynthesis. Story of photosynthesis using scientific
investigation, vocabulary, and diagrams. ISBN: 0-689-31726-3.
Use QX3 Computer Microscope to investigate plants, plant parts,
and flower parts.
Ag in the Classroom Lessons and Resources
http://www.agintheclass.org/
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
Grasses, Grasses Everywhere
VA Department of Education Lessons from the Bay. Correlated
to VA Science, Math, Language Arts, and Social Studies SOL.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
36
Grade Four
Science Strand
Living Systems
This strand begins in second grade and builds from basic to more complex understandings of a system,
both at the ecosystem level and at the level of the cell. The concept of kingdoms of living things and a
general classifying of organisms are also presented. The other major topics developed in the strand
include the types of relationships among organisms in a food chain, different types of environments and
the organisms they support, and the relationship between organisms and their nonliving environment.
This strand includes science standards 2.5, 3.5, 3.6, 4.5, 5.5, and 6.7.
Standard 4.5 Strand: Living Systems
37
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
Overview
This standard focuses on the relationships among plants, animals, and the nonliving environment and brings together several
elements of both Life Processes and Living Systems. This standard assumes students have a basic understanding that all living
organisms are interrelated and dependent in some way on other living organisms and their environment. Plants and animals in
ecological systems live in a web of interdependence in which each species contributes to the functioning of the overall system.
Organisms live in a habitat to which they are structurally and behaviorally adapted. Certain conditions within environments
determine which organisms and communities succeed there. This standard builds upon previous standards 1.5, 2.4, 2.5. 3.4, 3.5 and
3.6. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the
context of the key concepts presented in this standard.
38
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Organisms have structural adaptations or physical attributes that help
them meet a life need.
Organisms also have behavioral adaptations, or certain types of
activities they perform, which help them meet a life need.
All the organisms of the same species that live in the same place at the
same time are a population.
Populations of species that live in the same place at the same time
together make up a community.
The organization of communities is based on the utilization of the
energy from the sun within a given ecosystem. The greatest amount of
energy in a community is in the producers.
Within a community, organisms are dependent on the survival of other
organisms. Energy is passed from one organism to another.
All the populations and the nonliving components in an environment
that interact with each other form an ecosystem.
The sun’s energy cycles through ecosystems from producers through
consumers and back into the nutrient pool through decomposers.
A habitat is the place or kind of place in which an animal or plant
naturally lives. An organism’s habitat provides food, water, shelter, and
space. The size of the habitat depends on the organism’s needs.
A niche is the function that an organism performs in the food web of
In order to meet this standard, it is expected that students will
distinguish between structural (physical) and behavioral adaptations.
investigate and infer the function of basic adaptations.
understand that adaptations allow an organism to succeed in a given
environment.
explain how different organisms use their unique adaptations to meet
their needs.
describe why certain communities exist in given habitats.
illustrate the food webs in a local area.
compare and contrast the niches of several different organisms within
the community.
compare and contrast the differing ways an organism interacts with its
surroundings at various stages of its life cycle. Specific examples
include a frog and a butterfly.
differentiate among positive and negative influences of human activity
on ecosystems.
39
4.5 The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the
nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
that community. A niche also includes everything else the organism
does and needs in its environment. No two types of organisms occupy
exactly the same niche in a community.
The organization of a community is defined by the interrelated niches
within it.
During its life cycle, an organism’s role in the community — its niche
— may change. For example, what an animal eats, what eats it, and
other relationships will change.
Humans can have a major impact on ecosystems.
40
Resources Teacher Notes
Harcourt Science. Text Pages: A38-61; B10-25
Equipment Lesson – Animal Bites –uses the animal bites kit and
integrates animals and resources of Virginia from Social Studies
AIMS Education Foundation Books
Overhead and Underfoot
Critters
Field Detectives
Our Wonderful World
Alvin, Laura and Silverstein, Virginia. (1998). Food Chains.
ISBN: 0-7613-3002-x.
Dunbar, Joyce and Majewska, Maria. (1990). Ten Little Mice.
ISBN: 0-15-284614-x.
Fisher, Aileen and Edison, Susan. (1990). Under the Open Sky.
ISBN: 1-55924-330-9.
Gibbons, Gail. (1994). Frogs. ISBN: 082341346.
Korman, Susan and Marchesi, Stephen. (2000). Box Turtle at
Silver Pond. ISBN: 1-56899-860-9.
Darner Dragonfly. ISBN: 0-531-30315-2.
Leatherwood, Stephen and Randal Reeves. (1987). The Sea World
Book of Dolphins. ISBN: 0512719571.
41
North Carolina Museum. (1993). Life Cycles: How Living Things
Change. ISBN: 0590261169.
Rogers, Sally and Mathis, Melissa Bay. (1998). Earthsong. ISBN:
ISBN: 0525456735.
Silverstein, Alvin, Silverstein, Virginia, and Silverstein, Laura
Nunn (1998). Food Chains. ISBN: 076133002x.
Wexler, Jerome. (1995). Sundew Stranglers: Plants That Eat
Insects. ISBN: 0-525-45208-7.
Yolen, Jane and Schoenherr, John. (1987). Owl Moon. ISBN:
0399214577.
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
A River Runs Through It
Captain John Smith’s Chesapeake Bay
Succession & Forest Habitats
Bay and Pond Food Webs
Native vs. Non-native Species: Who Will Win?
Does It Soak Right In?
Wetlands: Here All Year?
Types of Pollution
Stream Creatures: Clues to Stream Health
Muddying the Waters
Grasses, Grasses Everywhere
VA Department of Education Lessons from the Bay. Correlated
42
to VA Science, Math, Language Arts, and Social Studies SOL.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm
43
Grade Four
Science Strand
Interrelationships in Earth/Space Systems
This strand focuses on student understanding of how Earth systems are connected and how Earth
interacts with other members of the solar system. The topics developed include shadows; relationships
between the sun and Earth; weather types, patterns, and instruments; properties of soil; characteristics of
the ocean environment; and organization of the solar system. This strand includes science standards K.8,
1.6, 2.6, 3.7, 4.6, 5.6, and 6.8.
Standard 4.6 Strand: Interrelationships in Earth/Space Systems
44
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Overview
This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future
atmospheric conditions. Weather is introduced in science standard 2.6. It is intended that students will actively develop and utilize
scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
Standard 4.6 Strand: Interrelationships in Earth/Space Systems
45
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Temperature is the measure of the amount of thermal energy in the
atmosphere.
Air pressure is due to the weight of the air and is determined by several
factors including the temperature of the air.
A front is the boundary between air masses of different temperature and
humidity.
Cirrus, stratus, cumulus, and cumulo-nimbus clouds are associated with
certain weather conditions.
Cumulus clouds are fluffy and white with flat bottoms. They usually
indicate fair weather. However, when they get larger and darker on the
bottom, they become cumulo-nimbus clouds. Cumulo-nimbus clouds
may produce thunderstorms.
Stratus clouds are smooth, gray clouds that cover the whole sky (block
out direct sunlight). Light rain and drizzle are usually associated with
stratus clouds.
Cirrus clouds are feathery clouds. They are associated with fair weather.
Cirrus clouds often indicate that rain or snow will fall within several
hours.
Extreme atmospheric conditions create various kinds of storms such as
thunderstorms, hurricanes, and tornadoes.
Different atmospheric conditions create different types of precipitation.
Meteorologists gather data by using a variety of instruments.
Meteorologists use data to predict weather patterns.
A barometer measures air pressure.
In order to meet this standard, it is expected that students will
design an investigation in which a thermometer is used to compare air
temperatures over a period of time.
analyze the changes in air pressure occurring over time, using a
barometer, and predict what the changes mean in terms of changing
weather patterns.
illustrate and label high and low pressures on a map.
differentiate between the types of weather associated with high and
low pressure air masses. Illustrate and label high and low pressure air
masses and warm and cold fronts.
differentiate between cloud types (i.e., cirrus, stratus, cumulus, and
cumulo-nimbus clouds) and the associated weather.
compare and contrast the formation of different types of precipitation
(e.g., rain, snow, sleet, and hail).
recognize a variety of storm types, describe the weather conditions
associated with each, and explain when they occur (e.g.,
thunderstorms, hurricanes, and tornadoes).
analyze and report information about temperature and precipitation on
weather maps.
measure wind speed, using an anemometer.
measure precipitation with a rain gauge.
design an investigation in which weather data are gathered using
meteorological tools and charted to make weather predictions.
Standard 4.6 Strand: Interrelationships in Earth/Space Systems
46
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
An anemometer measures wind speed.
A rain gauge measures the amount of precipitation.
A thermometer measures the temperature of the air.
Standard 4.6 Strand: Interrelationships in Earth/Space Systems
47
Resources Teacher Notes Harcourt Science. Text Pages: D2-D29
AIMS Education Foundation Books
Down to Earth
Overhead and Underfoot
Weather Sense: Temperature, Air Pressure, and Wind
Weather Sense: Moisture
Berger, Melvin, Berger, Gilda, and Tull, Bobbi (I). (1995). Water,
Water Everywhere. ISBN: 1-57102-056.
de Paola, Tomie. (1985). The Cloud Book. ISBN: 0823705311.
Lauber, Patricia. (1996). Hurricanes: Earth’s Mightiest Storms.
ISBN: 059047406.
Locker, Thomas. (2000). Cloud Dance. ISBN: 152022317.
McMillan, Bruce. (1991). The Weather Sky.
ISBN: 0-374-38261-1.
Simon, Seymour. (1993). Weather. ISBN: 0688105467.
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm
48
Grade Four
Science Strand
Earth Patterns, Cycles, and Change
This strand focuses on student understanding of patterns in nature, natural cycles, and changes that
occur both quickly and slowly over time. An important idea represented in this strand is the relationship
among Earth patterns, cycles, and change and their effects on living things. The topics developed
include noting and measuring changes, weather and seasonal changes, the water cycle, cycles in the
Earth-moon-sun system, our solar system, and change in Earth’s surface over time. This strand includes
science standards K.9, K.10, 1.7, 2.7, 3.8, 3.9, 4.7, 4.8, and 5.7.
Standard 4.7 Strand: Earth Patterns, Cycles, and Change
49
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Overview
This standard focuses on providing an introduction to our solar system. This includes the introduction to the planets in the solar
system, their order in the solar system in relation to the sun, and the sizes of the planets in relation to the size of Earth. A more in-
depth study of the solar system is in standard 6.8. It is intended that students will actively develop and utilize scientific
investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
Standard 4.7 Strand: Earth Patterns, Cycles, and Change
50
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Understanding the Standard
(Background Information for Instructor Use Only) Essential Knowledge, Skills, and Processes
Our solar system is ancient. Early astronomers believed that Earth was
the center of the universe and all other heavenly bodies orbited around
Earth. We now know that our sun is the center of our solar system and
eight planets, a handful of dwarf planets, 170 named moons, dust, gas,
and thousands of asteroids and comets orbit around the sun.
Our solar system is made up of eight planets: Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, and Neptune.
Mercury, Venus, Earth, and Mars are considered terrestrial planets.
Jupiter, Saturn, Uranus, and Neptune are called gas giants.
Mercury is closest to the sun and is a small, heavily cratered planet.
Mercury looks like our moon. Since Pluto’s reclassification from planet
to dwarf planet, Mercury is now the smallest planet in our solar system.
Venus is second from the sun. It is similar to Earth in size and mass,
and has a permanent blanket of clouds that trap so much heat that the
temperatures on the surface of Venus are hot enough to melt lead.
Earth is third from the sun. Earth’s atmosphere, the liquid water found
on Earth, and its distance from the sun, among many other factors, make
Earth a haven for life.
Mars is fourth from the sun. The atmosphere on Mars is thin and there is
a vast network of canyons and riverbeds on the red planet. Scientists
hypothesize that Mars once supported a wet, warm Earth-like climate.
Jupiter is fifth from the sun. Jupiter is the largest planet in the solar
system and is considered a gas giant. Jupiter has no solid surface.
In order to meet this standard, it is expected that students will
name the eight planets and describe whether they are a terrestrial
planet or a gas giant.
sequence the eight planets in the solar system based on their position
from the sun. (Mercury is the first from the sun, Venus is the second,
etc.)
sequence the eight planets in the solar system based on size (Jupiter is
the largest, Saturn is next, etc.)
construct a simple model of the sun and the planets in our solar
system.
Standard 4.7 Strand: Earth Patterns, Cycles, and Change
51
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Understanding the Standard
(Background Information for Instructor Use Only) Essential Knowledge, Skills, and Processes
Saturn is sixth from the sun. Early scientists thought Saturn was the only
planet with rings, but we now know that all four gas giants (Jupiter,
Saturn, Uranus, and Neptune) have rings.
Uranus is seventh from the sun. Uranus is a gas giant.
Neptune is eighth from the sun. Neptune appears blue through
telescopes and is a gas giant.
The eight planets sorted by size from largest to smallest are: Jupiter,
Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.
Pluto is no longer included in the list of planets in our solar system due
to its small size and irregular orbit. Many astronomers questioned
whether Pluto should be grouped with worlds like Earth and Jupiter. In
2006, this debate led the International Astronomical Union (IAU), the
recognized authority in naming heavenly objects, to formally reclassify
Pluto. On August 24, 2006, Pluto's status was officially changed from
planet to dwarf planet.
A new distinct class of objects called "dwarf planets" was identified in
2006. It was agreed that "planets" and "dwarf planets" are two distinct
classes of objects. The first members of the dwarf planet category are
Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets
are expected to be announced by the IAU in the future.
What differentiates a dwarf planet from a planet? For the most part, they
are identical, but there is one key difference: A dwarf planet has not
"cleared the neighborhood" around its orbit, which means it has not
Standard 4.7 Strand: Earth Patterns, Cycles, and Change
52
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Understanding the Standard
(Background Information for Instructor Use Only) Essential Knowledge, Skills, and Processes
become gravitationally dominant and it shares its orbital space with
other bodies of a similar size.
Pluto is smaller than seven of the moons in our solar system and cannot
be seen without a telescope.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
53
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Our solar system is ancient. Early astronomers believed that Earth was
the center of the universe and all other heavenly bodies orbited around
Earth. We now know that our sun is the center of our solar system and
eight planets, a handful of dwarf planets, 170 named moons, dust, gas,
and thousands of asteroids and comets orbit around the sun.
Our solar system is made up of eight planets: Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, and Neptune.
Mercury, Venus, Earth, and Mars are considered terrestrial planets.
Jupiter, Saturn, Uranus, and Neptune are called gas giants.
Mercury is closest to the sun and is a small, heavily cratered planet.
Mercury looks like our moon. Since Pluto’s reclassification from planet
to dwarf planet, Mercury is now the smallest planet in our solar system.
Venus is second from the sun. It is similar to Earth in size and mass,
and has a permanent blanket of clouds that trap so much heat that the
temperatures on the surface of Venus are hot enough to melt lead.
Earth is third from the sun. Earth’s atmosphere, the liquid water found
on Earth, and its distance from the sun, among many other factors, make
Earth a haven for life.
Mars is fourth from the sun. The atmosphere on Mars is thin and there is
a vast network of canyons and riverbeds on the red planet. Scientists
hypothesize that Mars once supported a wet, warm Earth-like climate.
Jupiter is fifth from the sun. Jupiter is the largest planet in the solar
system and is considered a gas giant. Jupiter has no solid surface.
Saturn is sixth from the sun. Early scientists thought Saturn was the only
planet with rings, but we now know that all four gas giants (Jupiter,
In order to meet this standard, it is expected that students will
name the eight planets and describe whether they are a terrestrial
planet or a gas giant.
sequence the eight planets in the solar system based on their position
from the sun. (Mercury is the first from the sun, Venus is the second,
etc.)
sequence the eight planets in the solar system based on size (Jupiter is
the largest, Saturn is next, etc.)
construct a simple model of the sun and the planets in our solar
system.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
54
4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Saturn, Uranus, and Neptune) have rings.
Uranus is seventh from the sun. Uranus is a gas giant.
Neptune is eighth from the sun. Neptune appears blue through
telescopes and is a gas giant.
The eight planets sorted by size from largest to smallest are: Jupiter,
Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.
Pluto is no longer included in the list of planets in our solar system due
to its small size and irregular orbit. Many astronomers questioned
whether Pluto should be grouped with worlds like Earth and Jupiter. In
2006, this debate led the International Astronomical Union (IAU), the
recognized authority in naming heavenly objects, to formally reclassify
Pluto. On August 24, 2006, Pluto's status was officially changed from
planet to dwarf planet.
A new distinct class of objects called "dwarf planets" was identified in
2006. It was agreed that "planets" and "dwarf planets" are two distinct
classes of objects. The first members of the dwarf planet category are
Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets
are expected to be announced by the IAU in the future.
What differentiates a dwarf planet from a planet? For the most part, they
are identical, but there is one key difference: A dwarf planet has not
"cleared the neighborhood" around its orbit, which means it has not
become gravitationally dominant and it shares its orbital space with
other bodies of a similar size.
Pluto is smaller than seven of the moons in our solar system and cannot
be seen without a telescope.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
55
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
Overview
This standard focuses on the Earth-moon-sun system and includes knowledge related to the motions of this system and the results of
our unique position in it. This includes the presence of an atmosphere, liquid water, and life. The standard is built on concepts
developed in science standards K.8, 1.6, and 3.8 and that will be further expanded in 6.8. A more in-depth study of Earth’s makeup
is in standard 5.7. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills
(4.1) in the context of the key concepts presented in this standard.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
56
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Earth completes one revolution around the sun every 365 ¼ days. The
moon revolves around Earth about once every month.
Due to its axial tilt, Earth experiences seasons during its revolution
around the sun.
The phases of the moon are caused by its position relative to Earth and
the sun. The phases of the moon include the new, waxing crescent, first
quarter, waxing gibbous, full, waning gibbous, last (third) quarter, and
waning crescent.
The sun is an average-sized yellow star, about 110 times the diameter of
Earth. The sun is approximately 4.6 billion years old.
Our moon is a small rocky satellite, having about one-quarter the
diameter of Earth and one-eightieth its mass. It has extremes of
temperature, virtually no atmosphere or life, and very little water.
Earth is one of eight planets that revolve around the sun and comprise
the solar system. Earth, the third planet from the sun, is one of the four
terrestrial inner planets. It is about 150 million kilometers from the sun.
Earth is a geologically active planet with a surface that is constantly
changing. Unlike the other three inner planets (Mercury, Venus, and
Mars), it has large amounts of life-supporting water and an oxygen-rich
atmosphere. Earth’s protective atmosphere blocks out most of the sun’s
damaging rays.
Our understanding of the solar system has changed from an Earth-
centered model of Aristotle and Ptolemy to the sun-centered model of
Copernicus and Galileo.
In order to meet this standard, it is expected that students will
differentiate between rotation and revolution.
describe how Earth’s axial tilt causes the seasons.
model the formation of the eight moon phases, sequence the phases in
order, and describe how the phases occur.
describe the major characteristics of the sun, including its approximate
size, color, age, and overall composition.
create and describe a model of the Earth-moon-sun system with
approximate scale distances and sizes.
compare and contrast the surface conditions of Earth, the moon, and
the sun.
compare and contrast an Earth-centered to the sun-centered model of
the solar system.
analyze the differences in what Aristotle, Ptolemy, Copernicus, and
Galileo observed and what influenced their conclusions.
describe a contribution of the NASA Apollo missions to our
understanding of the moon.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
57
4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
The NASA Apollo missions added greatly to our understanding of the
moon.
Our understanding of the sun, moon, and the solar system continues to
change with new scientific discoveries.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
58
Resources Teacher Notes
Harcourt Science. Text Pages: D60-D95
Equipment Lesson – Solar Motion Uses the solar motion model
to relate location in the northern hemisphere to location of the sun
in the sky and to the length of day
AIMS Education Foundation Books
Out of this World
Cole, Joanna and Degen, Bruce (I). (1990). The Magic School Bus
Lost in the Solar System.. ISBN: 0590414283.
Gibbons, Gail. (1996). The Reason for the Seasons. ISBN:
0823411745.
Lasky, Kathryn and Hawkes, Kevin. (1994). The Librarian Who
Measured the Earth. ISBN: 0-316-51526-4.
Lauber, Patricia. (1993). Journey to the Planets. ISBN: 0-517-
59029-8.
Leedy, Loreen. (1993). Postcards from Pluto: A Tour of the Solar
System. ISBN: 0823412377.
Sis, Peter. (1996). Starry Messenger: Galileo Galilei. ISBN:
0374371911.
Wilson, Lynn and Billin-Frye, Paige. (1993). What’s Out There?
A Book About Space. ISBN: 0448405172.
Standard 4.8 Strand: Earth Patterns, Cycles, and Change
59
Wollard, Kathy and Soloman, Debra (I). (1993). How Come?
Planet Earth. ISBN: 1563053241.
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm
60
Grade Four
Science Strand
Earth Resources
This strand focuses on student understanding the role of resources in the natural world and how people
can utilize those resources in a sustainable way. An important idea represented in this strand is the
concept of management of resource use. This begins with basic ideas of conservation and proceeds to
more abstract consideration of costs and benefits. The topics developed include conservation of
materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy
impacts the environment. This strand includes science standards K.11, 1.8, 2.8, 3.10, 3.11, 4.9, and 6.9.
Standard 4.9 Strand: Earth Resources
61
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Overview
Virginia has a rich variety of natural resources. These provide the raw materials for our daily lives and sustain our economy. Natural
resources are finite and must be used wisely to ensure their continued availability. This concept of natural resources is introduced in
1.8 and extended in 6.9. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic
skills (4.1) in the context of the key concepts presented in this standard.
Standard 4.9 Strand: Earth Resources
62
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Virginia is rich in a wide variety of natural resources, including forests,
arable (farmable) land, coal, sand and aggregates (rocks), wildlife and
aquatic organisms, clean water and air, and beautiful scenery.
A watershed is an area over which surface water (and the materials it
carries) flows to a single collection place. The Chesapeake Bay
watershed covers approximately half of Virginia’s land area. The other
two major watershed systems are the Gulf of Mexico and the North
Carolina Sounds.
Virginia’s water resources include groundwater, lakes, reservoirs, rivers,
bays, and the Atlantic Ocean.
Virginia has a great variety of plant and animal resources.
Natural and cultivated forests are a widespread resource in Virginia.
Virginia’s soil and land support a great variety of life, provide space for
many economic activities, and offer a variety of recreational
opportunities.
In order to meet this standard, it is expected that students will
compare and contrast natural and human-made resources.
distinguish among rivers, lakes, and bays; describe characteristics of
each; and name an example of each in Virginia.
create and interpret a model of a watershed. Evaluate the statement:
“We all live downstream.”
identify watershed addresses.
recognize the importance of Virginia’s mineral resources, including
coal, limestone, granite, and sand and gravel.
appraise the importance of natural and cultivated forests in Virginia.
describe a variety of soil and land uses important in Virginia.
Standard 4.8 (continued)
Overview Essential Knowledge, Skills, and Processes
Virginia’s soil and land support a great variety of life, provide space
for many economic activities, and offer a variety of recreational
opportunities.
Standard 4.9 Strand: Earth Resources
63
4.9 The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Understanding the Standard (Background Information for Instructor Use Only)
Essential Knowledge, Skills, and Processes
Additional LCPS content (optional): Earthquakes, volcanoes, and fossils correlates with:
Social Studies VS 2a, 2b, 2c
Geography of Virginia
Text pages: 10-65
Harcourt Science Text: Unit C Earth’s Surface Pages C4-C63
The 5 regions of Virginia were formed by the action of earthquakes and
volcanoes.
Coal is an important fossil fuel found in the Appalachian Plateau Region.
Standard 4.9 Strand: Earth Resources
64
Resources Teacher Notes Resources for Optional material:
Earthquakes, volcanoes, and fossils correlates with:
Social Studies VS 2a, 2b, 2c
Geography of Virginia Text pages: 10-65
Equipment Lesson – Fossils Lesson Plan – Clarity – Students
determine where fossils of Virginia were found while discovering
the natural resources related to those fossils, and how they got to
Virginia due to changes during changes in plate tectonic
movement
Harcourt Science Text: Unit C Earth’s Surface Pages C4-C63
Harcourt Science. Text Pages: D60-D95
Resources for Science SOL 4.8:
AIMS Education Foundation Books
Primarily Earth
Overhead and Underfoot
Our Wonderful World
AIMS: “Where is Water “, Primarily Earth
AIMS: “Water Clock - Shower Timer”, Water Precious Water
AIMS: “Were You Aware”, Water Precious Water
Burton, Jane and Taylor, Kim. (1998). Nature and Science of
Rocks. ISBN: 0836819454.
Cole, Joanna. (1987). The Magic School Bus Inside the Earth.
ISBN: 0590407597.
Russell, William. (1994). Gold and Silver. ISBN: 0865933596.
Telford, Carole and Theodore, Rod. (1998). Down a River. ISBN:
157721538.
Watersheds
Standard 4.9 Strand: Earth Resources
65
A River Runs Through It
Journey of a Raindrop
Forests
Virginia’s Mineral Resources
Investigations from the VA Department of Education Science
Enhanced Scope and Sequence – Grade 4. http://www.doe.virginia.gov/VDOE/EnhancedSandS/science.shtml
A River Runs Through It
Riparian Buffers
Captain John Smith’s Chesapeake Bay
Succession & Forest Habitats
Bay and Pond Food Webs
Native vs. Non-native Species: Who Will Win?
Wasting Water
Going for Water
Journey of a Raindrop to the Chesapeake Bay
Types of Pollution
Stream Creatures: Clues to Stream Health
Muddying the Waters
Grasses, Grasses Everywhere
VA Department of Education Lessons from the Bay. Correlated
to VA Science, Math, Language Arts, and Social Studies SOL.
Standards of Learning Literature Correlation searchable database
“Connections” can be found at:
http://itweb.fcps.edu/connections/index.cfm