Bedford County Department of Education - Fourth Grade Curriculum Science Resources

Fourth Grade Curriculum Science Resources

Submit a resource by emailing Mary S. Pitner.

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Life Science

Cell Structure and Function:

4.1.1 Know that all organisms are made of one or more cells.

Accomplishment: Examine a variety of plant and animal cells.

Resources: Using Microscopes Lesson, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0064.html; Using Raw Eggs to Demonstrate Parts of a Cell, http://www.emc.cmich.edu/revisions/pdf/4/Phase_V_Ls_1.pdf; Online Microscope, http://www.learn.co.uk/promo/microscope/default.htm; Cells Alive, http://www.cellsalive.com/cells/3dcell.htm

At Level 1, the student is able to

4.1.spi.1 identify the function of specific plant and animal parts

Resources: Plant Parts, http://www.nelsonthornes.com/secondary/science/scinet/scinet/plants/parts/content.htm; Vascular Plants, http://www.harcourtschool.com/activity/vascular/vascular.html; Plant Parts Structure and Function, http://www.hcs.ohio-state.edu/mgonline/Botany/pla01/00pla01.htm;

At Level 2, the student is able to

4.1.spi.2 recognize the basic structure of plant and animal cells.

Resources: Cross-Section of a Plant Cell, http://www.enchantedlearning.com/subjects/plants/cell/; Cells Alive, http://www.cellsalive.com/cells/3dcell.htm; Brain Pop Movie and Activities, http://www.brainpop.com/health/immune/cells/index.weml; Cell Inspector, http://www.harcourtschool.com/activity/cell/cell.html; Cell Drawings, http://sun.menloschool.org/%7Ecweaver/cells/ ; Comparing Plant and Animal Cells, http://www.sirinet.net/%7Ejgjohnso/comparingcells.html; Plant Cell Cross-Sectionfrom Enchanted Learning, http://www.enchantedlearning.com/subjects/plants/cell/; Animal Cell Cross-Section from Enchanted Learning, http://www.enchantedlearning.com/subjects/animals/cell/; Comparing Plant and Animal Cells, http://www.teach-nology.com/worksheets/science/cell/1/; Interactive Plant Cell, http://www.what2learn.com/content/samples/science/sci7aPlantCell.html; Interactive Animal Cell, http://www.what2learn.com/content/samples/science/sci7aAnimalCell.html

At Level 3, the student is able to

4.1.spi.3 identify animal and plant cell structures and function.

Interactions Between Living Things and Their Environment:

4.2.1 Investigate the relationships among organisms in a specific ecosystem.

Accomplishment: Examine and relate how plants and animals interact with each other and their environment.

Resources: What's It Like Where You Live? http://mbgnet.mobot.org/fresh/index.htm; Science Vocabulary Lesson, http://www.everydayspelling.com/grade4/xcurricular/xcur4les34.html; The Food Chain from PlanetPals, http://www.planetpals.com/foodchain.html; Biomes of the World, http://mbgnet.mobot.org/sets/

4.2.2 Recognize that organisms are able to change their environment.

Accomplishment: Provide evidence and give examples of environmental changes caused by living things.

Resources: Chemical Effects on Environment, http://www.utm.edu/departments/ed/cece/fourth/4I1.shtml; Relationship Between the Individual and the Environment, http://www.utm.edu/departments/ed/cece/fourth/4I4.shtml; Clean Up Your World, http://games.funschool.com/game.php?g=1030&category=59&level=5

At Level 1, the student is able to

4.2.spi.1 select plants and animals found in a specific environment

Resources: Virtual World Great Barrier Reef, http://www.nationalgeographic.com/earthpulse/reef/reef1_flash.html; Design a Local Eco-Park, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/tgecopark.html; A Coastal Journey, http://www.poulsbomsc.org/tutorial.htm; Ecosystems, http://www.windows.ucar.edu/tour/link=/earth/ecosystems.html&edu=elem; Habitats, http://www.activescience-gsk.com/games/index.cfm?module=2; Habitats from BBC, http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml; Biomes of the World, http://mbgnet.mobot.org/sets/; Close to Home, http://www.richlandclicks.org/Teacher/connections/grade4/close_home.htm

At Level 2, the student is able to

4.2.spi.2 recognize how plants and animals interact with each other in their environment

Resources: Interdependence and Adaptation Interactive Activity, http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence.shtml

At Level 3, the student is able to

4.2.spi.3 identify ways that organisms affect their environment

Resources: Natureworks, http://www.nhptv.org/natureworks/nwep5.htm

Food Production and Energy for Life:

4.3.1 Realize that plants and animals use food for energy.

Accomplishment: Explain that animals must obtain and use food for energy.

Resources: Food Web, http://www.harcourtschool.com/activity/food/index.html; Chain Reaction, http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm; Energy Challenge, http://www.activescience-gsk.com/games/index.cfm?module=12

4.3.2 Recognize the function of specific structures in organisms that allow them to obtain and use energy.

Accomplishment: Compare how specific animals obtain oxygen (e.g., gills, lungs).

Resources: Plant Respiration, http://www.sk.lung.ca/content.cfm/plants

At Level 1, the student is able to

4.3.spi.1 match the edible parts of plants with particular plant structures.

Resources: The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/case1/index.html

At Level 2, the student is able to

4.3.spi.2 compare how various animals obtain and use food for energy.

Resources: The Anatomy of Your Lungs, http://www.sk.lung.ca/content.cfm/lungparts; All Living Things Need Oxygen, http://www.sk.lung.ca/content.cfm/compare

At Level 3, the student is able to

4.3.spi.3 match the animal with their means of obtaining oxygen.

Resources: The Anatomy of Your Lungs, http://www.sk.lung.ca/content.cfm/lungparts; All Living Things Need Oxygen, http://www.sk.lung.ca/content.cfm/compare; Breathing is Essential to Your Life, http://www.iit.edu/~smile/bi9708.html

Heredity and Reproduction:

4.4.1 Realize that certain characteristics are passed from parents to offspring.

Accomplishment: Compare the traits of offspring with those of the parent.

Resources: Information about Mendel's Peas, including online pea experiment, http://www.sonic.net/~nbs/projects/anthro201/; Genetic Journey, http://www.ology.amnh.org/genetics/geneticjourney/index.html; Family Ties, http://www.units.muohio.edu/dragonfly/family/index.shtml; The Gene Scene, http://www.ology.amnh.org/genetics/index.html; You Are Unique Activity, http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/genetics.html; DNA, http://www.brainpop.com/health/cellsandbodybasics/dna/

4.4.2 Realize that reproduction is necessary for the survival of species.

No Accomplishment

4.4.3 Investigate the life cycles of different organisms.

Accomplishment: Describe the life cycle of an animal (i.e. frog, mealworm). Caution: Some people have allergies to mealworm farms. Keep this in mind if doing any experiments with mealworms.

Resources: All About Frogs, http://www.kiddyhouse.com/Themes/frogs/; Frog Life Cycle, http://www.ipcc.ie/lifecycle.html; Tadpole Observation, http://explorer.scrtec.org/explorer/explorer-db/rsrc/890848566-81EDF7A2.1.pdf; Worksheet on Life Cycle of a Frog, http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml; Label the Life Cycle of a Mealworm Worksheet, http://www.enchantedlearning.com/subjects/insects/beetles/mealworm/label/; Mealworm Information, http://insected.arizona.edu/mealinfo.htm; Photographs of the Life Cycle of a Mealworm, http://www.district196.org/sv/classconn/classrooms/second/Menas/insects/insect.html; Lesson Plan on Life Cycles, http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci015.html; Life Cycle of a Fruit Fly, http://www.sci.mus.mn.us/sln/tf/t/2literbottle/2literbottle.html; The Human Life Cycle, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=33575

At Level 1, the student is able to

4.4.spi.1 distinguish offspring from the parent.

Resources: DNA, http://www.brainpop.com/health/cellsandbodybasics/dna/

At Level 2, the student is able to

4.4.spi.2 recognize the relationship between reproduction and the survival of a species.

Resources:

At Level 3, the student is able to

4.4.spi.3 select the illustration that depicts the life cycle of a specific organism.

Resources: Worksheet on Life Cycle of a Frog, http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml; Label the Life Cycle of a Mealworm Worksheet, http://www.enchantedlearning.com/subjects/insects/beetles/mealworm/label/; Photographs of the Life Cycle of a Mealworm, http://www.district196.org/sv/classconn/classrooms/second/Menas/insects/insect.html

Diversity and Adaptation Among Living Things:

4.5.1 Realize that plants and animals can be grouped according to similarities and differences in their characteristics.

Accomplishment: Classify animals, by type, according to their characteristics.

Resources: Lesson from Discovery School, http://school.discovery.com/lessonplans/programs/animaladaptations/; Make a Dichotomous Key, http://www.enchantedlearning.com/subjects/plants/activity/key.shtml; Classifying Critters, http://www.hhmi.org/coolscience/critters/critters.html; Classifying Animals, http://www.lethsd.ab.ca/mmh/grade3c/Gr3Web/Animals/animal_groups.htm;

4.5.2 Determine that adaptations help organisms to survive in their environment.

No Accomplishment

At Level 1, the student is able to

4.5.spi.1 match a plant or animal adaptation to a particular environmental condition.

Resources: Plant Diversity, http://www.sasked.gov.sk.ca/docs/elemsci/gr4uhesc.html; Characteristics of Animal Adaptations, http://www.utm.edu/departments/ed/cece/fourth/4E3.shtml; Studying Adaptaitons from Skeletons, http://www.cotf.edu/ete/modules/msese/earthsysflr/physical.html

At Level 2, the student is able to

4.5.spi.2 compare and contrast groups of organisms according to their major characteristics.

Resources: Life Science Safari, http://vilenski.org/science/safari/index.html; Vertebrates and Non-vertebrates, http://www.utm.edu/departments/ed/cece/fourth/4E1.shtml

At Level 3, the student is able to

4.5.spi.3 match the form of structures found in living things to its function.

Resources: Animal Adaptations, http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm; Camouflage Field Book, http://www.harcourtschool.com/activity/camouflage/camouflage.html; Earth Floor, http://www.cotf.edu/ete/modules/msese/earthsysflr/adapt.html

Biological Change:

4.6.1 Realize that fossils show connections between organisms that lived in the past and those that live in the present.

Accomplishment: Examine fossils and explain how they provide information about the types of organisms that lived in the past.

Resources: Zoom Dinosaurs Online Book (Go to chapter on Fossils) http://www.enchantedlearning.com/subjects/dinosaurs/toc.shtml; Mystery of The Broken Necklace, http://www.childrensmuseum.org/geomysteries/necklace/a1.html; Sue at the Field Museum, http://www.fmnh.org/sue/;

4.6.2 Recognize that extinction has occurred in the past and continues today.

Accomplishment: Identify certain animal and plant populations as thriving, threatened, endangered, or extinct (e.g., elephants, sea turtles, dodo bird, dinosaur).

At Level 1, the student is able to

4.6.spi.1 match fossil evidence with organisms that are alive today.

Resources: Mystery of The Broken Necklace, http://www.childrensmuseum.org/geomysteries/necklace/a1.html; Life Has a History, http://www.ucmp.berkeley.edu/education/explorations/tours/intro/index.html

At Level 2, the student is able to

4.6.spi.2 identify animal and plant populations as thriving, threatened, endangered, or extinct.

Resources: People and Endangered Species, http://www.nationalgeographic.com/xpeditions/lessons/08/g35/endangered.html; Zoom Dinosaurs Online Book (Go to chapter on Extinction) http://www.enchantedlearning.com/subjects/dinosaurs/toc.shtml; Photo Gallery of Threatened Species, http://www.redlist.org/info/gallery2004.html#01_Atelopus_varius_Robert_Puschendorf; List of TN's Threatened and Endangered Species, http://www.state.tn.us/twra/nong001.html; Wildlife Crime Busters, http://www.nationalgeographic.com/ngkids/9902/crime-busters/

At Level 3, the student is able to

4.6.spi.3 infer possible causes of extinction.

Earth and Space Science

Earth and Its Place in the Universe:

4.7.1 Know that objects in space have identifiable characteristics (e.g., appearance, location, and apparent motion).

Accomplishment: Identify and order the planets in the solar system by their distance from the sun.

Resources: Eyes on the Sky, Feet on the Ground, Chapter 5, http://hea-www.harvard.edu/ECT/the_book/Chap5/Chapter5.html; Space Kids Tour of the Solar System, http://www.spacekids.com/solarsystem/index.html; Astro for Kids, http://www.astronomy.com/content/static/AstroForKids/default.asp; Enchanted Learning's The Planets, http://www.enchantedlearning.com/subjects/astronomy/planets/; The Nine Planets (Multimedia Tour), http://www.nineplanets.org/; Views of the Solar System, http://www.solarviews.com/eng/homepage.htm; Solar System Trading Cards, http://amazing-space.stsci.edu/resources/explorations/trading/trading-inter-scientist.html; Welcome to the Planets, http://pds.jpl.nasa.gov/planets/

4.7.2 Investigate the patterns and movement of objects in space.

Accomplishment: a. Recognize that the length and position of a shadow is related to the position of the sun.

Resources: Eyes on the Sky, Feet on the Ground, Chapter 1, http://hea-www.harvard.edu/ECT/the_book/Chap1/Chapter1.html; Welcome to the Planets, http://pds.jpl.nasa.gov/planets/

Accomplishment: b. Demonstrate how the earth rotates and revolves.

Resources: Eyes on the Sky, Feet on the Ground, Chapter 1, http://hea-www.harvard.edu/ECT/the_book/Chap1/Chapter1.html; Eyes on the Sky, Feet on the Ground, Chapter 2, http://hea-www.harvard.edu/ECT/the_book/Chap2/Chapter2.html

Accomplishment: c. Simulate the changing shape of the moon.

Resources: Moon Phases Pictures, http://www.moon-phases.com/; Windows to the Universe: The Moon, http://www.windows.ucar.edu/tour/link=/earth/moons_and_rings.html; Birthday Moons, http://btc.montana.edu/ceres/html/birthday1.htm#1; WebQuest - The Moon's Many Faces, http://its.guilford.k12.nc.us/webquests/Moon/moon.htm; The Moon, http://www.enchantedlearning.com/subjects/astronomy/moon/Phases.shtml; Moonlight Madness, http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level2/javascript/moonlight.html;

At Level 1, the student is able to

4.7.spi.1 determine the order of the planets according to their distance from the sun.

Resources: Eyes on the Sky, Feet on the Ground, Chapter 5, http://hea-www.harvard.edu/ECT/the_book/Chap5/Chapter5.html; Space Kids Tour of the Solar System, http://www.spacekids.com/solarsystem/index.html; Astro for Kids, http://www.astronomy.com/content/static/AstroForKids/default.asp; Enchanted Learning's The Planets, http://www.enchantedlearning.com/subjects/astronomy/planets/; The Nine Planets (Multimedia Tour), http://www.nineplanets.org/; Views of the Solar System, http://www.solarviews.com/eng/homepage.htm; Solar System Trading Cards, http://amazing-space.stsci.edu/resources/explorations/trading/trading-inter-scientist.html; Simulated Voyage to Planets, http://www.classzone.com/books/earth_science/terc/content/visualizations/es2701/es2701page01.cfm?chapter_no=27

At Level 2, the student is able to

4.7.spi.2 identify the phases of the moon in the correct sequence.

Resources: Lunar Lollipops, http://www.windows.ucar.edu/tour/link=/teacher_resources/lunar_edu.html; Moon Phases Pictures, http://www.moon-phases.com/; The Phases of the Moon, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=11472; Windows to the Universe: The Moon, http://www.windows.ucar.edu/tour/link=/earth/moons_and_rings.html; Birthday Moons, http://btc.montana.edu/ceres/html/birthday1.htm#1; WebQuest - The Moon's Many Faces, http://its.guilford.k12.nc.us/webquests/Moon/moon.htm; Virtual Reality Moon Phases Pictures, http://tycho.usno.navy.mil/vphase.html; Phases of the Moon Quiz, http://www.moon-phases.com/phases-of-the-moon.html; Phases of the Moon Demo, http://www.noao.edu/education/phases/phases_demo.html; Enchanted Learning's Moon Phases, http://www.enchantedlearning.com/subjects/astronomy/moon/Phases.shtml;

At Level 3, the student is able to

4.7.spi.3 recognize that the length and position of a shadow is related to the location of the sun.

Resources: Eyes on the Sky, Feet on the Ground, Chapter 2, http://hea-www.harvard.edu/ECT/the_book/Chap2/Chapter2.html; Reasons for the Seasons, http://www.uwm.edu/~kahl/CoVis/Seasons/; Great Animation of the Rotation of the Earth, http://www.scienceu.com/observatory/articles/seasons/seasons.html

Atmospheric Cycles:

4.8.1 Recognize that atmospheric conditions vary and can be measured.

Accomplishment: Identify and use the proper tools to measure atmospheric conditions (i.e., barometer, thermometer, anemometer, rain gauge).

Resources: Observing Pressure, http://www.miamisci.org/hurricane/airpressure.html; How Air Pressure affects You (includes experiments), http://kids.mtpe.hq.nasa.gov/archive/air_pressure/; Make Your Own Barometer, http://www.fi.edu/weather/todo/barometer.html; Measuring the Weather, http://teacher.scholastic.com/fieldtrp/integrat/forgoodm.htm; Weather Eye's Forecasting, http://weathereye.kgan.com/cadet/forecast/index.html ; Weather Here and There Unit, http://archive.ncsa.uiuc.edu/Edu/RSE/RSEred/WeatherHome.html; Weather Forecasting Tools, http://teacher.scholastic.com/activities/wwatch/reporters/lab/index.htm; Make Your Own Weather Station, http://sln.fi.edu/weather/todo/todo.html; Weather from Fact Monster, http://www.factmonster.com/ipka/A0772916.html; Dan's Wild Weather Page, http://wildwildweather.com/wind.htm; Make an Anemometer, http://www.energyquest.ca.gov/projects/anemometer.html; Weather Wiz Kids, http://www.weatherwizkids.com/index.htm; Jeopardy PowerPoint Review, www.kenton.k12.ky.us/max/powerpoint_reviews/Weather_4th.ppt

4.8.2 Recognize that landforms and bodies of water affect weather and climate.

Accomplishment: Describe how oceans affect weather and climate.

Resources: Climate, http://www.doc.mmu.ac.uk/aric/eae/Climate/climate.html; Creative Climates Activity from National Geographic, http://www.nationalgeographic.com/xpeditions/activities/08/climates.html; Earth Science Modules, http://www.cotf.edu/ete/modules/k4/teacher/weather/Woverview3.html

4.8.3 Recognize the basic features of the water cycle.

No Accomplishment

At Level 1, the student is able to

4.8.spi.1 identify the cloud type(s) associated with specific weather conditions.

Resources: Weather One, http://www.urbanext.uiuc.edu/weather/index.html; Clouds from Enchanted Learning (includes print outs), http://www.enchantedlearning.com/subjects/astronomy/planets/earth/clouds/; Cloud Pictures, http://www.pals.iastate.edu/carlson/; In the Clouds Photography, http://www.inclouds.com/; Cloud Formations and the Weather, http://www.utm.edu/departments/ed/cece/fourth/4K1.shtml; Weather Wiz Kids, http://www.weatherwizkids.com/index.htm;

At Level 2, the student is able to

4.8.spi.2 choose the appropriate instrument for measuring a given atmospheric condition.

At Level 3, the student is able to

4.8.spi.3 identify the basic features of the water cycle

Resources: Water Cycle Diagram from Enchanted Learning, http://www.enchantedlearning.com/geology/label/watercycle/; Water Cycle from Enchanted Learning, http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml; Kids' Water Zone, http://www.njawwa.org/kidsweb/watercycle/watercycle.htm; Water on the Move, http://www.hardbargainfarm.org/kidsmainframe.html; Build a Model of the Water Cycle, http://www.mos.org/oceans/planet/cycle.html; Follow a Drip through the Water Cycle, http://ga.water.usgs.gov/edu/watercycle.html; EPA's Water Cycle, http://www.epa.gov/region07/kids/wtrcycle.htm; Water Wizard, http://www.crwcd.gov/quiz/quiz.html

Earth Features:

4.9.1 Recognize that the earth�s geological features change.

Accomplishment: Observe and describe how wind and water change the earth�s geological features.

Resources: Erosional Caves, http://www.goodearthgraphics.com/virtcave/erosional_caves/erosional.html; Photos of Wind Erosion from the Dust Bowl, http://www.weru.ksu.edu/new_weru/multimedia/dustbowl/dustbowlpics.html; Wind Erosion Video Clips, http://www.weru.ksu.edu/new_weru/multimedia/movies/movies.html; Natural Stream Processes, http://www.dnr.state.oh.us/water/pubs/fs_st/stfs03.htm; Mark Twain's Cave, http://www.nationalgeographic.com/xpeditions/lessons/04/g35/tgtwain.html; Soil Erosion Activity, http://www.walkerschools.org/eco/soil3.html

4.9.2 Know that the earth is composed of different layers.

Accomplishment: Identify the earth�s layers.

Resources: USGS Inside the Earth, http://pubs.usgs.gov/publications/text/inside.html; Easy Demonstration, http://sln.fi.edu/tfi/activity/earth/earth-7.html; The Core of the Matter, http://www.thetech.org/exhibits_events/online/quakes/inside/core.html ; Visual Model of Earth, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Earth_Science/EAR0023.html; Download this template to make a cross-sectional globe, http://cp.c-ij.com/english/3D-papercraft/science/globe_e.html; Earth's Layers Show, http://cp.c-ij.com/english/3D-papercraft/science/globe_e.html; Structure of the Earth, http://scign.jpl.nasa.gov/learn/plate1.htm

At Level 1, the student is able to

4.9.spi.1 recognize specific geological features.

Resources: Landforms, http://www.edu.pe.ca/southernkings/landforms.htm; Mark Twain's Cave, http://www.nationalgeographic.com/xpeditions/lessons/04/g35/tgtwain.html

At Level 2, the student is able to

4.9.spi.2 determine how wind and water change the Earth�s geological features.

At Level 3, the student is able to

4.9.spi.3 identify the layers of the Earth.

Earth Resources:

4.10.1 Recognize that earth materials have a variety of practical uses.

Accomplishment: Classify earth materials according to their use.

Resources:

4.10.2 Know the basic characteristics of soils.

Accomplishment: Identify the different components of soil.

Resources: Soil, the Final Frontier, http://school.discovery.com/schooladventures/soil/; Measuring Soil pH, http://www.epa.gov/airmarkt/acidrain/experiments/exp5.html; Digging the Earth's Crust, http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/dig.html; The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/case2/c2facts1.html

4.10.3 Realize the difference between renewable and non-renewable resources.

Accomplishment: Identify renewable and non-renewable resources.

Resources: Natural Resources, http://www.urbanext.uiuc.edu/world/nres.html; Getting Energized, http://www.nrel.gov/education/energized.html; Renewable Energy Resources, http://www.earthdog.com/renew.html; From Boomtown to Ghost Town, http://www.nationalgeographic.com/xpeditions/lessons/16/g35/boomtown.html; Renewable and Non-renewable Quiz, http://school.discovery.com/quizzes11/hanasan32084/ReviewTestChp2.html

At Level 1, the student is able to

4.10.spi.1 choose the appropriate use for an earth material.

Resources: Natural materials, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=9053

At Level 2, the student is able to

4.10.spi.2 identify the basic characteristics of soil.

Resources: Soil, the Final Frontier, http://school.discovery.com/schooladventures/soil/; Measuring Soil pH, http://www.epa.gov/airmarkt/acidrain/experiments/exp5.html; Digging the Earth's Crust, http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/dig.html; The Dirt on Soil, http://school.discovery.com/schooladventures/soil/index.html

At Level 3, the student is able to

4.10.spi.3 distinguish between renewable and nonrenewable resources.

Physical Science

Forces and Motion:

4.11.1 Recognize that gravity is the force that pulls objects toward the earth.

Accomplishment: Describe how gravitational forces operate in nature

Resources: Take It from the Top, http://www.exploratorium.edu/snacks/take_it_from_the_top.html; Tides, http://www.enchantedlearning.com/subjects/ocean/Tides.shtml; Newton's Law of Gravity from Ology, http://www.ology.amnh.org/astronomy/gravity/index.htm; Gravity Game, http://sciencemonster.com/gravity_inertia.html

4.11.2 Recognize the relationship between force and motion.

Accomplishment: a. Explain how speed affects the distance traveled.

Accomplishment: b. Recognize simple machines (e.g., inclined plane, pulley, lever).

Resources: Great Lesson Plan, http://edheads.org/activities/lesson_plans/sm_03.pdf; Wacky Inventions (Using Simple Machines), http://edheads.org/activities/lesson_plans/sm_01.pdf; Paper Bag, http://edheads.org/activities/lesson_plans/sm_02.pdf; Amusement Park Physics, http://www.learner.org/exhibits/parkphysics/coaster.html; Marvelous Machines, http://www.galaxy.net/~k12/machines/index.shtml; Putting the Simple in Simple Machines, http://www.coreknowledge.org/CKproto2/resrcs/lessons/299machine.pdf; Find the Simple Machine, http://www.cosi.org/onlineExhibits/simpMach/sm2.html; Simple Resource Chart, http://www.grc.nasa.gov/WWW/K-12/Summer_Training/KaeAvenueES/Resource_Chart.html; Spotlighting Simple Machines, http://sln.fi.edu/qa97/spotlight3/spotlight3.html; Simple Machines Made with Legos, http://weirdrichard.com/inclined.htm; What is a Simple Machine? http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Simple_Machines2.cfm; Simple Machine Activities, http://www.iit.edu/~smile/ph9005.html; Simple Machines Learning Site, http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm; A to Z Simple Machines Unit, http://atozteacherstuff.com/lessons/SimpleMachines.shtml; Simple Machines Made Simple, http://www.beaconlearningcenter.com/WebLessons/SimpleMachines/default.htm; Harcourt's Simple Machines Activity, http://www.harcourtschool.com/activity/machines/simple_machines.htm; Simple Machines, http://www.fi.edu/qa97/spotlight3/spotlight3.html; EdHead's SImple MAchines, http://edheads.org/activities/simple-machines/

4.11.3 Recognize that the motion of objects is affected by friction.

Accomplishment: Identify factors that affect the amount of friction.

Resources: Amusement Park Physics, http://www.learner.org/exhibits/parkphysics/coaster.html; Marvelous Machines, http://www.galaxy.net/~k12/machines/index.shtml

At Level 1, the student is able to

4.11.spi.1 select factors that have the greatest effect on the motion of an object.

Resources: Amusement Park Physics, http://www.learner.org/exhibits/parkphysics/coaster.html; Newton's Third Law of Motion Activities, http://www.iit.edu/~smile/ph9608.html; Newton's Laws of Motion, http://www.iit.edu/~smile/ph8907.html; Inertia, http://www.teachtsp.com/products/productextras/SCISCI/inertia.html; Objects Race, http://www.iit.edu/~smile/ph9607.html; Forces in Action, http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

At Level 2, the student is able to

4.11.spi.2 recognize the effects of gravity.

Resources: Gravity (Forces and Motion), http://www.bbc.co.uk/schools/gcsebitesize/physics/forces/fallingobjectsrev2.shtml

4.11.spi.3 recognize simple machines (i.e., inclined plane, lever, pulley)

Resources: Great Lesson Plan, http://edheads.org/activities/lesson_plans/sm_03.pdf; Wacky Inventions (Using Simple Machines), http://edheads.org/activities/lesson_plans/sm_01.pdf; Paper Bag, http://edheads.org/activities/lesson_plans/sm_02.pdf; Links for Simple Machines, http://www.scilinks.org/harcourt/hbretrieve.asp?textbookid=24&scilink=4HB05&TBImage=images/hb4.jpg&TBGrade=Grade_4; Marvelous Machines, http://www.galaxy.net/~k12/machines/index.shtml; Putting the Simple in Simple Machines, http://www.coreknowledge.org/CKproto2/resrcs/lessons/299machine.pdf; Find the Simple Machine, http://www.cosi.org/onlineExhibits/simpMach/sm2.html; Simple Resource Chart, http://www.grc.nasa.gov/WWW/K-12/Summer_Training/KaeAvenueES/Resource_Chart.html; Spotlighting Simple Machines, http://sln.fi.edu/qa97/spotlight3/spotlight3.html; Simple Machines Made with Legos, http://weirdrichard.com/inclined.htm; What is a Simple Machine? http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Simple_Machines2.cfm; Simple Machine Activities, http://www.iit.edu/~smile/ph9005.html; Simple Machines Learning Site, http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm; A to Z Simple Machines Unit, http://atozteacherstuff.com/lessons/SimpleMachines.shtml

At Level 3, the student is able to

4.11.spi.4 determine how speed affects distance traveled over time.

Resources: Amusement Park Physics, http://www.learner.org/exhibits/parkphysics/coaster.html; Forces in Action, http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

Structure and Properties of Matter:

4.12.1Recognize that matter has predictable properties and is composed of basic units, some too small to be seen with the naked eye.

Accomplishment: a. Describe and compare observations made of objects using the naked eye, magnifying glass, and microscope.

Accomplishment: b. Describe matter by its observable physical properties (i.e., color, shape, texture, weight, volume, length).

Resources: Image Gallery of the Scanning Micron Microscope, http://www.mos.org/sln/sem/sem.html; Properties of Materials, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=9058; Observable Properties, http://webwatchers.nsta.org/guides/theme_detail.asp?theme_ID=69&guide_ID=23&grade_band=1; What is Matter, http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html; Chem4kids Matter, http://www.chem4kids.com/files/matter_intro.html

4.12.2 Recognize conditions that are associated with different states of matter.

Accomplishment: Describe how various types of matter change their state.

Resources: States of Matter, http://www.iit.edu/~smile/ch9213.html; States of Matter with Microscopic Views, http://www.chem.purdue.edu/gchelp/atoms/states.html; Chem4kids Matter, http://www.chem4kids.com/files/matter_intro.html ; BBC's Changing States, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml

At Level 1, the student is able to

4.12.spi.1 select an object according to its observable physical properties.

Resources: Properties of Materials, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=9058; Observable Properties, http://webwatchers.nsta.org/guides/theme_detail.asp?theme_ID=69&guide_ID=23&grade_band=1;

At Level 2, the student is able to

4.12.spi.2 identify states of matter.

Resources: WebQuest on Matter, http://www.schools.pinellas.k12.fl.us/educators/tec/Davis2/webquest.html; States of Matter, http://www.iit.edu/~smile/ch9213.html; WebQuest on Matter, http://www.schools.pinellas.k12.fl.us/educators/tec/Davis2/webquest.html; The Three States of Matter, http://www.iit.edu/~smile/ph9316.html; Chem4kids Matter, http://www.chem4kids.com/files/matter_intro.html; Interactive Phases of Matter, http://www.miamisci.org/af/sln/phases/coppersolid.html; Classifying Matter and States of Matter, http://mypage.direct.ca/k/kasmith/gina/page2.html; States of Matter, http://www.harcourtschool.com/activity/states_of_matter/index.html; What is Matter? http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html

At Level 3, the student is able to

4.12.spi.3 determine how various types of matter change state.

Resources: Classifying Matter and Changes in Matter, States of Matter, http://www.iit.edu/~smile/ch9213.html; Chem4kids Matter, http://www.chem4kids.com/files/matter_intro.html; Reversible and Irreversible Changes, http://www.bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes.shtml; Interactive Phases of Matter, http://www.miamisci.org/af/sln/phases/coppersolid.html; Somethin' Sweet, http://www.iit.edu/~smile/chbi9915.htm; How Matter Changes State, http://www.geocities.com/aimarie2000/how_matter_changes_state.html; Gases Around Us, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/gases.shtml;

Interactions of Matter:

4.13.1 Describe the types of changes that result from interactions of matter.

Accomplishment: Identify conditions associated with a physical change.

Resources: Phases of Matter, http://www.miamisci.org/af/sln/phases/coppersolid.html; Somethin' Sweet, http://www.iit.edu/~smile/chbi9915.htm; Online Activity, http://www.bbc.co.uk/schools/revisewise/science/materials/09_act.shtml; Irreversible Changes, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8978; Reversible Changes, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=8966

At Level 1, the student is able to

4.13.spi.1 choose features associated with physical changes.

At Level 2, the student is able to

4.13.spi.2 identify characteristics of different types of mixtures.

Resources: Mixtures, http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8970; Why Some Liquids Don't Mix, http://www.suzy.co.nz/SuzysWorld/Factpage.asp?FactSheet=172; Chem4Kids Mixtures, http://www.chem4kids.com/files/matter_mixture.html; Oil and Water Don't Mix, http://www.spartechsoftware.com/reeko/Experiments/mixupa.htm

At Level 3, the student is able to

4.13.spi.3 determine methods for separating mixtures.

Resources: Separating Mixtures, http://www.learn.co.uk/default.asp?WCI=Unit&WCU=9040; The Mixtures Lab, http://www.harcourtschool.com/activity/mixture/mixture.html

Energy:

4.14.1 Know that energy exists in many forms.

Accomplishment: Identify different forms of energy (e.g., mechanical, heat).

Resources: Potential vs. Kinetic Energy, http://www.iit.edu/~smile/phma9906.htm; Online Energy Story, http://www.energyquest.ca.gov/story/index.html ; What is Energy? http://www.eia.doe.gov/kids/whatsenergy.html ; The Science of Energy, http://www.nsta.org/Energy/; Kidport Energy, http://www.kidport.com/RefLib/Science/Energy/Energy.htm#EnergyPotential Energy of a Peanut, http://www.energyquest.ca.gov/projects/peanut.html; Energy Quest, http://www.energyquest.ca.gov/index.html; Jeopardy PowerPoint Review, www.kenton.k12.ky.us/max/powerpoint_reviews/heat_4th.ppt

4.14.2 Recognize the characteristics of light energy and sound energy.

Accomplishment: a. Describe how light behaves when it strikes different surfaces.

Resources: Kidport Light Energy, http://www.kidport.com/RefLib/Science/Light/Light.htm; Mixing Colors with Light Beams, http://www.iit.edu/~smile/ph9709.html; Help Dracula Learn about Light Waves, http://www.miamisci.org/af/sln/dracula/radiometer.html; An Enlightening Experience, http://www.spartechsoftware.com/reeko/Experiments/ExpPrism.htm; Let There Be Light!, http://www.richlandclicks.org/Teacher/connections/grade4/let_therebelight.htm;

Accomplishment: b. Explain how the volume and pitch of sound are controlled.

Resources: KidsHealth Sound, http://www.kidshealth.org/kid/body/ear_SW.html; The Salt Shaker, http://chemistry.org/portal/a/c/s/1/wondernetdisplay.html?DOC=wondernet\activities\sound\salt.html; Straw Oboes, http://www.mcrel.org/whelmers/whelm11.asp; Properties of Sound, http://www.utm.edu/departments/ed/cece/fourth/4C1.shtml; Sounds Amazing, http://www.acoustics.salford.ac.uk/schools/

4.14.4 Recognize the basic concept of electricity

Accomplishment: a. Construct and explain a simple electrical circuit.

Accomplishment: b. Categorize materials as conductors or insulators.

Resources: Batteries and Bulbs Lesson Plan, http://www.iit.edu/~smile/ph9609.html; Series and Parallel Circuits, http://www.iit.edu/~smile/phma9921.htm; Lesson Plan on Batteries, Electricity, and Conductors, http://www.iit.edu/~smile/ph9306.html; Lights, Sound, Action! http://www.extension.iastate.edu/e-set/science_is_here/lights.html; Online Energy Story, http://www.energyquest.ca.gov/story/index.html; Electric Circuits and Currents, http://www.iit.edu/~smile/ph8917.html; Conduction, http://www.ucar.edu/learn/1_1_2_6t.htm; Cold Metal, http://www.exploratorium.edu/snacks/cold_metal.html; Electricity Travels through Conductors, http://www.sce.com/site/travels/index.html; Understanding the Principles of Conduction, http://www.utm.edu/departments/ed/cece/fourth/4B1.shtml; Circuits, http://www.utm.edu/departments/ed/cece/fourth/4B2.shtml; Parallel and Series Circuits, http://www.utm.edu/departments/ed/cece/fourth/4B3.shtml; Insulators and Conductors, http://www.richlandclicks.org/Teacher/connections/grade4/insulators.htm

At Level 1, the student is able to

4.14.spi.1 identify different forms of energy.

At Level 2, the student is able to

4.14.spi.2 distinguish between the volume and pitch of sound.

Resources: KidsHealth Sound, http://www.kidshealth.org/kid/body/ear_SW.html; The Salt Shaker, http://chemistry.org/portal/a/c/s/1/wondernetdisplay.html?DOC=wondernet\activities\sound\salt.html; Straw Oboes, http://www.mcrel.org/whelmers/whelm11.asp; Lesson Plan, http://www.iit.edu/~smile/ph9616.html; Sounds Amazing, http://www.acoustics.salford.ac.uk/schools/

4.14.spi.3 recognize that various materials conduct heat.

Resources: Conduction, http://www.ucar.edu/learn/1_1_2_6t.htm; Cold Metal, http://www.exploratorium.edu/snacks/cold_metal.html; Electricity Travels through Conductors, http://www.sce.com/site/travels/index.html; Properties of Heat, http://www.utm.edu/departments/ed/cece/fourth/4C2.shtml; BBC's Conducting Heat, http://www.bbc.co.uk/schools/scienceclips/ages/8_9/keeping_warm.shtml

At Level 3, the student is able to

4.14.spi.4 select a simple electrical circuit.

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