Curriculum / Global Curriculum / Grade 4

Grade 4 Science.

10textbooks

250lessons

70competencies

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The whole year, lesson by lesson.

Textbook 1Designing Fair Tests, Choosing Evidence, and Improving Models

4 chapters · 25 lessons

Chapter 1

Designing a Single-Variable Fair Test

Chapter 2

Carrying Out and Recording the Investigation

Chapter 3

Choosing the Best Scientific Representation

Chapter 4

Model Limits, Conclusions, and Design Improvement

Textbook 2Measuring Matter, Material Properties, and Mixture Separation

4 chapters · 25 lessons

Chapter 1

Measuring Matter Accurately

Chapter 2

Material Properties and Useful Choices

Chapter 3

Separating Mixtures by Size, Magnetism, and Flotation

Chapter 4

Separating Mixtures Containing Liquids

Textbook 3Motion, Friction, and Energy of Motion

4 chapters · 25 lessons

Chapter 1

Describing Motion Through Direction and Relative Speed

Chapter 2

Friction Between Surfaces

Chapter 3

Investigating Friction Fairly

Chapter 4

Energy of Motion and Controlled Movement

Textbook 4Light, Sound, and Simple Electric Circuits

4 chapters · 25 lessons

Chapter 1

Light Travels and Reflects

Chapter 2

Sound Travels — Pitch and Volume

Chapter 3

Complete Circuits and Switches

Chapter 4

Conductors, Insulators, and an Improved Circuit Design

Textbook 5Organism Structures, Responses, Adaptations, and Variation

4 chapters · 25 lessons

Chapter 1

Internal and External Structures Working Together

Chapter 2

Sensing, Responding, and Reproduction

Chapter 3

Adaptations to Different Environments

Chapter 4

Variation and Traits Passed from Parents

Textbook 6Feeding Relationships and Simple Food Chains

4 chapters · 25 lessons

Chapter 1

Who Eats Whom?

Chapter 2

Building a Simple Food Chain

Chapter 3

Changes Along a Food Chain

Chapter 4

Food-Chain Models and Habitat Evidence

Textbook 7Digestive, Skeletal, and Muscular Systems — Growth and Health

4 chapters · 25 lessons

Chapter 1

The Digestive System

Chapter 2

The Skeletal System

Chapter 3

The Muscular System and Movement

Chapter 4

System Health, Medicine Safety, Growth, and Reliable Help

Textbook 8Rocks, Minerals, Soil, Erosion, and Deposition

4 chapters · 25 lessons

Chapter 1

Observing Rocks and Minerals

Chapter 2

Earth Materials and Their Uses

Chapter 3

Soil as a Mixture

Chapter 4

Erosion, Deposition, and a Fair-Test Model

Textbook 9Earth’s Recorded Past, Natural Resources, Waste, Pollution, and Hazards

4 chapters · 25 lessons

Chapter 1

Reading Rock Layers and Relative Order

Chapter 2

Natural Resources and Their Uses

Chapter 3

Waste, Pollution, and Comparing Solutions

Chapter 4

Hazard Preparedness and Protective Design

Textbook 10Apparent Motion of the Sun, Moon, and Stars

4 chapters · 25 lessons

Chapter 1

The Sun’s Apparent Daily Path

Chapter 2

Investigating Daily Shadow Patterns

Chapter 3

The Moon and Stars Appear to Move

Chapter 4

Building and Critiquing a Sky-Motion Model

Every coin is a 15-minute lesson.

Explained simply, shown with pictures, then put to the test. Stars are chapter reviews. The trophy is the final review.

See how a lesson works

Every competency, covered.

The 70 competencies set for Grade 4 Science, and every one has lessons behind it.

Designing Fair Tests, Choosing Evidence, and Improving Models

13 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Formulate a question that can be answered through a single-variable fair test.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Write or complete a clear investigation plan containing materials, tools, units, safety steps, and an ordered procedure.
Carry out a single-variable fair test safely and record measurements and observations accurately.
Use investigation results to answer the question, evaluate the prediction, and identify one reasonable improvement.

Measuring Matter, Material Properties, and Mixture Separation

12 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Identify a trade-off in which improving one design quality may reduce another.
Measure and record the mass, liquid volume, temperature, length, or capacity of matter using appropriate standard tools and units.
Compare materials using useful properties such as hardness, flexibility, absorbency, strength, transparency, magnetism, and water resistance.
Select and justify a material for a stated purpose using measured or observed properties.
Select and use a physical method to separate components of a mixture.
Explain how sieving, filtration, settling, decanting, flotation, magnetism, or evaporation separates materials according to an observable property.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Write or complete a clear investigation plan containing materials, tools, units, safety steps, and an ordered procedure.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Motion, Friction, and Energy of Motion

15 competencies

Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Describe motion using relative speed and direction.
Compare motion by measuring time across the same distance or distance traveled during the same time without calculating a formal speed value.
Explain that friction is a contact force that resists motion between touching surfaces.
Investigate how surface type or another controlled condition affects friction and motion.
Explain that a moving object has energy of motion and may cause changes when it strikes, pushes, lifts, bends, or moves another object.
Use evidence to explain that a faster-moving instance of the same object can cause a greater observable change than a slower-moving instance.
Formulate a question that can be answered through a single-variable fair test.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Light, Sound, and Simple Electric Circuits

17 competencies

Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Explain that light travels from a source and may reflect from a surface toward an observer.
Compare how smooth, rough, shiny, dull, light, and dark surfaces reflect light.
Explain that sound travels from a vibrating source to a receiver.
Relate higher and lower pitch to differences in how rapidly a source vibrates.
Relate louder and quieter sound to differences in the size or strength of the source vibration.
Assemble and draw a simple circuit containing a cell, wires, and a lamp, buzzer, or small motor.
Explain the difference between a complete circuit and an incomplete circuit.
Use a switch to open and close a simple circuit.
Test and classify materials as electrical conductors or insulators using a simple circuit.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Organism Structures, Responses, Adaptations, and Variation

11 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Explain how internal and external structures support an organism’s survival and growth.
Explain how sensory structures and responses help organisms detect and react to their surroundings.
Explain how selected structures or behaviors support reproduction and the survival of young.
Describe an adaptation as a structure or behavior that helps an organism live in a particular environment or way of life.
Compare adaptations of organisms living in different environmental conditions.
Describe variation among individuals of the same kind of organism.
Use observable evidence to explain that many traits pass from parents to offspring.

Feeding Relationships and Simple Food Chains

7 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Identify who eats whom in a simple feeding relationship.
Construct and interpret a simple linear food chain using arrows consistently.
Predict a direct effect of increasing, decreasing, or removing one organism from a simple food chain.

Digestive, Skeletal, and Muscular Systems — Growth and Health

13 competencies

Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Improve a design using evidence from a test.
Identify major parts of the digestive system and describe their introductory functions.
Explain how food moves through the digestive system and is broken down so the body can use it.
Identify major parts of the skeletal system and explain support, protection, and movement functions.
Identify major muscle groups and explain that muscles contract and relax to produce movement.
Explain how the skeletal and muscular systems work together to move the body.
Explain how sleep, movement, hygiene, food, water, posture, and safety habits affect introductory body-system health.
Explain basic medicine-safety rules, including using medicine only under responsible adult or qualified professional guidance.
Identify features of simple reliable health information and recognize when qualified adult help is needed.
Describe normal variation in growth and development without ranking one pattern as better.
Use accurate, respectful body vocabulary where needed for health, privacy, safety, and help-seeking.

Rocks, Minerals, Soil, Erosion, and Deposition

15 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Describe rocks using observable properties such as color, texture, grain size, hardness, layering, and visible components.
Distinguish a mineral from a rock at an introductory level.
Describe common mineral properties and connect selected rocks and minerals to practical uses.
Describe soil as a mixture containing weathered rock material, organic matter, air, water, and living things.
Compare soil samples using texture, particle size, water movement, color, and organic content.
Explain erosion as the movement of Earth material by water, wind, ice, or gravity.
Explain deposition as the settling or accumulation of transported Earth material.
Investigate how water flow, slope, vegetation, or surface cover affects erosion or deposition in a model.
Identify a trade-off in which improving one design quality may reduce another.
Identify natural resources and explain selected uses.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Earth’s Recorded Past, Natural Resources, Waste, Pollution, and Hazards

12 competencies

Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Use rock layers, fossils, and landforms to establish a relative sequence of past events.
Explain that lower layers are generally older than layers above them in an undisturbed sequence while recognizing that the model is simplified.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Identify natural resources and explain selected uses.
Describe immediate effects of waste or pollution on organisms, water, land, air, or human health.
Compare simple solutions for reducing waste, conserving resources, or preventing pollution.
Compare simple hazard-preparedness or protection solutions using evidence and reliable safety guidance.

Apparent Motion of the Sun, Moon, and Stars

11 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Use apparent movement and shadow observations to describe daily patterns of the Sun.
Describe recurring apparent movement and visibility patterns of the Moon and stars.
Use a model to represent apparent sky motion without presenting Earth’s rotation as the complete Grade 4 explanation.
Improve a design using evidence from a test.
Compare an original and improved design and communicate how evidence guided the revision.
Write or complete a clear investigation plan containing materials, tools, units, safety steps, and an ordered procedure.
Carry out a single-variable fair test safely and record measurements and observations accurately.

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The whole year, lesson by lesson.

Textbook 1Designing Fair Tests, Choosing Evidence, and Improving Models

4 chapters · 25 lessons

Chapter 1

Designing a Single-Variable Fair Test

Chapter 2

Carrying Out and Recording the Investigation

Chapter 3

Choosing the Best Scientific Representation

Chapter 4

Model Limits, Conclusions, and Design Improvement

Textbook 2Measuring Matter, Material Properties, and Mixture Separation

4 chapters · 25 lessons

Chapter 1

Measuring Matter Accurately

Chapter 2

Material Properties and Useful Choices

Chapter 3

Separating Mixtures by Size, Magnetism, and Flotation

Chapter 4

Separating Mixtures Containing Liquids

Textbook 3Motion, Friction, and Energy of Motion

4 chapters · 25 lessons

Chapter 1

Describing Motion Through Direction and Relative Speed

Chapter 2

Friction Between Surfaces

Chapter 3

Investigating Friction Fairly

Chapter 4

Energy of Motion and Controlled Movement

Textbook 4Light, Sound, and Simple Electric Circuits

4 chapters · 25 lessons

Chapter 1

Light Travels and Reflects

Chapter 2

Sound Travels — Pitch and Volume

Chapter 3

Complete Circuits and Switches

Chapter 4

Conductors, Insulators, and an Improved Circuit Design

Textbook 5Organism Structures, Responses, Adaptations, and Variation

4 chapters · 25 lessons

Chapter 1

Internal and External Structures Working Together

Chapter 2

Sensing, Responding, and Reproduction

Chapter 3

Adaptations to Different Environments

Chapter 4

Variation and Traits Passed from Parents

Textbook 6Feeding Relationships and Simple Food Chains

4 chapters · 25 lessons

Chapter 1

Who Eats Whom?

Chapter 2

Building a Simple Food Chain

Chapter 3

Changes Along a Food Chain

Chapter 4

Food-Chain Models and Habitat Evidence

Textbook 7Digestive, Skeletal, and Muscular Systems — Growth and Health

4 chapters · 25 lessons

Chapter 1

The Digestive System

Chapter 2

The Skeletal System

Chapter 3

The Muscular System and Movement

Chapter 4

System Health, Medicine Safety, Growth, and Reliable Help

Textbook 8Rocks, Minerals, Soil, Erosion, and Deposition

4 chapters · 25 lessons

Chapter 1

Observing Rocks and Minerals

Chapter 2

Earth Materials and Their Uses

Chapter 3

Soil as a Mixture

Chapter 4

Erosion, Deposition, and a Fair-Test Model

Textbook 9Earth’s Recorded Past, Natural Resources, Waste, Pollution, and Hazards

4 chapters · 25 lessons

Chapter 1

Reading Rock Layers and Relative Order

Chapter 2

Natural Resources and Their Uses

Chapter 3

Waste, Pollution, and Comparing Solutions

Chapter 4

Hazard Preparedness and Protective Design

Textbook 10Apparent Motion of the Sun, Moon, and Stars

4 chapters · 25 lessons

Chapter 1

The Sun’s Apparent Daily Path

Chapter 2

Investigating Daily Shadow Patterns

Chapter 3

The Moon and Stars Appear to Move

Chapter 4

Building and Critiquing a Sky-Motion Model

Every competency, covered.

The 70 competencies set for Grade 4 Science, and every one has lessons behind it.

Designing Fair Tests, Choosing Evidence, and Improving Models

13 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Formulate a question that can be answered through a single-variable fair test.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Write or complete a clear investigation plan containing materials, tools, units, safety steps, and an ordered procedure.
Carry out a single-variable fair test safely and record measurements and observations accurately.
Use investigation results to answer the question, evaluate the prediction, and identify one reasonable improvement.

Measuring Matter, Material Properties, and Mixture Separation

12 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Identify a trade-off in which improving one design quality may reduce another.
Measure and record the mass, liquid volume, temperature, length, or capacity of matter using appropriate standard tools and units.
Compare materials using useful properties such as hardness, flexibility, absorbency, strength, transparency, magnetism, and water resistance.
Select and justify a material for a stated purpose using measured or observed properties.
Select and use a physical method to separate components of a mixture.
Explain how sieving, filtration, settling, decanting, flotation, magnetism, or evaporation separates materials according to an observable property.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Write or complete a clear investigation plan containing materials, tools, units, safety steps, and an ordered procedure.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Motion, Friction, and Energy of Motion

15 competencies

Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Describe motion using relative speed and direction.
Compare motion by measuring time across the same distance or distance traveled during the same time without calculating a formal speed value.
Explain that friction is a contact force that resists motion between touching surfaces.
Investigate how surface type or another controlled condition affects friction and motion.
Explain that a moving object has energy of motion and may cause changes when it strikes, pushes, lifts, bends, or moves another object.
Use evidence to explain that a faster-moving instance of the same object can cause a greater observable change than a slower-moving instance.
Formulate a question that can be answered through a single-variable fair test.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Light, Sound, and Simple Electric Circuits

17 competencies

Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Explain that light travels from a source and may reflect from a surface toward an observer.
Compare how smooth, rough, shiny, dull, light, and dark surfaces reflect light.
Explain that sound travels from a vibrating source to a receiver.
Relate higher and lower pitch to differences in how rapidly a source vibrates.
Relate louder and quieter sound to differences in the size or strength of the source vibration.
Assemble and draw a simple circuit containing a cell, wires, and a lamp, buzzer, or small motor.
Explain the difference between a complete circuit and an incomplete circuit.
Use a switch to open and close a simple circuit.
Test and classify materials as electrical conductors or insulators using a simple circuit.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Organism Structures, Responses, Adaptations, and Variation

11 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Explain how internal and external structures support an organism’s survival and growth.
Explain how sensory structures and responses help organisms detect and react to their surroundings.
Explain how selected structures or behaviors support reproduction and the survival of young.
Describe an adaptation as a structure or behavior that helps an organism live in a particular environment or way of life.
Compare adaptations of organisms living in different environmental conditions.
Describe variation among individuals of the same kind of organism.
Use observable evidence to explain that many traits pass from parents to offspring.

Feeding Relationships and Simple Food Chains

7 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Identify who eats whom in a simple feeding relationship.
Construct and interpret a simple linear food chain using arrows consistently.
Predict a direct effect of increasing, decreasing, or removing one organism from a simple food chain.

Digestive, Skeletal, and Muscular Systems — Growth and Health

13 competencies

Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Improve a design using evidence from a test.
Identify major parts of the digestive system and describe their introductory functions.
Explain how food moves through the digestive system and is broken down so the body can use it.
Identify major parts of the skeletal system and explain support, protection, and movement functions.
Identify major muscle groups and explain that muscles contract and relax to produce movement.
Explain how the skeletal and muscular systems work together to move the body.
Explain how sleep, movement, hygiene, food, water, posture, and safety habits affect introductory body-system health.
Explain basic medicine-safety rules, including using medicine only under responsible adult or qualified professional guidance.
Identify features of simple reliable health information and recognize when qualified adult help is needed.
Describe normal variation in growth and development without ranking one pattern as better.
Use accurate, respectful body vocabulary where needed for health, privacy, safety, and help-seeking.

Rocks, Minerals, Soil, Erosion, and Deposition

15 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Construct and interpret accurate tables and bar graphs using labels, units, and an appropriate scale.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Describe rocks using observable properties such as color, texture, grain size, hardness, layering, and visible components.
Distinguish a mineral from a rock at an introductory level.
Describe common mineral properties and connect selected rocks and minerals to practical uses.
Describe soil as a mixture containing weathered rock material, organic matter, air, water, and living things.
Compare soil samples using texture, particle size, water movement, color, and organic content.
Explain erosion as the movement of Earth material by water, wind, ice, or gravity.
Explain deposition as the settling or accumulation of transported Earth material.
Investigate how water flow, slope, vegetation, or surface cover affects erosion or deposition in a model.
Identify a trade-off in which improving one design quality may reduce another.
Identify natural resources and explain selected uses.
Identify the factor to change, the outcome to measure or observe, and the important conditions to keep the same.
Carry out a single-variable fair test safely and record measurements and observations accurately.

Earth’s Recorded Past, Natural Resources, Waste, Pollution, and Hazards

12 competencies

Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Use rock layers, fossils, and landforms to establish a relative sequence of past events.
Explain that lower layers are generally older than layers above them in an undisturbed sequence while recognizing that the model is simplified.
Improve a design using evidence from a test.
Identify a trade-off in which improving one design quality may reduce another.
Compare an original and improved design and communicate how evidence guided the revision.
Identify natural resources and explain selected uses.
Describe immediate effects of waste or pollution on organisms, water, land, air, or human health.
Compare simple solutions for reducing waste, conserving resources, or preventing pollution.
Compare simple hazard-preparedness or protection solutions using evidence and reliable safety guidance.

Apparent Motion of the Sun, Moon, and Stars

11 competencies

Select an appropriate table, bar graph, diagram, sequence, or physical model for a given type of scientific information.
Build or use a labeled model showing parts, interactions, inputs, outputs, movement, or sequence.
Explain what a scientific model represents and identify at least one important feature it leaves out or simplifies.
Use observations, measurements, models, or data to construct a cause-and-effect or system explanation.
Use apparent movement and shadow observations to describe daily patterns of the Sun.
Describe recurring apparent movement and visibility patterns of the Moon and stars.
Use a model to represent apparent sky motion without presenting Earth’s rotation as the complete Grade 4 explanation.
Improve a design using evidence from a test.
Compare an original and improved design and communicate how evidence guided the revision.
Write or complete a clear investigation plan containing materials, tools, units, safety steps, and an ordered procedure.
Carry out a single-variable fair test safely and record measurements and observations accurately.