South Carolina Standards & Learning 4th Grade Science Activities

SC.4.S. SCIENCE AND ENGINEERING PRACTICES

4.S.1. The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

4.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

Students who demonstrate this understanding can:

4.S.1A.2. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

4.S.1A.3. Plan and conduct scientific investigations to answer questions, test predictions and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

4.S.1A.4. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation or graphing) to (1) reveal patterns and construct meaning or (2) support explanations, claims, or designs.

4.S.1A.5. Use mathematical and computational thinking to (1) express quantitative observations using appropriate English or metric units, (2) collect and analyze data, or (3) understand patterns, trends and relationships between variables.

4.S.1A.6. Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

4.S.1A.8. Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.

SC.4.E. EARTH SCIENCE: WEATHER AND CLIMATE

4.E.2. The student will demonstrate an understanding of the water cycle and weather and climate patterns.

4.E.2A. Conceptual Understanding: Earth’s atmosphere is a mixture of gases, including water vapor and oxygen. The movement of water, which is found almost everywhere on Earth including the atmosphere, changes form and cycles between Earth’s surface and the air and back again. This cycling of water is driven by energy from the Sun. The movement of water in the water cycle is a major pattern that influences weather conditions. Clouds form during this cycle and various types of precipitation result.

Students who demonstrate this understanding can:

4.E.2A.1. Obtain and communicate information about some of the gases in the atmosphere (including oxygen, nitrogen, and water vapor) to develop models that exemplify the composition of Earth’s atmosphere where weather takes place.

4.E.2A.2. Develop and use models to explain how water changes as it moves between the atmosphere and Earth’s surface during each phase of the water cycle (including evaporation, condensation, precipitation, and runoff).

4.E.2B. Conceptual Understanding: Scientists record patterns in weather conditions across time and place to make predictions about what kind of weather might occur next. Climate describes the range of an area’s typical weather conditions and the extent to which those conditions vary over long periods of time. Some weather conditions lead to severe weather phenomena that have different effects and safety concerns.

Students who demonstrate this understanding can:

4.E.2B.1. Analyze and interpret data from observations, measurements, and weather maps to describe patterns in local weather conditions (including temperature, precipitation, wind speed/direction, relative humidity, and cloud types) and predict changes in weather over time.

4.E.2B.2. Obtain and communicate information about severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) to explain steps humans can take to reduce the impact of severe weather phenomena.

4.E.2B.3. Construct explanations about regional climate differences using data from the long term weather conditions of the region.

SC.4.E. EARTH SCIENCE: STARS AND THE SOLAR SYSTEM

4.E.3. The student will demonstrate an understanding of the locations, movements, and patterns of stars and objects in the solar system.

4.E.3A. Conceptual Understanding: Astronomy is the study of objects in our solar system and beyond. A solar system includes a sun, (star), and all other objects that orbit that sun. Planets in our night sky change positions and are not always visible from Earth as they orbit our Sun. Stars that are beyond the solar system can be seen in the night sky in patterns called constellations. Constellations can be used for navigation and appear to move together across the sky because of Earth’s rotation.

Students who demonstrate this understanding can:

4.E.3A.1. Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets.

4.E.3A.2. Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons.

4.E.3B. Conceptual Understanding: Earth orbits around the Sun and the Moon orbits around Earth. These movements together with the rotation of Earth on a tilted axis result in patterns that can be observed and predicted.

Students who demonstrate this understanding can:

4.E.3B.1. Analyze and interpret data from observations to describe patterns in the (1) location, (2) movement, and (3) appearance of the Moon throughout the year.

4.E.3B.2. Construct explanations of how day and night result from Earth’s rotation on its axis.

4.E.3B.3. Construct explanations of how the Sun appears to move throughout the day using observations of shadows.

4.E.3B.4. Develop and use models to describe the factors (including tilt, revolution, and angle of sunlight) that result in Earth’s seasonal changes.

SC.4.L. LIFE SCIENCE: CHARACTERISTICS AND GROWTH OF ORGANISMS

4.L.5. The student will demonstrate an understanding of how the structural characteristics and traits of plants and animals allow them to survive, grow, and reproduce.

4.L.5A. Conceptual Understanding: Scientists have identified and classified many types of plants and animals. Each plant or animal has a unique pattern of growth and development called a life cycle. Some characteristics (traits) that organisms have are inherited and some result from interactions with the environment.

Students who demonstrate this understanding can:

4.L.5A.1. Obtain and communicate information about the characteristics of plants and animals to develop models which classify plants as flowering or nonflowering and animals as vertebrate or invertebrate.

4.L.5A.2. Analyze and interpret data from observations and measurements to compare the stages of development of different seed plants.

4.L.5A.3. Develop and use models to compare the stages of growth and development in various animals.

4.L.5A.4. Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment.

4.L.5B. Conceptual Understanding: Plants and animals have physical characteristics that allow them to receive information from the environment. Structural adaptations within groups of plants and animals allow them to better survive and reproduce.

Students who demonstrate this understanding can:

4.L.5B.2. Construct explanations for how structural adaptations (such as the types of roots, stems, or leaves; color of flowers; or seed dispersal) allow plants to survive and reproduce.

4.L.5B.3. Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment.