Common Core Grade 4
| SCIeLAB Topic | Acad Std | Grade | State ID | Standard Objectives |
|---|---|---|---|---|
| Brain Processing of Senses;rain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment,Circulatory System Comparing Climates (Customary) Comparing Climates (Metric) Digestive System Flower Pollination Honeybee Hive Senses | NGSS | 4 | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| NGSS | 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | |
| Collisions | NGSS | 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| Collisions | NGSS | 4 | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Earth's Landscapes | NGSS | 4 | 4-ESS3-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Earth's Landscapes,Erosion Rates River Erosion Weathering | NGSS | 4th | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support possible explanations of Michigan’s geological changes over time. |
| Energy Transfer; Wave Properties; | NGSS | 4th | 4-ESS3-2 MI | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Extreme Weather Solutions; Natural Disasters; | NGSS | 4th | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Extreme Weather Solutions; Natural Disasters; | NGSS | 4th | 4-ESS3-2 MI | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on Michigan’s people and places. |
| Information Transfer | NGSS | 4th | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information.t. |
| Light Reflection & Vision; | NGSS | 4th | 4-PS3-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Natural Disasters;Erosion Rates River Erosion Weathering | NGSS | 4th | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Renewable vs. Nonrenewable Resources; | NGSS | 4th | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Renewable vs. Nonrenewable Resources;Energy Transfer; | NGSS | 4th | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version);Digestive System Trebuchet,Digestive System | NGSS | 4th | 3-5-ETS1-1 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | NGSS | 4th | 3-5-ETS1-2 | Generate and compare multiple solutions that use patterns to transfer information. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | NGSS | 4th | 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | NGSS | 4th | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Wave Properties; | NGSS | 4th | ||
| Weathering & Erosion; Interactions of Earth’s Spheres; | NGSS | 4th | 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| SCIeLAB Topic | Acad Std | Grade | State ID | Standard Objectives |
|---|---|---|---|---|
| Brain Processing of Senses; | K-12 | 4 | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment,Circulatory System Comparing Climates (Customary) Comparing Climates (Metric) Digestive System Flower Pollination Honeybee Hive Senses | K-12 Standards | 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Collisions | K-12 Standards | 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| Collisions | K-12 Standards | 4 | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Earth's Landscapes | K-12 Standards | 4 | 4-ESS3-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Earth's Landscapes,Erosion Rates River Erosion Weathering | K-12 Standards | 4th | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support possible explanations of Michigan’s geological changes over time. |
| Energy Transfer; Wave Properties; | K-12 Standards | 4th | 4-ESS3-2 MI | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Extreme Weather Solutions; Natural Disasters; | K-12 Standards | 4th | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Extreme Weather Solutions; Natural Disasters; | K-12 Standards | 4th | 4-ESS3-2 MI | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on Michigan’s people and places. |
| Information Transfer | K-12 Standards | 4th | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information.t. |
| Light Reflection & Vision; | K-12 Standards | 4th | 4-PS3-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Natural Disasters;Erosion Rates River Erosion Weathering | K-12 Standards | 4th | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Renewable vs. Nonrenewable Resources; | K-12 Standards | 4th | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Renewable vs. Nonrenewable Resources;Energy Transfer; | K-12 Standards | 4th | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version);Digestive System Trebuchet,Digestive System | K-12 Standards | 4th | 3-5-ETS1-1 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | K-12 Standards | 4th | 3-5-ETS1-2 | Generate and compare multiple solutions that use patterns to transfer information. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | K-12 Standards | 4th | 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | K-12 Standards | 4th | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Wave Properties; | K-12 Standards | 4th | ||
| Weathering & Erosion; Interactions of Earth’s Spheres; | K-12 Standards | 4th | 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |