4.1  Unifying Concepts and Processes

Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.

• Describe the parts that make up a system.
• Relate how the parts of a system affect the whole system.

• Most things are made of parts
• When parts are put together, they can do things that they couldn’t do by themselves.
• Often a person can find out about a group of things by studying one or a few of them.
• A group of objects may be sub classified in one or more ways.
• System is a group of related objects that work together for a particular purpose (machines, organism).
• The parts in a system interact with the other parts to cause the system to work
• A system may not work if a part is missing, broken, worn out, mismatched, or misconnected.

• Sort objects by their characteristics.

• Objects can be ordered by their properties
• Objects can be classified as either natural or of human design

• Organization of objects, organisms, events, and systems help people understand similarities and differences that in turn help understand the world.
• Objects have more than one property
• Objects are classified by their properties.
• Objects in a group may share some characteristics and differ in others.
• Objects are identified and described by their properties.
• Objects, organisms, events, and systems can be organized into groups with similar properties.

Evidence consists of observations and data on which to base scientific explanations.

The goal is to help students use evidence to understand interactions and predict changes

• Use evidence gathered from an investigation to develop a scientific explanation.

• Observation helps us learn.
• Observation helps understand interactions and predict changes.
• We can use one or more of the five senses to observe and describe objects.
• Practice helps us to be better observers.
• Predictions are guesses based on what people know.
• If people didn't have previous experiences, then there prediction is a "wild guess".
• Pictures can be used to represent features of objects being described.
• Recording observations helps remember specific information.
• Observations are used to help make explanations.
• When people disagree on observational data, they usually make more observations to increase the reliability of their observations.
• Observation, creativity, and logical argument are used to explain how things work.
• The more experience or data a person has the better prediction they are likely to make
• The way a system works can be used to describe and explain what it is (operational definition).
• Evidence is something that is observed and can be used to understand what is happening and make predictions about future changes.
• Events can be classified as probable, improbable, possible, or impossible.

Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power.

The goal is to help students learn how to make and use many models, including physical objects, plans, mental constructs, mathematical equations, and computer simulations.

• Create a model, graph, or illustration that represents an object, living thing, or an.
• Explain and answer questions about a model and how it represents an object, living thing, or an event.
• Explain procedures or ideas in more than one way (e.g., sketches, charts, and graphs).

• Pictures and drawings can be used to represent features of objects being described.
• Sketches can be usd to explain procedures and/or ideas.
• An object’s motion can be described by tracing and measuring its position over time.
• Models are structures that are similar to real objects in some ways.
• Models may be missing detail, different size, or not able to do all of the same things.
• A model though different from the real thing can be used to learn something about the real thing.
• Create a model, graph, or illustration that represents an object, living thing, or an event.
• Explain and answer questions about a model and how it represents an object, living thing, or an event.
• Models are structures that correspond to real objects, events, or classes of events.
• Explanations are based on observation derived from experience or experimentation and are understandable.
• Data can be organized by time: before, during, and after an event/interaction.

Explanations provide interpretation, meaning, or sense to objects, organisms, or events. Explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements, such as hypotheses, laws, principles, and theories.

The goal is to help students create explanations which incorporate a scientific knowledge base, logic, and higher levels of analysis.

• Inquiry starts with observation.
• Scientists raise questions about the world around them and seek answers to some of them by combining observation and trying things out.
• Evidence gathered from an investigationis used to develop a scientific explanation.
• Objects can change and stay the same.
• Objects are located relative to other objects.
• Objects can be compared to other objects.
• Explanations tell how something does what it does
• People are more likely to believe your ideas if you give good reasons for them.
• One way to understand something is to think how it is like something else.
• One way to describe something is to say how it is like something else.
• Strong feelings can affect a person's reasoning.
• How do I know is a good question to ask to try and understand what is or has happened.
• Sometimes people aren’t sure what will happen because they don’t know everything that might be having an effect on the event.
• Some events are more likely to happen than others.
• Some events can be predicted more accurately than others.
• To create a better communicate an explanation, procedures or ideas it is helpful to include a variety of media (written words, oral explanations, sketches, charts, graphs, ...).
• Reasonable conclusions can be made when a rule that always holds is related to good information about a particular situation. If then logic. (If plants are green and this is green, then it is a plant. If John is not a plant and he paints himself green he will not be a plant.)
• Reasoning by similarities can suggest ideas but can't prove them.
• Practical reasoning may require several steps.
• Often a person can find out about a group of things by studying just a few of them.

• Objects can change and stay the same.
• Some things can be observed to move from place to place while other things stay in one location.
• Some things may have properties that change and properties that don't change.

• Object permanency - an object will stay the same if its position is changed.
• Length of an object is constant when its position is changed or its shape is altered by bending.
• The number of objects remains constant as the position of the objects is varied.
• Objects can be compared to other objects.
• Most of the time certain events happen in a similar manner.
• Some things stay the same.
• Properties can be counted.
• Mass remains the same when the shape or position of an object is changed.
• Volume of a substance remains the same when its shape is changed.
• Objects, properties, and events stay the same or happen in similar ways.
• Constancy enables people to understand the universe.

• Change causes differences.
• Objects can be compared to other objects.
• People can keep track of change by noticing before and after.
• People can keep track of change by noticing before, during, and after.
• Objects can change in different ways (size, shape, weight, color, and position)
• Properties of matter change.
• Some changes are so slow or fast that they are hard to observe.
• Things in nature and things people make have different properties (sizes, weights, speed, and ages).
• Properties of matter change.
• Change causes differences (size, weight, color, and movement).
• Measurement is a way of detecting change.
• Some predictions can be made based on what is known about the past, assuming that conditions are pretty much the same now.
• Properties of matter can be measured using tools such as rulers, balances, and thermometers.
• Almost anything has limits on how big or small it can be.

• Objects can be used to compare other objects.
• Measurements can be compared.
• Measurement is used in everyday life (recipes, plans, designing, building)
• All measurement is relative to a unit, usually a standard unit.
• Measurement helps in making more accurate observation
• Measurement is a way of detecting change.
• Measurement helps in making better observations.
• A standard unit of measurement helps communication.
• Quantitative estimates of familiar lengths, weights, and time intervals can be confirmed by measurement.
• Linear measurement is the distance between two points. Common sandard units of linear measurement include: cm, m, km, inch, foot, yard, mile.
• Rulers are used to measure linear measurement.
• Time is the measurement of years divided into seconds, minutes, hours, days, weeks, months, decades, centuries.
• Common standard units of time include: seconds, minutes, hours, days, weeks, months, years, decades, centuries.
• Volume is the measurement of space an object occupies. Common standard units of volume include: ml, l, cup, pint, quart, gallon.
• Measuring cups measure volume
• Volume can be calculated from linear measurements.
• Volume can be calculated from area and linear measurements.
• Area measures the surface of an object. Common standard units of area are square cm, m, km, ft. yds. miles
• Mass is the measure of how much matter is in a particular object or particular space. Common standard units of mass include: g, kg, pounds, ounces, tons.
• Scales measure mass and weight.
• When the thermometer goes up the temperature is hotter.
• Temperature is the measure of how hot or cold an object is. Common standar units of temperature are degrees Celsius and Fahrenheit
• Rate is based on time

• The shape of an object is frequently related to its use.
• Almost everything has limits on how big or small it can be.
• Form is related to function.
• Function is related to form.
• Shapes of objects affect how they work.

• Objects have a shape.
• An organism's form is related to its environment.

• Most objects can be used for something.

• Some things change slow and others fast.
• Change can be fast or slow.
• An organism's form is related to its environment.
• Modern organisms may resemble extinct organisms.
• Objects and organisms can be changed to function for better or worse.
• Changes may not be noticed on a scale of a human's lifetime. However, these changes become large as the number of lifetimes become large.

• Objects and events move toward equilibrium (sugar in water disperses throughout the liquid, pendulum swings until it stops at the lowest point, water flows…

4.2  Science As Inquiry

Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

• Ask a question about objects, organisms, and events in their surroundings.
• Plan and conduct a simple investigation.
• Use simple equipment and tools (e.g., thermometers and scales) to gather data and extend the senses.
• Use data develop reasonable explanations.
• Communicate procedures, results, and explanations of an investigation.

• Asking questions helps us learn.
• Observations help collect information that can be used to answer questions.
• Tools can be used to make better and more accurate observations (magnifiers).
• Measurements help make more accurate observations.
• People learn with careful observation.
• People learn by observing interactions with objects.
• When people report different observations they can take more observations to try and find agreement.
• Tools help scientists make better observations, measurements, and equipment for investigations.
• Some questions are better for creating experiments to collect and answer questions.

• Changing objects can help us answer questions and learn.
• People can plan and carry out experiments.
• Variables are conditions that change.
• Variables need to be controlled for an experiment to be a fair comparison.
• A control is an experiment with all the conditions the same except the one that is being tested.
• Manipulating variables helps collect data.
• Scientists use different kinds of investigations depending on the questions they are trying to answer.

• Science experiments normally have reproducible results and work the same way in different places.
• People can invent a rule to explain something by summarizing observations. People tend to overgeneralize (imagine general rules based on a few observations).
• Sometimes people use incorrect logic when they make a statement such as If A is ture, then B is true. But A isn't true, therefore B isn't true.
• A single example can never prove something true.
• Sometimes a single example can prove something is not true.
• An analogy has some likeness and some differences.
• I can check my ideas in books and see if other people have the same ideas as I do.
• Some tests are not fair if all variables are not kept the same.
• Different reasons for what is happening have different degrees of accuracy.
• A good way to know something is to try it out.
• Collecting data helps create explanations.
• Data and explanations from investigations can be compared with what different scientists published about what they found and think about the world.
• Explanations are developed form observation and are based on what is already known about the world.

• Communication helps us learn from other people.
• Pictures can be used to represent objects and events.
• Communication helps us explain evidence and reasoning to each other.
• Communication requires a message being sent and received.
• Information can be communicated in many different ways each of which have advantages and disadvantages.
• Objects can be described and compared by properties.
• In science, it is helpful to work with a team and share findings with others.
• Observations can be compared through communication of properties.
• Before and after pictures can be used to represent change.
• Clear communication gives other people information about your discoveries and ideas.
• Communication allows other people to agree or disagree with a person's findings.
• People have always tried to communicate with one another.
• Diagrams, charts, pictures, and writing help communicate data.

4.3  Physical Science

Physical science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

Classify objects by observable characteristics (shape, size, and color).

Compare and contrast characteristics of common materials using tools (e.g., rulers, scales, thermometers, microscopes, and hand lenses).

Demonstrate that materials can change from solid to liquid to gas by heating and from gas to liquid to solid by cooling.

Matter

• Objects have many properties.
• Objects are identified and described by their properties.
• Magnets attract some metal objects.
• Objects can be made of one or more materials.
• Materials can exist in different states (solid, liquid, gas).
• Properties of matter can be measured using tools such as rulers, balances, and thermometers

Use reference points to describe the position of an object.

Describe an object’s motion by tracing its position over time.

Demonstrate that the position and motion of objects can be changed by pushing or pulling.

Demonstrate how sound is produced when objects vibrate.

Change the pitch of sound by changing the rate of vibration

Position, motion, and force

• The position and motion of objects can be changed by pushing or pulling.

Distinguish between reflection and refraction of light.

Identify ways in which heat can be produced (e.g., burning, rubbing, or mixing one substance with another).

Demonstrate heat can flow from one object to another by conduction.

Use electricity to produce heat, sound or magnetic effects.

Demonstrate electrical circuits require a complete loop through which an electrical current can pass.

Describe the physical properties of magnets.

Energy

• Light travels in a straight line until it strikes an object.
• Light can be reflected by a mirror, refracted by a lens, or absorbed by an object.
• Heat can move form one object to another by conduction.
• Heat can be produced in many ways (burning, rubbing, mixing).
• Materials change states (solid, liquid, gas) when their heat energy increases or decreases to a certain degree.
• Vibrating objects produce sound.
• Things near the earth fall to the ground unless something holds them up.
• Magnets attract and repel certain kinds of materials

4.4 Life Science

Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

Describe the differences between plants and animals.

Describe the various structures of plants and animals necessary for survival and reproduction.

Describe how internal stimuli (e.g., hunger) and external stimuli (e.g., changes in the environment) affect behavior of living things.

Human anatomy

• Plants and animals are grouped by their features.
• Modern organisms may resemble extinct organisms.
• An organism’s patterns of behavior is related to its environment.
• Environmental change influences the life and death of plants and animals.
• Internal and external cues influence behavior

Describe the life cycle of an organism.

Identify inherited characteristics of living things (e.g., color and number of eyes).

Identify learned characteristics of living things (e.g., language or hunting for food).

Organisms - reproduction, life cycles, heredity, regulation, behavior,

• Organisms have needs.
• Different organisms live in different places.
• Organisms reproduce similar organisms.
• Water is needed to support the growth of plants in our food supply
• Each plant and animal has different structures they serve different functions in growth, survival, and reproduction.
• Plants and animals have life cycles that include birth, growth, reproduction, and death.

Diagram a food chain.

Explain how environmental changes affect behavior and survival of living things.

Describe how humans and other living things cause both positive and negative changes in their environment.

Environments - population, ecosystems, diversity, adaptations

• All animals depend on plants.
• All organisms cause changes in their environments.

4.5  Earth and Space Science

Earth and space science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

Identify characteristics of soils, minerals, rocks, water, and the atmosphere.

List earth materials that are used by humans (e.g., water, fossil fuels, ores, soils).

Select the best earth material for a specific human use (e.g., marble­buildings, clay­pottery, coal­heat).

Describe an ancient environment based on fossil evidence.

Properties or Earth, earth materials, earth history

• Water is a material of the earth.
• Soils vary in their ability to support the growth of plants.
• Soil is important for plants.
• Different soils have different properties.
• Soils differ in their capacity to retain water.
• Soil contains many living things.
• Rocks and soil make up the Earth.
• Rocks come in all sizes from boulders to grains of sand.
• Smaller rocks come form breakage and the weathering of bedrock and larger rocks.
• Animals and plants sometimes cause changes in their surroundings.
• Landslides, volcanic eruptions, and earthquakes change the surface of the earth rapidly.
• Earth materials are useful in industry and as sources of fuel.
• Erosion and weathering change the surface of the earth slowly

Observe and describe how objects move in patterns (e.g., sun, moon, stars, and clouds).

Space

• The moon, sun, and stars are objects in the sky.
• The sun’s properties and location can be observed and described.
• The sun provides light.
• The sun has a pattern of movement.
• The sun provides light.
• The sun provides heat.
• The pattern of the sun’s movement changes slowly over the seasons.
• Stars are innumerable, unevenly dispersed, and of unequal brightness.
• The moon and stars have properties, locations, and movements that can be observed and described.
• The observable shape of the moon changes form day to day in a cycle that lasts about a month.

Describe how slow processes (e.g., erosion) and rapid processes (e.g., earthquakes), change the earth’s surface.

Describe and measure changes in weather (e.g., temperature, precipitation, and wind direction and speed).

Atmosphere - water cycles, weather

• Gases in the atmosphere are materials of the earth.
• Weather changes from day to day and season to season.

4.6  Science and Technology

An understanding of science and technology establishes connections between the natural and designed world, by linking science with technology.

Identify a simple problem.

Propose a solution to a simple problem.

Implement the proposed solution.

Evaluate the implementation.

Communicate the problem, design, and solution.

• Drawings and simple models can be used to plan technology.
• Steps are usually involved in making things.
• People use objects and ideas to solve problems.
• People help other people to make and improve things.
• People use objects and ideas to solve problems.
• People can't always make what they design.
• A variety of different materials (paper, cardboard, wood, plastic, metal) can be used with a variety of tools (hammers, screwdrivers, clamps, rulers, scissors, hand lenses, and audio-visual equipment) to make simple constructions.
• Some materials are better than others for making particular things.
• Materials that are better in some ways (stronger, cheaper) may be worse in other ways (heavier, harder to form).
• People alone or in groups are always inventing new ways to solve problems and do work.

Identify tools or techniques that use scientific knowledge to solve problems.

Identify, investigate, and solve a problem in the home or school.

• Tools and ideas are technology.
• Technology can be used to build or improve something.
• Tools are a part of technology and they are used to do things better, easier, and things that could not be done otherwise.
• A tools design and the purpose of the tool are closely related.
• Tools are helpful when making things.
• Some things can't be made with out tools.
• Each kind of tool has a special purpose.
• Tools are used to make better observations and measurements.
• Scientists use tools for better observations.
• Balance can compare the mass of objects.
• Thermometers measure temperature.
• Magnifying glasses make objects appear larger.
• Tools and the ways people do things affect all aspects of life.
• When people want to build something new they should consider how it might affect people.
• Men and women have made a variety of contributions throughout the history of science and technology.
• Science and technology have been practiced by people for a long time.
• New ideas and inventions continue to affect people.

• Some objects occur in nature (natural objects); others have been designed and made by people to solve human problems and enhance the quality of life (design or man made).

4.7  Science in Personal and Social Perspectives

A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.

Explain how the body uses food and how various foods contribute to health.

Describe how different substances (e.g., tobacco, alcohol, and drugs) can damage the body and alter how it functions.

• Individuals have some responsibility for their own health.
• People need to take care of themselves.
• People help other people to make and improve things.
• Environments are the space, conditions, and factors that affect an individual’s and a population’s quality of life and ability to survive.
• Safety and security are basic needs of humans.
• Safety involves freedom from danger, risk, or injury.
• Security involves feelings of confidence and lack of anxiety and fear.
• Ideas and inventions affect people.
• Following safety rules at home and school prevent injury.
• Knowing when and whom to ask for help reduces risk.
• Knowing when and how to say no reduces risk.
• Some diseases are communicable, such as colds, can be prevented with hygiene.
• The body’s defense mechanisms can prevent or overcome illness.
• Balanced nutrition is essential to health
• Earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.
• Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts of asteroids.
• Safety and security are basic needs of humans.
• Safety involves freedom from danger, risk, or injury.
• Security involves feelings of confidence and lack of anxiety and fear.
• Following safety rules at home and school prevent injury.
• Knowing when and whom to ask for help reduces risk.
• Knowing when and how to say no reduces risk.

List examples of resources which are basic materials (e.g., air, water, and soil).

List examples of resources produced from basic materials (e.g., food, fuel, and building materials).

List examples of resources which are intangible materials (e.g., beauty, security, and quiet places).

Research and report on the supply of various resources.

• Resources are things that we get from the living and non living environment to meet the needs and wants of a population.
• Earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.

• Human populations include groups of individuals living in particular locations.
• Environments are the space, conditions, and factors that affect an individual’s and a population’s quality of life and ability to survive.

• People help other people to make and improve things.
• Ideas and inventions affect people.

4.8  History and Nature of Science

The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role of science in the development of various cultures.

Research and report on the contributions to science and technology throughout history by men and women scientists of diverse cultures.

Research and report on how science is used in different careers.

Research and report on how current scientific discoveries illustrate that science is an ongoing process.

• Men and women have made a variety of contributions throughout the history of science and technology.
• Science and technology have been practiced by people for a long time.
• People choose science as a career or hobby.
• Scientific understanding is continuously changing.

• Pushing to Slide, Roll, Jump, Skip, Walk, Run, Hop, Throw, Splash, Spill, Smash, Mash, Throw, Press, Scratch, Pluck, Shout, Blow
• Pulling - to Slide, Roll, Lift, Splash, Spill, Squeeze, Smash, Mash, Suck
• Balance to Hold, Drop, Stop, Still
• Balance and push and pull to Support, Carry, Pour, Wet, Water, Fill, Empty, Stir, Mix, Soak, Rip, Open, Dig, Shake
• Smell, listen, taste, look,
• Talk to shout, cry, giggle, whine, whisper, hiccup
• Observation to answer questions.
• Compare and contrast objects and events and communicate the results.
• Carry out investigations and communicate the results (guess, test, tell).
• Communicate via oral, written, or other creative means, the results of their scientific explorations.

Second - Fourth Grade

1.     Measure, collect, and organize data.

2.     Recognize and describe patterns.

3.     Develop skills of estimation and judgment.

4.     Explore chance.

5.     Use variables to express relationships.