Holidays

What's New: Science Worksheets and Study Guides

American Symbols & HolidaysThanksgiving Day
Interactions among living things Fifth Grade Science
Cycles of life and Biomes Fifth Grade Science
Flowers and seeds Fifth Grade Science
Cycles of life and Biomes Fifth Grade Science
Animal Diversity and Adaptations Fifth Grade Science
Did you know... 2nd Grade Second Grade Science

Vermont Standards for Fourth Grade Science

VT.ESS. Earth/Space Science

Enduring Knowledge: Natural resources and agricultural systems are managed for specific purposes and in a variety of ways.

S3-4:50. Students demonstrate their understanding why and how natural resources are managed by:
S3-4:50.1. Identifying the sources and explain processes for developing natural/agricultural products that humans use. (E.g. Paper from trees, sweater from sheep wool). (DOK 2)
S3-4:50.3. Identifying and assess both beneficial and detrimental ways that humans obtain, use and dispose of natural/agricultural resource products. (DOK 3-4)

Enduring Knowledge: The universe, earth and all earth systems have undergone change in the past, continue to change in the present and are predicted to continue changing in the future.

S3-4:44. Students demonstrate their understanding Characteristics of the Solar System by:
S3-4:44.1. Creating a model of the planets and their correct order from the sun. (DOK 2)
S3-4:44.2. Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). (DOK 2)
S3-4:45. Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by:
S3-4:45.1. Identifying similar star patterns or groups from night photographs of the same location at different times of the years. (DOK 2)
S3-4:45.2. Comparing similarities and differences between the sun and stars. (DOK 2)
S3-4:46. Students demonstrate their understanding of Processes and Change over Time within Earth Systems by:
S3-4:46.1. Observing, identifying and comparing components of soils and rocks. (DOK 2)
S3-4:46.2. Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil, water, and gases). (DOK 1)
S3-4:46.3. Observing and comparing the properties of rocks. (DOK 2)
S3-4:47. Students demonstrate their understanding of Processes and Change over Time within Earth Systems by:
S3-4:47.1. Investigating how local landforms are affected by wind, water or ice, and using results from the investigation to draw conclusions about how water interacts with earth materials. (DOK 3)
S3-4:47.2. Building models that simulate deposits of sediments (e.g., a stream table). (DOK 3)
S3-4:48. Students demonstrate their understanding of Processes and Change over Time within Earth Systems by:
S3-4:48.1. Observing, recording and analyzing local weather data and making predictions based on that data. (DOK 2)
S3-4:48.2. Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. (DOK 2)
S3-4:48.3. Explaining how this cycle of water relates to weather and the formation of clouds. (DOK 2)
S3-4:49. Students demonstrate their understanding of Processes and Change within Natural Resources by:
S3-4:49.1. Observing and describing properties of living and nonliving resources. (DOK 1)
S3-4:49.2. Explaining how the properties of living and non-living resources make them suitable for use by humans. (DOK 2)

VT.HB. Human Body

Enduring Knowledge: The human body is unique in its heredity, body systems and development, and can be affected by the environment.

S3-4:41. Students demonstrate their understanding of Human Body Systems by:
S3-4:41.1. Showing connections between external and internal body structures and how they help humans survive. (DOK 2)
S3-4:42. Students demonstrate their understanding of the Patterns of Human Health/Disease by:
S3-4:42.1. Explaining how tears, saliva, and skin, can protect the body from harmful germs. (DOK 2)

VT.LS. Life Science

Enduring Knowledge: All living organisms and their component cells have identifiable characteristics that allow for survival.

S3-4:30. Students demonstrate their understanding of Structure and Function-Survival Requirements by:
S3-4:30.1. Explaining how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will be protected from predators. A rose is protected by its thorns). (DOK 2)
S3-4:31. Students demonstrate their understanding of Reproduction by:
S3-4:31.1. Investigating and describing a variety of plant and animal life cycles. (DOK 2)

Enduring Knowledge: All living things exhibit patterns of similarity in their structures, behaviors and biochemistry

S3-4:38. Students demonstrate their understanding of Classification of Organisms by:
S3-4:38.1. Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf structures; Spiders have eight legs, and insects have six). (DOK 2)

Enduring Knowledge: Energy enters an ecosystem in the form of sunlight and flows through the system to each cell. Matter interacts, changes and recycles in an ecosystem. Populations of organisms survive by maintaining interdependent relationships with one another and by utilizing biotic and abiotic resources from the environment.

S3-4:35. Students demonstrate their understanding of Food Webs in an Ecosystem by:
S3-4:35.1. Recognizing that, in a simple food chain, all animals' food begins with plants. (DOK 3)
S3-4:35.2. Researching and designing a habitat and explaining how it meets the needs of the organisms that live there. (DOK 3)
S3-4:36. Students demonstrate their understanding of Equilibrium in an Ecosystem by:
S3-4:36.1. Explaining how one organism depends upon another organism to survive. (DOK 2)

VT.PS. Physical Science

Enduring Knowledge (Force): Force is an influence that can change the motion of an object.

S3-4:21. Students demonstrate their understanding of Force by:
S3-4:21.1. Investigating and describing how different amounts of force can change the position or direction of motion of an object. (DOK 2)

Enduring Knowledge: A transfer of energy can result in the physical change of state of a substance.

S3-4:14. Students demonstrate their understanding of Physical Change by:
S3-4:14.1. Investigating and explaining what happens to liquids in open containers. (DOK 3)

Enduring Knowledge: All living and non-living things are composed of matter having characteristic properties that distinguish one substance from another.

S3-4:12. Students demonstrate their understanding of the States of Matter by:
S3-4:12.1. Identifying , describing, and comparing the properties of selected solids, liquids, and gases. (DOK 2)

Enduring Knowledge: Energy is necessary for change to occur. It is the ability of matter to bring about change. There are many forms of energy. The total energy in the universe is constant. Energy can be transformed and transferred, but not destroyed (Conservation of Energy). Energy transfers and transformations exhibit the characteristics of systems with inputs, processes and outputs, as well as connections to other systems.

S3-4:24. Students demonstrate their understanding of Electrical Energy by:
S3-4:24.1. Building circuits, drawing diagrams of these electric circuits, and predicting whether electricity flows or will not flow through the circuit. (DOK 2)
S3-4:28. Students demonstrate their understanding of Light Energy by:
S3-4:28.1. Investigating with flashlights as well as other light sources and describing how light rays reflect off of objects. (DOK 2)

VT.SI. Science Inquiry

Enduring Knowledge (Applying Results): Students synthesize the results of an investigation by generating new questions related to the results of the investigation, stating a general rule regarding the understandings learned from the investigation, or applying the understandings learned to similar situations. At early stages, students make connections between classroom investigations and similar situations or experiences. At later stages, students recognize that different explanations can sometimes arise from the same evidence. Students demonstrate an ability to resist overgeneralization based on insufficient evidence and suggest the types of evidence that need to be gathered in order to better understand the focus of the investigation.

S3-4:8. Students demonstrate their ability to APPLY RESULTS by:
S3-4:8.3. Connecting the investigation or model to a real world example. (DOK 2)

Enduring Knowledge (Conducting Experiments): Students follow an experimental design and use scientific tools (including measurement tools) appropriately and accurately. At early stages, students are encouraged to pay close attention to their experimental plan and record data throughout an investigation. At later stages, students engage in extended investigations and use more sophisticated science tools including computers.

S3-4:4. Students demonstrate their ability to CONDUCT EXPERIMENTS by:
S3-4:4.2. Clearly describing evidence and quantifying observations with appropriate units. (DOK 2)
S3-4:4.3. Recording data at various points during an investigation by reporting what actually happens, even when data conflicts with expectations. (DOK 2)
S3-4:4.5. Recording relevant details of an object and its surroundings when applicable. (DOK 2)

Enduring Knowledge (Designing Experiments): Students design investigations that control variables, generate adequate data/observations to provide reasonable explanations, and can be reproduced by other scientists. At early stages, experimental design reflects what the experimenter will do to answer a question and ensure that a test is fair. At later stages, students design investigations that will produce the appropriate kinds of evidence to support or refute an hypothesis. Multiple trials or the collection of multiple data points are incorporated into the design and variables are controlled to ensure that the investigation is valid and reproducible.

S3-4:3. Students demonstrate their understanding of EXPERIMENTAL DESIGN by:
S3-4:3.1. Writing a plan related to the question that includes:
S3-4:3.1.a. A list of materials needed. (DOK 3)

Enduring Knowledge (Representing Data and Analysis): Students represent data using text, charts, tables, graphs.

S3-4:5. Students demonstrate their ability to REPRESENT DATA by:
S3-4:5.1. Classifying objects and phenomena into sets and subsets and justifying groupings. (DOK 3)
S3-4:5.3. Determining an appropriate representation (graph or table or chart or diagram) to represent their findings most accurately. (DOK 2)
S3-4:5.4. Including in tables a title, labeled rows and columns and any necessary keys. (DOK 1)
S3-4:5.5. Including in graphs a title, labels, scale, and recording data correctly. (DOK 1)
S3-4:6. Students demonstrate their ability to ANALYZE DATA by:
S3-4:6.1. Interpreting patterns or trends in data. (DOK 3)
S3-4:6.2. Relating data to the original question and prediction. (DOK 3)
S3-4:7. Students demonstrate their ability to EXPLAIN DATA by:
S3-4:7.1. Providing a reasonable explanation that accurately reflects data. (DOK 3)
S3-4:7.2. Identifying differences between proposed predictions and experimental data. (DOK 2)

Enduring Knowledge (Scientific Questioning): Students raise scientifically oriented questions that can be answered through observations, experimentation and/or research. At early stages, students learn how to develop investigable questions that guide their work. At later stages, students connect their questions to scientific ideas, concepts, and quantitative relationships that inform investigations.

S3-4:1. Students demonstrate their understanding of SCIENTIFIC QUESTIONING by:
S3-4:1.1. Identifying at least one variable that affects a system and using that variable to generate an experimental question that includes a cause and effect relationship. (DOK 2)

Enduring Knowledge: (Predicting and Hypothesizing): Scientists' explanations about what happens in the world come partly from what they observe and partly from what they think. Preliminary explanations are constructed with conceptual knowledge and propose a new level of understanding. At early stages, students think about what may happen during an investigation and justify their thinking. At later stages, students identify cause and effect relationships within an hypothesis and base predictions on factual evidence more than opinion.

S3-4:2. Students demonstrate their understanding of PREDICTING AND HYPOTHESIZING by:
S3-4:2.1. Identifying simple patterns of evidence used to develop a prediction and propose an explanation. (DOK 2)