Standards in this Framework
| Standard | Lessons |
|---|---|
|
4.1(A)
Ask questions and define problems based on observations or information from text, phenomena, models, or investigations. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
4.1(B)
Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems. |
|
|
4.1(C)
Demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards. |
|
|
4.1(D)
Use tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information. |
|
|
4.1(E)
Collect observations and measurements as evidence. |
|
|
4.1(F)
Construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
4.1(G)
Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. |
Nutrition Maze Plant and Animal Cells Exploring the Water Cycle Wave Generator Day and Night Cycle of Matter Constructive and Destructive Processes Animal Classification micro:bit®: Animal Response to the Environment How We See: Light Reflection Modeling Life Cycles Ozobot® Cycle micro:bit® Butterfly Migration Simulator |
|
4.2(A)
Identify advantages and limitations of models such as their size, scale, properties, and materials. |
Balanced Ecosystems |
|
4.2(B)
Analyze data by identifying any significant features, patterns, or sources of error. |
Inquiry Project: Survey Bar Graph Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
4.2(C)
Use mathematical calculations to compare patterns and relationships. |
Inquiry Project: Survey Bar Graph Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
4.2(D)
Evaluate a design or object using criteria. |
LEGO® SPIKE Essential: Design for Changing Weather Design an App |
|
4.3(A)
Develop explanations and propose solutions supported by data and models. |
|
|
4.3(B)
Communicate explanations and solutions individually and collaboratively in a variety of settings and formats. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph Productivity Software Inquiry Project |
|
4.3(C)
Listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion. |
|
|
4.4(A)
Explain how scientific discoveries and innovative solutions to problems impact science and society. |
CS Innovators Research Project |
|
4.4(B)
Research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. |
Careers in CS: Major League Baseball |
|
4.5(A)
Identify and use patterns to explain scientific phenomena or to design solutions. |
|
|
4.5(B)
Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems. |
Nutrition Maze VEX GO®: Speed and Energy |
|
4.5(C)
Use scale, proportion, and quantity to describe, compare, or model different systems. |
Day and Night |
|
4.5(D)
Examine and model the parts of a system and their interdependence in the function of the system. |
Plant and Animal Cells Earth Systems |
|
4.5(E)
Investigate how energy flows and matter cycles through systems and how matter is conserved. |
Plant and Animal Cells Exploring the Water Cycle Cycle of Matter Modeling Life Cycles Ozobot® Cycle |
|
4.5(F)
Explain the relationship between the structure and function of objects, organisms, and systems. |
Physical Changes Sensing and Responding to the Environment micro:bit®: Animal Response to the Environment How We See: Light Reflection |
|
4.5(G)
Explain how factors or conditions impact stability and change in objects, organisms, and systems. |
Effects of Pollution Earth Systems Constructive and Destructive Processes Fossils and Past Environments |
|
4.6(A)
Classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas). |
Physical Changes |
|
4.6(B)
Investigate and compare a variety of mixtures, including solutions that are composed of liquids in liquids and solids in liquids. |
|
|
4.6(C)
Demonstrate that matter is conserved when mixtures such as soil and water or oil and water are formed. |
|
|
4.7
Plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object. |
|
|
4.8(A)
Investigate and identify the transfer of energy by objects in motion, waves in water, and sound. |
Sound Frequency & Amplitude Wave Generator |
|
4.8(B)
Identify conductors and insulators of thermal and electrical energy. |
|
|
4.8(C)
Demonstrate and describe how electrical energy travels in a closed path that can produce light and thermal energy. |
|
|
4.9(A)
Collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight. |
|
|
4.9(B)
Collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth. |
Star Brightness and Distance |
|
4.10(A)
Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process. |
|
|
4.10(B)
Model and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice. |
Constructive and Destructive Processes |
|
4.10(C)
Differentiate between weather and climate. |
|
|
4.11(A)
Identify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas. |
|
|
4.11(B)
Explain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment. |
Effects of Pollution Geographic Effects on Early Civilizations |
|
4.11(C)
Determine the physical properties of rocks that allow Earth's natural resources to be stored there. |
Fossils and Past Environments |
|
4.12(A)
Investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter. |
Cycle of Matter |
|
4.12(B)
Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers. |
Cycle of Matter |
|
4.12(C)
Identify and describe past environments based on fossil evidence, including common Texas fossils. |
|
|
4.13(A)
Explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment. |
Sensing and Responding to the Environment Animal Classification micro:bit®: Animal Response to the Environment micro:bit® Butterfly Migration Simulator |
|
4.13(B)
Differentiate between inherited and acquired physical traits of organisms. |
|
