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- Science: 4th Grade
Utah - Science: 4th Grade
Core Curriculum | Adopted: 2002
I: : Students will understand that water changes state as it moves through the water cycle.
I.1: : Describe the relationship between heat energy, evaporation and condensation of water on Earth.
I.1.b: : Identify the sun as the source of energy that evaporates water from the surface of Earth.
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations. 5 Minute Preview
I.1.d: : Investigate and record temperature data to show the effects of heat energy on changing the states of water.
Phases of Water
Heat or cool a container of water and observe the phase changes that take place. Use a magnifying glass to observe water molecules as a solid, liquid, or gas. Compare the volumes of the three phases of water. 5 Minute Preview
I.2: : Describe the water cycle.
I.2.a: : Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations. 5 Minute Preview
I.2.b: : Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations. 5 Minute Preview
I.2.c: : Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations. 5 Minute Preview
I.2.d: : Construct a model or diagram to show how water continuously moves through the water cycle over time.
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations. 5 Minute Preview
I.2.e: : Describe how the water cycle relates to the water supply in your community.
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations. 5 Minute Preview
III: : Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.
III.3: : Observe the basic components of soil and relate the components to plant growth.
III.3.e: : Research and investigate ways to provide mineral nutrients for plants to grow without soil (e.g., grow plants in wet towels, grow plants in wet gravel, grow plants in water).
Growing Plants
Investigate the growth of three common garden plants: tomatoes, beans, and turnips. You can change the amount of light each plant gets, the amount of water added each day, and the type of soil the seed is planted in. Observe the effect of each variable on plant height, plant mass, leaf color and leaf size. Determine what conditions produce the tallest and healthiest plants. Height and mass data are displayed on tables and graphs. 5 Minute Preview
V: : Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.
V.1: : Describe the physical characteristics of Utah's wetlands, forests, and deserts.
V.1.e: : Create models of wetlands, forests, and deserts.
Forest Ecosystem
Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time. 5 Minute Preview
V.2: : Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.
V.2.a: : Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.
Forest Ecosystem
Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time. 5 Minute Preview
V.2.c: : Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).
Plants and Snails
Study the production and use of gases by plants and animals. Measure the oxygen and carbon dioxide levels in a test tube containing snails and elodea (a type of plant) in both light and dark conditions. Learn about the interdependence of plants and animals. 5 Minute Preview
Correlation last revised: 9/16/2020
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
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