Gizmos for Mississippi - Science: Grade Four: Energy and Systems (College- and Career-Readiness Standards adopted 2018)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

L.4: : Life Science

DCI.L.4.1: : Hierarchical Organization

1.1.1: : All organisms need energy for growth and development. Animals have specialized structures and systems for obtaining and processing energy. These structures and systems cannot function properly without adequate nourishment. Living organisms can be adversely affected by environmental conditions or disease.

L.4.1: : Students will demonstrate an understanding of the organization, functions, and interconnections of the major human body systems.

L.4.1.2: : Obtain and communicate data to describe patterns that indicate the nature of relationships between human organ systems, which interact with one another to control digestion, respiration, circulation, excretion, movement, coordination, and protection from infection.

L.4.1.3: : Construct models of organ systems (e.g., circulatory, digestive, respiratory, muscular, skeletal, nervous) to demonstrate both the unique function of the system and how multiple organs and organ systems work together to accomplish more complex functions.

DCI.L.4.2: : Reproduction and Heredity

1.2.1: : Scientists have identified and classified many types of plants and animals. Each plant or animal has a unique pattern of growth and development called a life cycle. All of Earth’s cycles are driven by energy which can be traced back to the sun.

L.4.2: : Students will demonstrate an understanding of life cycles, including familiar plants and animals (e.g., reptiles, amphibians, or birds).

L.4.2.2: : Develop and use models to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, or butterflies) including commonalities (e.g., birth, growth, reproduction, or death).

P.4: : Physical Science

DCI.P.4.6: : Motions, Forces, and Energy

2.1.1: : As different forms of energy, heat and electricity can be produced in different ways and are transferred and conducted from one form or object to another. Some materials can be conductors or insulators of heat energy. Electricity can be transferred from place to place by electric currents to produce motion, sound, heat, or light.

P.4.6A: : Students will demonstrate an understanding of the common sources and uses of heat and electric energy and the materials used to transfer heat and electricity.

P.4.6A.2: : Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity.

P.4.6A.3: : Develop models demonstrating how heat and electrical energy can be transformed into other forms of energy (e.g., motion, sound, heat, or light).

P.4.6A.4: : Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound).

P.4.6A.6: : Design a device that converts any form of energy from one form to another form (e.g., construct a musical instrument that will convert vibrations to sound by controlling varying pitches, a solar oven that will convert energy from the sun to heat energy, or a simple circuit that can be used to complete a task). Use an engineering design process to define the problem, design, construct, evaluate, and improve the device.

2.1.2: : Light, as a form of energy, has specific properties, including brightness. Light travels in a straight line until it strikes an object. The way light behaves when it strikes an object depends on the object's properties.

P.4.6B: : Students will demonstrate an understanding of the properties of light as forms of energy.

P.4.6B.2: : Obtain and communicate information to explain how the visibility of an object is related to light.

P.4.6B.3: : Develop and use models to communicate how light travels and behaves when it strikes an object, including reflection, refraction, and absorption.

E.4: : Earth and Space Science

DCI.E.4.9: : Earth’s Systems and Cycles

3.1.1: : Earth’s atmosphere is a mixture of gases, including water vapor and oxygen. Water, which is found almost everywhere on Earth, including the atmosphere, changes form and cycles between Earth’s surface to the air and back again. This cycling of water is driven by energy from the sun. The movement of water in the water cycle is a major process that influences weather conditions. Clouds form during this cycle and various types of precipitation result.

E.4.9A: : Students will demonstrate an understanding of how the water cycle is propelled by the sun’s energy.

E.4.9A.1: : Develop and use models to explain how the sun’s energy drives the water cycle. (e.g., evaporation, condensation, precipitation, transpiration, runoff, and groundwater).

3.1.2: : Scientists record patterns in weather conditions over time and across the globe to make predictions about what kind of weather might occur next. Climate describes the range of an area’s typical weather conditions and the extent to which those conditions vary over long periods of time.

E.4.9B: : Students will demonstrate an understanding of weather and climate patterns.

E.4.9B.1: : Analyze and interpret data (e.g., temperature, precipitation, wind speed/direction, relative humidity, or cloud types) to predict changes in weather over time.

E.4.9B.2: : Construct explanations about regional climate differences using maps and long-term data from various regions.

3.1.3: : Earth’s oceans and landforms can be affected in various ways by natural processes in one or more of Earth’s spheres (i.e., atmosphere, biosphere, geosphere, and hydrosphere). Humans cannot eliminate natural hazards caused by these processes but can take steps to reduce their impacts. Human activities can affect the land and oceans in positive and negative ways.

E.4.9C: : Students will demonstrate an understanding of how natural processes and human activities affect the features of Earth’s landforms and oceans.

E.4.9C.1: : Analyze and interpret data to describe and predict how natural processes (e.g., weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth’s surface.

E.4.9C.3: : Construct scientific arguments from evidence to support claims that human activities, such as conservation efforts or pollution, affect the land, oceans, and atmosphere of Earth.

E.4.9C.4: : Research and explain how systems (i.e., the atmosphere, geosphere, and/or hydrosphere), interact and support life in the biosphere.

Correlation last revised: 5/19/2025

Mississippi - Science: Grade Four: Energy and Systems

College- and Career-Readiness Standards | Adopted: 2018

L.4: : Life Science

P.4: : Physical Science

E.4: : Earth and Space Science