ExploreLearning Gizmos: Math & Science Virtual Labs and Simulations

Correlation last revised: 9/16/2020

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

New Hampshire- Science: Grades 3-4

S:ESS1:4:2: Composition and Features

S:ESS1:4:2.4: Given certain Earth materials (soils, rocks, or minerals) use physical properties to sort, classify, and/or describe them.

S:ESS1:4:6: Rock Cycle

S:ESS1:4:6.3: Identify minerals by their physical properties, such as color, texture and cleavage, and describe simple tests used in the identification process.

S:ESS2:4:1: Earth, Sun and Moon

S:ESS2:4:1.1: Explain that night and day are caused by the Earth's rotation on its axis; and that the Earth rotates approximately once, every 24 hours.

S:ESS2:4:2: Energy

S:ESS2:4:2.1: Recognize that the Sun provides the light and heat necessary to maintain the temperature of the Earth.

S:ESS2:4:3: Solar System

S:ESS2:4:3.1: Recognize that the Moon orbits the Earth.

S:ESS2:4:3.2: Recognize that the Earth is one of a number of planets that orbit the Sun.

S:LS1:4:2: Living Things and Organization

S:LS1:4:2.1: Recognize that living organisms have certain structures and systems that perform specific functions, facilitating survival, growth and reproduction.

S:LS1:4:2.2: Identify and describe the function of the plant structures responsible for food production, water transport, support, reproduction, growth and protection.

S:LS1:4:2.4: Identify the basic needs of plants and animals in order to stay alive (i.e., water, air, food, space).

S:LS1:4:3: Reproduction

S:LS1:4:3.1: Distinguish between plant and animal characteristics that are inherited, such as eye color in humans and the shape of leaves in plants, and those that are affected by their environment, such as grass turning brown due to lack of water.

S:LS1:4:3.3: Describe the reproductive process of plants, explaining some plants grow from seed, while others grow from the parts of other plants

S:LS2:4:2: Flow of Energy

S:LS2:4:2.1: Recognize that the transfer of energy through food is necessary for all living organisms and describe the organization of food webs.

S:LS2:4:3: Recycling of Materials

S:LS2:4:3.1: Recognize that plants and animals interact with one another in various ways besides providing food, such as seed dispersal or pollination.

S:LS2:4:3.2: Describe ways plants and animals depend on each other (e.g., shelter, nesting, food).

S:LS3:4:1: Change

S:LS3:4:1.3: Using information (data or scenario), explain how changes in the environment can cause organisms to respond (e.g., survive there and reproduce, move away, die).

S:LS4:4:1: Behavior

S:LS4:4:1.2: Recognize that an individual organism's behavior is influenced by external cues, such as seasonal change; and describe how an organism might react, such as migrating or hibernating.

S:LS4:4:3: Human Identity

S:LS4:4:3.2: Distinguish between characteristics of humans that are inherited from parents (i.e., hair color, height, skin color, eye color) and others that are learned (e.g., riding a bike, singing a song, playing a game, reading).

S:PS1:4:2: Properties

S:PS1:4:2.1: Recognize that substances can be classified by observable properties.

S:PS1:4:2.2: Explain that some materials can exist in different states; and describe the distinct physical properties of each state of matter.

S:PS1:4:2.3: Explain how some materials, such as water, can change from one state to another by heating or cooling.

S:PS1:4:2.4: Make a prediction about what might happen to the state of common materials when heated or cooled; or categorize materials as solid, liquid, or gas.

S:PS1:4:2.5: Collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).

S:PS2:4:1: Change

S:PS2:4:1.1: Recognize that energy has the ability to create change.

S:PS2:4:3: Energy

S:PS2:4:3.1: Identify the various forms of energy, such as electrical, light, heat, sound.

S:PS2:4:3.3: Identify and describe the organization of a simple circuit.

S:PS2:4:3.4: Differentiate between objects and materials that conduct electricity and those that are insulators of electricity.

S:PS2:4:3.5: Explain that light travels in a straight line until it strikes an object; and describe how it can be reflected by a mirror, bent by a lens, or absorbed by the object.

S:PS2:4:3.7: Use observations of light in relation to other objects/substances to describe the properties of light (i.e., can be reflected, refracted, or absorbed).

S:PS2:4:3.8: Experiment, observe, or predict how heat might move from one object to another.

S:PS3:4:1: Forces

S:PS3:4:1.1: Recognize that magnets attract certain kinds of other materials; and classify objects by those magnets will attract and those they will not.

S:PS3:4:1.2: Recognize that magnets attract and repel each other.

S:PS3:4:1.3: Explain that electrically charged material pulls on all other materials and can attract or repel other charged materials.

S:PS3:4:1.4: Recognize that the Earth's gravitational force pulls any object toward it.

S:PS3:4:1.5: Use observations of magnets in relation to other objects to describe the properties of magnetism (i.e., attract or repel certain objects or has no effect).

S:PS3:4:2: Motion

S:PS3:4:2.1: Use data to predict how a change in force (greater/less) might affect the position, direction of motion, or speed of an object (e.g., ramps and balls).

S:PS4:4:1: Design Technology

S:PS4:4:1.2: Recognize that products are made using a combination of technologies, such as how an escalator uses both a pulley system and an electrical motor.