SC.4.1: Physical Science

SC.4.1.1: The faster an object moves the more energy it has.

SC.4.1.1.a: Students can: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Sled Wars

SC.4.1.2: Energy can be moved from place to place.

SC.4.1.2.a: Students can: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electric currents.

Circuit Builder
Conduction and Convection
Energy Conversions
Heat Absorption

SC.4.1.3: When objects collide contact forces transfer so as to change objects’ motion.

SC.4.1.3.a: Students can: Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Sled Wars

SC.4.1.4: Energy can be produced, used or released by converting stored energy.

SC.4.1.4.a: Students can: Apply scientific ideas to design, test and refine a device that converts energy from one form to another.

Circuit Builder
Energy Conversions

SC.4.1.5: Waves are regular patterns of motion.

SC.4.1.5.a: Students can: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Waves

SC.4.1.6: An object can be seen when light reflected from its surface enters the eyes.

SC.4.1.6.a: Students can: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Eyes and Vision 1 - Seeing Color
Eyes and Vision 2 - Focusing Light

SC.4.1.7: Patterns can encode, send, receive and decode information.

SC.4.1.7.a: Students can: Generate and compare multiple solutions that use patterns to transfer information.

Programmable Rover

SC.4.2: Life Science

SC.4.2.1: Organisms have both internal and external structures that serve various functions.

SC.4.2.1.a: Students can: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction.

Circulatory System
Comparing Climates (Customary)
Comparing Climates (Metric)
Digestive System
Flower Pollination
Honeybee Hive
Senses
Animal Group Behavior

SC.4.2.1.b: Students can: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Eyes and Vision 2 - Focusing Light
Eyes and Vision 3 - Sensing Light
Senses
Animal Group Behavior

SC.4.3: Earth and Space Science

SC.4.3.1: Earth has changed over time.

SC.4.3.1.a: Students can: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Erosion Rates
River Erosion
Weathering

SC.4.3.2: Four major earth systems interact.

SC.4.3.2.a: Students can: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Erosion Rates
River Erosion
Weathering

SC.4.3.3: Earth’s physical features occur in patterns.

SC.4.3.3.a: Students can: Analyze and interpret data from maps to describe patterns of Earth’s features.

Building Pangaea
Building Topographic Maps
Reading Topographic Maps

SC.4.3.4: Energy and fuels that humans use are derived from natural sources and their use affects the environment in multiple ways.

SC.4.3.4.a: Students can: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Carbon Cycle
Energy Conversions
Greenhouse Effect - Metric

SC.4.3.5: A variety of hazards result from natural process; humans cannot eliminate natural hazards but can reduce their impacts’ effect.

SC.4.3.5.a: Students can: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Earthquake-Proof Homes
Flood and Storm-Proof Homes