Standard 1 Science As Inquiry:
As a result of the activities in grades 3-4, all students will experience science as inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others.
Benchmark 1
All students will develop the skills necessary to do full inquiry. Inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others. Not every activity will involve all of these stages nor must any particular sequences of these stages be followed.
Indicator 1
The students will write questions that they can answer by investigating.
Will the size of the opening on a container change the rate of evaporation of liquids? How much water will a sponge hold?
Indicator 2
The students will plan and conduct a simple investigation.
Design a test of the wet strength of paper towels; experiment with plant growth; experiment to find ways to prevent soil erosion.
Indicator 3
The students will continue to develop the ability to communicate, critique, and analyze their own investigations, and interpret the work of other students.
Describe investigations with pictures, written language, oral presentations.
As a result of the activities in grades 3-4, students will increase their understanding of the properties of objects and materials that they encounter on a daily basis. Students will compare, describe, and sort these materials by observable properties.
Benchmark 1
All students will develop skills to describe objects. Through observation, manipulation, and classification of common objects, children reflect on the similarities and differences of the objects.
Indicator 1
The students will observe properties and measure those properties using appropriate tools. Independent use of tools. Introduce rulers to the nearest 1/4 inch and millimeters.
Independent use of Celsius thermometer, balances with metric weight units, rulers to nearest 1/4 inch and mm.
Indicator 2
The students will classify objects by the materials from which they are made.
Classify objects by the materials from which they are made.
Indicator 3
The students will describe and classify objects by more than one property.
Describe and classify objects by more than one property.
Indicator 4
The students will observe and record how one object reacts with another object or substance.
Oxidation (i.e. iron and copper)
Indicator 5
The students will recognize and describe the differences between solids, liquids, and gases.
Observe that a solid has a shape of its own and a liquid takes the shape of its container. Observe differences between an inflated and deflated balloon.
Benchmark 2
All students will describe the movement of objects. Students begin to observe the position and movement of objects when they manipulate objects by pushing, pulling, throwing, dropping, and rolling them.
Indicator 1
The students will move objects by pushing, pulling, throwing, spinning, dropping, and rolling; describe the motion. Observe that a force (a push or a pull), is applied to make objects move through the use of simple machines (levers, pulleys, inclined planes, wheel and axle, wedge, and screw).
Spin or roll a variety of objects on various surfaces.
Indicator 2
The students will describe locations of objects.
Describe locations as up, down, in front, or behind.
Benchmark 3
All students will experiment with electricity and magnetism. Students will develop the concept that electrical circuits require a complete loop through which an electric current can pass. Magnets attract and repel each other and certain kinds of other materials.
Indicator 1
The students will construct a simple circuit.
Use a battery, bulb, and wire to light a bulb, make a motor run, produce sound, or make an electromagnet.
As a result of the activities for grades 3-4, all students will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats. (Covered at other grade levels.)
Standard 4 Earth And Space Science:
As a result of the activities for grades 3-4, all students will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations of how things become the way they are. (Covered at other grade levels.)
Standard 5 Science And Technology:
As a result of the activities for grades 3-4, all students will have a variety of educational experiences which involve science and technology. They will begin to understand the design process, which includes this general sequence: state the problem, the design, and the solution. As with the Science as Inquiry Standard, not every activity will involve all five stages. Students will develop the ability to solve simple design problems that are appropriate for their developmental level.
Benchmark 1
All students will work with a technology design.
Indicator 1
The students will identify a simple design problem; design a plan, implement the plan, evaluate the results, and communicate the results.
Challenge the students to develop a better bubble-making solution using detergent, glycerin, and water; try different kinds of tools for making the biggest bubbles or the longest lasting bubbles.
Benchmark 2
All students will expand and use their understanding of science and technology.
Indicator 1
The students will Invent a product to solve problems.
Invent a new use for old products: potato masher; strainer; carrot peeler; or 2 liter pop bottle. Use a juice can, 2 liter pop bottle or one-half gallon milk jug to invent something useful. Invent something to solve a problem.
Standard 6 Science In Personal And Environmental Perspectives:
As a result of the activities for grades 3-4, all students will demonstrate personal health and environmental practices. A variety of experiences will be provided to understand various science-related personal and environmental challenges. This standard should be integrated with physical science, life science, and earth & space science standards.
Benchmark 1
All students will develop an understanding of personal health. Personal health involves physical and mental well being, including hygienic practices, and self-respect.
Indicator 1
The students will discuss health risks associated with tobacco use.
Classroom discussions could also include bike safety, water safety, weather safety, and sun protection.
Indicator 2
The students will discuss making healthy life choices. (Choosing not to smoke.)
Practice good dental hygiene and cleanliness. Discuss healthy exercise and sleep habits.
Indicator 3
The students will read and compare nutrition information found on labels.
Read and compare nutrition information found on labels; discuss healthy foods; make a healthy snack.
Benchmark 2
All students will demonstrate an awareness of changes in the environment. Through classroom discussions, students can begin to recognize pollution as an environmental issue, scarcity as a resource issue, and crowded classrooms or schools as a population issue.
Indicator 1
The students will discuss energy conservation and recycling options.
After the pollution walk, children could work in groups to solve pollution problems they observed.
Standard 7 History And Nature of Science:
As a result of the activities for grades 3-4, all students will experience some things about scientific inquiry and learn about people from history. Experiences of investigating and thinking about explanations, not memorization, will provide fundamental ideas about the history and nature of science. Students will observe and compare, pose questions, gather data and report findings. Posing questions and reporting findings are human activities that all students are able to understand. This standard should be integrated with physical science, life science, and earth and space science standards. (Covered at other grade levels.)
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