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 ask 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 write questions that can be answered by 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 begin developing the abilities 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 student will observe properties and measure those properties using appropriate tools. Introduce Celsius thermometer, balances with metric weight units, and rulers to the nearest 1/2 and centimeters.
Introduce Celsius thermometer, balances with metric weight units, rulers to the nearest 1/2 inch and cm.
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.
Raw egg soaked in vinegar, penny in cola.
Indicator 5
The students will recognize and describe the differences between solids, liquids and gases.
Observe differences between a stick of butter and melted butter, a chocolate bar and the chocolate melted.
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 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 demonstrate that magnets attract and repel.
Introduce and investigate North and South poles of magnets.
Indicator 2
The students will design a simple experiment to determine whether various objects will be attracted to magnets.
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.
Benchmark 1
All students will develop an understanding of the properties of earth materials. Earth materials may include rock, soil, air, and water. Playgrounds or parks are convenient study sites to observe.
Indicator 1
The students will collect, observe, and become aware of properties of various earth materials (rock, soil, air, and water).
Students observe color, texture, and other physical properties.
Indicator 2
The students will describe properties of many different kinds of rocks.
Bring rocks from the playground, immerse in water, and observe color, texture, and reaction to liquids.
Benchmark 2
All students will develop skills necessary to describe changes in the Earth and weather. If the students revisit a study site regularly, they will develop an understanding that the earth's surface and weather are constantly changing.
Indicator 1
The students will describe changes in the surface of the Earth.
Students will observe erosion and changes in plant growth at a study site.
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. (Covered at other grade levels.)
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 review safety rules taught and car passenger safety.
Classroom discussions could include bike safety, water safety,weather safety, sun protection.
Indicator 2
The students will discuss dental hygiene.
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.
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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