Delaware State Standards for Science: Grade 4
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DE.1. Nature and Application of Science and Technology
1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.
1.1.1.
Generate focused questions and informed predictions about the natural world.
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Standard 1.1.1.
1.1.2.
Design and conduct simple to multi-step investigations in order to test predictions. Keep constant all but the condition being tested.
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Standard 1.1.2.
1.1.3.
Accurately collect data using observations, simple tools and equipment. Display and organize data in tables, charts, diagrams, and bar graphs or plots over time. Compare and question results with and from others.
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Standard 1.1.3.
1.1.4.
Construct a reasonable explanation by analyzing evidence from the data. Revise the explanation after comparing results with other sources or after further investigation.
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Standard 1.1.4.
1.1.5.
Communicate procedures, data, and explanations to a variety of audiences. Justify the results by using evidence to form an argument.
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Standard 1.1.5.
1.1.6.
Use mathematics, reading, writing, and technology when conducting scientific inquiries.
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Standard 1.1.6.
1.1.7.
Test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators).
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Standard 1.1.7.
1.1.8.
Test objects for their magnetism and classify objects based on whether they are attracted to a magnet or not attracted to a magnet.
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Standard 1.1.8.
1.1.9.
Investigate evaporation and condensation. Recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example.
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Standard 1.1.9.
1.1.10.
Identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Draw an example circuit and label the important parts. Relate that circuits must take the form of complete (closed) loops before electrical energy can pass.
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Standard 1.1.10.
1.1.11.
Use diagrams to illustrate ways that two light bulbs can be attached in simple series and in parallel to a battery to make a complete circuit. Explain any differences that will result in the brightness of the bulbs, depending upon the way they are connected to the battery.
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Standard 1.1.11.
1.1.12.
Test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices.
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Standard 1.1.12.
1.1.13.
Demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. List the advantages and/or disadvantages of series and parallel circuits.
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Standard 1.1.13.
1.1.14.
Observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit.
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Standard 1.1.14.
1.1.15.
Observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion.
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Standard 1.1.15.
1.1.16.
Observe and describe the path of the Sun at it appears to move across the sky from east to west during the course of a day.
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Standard 1.1.16.
1.1.17.
Use models to describe how the Earth's rotation on its axis causes one half of the Earth to always be illuminated by the Sun (day) and one half to not be illuminated by the Sun (night). Apply this model of the rotating Earth to explain why the Sun appears to move across the sky each day from east to west.
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Standard 1.1.17.
1.1.18.
Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when observed in the sky.
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Standard 1.1.18.
1.1.19.
Research and develop a short report on one of the planets in the Solar System. Compare the information learned in the reports.
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Standard 1.1.19.
1.1.20.
Examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Describe how certain soil properties affect the way in which soil is eroded and deposited by water.
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Standard 1.1.20.
1.1.21.
Create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation.
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Standard 1.1.21.
1.1.22.
Use stream tables to observe the creation of landforms as water flows over and through the land. Describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Describe changes to the water as it flows over land (i.e., color, transparency).
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Standard 1.1.22.
1.1.23.
Describe how fast-moving water and slow-moving water over the land affect erosion and deposition.
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Standard 1.1.23.
1.1.24.
Use stream tables to model and describe the effects of slope.
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Standard 1.1.24.
1.1.25.
Describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms.
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Standard 1.1.25.
1.1.26.
Use stream tables to model the effect of human activity on erosion and deposition. Describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment.
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Standard 1.1.26.
1.1.27.
Keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware.
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Standard 1.1.27.
1.1.28.
Identify and describe different types of storm systems that occur in Delaware (i.e., tornadoes, hurricanes, thunderstorms, blizzards). From observed and gathered historical data, identify times of the year when these storms are most likely to occur.
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Standard 1.1.28.
1.1.29.
Select and use a variety of appropriate instruments (i.e., graduated cylinders, stream tables, hand lens, ruler, balances) for collecting, recording, and analyzing data obtained from stream table investigations. Communicate the results of stream table investigations through record sheets, oral and written observations, and drawings.
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Standard 1.1.29.
1.1.30. Compare and contrast structures that have similar functions in various organisms (e.g. eyes, ears, mouths). Explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish).
1.1.31.
Observe and identify structures of plants and describe the function of each structure. Explain that most plants produce many seeds, most of which do not germinate and grow into new plants.
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Standard 1.1.31.
1.1.32.
Sort and group plants and animals according to similarities in structures or functions of structures. Explain why the plants and animals have been grouped in this manner.
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Standard 1.1.32.
1.1.33.
Select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beatles).
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Standard 1.1.33.
1.1.34.
Observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment.
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Standard 1.1.34.
1.1.35.
Compare the similarities and differences of offspring to their parents (e.g., crayfish, bean sprouts). Know that offspring receive characteristics from both parents.
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Standard 1.1.35.
1.1.36.
Construct the life cycle of a bean plant through the use of diagrams. Describe the plant in different stages of its life cycle from seed, to seedling, to mature plant, to death, and explain how the structures of the plant change over time. Recognize that these stages of the life cycle are predictable and describable.
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Standard 1.1.36.
1.1.37.
Research the life cycle of an organism. Diagram the life cycle of the organism and describe how the organism changes over time. Compare the life cycle of this organism to the life cycle of various other organisms. Recognize that all organisms go through a life cycle.
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Standard 1.1.37.
1.1.38.
Describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans).
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Standard 1.1.38.
1.1.39.
Recognize that there are variations among organisms of the same kind. Observe organisms of the same kind and describe how their physical appearances differ.
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Standard 1.1.39.
1.1.40.
Predict, investigate and describe how plants can affect water flow, run off and erosion. Relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion).
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Standard 1.1.40.
1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.
1.2.1.
Using books, computers, and other resources, search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation.
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Standard 1.2.1.
1.2.2.
Using newspapers, the internet, and actual sky observations when possible, chart the appearance of the Moon in the night sky over the course of at least two months. Identify the basic pattern of the Moon's appearance. Classify the Moon's appearance by using the terms new, first quarter, full, last (third) quarter.
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Standard 1.2.2.
1.2.3.
Use photos gathered from robot probes, the Hubble telescope, and manned exploration of the Moon, to examine pictures of the planets and Moon.
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Standard 1.2.3.
1.2.4.
Using newspapers, computer internet sites, and other information resources, identify weather conditions in different parts of the world. Compare this with the local weather in Delaware and discuss how weather conditions for a specific day may vary around the USA and world.
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Standard 1.2.4.
1.2.5.
Observe satellite photos showing change over time of landforms (i.e., Chesapeake Bay, Cape Henlopen, Delaware coastline) and predict future changes that may occur. Describe how these predictions may affect human activities (i.e., locations for building).
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Standard 1.2.5.
1.2.6.
Explore how plants are grown using hydroponics. Identify the benefits of hydroponic agriculture in meeting human wants and needs.
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Science State
Standard 1.2.6.
1.2.7.
Observe seeded and seedless varieties of fruits (i.e., watermelon). Provide reasoning for why seedless fruits have been developed by scientists.
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Standard 1.2.7.
1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.
DE.2. Materials and Their Properties
2.1. Enduring Understandings: The structures of materials determine their properties.
2.1.1.
Test objects for their conductivity and classify the objects based on whether they conduct electricity (conductors) or do not conduct electricity (insulators).
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Standard 2.1.1.
2.1.2.
Test objects for their magnetism and classify objects based on whether they are attracted to a magnet or not attracted to a magnet.
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Standard 2.1.2.
2.1.3.
Investigate evaporation and condensation. Recognize the relationship between temperature and changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example.
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Standard 2.1.3.
2.2. Enduring Understandings: The properties of the mixture are based on the properties of its components.
2.3. Enduring Understandings: When materials interact within a closed system, the total mass of the system remains the same.
2.4. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.
DE.3. Energy and Its Effects
3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).
3.1.1.
Identify, as basic forms of energy; light, heat, sound, electrical, and energy of motion.
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Standard 3.1.1.
3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.
3.2.1.
Identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Draw an example circuit and label the important parts. Relate that circuits must take the form of complete (closed) loops before electrical energy can pass.
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Suggested Titles for Delaware
Science State
Standard 3.2.1.
3.2.2.
Test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices.
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Suggested Titles for Delaware
Science State
Standard 3.2.2.
3.2.3.
Demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. List the advantages and/or disadvantages of series and parallel circuits.
8
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Standard 3.2.3.
3.2.4.
Use knowledge of electric circuits to explain how a wall switch can be used to 'turn on' and 'turn off' a ceiling lamp.
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Science State
Standard 3.2.4.
3.2.5.
Observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit.
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Science State
Standard 3.2.5.
3.2.6.
Recognize magnetism as a force that attracts or repels a variety of common materials and identify the physical property of materials that makes them attracted to magnets.
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Standard 3.2.6.
3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.
3.3.1.
Observe that electricity can be transformed into heat, light, and sound as well as the energy of motion. Explain that electrical circuits provide a means of transferring electrical energy from sources such as batteries to devices where it is transformed into heat, light, sound, and the energy of motion.
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Standard 3.3.1.
3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.
3.4.1.
Explain where the electrical energy available at an electric outlet in your home or school comes from.
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Standard 3.4.1.
3.4.2.
Using books, computers, and other resources, search for ways that people use natural resources to supply energy needs for lighting, heating, and electricity. Report your results by making a poster, written report or oral presentation.
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Standard 3.4.2.
DE.4. Earth in Space
4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Sun, Earth, and Moon system that account for day and night.
4.1.1.
Observe and describe the path of the Sun at it appears to move across the sky from east to west during the course of a day.
6
Suggested Titles for Delaware
Science State
Standard 4.1.1.
4.1.2.
Use models to describe how the Earth's rotation on its axis causes one half of the Earth to always be illuminated by the Sun (day) and one half to not be illuminated by the Sun (night). Apply this model of the rotating Earth to explain why the Sun appears to move across the sky each day from east to west.
10
Suggested Titles for Delaware
Science State
Standard 4.1.2.
4.1.3.
Using newspapers, the internet, and actual sky observations when possible, charts the appearance of the Moon in the night sky over the course of at least two months. Identify the basic pattern of the Moon's appearance. Classify the Moon's appearance by using the terms new, first quarter, full, last (third) quarter.
16
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Science State
Standard 4.1.3.
4.1.4.
Observe the size of the Sun and Moon in the sky. Use models to illustrate the approximate size and distance relationship between the Sun and Moon. Explain why the Sun and Moon appear to be similar in size when observed in the sky.
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Science State
Standard 4.1.4.
4.2. Enduring Understandings: Most objects in the Solar System orbit the Sun.
4.2.1.
Identify and order the major planets and describe how they all revolve around the Sun.
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Standard 4.2.1.
4.2.2.
Research and develop a short report on one of the planets in the Solar System. Compare the information learned in the reports.
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Standard 4.2.2.
4.2.3.
Describe our Sun as a star that is similar to other stars that are seen in the night sky. Explain why our Sun appears to be larger in size than other stars.
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Standard 4.2.3.
4.3. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.
4.3.1.
Use photos gathered from terrestrial telescopes, robot probes, the Hubble telescope, and manned exploration of the Moon to examine pictures of the planets and Moon.
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Standard 4.3.1.
DE.5. Earth's Dynamic Systems
5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.
5.1.1.
Examine materials that compose soil (i.e., sand, clay, humus, gravel, water) and describe these on the basis of their properties (i.e., color, luster, granularity, texture, mass relative to size, particle size, ability to absorb water, pore space, ability to compact). Describe how certain soil properties affect the way in which soil is eroded and deposited by water.
3
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Science State
Standard 5.1.1.
5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.
5.2.1.
Create a model that can be used to describe how water moves from one place on Earth to another in a continuous cycle through the processes of evaporation, condensation, and precipitation.
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Suggested Titles for Delaware
Science State
Standard 5.2.1.
5.2.2.
Use stream tables to observe the creation of landforms as water flows over and through the land. Describe changes that result from the flowing of water, using correct geographic terminology (i.e., canyon, delta, tributary). Describe changes to the water as it flows over land (i.e., color, transparency).
50
Suggested Titles for Delaware
Science State
Standard 5.2.2.
5.2.3.
Describe how fast-moving water and slow-moving water over the land affect erosion and deposition.
50
Suggested Titles for Delaware
Science State
Standard 5.2.3.
5.2.4.
Use stream tables to model and describe the effects of slope. Describe how the flow of water (fast or slow) is affected by the slope of the land, the amount and type of vegetation, and the landforms.
50
Suggested Titles for Delaware
Science State
Standard 5.2.4.
5.2.5.
Use stream tables to model the effect of human activity on erosion and deposition. Describe how human activity (i.e., building a dam, clear cutting a forest, bulldozing a roadway) affects the amount of erosion and deposition and changes the environment.
50
Suggested Titles for Delaware
Science State
Standard 5.2.5.
5.2.6.
Research and report on a specific landform created by the interaction of land and water (i.e., Cape Henlopen, Delaware Bay, Mississippi Delta, Appalachian Mountains).
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Science State
Standard 5.2.6.
5.2.7.
Keep daily records of weather conditions (wind speed and direction, type and amount of precipitation, cloud cover and type, temperature) and use these records to identify short term and seasonal patterns in Delaware.
48
Suggested Titles for Delaware
Science State
Standard 5.2.7.
5.2.8.
Identify and describe different types of storm systems that occur in Delaware (i.e., tornadoes, hurricanes, thunderstorms, blizzards). From observed and gathered historical data, identify times of the year when these storms are most likely to occur.
54
Suggested Titles for Delaware
Science State
Standard 5.2.8.
5.2.9.
Using newspapers, computer internet sites, and other information resources, identify weather conditions in different parts of the world. Compare this with the local weather in Delaware and discuss how weather conditions for a specific day may vary around the USA and world.
45
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Science State
Standard 5.2.9.
5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.
5.3.1.
Observe satellite photos showing change over time of landforms (i.e., Chesapeake Bay, Cape Henlopen, Delaware coastline) and predict future changes that may occur. Describe how these predictions may affect human activities (i.e., locations for building).
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Suggested Titles for Delaware
Science State
Standard 5.3.1.
5.3.2.
Select and use a variety of appropriate instruments (i.e., graduated cylinders, stream tables, hand lens, ruler, balances) for collecting, recording, and analyzing data obtained from stream table investigations. Communicate the results of stream table investigations through record sheets, oral and written observations, and drawings.
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Science State
Standard 5.3.2.
DE.6. Life Processes
6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.
6.1.1.
Compare and contrast structures that have similar functions in various organisms (e.g., eyes, ears, mouths). Explain that the function of the structure is similar although the structures may have different physical appearances (e.g., compare eyes of an owl with the eyes of a crayfish).
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Standard 6.1.1.
6.1.2.
Observe and identify structures of plants and describe the function of each structure. Explain that most plants produce many seeds, most of which do not germinate and grow into new plants.
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Science State
Standard 6.1.2.
6.1.3.
Sort and group plants and animals according to similarities in structures or functions of structures. Explain why the plants and animals have been grouped in this manner.
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Standard 6.1.3.
6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.
6.2.1.
Recognize that plants need light energy from the sun to make food, while animals need to eat plants and/or other animals as their food.
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Suggested Titles for Delaware
Science State
Standard 6.2.1.
6.3. Enduring Understandings: Organisms respond to internal and external cues, which allow them to survive.
6.3.1.
Select a living organism and develop descriptions of how the organism responds to a variety of stimuli (i.e., light/dark, warm temperature/cold temperature) based on multiple observations and data collection (e.g., crayfish and Bess Beatles).
4
Suggested Titles for Delaware
Science State
Standard 6.3.1.
6.3.2.
Explain how individual organisms behave and use their structures to respond to internal and external cues such as hunger, drought, or temperature to improve their chances of survival.
6
Suggested Titles for Delaware
Science State
Standard 6.3.2.
6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.
6.4.1.
Observe, record, and describe changes in the health or behavior of an organism as a result of changes in its environment.
25
Suggested Titles for Delaware
Science State
Standard 6.4.1.
DE.7. Diversity and Continuity of Living Things
7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.
7.1.1.
Compare the similarities and differences of offspring to their parents (e.g. crayfish, bean sprouts). Know that offspring receive characteristics from both parents.
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Science State
Standard 7.1.1.
7.1.2. Recognize that some characteristics acquired by the parents are not inherited by the offspring (i.e., a lost claw does not mean offspring are born with only one claw).
7.1.3.
Construct the life cycle of a bean plant through the use of diagrams. Describe the plant in different stages of its life cycle from seed, to seedling, to mature plant, to death, and explain how the structures of the plant change over time. Recognize that these stages of the life cycle are predictable and describable.
7
Suggested Titles for Delaware
Science State
Standard 7.1.3.
7.1.4.
Research the life cycle of an organism. Diagram the life cycle of the organism and describe how the organism changes over time. Compare the life cycle of this organism to the life cycle of various other organisms. Recognize that all organisms go through a life cycle.
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Science State
Standard 7.1.4.
7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with adaptive traits survive, reproduce, and pass those traits to offspring.
7.2.1.
Describe how similar structures found on different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive and reproduce in different environments (e.g., eyes of owls versus eyes of crustaceans).
188
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Science State
Standard 7.2.1.
7.2.2.
Recognize that there are variations among organisms of the same kind. Observe organisms of the same kind and describe how their physical appearances differ.
25
Suggested Titles for Delaware
Science State
Standard 7.2.2.
7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.
7.3.1.
Explore how plants are grown using hydroponics. Identify the benefits of hydroponic agriculture in meeting human wants and needs.
56
Suggested Titles for Delaware
Science State
Standard 7.3.1.
7.3.2.
Observe seeded and seedless varieties of fruits (i.e., watermelon). Provide reasoning for why seedless fruits have been developed by scientists.
56
Suggested Titles for Delaware
Science State
Standard 7.3.2.
DE.8. Ecology
8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.
8.1.1.
Predict, investigate and describe how plants can affect water flow, run off and erosion. Relate this knowledge to an ecosystem in Delaware (i.e., planting beach grass to stabilize dunes, planting grass on a slope to decrease soil erosion).
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Suggested Titles for Delaware
Science State
Standard 8.1.1.