FOURTH GRADE

(minimum standards)

Reading

4.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions which may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects).
8. Present and/or perform original or published literary work with a group and/or individually.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Participate in recitations of assigned/self-selected passages.

4.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index).
2. Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, biographies).

4.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound effects, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, beat).

4.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words by utilizing learned strategies (e.g., reading ahead, drawing upon prior knowledge) to verify word meanings within the context.

4.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, echo reading).
2. Read with fluency and confidence from a variety of texts (e.g., poetry, drama, current events, novels).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

4.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Continue to use context clues to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Build vocabulary by reading from a wide variety of text and literary genres.

4.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
2. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
3. Explore significant words to be encountered in selected/assigned text.
4. Preview text using text features (e.g., illustrations/pictures, graphs, diagrams, and headings).
5. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
6. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

a. Derive meaning while reading by

1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjusting appropriately.
3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
4. creating mental images.
5. expressing reactions and personal opinions to a selection.
6. making inferences.
7. verifying or modifying the pre-reading purpose.
8. drawing conclusions based on evidence gained.

b. Check for understanding after reading by

1. indicating sequence of events in fiction and nonfiction selections.
2. selecting main idea and supporting details from text.
3. identifying the author’s purpose (e.g., to entertain, to inform, to explain).
4. discussing similarities and differences in events and characters using evidence cited in two or three text(s).
5. selecting information to meet a specific purpose.
6. stating reasonable generalizations in reference to two pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fantasy.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, personification).
11. recognizing the theme of a single passage.
12. reflecting upon comprehension strategies utilized to make meaning from text.

4.1.09 Develop appropriate information skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various format (e.g., interviews with family and community; encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).
2. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, tables, timelines).
8. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, magazines) on daily life.
9. Gather and record information on a research topic using two different sources.

4.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, appendices, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies).

4.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

4.1.12 Experience various literary and media genres.

1. Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, films, video) genres.
2. Determine the problem of a story, discover its solution, and consider alternate solutions.
3. Sequence the events of a selection from beginning to end, determining how the incidents are connected and lead to a solution/conclusion.
4. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
5. Make inferences about print and non-print text.
6. Compare and contrast events and characters using evidence cited from print and non-print text(s).
7. Compare and contrast different versions/representations of the same stories/events that reflect different cultures.
8. Summarize selected passages.
9. Distinguish between first and third person points of view.
10. Explore the concept of theme.
11. Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, personification).

4.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Writing

4.2.01 Engage in prewriting using a variety of strategies.

1. Generate and focus ideas through brainstorming and peer discussions.
2. Use print and non-print materials along with prior knowledge to provide background for writing.
3. Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, and webs).
4. Select and refine a topic.
5. Determine appropriate audience.
6. Begin to establish a purpose for writing.

4.2.02 Write for a variety of audiences and purposes.

1. Write a descriptive paragraph to create a visual image.
2. Write in response to a standard prompt and/or select a prompt from two choices.
3. Write to inform a particular audience about a specific issue.
4. Compose a narrative (e.g., to entertain, to inform, to share experiences).
5. Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).
6. Introduce writing in the expository mode (e.g., explanatory paragraph, "how to" paragraph).

4.2.03 Show evidence of drafting and revision with written work.

1. Write and think freely while drafting.
2. Select format based on purpose.
3. Write with a sense of audience.
4. Develop topic sentence with supporting details and concluding sentence to form a paragraph.
5. Maintain focus of topic with specific relevant supporting details.
6. Construct varied sentences (i.e., syntactic variety) to add interest.
7. Arrange multi-paragraph work in a logical and coherent order.
8. Write using appropriate time-order or transitional words.
9. Use correct page format (e.g., paragraphs, margins, indentations, and titles).
10. Revise to clarify and refine ideas, to distinguish between important and unimportant information, and to enhance word selection.
11. Produce multiple drafts.

4.2.04 Include editing before the completion of finished work.

1. Edit for elements of language.
2. Proofread using reference materials.
3. Use a computer or other technological tools as editing tools.
4. Create readable documents with legible handwriting.

4.2.05 Evaluate own and others’ writing.

1. Develop and use classroom rubrics for written work.
2. Introduce and use the state assessment rubric.
3. Participate in peer review and editing.
4. Review personal collection to determine progress and evaluate work.
5. Acknowledge and discuss diversity of individual writing styles.

4.2.06 Experience numerous publishing opportunities.

1. Produce a variety of written works (e.g. literature response, reports, "published" books, group or paired writing).
2. Incorporate photos, illustrations, charts, tables, or graphs.
3. Use technology for publishing individual and group work.
4. Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, newspapers/periodicals, school displays).

4.2.07 Write narrative accounts.

1. Write in response to narrative prompts, both self-selected and assigned.
2. Practice response to assigned prompts in timed situations.
3. Write with developed characters, setting, and plot.
4. Incorporate sensory details using vivid words and figurative language to establish a context that enables readers to visualize an event or experience.
5. Write with well-developed organizational structure, sequence of events, and details.
6. Begin to develop a voice.
7. Use classroom and state rubrics as guides for writing.

4.2.08 Write frequently across all content areas.

1. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor).
2. Compose and respond to original questions and/or problems from all content areas.
3. Explain procedures used to solve problems encountered in content areas (e.g., science lab experiments, math problems).
4. Investigate content specific topics to gather information and write.
5. Use experiences from the arts to write creatively and expressively.

4.2.09 Write expressively using original ideas, reflections, and observations.

1. Express thoughts and feelings using colorful, fully elaborated descriptions.
2. Incorporate vivid language.
3. Write poems, stories, and essays based upon personal reflections, observations, and experiences.
4. View, read, or listen to examples of various writing styles.

4.2.10 Write in response to literature.

1. Write a letter to/as a character in a written work.
2. Create an optional ending for a story.
3. Retell a story from a different point of view.
4. Compare and contrast literary works.
5. Write a reader’s response to a literary work.
6. Write creative, imaginative, and original responses to literature (e.g. poems, raps, songs, stories).

4.2.11 Write in a variety of modes and genres.

1. Write a narrative including sensory details.
2. Write a descriptive paragraph that includes vivid language.
3. Write an expository/"how to" paragraph with multiple steps.
4. Write a paper to compare/contrast two people, places, things or ideas.
5. Create a variety of poems.
6. Write a research report using a single source and notes taken using the source.
7. Write friendly and business letters.
8. Write journal entries.
9. Write an autobiographical account.

Elements of Language

4.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., singular and plural, common and proper, singular and plural possessives).
2. Use pronouns appropriately (e.g., subject, object, and possessive; singular and plural; agreement with antecedents).
3. Use verbs appropriately (e.g., action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects).
4. Use adjectives appropriately (e.g., proper comparison forms, articles).
5. Use adverbs appropriately (e.g., proper comparison forms, negatives).
6. Recognize usage errors (e.g., double negatives, troublesome word groups, [to, too, two, there, their, they’re, sit, set, lie, lay]).

4.3.02 Demonstrate knowledge of standard English mechanics.

1. Use correct capitalization (e.g., sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of a friendly letter).
2. Use correct punctuation at the end of sentences.
3. Demonstrate the correct usage of commas (e.g., series, direct address, following introductory words, dates, addresses, quotations, letters, and compound sentences).
4. Demonstrate the correct usage of quotation marks (e.g., in direct quotations and in titles).
5. Form contractions and possessives using apostrophes.
6. Abbreviate words correctly.
7. Continue to write legibly.

4.3.03 Demonstrate knowledge of standard English spelling.

1. Spell high frequency words correctly.
2. Spell correctly commonly misspelled words as appropriate to grade level.
3. Spell correctly words commonly used in content specific vocabulary.
4. Recognize misspelled words in the context of sentences.
5. Spell plurals and possessives correctly.
6. Use knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly.
7. Determine correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, charts).
8. Identify and correctly spell homonyms within the context of sentences or phrases.
9. Proofread and edit for accuracy of spelling using appropriate strategies.
10. Develop a consciousness toward correct spelling across all subject areas.

4.3.04 Demonstrate knowledge of correct sentence structure.

1. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of more detailed words and phrases).
2. Use complete sentences in writing.
3. Recognize and edit incomplete sentences and run-on sentences.
4. Combine simple sentences into compound sentences.
5. Combine sentences using compound subjects and/or predicates.

Math Standards

Number and Operations

1. read and write numbers from hundredths to hundred-thousands;
2. recognize the place value of a given digit from hundredths to hundred-thousands;
3. compare and order whole numbers using the appropriate symbols (i.e., >, <, = );
4. model fractions as parts of unit wholes, as part of a set, as locations on number lines, and as divisions of whole numbers;
5. recognize and generate equivalent forms of whole numbers and commonly used fractions and decimals;
6. use models to compare and order commonly used fractions;
7. use concrete and pictorial representations to compare decimals;
8. use various models to represent, order, and compare whole numbers and commonly used fractions and mixed numbers (e.g., number lines, base ten blocks, Venn diagrams, hundreds boards);
9. communicate and use mathematical language and symbols correctly.
10. explain the relationship between addition and subtraction;
11. explain the relationship between multiplication and division;
12. communicate the effects of addition, subtraction, multiplication, and division on size and order of numbers.
13. use strategies to estimate the results of whole-number computations;
14. explain the reasonableness of results;
15. add and subtract fractions with like denominators;
16. multiply and divide efficiently and accurately with single-digit whole numbers;
17. add, subtract, and multiply decimals (includes monetary units);
18. select appropriate methods and tools for computing with whole numbers (e.g., mental computation, estimation, calculators, paper and pencil, guess and check);
19. solve real-world problems involving one-step addition, subtraction, and multiplication;
20. identify missing information and/or too much information in real-world problems;
21. apply logical reasoning to solve real-world problems;
22. select the appropriate computational and operational method to solve problems;
23. solve real-world problems using whole numbers, fractions, and decimals.

Algebra

1. generalize and extend geometric and numerical patterns;
2. represent and analyze patterns and functions using words, tables, and graphs;
3. identify and describe a function rule.
4. interpret and solve open sentences that involve addition, subtraction, multiplication, and division;
5. represent the idea of a variable as an unknown quantity using a letter or a symbol;
6. demonstrate an understanding that an equation is a number sentence stating two quantities are equal.
7. apply commutative, associative, zero, and identity properties.
8. investigate how a change in one variable relates to a change in a second variable.

Geometry

1. identify, compare, and analyze attributes of two- and three-dimensional shapes;
2. develop and use mathematical language to describe the attributes of geometric figures;
3. draw points, lines, line segments, rays, and angles;
4. describe characteristics of lines and angles (e.g., parallel, perpendicular, intersecting, right, acute, obtuse);
5. describe and compare properties of two- and three-dimensional geometric figures;
6. investigate and describe the results of subdividing and combining two-dimensional geometric figures;
7. recognize congruent geometric figures;
8. draw lines of symmetry for two-dimensional geometric figures.
9. use appropriate mathematical language to find and specify points on a grid using whole number coordinates.
10. investigate, predict, and describe the results of transformations of two-dimensional geometric figures (i.e., slides, flips, turns);
11. describe a motion that will show that two shapes are congruent.
12. construct and draw two- and three-dimensional geometric figures;
13. create and describe mental images of objects, patterns, and paths;
14. use geometric models to solve real-world problems.

Measurement

1. demonstrate understanding of the concepts of length, perimeter, area, weight, capacity, volume, time, and angle measure;
2. apply appropriate estimation strategies using standard units of measure;
3. demonstrate understanding that measurements are approximations;
4. demonstrate understanding of the relationships among the units within a system of linear measurement;
5. explore perimeter and area using a variety of models (e.g., geoboards, graph paper).
6. select and use tools to measure weight and volume;
7. measure length to the nearest 1/4 inch;
8. tell time to the nearest minute;
9. read and record temperature using Fahrenheit and Celsius scales;
10. develop strategies for estimating the perimeters and areas of geometric figures;
11. apply the formula for finding the area of a rectangle;
12. solve real-world problems involving measurement and elapsed time to the quarter hour.

Data Analysis and Probability

1. collect data using observations, surveys, and experiments;
2. understand how data-collection methods affect the nature of the data set;
3. represent data using tables, pictographs, line graphs, and bar graphs;
4. interpret data displayed in tables, pictographs, line graphs, and bar graphs;
5. evaluate how well various representations show the collected data.
6. explore measures of central tendency (i.e., mean, median, mode).
7. make predictions based on data;
8. design investigations to address a question.
9. describe the likelihood or chance of events as certain, possible, or impossible;
10. explain whether an event is likely or unlikely;
11. predict the probability of outcomes of simple experiments.

Social Studies

Culture

1. Describe cultures of Native American tribes.
2. Explain how European settlers created a new culture.
3. Explore similarities and differences of Native American tribes and settlers.
4. Show different cultural regions on a map identifying (i.e. things as religion, language, and ethnicity).
5. Identify the reasons for the establishment of Spanish missions in early American history.

1. Identify the similarities and differences of various cultures in early Tennessee.

Economics

1. Identify the economic European exploration and colonization.
2. Describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs.
3. Analyze how people in different parts of the United States earned a living in the past and do so in the present.
4. Explain the economic patterns of Native Americans in Tennessee and the Western Hemisphere and European colonial governments.
5. Identify major industries of colonial America.
6. Explain and demonstrate the role of money in daily life.
7. Describe supply and demand in early American history.
8. Identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere.

Geography

1. Locate major countries of the world on a map or globe involved with early American development.
2. Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones.
3. Locate the routes of early explorers of North America on a map.
4. Explain how physical and human characteristics develop a region.
5. Explain how the major river systems affected the development of early settlements.
6. Explain how physical processes shape the United States’ features and patterns.
7. Locate the routes of early explorers.
8. Geographic factors determine environmental issues on settlements (Tennessee).

Governance and Civics

1. Explain how Native Americans governed their communities.
2. Give examples of how government did or did not provide for needs and wants of people, establish order and security and manage conflict.
3. Compare the systems of government of early European colonists.
4. Identify examples of representative government in the American colonies (i.e. Mayflower Compact, Iroquois League and Virginia House of Burgesses).
5. Identify the purposes and explain the importance of the creation of Tennessee’s Colonial Government and the Tennessee Constitution.
6. Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.
7. Explain the system of checks and balances.
8. Identify and explain the basic functions of the three branches of government.
9. Identify the purposes and explain the importance of the Declaration of Independence.
10. Identify examples of rights and responsibilities of citizens.
11. Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
12. Explain the role of the individual in state and local elections.
13. Explain the significance of The Star Spangled Banner.

History

Three Worlds Meet (Beginnings to 1620)

1. Identify the ancient civilizations of the Americas at the time of European arrival.
2. Recognize examples of cause and effect relationships.
3. Realize that geographic, technological and scientific factors contributed to the European age of exploration and settlement in the Americas.
4. Describe the immediate and long-term impact of Columbus’ voyages.
5. List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas.
6. Identify Native American groups in Tennessee and the Western Hemisphere before European explorations.
7. Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere.
8. Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee.

Colonization and Settlement (1585-1763)

1. Recognize the role that desire for freedom played in the settlement of the New World.
2. Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.
3. Explain the importance of the Mayflower Compact.
4. Understand the role of religion in the English colonies (i.e. the evolution of religious freedom and the treatment of religious dissenters).
5. Explain the political, economic, and social impact of the slave trade in the Americas.
6. Conduct a thorough study of the differing regions of Tennessee and their history.
7. Describe the effects of political, economic, and social changes on Native Americans in Tennessee.
8. Identify characteristics of early colonial governments in Tennessee.

Revolution and the New Nation (1754-1820)

1. Explain the events that contributed to the outbreak of the American Revolution.
2. Study the Declaration of Independence, its major ideas and its sources.
3. Describe the earliest armed conflict of the Revolutionary War.
4. Summarize the results of the American Revolution, including the establishment of the United States.
5. Demonstrate an understanding that people in different times and places view the world differently.
6. Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation.
7. Summarize the events that led to the creation of the United States Constitution.
8. Focus on the creation of the state of Tennessee.
9. Identify the accomplishments of notable Tennessee individuals such as William Blount, and John Sevier.

Expansion and Reform (1801-1861)

1. Identify the factors that led to territorial expansion and its effects.
2. Identify the contributions of early pioneers (i.e. Daniel Boone).
3. Identify changes in society resulting from the Industrial Revolution.
4. Explain the Louisiana Purchase.
5. Recognize the significance of the Lewis and Clark expedition.
6. Recognize the significance of the War of 1812.
7. Understand the impact of territorial expansion on Native American tribes.
8. Identify the impact of railroads on life in Tennessee .
9. Identify the impact of urbanization.
10. Identify the accomplishments of notable Tennessee individuals (i.e. Sam Houston, Andrew Jackson and James Polk).

Science Standards

Life Science

a) Draw and label the basic structures of an animal cell (i.e. cell membrane, cytoplasm and nucleus).

b) Describe and explain relationships between specific animals in an ecosystem.

c) Explain that animals must obtain and use food for energy.

d) Compare how specific animals obtain oxygen (i.e. gills, lungs).

e) Classify animals as being egg layers or those giving live birth

f) Compare the traits of the offspring to their parents.

g) Describe the life cycle of an animal (i.e. frog, mealworm)

h) Classify animals according to their characteristics.

i) Compare adaptations of individuals of the same species in different environments (i.e. arctic hare and desert hare).

j) Identify certain animal and plant populations as thriving, threatened, endangered, or extinct (e.g., elephants, sea turtles, dodo bird, dinosaur).

k) Introduce the Respiratory System during the Animal Studies Module.

l) Introduce the Digestive System during the Food Chemistry Module.

Earth and Space Science

a) Identify and order the planets in the solar system by their distance from the sun.

b) Compare the sizes of the planets

c) Use the body to demonstrate rotation and revolution of the earth.

d) Simulate why the moon appears to change shape.

e) Identify and use the proper tools to measure atmospheric conditions (i.e., barometer, thermometer, anemometer, rain gauge).

f) Describe how oceans and mountains affect weather and climate.

g) Demonstrate and explain the effects of landforms on weather and climate.

h) Demonstrate the components and processes of the water cycle.

i) Analyze how temperature affects evaporation, condensation and precipitation.

j) Describe forces that result in changes to earth’s geological features (i.e. wind, water)

k) Identify the layers of the earth

l) Explain how certain forces result in changes in earth’s geological features (i.e. wind, water and plate tectonics

m) Construct a model to depict the layers of the earth.

n) Classify earth materials according to their use.

o) Identify renewable and non-renewable resources.

Physical Science

a) Describe gravity as a force in nature

b) Recognize that speed affects the distance an object travels.

c) Differentiate between mass and weight.

d) Describe and compare observations made of objects using the naked eye, magnifying glass, and microscope.

e) Demonstrate and describe how various types of matter change phases.

f) Recognize the types of changes that result from interactions of matter.

g) Classify the types of changes that result from interaction of matter (i.e. mixtures, solutions).

h) Identify the properties associated with chemical change.

i) Identify forms of energy (e.g., mechanical, heat).

j) Differentiate between potential and kinetic energy.

k) Describe the relationship between two magnets and identify the poles.

l) Demonstrate and describe a magnetic field.

m) Describe the uses of a magnet

n) Construct and explain a simple electrical circuit.

o) Explain the relationships between magnets and electricity.

p) Construct and explain a parallel circuit.

q) Compare series and parallel circuits.

r) Explain the use of a specific type circuit.

s) Categorize materials as conductors or insulators.