Standard set
Grade 4 - Science (2023)
Standards
Showing 197 of 197 standards.
Science
4.A
Matter: Understandings of the physical world are deepened by investigating matter and energy.
4.B
Energy: Understandings of the physical world are deepened by investigating matter and energy.
4.C
Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
4.D
Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
4.E
Space: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
4.F
Computer Science: Problem solving and scientific inquiry are developed through the knowledgeable application of creativity, design, and computational thinking.
4.G
Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
4.A.1
Students investigate the management of waste and dangerous materials and describe environmental impacts.
4.B.1
Students investigate how forces can act on objects without contact.
4.C.1
Students investigate the systems of Earth and reflect on how their interconnections sustain life.
4.D.1
Students analyze organisms and relate external structures to functions.
4.E.1
Students investigate and describe objects in space in connection to daily life.
4.F.1
Students examine and apply design processes to meet needs.
4.G.1
Students investigate evidence and reflect on its role in science.
4.A.1.1
Knowledge
4.A.1.2
Understanding
4.A.1.3
Skills & Procedures
4.B.1.1
Knowledge
4.B.1.2
Understanding
4.B.1.3
Skills & Procedures
4.C.1.1
Knowledge
4.C.1.2
Understanding
4.C.1.3
Skills & Procedures
4.D.1.1
Knowledge
4.D.1.2
Understanding
4.D.1.3
Skills & Procedures
4.E.1.1
Knowledge
4.E.1.2
Understanding
4.E.1.3
Skills & Procedures
4.F.1.1
Knowledge
4.F.1.2
Understanding
4.F.1.3
Skills & Procedures
4.G.1.1
Knowledge
4.G.1.2
Understanding
4.G.1.3
Skills & Procedures
4.A.1.1.a
Methods of waste management that can negatively impact the environment include using landfills and burning.
4.A.1.1.b
Methods of waste management that can reduce negative environmental impacts include reducing, reusing, recycling, repurposing, repairing and composting
4.A.1.1.c
Increased production and consumption of materials leads to increased production of waste materials.
4.A.1.1.d
Waste materials may be solids, liquids, or gases.
4.A.1.1.e
Dangerous materials include natural and processed materials that can be harmful to the health of individuals.
4.A.1.1.f
Symbols are used to identify dangerous materials.
4.A.1.1.g
Hazard symbols are used to identify dangerous materials, including those that are explosive, flammable, corrosive and poisonous
4.A.1.2.a
Responsible methods of waste management can reduce negative environmental impacts.
4.A.1.2.b
Responsible use and disposal can reduce environmental impacts of dangerous materials.
4.A.1.3.a
Compare the different methods of waste management and discuss their environmental impacts.
4.A.1.3.b
Develop a personal plan to reduce waste.
4.A.1.3.c
Discuss local waste management programs.
4.A.1.3.d
Represent a recycling process using diagrams.
4.A.1.3.e
Identify the hazard associated with symbols on various dangerous materials at home, at school, or in the community.
4.A.1.3.f
Discuss responsible use and disposal of dangerous materials.
4.B.1.1.a
Non-contact forces occur between objects that are not in direct contact.
4.B.1.1.b
Gravity on Earth is a non-contact force that pulls objects toward the ground.
4.B.1.1.c
Magnetic force is a non-contact force that attracts or repels magnetic materials.
4.B.1.1.d
Magnetic materials contain iron, cobalt, or nickel.
4.B.1.1.e
The strength of non-contact forces decreases as objects get farther apart.
4.B.1.1.f
Non-contact forces can act through some materials.
4.B.1.1.g
Magnetic force is strongest at the magnetic poles.
4.B.1.1.h
Magnets have two magnetic poles, known as north and south.
4.B.1.1.i
Opposite magnetic poles attract each other and like magnetic poles repel each other.
4.B.1.1.j
Both magnetic poles attract magnetic material.
4.B.1.2.a
Non-contact forces are invisible forces that can affect objects, materials, and substances
4.B.1.2.b
Magnets interact with each other and magnetic material.
4.B.1.3.a
Describe how non-contact forces affect objects.
4.B.1.3.b
Demonstrate the effect of gravity on an object.
4.B.1.3.c
Conduct an investigation to demonstrate magnetic forces on objects.
4.B.1.3.d
Analyze interactions between the magnetic poles of magnets.
4.B.1.3.e
Magnetize a material using a magnet.
4.C.1.1.a
Earth scientists call Earth's systems the spheres, including the lithosphere, atmosphere, hydrosphere and biosphere
4.C.1.1.b
The lithosphere is the outer layers of Earth's surface, is made of rocks and cotains soils and minerals that support life
4.C.1.1.c
The atmosphere is a gas layer that surrounds Earth, warms Earth's surface, reduces extremes of temperature and contains oxygen, which is used for breathing
4.C.1.1.d
The hydrosphere is all areas of Earth that are covered with water and necessary for sustaining life
4.C.1.1.e
The biosphere includes all life on Earth and regions of Earth where life is supported
4.C.1.1.f
First Nations, Métis, and Inuit hold understandings of Earth systems that sustain life, including that all things are interconnected.
4.C.1.1.g
Organisms require warmth and energy from the Sun to live.
4.C.1.1.h
Sunlight is more direct at the equator than at the poles.
4.C.1.1.i
The long-term temperature at the equator is warmer than it is at the poles.
4.C.1.1.j
In Alberta, sunlight is more direct, and the length of daylight is longer, in summer than in winter.
4.C.1.1.k
Water is a basic need for plants and animals.
4.C.1.1.l
Water provides habitat for many organisms.
4.C.1.1.m
First Nations, Métis, and Inuit laws of nature honour water as being sacred because water sustains life.
4.C.1.1.n
Laws of nature guide First Nations, Métis, and Inuit in their responsibility to protect water and sources of water.
4.C.1.1.o
First Nations, Métis, and Inuit laws of nature include how nature provides gifts of life and living in harmony with the land
4.C.1.1.p
Changes in one system that can impact another system include changes in number of organisms, food sources, habitat, water distribution and cleanliness and weather patterns
4.C.1.1.q
Governments, conservation groups, and First Nations, Métis, and Inuit communities collaborate with Parks Canada to conserve, restore, and protect Canada's natural and cultural heritages through initiatives such as culture camps, science camps, land management and preservation of important sites and cultural centres
4.C.1.1.r
Natural resources are materials from nature that are used to meet human needs, and include air, water, soil, minerals, metals, forests and organisms
4.C.1.1.s
Conservation is the preservation and protection of Earth's systems from pollution, depletion, or extinction.
4.C.1.1.t
Conservation practices can be implemented in natural and human-made areas.
4.C.1.1.u
Conservation can involve creating local, provincial, and national parks.
4.C.1.1.v
First Nations, Métis, and Inuit have a long history with the land that has informed conservation practices and beliefs.
4.C.1.1.w
Conservation can be practised through personal actions, including use of electricity; e.g., turning off lights when leaving a room, use of water; e.g., taking shorter showers and reducing waste; e.g., using reusable packaging
4.C.1.1.x
Conservation can be practised through community or global actions, such as use of energy-efficient alternatives; e.g., solar panels, supplying water to support crops (irrigation) and community recycling or composting programs
4.C.1.2.a
Earth's systems interact with one another, resulting in environments that sustain life.
4.C.1.2.b
Earth's surface is warmed by the Sun, allowing for life.
4.C.1.2.c
Caring for water and water sources is a shared responsibility.
4.C.1.2.d
Earth's systems are interconnected and can be impacted by small changes.
4.C.1.2.e
Earth's systems include natural resources that are central to human well-being.
4.C.1.2.f
Conservation can impact land, natural resources, and organisms.
4.C.1.2.g
Many First Nations, Métis, and Inuit practise traditional methods of conservation, including taking only what is needed.
4.C.1.2.h
Conservation of Earth's systems involves personal, community, and global action.
4.C.1.3.a
Make connections between human activity and Earth's systems.
4.C.1.3.b
Analyze the interconnectedness of Earth's systems.
4.C.1.3.c
Describe the importance of the amount of sunlight and warmth on a variety of organisms.
4.C.1.3.d
Discuss ways that plants and animals use water to meet their basic needs.
4.C.1.3.e
Identify plants and animals that exist in various bodies of water.
4.C.1.3.f
Demonstrate respect for water in the local environment.
4.C.1.3.g
Discuss the importance of water to First Nations, Métis, and Inuit.
4.C.1.3.h
Explain how changes in one system can have impacts on other systems.
4.C.1.3.i
Discuss the importance of governments, conservation groups, and First Nations, Métis, and Inuit communities working alongside Parks Canada.
4.C.1.3.j
Investigate natural resources found in Alberta and how they are used to meet human needs.
4.C.1.3.k
Investigate conservation practices in natural and human-made areas.
4.C.1.3.l
Discuss the interconnectedness between human use of parks and conservation practices.
4.C.1.3.m
Describe examples of personal actions that contribute to conservation in daily life.
4.C.1.3.n
Create a plan to implement a conservation practice in a local community.
4.D.1.1.a
Organisms are living things that respond to stimuli and include plants, humans, and other animals.
4.D.1.1.b
Organisms can be classified in various ways, including by appearance, habitat and structures
4.D.1.1.c
Structures, including body parts, are features of organisms that serve a purpose or function.
4.D.1.1.d
Organisms have external structures that can vary; e.g., plants may have roots, stems, leaves, flowers, fruit, or other structures animals may have claws, teeth, legs, shells, skins, or other structures
4.D.1.1.e
Functions of external structures in an organism include eating, moving, protecting, sensing and reproducing
4.D.1.1.f
Plants can detect sensory stimuli, such as light, gravity, temperature, and touch, which help them grow and survive.
4.D.1.1.g
Sensory organs of animals include ears, eyes, nose, tongue and skin
4.D.1.1.h
Sensory organs in animals help them meet their needs in various ways, such as by detecting food, other animals, danger and temperature
4.D.1.2.a
A variety of organisms live on Earth and have external structures that support various functions.
4.D.1.2.b
Organisms sense and respond to their environments to support growth and survival.
4.D.1.3.a
Find and classify examples of local plants and animals based on appearance, habitat, and structures.
4.D.1.3.b
Demonstrate respect when interacting with plants and animals in local environments.
4.D.1.3.c
Relate the external structures of plants to their functions.
4.D.1.3.d
Relate the external structures of animals to their functions, excluding reproduction.
4.D.1.3.e
Compare external structures of various plants and animals in relation to function.
4.D.1.3.f
Discuss how plants respond to sensory stimuli.
4.D.1.3.g
Relate sensory organs of animals to their survival.
4.D.1.3.h
Conduct an investigation to determine if an organism senses and responds to changes in an environment.
4.E.1.1.a
The universe includes all of space and everything in it.
4.E.1.1.b
Objects in space include the Moon, the Sun (a star), stars and their planets and planets and their moons
4.E.1.1.c
Most objects in space are more easily observed at night.
4.E.1.1.d
Technologies for viewing objects in space include binoculars, telescopes and planetariums
4.E.1.1.e
Safe viewing of the Sun requires appropriate safety equipment and precautions to avoid damage to the eyes.
4.E.1.1.f
Constellations are groups of stars that appear to form a shape.
4.E.1.1.g
Constellations have names that come from a variety of sources.
4.E.1.1.h
Stars in the same constellation may be millions of kilometres apart.
4.E.1.1.i
Earth's daily rotation and yearly revolution around the Sun causes the constellations to appear in different locations at different times.
4.E.1.1.j
Polaris, the North Star, shows the approximate direction of the North Pole.
4.E.1.1.k
The Orion constellation can be used to find the South Pole.
4.E.1.1.l
The Moon has been used throughout history to measure time.
4.E.1.1.m
The international standard (Gregorian) calendar is based on the amount of time it takes Earth to revolve around the Sun.
4.E.1.1.n
Most people follow the international standard calendar in daily life.
4.E.1.1.o
Some cultures may use a lunar calendar in addition to the international standard calendar.
4.E.1.1.p
Lunar calendars follow patterns of the Moon for timekeeping.
4.E.1.2.a
Observing objects in space helps us connect Earth to its place in the universe.
4.E.1.2.b
Stars and constellations are recognizable from Earth and can be used for navigation and tracking the passage of time.
4.E.1.2.c
Many cultures connect observations of objects in space to time, place, and daily life in various ways.
4.E.1.3.a
Record observations of objects in space using appropriate safety equipment when necessary.
4.E.1.3.b
Compare observations of objects in space taken during the day and night.
4.E.1.3.c
Compare technologies for viewing objects in space.
4.E.1.3.d
Examine constellations in relation to location in the sky.
4.E.1.3.e
Explain ways in which stars can be used for navigation.
4.E.1.3.f
Explore the local traditional names of the North Star.
4.E.1.3.g
Represent observations of objects in space as they connect to seasons, plants, and animals in a local area.
4.E.1.3.h
Discuss similarities and differences between a lunar calendar and the international standard calendar.
4.F.1.1.a
Design processes include understanding the problem, forming ideas (ideating), planning, creating, analyzing, testing and troubleshooting
4.F.1.1.b
Feedback helps to ensure all needs are considered during the design process.
4.F.1.1.c
An algorithm is a sequence of instructions.
4.F.1.1.d
Artifacts are objects or products made by humans, machines, or computers through the process of design.
4.F.1.1.e
Design can produce many artifacts, including algorithms, models, prototypes, blueprints, programs, experiments and objects
4.F.1.1.f
Design can deal with complex problems.
4.F.1.1.g
Availability of materials and costs are considerations in design.
4.F.1.2.a
Design involves processes that can transform ideas into artifacts that meet needs.
4.F.1.3.a
Plan and create an artifact to meet a need.
4.F.1.3.b
Provide feedback to others during the design process.
4.F.1.3.c
Test an artifact to confirm that it meets intended needs.
4.F.1.3.d
Collaborate to design an algorithm to solve a problem.
4.F.1.3.e
Examine availability and cost of materials during design.
4.G.1.1.a
Data can be descriptive and expressed using words (qualitative).
4.G.1.1.b
Data can be measured and expressed using numbers and counts (quantitative).
4.G.1.1.c
Descriptive and expressive oral narratives include numbers or counts.
4.G.1.1.d
Relevant data addresses the question that is being investigated.
4.G.1.1.e
Some observations and data are not relevant to the question being investigated.
4.G.1.1.f
All relevant data must be considered.
4.G.1.1.g
Evidence is produced through the study and interpretation of data.
4.G.1.1.h
Data can be represented as evidence in multiple ways, including written texts, verbal presentations, oral traditions, graphs, tables, charts, diagrams, simulations and models
4.G.1.1.i
Système international d’unités (international system of units) is a common system of measurement used to communicate data and evidence.
4.G.1.1.j
Système international d’unités can be abbreviated as SI.
4.G.1.1.k
Reliability refers to consistency of data and evidence.
4.G.1.1.l
Reliability of evidence can be affected by the amount of data collected and whether the data can be reproduced.
4.G.1.1.m
Validity refers to how accurately data and evidence reflect what is supposed to be described or measured.
4.G.1.1.n
Data can be measured more accurately using tools or technology.
4.G.1.2.a
Ongoing collection of evidence provides a way to expand and adjust previous knowledge.
4.G.1.2.b
Conclusions drawn during investigation must be based on reliable and valid evidence.
4.G.1.3.a
Decide whether to collect descriptive or measured data during an investigation.
4.G.1.3.b
Interpret data collected from investigations.
4.G.1.3.c
Interpret data and evidence expressed in SI units.
4.G.1.3.d
Represent evidence from an investigation in a variety of ways.
4.G.1.3.e
Collect reliable data during investigations.
4.G.1.3.f
Draw conclusions using reliable and valid evidence from investigations.
4.G.1.3.g
Collect valid data by accurately using tools or technology during investigations.
4.G.1.3.h
Discuss tools or technology used to improve accuracy during investigations.
4.G.1.3.i
Collaborate to evaluate the reliability and validity of a collection of data.
Framework metadata
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- Grade 4 - Science
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- CC BY 4.0 US