Taken from: http://www.cde.ca.gov/be/st/ss/scgrade4.asp
Last modified: Thursday, July 20, 2006
Grade FourScience Content Standards.
- Electricity and magnetism are related effects that have many
useful applications in everyday life. As a basis for understanding
- Students know how to design and build simple
series and parallel circuits by using components such as
wires, batteries, and bulbs.
- Students know how to build a simple compass and
use it to detect magnetic effects, including Earth's magnetic
- Students know electric currents produce magnetic
fields and know how to build a simple electromagnet.
- Students know the role of electromagnets in the
construction of electric motors, electric generators, and
simple devices, such as doorbells and earphones.
- Students know electrically charged objects attract
or repel each other.
- Students know that magnets have two poles (north
and south) and that like poles repel each other while unlike
poles attract each other.
- Students know electrical energy can be converted
to heat, light, and motion.
- All organisms need energy and matter to live and grow. As
a basis for understanding this concept:
- Students know plants are the primary source of
matter and energy entering most food chains.
- Students know producers and consumers (herbivores,
carnivores, omnivores, and decomposers) are related in food
chains and food webs and may compete with each other for
resources in an ecosystem.
- Students know decomposers, including many fungi,
insects, and microorganisms, recycle matter from dead plants
- Living organisms depend on one another and on their environment
for survival. As a basis for understanding this concept:
- Students know ecosystems can be characterized
by their living and nonliving components.
- Students know that in any particular environment,
some kinds of plants and animals survive well, some survive
less well, and some cannot survive at all.
- Students know many plants depend on animals
for pollination and seed dispersal, and animals depend on
plants for food and shelter.
- Students know that most microorganisms do not
cause disease and that many are beneficial.
- The properties of rocks and minerals reflect the processes
that formed them. As a basis for understanding this concept:
- Students know how to differentiate among igneous,
sedimentary, and metamorphic rocks by referring to their
properties and methods of formation (the rock cycle).
- Students know how to identify common rock-forming
minerals (including quartz, calcite, feldspar, mica, and
hornblende) and ore minerals by using a table of diagnostic
- Waves, wind, water, and ice shape and reshape Earth's land
surface. As a basis for understanding this concept:
- Students know some changes in the earth are due
to slow processes, such as erosion, and some changes are
due to rapid processes, such as landslides, volcanic eruptions,
- Students know natural processes, including freezing
and thawing and the growth of roots, cause rocks to break
down into smaller pieces.
- Students know moving water erodes landforms,
reshaping the land by taking it away from some places and
depositing it as pebbles, sand, silt, and mud in other places
(weathering, transport, and deposition).
Investigation and Experimentation
- Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other three strands,
students should develop their own questions and perform investigations.
- Differentiate observation from inference (interpretation)
and know scientists’ explanations come partly from
what they observe and partly from how they interpret their
- Measure and estimate the weight, length, or volume of
- Formulate and justify predictions based on cause-and-effect
- Conduct multiple trials to test a prediction and draw
conclusions about the relationships between predictions
- Construct and interpret graphs from measurements.
- Follow a set of written instructions for a scientific