Grade 4 Ohio Learning Standards for Science

Transcription

1 Grade 4 Ohio Learning Standards for Science Science Inquiry and Application (SIA) During the years of PreK 4 all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas. SIA1.0 Observe and ask questions about the natural environment. SIA2.0 Plan and conduct simple investigations. SIA3.0 Employ simple equipment and tools to gather data and extend the senses. SIA4.0 Use appropriate mathematics with data to construct reasonable explanations SIA5.0 Communicate about observations, investigations and explanations. SIA6.0 Review and ask questions about the observations and explanations of others. 4, 6 9, 82, 92, 98, , 124, 132, 138, 146, , 192, 202, 214, 220, , , 16, 16 23, 24, 32 33, 54, 54 61, 62 63, 72 77, 82, 84, 92, , 124, , (SE)/48 51 (Program Guide), , (SE)/56 59 (Program Guide), 246, , 292, , 322, 324, 334, , (SE)/ (Program Guide) 10 13, 32 33, 46, 82, 124, 202, , 246, 252, , 54, 72 7, , 124, (SE)/48 51 (Program Guide), 202, 214, , (SE)/56 59 (Program Guide), 246, 252, 260, 302, (SE)/ (Program Guide) 24 31, 54, 62 63, 72 77, 84, 98, 132, 146, , (SE)/48 51 (Program Guide), 184, 220, , (SE)/ (Program Guide), 246, 272, , 292, 302, 338, (SE)/ (Program Guide) 62 63, 84, 246, , (SE)/ (Program Guide) 37a Interactive Science

2 Process Earth Standards: Space The Science Nature (ESS) of Science continued Topic: Earth s Surface This topic focuses on the variety of processes that shape and reshape Earth s surface. ESS1.0 Earth s Identify surface simple has patterns specific in data characteristics and propose and explanations landforms to 5.NS.8 that can be account identified. for the patterns. ESS1.1 About 70 percent of the Earth s surface is covered with water and most of that is the ocean. ESS1.2 Only a small portion of the Earth s water is freshwater, which is found in rivers, lakes and groundwater. 5.NS.9 Compare the results of an investigation with the prediction. ESS1.3 Earth s surface can change due to erosion and deposition of soil, rock or sediment. ESS1.4 Catastrophic events such as flooding, volcanoes and earthquakes can create landforms. Student 12, 14, and 20 27, Teacher s 28, 30, Editions 32 33, Pages 33aTE 33bTE, 34, 40, 41aTE, 42, 78 83, 88, , , 111aTE 111dTE, 120, 124TE, , (56PG 59PG), (64PG 67PG), 182, 198, 204, 204TE 205TE, , 230, , 240, 260, , 265aTE, 272, 273aTE, , , 281TE, 304, TE, , , 40, 41aTE 41bTE, 48, 48TE 53TE, 124TE, , (56PG 59PG), (64PG 67PG), 258, 272, 273aTE, , 327, , (72PG 75PG) 213, (SE)/56-59 (Program Guide) , 228 Expectations for Learning for ESS1.0 Designing Technological/Engineering Solutions Using Science Concepts: Research a specific weathering feature (such as a sinkhole or cave). Evaluate the risk of collapse and methods of prevention of collapse (using actual data) and recommend one solution based on the scientific data. Create a model (virtual, graphic, or 3-D) of the actual cave or sinkhole and demonstrate the risk of collapse and suggested preventative measure or solution. Demonstrating Science Knowledge: Plan, build, and use a model (such as a small scale stream table) that can demonstrate the formation of a landform or feature that formed through contact with water (alluvial fan, sinkhole, mid-channel bar, canyon, valley, depositional islands). What factors accelerate the processes? What factors must exist for the landform to form? Share findings with the class. Interpreting and Communication Science Concepts: Using topographic or aerial maps, locate areas that have been formed through deposition and erosion. Include areas of Ohio that have been impacted by glacial ice or movement. Discuss findings with the class. Interpreting and Communication Science Concepts: Research and locate, using LANDSAT data- a specific major landform or geographical feature on Earth that formed through erosion or deposition. Represent findings graphically or orally to the class. Recalling Accurate Science: Recognize that 70% of Earth s surface is water, which is why Earth is known as the Blue Planet. Recalling Accurate Science: Identify common landforms from maps or graphics. Recalling Accurate Science: Identify the processes that can change the surface of Earth, such as: erosion, deposition, volcanic activity, earthquakes, glacial movement, and/or weathering. OH2 OH3 OH2 (Program Guide) OH2 (Program Guide) OH2 (Program Guide) OH2 (Program Guide) OH2 (Program Guide) , continued Ohio Science Standards Correlation 37b

3 Grade 4 Ohio Learning Standards for Science Process Standards: The Design Process As citizens of the constructed world, students will participate in the design process. Students will learn to use ESS2.0 materials The and surface tools safely of Earth and employ changes the basic due to principles weathering. of engineering design 202, process in order to find solutions to problems. ESS2.1 Rocks change shape, size and/or form due to water or ice movement, , , 202, , , freeze and thaw, wind, plant growth, gases in the air, pollution and catastrophic (SE)/56 57 (Program Guide) events such as earthquakes, mass wasting, flooding and volcanic activity. 5.DP.1 Identify a need or problem to be solved. 9, 48, 48TE 53TE, 51, 62, 63, 74, 75aTE, 78 83, 252, 318 Expectations for Learning for ESS2.0 5.DP.2 Brainstorm potential solutions. 9, 46, 62, 63, 70, Designing Technological/Engineering Solutions Using Science Concepts: Research a specific weathering 5.DP.3 feature Document (such as a the sinkhole design or cave). throughout Evaluate the risk entire of collapse design and process. methods of prevention of collapse (using actual data) and recommend one solution based on the scientific data. 60, 62TE, 65, 75, 78 83, 299TE OH2 OH3 Create a model (virtual, graphic, or 3-D) of the actual cave or sinkhole and demonstrate the risk of 5.DP.4 Select a solution to the need or problem. collapse and suggested preventative measure or solution. 48, 48TE 53TE, 63, 64, 74aTE, 74bTE, Demonstrating Science Select Knowledge: the most appropriate Plan and implement materials an experiment to develop to model a solution and compare that will 5.DP.5 different types of meet weathering need. an/or rates of weathering that can occur. 46, OH3 64, (Program 78 83, Guide) 101, 119 Interpreting 5.DP.6 and Create Communication the solution Science through Concepts: a Differentiate prototype. between weathering and erosion (52PG), 78 83, 84 Interpreting and Communication Science Concepts: Using geologic, topographic, or aerial maps, 5.DP.7 Test and evaluate how well the solution meets the goal. 46, 64, research areas in the US that are impacted by natural sinkholes, caverns, or caves. Collect data OH3 (Program Guide) regarding the characteristics of these regions. Compare and contrast the data to determine common 5.DP.8characteristics Evaluate that and are test present the in design each area. using Represent measurement. findings graphically , 69aTE, Recalling Accurate Present Science: evidence Identify weathering using mathematical as processes that representations changes rock or (graphs, near Earth s surface. 5.DP.9 data tables). 25, , 28, 48, 65, 68 69, 78 83, 88, 89, 124, 188, , 298, Recalling Accurate Science: Recognize that weathering can occur at different rates Communicate the solution including evidence using mathematical 5.DP.10 25, 26, 34, 46, 51TE, 65, 78 83,188 Recalling Accurate representations Science: Recognize (graphs, that water, data wind, tables), pollution/gases drawings in or the prototypes. air, ice movement, , earthquakes, volcanoes, freezing/thawing, and plant action can all weather rock and soil. 5.DP.11 Communicate how to improve the solution (52PG), 66TE, 68 69, 78 83, 84 ESS3.0 The surface of Earth changes due to erosion and deposition. 202, ESS3.1 Water, wind and ice physically remove and carry (erosion) rock, soil and sediment and deposit the material in a new location. ESS3.2 Gravitational force affects movements of water, rock and soil. 192, , , 196, , 208, 212, , c Interactive Science

4 Standard 1: Physical Science Core Standard: Describe weight and volume and measure weight and volume of various objects. Core Expectations Standard: for Learning for ESS3.0 Demonstrate Designing Technological/Engineering that mass is conserved Solutions even Using when Science a substance Concepts: Sediment has undergone fences are changes in state. often placed around construction sites to help control sediment from moving offsite (erosion) into the surrounding environment (and possible deposition). Design and construct a model of one OH4 (Program Guide) specific sediment control measure (using scientific research). Evaluate and test it using different types of materials. Different groups in the class should model different methods of control. Each group should present Describe findings and and measure demonstrate the volume the models. and weight of a sample of 88 89, 124, 126TE 133TE, , , a given material. 137, , 159aTE, 160 Demonstrating Science Knowledge: Use actual geologic data from a specific location, such as the Grand Canyon. Research the formation of the canyon and questions such as why some rock may weather Describe and erode the faster difference than others, between what caused weight the and weathering mass, with and erosion the in the 124TE, , 130TE 131TE, , understanding that weight is dependent on gravity and mass is the OH4 (Program Guide) canyon, how can the age of the canyon be estimated? 158TE, 159aTE Use the research amount data to of make matter a geologic in a given cross section substance/material. (3-D or virtual model or a graphic) to model the canyon. Demonstrate that regardless of how parts of an object are Demonstrating Science Knowledge: Using a surficial geology map of Ohio, trace the patterns 88 89, (60PG), 134TE 141TE, of assembled, the weight of the whole object is identical to the sum of glacial movement that can be recognized by a variety of glacial deposits or erosion. Build a , , 158TE, 159aTE, 159bTE, model to investigate the weight the movement of the of parts, glacial but ice the that volume creates a can similar differ pattern. from What the factors sum of OH4 (Program Guide) must 166 exist to support the volumes. movement of glaciers? Why is glacial movement erosional and depositional? Interpreting and Communication Science Concepts: Differentiate between weathering and Determine if matter has been added or lost by comparing weights erosion when melting, freezing, or dissolving a sample of a substance. Interpreting and Communication Science Concepts: Compare and contrast erosion and deposition. 119aTE 119bTE, TE, (60PG), , , 159aTE, 159bTE, 160, Recalling Accurate Science: Identify erosion as a process that transports rock, soil, or sediment to a new location. Recalling Accurate Science: Identify deposition as the settling or coming to rest of transported rock, soil or sediment Ohio Science Standards Correlation 37d

5 Grade 4 Ohio Learning Standards for Science Life Standard Science 2: (LS) Earth Science Topic: Core Standard: Earth s Living History This Observe, topic focuses describe, on and using ask fossil questions evidence about and patterns living organisms in the sun-moon-earth to observe that system. suitable habitats depend upon a combination of biotic and abiotic factors. Recognize that our earth is part of the solar system in which the LS1.0 Changes sun, in an an average organism s star, the environment central and largest are sometimes body. Observe beneficial to that its our survival solar system and sometimes includes the sun, harmful. moon, seven other planets and their moons, and many other smaller objects, such as LS1.1 Ecosystems asteroids can change and comets. gradually or dramatically. LS1.2 When the Observe environment and use changes, pictures some to record plants how and the animals sun appears survive to and move reproduce and across others the die sky or move in the to same new general locations. way every day but rises and sets in different places as the seasons change. LS1.3 An animal s patterns of behavior are related to the environment. This includes the kinds In monthly and numbers intervals, of other observe organisms and draw present, the length the availability and direction of food of shadows cast by the sun several chosen times during the and resources, and the physical attributes of the environment. day. Use the recorded data as evidence to explain how shadows are affected by the relative position of the earth and sun. Expectations Use for a Learning calendar to for record LS1.0 observations of the shape of the moon and the rising and setting times over the course of a month. Designing Technological/Engineering Based on the observations, Solutions Using describe Science Concepts: patterns Critique in the moon plans (written cycle. or oral) from different organizations to reintroduce a species into an Ohio environment. Write a newspaper article in support or against the reintroduction of the species based upon scientific facts. Demonstrating Science Knowledge: Experiment with making fossils to determine some of the necessary (living and nonliving) conditions for making fossils and to determine if similar conditions exist today. Materials used should include clay, dough, sand, mud, etc.; conditions should include moist, wet, and dry. Representations of living organisms used should include those with hard body parts (exoskeletons, bones) those with soft body parts (plants). Interpreting and Communication Science Concepts: Read a firsthand description and, view drawings of Ohio ecosystems as first observed by explorers and compare the historical environmental descriptions to the current environment. Explain the changes that occurred in the biotic and abiotic components of the ecosystem. Interpreting and Communication Science Concepts: Research a major geologic event e.g. volcanic eruption (Mt. St. Helens), tsunami. Develop a timeline depicting the environment before the event, immediately after the event and in designated time intervals until a stable community is established (e.g. 30 or more years). Recalling Accurate Science: Describe the consequences of rapid ecosystem change for organisms within that ecosystem immediately and a decade or more later (e.g., flooding, wind storms, snowfall, and volcanic eruptions). Recalling Accurate Science: Describe major changes in Ohio s environments over time and the organisms supported in each (oceanic, glacial, wetlands, forests). 168TE, 170, 171, (64PG 67PG, 68 PG), 177bTE, , 183aTE, 132, 183bTE, 137, , 138, , 191bTE, , 197bTE, , , 212, , 060, 215TE 219TE, 071, 132, 137, 219aTE 219bTE, 138, , 220, 221, , , , 305TE , 168TE, 198, 132, , 137, 138, 203bTE, 143, , 219TE, , 219aTE 219bTE 166, 220, 305TE 084, , , , 112, 126, , 138, , , , , (SE)/ bTE, 219, (Program 221 Guide) 204, 204TE 207TE, (68PG), 209bTE, 219, 220, 226 OH5 (Program Guide) OH5 (Program Guide) OH5 (Program Guide) OH5 (Program Guide) OH5 (Program Guide) OH5 (Program Guide) 37e Interactive Science

6 Standard 3: Life Science Core Standard: Observe, LS2.0 Fossils describe, can and be ask compared questions to about one how another changes and in one to part present of an day ecosystem create changes in other parts of organisms the ecosystem. according to their similarities and differences. LS2.1 The concept of biodiversity is expanded to include different classification schemes based upon shared internal and external characteristics of organisms. 082, , , , LS2.2 Most types Observe of organisms and classify that common have lived Indiana on Earth organisms no longer as producers, exist. 228TE, , (76PG), consumers, decomposers, predator and prey based on their (76PG), (76PG), , , LS2.3 Fossils relationships provide a point and of interactions comparison with between other organisms the types of in organisms their , 265aTE 265dTE, 266, 272, 273, ecosystem. 273aTE 273bTE, that lived long ago and those existing today. 274, 334 Investigate the action of different decomposers and compare the role they play in an ecosystem with that of producers and Expectations consumers. for Learning for LS2.0 Designing Technological/Engineering Solutions Using Science Concepts: Propose and test multiple ways that living things with soft body parts can leave fossil evidence. Demonstrating Science Knowledge: Experiment with making fossils to determine some of the necessary (living and nonliving) conditions for making fossils and to determine if similar conditions exist today. Materials used should include clay, dough, sand, mud, etc.; conditions should include moist, wet, and dry. Representations of living organisms used should include those with hard body parts (exoskeletons, bones) those with soft body parts (plants). Interpreting and Communication Science Concepts: Infer from observation of fossils in rock layers the environmental conditions that existed when the fossils were formed (e.g., fish fossils would indicate that a body of water existed at the time the fossils formed). ohiohistorycentral.org/subcategory_topic.php?c=nh&s=geol&t=foss Interpreting and Communication Science Concepts: Observe fossils and compare them to similar plants and animals that live today, using simple classification schemes. berkeley.edu/education/explorations/tours/stories/middle/c3.html Recalling Accurate Science: Identify evidence that can be used to determine the existence of an organism. tour1nav.php 12, (76PG), (76PG), , 260, 272, 273, 273aTE 273bTE, 274, 275, 334 OH6 (Program Guide) OH6 (Program Guide) OH6 (Program Guide) OH6 (Program Guide) OH6 (Program Guide) Ohio Science Standards Correlation 37f

7 Grade 4 Ohio Learning Standards for Science Physical Standard Science 4: Science, (PS) Engineering, and Technology Topic: Core Standard: Electricity, Heat and Matter This Design topic a prototype focuses on that the replaces conservation a function of matter of a and human physical body properties part and evaluate of matter using that selected allow the criteria. transfer of heat or electricity. PS1.0 The total amount of matter is conserved when it undergoes a Investigate technologies that mimic human or animal change. musculoskeletal systems in order to meet a need. PS1.1 When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid, gas), the total amount Investigate the purpose of prototypes and models when designing of matter remains constant a solution to a problem and how limitations in cost and design features might affect their construction. Expectations Design for Learning a solution for to a PS1.0 problem in the context of musculoskeletal body systems. Using suitable tools, techniques and materials, Designing Technological/Engineering draw or build a prototype Solutions Using or model Science of Concepts: a proposed Evaluate design. research data providing information about the decomposition time for paper, glass, plastic, and aluminum. Purpose a sustainable plan that might be adopted by a larger population of citizens for minimizing waste products and reserving more space in our landfills. (Investigate conservation) Demonstrating Science Knowledge: Investigate what happens to the total amount of weight during many types of changes (ice melting, salt dissolving, paper tearing, candle burning, Alkaseltzer in water, etc.). Propose reasons for any difference in the final weight. Design a revised experiment to test your proposal. (Investigate conservation) Interpreting and Communication Science Concepts: Explain why the volume of water decreases when placed in an open container and left to sit for an extended period of time. (Investigate conservation) Recalling Accurate Science: Recognize that amount of matter always stays constant during any change. (Investigate conservation) PS2.0 Heat results when substances burn, when certain kinds of materials rub against each other, and when electricity flows through wires. PS2.1 Metals are good conductors of heat and electricity. PS2.2 Electricity flowing through an electric circuit produces magnetic effects in the wire. PS2.3 Electrical energy in circuits can be changed to other forms of energy, including light, heat, sound and motion. PS2.4 Electrical circuits require a complete loop through conducting materials in which an electric current can pass (52PG), 55, 56 57, 54TE 59TE, 58 59, , 60TE 67TE, , 66, 69aTE, , 74aTE, 74bTE, 78TE 83TE, 84, , 326, 327aTE 327bTE, , 250, , , , , , 50TE 51TE, 52 53, 60TE, 61 67, 69aTE, 74, 74aTE, 74bTE, 75, 76, 78TE 83TE, (52PG), 60, 60TE 67TE, 69aTE, 74aTE, 75, 78 83, 84, 292, 292TE 293TE OH7 (Program Guide) OH7 (Program Guide) OH7 (Program Guide) OH7 (Program Guide) 294, 296, , , 319, 330, , 322, , 330, , 338, , , , , 330, , , 322, , , , 324, 338, g Interactive Science

8 Standard 3: Life Science Core Standard: Observe, describe, and ask questions about how changes in one part of an ecosystem create changes in other parts of Expectations the ecosystem. for Learning for PS2.0: Investigate a simple circuit Designing Technological/Engineering Solutions Using Science Concepts: Design and construct a switch that can turn a light on and off in a circuit. Interpreting and Observe Communication and classify Science common Concepts: Indiana Pictorially organisms represent ways as to producers, assemble the circuit and note consumers, which are able decomposers, to light the bulbs predator and which and are prey not. based on their relationships and interactions with other organisms in their Demonstrating ecosystem. Science Knowledge: Build a circuit that contains two light bulbs. Demonstrating Science Knowledge: Analyze the data of working and nonworking circuits work Investigate the action of different decomposers and compare and to determine trends in the data Formulate a conceptual the role model they play of a working in an ecosystem circuit based with upon that the data of producers trends. and Analyze the data consumers. to determine patterns and trends. Explain the trends in the results using the conceptual model. Interpreting and Communication Science Concepts: Represent with a picture the flow of energy in a circuit in which a battery is used to light a bulb. Interpreting and Communication Science Concepts: Compare and contrast circuits that light the bulbs with circuits that do not light the bulbs. Interpreting and Communication Science Concepts: Outline the functions of the components of a simple electric circuit (conductor, insulator, energy source, light bulb, switch). OH8 (Program Guide) 228TE, 230, (76PG), (76PG), (76PG), , , , 265aTE 265dTE, 266, 272, 273, 273aTE 273bTE, OH8 (Program Guide) 274, , (76PG), (76PG), , OH8 (Program 260, Guide) 272, 273, 273aTE 273bTE, 274, 275, 334 OH8 (Program Guide) OH8 (Program Guide) OH8 (Program Guide) Expectations for Learning for PS2.0: Investigate transfer of heat energy Demonstrating Science Knowledge: Plan and implement an experiment to investigate the energy transfer between hot (but not hot enough to burn) and cold water. Interpreting and Communication Science Concepts: Organize and represent the data for easy interpretation. Analyze the data to determine patterns and trends. Explain the trends in the results using the conceptual model. Interpreting and Communication Science Concepts: Contrast electrical conductors and electrical insulators. Interpreting and Communication Science Concepts: Contrast thermal conductors and thermal insulators. Recalling Accurate Science: Measure the temperature of water. Recalling Accurate Science: Recognize that an increase in temperature indicates an increase in heat energy and a decrease in temperature indicates a decrease in heat energy. Recalling Accurate Science: Identify ways the temperature of an object can be changed (e.g., rubbing, heating and bending of metal). Recalling Accurate Science: Identify different types of energy conversions within an electrical circuit. OH9 (Program Guide) OH10 (Program Guide) OH10 (Program Guide) OH9 (Program Guide) OH9 (Program Guide) OH10 (Program Guide) OH10 (Program Guide) Ohio Science Standards Correlation 37h

9 Grade 4 Ohio Lesson-by-Lesson Correlation Lesson-by-Lesson Correlation This chart provides a correlation between each lesson in the Student Edition of Ohio Grade 4 Interactive Science and the Ohio Learning Standards for Science, Grade 4. The Core listing indicates lessons, features, labs, and project required to give adequate coverage to the Ohio Learning Standards for Science, Grade 4. Chapters/Lessons Ohio Science Learning Standards Chapter 1 The Nature of Science 4SIA SIA SIA2.0, 4SIA SIA1.0, 4SIA SIA2.0, 4SIA4.0, 4SIA5.0 STEM Science In Your Backyard 4SIA2.0, 4SIA3.0 4SIA1.0 Chapter 2 Technology and Design 4SIA SIA SIA2.0, 4SIA4.0, 4SIA5.0 STEM Go Green! Design It! 4SIA2.0, 4SIA5.0, 4SIA6.0 4SIA2.0, 4SIA5.0 37i Interactive Science

10 Process Standards: The Nature of Science continued Chapters/Lessons Ohio Science Learning Standards Chapter 3 Plants and Animals 4SIA1.0, 4SIA2.0, 12, 4SIA3.0, 14, 20 27, 4LS2.1 28, 30, 32 33, 33aTE 33bTE, 34, 40, 41aTE, 42, 78 83, 88, , Included for enrichment , learning 111aTE 111dTE, 120, 124TE, Identify simple patterns in data and propose explanations to 5.NS.8 (56PG 59PG), 172 (64PG 67PG), 182, 198, 204, 3.1 account for the patterns. 4SIA2.0, 4SIA5.0, 204TE 205TE, 4SIA6.0, 4LS , 230, , 240, 260, , 265aTE, 272, 273aTE, , 3.2 4SIA1.0, 4SIA2.0, 281TE, 4LS1.3, 304, 4LS TE, , SIA1.0, 4SIA5.0, 6 11, 4LS2.1 40, 41aTE 41bTE, 48, 48TE 53TE, 124TE, (56PG 59PG), (64PG 67PG), 5.NS Compare the results of an investigation with the prediction. 4LS1.2, 4LS , 272, 273aTE, , 327, (72PG 75PG) 4SIA1.0, 4SIA2.0, 4SIA4.0 Careers STEM 4LS1.3 Chapter 4 Ecosystems 4SIA1.0, 4SIA2.0, 4SIA3.0, 4SIA LS SIA1.0, 4SIA5.0, 4LS1.0, 4LS1.1, 4LS SIA1.0, 4LS1.0, 4LS1.1, 4LS1.2, 4LS SIA1.0, 4SIA5.0, 4LS1.0, 4LS1.1, 4LS1.2, 4LS LS LS2.0, 4LS2.1, 4LS2.3 Biography Field Trip 4SIA1.0, 4SIA2.0, 4SIA5.0, 4LS1.3 4LS1.1, 4LS1.2 Lesson-by-Lesson Correlation 37j

11 Grade 4 Ohio Lesson-by-Lesson Correlation Chapters/Lessons Ohio Science Learning Standards Chapter 5 Earth s Resources 4SIA1.0, 4SIA SIA1.0, 4ESS2.1, 4ESS3.1, 4ESS SIA1.0, 4SIA3.0, 4ESS1.0, 4ESS1.3, 4ESS2.0, 4ESS2.1, 4ESS3.0, 4ESS3.1, 4ESS ESS1.0, 4ESS1.3, 4ESS1.4, 4ESS2.1, 4ESS3.1, 4ESS SIA1.0, 4SIA4.0, 4ESS1.1, 4ESS SIA1.0, 4SIA5.0, 4ESS1.1, 4ESS1.2, 4ESS3.2 Field Trip STEM 4SIA1.0, 4SIA2.0, 4SIA3.0, 4SIA4.0, 4SIA5.0, 4ESS3.2 4ESS1.4 Chapter 6 Matter 4SIA1.0, 4SIA2.0, 4SIA3.0, 4SIA5.0, 4SIA PS SIA3.0, 4SIA4.0, 4PS1.0, 4PS SIA1.0, 4PS PS SIA5.0, 4PS1.0, 4PS1.1 Careers Big World My World 4SIA2.0, 4SIA5.0 37k Interactive Science

12 Chapters/Lessons Ohio Science Learning Standards Chapter 7 Energy and Heat 4SIA2.0, 4SIA PS SIA3.0, 4SIA4.0, 4SIA5.0, 4PS2.0, 4PS2.1 Science In Your Backyard Field Trip 4SIA2.0, 4PS2.1 Chapter 8 Electricity and Magnetism 4SIA2.0, 4PS2.2, 4PS SIA2.0, 4PS2.2, 4PS PS2.0, 4PS2.1, 4PS SIA2.0, 4PS SIA5.0, 4PS2.2, 4PS2.3, 4PS2.4 Careers Go Green! 4SIA2.0, 4PS2.4 4PS2.2 Lesson-by-Lesson Correlation 37l