La. Admin. Code tit. 28 § CXLI-731
Grade 4 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. The Abilities Necessary to Do Scientific Inquiry | ||
SI-E-A1: asking appropriate questions about organisms and events in the environment | ES-A1: Ask appropriate questions about organisms and events in the environment | 3. Develop appropriate questions based on an organism or events in the environment 2. Select an appropriate question related to a single organism or event 1. Recognize part of an organism or event that is inconsistent with a group |
SI-E-A3: communicating that observations are made with one's senses | ES-A3: Use the five senses to make observations | 3. Use appropriate sensory descriptions (i.e., see, hear, taste, touch, smell) to communicate about an observation during a simple scientific investigation 2. Select an appropriate sensory organ to be used for observations during a simple scientific investigation 1. Match descriptions or pictures with the correct sensory organ |
SI-E-A4: employing equipment and tools to gather data and extend the sensory observations | ES-A4: Use appropriate tools (i.e., thermometer, scale, magnifying tool, measuring cup, ruler) to extend sensory observations | 3. Use an appropriate tool to extend a sensory observation 2. Recognize the correct tool to use to extend a sensory observation 1. Recognize a tool |
SI-E-A7: utilizing safety procedures during experiments | ES-A7: Identify or use appropriate safety equipment as needed or directed | 3. Identify appropriate safety equipment needed in a specific event 2. Recognize the correct use of safety equipment 1. Recognize safety equipment |
Grade 4 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. Properties of Objects and Materials | ||
PS-E-A1: observing, describing and classifying objects by properties (size, weight, shape, color, texture, and temperature) | ES-A1: Classify objects based on properties (i.e., size, weight, shape, color) | 3. Identify a characteristic for sorting a set of objects 2. Sort objects based on a single characteristic 1. Recognize an object that has characteristics that are different from the group |
PS-E-A3: observing and describing the objects by the properties of the materials from which they are made (paper, wood, metal) | ES-A3: Classify objects based on the materials from which they are made (i.e., paper, wood, metal) | 3. Identify a material for sorting a set of objects 2. Sort objects based on a single material 1. Recognize an object that is made from a material that is different from the group |
PS-E-A4: describing the properties of the different states of matter and identifying the conditions that cause matter to change states | ES-A4: Classify objects based on the different states of matter (i.e., solid, liquid, gas) | 3. Identify a state of matter for sorting a set of objects 2. Sort objects based on a single state of matter 1. Recognize an object that is in a state of matter that is different from the group |
B. Position and Motion of Objects | ||
PS-E-B2: exploring and recognizing that the position and motion of objects can be changed by pushing or pulling (force) over time | ES-B2: Change the position of objects using push or pull | 3. Select "push" or "pull" to move an object to a specific location 2. Follow directions using "push" or "pull" to move objects 1. Imitate pushing or pulling an object |
C. Forms of Energy | ||
PS-E-C7: exploring and describing the uses of energy at school, home, and play | ES-C7: Recognize common uses of energy (e.g., heating, lighting, transportation, communications) used at school, home, or play | 3. Identify uses of energy in different settings (i.e., school, home, play) 2. Sort activities by common uses of energy 1. Recognize a use of energy |
Grade 4 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. Characteristics of Organisms | ||
LS-E-A1: identifying the needs of plants and animals based on age-appropriate recorded observations | ES-A1: Identify the basic needs (i.e., food, air, water, shelter) of plants and animals | 3. Select basic needs that are common to both plants and animals 2. Select more than one basic need of plants or animals 1. Select a basic need of plants or animals |
LS-E-A3: locating and comparing major plant and animal structures and their functions | ES-A3: Identify basic structures and their functions in common plants (i.e., flowers, leaves, stems, roots) | 3. Match plant parts to their functions 2. Identify the same plant part on different plants 1. Recognize a plant part |
LS-E-A5: locating major human body organs and describing their functions | ES-A5: Identify basic structures and their functions of the human skeletal system | 3. Match parts of the skeletal system to their functions 2. Match parts of the skeletal system to their location in the human body 1. Recognize a part of the human skeletal system |
B. Life Cycles of Organisms | ||
LS-E-B1: observing and describing the life cycles of some plants and animals | ES-B1: Understand the life cycle of a bean plant | 3. Sequence the stages of the life cycle of a bean plant 2. Recognize the correct sequence of the life cycle of a bean plant 1. Recognize a part of the life cycle of a bean plant |
LS-E-B4: observing, recording, and graphing student growth over time using a variety of quantitative measures (height, weight, linear measure of feet and hands, etc.) | ES-B4: Describe students growth (i.e., height, weight) over time | 3. Identify a typical human growth chart for the period from birth to adulthood 2. Recognize the general relationship between human growth and age 1. Recognize that persons of the same age grow at different rates |
C. Organisms and Their Environments | ||
LS-E-C1: examining the habitats of plants and animals and determining how basic needs are met within each habitat | ES-C1: Match common animals to their habitat type (i.e., water, land) | 3. Match common animals to different habitat types 2. Match more than one common animal to a habitat type 1. Match a common animal to a habitat type |
Grade 4 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. Properties of Earth Materials | ||
ESS-E-A4: investigating, observing, measuring and describing changes in daily weather patterns and phenomena | ES-A4: Identify basic weather conditions and identify appropriate clothing for specific weather conditions | 3. Select appropriate clothing for a change in weather conditions 2. Sort appropriate clothing by basic weather conditions 1. Recognize a change in basic weather conditions |
B. Objects in the Sky | ||
ESS-E-B4: modeling changes that occur because of the rotation of the Earth (alternation of night and day) and the revolution of the Earth around the Sun | ES-B4: Identify differences between times of day, day/night, and seasons of the year | 3. Identify differences in representations of spring, summer, fall, and winter 2. Sequence representations of morning, noon, and night 1. Select representations of day time and night time |
Grade 4 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
SE-E-A4: understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship | ES-A4: Identify natural resources that are the original source of common products (i.e., paper, pencils, bricks, cotton cloth) | 3. Match more than one human-made item with the natural resource from which they were made 2. Sort human-made items by the natural resources from which they are made 1. Recognize common items that are human-made among natural resources |
La. Admin. Code tit. 28, § CXLI-731