GRADE 4 SCIENCE
The Archdiocese of Cincinnati has established the following Science standards based on the most
current teachings which are aligned to Ohio New Learning Science Standards. In addition, these
Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents,
students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy
the Archdiocesan Science Standards for Grade 4.
SCIENCE APPLICATION
Grade 4 students are expected to meet each year’s grade-specific standards. Students retain and master skills
learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and
tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster
the values of Catholic teaching.
Science for Grade 4 is divided into four standards:




Science Inquiry and Application (SIA)
Earth and Space Science (ESS)
Life Science (LS)
Physical Science (PS)
SIA – Students in Grade 4 learn that they must become more 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:






Observe and ask questions about the natural environment;
Plan and conduct simple investigations;
Employ simple equipment and tools to gather data and extend the senses;
Use appropriate mathematics with data to construct reasonable explanations;
Communicate about observations, investigations and explanations;
Review and ask questions about the observations and explanations of others.
ESS – Grade 4 students know that God is the Creator of Heaven and Earth and all celestial bodies. Grade 4
students will focus on the variety of processes that shape and reshape Earth’s surface. These processes
include erosion, deposition, volcanic activity, earthquakes, glacial movement and weathering.
Grade 4 students begin to recognize common landforms or features through various sources of
research. Connecting the process that must occur to landforms can be demonstrated through experiments,
observations, technology or other classroom investigations.
LS – Students in grade 4 will focus on using fossil evidence and living organisms to observe that suitable
habitats depend upon a combination of biotic and abiotic factors. Students learn that changes in an
organism’s environment are sometimes beneficial to its survival and sometimes harmful. They also study
that fossils can be compared to one another and to present day organisms according to the similarities and
differences.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
PS – The topic of focus for Grade 4 in PS is conservation of matter and the processes of energy transfer and
transformation, especially as it relates to heat and electrical energy. At this grade level, the discussion of
conservation of matter should be limited to a macroscopic, observable level. Conservation of matter must be
developed from experimental evidence collected in the classroom.
SUMMARY – SCIENCE
GRADE 4
Students in grade 4 have learned that all forms of life were created by the design of God. Fourth grade
students continue to increase their knowledge with their science skills through inquiry and investigations.
In addition 4th grade Science standards can be connected to The Catechism of the Catholic Church for
reference for topics, issues, and/or questions that may arise in Science class. The following may be used:
Topic
Science and Faith
The Natural Moral Law
Abortion
Suicide
Respect for the person and scientific research
Research aimed at reducing human sterility
Care for Creation and Ethical Use
Scientific experiments using animals
Evolution
Section
159
1954-1960
2270-2275
2280-2283
2292-2296
2375-2379
2415
2417-2418
279-289
The Archdiocese of Cincinnati stipulates the following exiting skills in the four standards of fourth
grade Science.
SIA – Science Inquiry and Application
Students in grade 4 must develop the ability in SIA to:
1. Identify questions that can be answered through scientific investigations.
2. Design and conduct a simple scientific investigation.
3. Use appropriate mathematics, tools and techniques to conduct a scientific investigation, analyze and
interpret data, and to gather scientific information.
4. Think critically and logically to connect evidence and explanations.
5. Recognize and analyze explanations and predictions.
6. Communicate about observations and investigations with peers both verbally and in writing.
7. Ask questions about explanations.
8. Keep neat, current and accurate information and data in a science notebook.
ESS – Earth and Space Science
Students in Grade 4 must develop the ability in Earth and Space Science to:
1. Know that God is the Creator of Heaven and Earth, and all Celestial bodies.
2. Understand the processes that shape and reshape Earth’s surface.
3. Explain the different kinds of weathering.
4. Explain what occurs to the Earth’s surface due to weathering.
5. Describe the different kinds of erosion and deposition.
6. Give examples of the changes of the Earth’s surface due to erosion and deposition.
7. Identify specific landforms.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
8. Identify specific characteristics of landforms and give reasonable explanations of reason.
9. Keep neat, current and accurate information regarding ESS in a scientific notebook.
LS – Life Science
Grade 4 students will:
1. Discuss evidence from observations of living organisms in a suitable habitat.
2. Compare and contrast biotic and abiotic factors in a habitat.
3. Discuss and give examples of changes in an environment that are beneficial to survival.
4. Discuss and give examples of changes in an environment that are harmful for survival.
5. Discuss the similarities and differences of fossils.
6. Keep neat, current and accurate scientific information and data in a scientific notebook.
PS – Physical Science
Grade 4 students will:
1. Understand the focuses on the conservation of matter.
2. Explain the processes of energy transfer and transformation.
3. Discuss the application of matter to heat and electrical energy.
4. Explain what happens to matter, and why, when it undergoes a change.
5. Discuss and explain how energy can be transformed from one form to another.
6. Discuss and explain how energy can be transferred from one location to another.
7. Keep neat, current and accurate scientific information and data in a scientific notebook.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
Inquiry Based Science
One of the biggest differences between this Graded Course of Study (GCS) and previous Science Graded
Courses of Study (GCS) is the focus on inquiry based learning. Inquiry based learning is based on the philosophy of
constructivist learning. That is the idea that students must be able to create their own understanding of concepts.
There are several levels to inquiry based learning. These range from no inquiry to open inquiry.
When there is no inquiry, teachers tell the students the facts and expected to repeat these facts to prove their
knowledge. In open inquiry, students are given the materials to learn. The students are expected to create their
own knowledge. This will lead them to a greater understanding and long-term retention of the material.
No Inquiry
•The teacher
lectures to the
class about
electricity and
circuits.
Direct Inquiry
•The teacher has
the students
follow a stepby-step lab to
create a circuit
and light a bulb.
Guided Inquiry
•The teacher
gives the
students wire,
batteries, and a
light bulb. The
students are
told to create a
circuit to light
the bulb.
Open Inquiry
•The teacher
gives the
students wire,
batteries, and a
light bulb. The
students are left
to create
something on
their own.
Think of a time when you learned something new or wanted to understand something in greater depth. It
is rare that the learning process is a linear one. Often, you will be intrigued by something you see. Imagine trying to
figure out why ice melts in the sun. In trying to understand this, you make judgments based on both previous
knowledge and personal experiences. You begin to inquire about why does this happen. You explore and this
becomes less of a mystery. Through this process, you know that the sun and melting ice fit together, but you are
not exactly sure how that happens. Sometimes, it does not fit together nicely and old ideas must be broken down
and reconstructed. (The ice still melted at night; why?) It is through these experiences that understandings are
extended. An idea is tested and if it does not work, we go back and retest it. If we go back to the ice example, you
realize that the ice will melt on a warm night just as it will during a warm day. You realize that it is not the sun by
itself that melts the ice. Instead, it is the heat that causes ice to melt.
Though this entire process, you have gained much more knowledge than heat causes matter to change
form. You have learned how to take your previous knowledge and apply it in a specific situation. You have made
observations, tested your ideas, reflected on what did not work, and gathered additional information. Learning is
not a linear process. Learning is a continuous and individual process. As a student, you facilitated your own
learning. This is exactly what inquiry based learning is. It is taking old skills and knowledge and applying them in
new situations. It is learning by doing.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
The teacher still has a very important role in all of this. While students are naturally curious about the world
around them, it is still important for the teacher to lay the groundwork for the class. A question or a problem can
get the students engaged in the instructional task. If we think about marketing, a company needs your attention
before you will buy their product. It does not matter if it is the best product in the world. If you do not know it
exists, you will not purchase it.
When students explore, they are directly involved with the material. This is where they develop the
experiences to build their knowledge. The classroom teacher is necessary at this point to provide the materials
and guided focus.
After the students have completed their explorations, it is time for them to explain what they have
learned. During the explanation process, teachers have a vital role of correcting misconceptions or introducing
formal vocabulary. A student who learned that a ball will continue rolling until friction and gravity act upon it will
have something concrete to think of when Newton’s First Law of Motion is mentioned.
The teacher is also essential in elaboration of the topic. The teacher can raise questions that were not
brought up in the exploration stage. If the students were working with the laws of motion, they can be asked
about which balls will go further on a given surface. It is not possible to explore every situation, but the knowledge
the students gained during the exploration stage will help them in these areas.
Finally, there is the assessment piece. This should be an on-going piece throughout this entire process.
This will allow the teacher to determine whether the student understands the material. Some tools to help you
with this are rubrics, observations, checklists, interviews, and portfolios. Assessment must guide future lesson
planning and may even be cause for modification in the future. For example, if you notice there is a misconception
with many students, you can revisit the concept. If you notice great student interest in a specific area, the class
can be refocused to take advantage of this high level of interest.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
Archdiocese of Cincinnati Catholic School’s Office Philosophy of Assessment
Based on educational research, the following is a set of grading practices organized into guidelines. These
guidelines should provide a framework of effective grading practices. The goal is to support student learning
and encourage student success.
It is important to be aware that the qualities of any grading guidelines are directly dependent on the quality of
diagnostic, formative, and summative assessments used in the classroom. They are not meant to be so specific
when a teacher is not afforded flexibility in the classroom. Instead, these are suggestions and explanations of
grading techniques that have been proven to increase the level of student achievement.
Relate grades to the achievement based on the standards.
The Ohio New Learning Science Standards are aligned to the Archdiocesan Graded Course of Study. Standards are
the basis of determining grades. Specific learning targets should be used to figure grades.
Use performance standards as reference points when determining grades.
Whether symbols, letters, or numbers are used, the students’ scores should reflect whether or not the students
have mastered the standard.
Separate achievement from other non-academic items such as effort, behavior, and
participation.
Grades should only indicate what a student knows, understands, and can do. Effort, behavior, participation should
be reported separately from achievement. Individual achievement, not group achievement should be the basis for
the grade.
Sample student performance. Don’t score everything, and don’t include all scores in grades.
Everything does not need to be scored and include in a grade. Formative assessments are tools to guide future
instruction. You can assess these with rubrics, checklists, scoring guides and a variety of other methods. Scores at
the end of the grading period, after the learning has taken place, should be the determining factor when figuring
grades.
Use quality assessments and accurately record evidence of achievement.
Assessments should match what the student is expected to learn, this is called relevant learning. There are many
tools (e.g. portfolios, rubrics, interviews) other than the standard paper and pencil tests to assess a student’s
understanding of the material.
Discuss and involve students in the assessment and grading processes throughout the
learning cycle.
One method that has continued to increase student achievement is involving them in the assessment process.
Students should be involved in all steps of this process. At the most basic level, students can simply understand
Grade 4 Science - 2016, The Archdiocese of Cincinnati
how their grades will be determined. As assessment becomes more student- centered, the students can develop
rubrics, maintain their own assessment records, self- assess, and communicate their achievement to others
(student-led conferences).
Grade 4 Science - 2016, The Archdiocese of Cincinnati
Reading Standards for 4th Grade Science
Key Ideas and Details:
1. Refer to details and examples in a science text when explaining giving explicit examples and drawing
inferences from text.
2. Explain concepts in a scientific text including what happened and why, based on specific information.
Craft and Structure:
3. Determine the meaning of scientific words and phrases as they are used in a text.
4. Compare/contrast same scientific events or topics; describe the differences and information
provided.
Integration of Knowledge and Ideas:
5. Interpret scientific information presented visually, orally or quantitatively (ex. Charts, graphs, time
lines, etc.) and explain how the information contributes to an understanding of what appears in the
text.
6. Explain how author uses reason and evidence to support scientific information in a text.
7. Integrate information from two scientific sources on the same topic to write or speak about the
subject knowledgeably.
Range of Reading and Level of Text Complexity:
8. By the end of the 4th grade school year, read and comprehend scientific information from text
proficiently with scaffolding as needed, at the end of the high range of the complexity band.
Writing Standard for 4th Grade Science
Text Types and Purposes:
1. Write scientific opinion pieces with supporting reasons and information to support opinion.
2. Write scientific informative/explanatory to convey ideas and information clearly.
3. Write narratives to develop real scientific experiences using effective techniques, descriptive details
and clear event sequences.
Production and Distribution of Writing:
4. Produce clear and coherent scientific writing for which organization is key and appropriate to task.
5. With some guidance from adults, use technology, including the Internet to produce and publish
scientific writing with collaboration with other 4th grade students.
Research to Build and Present Knowledge:
6. Conduct short scientific research projects that build knowledge through investigations.
Range of Writing:
9. Write routinely over extended time in a scientific notebook to produce a report or record science
observations.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
SCIENCE
GRADE 4
STANDARD – SCIENCE INQUIRY AND APPLICATION
STANDARD
STANDARD DESCRIPTION
SIA 4.1
Observe and ask questions about the natural environment.
SIA 4.1.1
Compare and contrast gathering scientific knowledge in the natural environment.
SIA 4.1.2
Explain the importance of accurately reporting observations.
STANDARD
STANDARD DESCRIPTION
SIA 4.2
Plan and conduct simple investigations.
SIA 4.2.1
Explain the process involved with conducting a scientific investigation.
SIA 4.2.2
List some characteristics in good scientific investigations.
SIA 4.2.3
Describe the different ways to record and report scientific investigations.
STANDARD
STANDARD DESCRIPTION
SIA 4.3
Employ simple equipment and tools to gather data and extend the senses in a
scientific investigation.
SIA 4.3.1
Describe tools used to collect, record, and analyze a scientific investigation.
SIA 4.3.2
Explain the difference between a scientific observation and a scientific investigation.
SIA 4.3.3
Explain the importance of accuracy when gathering data.
STANDARD
STANDARD DESCRIPTION
SIA 4.4
Use appropriate mathematics with data to construct reasonable explanations.
SIA 4.4.1
Explain and describe the appropriate form used to report data.
SIA 4.4.2
List different tools of measurements and what they would measure in a scientific
investigation.
SIA 4.4.3
Explain why accuracy is a key factor when recording data.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
STANDARD
STANDARD DESCRIPTION
SIA 4.5
Communicate about observations, investigations and explanations.
SIA 4.5.1
Explain the importance of conducting multiple types of observations, investigations
and explanations before communicating results.
SIA 4.5.2
Explain why Scientists focus on the natural world.
STANDARD
STANDARD DESCRIPTION
SIA 4.6
Review and ask questions about observations, predictions and explanation of
others.
SIA 4.6.1
Describe the nature of scientific evaluation.
SIA 4.6.2
Identify a scientific theory and assess the evidence that supports it.
SIA 4.6.3
Describe different methods used in scientific investigations.
SIA 4.6.4
Explain the difference between reliable and unreliable scientific data.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
SCIENCE
GRADE 4
STANDARD – EARTH AND SPACE SCIENCE
STANDARD
STANDARD DESCRIPTION
ESS 4.1
Earth’s surface has specific characteristics and landforms that can be identified.
ESS 4.1.1
Explain what covers the majority of the Earth’s surface.
ESS 4.1.2
Explain why the Earth’s land changes over time.
ESS 4.1.3
Describe some specific characteristics and landforms of the Earth’s surface.
ESS 4.1.4
How does erosion and weathering change the Earth’s landforms?
ESS 4.1.5
Explain how water changes the Earth’s surface.
STANDARD
STANDARD DESCRIPTION
ESS 4.2
The surface of Earth changes due to weathering.
ESS 4.2.1
Explain some features found in Earth’s surface.
ESS 4.2.2
Explain how does erosion and weathering change the Earth’s landforms?
ESS 4.2.3
Compare/contrast rapid and slow changes of the Earth’s surface.
ESS 4.2.4
Describe different examples of weathering and erosion.
STANDARD
STANDARD DESCRIPTION
ESS 4.3
The surface of Earth changes due to erosion and deposition.
ESS 4.3.1
Compare/contrast erosion and deposition.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
SCIENCE
GRADE 4
STANDARD – LIFE SCIENCE
STANDARD
STANDARD DESCRIPTION
LS 4.1
Changes in an organism’s environment are sometimes beneficial to its survival
and sometimes harmful.
LS 4.1.1
Explain how organisms interact with living and nonliving things.
LS 4.1.2
Describe an ecosystem and what makes up an ecosystem.
LS 4.1.3
Describe factors that are beneficial to an organism’s environment.
LS 4.1.4
Describe factors that could be considered harmful to the survival of an organism.
LS 4.1.5
Describe some physical and behavioral adaptations for an ecosystem.
STANDARD
STANDARD DESCRIPTION
LS 4.2
Fossils can be compared to one another and to present day organisms according to
their similarities and differences.
LS 4.2.1
Describe a fossil and what it can relate to scientists.
LS 4.2.2
Describe some different types of fossils.
LS 4.2.3
Compare and contrast fossils and their use for helping scientists discover valuable
findings.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
SCIENCE
GRADE 4
STANDARD – PHYSICAL SCIENCE
STANDARD
STANDARD DESCRIPTION
PS 4.1
The total amount of matter is conserved when it undergoes a change.
PS 4.1.1
Describe what kind of change occurs when force is applied.
PS 4.1.2
Describe some common forces.
PS 4.1.3
Explain the properties of matter and the different ways matter changes.
PS 4.1.4
Describe the conservation of mass.
STANDARD
STANDARD DESCRIPTION
PS 4.2
Energy can be transformed from one form to another or can be transferred from
one location to another.
PS 4.2.1
Describe various forms of energy.
PS 4.2.2
List where different forms of energy originate.
PS 4.2.3
Explain how energy can be transformed and transferred.
Grade 4 Science - 2016, The Archdiocese of Cincinnati
Science Comparative Analysis
Content that is new to 4th
Grade

Life Science: Environmental
changes can be positive,
neutral or detrimental
(formerly in 5th grade).

Physical Science: Matter is
conserved (formerly in 7th
grade).

Physical Science: Heat and
electrical energy can be
transferred and
transformed; electricity
and magnetism are related
(formerly in 5th grade).
Content that is still included at 4th
Grade, but may be modified at a
greater depth
 Earth and Space
Sciences: Geologic
processes that affect
the surface of Earth,
including landform
formation.


Grade 4 Science - 2016, The Archdiocese of Cincinnati
Content that is no longer a focus at
4th Grade

Earth and Space
Sciences: Weather
changes that occur over
a period of time (now in
grades K-2)

Life Science: Life cycles
of plants (now in 3rd
grade).

Life Science: Plant
structures,
classification, and
function (now in 3rd
grade).

Physical Science:
Changes can be
classified as chemical or
physical.

Physical Science:
Objects can be
described by the
properties of materials
from which they are
made (now in
Kindergarten and 1st
grade).

Physical Science: Matter
has different states with
different properties (now
in 3rd grade).
Life Science: Fossils, the
environment, and
extinction.
Physical Science: The
temperature of objects
can be changed.