# Grade 4: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 41 concepts ready. In the app: https://ai.page/roadmap/fl-sci-grade-4 Part of: [Florida: Science](https://ai.page/roadmap/fl-sci.md) Goal: Florida academic standards: Science, Grade 4 ## 1. Interdependence - [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others - [Human impact on environments](https://ai.page/c/human-impact-on-environments/index.md): Use vocabulary for human impact on the environment — pollution, habitat destruction, deforestation, biodiversity, conservation, renewable energy, non-renewable energy, fossil fuel, carbon footprint, sustainability, endangered, extinct — and apply these when discussing environmental issues and human choices - [Animal Nutrition](https://ai.page/c/animal-nutrition/index.md): Understand that animals, including humans, need the right types and amounts of nutrition, and that animals cannot make their own food - [Energy from Food & the Sun](https://ai.page/c/energy-from-food-and-the-sun/index.md): Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms ## 2. Heredity and Reproduction - [Inherited characteristics](https://ai.page/c/inherited-characteristics/index.md): Analyse and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms - [Offspring resemble parents](https://ai.page/c/offspring-resemble-parents/index.md): Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences - [Life Cycles of Organisms](https://ai.page/c/life-cycles-of-organisms/index.md): Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death - [Bees and pollination](https://ai.page/c/bees-and-pollination/index.md): Bees and pollination: how flowers and insects depend on each other. Bees visit flowers for nectar, pollen sticks to their bodies and transfers to the next flower. Without pollination many plants cannot make seeds or fruit. Why bees matter for the food we eat. ## 3. Motion of Objects - [Predicting Motion Patterns](https://ai.page/c/predicting-motion-patterns/index.md): Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion - [Light Travels in Straight Lines](https://ai.page/c/light-travels-in-straight-lines/index.md): Recognise that light appears to travel in straight lines and use this to explain how we see objects and why shadows have the same shape as the objects that cast them - [Speed and energy](https://ai.page/c/speed-and-energy/index.md): Use evidence to construct an explanation relating the speed of an object to the energy of that object ## 4. Energy Transfer and Transformations - [Conductors and insulators](https://ai.page/c/conductors-and-insulators/index.md): Recognise some common conductors and insulators, and associate metals with being good conductors of electricity - [Heating & Cooling Changes](https://ai.page/c/heating-and-cooling-changes/index.md): Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius ## 5. Forms of Energy - [Vibrations & Sound](https://ai.page/c/vibrations-and-sound/index.md): Understand that vibrating materials can make sound, and that sound can make materials vibrate - [Naming types of energy](https://ai.page/c/naming-types-of-energy/index.md): Name and use vocabulary for types of energy and energy transfer — kinetic energy, potential energy, heat energy, light energy, sound energy, electrical energy, chemical energy, stored energy, energy transfer, energy transformation — and describe energy changes in familiar situations using these terms - [Natural resources](https://ai.page/c/natural-resources/index.md): Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment - [Pitch of Sounds](https://ai.page/c/pitch-of-sounds/index.md): Find patterns between the pitch of a sound and features of the object that produced it ## 6. Changes in Matter - [Material Properties Vocabulary](https://ai.page/c/material-properties-vocabulary/index.md): Use technical vocabulary to describe and compare material properties — conductor, insulator, thermal, electrical, transparent, opaque, translucent, soluble, insoluble, magnetic, flexible, rigid, density — and apply these terms precisely when selecting and justifying materials for particular purposes - [Irreversible Changes](https://ai.page/c/irreversible-changes/index.md): Explain that some changes result in the formation of new materials and are not usually reversible, such as burning, rusting, and reactions with acid - [Matter Is Made of Particles](https://ai.page/c/matter-is-made-of-particles/index.md): Develop a model to describe that matter is made of particles too small to be seen, and that this explains properties of solids, liquids, and gases ## 7. Properties of Matter - [Ice & States of Matter](https://ai.page/c/ice-and-states-of-matter/index.md): Understand ice in different forms and states of matter — sea ice forms when ocean water freezes (it's salty and relatively thin), glacial ice forms from compacted snow over centuries (fresh water, very thick), and icebergs break off from glaciers and float in the sea; know that water exists as solid (ice), liquid (water), and gas (water vapour), and that salt lowers the freezing point of water - [Magnetic Materials](https://ai.page/c/magnetic-materials/index.md): Observe how magnets attract or repel each other and attract some materials and not others - [Taking Apart & Rebuilding](https://ai.page/c/taking-apart-and-rebuilding/index.md): Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist - [Solids, Liquids & Gases](https://ai.page/c/solids-liquids-and-gases/index.md): Compare and group materials as solids, liquids, or gases based on their observable properties and behaviour - [Properties of materials](https://ai.page/c/properties-of-materials/index.md): Compare and group different kinds of rocks based on their appearance and simple physical properties such as hardness, texture, and colour - [Conservation of Mass](https://ai.page/c/conservation-of-mass/index.md): Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing) ## 8. Earth Structures - [Types of rocks](https://ai.page/c/types-of-rocks/index.md): Use vocabulary for Earth's geological processes and rock types — igneous, sedimentary, metamorphic, erosion, weathering, deposition, fossil, sediment, strata, permeable, impermeable — and apply these when explaining how rocks form and how landscapes change over time - [Erosion and weathering](https://ai.page/c/erosion-and-weathering/index.md): Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation - [How Telescopes Work](https://ai.page/c/how-telescopes-work/index.md): Know that telescopes are instruments that help us see distant objects in space, and that space telescopes like Hubble and James Webb orbit above Earth’s atmosphere to get clearer views of the universe - [Finding patterns in data](https://ai.page/c/finding-patterns-in-data/index.md): Analyse and interpret data from maps to describe patterns of Earth's features, recognising that many features result from processes that occur over long periods ## 9. Earth in Space and Time - [The Sun is a star](https://ai.page/c/the-sun-is-a-star/index.md): Know that the Sun is a star — the closest star to Earth — and that it is at the centre of our solar system, with all eight planets orbiting around it - [Earth's rotation and day/night](https://ai.page/c/earth-s-rotation-and-day-night/index.md): Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky - [Spotting Constellations](https://ai.page/c/spotting-constellations/index.md): Recognise a few star patterns (constellations) in the night sky, starting with the Big Dipper (the Plough), and understand that the North Star (Polaris) can be found using the Big Dipper - [Moon Phases](https://ai.page/c/moon-phases/index.md): Observe and describe the Moon's changing shape over about a month, recognising that it goes through a repeating cycle of phases from new moon (invisible) to full moon (complete circle) and back again - [Seasonal Constellations](https://ai.page/c/seasonal-constellations/index.md): Recognise named constellations visible in different seasons and understand why we see different constellations at different times of year — because Earth’s orbit around the Sun changes which part of the sky we face at night ## 10. The Practice of Science - [Simple tests and experiments](https://ai.page/c/simple-tests-and-experiments/index.md): Perform simple tests and use observations and ideas to suggest answers to questions - [Using evidence to answer questions](https://ai.page/c/using-evidence-to-answer-questions/index.md): Identify differences, similarities, or changes related to scientific ideas and use straightforward scientific evidence to answer questions or support findings - [Recording Data](https://ai.page/c/recording-data/index.md): Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions - [Asking scientific questions](https://ai.page/c/asking-scientific-questions/index.md): Ask simple scientific questions and recognise that they can be answered in different ways including observation, testing, and research - [Evidence Supporting Ideas](https://ai.page/c/evidence-supporting-ideas/index.md): Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence - [Classifying living things](https://ai.page/c/classifying-living-things/index.md): Gather, record, classify, and present data in a variety of ways including tables, bar charts, labelled diagrams, and keys ## Health: 0 of 100 Of its 41 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Food Webs & Interdependence has no explanation yet - Human impact on environments has no explanation yet - Animal Nutrition has no explanation yet - Energy from Food & the Sun has no explanation yet - Inherited characteristics has no explanation yet - Offspring resemble parents has no explanation yet - Life Cycles of Organisms has no explanation yet - Bees and pollination has no explanation yet - Predicting Motion Patterns has no explanation yet - Light Travels in Straight Lines has no explanation yet - Speed and energy comes before Naming types of energy, which it needs - Speed and energy has no explanation yet - Conductors and insulators has no explanation yet - Heating & Cooling Changes has no explanation yet - Vibrations & Sound has no explanation yet - Naming types of energy has no explanation yet - Natural resources has no explanation yet - Pitch of Sounds has no explanation yet - Material Properties Vocabulary has no explanation yet - Irreversible Changes has no explanation yet - Matter Is Made of Particles comes before Solids, Liquids & Gases, which it needs - Matter Is Made of Particles has no explanation yet - Ice & States of Matter has no explanation yet - Magnetic Materials has no explanation yet - Taking Apart & Rebuilding has no explanation yet - Solids, Liquids & Gases has no explanation yet - Properties of materials has no explanation yet - Conservation of Mass has no explanation yet - Types of rocks has no explanation yet - Erosion and weathering has no explanation yet - How Telescopes Work has no explanation yet - Finding patterns in data has no explanation yet - The Sun is a star has no explanation yet - Earth's rotation and day/night has no explanation yet - Spotting Constellations has no explanation yet - Moon Phases has no explanation yet - Seasonal Constellations has no explanation yet - Simple tests and experiments has no explanation yet - Using evidence to answer questions has no explanation yet - Recording Data has no explanation yet - Asking scientific questions has no explanation yet - Evidence Supporting Ideas has no explanation yet - Classifying living things has no explanation yet Credit: The structure of Florida academic standards: Science (http://www.cpalms.org/Downloads.aspx); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.