# Grade 4: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 19 concepts ready. In the app: https://ai.page/roadmap/la-sci-grade-4 Part of: [Louisiana: Science](https://ai.page/roadmap/la-sci.md) Goal: Louisiana academic standards: Science, Grade 4 ## 1. Earth's Place in the Universe - [How fossils form](https://ai.page/c/how-fossils-form-2/index.md): Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time ## 2. Earth and Human Activity - [Natural Disaster Solutions](https://ai.page/c/natural-disaster-solutions/index.md): Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans, such as earthquakes, floods, or volcanic eruptions - [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 ## 3. Earth's Systems - [Changing Environments](https://ai.page/c/changing-environments/index.md): Recognise that environments can change and that this can sometimes pose dangers and challenges to living things - [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 - [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 ## 4. From Molecules to Organisms: Structures and Processes - [Senses, Brain & Responses](https://ai.page/c/senses-brain-and-responses/index.md): Use a model to describe that animals receive information through their senses, process it in their brain, and respond in different ways - [Structures for Survival](https://ai.page/c/structures-for-survival/index.md): Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviour, and reproduction ## 5. Waves and their Applications In Technologies For Information Transfer - [How We See Objects](https://ai.page/c/how-we-see-objects/index.md): Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen - [Waves & How They Move](https://ai.page/c/waves-and-how-they-move/index.md): Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move ## 6. Energy - [How energy travels around](https://ai.page/c/how-energy-travels-around/index.md): Observe and provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents - [Building an energy-converting device](https://ai.page/c/building-an-energy-converting-device/index.md): Apply scientific ideas to design, test, and refine a device that converts energy from one form to another - [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 - [What happens when things collide](https://ai.page/c/what-happens-when-things-collide/index.md): Ask questions and predict outcomes about the changes in energy that occur when objects collide ## 7. EARTH’S SYSTEM - [How animals adapt to environments](https://ai.page/c/how-animals-adapt-to-environments/index.md): Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time - [How Plant Parts Work](https://ai.page/c/how-plant-parts-work/index.md): Identify and describe the functions of different parts of flowering plants: roots absorb water and nutrients, stems transport materials, leaves make food, flowers enable reproduction - [Ring of Fire](https://ai.page/c/ring-of-fire/index.md): Recognise that volcanoes and earthquakes tend to happen in certain places — especially around the edges of the Pacific Ocean (Ring of Fire) — not randomly across the Earth - [Earth's atmosphere](https://ai.page/c/earth-s-atmosphere/index.md): Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems ## 8. EARTH’S PLACE IN THE UNIVERSE - [Rock Layers & Relative Dating](https://ai.page/c/rock-layers-and-relative-dating/index.md): Understand that rock layers (strata) form in sequence with the oldest at the bottom and the youngest at the top, and that fossils found in deeper layers are older — this is the principle of relative dating ## Health: 0 of 100 Of its 19 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): - How fossils form has no explanation yet - Natural Disaster Solutions has no explanation yet - Natural resources comes before How energy travels around, which it needs - Natural resources has no explanation yet - Changing Environments has no explanation yet - Finding patterns in data has no explanation yet - Erosion and weathering has no explanation yet - Senses, Brain & Responses has no explanation yet - Structures for Survival comes before How Plant Parts Work, which it needs - Structures for Survival has no explanation yet - How We See Objects has no explanation yet - Waves & How They Move has no explanation yet - How energy travels around has no explanation yet - Building an energy-converting device has no explanation yet - Speed and energy has no explanation yet - What happens when things collide has no explanation yet - How animals adapt to environments has no explanation yet - How Plant Parts Work has no explanation yet - Ring of Fire has no explanation yet - Earth's atmosphere has no explanation yet - Rock Layers & Relative Dating has no explanation yet Credit: The structure of Louisiana academic standards: Science (https://doe.louisiana.gov/docs/default-source/students-with-disabilities/k-12-louisiana-connectors-for-students-with-significant-disabilities.pdf?sfvrsn=c678971f_0); 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.