# Grade 4: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 10 concepts ready. In the app: https://ai.page/roadmap/mn-sci-grade-4 Part of: [Minnesota: Science](https://ai.page/roadmap/mn-sci.md) Goal: Minnesota academic standards: Science, Grade 4 ## 1. Grade 4 · Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and ev - [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 - [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 ## 2. Grade 4 · Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically ev - [Drawing conclusions from evidence (age 9+)](https://ai.page/c/drawing-conclusions-from-evidence-age-9/index.md): Report and present findings including conclusions, causal relationships, explanations, and a degree of trust in results using oral and written forms ## 3. Grade 4 · Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints. - [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 ## 4. Grade 4 · Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the - [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 ## 5. Grade 4 · Students will be able to develop, revise, and use models to represent the students' understanding of phenomena or systems as they develop questions, predictions and/or explanations, and comm - [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 ## 6. Grade 4 · Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students' ideas and questions, and will organize and collect data to provide evi - [Fair testing (age 8+)](https://ai.page/c/fair-testing-age-8/index.md): Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved - [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 ## 7. Grade 4 · Students will be able to ask questions about a problem to be solved so they can define constraints and specifications for possible solutions. - [Simple Design Problems](https://ai.page/c/simple-design-problems/index.md): Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost ## 8. Grade 4 · Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other's ideas, and the info - [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 ## Health: 0 of 100 Of its 10 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): - Inherited characteristics has no explanation yet - Natural resources has no explanation yet - Drawing conclusions from evidence (age 9+) has no explanation yet - Natural Disaster Solutions has no explanation yet - How fossils form has no explanation yet - Earth's atmosphere has no explanation yet - Fair testing (age 8+) has no explanation yet - Erosion and weathering has no explanation yet - Simple Design Problems has no explanation yet - What happens when things collide has no explanation yet Credit: The structure of Minnesota academic standards: Science (https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD059214&RevisionSelectionMethod=latestReleased&Rendition=primary); 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.