# Grade 4: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 20 concepts ready. In the app: https://ai.page/roadmap/ms-sci-grade-4 Part of: [Mississippi: Science](https://ai.page/roadmap/ms-sci.md) Goal: Mississippi academic standards: Science, Grade 4 ## 1. Earth and Space Science · Students will demonstrate an understanding of the various sources of energy used for human needs along with their effectiveness and possible impacts. - [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. Earth and Space Science · Students will demonstrate an understanding of how natural processes and human activities affect the features of Earth's landforms and oceans. - [Extreme Weather Events](https://ai.page/c/extreme-weather-events/index.md): Know about extreme weather events — hurricanes (spinning storms over warm ocean), tornadoes (violent rotating columns of air), floods, droughts, and blizzards — how they form, where they typically occur, and their effects on people and the environment - [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 - [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 ## 3. Earth and Space Science · Students will demonstrate an understanding of weather and climate patterns. - [Using Weather Instruments](https://ai.page/c/using-weather-instruments/index.md): Use weather instruments to measure and record weather data: thermometers for temperature in °C, rain gauges for rainfall, wind vanes for direction, and anemometers for wind speed — and keep a weather diary over time - [Weather vs climate](https://ai.page/c/weather-vs-climate/index.md): Obtain and combine information to describe climates in different regions of the world, distinguishing between weather and climate - [Reading Weather Maps](https://ai.page/c/reading-weather-maps/index.md): Read and interpret weather maps, data tables, and graphs — identifying symbols for sun, rain, wind, and temperature; spotting trends and patterns in weather data over weeks, months, or seasons; and using data to make simple predictions ## 4. Earth and Space Science · Students will demonstrate an understanding of how the water cycle is propelled by the sun's energy. - [The Water Cycle](https://ai.page/c/the-water-cycle/index.md): Describe the water cycle, tracing water through evaporation, condensation, precipitation, surface runoff, and transpiration in plants, explaining how the sun drives the cycle ## 5. Physical Science · Students will demonstrate an understanding of the properties of sound as a form of energy. - [Volume & Vibrations](https://ai.page/c/volume-and-vibrations/index.md): Find patterns between the volume of a sound and the strength of the vibrations that produced it - [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 ## 6. Physical Science · Students will demonstrate an understanding of the properties of light as forms of energy. - [Transparent, Translucent & Opaque](https://ai.page/c/transparent-translucent-and-opaque/index.md): Investigate the effect of placing objects made of different materials in the path of a beam of light, discovering transparent, translucent, and opaque materials - [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 - [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 ## 7. Physical Science · Students will demonstrate an understanding of the common sources and uses of heat and electric energy and the materials used to transfer heat and electricity. - [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 - [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 ## 8. Life Science · Students will demonstrate an understanding of life cycles, including familiar plants and animals (e.g., reptiles, amphibians, or birds). - [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 - [Animal Life Cycles](https://ai.page/c/animal-life-cycles/index.md): Describe differences in the life cycles of mammals, amphibians, insects, and birds, comparing metamorphosis with direct development ## 9. Life Science · Students will demonstrate an understanding of the organization, functions, and interconnections of the major human body systems. - [Diet, Exercise & Lifestyle](https://ai.page/c/diet-exercise-and-lifestyle/index.md): Recognise the impact of diet, exercise, drugs, and lifestyle on the way human bodies function - [Organ Systems Vocabulary](https://ai.page/c/organ-systems-vocabulary/index.md): Use technical vocabulary for the major organ systems — organ, organ system, circulatory system, digestive system, respiratory system, skeletal system, muscular system, nutrient, oxygen, carbon dioxide, blood vessel, artery, vein, capillary, enzyme — and describe the function of each system using these terms ## Health: 0 of 100 Of its 20 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): - Natural resources comes before How energy travels around, which it needs - Natural resources has no explanation yet - Extreme Weather Events has no explanation yet - Earth's atmosphere comes before Weather vs climate, which it needs - Earth's atmosphere has no explanation yet - Finding patterns in data has no explanation yet - Erosion and weathering has no explanation yet - Using Weather Instruments has no explanation yet - Weather vs climate has no explanation yet - Reading Weather Maps has no explanation yet - The Water Cycle has no explanation yet - Volume & Vibrations has no explanation yet - Building an energy-converting device comes before How energy travels around, which it needs - Building an energy-converting device has no explanation yet - Transparent, Translucent & Opaque has no explanation yet - How We See Objects has no explanation yet - Light Travels in Straight Lines has no explanation yet - How energy travels around has no explanation yet - Conductors and insulators has no explanation yet - Life Cycles of Organisms has no explanation yet - Animal Life Cycles has no explanation yet - Diet, Exercise & Lifestyle has no explanation yet - Organ Systems Vocabulary has no explanation yet Credit: The structure of Mississippi academic standards: Science (http://www.mde.k12.ms.us/docs/secondary-education/2018-ms_ccrs---science_k-12_final_20170616.pdf?sfvrsn=2); 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.