Science Review Notes for Parents and Studentsstar.spsk12.net/science/4/4S_3NWParentStudentNotes.pdf · Science Review Notes for Parents and Students Grade 4 3rd Nine Weeks 2017-2018

Science

Review Notes for

Parents and Students

Grade 4 3rd Nine Weeks

2017-2018

Note: Fourth grade material is tested on the Fifth Grade Standards of Learning test. Released questions in this review packet may refer to the Fifth Grade Standards of Learning test.

Science Review Notes for Parents and Students

Grade 4 Science: Third Nine Weeks 2017-2018

This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information below is detailed information about the Standards of Learning taught during the 3rd grading period and comes from the Science Standards of Learning Curriculum Framework, Grade 4 issued by the Virginia Department of Education. The Curriculum Framework in its entirety can be found at the following website. http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml

Standard 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

a) distinctions are made among observations, conclusions, inferences, and predictions; b) objects or events are classified and arranged according to characteristics or properties; c) appropriate instruments are selected and used to measure length, mass, volume, and

temperature in metric units; d) appropriate instruments are selected and used to measure elapsed time; e) predictions and inferences are made, and conclusions are drawn based on data from a

variety of sources; f) independent and dependent variables are identified; g) constants in an experimental situation are identified; h) hypotheses are developed as cause and effect relationships; i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs; j) numerical data that are contradictory or unusual in experimental results are recognized; k) data are communicated with simple graphs, pictures, written statements, and numbers; l) models are constructed to clarify explanations, demonstrate relationships, and solve

needs; and m) current applications are used to reinforce science concepts.

Overview

The skills described in standard 4.1 are intended to define the “investigate” component of all of the other fourth-grade standards. The intent of standard 4.1 is that students will continue to develop a range of inquiry skills, achieve proficiency with those skills in the context of the concepts developed at the fourth-grade level, and strengthen their understanding of the nature of science.. It is also intended that by developing these skills, students will achieve greater understanding of scientific inquiry and the nature of science as well as more fully grasp the content-related concepts.

The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts:

a) the natural world is understandable; b) science is based on evidence, both observational and experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are collected; e) science is a complex social endeavor

Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just knowledge of facts to understanding how facts are relevant to everyday life.

Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way.

An observation is what you see, feel, taste, hear, or smell. Scientists construct knowledge from observations and inferences, not observations alone. To communicate an observation accurately, one must provide a clear description of exactly what is observed and nothing more. Those conducting investigations need to understand the difference between what is seen and what inferences, conclusions, or interpretations can be drawn from the observation.

An inference is a tentative explanation based on background knowledge and available data.

A scientific prediction tells what may happen in some future situation. It is based on the application of scientific principles and factual information.

Accurate observations and evidence are necessary to draw realistic and plausible conclusions. A conclusion is a summary statement based on the results of an investigation.

Conclusions are drawn by making judgments after considering all the information you have gathered. Conclusions are based on details and facts.

Elapsed time is the amount of time that has passed between two given times.

An experiment is a fair test driven by a hypothesis. A fair test is one in which only one variable is compared.

A hypothesis is a prediction about the relationship between variables. A hypothesis is an educated guess/prediction about what will happen based on what you already know and what you have already learned from your research. It must be worded so that it is “testable.”

In order to conduct an experiment, one must recognize all of the potential variables or changes that can affect its outcome.

An independent variable is the factor in an experiment that is altered by the experimenter. The independent variable is purposely changed or manipulated.

A dependent variable is the factor in an experiment that changes as a result of the manipulation of the independent variable.

The constants in an experiment are those things that are purposefully not changed and remain the same throughout the experiment.

In science, it is important that experiments and the observations recorded are repeatable.

There are two different types of data – qualitative and quantitative. Qualitative data deal with descriptions and data that can be observed, but not measured. Quantitative data are data that can be counted or measured and the results can be recorded using numbers. Quantitative data can be represented visually in graphs and charts. Quantitative data defines whereas qualitative data describes. Quantitative data are more valuable in science because they allow direct comparisons between observations made by different people or at different times.

Example of Qualitative vs. Quantitative Data Main Street Elementary School Science Club

Qualitative Quantitative

Friendly

Likes science

Positive about school

10 fourth-grade students and 12 fifth-grade students

14 girls, 8 boys 92 percent participated in the

division wide science fair last year

Examples of Variables:

Question

Independent Variable

(Factor that is purposely

changed)

Dependent Variable

(Factor that changes because

of the manipulation of the

independent variable)

Constants

(Things that remain the same)

How much

water flows

through a

faucet at

different

openings?

Water faucet opening (closed,

half open, fully open)

Amount of water flowing

measured in liters per

minute

The Faucet

Water pressure, or how

much the water is

"pushing"

"Different water pressure might

also cause different amounts of

water to flow and different faucets

may behave differently, so to

insure a fair test I want to keep the

water pressure and the faucet the

same for each faucet opening that

I test."

Does heating a

cup of water

allow it to

dissolve more

sugar?

Temperature of the water

measured in degrees

Centigrade

Amount of sugar that

dissolves completely

measured in grams

Stirring

Type of sugar

"More stirring might also increase

the amount of sugar that dissolves

and different sugars might dissolve

in different amounts, so to insure a

fair test I want to keep these

variables the same for each cup of

water."

Standard 4.4

The student will investigate and understand basic plant anatomy and life processes. Key concepts include:

a) the structures of typical plants and the function of each structure; b) processes and structures involved with plant reproduction; c) photosynthesis; and d) adaptations allow plants to satisfy life needs and respond to the environment

Overview This standard focuses on the basic life processes and anatomy of plants. It represents a more in-depth treatment of the plant structures and the processes associated with plant reproduction. Photosynthesis is introduced in this standard. Closely related standards from previous grades include K.6, 1.4, and 2.4. This standard also is closely connected with concepts presented in science standard 4.5. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.

For many typical green plants, there are anatomical structures that perform certain basic functions. For example, roots anchor the plants and take water and nutrients from the soil. Plant stems provide support and allow movement of water and nutrients.

Plants that produce seeds Plants that produce spores

Many seed-producing plants have roots, stems, leaves, and flowers. The stamen and pistil are reproductive parts of the flower. The sepals are the small leaves that form the housing of the developing flower.

Some plants reproduce with spores. These include ferns and mosses.

Plants

Plants can be divided into two general groups: those that produce seeds and those

that produce spores.

Many seed-producing plants have roots, stems, leaves, and flowers.

Seeds vary considerably in size. Orchids, for example, produce seeds as small as dust particles. The coconut is one of the largest seeds in the plant kingdom. In many seeds, the protective outer seed coat is resistant to physical damage and may also contain waxes and oils that help prevent water loss.

Pollination is part of the reproductive process of flowering plants. Pollination is the process by which pollen is transferred from the stamens to the stigma.

The stamen and pistil are reproductive parts of the flower. The sepals are the small leaves that form the housing of the developing flower.

Some plants reproduce with spores. These include ferns and mosses.

Green plants produce their own food through the process of photosynthesis. Green plants use chlorophyll to produce food (sugar), using carbon dioxide, water, enzymes and other chemicals, and sunlight. Leaves are the primary food producing part of these plants.

Oxygen is released during photosynthesis.

Plants adapt to changes in their environment in order to survive.

Dormancy is a plant adaptation. Dormancy is a period of suspended life processes brought on by changes in the environment. Other plant adaptations include response to light and the response to moisture.

Science Released Test 2008 (# 24)

Identifying Flowering Plants

Practice Test Items

Virginia Standards of Learning Grade 5 Science Test

Follow this link to find practice tests: http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml#science

1. The two structures most plants use to gather nutrients and energy to live are –

A. roots and leaves B. roots and flowers C. stems and roots D. stems and leaves

2. Which of these organisms reproduce by making spores?

Answers: Fern, Moss, and Mushroom

3.

Which of these is a main function of this plant’s roots? A. Making seeds B. Producing pollen C. Absorbing nutrients D. Storing chlorophyll

4. Seeds can lie dormant for many years until – A. sunlight causes photosynthesis B. food webs are complete C. conditions are right for growth D. conduction of food occurs

Standard 4.5 The student will investigate and understand how plants and animals, including humans, in an

ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include

a) plant and animal adaptations;

b) organization of populations, communities, and ecosystems and how they interrelate;

c) flow of energy through food webs;

d) habitats and niches;

e) changes in an organism’s niche at various stages in its life cycle; and

f) influences of human activity on ecosystems.

Overview

This standard focuses on the relationships among plants, animals, and the nonliving environment and brings together several elements of both Life Processes and Living Systems. This standard assumes students have a basic understanding that all living organisms are interrelated and dependent in some way on other living organisms and their environment. Plants and animals in ecological systems live in a web of interdependence in which each species contributes to the functioning of the overall system. Organisms live in a habitat to which they are structurally and behaviorally adapted. Certain conditions within environments determine which organisms and communities succeed there.

Organisms have structural adaptations, or physical attributes, which help them meet a life need.

Structural adaptations include such things as body color, body covering, beak type, and claw type.

Organisms also have behavioral adaptations, or certain types of activities they perform, which help them meet a life need.

Organisms have structures uniquely adapted for their particular needs. A seed-eating bird would be unable to survive by eating worms because its beak is not adapted for catching worms. These structural adaptations affect the entire species of organisms and usually occur gradually over many generations.

Look at the two birds below, notice that different species of birds have differently shaped beaks.

Bird’s beaks are adapted to perform different jobs. Depending on where the bird lives will affect the shape of the beak.

The pelican needs to be able to scoop fish out of the water so the beak is shaped or adapted to the environment in which it lives. A beak is a structural adaptation.

Consider comparing other structural adaptations such as different birds’ feet (wading, perching,

catching prey) or the legs of various land animals .

Behavioral adaptations help individual animals or groups of animals (and to some degree, all organisms) meet their needs. These are the things that organisms do to survive, such as migrate or hibernate. Living things adapt to a specific environment over a long period of time and many generations. If the environment changes, living things must also change to survive, or they must find a new environment. Behavioral adaptations are certain activities or actions that living things do to meet their needs for food, water, shelter, and protection.

Name that adaptation -

The color of an earthworm (structural) The thorns on a rose stem (structural) The owl’s nocturnal hunting (behavioral) The giraffe’s long neck (structural) The human’s wearing of a coat when he/she is cold (behavioral) A dog’s response when called (behavioral) Bears’ practice of hibernating in the winter (behavioral) Birds’ migration (behavioral) Trout’s gills (structural) Vines’ use of other plants or objects for support to climb and grow upward (structural).

All the organisms of the same species that live in the same place at the same time are a population.

Populations of species that live in the same place at the same time together make up a community.

The organization of communities is based on the utilization of the energy from the sun within a given ecosystem. The greatest amount of energy in a community is in the producers.

Pelican Bluebird

Within a community, organisms are dependent on the survival of other organisms. Energy is passed from one organism to another.

All the populations and the nonliving components in an environment that interact with each other form an ecosystem.

The sun’s energy cycles through ecosystems from producers through consumers and back into the nutrient pool through decomposers.

A food chain is a representation of the energy flow among organisms in an ecosystem. This energy comes from the sun. The producer, which is usually a plant, utilizes the energy from the sun to begin the food chain.

A simple food chain could start with grass (a producer) which is eaten by a cricket (a consumer), which is eaten by a toad (a consumer) which eventually dies and is broken down by worms (decomposers).

Consumers are living things that eat or consume other living things to get food for energy. They cannot make their own food. For example: The wolf and deer are both consumers.

The energy for the food chain starts with the sun.

Producers make their own food. They include green plants, bushes, trees, grasses, and ferns (as well as other plants).

A food web shows the interrelationship of all of the food chains in an ecosystem.

All life benefits from the process of photosynthesis, in which plants take energy from the sun and make it available to animals.

A habitat is the place or kind of place in which an animal or plant naturally lives. An organism’s habitat provides food, water, shelter, and space. The size of the habitat depends on the organism’s needs.

Frogs and butterflies require a unique habitat because of the different stages in their life. The frog spends part of its life in water and part of its life on land. The butterfly starts as a caterpillar and eventually finds itself looking for a butterfly habitat.

A niche is the function that an organism performs in the food web of that community. A niche also includes everything else the organism does and needs in its environment. No two types of organisms occupy exactly the same niche in a community.

The major difference between a niche and a habitat is that a habitat is a place, while a niche is an organism’s role or job. A student’s habitat is his house, but his niche is that of a brother, son, neighbor, friend, student, basketball player, and any other roles the student plays.

Think about honey bees. Their habitat is a hive. What is their niche or role? The honey bees’ niche or role is to gather nectar from flowers and to make honey. What about the Queen Bee, does she have a different niche? Yes, she does. Her niche is to lay eggs.

The organization of a community is defined by the interrelated niches within it.

During its life cycle, an organism’s role in the community — its niche — may change. For example, what an animal eats, what eats it, and other relationships will change.

Humans can have a major impact on ecosystems.

Positive Impact Negative Impact

Plant trees

Pollute the land and water

Recycle

Clear land and don’t plant trees

Protect wetlands

Spray pesticides and fertilizers

What else could we do to protect and preserve the ecosystems around us?

Virginia Standards of Learning Grade 5 Science Test

Follow this link to find released tests:

http://www.doe.virginia.gov/testing/sol/released_tests/2008/test08_science5.pdf

1.

Answer: 3 Carnivores

2.

In this food web, which two organisms could be harmed if the mouse population were to decline?

A. Deer and caterpillar B. Wolf and snake C. Oak and grass D. Hawk and songbird

observation

4.1

What you see, feel, taste, hear, or smell in an experiment.

inference

4.1

A tentative explanation based on background knowledge and available data.

prediction

4.1

Tells what may happen in some future situation. It is based on the application of scientific principles and factual information.

conclusions

4.1

Are drawn by making judgments after considering all the information you have gathered. Conclusions are based on details and facts.

elapsed time

4.1

The amount of time that has passed between two given times.

experiment

4.1

A fair test driven by a hypothesis. A fair test is one in which only one variable is compared.

hypothesis

4.1

A prediction about the relationship between variables. A hypothesis is an educated guess/prediction about what will happen based on what you already know and what you have already learned from your research. It must be worded so that it is “testable.”

independent variable

4.1

The factor in an experiment that is altered by the experimenter; it is purposely changed or manipulated.

dependent variable

4.1

The factor in an experiment that changes as a result of the manipulation of the independent variable.

constants 4.1

Those things in an experiment that are purposefully not changed and remain the same throughout the experiment.

quantitative data 4.1

Data that can be counted or measured and the results can be recorded using numbers.

qualitative data

4.1

Data that deals with descriptions, and data that can be observed, but not measured precisely.

plants 4.4

Plants can be divided into two general groups. Those that produce seeds and those that produce spores.

seeds

4.4

Seeds can vary in size. They can be as small as a dust particle or as large as a coconut. In many seeds the protective outer seed coat is resistant to physical damage.

spores 4.4

Spores are single-celled reproductive bodies that are capable of growing into a new organism. They are produced by non-flowering plants like ferns and mosses.

pollination 4.4

Pollination is part of the reproductive process of flowering plants. It is the process by which pollen is transferred from the stamens to the stigma in flowers.

stamen 4.4

The stamen is a reproductive part of the flower.

pistil 4.4

The pistil is another reproductive part of the flower.

sepal 4.4

Sepals are small leaves that form the housing of the developing flower.

leaves

4.4

Leaves are the primary food producing part of plants.

chlorophyll 4.4

Chlorophyll is used to produce food (sugar) in green plants.

photosynthesis

4.4

Photosynthesis is the process where green plants produce their own food. They use chlorophyll, carbon dioxide, water, enzymes and other chemicals, and sunlight in the process.

dormancy 4.4

Dormancy is a plant adaptation where there is a period of suspended life processes brought on by changes in the environment.

plant adaptation

4.4

Plant adaptations happen when a plant adapts to changes in their environment in order to survive. Dormancy is an adaptation to light and moisture.

organism

4.5

A living thing made up of a cell or cells.

structural adaptations

4.5

Physical attributes that help organisms meet life needs.

behavioral adaptations

4.5

Certain activities organisms perform that help them meet life needs.

ecosystem

4.5

A community and its nonliving environment.

environment

4.5

Everything that surrounds an organism.

community

4.5

All of the populations in one ecosystem.

niche

4.5

The function that an organism performs in the community.

population

4.5

All the organisms of the same species that live in the same place at the same time.

producers 4.5

living things that can use sunlight to make their own food.

decomposer 4.5

A consumer that puts materials from dead plants and animals back into the soil, air, and water.

life cycle

4.5

The stages in the life of a plant or animal.

food chain

4.5

The path energy and materials take in a community.

food web

4.5

The flow of energy and materials through connected food chains.

habitat 4.5

The place or kind of place in which an animal or plant naturally lives; It provides food, water, shelter, and space to organisms.

consumer

4.5

A living thing that depends on producers for food.