Common Planner
K–12 Standards

Science: Grade 4

Other Louisiana Louisiana Connectors for Students with Significant Disabilities sets

ENERGY

  • 1a

    Identify that moving objects contain energy.LC-4-PS3-1a

  • 1b

    Demonstrate that objects moving faster possess more energy than objects moving slower.LC-4-PS3-1b

  • 2a

    Identify examples of how energy can be moved from place to place (i.e., through sound or light traveling; by electrical currents; heat passing from one object to another).LC-4-PS3-2a

  • 3a

    Identify the change in energy or the change in objects’ motions when objects collide (e.g., speeds as objects interact, direction).LC-4-PS3-3a

  • 4a

    Relate an example that demonstrates that energy can be converted from one form to another form (e.g., electric circuits that convert electrical energy into light, motion, sound or heat).LC-4-PS3-4a

WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR INFORMATION TRANSFER

  • 1a

    Describe the properties of waves using a model (e.g., drawings, diagrams) to show amplitude (height) and wavelength.LC-4-PS4-1a

  • 1b

    Identify relationships involving wave amplitude, wavelength, and the motion of an object (e.g., when the amplitude increases, the object moves more).LC-4-PS4-1b

  • 1c

    Identify amplitude as a measure of energy in a wave.LC-4-PS4-1c

  • 1d

    Identify wavelength as the distance between a point on one wave and the identical point on the next wave.LC-4-PS4-1d

  • 2a

    Arrange a model to show that light can be seen when light reflected from its surface enters the eye.LC-4-PS4-2a

FROM MOLECULES TO ORGANISMS: STRUCTURE AND PROCESSES

  • 1a

    Identify external macroscopic structures (e.g., bird beaks, eyes, feathers, roots, needles on a pine tree) that support growth, survival, behavior, and reproduction of organisms.LC-4-LS1-1a

  • 1b

    Identify internal structures (e.g., heart, muscles, bones) that support growth, survival, behavior, and reproduction of organisms.LC-4-LS1-1b

  • 2a

    Identify that sense receptors provide different kinds of information, which is processed by the brain.LC-4-LS1-2a

  • 2b

    Identify how animals use their sense receptors to respond to different types of information (e.g., sound, light, odor, temperature) in their surroundings with behaviors that help them survive.LC-4-LS1-2b

  • 2c

    Identify how animals use their memories to help them survive.LC-4-LS1-2c

EARTH’S PLACE IN THE UNIVERSE

  • 1a

    Identify rock formations that show how the Earth’s surface has changed over time (e.g., change following earthquakes).LC-4-ESS1-1a

  • 1b

    Identify older fossils as being found in deeper, older rock layers.LC-4-ESS1-1b

EARTH’S SYSTEM

  • 1a

    Use data to compare differences in the shape of the land due to the effects of weathering or erosion.LC-4-ESS2-1a

  • 1b

    Identify how living things affect the shape of the land.LC-4-ESS2-1b

  • 2a

    Use maps to locate different land and water features of Earth.LC-4-ESS2-2a

  • 2b

    Use maps to determine that earthquakes and volcanoes often occur along the boundaries between continents.LC-4-ESS2-2b

  • 3a

    Identify how plants affect the environment (e.g., some have roots that can stabilize or destabilize the soil).LC-4-ESS2-3a

  • 3b

    Identify how animals affect the environment (e.g., they disturb rocks, soil, and sediment; some build dams or nests).LC-4-ESS2-3b

EARTH AND HUMAN ACTIVITY

  • 1a

    Identify the origins of the natural sources humans use for energy and fuel.LC-4-ESS3-1a

  • 1b

    Identify environmental effects associated with the use of a given energy resource.LC-4-ESS3-1b

  • 2a

    Describe solutions to reduce the impact of a natural Earth process (e.g., earthquake, flood, volcanic activity) on humans.LC-4-ESS3-2a

Frequently asked questions

What grade levels do these standards cover?
Grade 4

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More Louisiana Louisiana Connectors for Students with Significant Disabilities sets

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