• swe  

    This year I am going to focus more and more of our learning around STEM interactive learning and projects. From time to time I will be asking for strange or cheap materials to help us achieve more interactive hands on learning.
     
                                                                 This year in Science we will cover the following TEKS:
      
    TEKS Number
    Student Expectation
    4(1)(A)

    demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

    4(1)(B)

    make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

    4(2)(A)

    plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;

    4(2)(B)

    collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps;

    4(2)(C)

    construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;

    4(2)(D)

    analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;

    4(2)(E)

    perform repeated investigations to increase the reliability of results; and

    4(2)(F)

    communicate valid, oral, and written results supported by data.

    4(3)(A)

    in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

    4(3)(B)

    draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen;

    4(3)(C)

    represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and

    4(3)(D)

    connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

    4(4)(A)

    collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

    4(4)(B)

    use safety equipment as appropriate, including safety goggles and gloves.

    4(5)(A)

    measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

    4(5)(B)

    predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and

    4(5)(C)

    compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

    4(6)(A)

    differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal;

    4(6)(B)

    differentiate between conductors and insulators;






    4(6)(C)

    demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and






    4(6)(D)

    design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

    4(7)(A)

    examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants;

    4(7)(B)

    observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and

    4(7)(C)

    identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.

    4(8)(A)

    measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;

    4(8)(B)

    describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and

    4(8)(C)

    collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

    4(9)(A)

    investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and

    4(9)(B)

    describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

    4(10)(A)

    explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants;

    4(10)(B)

    demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and

    4(10)(C)

    explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.