Science Standards of Learning for Virginia Public Schools - January 2010
Grade 4 SOL's
Interrelationships in Earth/Space Systems 4.6
The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Earth Patterns, Cycles, and Change 4.7
The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
4.8 Earth Patterns and Change
The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
4.9 Earth Resources
The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
a) weather phenomena;
b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather predictions.
Earth Patterns, Cycles, and Change 4.7
The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
4.8 Earth Patterns and Change
The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include
a) the motions of Earth, the moon, and the sun;
b) the causes for Earth’s seasons;
c) the causes for the phases of the moon;
d) the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e) historical contributions in understanding the Earth-moon-sun system.
4.9 Earth Resources
The student will investigate and understand important Virginia natural resources. Key concepts include
a) watersheds and water resources;
b) animals and plants;
c) minerals, rocks, ores, and energy sources; and
d) forests, soil, and land.
Understanding the Standard
4.6 Interrelationships in Earth/Space Systems
This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future atmospheric conditions. Weather is introduced in science standard 2.6. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Temperature is the measure of the amount of thermal energy in the atmosphere.
· Air pressure is due to the weight of the air and is determined by several factors including the temperature of the air.
· A front is the boundary between air masses of different temperature and humidity.
· Cirrus, stratus, cumulus, and cumulo-nimbus clouds are associated with certain weather conditions.
· Cumulus clouds are fluffy and white with flat bottoms. They usually indicate fair weather. However, when they get larger and darker on the bottom, they become cumulo-nimbus clouds. Cumulo-nimbus clouds may produce thunderstorms.
· Stratus clouds are smooth, gray clouds that cover the whole sky (block out direct sunlight). Light rain and drizzle are usually associated with stratus clouds.
· Cirrus clouds are feathery clouds. They are associated with fair weather. Cirrus clouds often indicate that rain or snow will fall within several hours.
· Extreme atmospheric conditions create various kinds of storms such as thunderstorms, hurricanes, and tornadoes.
· Different atmospheric conditions create different types of precipitation.
· Meteorologists gather data by using a variety of instruments.
· Meteorologists use data to predict weather patterns.
A barometer measures air pressure.
· An anemometer measures wind speed.
· A rain gauge measures the amount of precipitation.
· A thermometer measures the temperature of the air.
4.7 Earth Patterns, Cycles, and Change
This standard focuses on providing an introduction to our solar system. This includes the introduction to the planets in the solar system, their order in the solar system in relation to the sun, and the sizes of the planets in relation to the size of Earth. A more in-depth study of the solar system is in standard 6.8. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Saturn, Uranus, and Neptune) have rings.
· Uranus is seventh from the sun. Uranus is a gas giant.
· Neptune is eighth from the sun. Neptune appears blue through telescopes and is a gas giant.
· The eight planets sorted by size from largest to smallest are: Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.
· Pluto is no longer included in the list of planets in our solar system due to its small size and irregular orbit. Many astronomers questioned whether Pluto should be grouped with worlds like Earth and Jupiter. In 2006, this debate led the International Astronomical Union (IAU), the recognized authority in naming heavenly objects, to formally reclassify Pluto. On August 24, 2006, Pluto's status was officially changed from planet to dwarf planet.
· A new distinct class of objects called "dwarf planets" was identified in 2006. It was agreed that "planets" and "dwarf planets" are two distinct classes of objects. The first members of the dwarf planet category are Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets are expected to be announced by the IAU in the future.
· What differentiates a dwarf planet from a planet? For the most part, they are identical, but there is one key difference: A dwarf planet has not "cleared the neighborhood" around its orbit, which means it has not become gravitationally dominant and it shares its orbital space with other bodies of a similar size.
· Pluto is smaller than seven of the moons in our solar system and cannot be seen without a telescope.
4.8 Earth Patterns, Cycles, and Change
This standard focuses on the Earth-moon-sun system and includes knowledge related to the motions of this system and the results of our unique position in it. This includes the presence of an atmosphere, liquid water, and life. The standard is built on concepts developed in science standards K.8, 1.6, and 3.8 and that will be further expanded in 6.8. A more in-depth study of Earth’s makeup is in standard 5.7. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Earth completes one revolution around the sun every 365 ¼ days. The moon revolves around Earth about once every month.
· Due to its axial tilt, Earth experiences seasons during its revolution around the sun.
· The phases of the moon are caused by its position relative to Earth and the sun. The phases of the moon include the new, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, last (third) quarter, and waning crescent.
· The sun is an average-sized yellow star, about 110 times the diameter of Earth. The sun is approximately 4.6 billion years old.
· Our moon is a small rocky satellite, having about one-quarter the diameter of Earth and one-eightieth its mass. It has extremes of temperature, virtually no atmosphere or life, and very little water.
· Earth is one of eight planets that revolve around the sun and comprise the solar system. Earth, the third planet from the sun, is one of the four terrestrial inner planets. It is about 150 million kilometers from the sun.
· Earth is a geologically active planet with a surface that is constantly changing. Unlike the other three inner planets (Mercury, Venus, and Mars), it has large amounts of life-supporting water and an oxygen-rich atmosphere. Earth’s protective atmosphere blocks out most of the sun’s damaging rays.
Our understanding of the solar system has changed from an Earth-centered model of Aristotle and Ptolemy to the sun-centered model of Copernicus and Galileo.
· The NASA Apollo missions added greatly to our understanding of the moon.
· Our understanding of the sun, moon, and the solar system continues to change with new scientific discoveries.
4.9 Earth Resources
Virginia has a rich variety of natural resources. These provide the raw materials for our daily lives and sustain our economy. Natural resources are finite and must be used wisely to ensure their continued availability. This concept of natural resources is introduced in 1.8 and extended in 6.9. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Virginia is rich in a wide variety of natural resources, including forests, arable (farmable) land, coal, sand and aggregates (rocks), wildlife and aquatic organisms, clean water and air, and beautiful scenery.
· A watershed is an area over which surface water (and the materials it carries) flows to a single collection place. The Chesapeake Bay watershed covers approximately half of Virginia’s land area. The other two major watershed systems are the Gulf of Mexico and the North Carolina Sounds.
· Virginia’s water resources include groundwater, lakes, reservoirs, rivers, bays, and the Atlantic Ocean.
· Virginia has a great variety of plant and animal resources.
· Natural and cultivated forests are a widespread resource in Virginia.
· Virginia’s soil and land support a great variety of life, provide space for many economic activities, and offer a variety of recreational opportunities.
This standard focuses on weather conditions and a more technical understanding of the tools and methods used to forecast future atmospheric conditions. Weather is introduced in science standard 2.6. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Temperature is the measure of the amount of thermal energy in the atmosphere.
· Air pressure is due to the weight of the air and is determined by several factors including the temperature of the air.
· A front is the boundary between air masses of different temperature and humidity.
· Cirrus, stratus, cumulus, and cumulo-nimbus clouds are associated with certain weather conditions.
· Cumulus clouds are fluffy and white with flat bottoms. They usually indicate fair weather. However, when they get larger and darker on the bottom, they become cumulo-nimbus clouds. Cumulo-nimbus clouds may produce thunderstorms.
· Stratus clouds are smooth, gray clouds that cover the whole sky (block out direct sunlight). Light rain and drizzle are usually associated with stratus clouds.
· Cirrus clouds are feathery clouds. They are associated with fair weather. Cirrus clouds often indicate that rain or snow will fall within several hours.
· Extreme atmospheric conditions create various kinds of storms such as thunderstorms, hurricanes, and tornadoes.
· Different atmospheric conditions create different types of precipitation.
· Meteorologists gather data by using a variety of instruments.
· Meteorologists use data to predict weather patterns.
A barometer measures air pressure.
· An anemometer measures wind speed.
· A rain gauge measures the amount of precipitation.
· A thermometer measures the temperature of the air.
4.7 Earth Patterns, Cycles, and Change
This standard focuses on providing an introduction to our solar system. This includes the introduction to the planets in the solar system, their order in the solar system in relation to the sun, and the sizes of the planets in relation to the size of Earth. A more in-depth study of the solar system is in standard 6.8. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Saturn, Uranus, and Neptune) have rings.
· Uranus is seventh from the sun. Uranus is a gas giant.
· Neptune is eighth from the sun. Neptune appears blue through telescopes and is a gas giant.
· The eight planets sorted by size from largest to smallest are: Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.
· Pluto is no longer included in the list of planets in our solar system due to its small size and irregular orbit. Many astronomers questioned whether Pluto should be grouped with worlds like Earth and Jupiter. In 2006, this debate led the International Astronomical Union (IAU), the recognized authority in naming heavenly objects, to formally reclassify Pluto. On August 24, 2006, Pluto's status was officially changed from planet to dwarf planet.
· A new distinct class of objects called "dwarf planets" was identified in 2006. It was agreed that "planets" and "dwarf planets" are two distinct classes of objects. The first members of the dwarf planet category are Ceres, Pluto and 2003 UB313, given the name Eris. More dwarf planets are expected to be announced by the IAU in the future.
· What differentiates a dwarf planet from a planet? For the most part, they are identical, but there is one key difference: A dwarf planet has not "cleared the neighborhood" around its orbit, which means it has not become gravitationally dominant and it shares its orbital space with other bodies of a similar size.
· Pluto is smaller than seven of the moons in our solar system and cannot be seen without a telescope.
4.8 Earth Patterns, Cycles, and Change
This standard focuses on the Earth-moon-sun system and includes knowledge related to the motions of this system and the results of our unique position in it. This includes the presence of an atmosphere, liquid water, and life. The standard is built on concepts developed in science standards K.8, 1.6, and 3.8 and that will be further expanded in 6.8. A more in-depth study of Earth’s makeup is in standard 5.7. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Earth completes one revolution around the sun every 365 ¼ days. The moon revolves around Earth about once every month.
· Due to its axial tilt, Earth experiences seasons during its revolution around the sun.
· The phases of the moon are caused by its position relative to Earth and the sun. The phases of the moon include the new, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, last (third) quarter, and waning crescent.
· The sun is an average-sized yellow star, about 110 times the diameter of Earth. The sun is approximately 4.6 billion years old.
· Our moon is a small rocky satellite, having about one-quarter the diameter of Earth and one-eightieth its mass. It has extremes of temperature, virtually no atmosphere or life, and very little water.
· Earth is one of eight planets that revolve around the sun and comprise the solar system. Earth, the third planet from the sun, is one of the four terrestrial inner planets. It is about 150 million kilometers from the sun.
· Earth is a geologically active planet with a surface that is constantly changing. Unlike the other three inner planets (Mercury, Venus, and Mars), it has large amounts of life-supporting water and an oxygen-rich atmosphere. Earth’s protective atmosphere blocks out most of the sun’s damaging rays.
Our understanding of the solar system has changed from an Earth-centered model of Aristotle and Ptolemy to the sun-centered model of Copernicus and Galileo.
· The NASA Apollo missions added greatly to our understanding of the moon.
· Our understanding of the sun, moon, and the solar system continues to change with new scientific discoveries.
4.9 Earth Resources
Virginia has a rich variety of natural resources. These provide the raw materials for our daily lives and sustain our economy. Natural resources are finite and must be used wisely to ensure their continued availability. This concept of natural resources is introduced in 1.8 and extended in 6.9. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (4.1) in the context of the key concepts presented in this standard.
· Virginia is rich in a wide variety of natural resources, including forests, arable (farmable) land, coal, sand and aggregates (rocks), wildlife and aquatic organisms, clean water and air, and beautiful scenery.
· A watershed is an area over which surface water (and the materials it carries) flows to a single collection place. The Chesapeake Bay watershed covers approximately half of Virginia’s land area. The other two major watershed systems are the Gulf of Mexico and the North Carolina Sounds.
· Virginia’s water resources include groundwater, lakes, reservoirs, rivers, bays, and the Atlantic Ocean.
· Virginia has a great variety of plant and animal resources.
· Natural and cultivated forests are a widespread resource in Virginia.
· Virginia’s soil and land support a great variety of life, provide space for many economic activities, and offer a variety of recreational opportunities.