Grade 4 Science Massachusetts standards Standards

Technology/Engineering

Physical Science

Life Science

Earth and Space Sciences

The West

The Southwest

The Midwest

The Southeast

The Northeast

The expansion of the United States over time and its regions today

Early European exploration and conquest

Ancient civilizations of North America

North America: geography and map skills

Grade 4: North American Geography, History, and Peoples

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

History and Social Science and the Standards for Literacy (Pre-K - 5)

Standards for History and Social Science Practice

Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time.

Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation.

Analyze and interpret maps of Earth's mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.

Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not.

Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.

Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.

Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.

Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels, and (b) can cause objects to move.

Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen.

Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.

Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.

Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 4.

Determine the main idea of a text and explain how it is supported by key details; summarize a text.

Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.

Determine the meaning of general and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area.

Describe the overall structure of how a text presents information (e.g., chronology, comparison, cause/effect, problem/solution) on in a text or part of a text.

Compare and contrast a firsthand and a secondhand account of the same event or topic; describe the differences in focus and the information provided.

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.

Explain how an author uses reasons and evidence to support particular points in a text.

Integrate information from two texts on the same topic in order to write or speak knowledgeably about the topic.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Paraphrase portions of a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Identify the reasons and evidence a speaker provides to support particular points.

Report on a topic, text, procedure, or solution to a mathematical problem, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace and use appropriate vocabulary.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Differentiate between contexts that call for formal English (e.g., presenting research findings) and those where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate for task and situation.

On a physical map of North America, use cardinal directions, map scales, key/legend (symbols for mountains, rivers, deserts, lakes, cities), and title to locate and identify important physical features (e.g., Mississippi and Rio Grande Rivers, Great Lakes, Atlantic and Pacific Oceans, Gulf of Mexico, Hudson's Bay, Appalachian Mountains, Rocky Mountains, Sierra Madre, the Great Basin, Mojave, Sonoran, and Chihuahuan Deserts, the Yucatan Peninsula, the Caribbean Sea).

On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states; explain the meaning of the terms continent, country, nation, county, state, province, and city.

Research, analyze, and convey information about Canada or Mexico by consulting maps, atlases, encyclopedias, digital information and satellite images, photographs, or news articles; organizing materials, and making an oral or written presentation about topics such as the peoples, population size, languages, forms of government, major cities, environment, natural resources, industries, and national landmarks.

Evaluate competing theories about the origins of people in North America (e.g., theories that people migrated across a land bridge that connected present-day Siberia to Alaska or theories that they came by a maritime route) and evidence for dating the existence of early populations in North America to about 15,000 years ago.

Using maps of historic Native Peoples' culture regions of North America and photographs, identify archaeological evidence of some of the characteristics of major civilizations of this period (e.g., stone tools, ceramics, mound-building, cliff dwellings).

Explain how archaeologists conduct research (e.g., by participating in excavations, studying artifacts and organic remains, climate and astronomical data, and collaborating with other scholars) to develop theories about migration, settlement patterns, and cultures in prehistoric periods.

Give examples of some archaeological sites of Native Peoples in North America that are preserved as national or state monuments, parks, or international heritage sites (e.g., Teotihuacan in Mexico, Mesa Verde National Park in Colorado, Cahokia Mounds State Historic Site in Illinois, Chaco Culture National Historic Park in New Mexico) and explain their importance in presenting a comprehensive history of Americans and American life.

Explain how historians studying the European voyages to the Americas use archaeological evidence, maps, illustrations, and texts produced in Europe at the time, and that all of these materials are called primary sources.

Explain who the Vikings were and describe evidence of their early encounters with Native Peoples along the North American Atlantic coast.

Trace on a map European explorations of North America and the Caribbean Islands in the 15th and 16th centuries (e.g., voyages of Vasco Nun͂es de Balboa, Jacques Cartier, Cristobal Colon [Christopher Columbus], Ferdinand Magellan, Juan Ponce De Leon, Amerigo Vespucci, Hernán Cortés), evaluate the reasons for the voyages, noting that they were part of an effort by European nations to expand their empires, find new routes for trade with Asia, new opportunities for colonization, and new natural resources; make a timeline of their landings and conquests.

Describe how the construction of canals, roads, and railways in the 19th century helped the United States to expand westward.

Give examples of some of the ways the United States acquired new states (beyond the 13 original states) and additional territories between 1791 and 1898, including purchasing land called the Louisiana Territory from France, adding territory in the Southwest as a result of war with Mexico, settling a treaty with Britain to gain land called the Oregon Territory in the Northwest, purchasing Alaska from Russia, annexing Hawaii, and adding territories such as Puerto Rico as a result of a war with Spain.

Compare different reasons why men and women who lived in the Eastern part of the United States wanted to move West in the 19th century, and describe aspects of pioneer life on the frontier (e.g., wagon train journeys on the Oregon and Santa Fe Trails, and settlements in the western territories).

Explain that many different groups of people immigrated to the United States from other places voluntarily and some were brought to the United States against their will (as in the case of people of Africa).

Show understanding that in the middle of the 19th century, the people of the United States were deeply divided over the question of slavery and its expansion into newly settled parts of the West, which led to the Civil War from 1861 to 1865.

On a political map of the United States, locate the states in the Northeast (listed alphabetically: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island and Vermont).

Using resources such as print and online atlases, topographical maps, or road maps, construct a map of the Northeast that shows important cities, state capitals, physical features (e.g., waterways and mountains), and that includes a title, scale, compass, and map key.

Explain the benefits in the 18th century of becoming a state in the United States (as opposed to a British colony) and, as a class, construct a timeline that shows when each of the states in the region was admitted into the United States (Connecticut-1788, Maine, originally part of Massachusetts-1788, as a separate state-1820, Massachusetts-1788, New Hampshire-1788, New Jersey-1787, New York-1788, Pennsylvania-1787, Rhode Island-1790, Vermont-1791).

Develop questions, conduct research, and analyze how people have adapted to the environment of the Northeast, and how physical features and natural resources affected settlement patterns, the growth of major urban/suburban areas, industries or trade.

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Wampanoag, Iroquois, Abenaki), Africans, Europeans (e.g., the early settlements of the Dutch in New York, French near Canada, Germans in Pennsylvania, the English in Massachusetts, Rhode Island, Connecticut, Vermont and New Hampshire, subsequent 19th and early 20th century immigration by groups such as Irish, Italian, Portuguese, and Eastern Europeans) and various other immigrant groups from other regions of the world in the later 20th and 21st centuries (e.g., Puerto Ricans, Dominicans, Mexicans, Salvadorans, Colombians, Guatemalans, Brazilians, Haitians, Vietnamese, Cambodians, Chinese, Indians, and Somalis).

On a political map of the United States, locate the states and the national capital city in the Southeast, and the U.S. territories in the Caribbean; add to the timeline the admission dates for states in the Southeast (listed alphabetically: Alabama-1819, Arkansas-1836, Delaware-1787, Florida-1845, Georgia-1788, Kentucky-1792, Louisiana-1812, Maryland-1788, Mississippi-1817, North Carolina-1789, South Carolina-1788, Tennessee-1796, Virginia-1788, West Virginia-1863); territories Puerto Rico, and the United States Virgin Islands.

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Powhatan Chiefdom, Seminole, Cherokee, Creek), African Americans, Europeans (e.g., the early Spanish settlements in Florida) and immigrant groups from other regions of the world.

Explain how natural disasters, such as hurricanes and floods, have affected the region, and how government and citizens have responded to catastrophic natural events.

Describe the role of Washington, D.C. as the national capital, and give examples of its national cultural and civic resources (e.g., the White House, U.S. Capitol Building, Supreme Court, Library of Congress, the Smithsonian Institution, cemeteries and monuments).

Using resources such as print and online atlases, or state websites, construct a map of a state in the Southeast region that provides information about physical features (e.g., waterways and mountains) and that includes a title, scale, compass, and map key.

On a political map of the United States, locate the states in the Midwest; add to the timeline the admission dates for states in the Midwest (listed alphabetically: Illinois-1818, Indiana-1816, Iowa-1846, Kansas-1861, Michigan-1838, Minnesota-1858, Missouri-1821, Nebraska-1867, North Dakota-1889, Ohio-1803, South Dakota-1889, Wisconsin-1848).

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Sioux, Mandan, Ojibwe/Chippewa), African Americans, Europeans and immigrant groups from other regions of the world.

Explain how natural disasters, such as tornadoes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.

Using resources such as print and online atlases, historical sources, or national or state websites, construct a map of a state in the Midwest region that provides information about physical features (e.g., waterways and mountains), natural resources and industries such as agriculture and that includes a title, scale, compass, and map key.

On a political map of the United States, locate the states in the Southwest; add to the timeline the admission dates for states in the Southwest (listed alphabetically, Arizona-1912, New Mexico-1912, Oklahoma-1907, and Texas-1845).

Explain that Texas, Arizona, and New Mexico were territories that formerly belonged to Mexico; that Texas declared independence from Mexico in 1836, and that Arizona and New Mexico were taken by the United States as a result of the Mexican-American War 1846-1848.

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Pueblo, Navajo, Apache, Comanche), African Americans, Europeans (e.g., the Spanish in Texas, Arizona, and New Mexico), Mexicans, and immigrant groups from other regions of the world settling in the region over time.

Explain how natural disasters, such as hurricanes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.

Using resources such as print and online atlases, historical sources, or state websites, construct a map of a state in the Southwest region that provides information about physical features (e.g., waterways and mountains), climate, settlements and movements of Native Peoples (including current reservation lands), European exploration and pioneer settlements of the 17th-19th centuries and that includes a title, scale, compass, and map key.

On a political map of the United States, locate the states in the West and the U.S. territories in the Pacific Ocean; add to the timeline the admission dates for states in the Southwest (states listed alphabetically, Alaska-1959, California-1850, Colorado-1876, Hawaii-1959, Idaho-1890, Montana-1889, Nevada-1864, Oregon-1859, Utah-1896, Washington-1889, Wyoming-1890); territories: American Samoa, Guam, Midway Islands, Northern Mariana Islands, and Wake Island.

Explain that California, Colorado, and Utah were territories that belonged to Mexico and were taken by the United States as a result of the Mexican-American War 1846-1848.

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Paiute, Coast Salish) African Americans, Europeans (e.g. the Spanish in California), the Mexicans, the Chinese, Japanese, and immigrant groups from other regions of the world over time.

Explain how disasters, such as drought and forest fires, have affected the region, and how government and citizens have responded to catastrophic events.

Using resources such as print and online atlases, or state websites, construct a map of a state in the West region that provides information about physical features (e.g., waterways and mountains), important landmarks, national parks, and historic sites and that includes a title, scale, compass, and map key.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer's purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.

Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.

Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence.

Use dialogue and description to develop experiences or events or show responses to situations.

Use a variety of transitional words to manage sequence.

Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences and events precisely.

Provide a sense of closure appropriate to the narrated experiences or events.

For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines in stanzas or verses) to create works that are distinctly different in form from prose narratives.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, and editing.

Demonstrate command of standard English conventions.

Demonstrate the ability to use general academic and domain-specific vocabulary appropriately.

Use technology, including current web-based communication platforms, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Draw evidence from literary or informational texts to support written analysis, reflection, and research.

Earth's Place in the Universe

Earth's Systems

Earth and Human Activity

Engineering Design

Demonstrate civic knowledge, skills, and dispositions.

Develop focused questions or problem statements and conduct inquiries.

Organize information and data from multiple primary and secondary sources.

Analyze the purpose and point of view of each source; distinguish opinion from fact.

Evaluate the credibility, accuracy, and relevance of each source.

Argue or explain conclusions, using valid reasoning and evidence.

Determine next steps and take informed action, as appropriate.

From Molecules to Organisms: Structures and Processes

Energy

Waves and Their Applications in Technologies for Information Transfer

Computational Thinking

Computing Systems

Digital Tools and Collaboration

Computing and Society

Safety and Security

Describe how to use proper ergonomics (e.g., body position, lighting, positioning of equipment, taking breaks) when using devices.

Describe the threats to safe and efficient use of devices (e.g., SPAM, spyware, phishing, viruses) associated with various forms of technology use (e.g., downloading and executing software programs, following hyperlinks, opening files).

Identify appropriate and inappropriate uses of technology when posting to social media, sending e-mail or texts, and browsing the Internet.

Explain the proper use and operation of security technologies (e.g., passwords, virus protection software, spam filters, popup blockers, cookies).

Describe ways to employ safe practices and avoid the potential risks/dangers associated with various forms of online communications, downloads, linking, Internet purchases, advertisements, and inappropriate content within constrained environments.

Identify different types of cyberbullying (e.g., harassment, flaming, excluding people, outing, and impersonation).

Explain that if you encounter cyberbullying or other inappropriate content, you should immediately tell a responsible adult (e.g., teacher, parent).

Ethics and Laws

Demonstrate responsible use of computers, peripheral devices, and resources as outlined in school rules (Acceptable Use Policy [AUP]).

Describe the difference between digital artifacts that are open or free and those that are protected by copyright.

Explain the guidelines for the fair use of downloading, sharing, or modifying of digital artifacts.

Describe the purpose of copyright and the possible consequences for inappropriate use of digital artifacts that are protected by copyright.

Explain that laws exist (e.g., Section 508, Telecommunication Act of 1996) that help ensure that people with disabilities can access electronic and information technology.

Interpersonal and Societal Impact

Explain the different forms of web advertising (e.g., search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, e-mail ads).

Explain why websites, digital resources, and artifacts may include advertisements and collect personal information.

Define the digital divide as unequal access to technology on the basis of differences, such as income, education, age, and geographic location.

Use critical thinking to explain how access to technology helps empower individuals and groups (e.g., gives them access to information, the ability to communicate with others around the world, allows them to buy and sell things).

Identify resources in the community that can give people access to technology (e.g., libraries, community centers, education programs, schools, hardware/software donation programs).

Identify ways in which people with disabilities access and use technology (e.g., audio players and recorders, FM listening systems, magnifiers).

Identify the impact of social media and cyberbullying on individuals, families, and society.

Computing Devices

Identify a broad range of computing devices (e.g., computers, smart phones, tablets, robots, e-textiles) and appropriate uses for them.

Describe the function and purpose of various input and output devices (e.g., monitor, keyboard, speakers, controller, probes, sensors, Bluetooth transmitters, synthesizers).

Demonstrate an appropriate level of proficiency (connect and record data, print, send command, connect to Internet, search) in using a range of computing devices (e.g., probes, sensors, printers, robots, computers).

Identify and solve simple hardware and software problems that may occur during everyday use (e.g., power, connections, application window or toolbar).

Describe the differences between hardware and software.

Identify and explain that some computing functions are always active (e.g., locations function on smart phones).

Human and Computer Partnerships

Compare and contrast human and computer performance on similar tasks (e.g., sorting alphabetically, finding a path across a cluttered room) to understand which is best suited to the task.

Explain how hardware and applications (e.g., Global Positioning System [GPS] navigation for driving directions, text-to-speech translation, language translation) can enable everyone, including people with disabilities, to do things they could not do otherwise.

Explain advantages and limitations of technology (e.g., a spell-checker can check thousands of words faster than a human could look them up, however, a spell-checker might not know whether 'underserved' is correct or if the author's intent was to type 'undeserved').

Networks

Describe how a network is made up of a variety of components and identify the common components (e.g., links, nodes, networking devices).

Describe the need for authentication of users and devices as it relates to access permissions, privacy, and security.

Define and explain why devices are numbered/labeled in networks (e.g., the World Wide Web Uniform Resource Locator [URL], the Internet Protocol [IP] address, the Machine Access Code [MAC]).

Recognize that there are many sources of and means for accessing information within a network (e.g., websites, e-mail protocols, search engines)

Services

Identify common services (e.g., driving directions apps that access remote map services, digital personal assistants that access remote information services).

Abstraction

Use numbers or letters to represent information in another form (e.g., secret codes, Roman numerals, abbreviations).

Organize information in different ways to make it more useful/relevant (e.g., sorting, tables).

Make a list of sub-problems to consider, while addressing a larger problem.

Algorithms

Define an algorithm as a sequence of instructions that can be processed by a computer.

Recognize that different solutions exist for the same problem (or sub-problem).

Use logical reasoning to predict outcomes of an algorithm.

Individually and collaboratively create an algorithm to solve a problem (e.g., move a character/robot/person through a maze).

Detect and correct logical errors in various algorithms (e.g., written, mapped, live action, or digital).

Data

Describe examples of databases from everyday life (e.g., library catalogs, school records, telephone directories, contact lists).

Collect and manipulate data to answer a question using a variety of computing methods (e.g., sorting, totaling, averaging) and tools (such as a spreadsheet) to collect, organize, graph, and analyze data.

Programming and Development

Individually and collaboratively create, test, and modify a program in a graphical environment (e.g., block-based visual programming language).

Use arithmetic operators, conditionals, and repetition in programs.

Use interactive debugging to detect and correct simple program errors.

Recognize that programs need known starting values (e.g., set initial score to zero in a game).

Modeling and Simulation

Individually and collaboratively create a simple model of a system (e.g., water cycle, solar system) and explain what the model shows and does not show.

Identify the concepts, features, and behaviors illustrated by a simulation (e.g., object motion, weather, ecosystem, predator/prey) and those that were not included.

Individually and collaboratively use data from a simulation to answer a question.

Digital Tools

Type five words-per-minute times grade level (e.g., for Grade 5, type 25 words/minute).

Navigate between local, networked, or online/cloud environments and transfer files between each (upload/download).

Use digital tools (local and online) to manipulate and publish multimedia artifacts.

Collaboration and Communication

Communicate key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using digital tools and media-rich resources.

Collaborate through online digital tools under teacher supervision.

Research

Identify digital information sources to answer research questions (e.g., online library catalog, online encyclopedias, databases, websites).

Perform searches to locate information using two or more key words and techniques to refine and limit such searches.

Evaluate digital sources for accuracy, relevancy, and appropriateness.

Gather and organize information from digital sources by quoting, paraphrasing, and/or summarizing.

Create an artifact that answers a research question and clearly communicates thoughts and ideas.

Cite text-based sources using a school- or district-adopted format.

Provide basic source information (e.g., Uniform Resource Locator [URL], date accessed) for non-text-based sources (e.g., images, audio, video).