Fourth Grade Learning Expectations

Science Expectations

WATER

1.1.1 Understand how to use properties to sort natural and manufactured materials and objects.

• Identify and describe the state of water as solid, liquid, or gas in different situations.
• Identify which states of matter (solid, liquid, or gas) can change shape and which can expand to fill a container.

1.1.4 Understand that energy comes in many forms.

• Describe the forms of energy present in a system (i.e., energy of motion [kinetic]), heat energy, sound energy, light energy, electrical energy, chemical energy, and food energy).

1.1.5 Understand physical properties of Earth materials including rocks, soil, water, and air.

• Describe the states of water on Earth (i.e., clouds, fog, dew, rain, hail, snow, ice) as solid, liquid, or gas.

1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.

• Describe a simple system that can perform a task and illustrate how the parts depend on each other.

1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another.

• Identify where or when a part of a simple system has the greatest or least energy (e.g., a toy car has the greatest energy when released from the top of a ramp).
• Describe transfers of energy (e.g., heat energy is transferred from hot water to a cup).
• Identify sources of energy in systems (e.g., battery for a flashlight, spring for a toy).
• Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy).

1.2.3 Know that substances are made of small particles.

• Identify small parts of a substance as still being that substance (e.g., a drop of water is still water; a speck of sugar is still sugar).
• Describe materials that are made of only one kind of material and materials made of several kinds of materials (e.g., purified water vs. salt water).

1.3.3 Understand that a substance remains the same substance when changing state.  Understand that two or more substances can react to become new substances.

• Observe and describe water changing from ice to liquid water to water vapor and back (e.g., with freezing, melting, evaporation, and condensation water remains water).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solve a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

• Describe how resources can be conserved through reusing, reducing, and recycling.

MOTION AND DESIGN

1.1.2 Understand the relative position and motion of objects.

• Measure and describe the position of one object relative to another object (or surroundings) using positional language (such as in front of, behind, to the left, to the right, above, and below) and a distance scale (such as centimeters).
• Describe the motion of an object in terms of distance, time, and direction as the object travels in a straight line.

1.1.4 Understand that energy comes in many forms.

• Describe the forms of energy present in a system (i.e., energy of motion [kinetic], heat energy, sound energy, light energy, electrical energy, chemical energy, and food energy).

1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.

• Describe a simple system that can perform a task and illustrate how the parts depend on each other.
• Explain how one part of a system depends upon other parts of the same system.

1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another.

• Identify where or when a part of a simple system has the greatest or least energy (e.g., a toy car has the greatest energy when released from the top of a ramp).
• Describe transfers of energy (e.g., heat energy is transferred from hot water to a cup).
• Identify sources of energy in systems (e.g., battery for a flashlight, spring for a toy).
• Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy).

1.3.1 Understand forces in terms of strength and direction.

• Describe a force that is acting on an object in terms of strength and direction.
• Measure the force acting on an object with a spring scale calibrated in Newtons.
• Compare the strength of one force to the strength of another force (e.g., measure that a 5-Newton pull from a spring scale is like the weight of a 1-pound object).

1.3.2 Understand that forces can change the motion of common objects.

• Investigate and report how the position and motion of objects can be changed by a force.
• Investigate and report how a larger force acting on an object causes a greater change in motion of that object [2nd Law of Motion] (e.g., a 2-Newton pull causes a toy car to speed up more than a 1-Newton force).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solve a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

HUMAN BODY 

1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.

• Identify the parts of a system.
• Describe the function of a part of a system.
• Explain how one part of a system depends upon other parts of the same system.
• Predict and explain how a system would work if one of its parts was missing or broken.

1.2.8 Understand the organization and function of human body structures and organs and how these structures and organs interconnect.

• Recognize, explain, and give examples of human systems that are composed of organs (e.g., ear for hearing, mouth for speech).
• Describe the functions of major organs (e.g., the skin protects the human body from harmful substances, unhealthy organisms, and from drying out; the brain gets signals from the parts of the human body, controls the life functions, and sends signals out to the body parts).
• Describe the interdependence of organ systems in the human body (e.g., what would happen if one part of the human body system was missing).
• Describe how the systems allow the human body to take in and use mineral nutrients (air, food, water) for living, growth, and repair (e.g., breathing in air supplies the oxygen necessary to live).
• Identify and describe how human body systems compare to the systems of other living organisms (e.g., the human ear compared to an elephant’s for hearing sound).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

ASTRO ADVENTURES 

1.2.5 Know how the Sun, Moon, and stars appear from Earth.

• Describe the daily motion of the Sun, Moon, and stars as seen from Earth’s surface (e.g., the Sun, the Moon, and the stars all rise in the east and set in the west).
• Describe how the Moon looks a little different every day as seen from Earth (e.g., the lighted portion of the Moon changes shape every day).
• Describe how the patterns of stars in the sky stay the same as seen from Earth (e.g., constellations such as the “Big Dipper” always have the same pattern).

1.3.7 Know how the appearance of the Sun, Moon, and stars changes as seen from Earth.

• Describe how the Sun rises and sets at different places and times every day in a yearly pattern.
• Describe how the appearance of the Moon changes in a predictable pattern (e.g., new Moon to full Moon every 28 days).
• Describe how star patterns are different at different times of the year as seen from Earth (e.g., constellations such as Orion cannot always be seen during the course of a year).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rules, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of observed phenomena using given data.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.

• Describe whether measurements and/or observations of phenomena are scientific facts.
• Describe whether a report of an observation is a scientific fact or an interpretation (e.g., seeing a light in the night sky vs. seeing a star).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).
• Explain whether sufficient information has been obtained to make a conclusion.

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
• Identify and describe ways to increase the reliability of the results of an investigation (e.g., multiple trials of an investigation increase the reliability of the results).

2.2.5 Understand that scientific comprehension of systems increase through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reasons for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse peoples.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe how scientific tools help people design solutions to human problems (e.g., hand lens to see the detailed structure of leaves).

3.2.3 Understand how knowledge and skills of science, mathematics and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.