NAEP Alignment with WV CSOs
Science, Grade 4
WV CSO Match
Physical Science
Topic: Matter
NAEP to
CSO
NAEP Objectives
Alignment
TABLE 1
Subtopic: Properties of Matter: From physical properties common to all objects and substances and physical
properties common to solids, liquids and gases (4) to chemical properties, particulate nature of matter, and the
Periodic Table of Elements (8) to characteristics of sub-atomic particles and atomic structure (12).
(P4.1) Objects and substances have properties. Weight
[mass] and volume are properties that can be measured
using appropriate tools.9*
SC.O.K.2.04 describe, compare, sort and group objects in
terms of what they are made of (e.g., clay, cloth, paper, or
metal) and their physical properties of size, shape, color,
weight or texture.
SC.O.3.2.05 relate the buoyancy of an object to its
density.
SC.O.3.2.06 identify physical and chemical properties.
SC.O.4.2.09 investigate how properties can be used to
identify substances.
SC.O.4.2.12 explain that materials including air take up
space and are made of parts that are too small to be seen
without magnification.
yes
(P4.2) Objects vary in the extent in which they absorb and SC.O.2.2.08 identify which materials and colors conduct
heat better than others.
reflect light and conduct heat (thermal energy) and
electricity.
(no electricity, no absorbing or reflecting light)
partial
(P4.3) Matter exists in several different states—the most SC.O.K.2.05 identify liquids and solids.
commonly encountered are solid, liquid, and gas. Each
SC.O.1.2.08 Recognize that water can change from one
state of matter has unique properties. For instance, gases form to another and give examples of changes.
partial
page # 1
are easily compressed, while solids and liquids are not.
The shape of a solid is independent of its container;
liquids and gases take the shape of their containers.
SC.O.2.2.06 identify materials as a solid, a liquid or a gas
and recognize that matter takes up space, and can change
from one state to another.
(no compressed, no container comparisons for properties)
(P4.4) Some objects are composed of a single substance; SC.O.1.2.06 recognize that materials are composed of
smaller parts that may be seen with a magnifier.
others are composed of more than one substance.
(no single or combinations of substances)
(P4.5) Magnets can repel or attract other magnets. They SC.O.K.2.08 explore and discuss magnetic properties of
can also attract certain non-magnetic objects at a distance. objects.
SC.O.1.2.10 classify objects as magnetic or non-magnetic.
SC.O. 2.2.07 demonstrate that a magnet can attract or
repel objects.
SC.O.4.2.20 describe and explain the relationship between
a compass and a magnetic field.
partial
yes
Subtopic: Changes in Matter: From changes of state (4) to physical and chemical changes and conservation of
mass (8) to particulate nature of matter, unique physical characteristics of water, and changes at the atomic and
molecular level during chemical changes (12).
(P4.6) One way to change matter from one state to
another and back again is by heating and cooling.
SC.O.K.2.07 explore and describe changes in energy (e.g.,
hot/cold or light/dark).
SC.O.1.2.08 recognize that water can change from one
form to another and give examples of changes.
SC.O.2.2.06 identify materials as a solid, a liquid or a gas
and recognize that matter takes up space, and can change
from one state to another.
SC.O.3.2.07 relate changes in states of matter to changes
in temperature.
SC.O.4.2.13 differentiate changes in states of matter due
to heat loss or gain.
Topic: Energy
page # 2
yes
Subtopic: Forms of Energy: From examples of forms of energy (4) to kinetic energy, potential energy, and light
energy from the sun (8) to nuclear energy and waves (12).
(P4.7) Heat [thermal energy], electricity, light, and sound SC.O.4.2.16 identify different forms of energy and
describe energy transformations that occur between them
are forms of energy. 12*
(e.g., electrical to heat, or radiant to chemical).
yes
(P4.8) Heat [thermal energy] results when substances
burn, when certain kinds of materials rub against each
other, and when electricity flows though wires. Metals are
good conductors of heat and electricity. Increasing the
temperature of any substance requires the addition of
energy.
SC.O.2.2.08 identify which materials and colors conduct
heat better than others.
SC.O.4.2.16 identify different forms of energy and
describe energy transformations that occur between them
(e.g., electrical to heat, or radiant to chemical).
SC.O.4.2.18 investigate static electricity and
conductors/nonconductors of electricity.
yes
(P4.9) Light travels in straight lines. When light strikes
substances and objects through which it cannot pass,
shadows result. When light travels obliquely from one
substance to another (air and water), it changes direction.
SC.O.1.2.11 observe and record shadows at different
times of the day.
SC.O.2.2.09 demonstrate that a shadow is cast when an
object blocks light.
SC.O.3.2.09 investigate the reflection and refraction of
light by objects.
yes
(P4.10) Vibrating objects produce sound. The pitch of
sound can be varied by changing the rate of vibration.
SC.O.1.2.13 demonstrate that sounds are produced by
vibrations
SC.O.2.2.11 explore how sound can change in pitch and
volume.
SC.O.4.2.23 explore that sounds are produced by
vibrating objects and columns of air and form conclusions
about the relationship between frequency and pitch of
sound.
SC.O.4.2.24 investigate the change in the length, tension,
or thickness of the vibrating object on the frequency of
vibration (e.g., string, wire, or rubber band).
yes
page # 3
Subtopic: Energy Conversions and Conservation: From electrical circuits (4) to energy conversions and
conservation of energy (8) to translational, rotational, and vibrational energy of atoms and molecules, and chemical
and nuclear reactions (12).
(P4.11) Electricity flowing through closed circuits
produces magnetic effects in the wires. In an electrical
circuit containing a battery, a bulb, and a bell, energy
from the battery is transferred to the bulb and the bell,
which in turn transfer the energy to their surroundings as
light, sound, and heat (thermal energy).
SC.O.4.2.16 identify different forms of energy and
describe energy transformations that occur between them
(e.g., electrical to heat, or radiant to chemical).
SC.O.4.2.18 investigate static electricity and
conductors/nonconductors of electricity.
SC.O.4.2.19 construct simple electrical circuits.
(no magnetic effects)
partial
Topic: Motion
Subtopic: Motion at the Macroscopic Level: From descriptions of position and motion (4) to speed as a
quantitative description of motion and graphical representations of speed (8) to velocity and acceleration as
quantitative descriptions of motion and the representation of linear velocity and acceleration in tables and graphs
(12).
(P4.12) An object’s position can be described by locating SC.O.4.2.21 relate motion of an object to its frame of
the object relative to other objects or a background. The reference.
description of an object’s motion from one observer’s
view may be different from that reported from a different
observer’s view.
(P4.13) An object is in motion when its position is
changing. The speed of an object is defined by how far it
travels divided by the amount of time it took to travel that
far.
SC.O.K.2.09 explore and state different ways objects can
be moved (e.g., straight, circular, fast, or slow).
SC.O.1.2.12 describe the changes in the motion of objects
(e.g., slowing down, speeding up, or curving).
SC.O.3.2.12 examine the relationships between speed,
distance, and time.
SC.O.4.2.21 relate motion of an object to its frame of
page # 4
yes
yes
reference.
Subtopic: Forces Affecting Motion: From the association of changes in motion with forces and the association of
objects falling toward Earth with gravitational force (4) to qualitative descriptions of magnitude and direction as
characteristics of forces, addition of forces, contact forces, forces that act at a distance, and net force on an object and
its relationship to the object’s motion (8) to quantitative descriptions of universal gravitational and electric forces,
and relationships among force, mass, and acceleration (12).
(P4.14) The motion of objects can be changed by pushing SC.O.2.2.10 compare the effects of force on the motion of
or pulling. The size of the change is related to the size of an object.
the force (push or pull) and the weight (mass) of the
SC.O.3.2.11 recognize that it takes work to move objects
object on which the force is exerted. When an object does over a distance.
not move in response to a push or pull, it is because
SC.O.3.2.13 recognize that the greater a force is exerted
another push or pull (friction) is being applied to the
on an object, the greater the change of its motion.
environment.
SC.O.4.2.22 predict and investigate the motion of an
object if the applied force is changed.
(no friction)
(P4.15) Earth pulls down on all objects. With a few
exceptions (helium filled balloons), objects fall to the
ground no matter where the object is on Earth.
(not until SC.O.5.2.16)
partial
no
Life Science
Topic: Structures and Functions of Living Systems
Subtopic: Organization and Development: From basic needs of organisms (4) to the levels of organization of
living systems (8) to the chemical basis of living systems (12).
(L4.1) Organisms need food, water, and air; a way to
dispose of waste; and an environment in which they can
live. 13*
SC.O.1.2.02 identify that most living things need water,
partial
food, light and air.
SC.O.1.2.18 identify important uses of air.
SC.O.4.2.01 describe the different characteristics of plants
and animals, which help them to survive in different
page # 5
niches and environments.
SC.O.4.2.08 construct and explain models of habitats,
food chains, and food webs.
(no waste disposal in this context)
Subtopic: Matter and Energy Transformations: From the basic needs of organisms for growth (4) to the role of
carbon compounds in growth and metabolism (8) to the chemical basis of matter and energy transformation in living
systems (12).
partial
(L4.2) Organisms have basic needs. Animals require air, SC.O.1.2.02 identify that most living things need water,
food,
light
and
air.
water, and a source of fuel and building material for
growth and repair. Plants also require light.
SC.O.1.2.18 identify important uses of air.
SC.O.4.2.02 associate the behaviors of living organisms to
external and internal influences (e.g., hunger, climate, or
seasons).
(no growth and repair)
Subtopic: Interdependence of Living Systems: From the interdependence of organisms (4) to specific types of
interdependence (8) to consequences of interdependence (12).
(L4.3) Organisms interact and are interdependent in
various ways including providing food and shelter to one
another. Organisms can survive only in environments in
which their needs are met. Some interactions are
beneficial; others are detrimental to the organism and
other organisms.
SC.O.K.2.03 observe and describe models of plants and
animals in different environments (e.g., terrariums,
aquariums, animals and plants in a forest, pond, or field).
SC.O.3.2.01 identify the structures of living things,
including their systems and explain their functions.
SC.O.3.2.04 observe and describe relationships among
organisms and predict the effect of adverse factors.
(no interdependence, no specific environments)
(L4.4) When the environment changes, some plants and SC.O.4.2.07 describe the effects of altering environmental
animals survive and reproduce; and others die or move to barriers on the migration of animals.
new locations.
(very different approaches to similar ideas)
Topic: Changes in Living Systems
page # 6
partial
partial
Subtopic: Heredity and Reproduction: From life cycles (4) to reproduction and the influence of heredity and the
environment on an offspring’s characteristics (8) to the molecular basis of heredity (12).
(L4.5) Plants and animals have life cycles. Both plants
and animals begin life and develop into adults, reproduce,
and eventually die. The details of this life cycle are
different for different organisms.
SC.O.K.2.02 observe and describe the movement, growth
and changes in plants and animals.
SC.O.1.2.03 describe changes in life cycle of living
organisms.
SC.O.1.2.04 identify the parts of growing plants as they
develop.
SC.O.2.2.03 sequence pictures of events to illustrate the
changes in the life cycle of plants and animals.
SC.O.2.2.04 relate observations of the butterfly’s life
cycle to student’s own growth and change.
SC.O.3.2.02 observe, measure and record changes in
living things (e.g., growth and development, or variations
within species).
SC.O.4.2.04 compare and sequence changes in cycles in
relation to plant and animal life.
(L4.6) Plants and animals closely resemble their parents. SC.O.4.2.05 give examples how plants and animals
closely resemble their parents and that some
characteristics are inherited from the parents and others
result from interaction with the environment.
yes
partial
Subtopic: Evolution and Diversity: From differences and adaptations of organisms (4) to preferential survival and
relatedness of organisms (8) to the mechanisms of evolutionary change and the history of life on Earth (12).
(L4.7) Different kinds of organisms have characteristics
that enable them to survive in different environments.
Individuals of the same kind differ in their characteristics,
and sometimes the differences give individuals an
advantage in surviving and reproducing.
SC.O.1.2.05 depict movement of living things in air,
water and on land. (e.g., birds flying, fish swimming, or
worms burrowing in soil).
SC.O.2.2.01 identify that plants and animals have
different structures
SC.O.2.2.02 identify the structures of living things
including their systems, and explain their functions (e.g.,
page # 7
yes
wings for flying, fins for swimming, or roots for support
and obtaining water).
SC.O.3.2.03 compare physical characteristics and
behaviors of living organisms and explain how they are
adapted to a specific environment (e.g., beaks and feet in
birds, seed dispersal, camouflage, or different types of
flowers).
SC.O.4.2.07 describe the different characteristics of plants
and animals, which help them to survive in different
niches and environments.
Earth and Space Science
Topic: Earth in Space and Time
Subtopic: Objects in the Universe: From patterns in the sky (4) to a model of the solar system (8) to a vision of the
universe (12).
(E4.1) Objects in the sky have patterns of movement. The
sun, for example, appears to move across the sky in the
same way every day, but its path changes slowly over the
seasons. The moon appears to move across the sky on a
daily basis much like the sun.
SC.O.1.2.15 recognize that the sun, moon, and stars
appear to move.
SC.O.4.2.31 explain the effects of alignment of earth,
moon and sun on the earth.
yes
(E4.2) The observable shape of the moon changes from
day to day in a cycle that lasts about a month.
SC.O.1.2.15 recognize that the sun, moon, and stars
appear to move.
SC.O.2.2.17 understand that the moon has phases.
SC.O.4.2.31 explain the effects of alignment of earth,
moon and sun on the earth.
yes
Subtopic: History of Earth: From evidence of change (4) to estimating the timing and sequence of geologic events
(8) to theories about Earth’s history (12).
(E4.3) The surface of Earth changes. Some changes are
SC.O.2.2.12 identify and examine changes in the earth’s
page # 8
yes
due to slow processes, such as erosion and weathering,
and some changes are due to rapid processes, such as
landslides, volcanic eruptions, and earthquakes.
surface (e.g., weathering, or erosion).
SC.O.2.2.13 Identify the effects of wind movement.
SC.O.3.2.16 explore erosion of different materials by
water and wind (e.g., sand, soil, or rocks).
SC.O.3.2.17 describe how volcanoes and earthquakes
affect the Earth.
SC.O.4.2.27 compare and explain the relative time
differences to erode materials.
SC.O.4.2.28 investigate the cause and effects of
volcanoes, earthquakes and landslides.
Topic: Earth Structures
Subtopic: Properties of Earth Materials: From natural and human-made materials (4) to soil analysis and layers of
the atmosphere (8)
partial
(E4.4) Earth materials that occur in nature include rocks, SC.O.K.2.12 observe and compare differences in earth
materials.
minerals, soils, water, and the gases of the atmosphere.
SC.O.1.2.17 use a model to compare land and water
features on the Earth.
SC.O.1.2.19 investigate and compare the properties of soil
(e.g., sand, clay, or humus).
SC.O.3.2.20 identify properties of minerals and recognize
that rocks are composed of different minerals.
SC.O.3.2.21 explain how igneous, sedimentary and
metamorphic rocks are formed.
SC.O.3.2.23 compare and contrast the layers of the Earth
and their various features.
SC.O.4.2.33 differentiate between types of rock and
describe the rock cycle.
SC.O.4.2.34 compare ocean water and fresh water.
SC.O.4.2.35 investigate soil types and soil composition.
page # 9
(Air is mentioned for life process and weather, but the
atmosphere and gases are not mentioned.)
(E4.5) Natural materials have different properties, which SC.O.3.2.06 identify physical and chemical properties.
sustain plant and animal life.
SC.O.4.2.06 identify human uses of plants and animals
(e.g., food sources, or medicines).
SC.O.4.2.09 investigate how properties can be used to
identify substances.
yes
SC.O.4.2.06 identify human uses of plants and animals
(E4.6) Some Earth materials have properties that make
them useful either in their present form or designed and (e.g., food sources, or medicines).
modified to solve human problems and enhance the
(limited Earth materials, no fuels)
quality of life, as in the case of materials used for building
or fuels used for heating and transportation.
partial
Topic: Earth Systems
Subtopic: Energy in Earth Systems: From role of the sun (4) to the sun’s observable effects (8) to internal and
external sources of energy in Earth systems (12).
(E4.7) The sun warms the land, air, and water and helps
plants grow.
SC.O.1.2.02 identify that most living things need water,
food, light and air.
(sunlight providing heat is understood)
yes
Subtopic: Climate and Weather: From local weather (4) to global weather patterns (8) to systems that influence
climate (12).
(E4.8) Weather changes from day to day and over the
seasons.
SC.O.K.2.10 observe and record daily changes in weather
(e.g., clouds or air temperature).
SC.O.1.2.14 observe, identify and record changes in
weather and effects on living organisms.
SC.O.2.2.14 observe and describe different types of
precipitation.
SC.O.2.2.15 describe daily and seasonal weather changes.
page # 10
yes
(E4.9) Scientists use tools for observing, recording, and SC.O.K.1.05, SC.O.1.1.04, SC.O.3.1.07, SC.O.4.1.07 use
predicting weather changes from day to day and over the scientific instruments and everyday materials to
investigate the natural world (e.g., hand lens, balance, or
seasons.
magnets). SC.O.2.1.05 manipulate scientific instruments
and everyday materials to investigate the natural world
(e.g., hand lens, balance, thermometer, metric ruler,
magnets, weather instruments, or calculators).
yes
SC.O.4.2.29 interpret a weather chart or map and predict
outcomes.
Subtopic: Biogeochemical Cycles: From uses of Earth resources (4) to natural and human-induced changes in Earth
materials and systems (8) to biogeochemical cycles in Earth systems (12).
(E4.10) The supply of many Earth resources, such as
fuels, metals, fresh water, and farmland is limited.
Humans have devised methods for extending the use of
Earth resources through recycling, reuse, and renewal.
SC.O.1.2.07 recognize that materials can be recycled and
used again, sometimes in different forms.
(no reference to limited resources)
partial
(E4.11) Humans depend on their natural and constructed
environment. Humans change environments in ways that
can either be beneficial or detrimental for themselves and
other organisms.
SC.O.1.2.02 identify that most living things need water,
food, light and air.
SC.O.4.2.07 describe the effects of altering environmental
barriers on the migration of animals.
SC.O.4.3.08 recognize that a solution to one scientific
problem often creates new problems (e.g., recycling,
pollution, conservation, waste disposal, or need for
technology).
yes
SCIENCE PRACTICES
NAEP Objectives
WV CSO Match
Topic: Identifying Science Principles
Describe, measure, or classify observations (e.g., describe SC.O.K.1.04 explore and describe objects and events
using the five senses to develop observational skills and
page # 11
yes
the position and motion of objects, measure temperature, make predictions based on personal observation.
classify relationships between organisms as being
SC.O.K.1.05, SC.O.1.1.04, SC.O.3.1.07, SC.O.4.1.07use
predator/prey, parasite/host, producer/consumer)
scientific instruments and everyday materials to
investigate the natural world (e.g., hand lens, balance, or
magnets). SC.O.2.1.05 manipulate scientific instruments
and everyday materials to investigate the natural world
(e.g., hand lens, balance, thermometer, metric ruler,
magnets, weather instruments, or calculators).
SC.O.K.1.06, SC.O.1.1.05, SC.O.2.1.07, SC.O.3.1.08, use
safe and proper techniques for handling, manipulating and
caring for science materials (e.g., follow safety rules,
maintain a clean work area, or treat living organisms
humanely). SC.O.4.1.08 demonstrate safe and proper
techniques for handling, manipulating and caring for
science materials.
SC.O.K.1.03 demonstrate curiosity, initiative and
creativity by asking questions about the environment
noting patterns and variations of natural objects (e.g.,
trees, leaves, or animal structures)., SC.O1.1.03
demonstrate curiosity, initiative and creativity by
questioning observations of changes in the environment
(e.g., life cycles, motion of celestial objects, or sun and
shadow)., SC.O.2.1.04 demonstrate curiosity, initiative
and creativity by observing, classifying, comparing and
analyzing natural objects in the environment.,
SC.O.3.1.04 demonstrate curiosity, initiative and
creativity by planning and conducting simple
investigations., SC.O.4.1.04 demonstrate curiosity,
initiative and creativity by developing questions that lead
to investigations; designing simple experiments; and
trusting observations of discoveries when trying new tasks
and skills.,
SC.O.2.1.06 measure the length and width of various
objects using standard and non-standard units (e.g., metric
page # 12
ruler, paper clips, or counting bears).
SC.O.3.1.09 apply mathematical skills and use metric
units in measurements, SC.O.4.1.13 apply mathematical
skills and use metric units in measurements and
calculations.
State or recognize correct science principles (e.g., “mass SC.O.3.2.05 relate the buoyancy of an object to its
is conserved when substances undergo changes of state;” density.
“all organisms are composed of cells;” “the atmosphere is SC.O.3.2.10 relate how the color of an object is based
a mixture of nitrogen, oxygen, and trace gases that include upon the reflection of light.
water vapor”).
SC.O.3.2.12 examine the relationships between speed,
distance, and time.
SC.O.3.2.13 recognize that the greater a force is exerted
on an object, the greater the change of its motion.
SC.O.4.2.20 describe and explain the relationship between
a compass and a magnetic field.
yes
Demonstrate relationships among closely related science SC.O.3.2.09 investigate the reflection and refraction of
light by objects.
principles (e.g., statements of Newton’s three laws of
motion)
SC.O.4.2.20 describe and explain the relationship between
a compass and a magnetic field.
yes
Demonstrate relationships among different representations SC.O.K.3.01, recognize that models are representations of
of principles (e.g., verbal, symbolic, diagrammatic) and real things, SC.O.1.3.02, SC.O.2.3.02, SC.O.3.3.02,use
models as representations of real things, SC.O.4.3.02
data patterns (e.g., tables, equations, graphs)
create models as representations of real things.
SC.O.K.1.03 demonstrate curiosity, initiative and
creativity by asking questions about the environment
noting patterns and variations of natural objects (e.g.,
trees, leaves, or animal structures).
SC.O.K.1.07 collect and record information in a variety of
ways (e.g., drawings, weather calendar, or graphs).
SC.O.3.1.10 interpret data presented in a table, graph,
yes
page # 13
map or diagram and use it to answer questions and make
predictions and inferences based on patterns of evidence.
SC.O.4.1.11 interpret data presented in a table, graph, or
diagram and use it to answer questions and make
decisions.
SC.O.4.3.05 given a set of events, objects, shapes,
designs, or numbers, find patterns of constancy or
regularity.
Topic: Using Science Principles
Explain observations of phenomena (using science
principles from the content statements)
SC.O.3.2.05 relate the buoyancy of an object to its
density.
SC.O.3.2.10 relate how the color of an object is based
upon the reflection of light.
SC.O.4.2.20 describe and explain the relationship between
a compass and a magnetic field.
yes
Predict observations of phenomena (using science
principles from the content statements, including
quantitative predictions based on science principles that
specify quantitative relationships among variables)
SC.O.3.2.11 examine the relationships between speed,
distance, and time.
SC.O.3.2.12 examine the relationships between speed,
distance, and time.
SC.O.3.2.13 recognize that the greater a force is exerted
on an object, the greater the change of its motion.
SC.O.4.1.10 establish variables and controls in an
experiment; test variables through experimentation.
SC.O.4.2.22 predict and investigate the motion of an
object if the applied force is changed.
yes
Propose, analyze, and evaluate alternative explanations or SC.O.3.1.10 interpret data presented in a table, graph,
map or diagram and use it to answer questions and make
predictions
predictions and inferences based on patterns of evidence.
SC.O.4.1.09 construct a hypothesis when provided a
problem.
page # 14
yes
Suggest examples of observations that illustrate a science
principle (e.g., identify examples where the net force on
an object is zero; provide examples of observations
explained by the movement of tectonic plates; given
partial DNA sequences of organisms, identify likely
sequences of close relatives)
SC.O.3.2.04 observe and describe relationships among
organisms and predict the effect of adverse factors.
SC.O.4.2.01 describe the different characteristics of plants
and animals, which help them to survive in different
niches and environments.
SC.O.4.2.05 give examples how plants and animals
closely resemble their parents and that some
characteristics are inherited from the parents and others
result from interaction with the environment.
yes
Topic: Conducting Scientific Inquiry
Design and critique aspects of scientific investigations
SC.O.2.1.08 design and conduct simple investigations;
(e.g., involvement of control groups, adequacy of sample) observe, collect and record information using a variety of
classification systems; describe trends of data; and make
predictions based on that data (e.g., seasonal changes and
plants or temperature and weather).
yes
SC.O.3.1.11 identify and control variables.
SC.O.4.1.10 establish variables and controls in an
experiment; test variables through experimentation.
Conduct scientific investigations using appropriate tools
and techniques (e.g., selecting an instrument that
measures the desired quantity—length, volume, weight,
time interval, temperature—with the appropriate level of
precision)
SC.O.2.1.08 design and conduct simple investigations;
observe, collect and record information using a variety of
classification systems; describe trends of data; and make
predictions based on that data (e.g., seasonal changes and
plants or temperature and weather).
SC.O.K.1.03 demonstrate curiosity, initiative and
creativity by asking questions about the environment
noting patterns and variations of natural objects (e.g.,
trees, leaves, or animal structures)., SC.O1.1.03
demonstrate curiosity, initiative and creativity by
questioning observations of changes in the environment
(e.g., life cycles, motion of celestial objects, or sun and
shadow)., SC.O.2.1.04 demonstrate curiosity, initiative
page # 15
yes
and creativity by observing, classifying, comparing and
analyzing natural objects in the environment.,
SC.O.3.1.04 demonstrate curiosity, initiative and
creativity by planning and conducting simple
investigations., SC.O.4.1.04 demonstrate curiosity,
initiative and creativity by developing questions that lead
to investigations; designing simple experiments; and
trusting observations of discoveries when trying new tasks
and skills.,
SC.O.K.1.05, SC.O.1.1.04, SC.O.3.1.07, SC.O.4.1.07use
scientific instruments and everyday materials to
investigate the natural world (e.g., hand lens, balance, or
magnets). SC.O.2.1.05 manipulate scientific instruments
and everyday materials to investigate the natural world
(e.g., hand lens, balance, thermometer, metric ruler,
magnets, weather instruments, or calculators).
SC.O.K.1.06, SC.O.1.1.05, SC.O.2.1.07, SC.O.3.1.08, use
safe and proper techniques for handling, manipulating and
caring for science materials (e.g., follow safety rules,
maintain a clean work area, or treat living organisms
humanely). SC.O.4.1.08 demonstrate safe and proper
techniques for handling, manipulating and caring for
science materials.
SC.O.3.1.10 interpret data presented in a table, graph,
map or diagram and use it to answer questions and make
predictions and inferences based on patterns of evidence.
S.C.O.3.3.04, S.C.O.4.3.04 given a set of objects, group
or order the objects according to an established scheme.
SC.O.3.3.05, SC.O.4.3.05 given a set of events, objects,
shapes, designs, or numbers, formulate patterns of
constancy or regularity.
(no relate to theoretical models)
partial
Use empirical evidence to validate or criticize conclusions SC.O.3.1.06, SC.O.4.1.06, support statements with facts
partial
Identify patterns in data and/or relate patterns in data to
theoretical models
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about explanations and predictions (e.g., check to see that
the premises of the argument are explicit, notice when the
conclusions do not follow logically from the evidence
given)
found through research from various sources, including
technology.
SC.O.4.1.12 draw and support conclusions, make
predictions and inferences based on patterns of evidence
(e.g., weather maps, variation of plants, or frequency and
pitch of sound).
(Skepticism objective are in grade 5-8)
Topic: Employing Technological Design
Propose or critique solutions to problems, given criteria
and scientific constraints
SC.O.3.1.06, SC.O.4.1.01 support statements with facts
found through research from various sources, including
technology.SC.O.4.1.12 draw and support conclusions,
make predictions and inferences based on patterns of
evidence (e.g., weather maps, variation of plants, or
frequency and pitch of sound).
Identify scientific tradeoffs in design decisions and choose SC.O.3.3.08, SC.O.4.3.08 recognize that a solution to one
scientific problem often creates new problems (e.g.,
among alternative solutions
recycling, pollution, conservation, or waste disposal).
SC.O.3.3.11, describe how modern tools and appliances
have positively and/or negatively impacted their daily
lives.
SC.O.4.3.10 describe the positive and negative
consequences of the application of technology on personal
health and the environment.
Apply science principles or data to anticipate effects of
technological design decisions
SC.O.4.3.07 use an appropriate engineering design to
solve a problem or complete a task.
(Use objective SC.O.4.3.07 in conjunction with any
science principle objective to align with this topic.)
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yes
yes
yes
*Superscripts refer to clarifications made as footnotes or in text boxes on pages in the Science Framework for the 2009 National
Assessment of Progress, Prepublication Edition, SCIENCE NAEP 2009, Spring 2007; Developed by WestEd and the Council of Chief
State School Officers under contract to the National Assessment Governing Board, Contract #ED04CO0148
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