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Skills available for Michigan fourth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Science Processes

Physical Science

  • P.EN Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth.

    • P.EN.E.1 Heat, electricity, light, and sound are forms of energy.

      • P.EN.04.12 Identify heat and electricity as forms of energy.

    • P.EN.E.4 Increasing the temperature of any substance requires the addition of energy.

    • P.EN.E.5 Electrical circuits transfer electrical energy and produce magnetic fields.

      • P.EN.04.51 Demonstrate how electrical energy is transferred and changed through the use of a simple circuit.

      • P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit.

  • P.PM Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties.

    • P.PM.E.1 All objects and substances have physical properties that can be measured.

      • P.PM.04.16 Measure the weight (spring scale) and mass (balances in grams or kilograms) of objects.

      • P.PM.04.17 Measure volumes of liquids in milliliters and liters.

    • P.PM.E.2 Matter exists in several different states: solids, liquids, and gases. Each state of matter has unique physical properties. Gases are easily compressed, but liquids and solids do not compress easily. Solids have their own particular shapes, but liquids and gases take the shape of the container.

      • P.PM.04.23 Compare and contrast the states (solids, liquids, gases) of matter.

    • P.PM.E.3 Magnets can repel or attract other magnets. Magnets can also attract magnetic objects. Magnets can attract and repel at a distance.

      • P.PM.04.33 Demonstrate magnetic field by observing the patterns formed with iron filings using a variety of magnets.

      • P.PM.04.34 Demonstrate that non-magnetic objects are affected by the strength of the magnet and the distance away from the magnet.

    • P.PM.E.5 Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity.

      • P.PM.04.53 Identify objects that are good conductors or poor conductors of heat and electricity.

  • P.CM Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change.

Life Science

  • L.OL Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animal can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.

    • L.OL.E.1 Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair.

      • L.OL.04.15 Determine that plants require air, water, light, and a source of energy and building material for growth and repair.

      • L.OL.04.16 Determine that animals require air, water, and a source of energy and building material for growth and repair.

  • L.EV Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features.

  • L.EC Develop an understanding of the interdependence of the variety of populations, communities and ecosystems, including those in the Great Lakes region. Develop an understanding of different types of interdependence and that biotic (living) and abiotic (non-living) factors affect the balance of an ecosystem. Understand that all organisms cause changes, some detrimental and others beneficial, in the environment where they live.

    • L.EC.E.1 Organisms interact in various ways including providing food and shelter to one another. Some interactions are helpful: others are harmful to the organism and other organisms.

      • L.EC.04.11 Identify organisms as part of a food chain or food web.

    • L.EC.E.2 When the environment changes, some plants and animals survive to reproduce; others die or move to new locations.

      • L.EC.04.21 Explain how environmental changes can produce a change in the food web.

Earth Science

  • E.ST Develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun. Understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. Understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in the solar system. Develop an understanding that fossils and layers of Earth provide evidence of the history of Earth's life forms, changes over long periods of time, and theories regarding Earth's history and continental drift.

    • E.ST.E.1 Common objects in the sky have observable characteristics.

      • E.ST.04.11 Identify the sun and moon as common objects in the sky.

      • E.ST.04.12 Compare and contrast the characteristics of the sun, moon and Earth, including relative distances and abilities to support life.

    • E.ST.E.2 Common objects in the sky have predictable patterns of movement.

      • E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.

      • E.ST.04.22 Explain that the spin of the Earth creates day and night.

      • E.ST.04.23 Describe the motion of the moon around the Earth.

      • E.ST.04.24 Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.

      • E.ST.04.25 Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.

    • E.ST.E.3 Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.