- SC.4.P.9.1: Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
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Observe and describe properties of materials that have been changed into other materials, such as decayed leaves of a plant.
Access Point #: SC.4.P.9.In.1
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
SC.4.P.9.In.1
Category:
Independent
Date Adopted or Revised:
02/08
Big Idea:
Changes in Matter : A. Matter can undergo a variety of changes.
B. Matter can be changed physically or chemically.
Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B.
Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.
B. Matter can be changed physically or chemically.
Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B.
Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.
Access Point Courses
- Science - Grade Four (#5020050):
- Access Science Grade 4 (#7720050):
- STEM Lab Grade 4 (#5020110): This course offers students an opportunity to deepen science, mathematics, engineering, and technology skills. The primary content focus will be to expand knowledge of current grade level standards in mathematics and science by applying that content in a real world, hands-on situation involving engineering and technology. For fourth grade, themes will focus on the investigation of number sense, measurement, geometry, earth science, life science, and physical science concepts.
Students will participate in various hands-on STEM activities in this supplemental course to assist in the mastery of current grade level mathematics and science standards.
Instructional Practices
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- Providing extensive research and writing opportunities (claims and evidence).
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics, information and computer technology, and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English Language Learners (ELL) to communicate information, ideas and concepts for academic success in science and math. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.
Access Point Resources
Unit/Lesson Sequence
- Chemical Change Investigations | Inquiry in Action:In this series of 10 investigations, students gain experience with the evidence of chemical change - production of a gas, change in temperature, color change, and formation of a precipitate. Students begin by observing that similar-looking powders can be differentiated by the way they react chemically with certain test liquids. Students then use their chemical tests and observations to identify an unknown powder and, in a follow-up activity, to identify the active ingredients in baking powder. Students continue to explore chemical change by using a thermometer to observe that temperature either increases or decreases during chemical reactions. Then they control these reactions by adjusting the amount of reactants. In another set of activities, students use the color changes of red cabbage indicator to classify substances as acids or bases, neutralize solutions, and compare the relative acidity of two different solutions. Students conclude the investigation by comparing a precipitate to one of the reactants that formed it. Students see that a new substance was created during the chemical reaction. Information and questions about photosynthesis and cellular respiration are included as examples of chemical changes on pages 316-318 of this resource.