Grade 04 Science - EC: S4.A.1.1.2
Grade 04 Science - EC: S4.A.1.1.2
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
4th Grade
Activities
- List three types of technology you might use to communicate with a friend in Florida.
- List three types of technology you might use for transportation.
- What is one tool you could use on a farm to make your work easier?
- Identify one way energy is produced in our community.
- Write a paragraph to explain two positive and two negative impacts cars have on the environment.
- Write a paragraph to explain two positive and two negative impacts of technology on society.
- Predict two effects that might happen if there was an accident at a nuclear power plant.
- Draw a graphic organizer to compare and contrast the positive and negative features of two types of energy production.
- Write a paragraph using at least three facts to explain whether or not you think burning fossil fuel is a good source of energy.
- Construct a timeline to show how one example of technology has changed over time.
- Write a letter to an inventor explaining how his or her invention has impacted our society. Describe both positive and negative impacts.
Answer Key/Rubric
- Student can list three forms of technology that could be used to communicate. Examples include, but are not limited to: telephone, e-mail, texting, Skype, social media sites
- Student can list three forms of technology that could be used for transportation. Examples include, but are not limited to: a car, truck, bicycle, train, plane
- Student correctly names one tool that would make farming easier. Examples include, but are not limited to: a plow, tractor, milking machine
- Student correctly identified one source of energy. Examples include, but are not limited to: solar energy, wind power, hydropower, nuclear energy, fossil energy
- Student can list two positive and two negative impacts cars have on the environment, and can adequately explain their thinking.
Acceptable responses might include, but are not limited to:
- New cars are becoming more energy efficient and burn less gas than older models
- Some new cars run on electricity
- Larger trucks burn more fuel and pollute the environment
- Cars can collide with animals and kill or seriously injure them
- Student can list two positive and two negative impacts technology has on society, and can adequately explain their thinking.
Acceptable responses might include, but are not limited to:
- Some help connect people who live both close, and far away
- Helps to transport people to their destinations faster and
- Human contact has become limited
- People rely on spell checking devices
- Student can predict two effects of an accident at a nuclear power plant that are realistic, and can adequately explain their thinking.
Acceptable responses might include, but are not limited to:
- Evacuations of humans
- Plants and animals could become sick or be killed
- Student can list multiple similarities and differences between 2 energy sources. Some of these energy sources include, but are not limited to: solar energy, wind energy, hydropower, nuclear energy
- Student responses will vary. Use this rubric to evaluate the responses.
Needs Improvement or Reinforcement |
Basic Understanding |
Mastery |
Student lists fewer than 3 facts to support opinion of burning fossil fuels. |
Student lists than 3 or more facts to support opinion of burning fossil fuels. |
Student lists than 3 or more facts to support opinion of burning fossil fuels and is able to create a convincing argument for their opinion. |
- Student responses will vary. Use this rubric to evaluate the responses.
Needs Improvement or Reinforcement |
Basic Understanding |
Mastery |
Student timeline does not show correct progression of technology. |
Student timeline correctly shows at least 3 stages of progression. |
Student timeline correctly shows more than 3 stages of progression and explains the improvements that took place. |
- Student responses will vary. Use this rubric to evaluate the responses.
Needs Improvement or Reinforcement |
Basic Understanding |
Mastery |
Student is unable to assess the impact of an invention on society. |
Student is able to assess the impact of an invention and explain at least one positive and one negative impact on society. |
Student is able to assess the impact of an invention and clearly explain several positive and negative impacts on society. Student is able to defend their thinking. |