Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-731 - Fourth Grade

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Fourth-grade students, including those with significant cognitive disabilities,
				  evaluate the results of simple scientific investigations and organize
				  information through classification. Students identify and ask questions that
				  are the basis of scientific experimentation and make observations using their
				  senses. They recognize or use common tools safely to accomplish these
				  investigations. While observing their surroundings and their interactions with
				  the world around them, they begin to make basic classifications of matter using
				  physical properties and recognize that common everyday products are made from
				  natural resources. Through these observations and investigations they recognize
				  the connections between life and the physical environment and how conditions
				  can change over time. For example, in the LS strand, students with significant
				  cognitive disabilities match a common animal to its habitat type.
B. Strands
1. Science as Inquiry. The students will do
				  science by engaging in partial and full inquiries that are within their
				  developmental capabilities.
Grade 4
Science
Benchmarks
Extended Standards
Complexity Levels
A. The Abilities Necessary to Do Scientific
								Inquiry
SI-E-A1: asking appropriate questions about
								organisms and events in the environment
ES-A1: Ask appropriate questions about organisms
								and events in the environment
3. Develop appropriate questions based on an
								organism or events in the environment
2. Select an appropriate question related to a
								single organism or event
1. Recognize part of an organism or event that is
								inconsistent with a group
SI-E-A3: communicating that observations are made
								with one's senses
ES-A3: Use the five senses to make observations
3. Use appropriate sensory descriptions (i.e.,
								see, hear, taste, touch, smell) to communicate about an observation during a
								simple scientific investigation
2. Select an appropriate sensory organ to be used
								for observations during a simple scientific investigation
1. Match descriptions or pictures with the correct
								sensory organ
SI-E-A4: employing equipment and tools to gather
								data and extend the sensory observations
ES-A4: Use appropriate tools (i.e., thermometer,
								scale, magnifying tool, measuring cup, ruler) to extend sensory observations
3. Use an appropriate tool to extend a sensory
								observation
2. Recognize the correct tool to use to extend a
								sensory observation
1. Recognize a tool
SI-E-A7: utilizing safety procedures during
								experiments
ES-A7: Identify or use appropriate safety
								equipment as needed or directed
3. Identify appropriate safety equipment needed in
								a specific event
2. Recognize the correct use of safety equipment
1. Recognize safety equipment
2.
				  Physical Science. Students will develop an understanding of the characteristics
				  and interrelationships of matter and energy in the physical world.
Grade 4
Science
Benchmarks
Extended Standards
Complexity Levels
A. Properties of Objects and Materials
PS-E-A1: observing, describing and classifying
								objects by properties (size, weight, shape, color, texture, and temperature)
ES-A1: Classify objects based on properties (i.e.,
								size, weight, shape, color)
3. Identify a characteristic for sorting a set of
								objects
2. Sort objects based on a single characteristic
1. Recognize an object that has characteristics
								that are different from the group
PS-E-A3: observing and describing the objects by
								the properties of the materials from which they are made (paper, wood, metal)
ES-A3: Classify objects based on the materials
								from which they are made (i.e., paper, wood, metal)
3. Identify a material for sorting a set of
								objects
2. Sort objects based on a single material
1. Recognize an object that is made from a
								material that is different from the group
PS-E-A4: describing the properties of the
								different states of matter and identifying the conditions that cause matter to
								change states
ES-A4: Classify objects based on the different
								states of matter (i.e., solid, liquid, gas)
3. Identify a state of matter for sorting a set of
								objects
2. Sort objects based on a single state of matter
1. Recognize an object that is in a state of
								matter that is different from the group
B. Position and Motion of Objects
PS-E-B2: exploring and recognizing that the
								position and motion of objects can be changed by pushing or pulling (force)
								over time
ES-B2: Change the position of objects using push
								or pull
3. Select "push" or "pull" to move an object to a
								specific location
2. Follow directions using "push" or "pull" to
								move objects
1. Imitate pushing or pulling an object
C. Forms of Energy
PS-E-C7: exploring and describing the uses of
								energy at school, home, and play
ES-C7: Recognize common uses of energy (e.g.,
								heating, lighting, transportation, communications) used at school, home, or
								play
3. Identify uses of energy in different settings
								(i.e., school, home, play)
2. Sort activities by common uses of energy
1. Recognize a use of energy
3.
				  Life Science. The students will become aware of the characteristics and life
				  cycles of organisms and understand their relationships to each other and to
				  their environment.
Grade 4
Science
Benchmarks
Extended Standards
Complexity Levels
A. Characteristics of Organisms
LS-E-A1: identifying the needs of plants and
								animals based on age-appropriate recorded observations
ES-A1: Identify the basic needs (i.e., food, air,
								water, shelter) of plants and animals
3. Select basic needs that are common to both
								plants and animals
2. Select more than one basic need of plants or
								animals
1. Select a basic need of plants or animals
LS-E-A3: locating and comparing major plant and
								animal structures and their functions
ES-A3: Identify basic structures and their
								functions in common plants (i.e., flowers, leaves, stems, roots)
3. Match plant parts to their functions
2. Identify the same plant part on different
								plants
1. Recognize a plant part
LS-E-A5: locating major human body organs and
								describing their functions
ES-A5: Identify basic structures and their
								functions of the human skeletal system
3. Match parts of the skeletal system to their
								functions
2. Match parts of the skeletal system to their
								location in the human body
1. Recognize a part of the human skeletal system
B. Life Cycles of Organisms
LS-E-B1: observing and describing the life cycles
								of some plants and animals
ES-B1: Understand the life cycle of a bean plant
3. Sequence the stages of the life cycle of a bean
								plant
2. Recognize the correct sequence of the life
								cycle of a bean plant
1. Recognize a part of the life cycle of a bean
								plant
LS-E-B4: observing, recording, and graphing
								student growth over time using a variety of quantitative measures (height,
								weight, linear measure of feet and hands, etc.)
ES-B4: Describe students growth (i.e., height,
								weight) over time
3. Identify a typical human growth chart for the
								period from birth to adulthood
2. Recognize the general relationship between
								human growth and age
1. Recognize that persons of the same age grow at
								different rates
C. Organisms and Their Environments
LS-E-C1: examining the habitats of plants and
								animals and determining how basic needs are met within each habitat
ES-C1: Match common animals to their habitat type
								(i.e., water, land)
3. Match common animals to different habitat types
2. Match more than one common animal to a habitat
								type
1. Match a common animal to a habitat type
4.
				  Earth and Space Science. The students will develop an understanding of the
				  properties of earth materials, the structure of earth's system, Earth's
				  history, and earth's place in the universe.
Grade 4
Science
Benchmarks
Extended Standards
Complexity Levels
A. Properties of Earth Materials
ESS-E-A4: investigating, observing, measuring and
								describing changes in daily weather patterns and phenomena
ES-A4: Identify basic weather conditions and
								identify appropriate clothing for specific weather conditions
3. Select appropriate clothing for a change in
								weather conditions
2. Sort appropriate clothing by basic weather
								conditions
1. Recognize a change in basic weather conditions
B. Objects in the Sky
ESS-E-B4: modeling changes that occur because of
								the rotation of the Earth (alternation of night and day) and the revolution of
								the Earth around the Sun
ES-B4: Identify differences between times of day,
								day/night, and seasons of the year
3. Identify differences in representations of
								spring, summer, fall, and winter
2. Sequence representations of morning, noon, and
								night
1. Select representations of day time and night
								time
5.
				  Science and the Environment. In learning environmental science, students will
				  develop an appreciation of the natural environment, learn the importance of
				  environmental quality, and acquire a sense of stewardship. As consumers and
				  citizens, they will be able to recognize how our personal, professional, and
				  political actions affect the natural world.
Grade 4
Science
Benchmarks
Extended Standards
Complexity Levels
SE-E-A4: understanding that the original sources
								of all material goods are natural resources and that the conserving and
								recycling of natural resources is a form of stewardship
ES-A4: Identify natural resources that are the
								original source of common products (i.e., paper, pencils, bricks, cotton cloth)
3. Match more than one human-made item with the
								natural resource from which they were made
2. Sort human-made items by the natural resources
								from which they are made
1. Recognize common items that are human-made
								among natural resources