4th Grade Heat Elect Magnet

CURRICULUM STANDARDS AND
COMPANION DOCUMENTS
4th Grade - Heat, Electricity, and Magnetism
Contains:
- Science Companion Document for 4th Grade Heat, Electricity, and
Magnetism unit
- General Inquiry Questions Assessment questions
- 4th Grade Heat, Electricity, and Magnetism Assessment questions
- 4th Grade Science Expectations
- 4th Grade ELA Expectations
- 4th Grade Mathematics Expectations
- 4th Grade Social Studies Expectations
- Grade 3-5 Technology Expectations
Introduction to the K-7 Companion Document
An Instructional Framework
Overview
The Michigan K-7 Grade Level Content Expectations for Science establish
what every student is expected to know and be able to do by the end of
Grade Seven as mandated by the legislation in the State of Michigan. The
Science Content Expectations Documents have raised the bar for our
students, teachers and educational systems.
In an effort to support these standards and help our elementary and middle
school teachers develop rigorous and relevant curricula to assist students in
mastery, the Michigan Science Leadership Academy, in collaboration with the
Michigan Mathematics and Science Center Network and the Michigan Science
Teachers Association, worked in partnership with Michigan Department of
Education to develop these companion documents. Our goal is for each
student to master the science content expectations as outlined in each grade
level of the K-7 Grade Level Content Expectations.
This instructional framework is an effort to clarify possible units within the K-

7 Science Grade Level Content Expectations. The Instructional Framework
provides descriptions of instructional activities that are appropriate for
inquiry science in the classroom and meet the instructional goals. Included
are brief descriptions of multiple activities that provide the learner with
opportunities for exploration and observation, planning and conducting
investigations, presenting findings and expanding thinking beyond the
classroom.
These companion documents are an effort to clarify and support the K-7
Science Content Expectations. Each grade level has been organized into four
teachable units- organized around the big ideas and conceptual themes in
earth, life and physical science. The document is similar in format to the
Science Assessment and Item Specifications for the 2009 National
Assessment for Education Progress (NAEP). The companion documents are
intended to provide boundaries to the content expectations. These
boundaries are presented as “notes to teachers”, not comprehensive
descriptions of the full range of science content; they do not stand alone, but
rather, work in conjunction with the content expectations. The boundaries
use seven categories of parameters:
a. Clarifications refer to the restatement of the “key idea” or specific

intent or elaboration of the content statements. They are not intended
to denote a sense of content priority. The clarifications guide
assessment.
b. Vocabulary refers to the vocabulary for use and application of the
science topics and principles that appear in the content statements
and expectations. The terms in this section along with those presented
I
within the standard, content statement and content expectation
comprise the assessable vocabulary.
c. Instruments, Measurements and Representations refer to the
instruments students are expected to use and the level of precision
expected to measure, classify and interpret phenomena or
measurement. This section contains assessable information.
d. Inquiry Instructional Examples presented to assist the student in
becoming engaged in the study of science through their natural
curiosity in the subject matter that is of high interest. Students explore
and begin to form ideas and try to make sense of the world around
them. Students are guided in the process of scientific inquiry through
purposeful observations, investigations and demonstrating
understanding through a variety of experiences. Students observe,
classify, predict, measure and identify and control variables while
doing “hands-on” activities.
e. Assessment Examples are presented to help clarify how the teacher
can conduct formative assessments in the classroom to assess student
progress and understanding
f. Enrichment and Intervention is instructional examples that stretch
the thinking beyond the instructional examples and provides ideas for
reinforcement of challenging concepts.
g. Examples, Observations, Phenomena are included as exemplars of
different modes of instruction appropriate to the unit in which they are
listed. These examples include reflection, a link to real world
application, and elaboration beyond the classroom. These examples
are intended for instructional guidance only and are not assessable.
h. Curricular Connections and Integrations are offered to assist the
teacher and curriculum administrator in aligning the science curriculum
with other areas of the school curriculum. Ideas are presented that will
assist the classroom instructor in making appropriate connections of
science with other aspects of the total curriculum.
This Instructional Framework is NOT a step-by-step instructional manual but

a guide developed to help teachers and curriculum developers design their
own lesson plans, select useful portions of text, and create assessments that
are aligned with the grade level science curriculum for the State of Michigan.
It is not intended to be a curriculum, but ideas and suggestions for
generating and implementing high quality K-7 instruction and inquiry
activities to assist the classroom teacher in implementing these science
content expectations in the classroom.
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HSSCE Companion Document
Fourth Grade GLCE

Companion Document
Unit 1:
Heat, Electricity, and
Magnetism
SCIENCE
• Big Ideas • Instructional Framework
• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Fourth Grade Companion Document
4-Unit 1: Heat, Electricity, and Magnetism
Table of Contents Page 1
Curriculum Cross Reference Guide Page 3
Unit 1: Heat, Electricity, and Magnetism Page 4
Big Ideas (Key Concepts) Page 4
Clarification of Content Expectations Page 4
Inquiry Process, Inquiry Analysis and Communication,

Reflection and Social Implications Page 11
Vocabulary Page 12
Instruments, Measurements, and Representations Page 13
Instructional Framework: Energy Page 14
Enrichment: Energy Page 17
Intervention: Energy Page 17
Examples, Observations and Phenomena

(Real World Context): Energy Page 18
Literacy Integration: Energy Page 19
Mathematics Integration: Energy Page 20
Instructional Framework: Electricity Page 21
Enrichment: Electricity Page 24
Intervention: Electricity Page 24
Examples, Observations, and Phenomena

(Real World Context): Electricity Page 25
Literacy Integration: Electricity Page 26
1
Fourth Grade Companion Document
4-Unit 1: Heat, Electricity, and Magnetism
Table of Contents (continued)
Instructional Framework: Magnets Page 27
Enrichment: Magnets Page 29
Intervention: Magnets Page 29
Examples, Observations, and Phenomena

(Real World Context): Magnets Page 29
Literacy Integration: Magnets Page 30
2
Fourth Grade Unit 1:
Heat, Electricity, and Magnetism
Content Statements and Expectations
Code Statements & Expectations Page

P.EN.E.1 Forms of Energy – Heat, electricity, light, and sound 4
are forms of energy.
P.EN.04.12 Identify heat and electricity as forms of energy. 4
P.EN.E.4 Energy and Temperature – Increasing the 5

temperature of any substance requires the addition of
energy.
P.EN.04.41 Demonstrate how temperature can be increased in a 5
substance by adding energy.
P.EN.04.42 Describe heat as the energy produced when substances 5
burn, certain kinds of materials rub against each other, and
when electricity flows through wire.
P.EN.04.43 Describe how heat is produced through electricity, rubbing 6
and burning.
P.EN.E.5 Electrical Circuits – Electrical circuits transfer 6

electrical energy and produce magnetic fields.
P.EN.04.51 Demonstrate how electrical energy is transferred and 6

changed through the use of a simple circuit.
P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit. 7
P.PM.E.5 Conductive and Reflective Properties – Objects vary 8

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 8

conductors of heat and electricity.
P.PM.E.3 Magnets – Magnets can repel or attract other 9

magnets. Magnets can also attract certain magnetic
objects at a distance.
P.PM.04.33 Demonstrate magnetic field by observing the patterns 9
formed with iron filings using a variety of magnets.
P.PM.04.34 Demonstrate that magnetic objects are affected by the 9

strength of the magnet and the distance from the magnet.
3
Unit 4-1: Heat, Electricity, and Magnetism
Big Ideas (Key Concepts)
• Heat and electricity are forms of energy.

• Evidence of energy is change.
• Electrical circuits demonstrate a transfer of energy.
• Magnetism is a physical property of matter.
• Heat can be transferred from one substance or object to another.
Clarification of Content Expectations
Standard: Energy
Statement – P.EN.E.1
Forms of Energy – Heat, electricity, light, and sound are forms
of energy.
Content Expectation
P.EN.04.12 Identify heat and electricity as forms of energy.
Instructional Clarifications
1. Identify means to recognize heat and electricity as forms of energy.
2. Energy is an abstract concept. Fourth graders need only to observe forms
of energy and describe what they can do.
3. Electricity can produce light, heat, sound, and magnetic effects.
4. Heat can change temperature, change matter from one state to another,
and move from one object to another by conduction.
5. Temperature change is measured by using the thermometer (Celsius and
Fahrenheit).
6. A common misconception is that energy is a thing.
7. A common misconception is that heat and temperature mean the same
thing.
8. A common misconception is that thermometers measure heat.
9. A common misconception is that all thermometers use the same scale
(count by ones or twos).
10.The scale is often misread when reading temperatures that are below
zero.
11.A common misconception is that things use up energy.
12.Note: Students identified light and sound as forms of energy in the third
grade. At this stage they should identify light, sound, heat, and electricity
as forms of energy.
Assessment Clarifications
1. Heat is a form of energy.
2. Electricity is a form of energy.
4
Energy and Temperature – Increasing the temperature of any
substance requires the addition of energy.
Content Expectations
P.EN.04.41 Demonstrate how temperature can be increased in a substance

by adding energy.
1. Demonstrate is to show through manipulation of materials, drawings, and
written and verbal explanations how temperature increases when adding
energy.
2. Adding some forms of energy to a substance increases its temperature.
This means that the speed of the movement of the molecules within the
substance is increased.
3. Heat energy can move from one object to another. It is not necessary for
fourth graders to understand how this happens. Rather they need to
observe the effects of temperature increasing when energy is added.
4. It is difficult for fourth graders to distinguish between heat and
temperature; therefore, investigating heat should just focus on changes in
temperature.
5. Adding heat to a substance increases its temperature, and allowing heat
to escape (transfer to another substance) decreases its temperature.
6. Temperature is measured in degrees Celsius or degrees Fahrenheit using
a thermometer.
7. Fourth graders have multiple experiences reading temperatures on a
variety of thermometers with different scales. They discover heat transfer
in different substances by observing and reading temperature change.
1. Adding heat energy to a substance increases its temperature.
2. The temperature of a substance or object is determined using a
thermometer and read in degrees Celsius.
P.EN.04.42 Describe heat as the energy produced when substances burn,

certain kinds of materials rub against each other, and when electricity flows
through wire.
1. Describe means to tell or depict in spoken or written words how heat is
produced.
2. As heat is transferred to an object, the molecules of the object move
more rapidly. The motion of the molecules is directly related to the
temperature of the object and its state of matter.
3. When a substance burns, heat energy is produced.
3. When two materials rub together (friction), heat energy is produced.
4. When electric current flows through materials, heat energy can be
produced.
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2. When two materials rub together (friction), heat energy is produced.
3. When electric current flows through materials, heat energy can be
produced.
P.EN.04.43 Describe how heat is produced through electricity, rubbing and

burning.
1. Describe means to tell or depict in spoken or written words how heat is
produced through electricity, rubbing and burning.
2. Electric current flows through materials and produces heat. The flow of
electrical current meets resistance in the materials and is changed into
heat energy. Some materials have greater resistance than others, and
produce a greater amount of heat (incandescent light bulb filaments,
toaster element, oven and range elements).
3. Friction occurs when one object rubs against another object (two hands
rubbing together briskly) and heat is produced.
4. When a substance burns, heat energy is produced through the chemical
change in the substance (wood to ash, gases, and smoke).
5. Fourth graders do not need to understand the chemical change that is
occurring when substances burn.
1. Electric current flows through materials and produces heat (light bulb,
toaster).
2. Friction occurs when one object rubs against another object (two hands
rubbing together briskly) and heat is produced.
Electrical Circuits – 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.
written and verbal explanations how energy is transferred and changed
through the use of a simple circuit.
2. The general characteristics of a circuit include a power source (battery or
generator), conductor (wire), and a device, which uses electricity (bulb,
motor, buzzer, appliance).
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3. At this level, students should demonstrate the completion of a simple
circuit using batteries, wires, and bulbs accompanied by a diagram using
arrows and/or descriptions to show the flow of energy transfer or change.
4. Familiar forms of energy involved in a simple circuit include a battery,
which changes chemical energy to electrical energy that is then
transferred to a light bulb that changes the electrical energy to light and
heat.
5. When the flow of electricity is interrupted, the circuit is not complete. A
closed simple circuit is necessary for the transfer of energy.
6. Stored energy in a battery becomes electrical energy, and electrical
energy is transferred to heat and light energy when it encounters
resistances. (A wire in a light bulb heats up and glows when electricity
travels through it.)
7. Observations and demonstrations of energy transfer in an electrical circuit
include heating wires, lighting bulbs, ringing bells, and powering small
motors.
8. Students recognize that the greater number of batteries will produce a
greater amount of energy (If the voltage rating of the bulb is not
compatible with total voltage output of the batteries, it will burn out).
9. The observation of a change provides evidence that an energy transfer
has taken place.
10. A common misconception is that bulbs store the energy produced by the
battery.
11. A common misconception is that if the bulb is far away from the battery,
it will be dimmer.
1. The general characteristics of a circuit include a power source (battery or
generator), conductor (wire), and a device, which uses electricity (bulb,
motor, buzzer, appliance).
2. Observations of how energy is transferred and changed in an electrical
circuit include heating wires, lighting bulbs, ringing bells, and powering
small motors.
P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit.
written and verbal explanations the magnetic effects in a simple circuit.
2. A wire carrying an electric current creates a weak magnetic field. A
magnetic compass will show the effects of the magnetic field.
3. A simple electromagnet has the same general characteristics of a circuit,
including a power source (battery or generator), conductor (wire), and a
wire wrapped core.
4. An electromagnet is produced by wrapping a wire around a core (nail) and
attaching the ends of the wire to a battery.
5. The strength of an electromagnet is increased by wrapping more coils of
wire around the nail or increasing the amount of current.
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6. An electromagnet is a temporary magnet. The magnetic field usually
stops when the current is no longer flowing through the wire.
7. A simple electromagnet provides evidence that electricity flowing through
wires produces magnetic effects in the wires.
Assessment Clarification
1. A wire carrying an electric current creates a weak magnetic field. The
compass will show the effects of the magnetic field.
Standard: Properties of Matter
Statement – P.PM.E.5
Conductive and Reflective Properties – Objects vary to the
extent they absorb and reflect light energy and conduct heat
and electricity.
Content Expectation
P.PM.04.53 Identify objects that are good conductors or poor conductors of

heat and electricity.
1. Identify means to recognize good conductors and poor conductors of heat
and electricity.
2. An electric charge can flow easily through certain materials. Examples of
good conductors of electricity are salt water, copper, aluminum and other
metals.
3. An electric charge does not flow easily through certain materials.
Examples of poor conductors (insulators) are rubber, cork, wood, cloth,
plastic, and air.
4. A good conductor of heat is a material that allows heat to move through it
easily. All metals are good conductors of heat (copper, steel, and iron).
5. A poor conductor of heat (insulator) is a material that does not allow heat
to move through it easily. Some insulators are wood, paper, wax, and
air.
6. Heat can move from one object to another by conduction.
1. Good conductors of electricity are copper and aluminum.
2. Poor conductors of electricity are rubber, cork, wood, cloth, plastic, and
air.
3. All metals are good conductors of heat (copper, steel, and iron).
4. Some poor conductors of heat are wood, paper, wax, and air.
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Statement – P.PM.E.3
Magnets – Magnets can repel or attract other magnets.
Magnets can also attract certain magnetic objects at a distance.
P.PM.04.33 Demonstrate magnetic field by observing the patterns formed

with iron filings using a variety of magnets.
written and verbal explanations of magnetic field patterns made by iron
filings using magnets.
2. Magnetism is the force of attraction or repulsion by magnets as well as
the force of attraction between magnets and magnetic materials.
3. When iron filings are sprinkled around a magnet, they demonstrate the
shape of the magnetic field. Demonstrations on a flat surface do not fully
show the three-dimensional magnetic field.
4. Each end of a magnet is called a magnetic pole. Every magnet has two
poles – north and south. The opposite poles will attract and like poles will
repel.
5. The magnetic lines of force can be seen between two unlike poles and two
like poles.
6. A common misconception is that the size of the magnet determines its
strength.
7. A common misconception is that all metals are attracted to magnets.
8. A common misconception is that all silver-colored items are attracted to a
magnet.
9. A common misconception is that only magnets can produce magnetic
fields.
10.A common misconception is that a magnetic field is a two-dimensional
pattern of lines surrounding a magnet, not a three-dimensional field or
force.
1. When iron filings are sprinkled around a magnet, they demonstrate the
shape of the magnetic field.
2. The magnetic lines of force can be seen between two unlike poles and two
like poles.
P.PM.04.34 Demonstrate that magnetic objects are affected by the strength

of the magnet and the distance from the magnet.
1. Demonstrate means to show through manipulation of materials, drawings,
and written and verbal explanations that magnetic objects are affected by
the strength and distance from the magnet.
2. Some magnets have a stronger magnetic field than others.
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3. The stronger a magnet, the more magnetic objects (paper clips, nails) can
be attracted to the magnet.
4. The closer an object is to a magnet the stronger the attraction. The
farther a magnetic object is from a magnet the weaker the attraction.
1. The stronger a magnet, the more magnetic objects (paper clips, nails) can
be attracted to the magnet.
2. The closer an object is to a magnet the stronger the attraction. The
farther a magnetic object is from a magnet the weaker the attraction.
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Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implications
Inquiry Processes
S.IP.04.11 Make purposeful observations of heat, electricity and magnetism.
S.IP.04.12 Generate questions based on observation of heat, electricity and
magnetism.
S.IP.04.13 Plan and conduct simple and fair investigations to compare and
contrast heat, electricity and magnetism.
S.IP.04.14 Manipulate simple tools (for example, thermometer, stop
watch/timer) to measure temperature.
S.IP.04.15 Make accurate measurements with appropriate units (degrees,
Celsius, Fahrenheit, minutes, seconds) in.
S.IP.04.16 Construct simple charts and graphs from data information
collected about fuel types.
Inquiry Analysis and Communication
S.IA.04.11 Summarize information from charts and graphs to answer
questions about kinds of fuel that are used to heat buildings.
S.IA.04.12 Share ideas about heat, electricity and magnetism through
purposeful conversation in collaborative groups.
S.IA.04.13 Communicate and present findings of investigations that describe
the strength of magnets and their uses.
S.IA.04.14 Develop research strategies and skills for information gathering
and problem solving about heat energy, electricity sources, global climate
changes and uses of electromagnets.
S.IA.04.15 Compare and contrast sets of data from multiple trials of an
investigation on magnets and their strengths to explain reasons for
differences.
S.RS.04.11 Demonstrate similarities and differences in uses of heat,
electricity and magnetism through various illustrations, performances or
activities.
S.RS.04.14 Use data/samples as evidence to separate fact from opinion
about electricity and magnetism.
S.RS.04.15 Use evidence when communicating, comparing and contrasting
the types of heat uses of electricity and uses of magnetism.
S.RS.04.16 Identify technology used in everyday life to measure
temperatures.
S.RS.04.17 Identify current problems about heat and electricity sources that
may be solved through the use of technology.
S.RS.04.19 Describe how people such as Michael Faraday, Thomas Edison,
and Enrico Fermi have contributed to science throughout history and across
cultures.
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Vocabulary
Critically Important – State Assessable Instructionally Useful
heat conduct
electricity conduction
energy resistance
evident electromagnet
temperature three dimensional
thermometer
Celsius
Fahrenheit
increase
decrease
substance
electric current
friction
simple circuit
open circuit
closed circuit
battery
wire
bulb
power source
energy transfer
conductor
compass
magnet
magnetic field
magnetic poles
lines of force
iron filings
attract
repel
generator
device
appliance
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Instruments, Measurements, Representations
temperature thermometer Fahrenheit, Celsius

Students are not required to convert from Fahrenheit to Celsius or Celsius to
Fahrenheit. They do need to be able to read a thermometer using either
Fahrenheit or Celsius.
Know benchmark temperatures such as freezing (320F, 00C); boiling (2120F,
1000C); room temperature (700F, 210C); body temperature (98.60 F, 370 C);
and compare temperatures to these, e.g., cooler, warmer.
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Instructional Framework
The following Instructional Framework is an effort to clarify possible units

within the K-7 Science Grade Level Content Expectations. The Instructional
Framework provides descriptions of instructional activities that are
appropriate for inquiry science in the classroom and meet instructional goals.
Included are brief descriptions of multiple activities that provide the learner
with opportunities for exploration and observation, planning and conducting
investigations, presenting findings, and expanding thinking beyond the
classroom. The Instructional Framework is NOT a step-by-step instructional
manual, but a guide intended to help teachers and curriculum developers
design their own lesson plans, select useful and appropriate resources and
create assessments that are aligned with the grade level science curriculum
for the State of Michigan.
Instructional Examples
Energy
Forms of Energy: P.EN.04.12,
Energy and Temperature: P.EN.04.41, P.EN.04.42, P.EN.04.43
Objectives
• Identify heat and electricity as forms of energy.

• Use a thermometer to measure heat added to a substance and observe
the results.
• Describe ways that heat is produced.
Engage and Explore
• Engage students in a variety of activities that use energy, such as running

in place, rubbing hands together, feeling heat come out of the blower
unit, turning the lights or the fan on and off, etc. In pairs or small
groups, students discuss the concept of energy. What is energy? What
form of energy was used in each one of these, and where did the energy
come from? What change occurred as a result of these actions? Note:
Students are not expected to know the answers or understand the
concepts presented in this activity. This is intended to introduce the
concept of energy to students. (P.EN.04.12, S.IP.04.11)
• Students run in place for 1-3 minutes. Discuss with students that energy
is required to perform this activity. As a result, students discuss that they
became hot. Their bodies give off heat as they use energy. What sports
and games require more energy? Do they give off heat while playing the
games? What is the fuel source their bodies use for energy? (P.EN.04.12,
S.IP.04.11)
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• Discuss the heat given off by the heating system in the classrooms. What
kinds of fuels are burned to provide heat for schools and homes? How is
the heat energy controlled in a home or school? Talk to the custodian
about the heating/cooling system in the school. (P.EN.04.12, P.EN.04.41,
S.IP.04.11, S.IP.04.12, S.IA.04.12)
• If appropriate, build a small campfire to cook marshmallows. The teacher
measures the temperature of the air close to the fire and a distance away
from the fire. Discuss the difference in temperature. Challenge students
to diagram the evidence that heat is produced through burning.
(P.EN.04.41, P.EN.04.42, P.EN.04.43, S.IP.04.15, S.IA.04.13,
S.RS.04.11)
• Each student is given an ice cube. The goal is to make the ice cube melt
as quickly as possible without using any outside heat sources except their
bodies. Discuss the methods they used to melt the ice cube. Many
students use a form of rubbing motion or friction. A transfer of heat
melts the ice cube. Students record findings in a science journal or
graphic organizer. (P.EN.04.41, P.EN.04.42, S.IP.04.11, S.IP.04.12)
• Examine various types of thermometers and scales on both Celsius and
Fahrenheit thermometers. Practice reading both types of thermometers.
Students need to be able to read the temperature, not convert between
Celsius and Fahrenheit. Read and compare temperatures in warm and
cold water, inside and outside, in different parts of the classroom, etc.
(P.EN.04.41, S.IP.04.14, S.IP.04.15)
Explain and Define
• Have students explain their investigations into the melting ice cube to the
rest of the class. Ask students what they can conclude from their data
and what form of energy was involved in the change from solid water to
liquid water.
• Students create classroom definitions for the words energy, fuel, and
friction.
Elaborate and Apply
• As a homework assignment, students find out the type of energy used to

heat their homes. This information is used to make a classroom data
table. The table is used to make a bar graph. Students generate
questions and comparisons that can be answered using the bar graph.
(P.EN.04.42, S.IP.04.12)
• Students hold a thermometer gently in one hand and record the
temperature. Put the thermometer down and create friction by rubbing
hands together. Again measure the temperature by holding the
thermometer gently. (Students think holding the thermometer tighter will
raise the temperature.) Discuss the temperature difference and the cause
by using the data. Compare the class results. (P.EN.04.41, P.EN.04.42,
S.IP.04.14, S.IP.04.15, S.IA.04.11, S.IA.04.12, S.IA.04.13, S.IA.04.14,
S.IA.04.15)
15
• Students read and compare temperatures using a glass of cold water and
adding warm water or using a glass of warm water and adding an ice
cube. (P.EN.04.41, S.IP.04.14, S.IP.04.15)
• Bring in a small appliance that uses electricity to produce heat. In
collaborative groups, demonstrate and discuss how the heat is generated.
It may be necessary to do some initial research before the discussion.
Share information with the class. (P.EN.04.41, P.EN.04.42, P.EN.04.43,
S.IP.04.11, S.IP.04.12, S.IP.04.16, S.IA.04.12, S.IA.04.13, S.IA.04.14,
S.RS.04.11, S.RS.04.14, S.RS.04.15, S.RS.04.16, S.RS.04.17)
Evaluate Student Understanding
Formative Assessment Examples

• Use a data table for temperature readings and compare their data with
the class. (P.EN.04.41)
• Use a data table and then use this information to make a line graph.
(P.EN.04.41)
• Use student graphs and discussions to assess the students’ abilities to
describe heat as a form of energy. (P.EN.04.12).
• Use students’ ice cube investigation to assess students’ ability to explain
how heat is produced while performing a simple investigation.
(P.EN.04.41, P.EN.042, P.EN.04.43)
Summative Assessment Examples
• Given real world examples, identify heat and electricity as forms of
energy. (P.EN.04.12)
• Demonstrate the use of a thermometer to measure the temperature of a
variety of substances. (P.EN.04.41)
• Create a simple investigation to give evidence that when heat or electrical
energy is added to a substance, the temperature increases. (P.EN.04.41)
• In a quiz, identify burning, rubbing and electricity as ways that heat is
produced. Explain through definition or example, how heat is produced
by electricity, burning or rubbing. (P.EN.04.42, P.EN.04.43)
16
Enrichment
• Discuss other types of energy that are used to produce heat for homes.
Individually or in small groups, students do research on other types of
energy used for homes and businesses. What are the advantages and
disadvantages of the different types? What kind of alternative energy is
being studied for future use?
• Research how heat is removed from large concrete structures such as
dams to allow the concrete to cool and harden more quickly.
• Research and explain why the column of liquid (alcohol, water) rises or
falls in a thermometer as it heats or cools.
• Create a solar oven as an alternative way to cook food.
Intervention
• Practice reading thermometers when adding 1 ice cube and then 2 ice
cubes to a glass of warm water. Students practice reading a
thermometer when adding increments of hot water to a glass of cold
water.
• Compare the accuracy of classroom thermometers.
• Practice reading thermometers daily in many different settings.
• Create collages or graphic organizers to demonstrate how heat is
produced through electricity, rubbing, or burning.
• Create a school scavenger hunt in which students identify and describe
examples of energy produced through burning, rubbing, and electricity.
• Invite the custodian to visit the classroom to discuss how electricity is
used in the school and how the school is heated and cooled.
17
Examples, Observations and Phenomena (Real World Context)
Examples of temperature changes that occur in nature are the temperatures

of air, land and water. The changes in temperature of the air that surrounds
the Earth, land, and water affect the weather and climate. The students are
familiar with the daily changes in temperature and changes within a day,
such as day and night. The temperature changes are due to the position of
the heat source. The primary heat source for Earth is the sun. A real world
application is for students to relate the changes in temperature and the affect
humans have on global warming and the melting of the glaciers.
Electricity is used and transformed in everyday experiences (toasters, hair

dryer, televisions, video games, ovens, fans, water heaters, dryers, washing
machines, etc.). Students make observations of electrical energy from the
time the alarm clock sounds in the morning, through the use of electrical
devices throughout the day to the turning off of lights at night. A common
misconception about electricity in their homes and schools is that the
electricity comes from the wall. Students can research the generator or
source of electricity for their hometown to their neighborhood and homes.
People control the temperature in their own environments through different

heating and cooling sources. The control of temperature has become a
major factor on the use of natural resources and carbon emissions. Students
make connections between their actions and the effect on the environment.
Discuss the impact of global climate issues, the changes that are occurring
and human impact on the climate.
Scientists who have contributed to the study and use of energy are Michael
Faraday and his work on the generator, Thomas Edison and his development
of the light bulb, and Enrico Fermi and his work in nuclear energy.
18
Literacy Integration
R.CM.04.01 connect personal knowledge, experiences, and understanding of

the world to themes and perspectives in text through oral and written
responses.
R.CM.04.02 retell through concise summarization grade-level narrative and

informational text.
R.CM.04.04 apply significant knowledge from grade-level science, social

studies, and mathematics texts.
Examples of trade books available for learning about heat and energy:
Exploring Energy by Scholastic Books, 1995

Heat and Energy by Steve Parker, 2004
Turning up the Heat: Energy by Anne Fullick, 2004
Writing
W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles

and patterns when writing a narrative or informational piece.
W.PR.04.02 apply a variety of pre-writing strategies for both narrative and

informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g., plot,
setting, conflicts/resolutions, definition/description, or chronological
sequence).
W.PR.04.03 draft focused ideas using a variety of drafting techniques

composing coherent and mechanically sound paragraphs when writing
compositions.
19
Mathematics Integration
Measurement
M.UN.04.01 Measure using common tools and select appropriate units of

measure.
M.PS.04.02 Give answers to a reasonable degree of precision in the context

of a given problem.
M.TE.04.03 Measure and compare integer temperatures in degrees.
Data and Probability
D.RE.04.01 Construct tables and bar graphs from given data.
20
Energy and Properties of Matter

Electrical Circuits: P.EN.04.51, P.EN.04.52
Conductive and Reflective Properties: P.PM.04.53
Objectives
• Build a simple circuit and explain the transfer and change of energy
through the circuit.
• Design a working electromagnet to demonstrate the magnetic effects in a
simple circuit.
• Identify objects that are good conductors and poor conductors of heat and
electricity.
Engage and Explore
• Turn the classroom lights on and off. Where does the energy for the
lights come from? What is occurring behind the switch that turns the light
on and off? Note: students are not expected to know the answers; they
are to generate ideas and questions to explore during the unit.
(P.EN.04.51, S.IP.04.11, S.IP.04.12, S.RS.04.11)
• Give students a battery, bulb, and wire and allow them time to explore
how to light the bulb. Students record and draw pictures of observations
in a journal. Challenge students to find additional ways to light the bulb
using a wire, battery and bulb. (P.EN.04.51, S.IP.04.11, S.IP.04.14)
• Use an electrical circuit to demonstrate how energy is transferred and
changed from a battery to wire to bulb. Students draw a simple diagram
and use arrows to show energy transfer and change. Note: fourth
graders describe that energy flows between the two terminals in the
battery. The stored energy in the battery transforms into electrical
energy in the wire, which is transformed into heat and light energy in the
bulb. It is transformed back to electrical before returning to the battery.
(P.EN.04.51, S.IP.04.16, S.IA.04.12)
Explain and Define
• As the concepts are introduced throughout the unit, students create an

operational definition for the words circuit, transfer of energy, change of
energy, electromagnet, and conductors.
21
Elaborate and Apply
• Using a battery, wires and a light bulb, students demonstrate an open and
closed circuit. Students make a labeled diagram that shows the energy
source (battery), wires (conductors) and device using the electricity
(bulb) with arrows that show the flow of electricity. After students have
shown a basic understanding of the electric circuit, the light bulb can be
changed to a motor, buzzer, bells, appliance, etc. Students write a
paragraph explaining how electrical energy is transferred and changed
through an electrical circuit. (P.EN.04.51, S.RS.04.11, S.RS.04.15,
S.RS.04.16)
• Students explore the magnetic effects in a simple circuit. Using the
simple circuit from previous activities, students place a small magnetic
compass near the wire. They move the compass closer to and from the
wire. Students record their observations in journals. Students place
compasses at intervals around the circuit. They record observations as
the circuit is opened and closed. In collaborative groups, students discuss
their observations of the magnetic needle’s movement and draw
conclusions that simple circuits have magnetic effects. (P.EN.04.52,
S.IA.04.12, S.IA.04.13, S.RS.04.15)
• Make an electromagnet by wrapping wire around a core (nail) and
attaching the ends of the wire to a battery. Use a compass to determine
the magnetic effect. What happens when the flow of electricity is
reversed? (P.EN.04.52, S.IP.04.13, S.IP.04.13, S.RS.04.12, S.RS.04.13)
• Test the strength of the electromagnet by using paper clips. How can the
strength of the electromagnet be increased? Does the number of coils
around the core affect the strength of the electromagnet? Make a data
chart. Communicate the findings of your group to the class. (P.EN.04.52,
S.IP.04.13, S.IP.04.13, S.RS.04.12, S.RS.04.13)
• Students design an investigation to test the electrical conductivity of
common materials. They build a circuit tester with three pieces of wires
(battery, wire, light bulb, wire, test object, wire to battery). Test objects
such as aluminum, cork, penny, plastic, cloth, eraser, rubber band, salt
and pencil. Make a chart with a prediction for each object. Test and
classify each object as a good conductor or poor conductor. Students
record their findings on charts. In collaborative groups, students share
ideas and communicate findings. Using class data, as multiple trials,
they generate explanations for similarities and differences in their
investigations. Groups create an exhibit, diagram, or graphic organizer to
present their findings about good and poor conductors. (P.PM.04.53,
S.IP.04.11, S.IP.04.16, S.IA.04.11, S.IA.04.12, S.IA.04.13, S.IA.04.14,
S.RS.04.11, S.RS.04.14, S.RS.04.15)
• Students touch a series of objects on a table (wood, cloth, paper, metal,
and plastic). Rank the materials from coolest to warmest. A
thermometer is placed on each material with the bulb touching the
surface of the material. Leave the thermometers in place for two minutes
and then note the temperatures. Rank the materials again, but this time
according to their actual readings. What conclusion about the
22
conductivity of these materials can be drawn? Note: all materials will be
at room temperature. (P.PM.04.53, S.IP.04.11, S.IP.04.16, S.IA.04.11,
S.IA.04.12, S.IA.04.13, S.IA.04.14, S.RS.04.11, S.RS.04.14, S.RS.04.15)
Embedded Assessment Examples

• Observe the student trials and depth of conversation while investigating
electrical circuits. (P.EN.04.51)
• Record observations of simple electrical circuits in journals. (P.EN.04.51)
• Make a data chart showing the number of coils around a nail and
communicate findings to the group or class. (P.EN.04.52)
• Create a graphic organizer to present findings of a simple investigation of
good and poor conductors. (P.PM.04.53)
• Diagram energy flow and transfer in an electrical circuit. (P.EN.04.51)
• Design and construct an electromagnet. (P.EN.04.52)
• Students make a chart showing good conductors and poor conductors of
heat and electricity. (P.PM.04.53)
• Design and construct a flashlight. (P.EN.04.51, P.PM.04.53)
• Use diagrams of batteries, bulbs and wires illustrating configurations of
circuits and non-circuits. Students identify the circuits. (P.EN.04.51)
23
Enrichment
• Build parallel and series circuits.

• Create a quiz game circuit board. Materials needed are aluminum foil,
masking tape, light bulb, wire, battery, and file folder. Punch 6 holes on
each side of the file folder. Cut 6 aluminum strips ¼ inch wide that are
long enough to connect the holes on opposite sides of the file folder. The
holes should be randomly connected. Lay the foil strips, shiny side up, on
the sticky side of masking tape that is the same length as the foil. The
shiny-sided foil side must connect the holes on opposite sides of the
folder. Close the folder. Using a battery, wires and light bulb, test your
circuit. If the circuit is complete the light bulb will light. Questions can be
used with the correct answer completing the circuit to cause the light bulb
to light consequently the board is self-checking.
• Investigate switches. Build circuits containing a variety of switches.
• Investigate light bulbs. Students create an advertisement promoting the
use of one bulb over another.
• Design an investigation to explore how common materials are good
conductors or poor conductors of heat.
Intervention
• Provide a diagram of a simple circuit with all parts labeled. Students

construct the circuit and label the parts.
• Explain and demonstrate open and closed circuits.
• Act out how energy is transferred and changed in an electrical circuit.
• Create a song or poem to explain how energy is transferred and changed
in an electrical circuit.
• Use a magnetic compass to show magnetic effects in a variety of circuits.
Explain why the magnetic needle moves when the compass is held near
the circuit.
• Provide students with a circuit tester to test conductors and insulators.
Students predict then test each item. Record observations and results on
a chart.
• Provide students with an electromagnet. As students explore the effects
of an electromagnet encourage them to explore the number of coils,
different sized batteries, and different wires.
24
Electrical circuits are an integral part of a students’ life. Appliances,

electronics, equipment, etc. all use electrical circuits. Different kinds of
circuits can be explored such as parallel circuits in home wiring. An
investigation into the sources of electrical power has important implications
for energy conservation.
Investigate how industry uses electromagnets. Discover practical

applications of electromagnets such as in generators and speakers.
Electromagnets are used for picking up scrap metal, metal detectors,
separating aluminum cans from steel food cans at recycling centers,
magnetic resonance imager (MRI), electric guitars and the bullet train in
Japan. What is the impact of a power outage on your home and community?
Students are familiar with good and poor conductors of heat and electricity.
They understand that a down coat will keep them warmer than a light nylon
jacket. They notice the difference between walking barefoot on asphalt and
concrete. Cooking utensils have plastic or rubber coated handles. Electricity
runs through wires that are insulated with rubber, vinyl or plastic.
As students make observations of everyday activities they discover multiple

examples of good and poor conductors.
25

responses.

informational text.

Examples of trade books available for learning about electricity:
All About Electricity by Melvin Berger, 1995

Electricity by Steve Parker and Laura Buller, 2005
Electricity and Magnetism by Peter Adamczyk and Paul-Francis Law, 1994
Writing


sequence).

compositions.
26
Properties of Matter
Magnets: P.PM.04.33, P.PM.04.34
Objectives
• Demonstrate magnetic fields using iron filings.

• Demonstrate that magnetic forces are affected by the strength of the
magnet and distance from the magnet.
Engage and Explore
• Magnet Hike: Students list or draw a picture of 10-15 items in the room
or on the playground that a magnet will be attracted to. Students test
their predictions, record their findings and report to the class.
(P.PM.04.33, S.IP.04.11, S.IP.04.16, S.RS.04.14, S.RS.04.15)
• Using a variety of magnets, explore the attraction and repulsion between
them. (P.PM.04.33, S.IP.04.11)
• Compare the strength of magnets based on how many paper clips a
magnet will pick up. Use a variety of magnets. Make a chart showing a
prediction and the actual number of clips picked up for each magnet.
Does the kind, shape, size or weight of the magnet determine its
strength? (P.PM.04.34, S.IP.04.11, S.IP.04.13, S.IP.04.14, S.IP.04.16)
• In collaborative groups, design a simple investigation to determine the
effect distance has on magnetic attraction. Record results and share
findings with class. Draw conclusions based on evidence. (P.PM.04.34,
S.IP.04.11, S.IP.04.13, S.IP.04.14, S.IP.04.16)
Explain and Define
• Students define attraction and repulsion.

• Explain that magnets with like poles will repel and unlike poles will
attract.
• Explain that stronger magnets attract an object from a greater distance.
Weaker magnets attract at a much shorter distance.
• Create an operational definition for materials that are attracted to
magnets.
Elaborate and Evaluate
• Place two bar magnets inside a large transparent, plastic bag with enough
distance between them so they do not attract or repel. Put a piece of
paper over the bag. Sprinkle iron filings on the paper over the space
27
between the two magnets and observe the lines of force. Repeat the
activity by repositioning one of the magnets in the opposite direction.
Students draw a picture of each observation and label if the magnets are
showing attraction or repulsion and whether they are like or unlike poles.
(P.PM.04.33, S.IP.04.11, S.RS.04.11)
• Place one bar magnet in a plastic bag. Put a piece of paper over the
magnet. Sprinkle iron filings on top of the paper. Observe the magnetic
field demonstrated by the iron filings. Students draw a picture showing
the magnetic field. Note: Look at the section on misconceptions of the
magnetic field. (Do not have the students place the magnet directly on
the iron filings as it will be difficult to remove and reuse all the iron
filings.) (P.PM.04.33, S.IP.04.11, S.RS.04.11)
Formative Assessment Examples

• Make a chart comparing the number of clips picked up by a magnet.
(P.PM.04.34)
• Record results and share findings of a simple investigation exploring the
strength and distance of magnets. Draw conclusions based on evidence.
(P.PM.04.34)
• Draw a diagram of the magnetic effects of two magnets. Diagrams
should show like and opposite poles and arrows to indicate how the
magnets move toward or away from each other. (P.PM.04.34)
• Draw a picture showing the magnetic field on bar magnets. (P.PM.04.33)
• Design a simple investigation that demonstrates the effect of magnets on
materials that are attracted to a magnet. (P.PM.04.34)
• Create a game using magnets. (P.PM.04.34)
28
Enrichment
• Explore how magnetic fields can be demonstrated using materials other

than iron filings.
• Use iron filings to demonstrate the magnetic field of different types of
magnets.
• Research the magnetic field of the Earth. How does a magnetic compass
interact with the Earth’s magnetic field?
• Compare the Earth with a magnet.
• Investigate permanent and temporary magnets. What are their practical
uses? Why is one used over the other?
• Research Maglev trains to find out how they use electricity to produce a
magnetic field. Would a Maglev train be an asset to the community?
Intervention
• Give students a bag of objects. Sort them as attracted to or not attracted

to a magnet. Test the items and record findings on a chart.
• Create a magnet by stroking an iron or steel nail with a magnet. Explore
how the number of strokes affects the strength of the magnet.
• Play a game to reinforce the concept that opposite poles attract. Using
tape, students mark their hands with N and S. Mark the ends of paper
tube or baton with N and S. Form teams. Each team will have a baton.
Each team passes the baton down the line and back up the line as quickly
as possible but grab it only using the opposite pole hand. After
completing the game several times, have students predict what would
happen if the baton were grabbed with the same pole hand.
Magnets are used in games, refrigerator magnets, motors, closures, etc.

The use of magnetic properties is used in Magnetic Resonance Imaging (MRI)
for medical diagnoses.
Orienteering uses a map and compass. Explore how a magnetic compass

works.
What is the advantage of using electromagnets in industry, recycling centers,

and scrap metal yards?
29

responses.

informational text.

Examples of trade books available for learning about magnets:
Janice Van Cleave’s Magnets by Janice VanCleave, 1993.

Opposites Attract: Magnets by Steve Parker, 2005
The Science of Electricity and Magnetism by Steve Parker, 2005.
Writing


sequence).

compositions.
30
Science Grade 4: General Inquiry Questions » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. If you wanted to be able to look at the stars, the 3. Many schools take students on camping trips
planets, and the Moon more closely, what should when the weather gets cooler. The class was on a
you use? weekend camping trip. As they walked along the
A. telescope trail, they noticed leaves falling from many of the
trees and small animals gathering nuts and seeds.
B. periscope The students found very little plant growth under
C. microscope trees in the woods. What question might they ask
to investigate this observation?
D. magnifying glass
A. Do plants need air to grow in the woods?
ItemID kmorgan.1912
Correct A B. Do plants grow well in the shade?
Standard(s) SCI.4.S.IP.04.14 ( 4 )
C. Do plants grow well in rich soil?
D. Do plants grow well in water?
2. Nicole and Joel investigated the effect of water on ItemID kmorgan.1916
Correct B
plant growth. They planted 10 tomato plants each Standard(s) SCI.4.S.IP.04.11 ( 4 ), SCI.4.S.IP.04.12 ( 4 )
at five different places in their garden. The plants
then were given different amounts of water. They
measured the height of the plants after two
MONTHS. The graph below shows their results. 4. You look outside and see 5 cm of snow on the
ground. Your friend tells you that the snow is
frozen water. What evidence could you use to tell
your friend that this is true?
A. Find the outside temperature.
B. Find the outside wind speed.
C. Find the outside cloud type.
D. Find the outside wind chill.
ItemID kmorgan.1924
Correct A
Standard(s) SCI.4.S.RS.04.15 ( 4 )
Look at the graph above. What does the graph

NOT show the students about the investigation?
A. The effect of too much water.
B. The height of the plants.
C. The effect of water on plant growth.
D. The effect of the amount of daylight.
ItemID kmorgan.1914
Correct D
Standard(s) SCI.4.S.IA.04.11 ( 4 )
Go on to the next page »
DataDirector Exam ID: 428 Page 1 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Science Grade 4: General Inquiry Questions » Teacher Version
5. Once a source of drinking water is found for a

new house, it must be tested by a chemist who
works for the local government. Why must water
be tested?
A. The expensive tests are required by the
government in order to collect more money
for road improvements.
B. The testing makes sure water is conserved
and there is enough for everyone.
C. Drinking water must be pure; otherwise,
people and animals may become sick.
D. Testing will tell the chemist where your
water is coming from.
ItemID kmorgan.1925
Correct C
Standard(s) SCI.4.S.RS.04.17 ( 4 )
6. Rocks on Earth and on the Moon are made of

similar materials. What does this observation most
likely suggest?
A. Both the Moon and Earth split off from the
Sun.
B. Life must have existed on the Moon at one
time.
C. The Moon was probably formed from
material from Earth.
D. The whole solar system is made up of the
same kinds of rocks.
ItemID kmorgan.1929
Correct C
Standard(s) SCI.4.S.IP.04.12 ( 4 )
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have
onfinished
to the next
thispage
exam.
»

Science Grade 4, Unit 1: Heat, Electricity, and Magnetism » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Which electric circuit will NOT cause the bulb to 2.

light? What will happen when the two magnets above are
moved closer together?
A.
A. Magnetic force will pull the magnets
together.
B. Gravitational force will pull the magnets
together.
B. C. Gravitational force will push the magnets
apart.
D. Magnetic force will push the magnets apart.
ItemID kmorgan.1818
Correct A
Standard(s) SCI.4.P.PM.04.34 ( 4 )
C.
3. Pablo helps his dad in the garage after school.

One afternoon he accidentally dropped a box of
screws and nails onto the floor. His dad grabbed
a tool from the workbench and passed it over the
D. spilled screws and nails. Most of them jumped up
and stuck to the tool. He pulled them off and put
them back in the box. What caused the screws and
nails to jump from the floor and stick to the tool
that Pablo's dad was holding?
ItemID kmorgan.1817
Correct D
Standard(s) SCI.4.P.EN.04.51 ( 4 )
A. the force of friction

B. gravitational pull
C. a magnetic force
D. a static charge
ItemID kmorgan.1820
Correct C
Go on to the next page »

Science Grade 4, Unit 1: Heat, Electricity, and Magnetism » Teacher Version
4. Martha has a microwave oven and a bread 6.

machine. What type of energy do these items use?
A. light energy
B. electrical energy
C. nuclear energy
D. sound energy Using the battery and light bulb shown above, how
ItemID kmorgan.1825 could you show that metal conducts electricity and
Correct B glass does not conduct electricity?
Standard(s) SCI.4.P.EN.04.12 ( 4 ), SCI.4.P.EN.04.51 ( 4 )
A. Touch the metal and glass bars together.

B. Touch wire 1 to the metal bar and then to
5. Tara’s father was preparing soup for her lunch. the glass bar.
When Tara removed the lid from the soup kettle,
she burned her hand on the lid’s hot metal handle. C. Touch wire 2 to the metal bar and then to
Next, she grabbed the pot by its white plastic the glass bar.
handle to remove it from the stove. The handle D. Touch wires 1 and 2 to opposite ends of the
was not hot and did not burn her hand. What can metal bar and repeat with the glass bar.
Tara conclude from her experience?
ItemID kmorgan.1829
A. Black objects do not conduct heat. Correct D
B. Plastic conducts heat and metal doesn’t.
C. Metal conducts heat and plastic doesn’t.
D. Lid handles always burn your hands when 7. Which creates a magnetic field?
cooking.
ItemID kmorgan.1827 A. electric charges moving
Correct C
Standard(s) SCI.4.P.PM.04.53 ( 4 ) B. neutrons moving
C. neutral atoms moving
D. wires moving
ItemID kmorgan.1831
Correct A
Standard(s) SCI.4.P.EN.04.52 ( 4 )
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4
FOURTH GRADE SCIENCE
SCIENCE
GRADE LEVEL
CONTENT
v.1.09
EXPECTATIONS
Welcome to Michigan’s K-7 Grade Level Content Expectations
SCIENCE PROCESSES Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of
creating Grade Level Content Expectations in response to the Federal No
Child Left Behind Act of 2001. This act mandated the existence of a set of
PHYSICAL SCIENCE
comprehensive state grade level assessments in mathematics and English
language arts that are designed based on rigorous grade level content. In
addition, assessments for science in elementary, middle, and high school
LIFE SCIENCE were required. To provide greater clarity for what students are expected to
know and be able to do by the end of each grade, expectations for each grade
level have been developed for science.
In this global economy, it is essential that Michigan students possess
EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of
the knowledge and essential skills defined in Michigan’s Grade Level Content
Expectations will increase students’ ability to be successful academically, and
contribute to the future businesses that employ them and the communities in
which they choose to live.
Reflecting best practices and current research, the Grade Level Content
Expectations provide a set of clear and rigorous expectations for all students,
and provide teachers with clearly defined statements of what students should
know and be able to do as they progress through school.
Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
“The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Today’s
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.”
Michigan’s K-7 Scholar Work Group executed the intent of this statement
Office of School Improvement in the development of “the core ideas of science...the big picture” in this
document.
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.
Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.
Preparing Students for Academic Success

In the hands of teachers, the Grade Level Content Expectations are converted into
exciting and engaging learning for Michigan’s students. As educators use these
expectations, it is critical to keep in mind that content knowledge alone is not
sufficient for academic success. Students must also generate questions, conduct
investigations, and develop solutions to problems through reasoning and observation.
They need to analyze and present their findings which lead to future questions,
research, and investigations. Students apply knowledge in new situations, to solve
problems by generating new ideas, and to make connections between what they learn
in class to the world around them.
Through the collaborative efforts of Michigan educators and creation of professional
learning communities, we can enable our young people to attain the highest
standards, and thereby open doors for them to have fulfilling and successful lives.
Understanding the Organizational Structure

The science expectations in this document are organized into disciplines, standards,
content statements, and specific content expectations. The content statements in
each science standard are broader, more conceptual groupings. The skills and content
addressed in these expectations will, in practice, be woven together into a coherent,
science curriculum.
To allow for ease in referencing expectations, each expectation has been coded with a
discipline, standard, grade-level, and content statement/expectation number.
For example, P.FM.02.34 indicates:
P - Physical Science Discipline
FM-Force and Motion Standard
02-Second Grade
34-Fourth Expectation in the Third Content Statement
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.
Why Create a 1.09 Version of the Expectations?

The Office of School Improvement is committed to creating the best possible product
for educators. This committment served as the impetus for revision of the 12.07
edition. This new version, v.1.09, refines and clarifies the original expectations, while
preserving their essence and original intent and reflects the feedback from educators
across the state during the past year.
38 FOURTH GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION

Elementary (K-4) Science Organizational Structure
Discipline 1 Discipline 2 Discipline 3 Discipline 4

Science Processes Physical Science Life Science Earth Science
Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP) Force and Motion (FM) Organization of Earth Systems (ES)
Inquiry Analysis Position (2) Living Things (OL) Solar Energy (2)
and Communication Gravity (2) Life Requirements (6) Weather (4)
(IA) Force (8) Life Cycles (2) Weather
Reflection and Social Speed (3) Structures and Measurement (2)
Implications (RS) Energy (EN) Functions (2) Natural
Forms of Energy (2) Classification (2) Resources (4)
Light Properties (2) Heredity (HE) Human Impact (2)
Sound (2) Observable Solid Earth (SE)
Energy and Characteristics (3) Earth Materials (4)
Temperature (3) Evolution (EV) Surface Chages (2)
Electrical Circuits (2) Environmental Using Earth
Properties of Matter Adaptation (2) Materials (2)
(PM) Survival (2) Fluid Earth (FE)
Physical Properties (8) Ecosystems (EC) Water (4)
States of Matter (3) Interactions (1) Water
Magnets (4) Changed Movement (2)
Material Environment Earth in Space and
Composition (1) Effects (1) Time (ST)
Conductive and Characteristics
Reflective Properties of Objects in the
(3) Sky (2)
Changes in Matter Patterns of
(CM) Objects in the
Changes in State (1) Sky (5)
Fossils (2)
Science Processes: Inquiry Process, Inquiry Analysis and Communication,

Reflection, and Social Implications
As students enter the fourth grade, they have developed their skills in observation, measurement,
data collection and analysis, real-world application, and finally presentations of their findings
to others. New science processes are not introduced at this level, but it is the intent of the
expectations to provide content in which the students can practice and apply their inquiry skills as
a process of testing their ideas and logically use evidence to formulate explanations.
Physical Science: Energy, Properties of Matter, Changes in Matter

Students enter the fourth grade with prior knowledge regarding energy in the context of sound
and light as examples of energy. Heat and electricity are introduced as additional forms of
energy, as well as describing energy in terms of evidence of change or transfer. Students have
intuitive notions that energy is necessary to get things done and that humans get energy from
food. Children are not expected to understand the complex concept of energy at this level. By
experimenting with light and sound (third grade) and heat, electricity and magnetism in fourth
grade, students begin to recognize evidence of energy through observation and measurement
of change. Through multiple experiences with simple electrical circuits, heat transfer, and
magnetism, students make simple correlations and describe how heat is produced through
electricity, identify conductors of heat and electricity, and explain the conditions necessary to
make an electromagnet.

The content expectations for physical science conclude with the study of properties of
matter that can be measured and observed, states of matter, and changes in states of
matter through heating and cooling.
Life Science: Organization of Living Things, Evolution, and

Ecosystems
The role of different organisms and the flow of energy within an ecosystem is the
main concept in fourth grade life science. Students explore the life requirements
of living organisms and their source of energy for growth and repair. In their
investigations, students study individual differences in organisms of the same kind
and identify how those differences of organisms may give them an advantage for
survival and reproduction. Students conclude their elementary life science exploration
by investigating food chains or webs and how environmental changes can produce a
change in the food web and species survival.
Earth Science: Earth in Space and Time

The identification and comparison of common objects in the sky begins the study of
Earth in space. Through long term observations of the sun and moon, students identify
patterns in movement and collect data to summarize information regarding the orbit
of the Earth around the sun, and the moon around the Earth. Models and activities
provide the tools to demonstrate the orbits and explain the predictable cycle of one
month in the phases of the moon, and day and night as the apparent movement of the
sun and moon across the sky.
Students explore the history of the Earth through evidence from fossils and compare
fossils of life forms with organisms that exist today.
The underlying theme within the physical, life, and Earth science is energy and
specifically energy from the sun. Students can make connections between the heat and
light energy from the sun and the dependency of all living things on the sun.

Fourth Grade Science Standards, Statements, and Expectations
Note: The number in parentheses represents the number of expectations.
Discipline 1: Science Processes (S)

Standard: Inquiry Process (IP)
1 Statement (6)
Standard: Inquiry Analysis and Communication (IA)
1 Statement (5)
Standard: Reflection and Social Implications (RS)
1 Statement (7)
Discipline 2: Physical Science (P)

Standard: Energy (EN)
Forms of Energy (1)
Energy and Temperature (3)
Electrical Circuits (2)
Standard: Properties of Matter (PM)
Physical Properties (3)
States of Matter (1)
Magnets (2)
Conductive and Reflective Properties (1)
Standard: Changes in Matter (CM)
Changes in State (1)
Discipline 3: Life Science (L)

Standard: Organization of Living Things (OL)
Life Requirements (2)
Standard: Evolution (EV)
Survival (2)
Standard: Ecosystems (EC)
Interactions (1)
Changed Environment Effects (1)
Discipline 4: Earth Science (E)

Standard: Earth in Space and Time (ST)
Characteristics of Objects in the Sky (2)
Patterns of Objects in the Sky (5)
Fossils (2)

SCIENCE PROCESSES Inquiry Process
K-7 Standard S.IP: Develop an understanding that scientific inquiry and

reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.

S.IP.E.1 Inquiry involves generating questions, conducting
investigations, and developing solutions to problems through
reasoning and observation.
S.IP.04.11 Make purposeful observation of the natural world using the

appropriate senses.
S.IP.04.12 Generate questions based on observations.
S.IP.04.13 Plan and conduct simple and fair investigations.
S.IP.04.14 Manipulate simple tools that aid observation and data collection
(for example: hand lens, balance, ruler, meter stick, measuring
cup, thermometer, spring scale, stop watch/timer, graduated
cylinder/beaker).
S.IP.04.15 Make accurate measurements with appropriate units (millimeters
centimeters, meters, milliliters, liters, Celsius, grams, seconds,
minutes) for the measurement tool.
S.IP.04.16 Construct simple charts and graphs from data and observations.
Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and

investigations require analysis and communication of findings, using
appropriate technology.

S.IA.E.1 Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
S.IA.04.11 Summarize information from charts and graphs to answer

scientific questions.
S.IA.04.12 Share ideas about science through purposeful conversation in
collaborative groups.
S.IA.04.13 Communicate and present findings of observations and
investigations.
S.IA.04.14 Develop research strategies and skills for information gathering
and problem solving.
S.IA.04.15 Compare and contrast sets of data from multiple trials of a
science investigation to explain reasons for differences.

K-7 Standard S.RS: Develop an understanding that claims and evidence

for their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of
the importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.


S.RS.E.1 Reflecting on knowledge is the application
of scientific knowledge to new and different situations.
Reflecting on knowledge requires careful
analysis of evidence that guides decision-making
and the application of science throughout history and
within society.
S.RS.04.11 Demonstrate scientific concepts through various

illustrations, performances, models, exhibits, and
activities.
S.RS.04.14 Use data/samples as evidence to separate fact from
opinion.
S.RS.04.15 Use evidence when communicating scientific ideas.
S.RS.04.16 Identify technology used in everyday life.
S.RS.04.17 Identify current problems that may be solved through
the use of technology.
S.RS.04.18 Describe the effect humans and other organisms have
on the balance of the natural world.
S.RS.04.19 Describe how people have contributed to science
throughout history and across cultures.
PHYSICAL SCIENCE Energy

K-7 Standard 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 Forms of Energy- 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 Energy and Temperature- Increasing the

temperature of any substance requires the addition of
energy.
P.EN.04.41 Demonstrate how temperature can be increased in a

substance by adding energy.
P.EN.04.42 Describe heat as the energy produced when
substances burn, certain kinds of materials rub
against each other, and when electricity flows through
wire.
P.EN.04.43 Describe how heat is produced through electricity,
rubbing, and burning.

P.EN.E.5 Electrical Circuits- 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. *
Properties of Matter
K-7 Standard 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 Physical Properties- 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 States of Matter- 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- 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.
* Revised expectations marked by an astrisk.

P.PM.E.5 Conductive and Reflective Properties- 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.

Changes in Matter
K-7 Standard 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.
P.CM.E.1 Changes in State- Matter can be changed from

one state (liquid, solid, gas) to another and then back
again. Heating and cooling may cause changes in state. *

P.CM.04.11 Explain how matter can change from one state
(liquid, solid, gas) to another by heating and cooling.
LIFE SCIENCE Organization of Living Things
K-7 Standard 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 animals 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 Life Requirements- 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.

* Revised expectations marked by an astrisk.

Evolution
K-7 Standard 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 environamental changes
and describe how scientists identify the relatedness of various organisms based
on similarities in anatomical features.
L.EV.E.2 Survival- Individuals of the same kind differ in

their characteristics, and sometimes the differences give
individuals an advantage in surviving and reproducing.
L.EV.04.21 Identify individual differences (color, leg length, size, wing size, ;eaf
shape) in organisms of the same kind. *
L.EV.04.22 Identify how variations in physical characteristics of
individual organisms give them an advantage for
survival and reproduction.
Ecosystems
K-7 Standard 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 Interactions- 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 Changed Environment Effects- 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.
* Revised expectations marked by an asterisk.

EARTH SCIENCE Earth in Space and Time
K-7 Standard 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 Characteristics of Objects in the Sky- 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 Patterns of Objects in the Sky- 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- Fossils provide evidence about the plants and

animals that lived long ago and the nature of the environment at that
time.
E.ST.04.31 Explain how fossils provide evidence of the history of the Earth.
E.ST.04.32 Compare and contrast life forms found in fossils and

organisms that exist today.
* Revised expectations marked by an asterisk.

F O U RT H G RA D E E N G L I S H L A N G U A G E A R T S
4
GRADE LEVEL
ELA
CONTENT
EXPECTATIONS v.12.05
Welcome to Michigan’s K-8 Grade Level Content Expectations

R EA D I N G
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
Grade Level Content Expectations in response to the federal No Child Left Behind Act
W R IT I N G of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
In this global economy, it is essential that Michigan students possess personal, social,
S P EA K I N G
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills
defined in Michigan’s Grade Level Content Expectations will increase students’ ability to
be successful academically, contribute to the future businesses that employ them and the
communities in which they choose to live.
L I ST E N I N G The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
V I EW I N G
and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04 edition
that was previously released in June of 2004. This new version, v.12.05, refines and
clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page at
www.michigan.gov/glce.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version 12.05
and has incorporated the changes in the construction of test and item specifications for
the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and
Office of School Improvement
to guide program planners in focusing resources and energy.
Curriculum
Using this document as a focal point in the school improvement process, schools and districts
can generate conversations among stakeholders concerning current policies and practices
to consider ways to improve and enhance student achievement. Together, stakeholders can
use these expectations to guide curricular and instructional decisions, identify professional
development needs, and assess student achievement.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, English language arts curriculum. Beyond the English language arts
curriculum, students will use the skills and processes to support learning in all content areas.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:
R - Reading Strand
NT - Narrative Text Domain
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level Narrative Text Domain
Strand 1 Strand 2 Strand 3 Strand 4

Reading Writing Speaking Listening & Viewing
Domains
Word Recognition and Genre (GN) Conventions (CN) Conventions (CN)
Word Study (WS) Process (PR) Discourse (DS) Response (RP)
• Phonemic Awareness Personal Style (PS)
• Phonics Grammar & Usage (GR)
• Word Recognition Spelling (SP)
• Vocabulary Handwriting (HW)
Fluency (FL) Writing Attitude (AT)
Narrative Text (NT)
Informational Text (IT)
Comprehension (CM)
Metacognition (MT)
Critical Standards (CS)
Reading Attitude (AT)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby
open doors for them to have fulfilling and successful lives.
2 F O U RT H G R A D E E N G L I S H L A N G U A G E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION

R EA D I N G Word Recognition and Word Study
Word Recognition
Students will…
R.WS.04.01 explain how to use word structure, sentence structure, and prediction to
aid in decoding words and understanding the meanings of words encountered in context.
R.WS.04.02 use structural, syntactic, and semantic cues including letter-sound, rimes,
base words, affixes, and syllabication to automatically read frequently encountered words,
decode unknown words, and decide meanings including multiple meaning words.
R.WS.04.03 automatically recognize frequently encountered words in print with the
number of words that can be read fluently increasing steadily across the school year.
R.WS.04.04 know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
R.WS.04.05 acquire and apply strategies to identify unknown words or word parts;
self-monitor, and construct meaning by engaging actively in reading a variety of genre,
self-correcting, and using a thesaurus.
Fluency
Students will…
R.WS.04.06 fluently read beginning grade-level text and increasingly demanding text
as the year proceeds.
Vocabulary
Students will…
R.WS.04.07 in context, determine the meaning of words and phrases including similes,
metaphors, content vocabulary, and literary terms using strategies and resources including
context clues, semantic feature analysis, and a thesaurus.
Narrative Text
Students will…
R.NT.04.01 describe the shared human experience depicted in classic, multicultural,
and contemporary literature recognized for quality and literary merit.
R.NT.04.02 identify and describe the structure, elements, and purpose of a variety
of narrative genre including poetry, myths, legends, fantasy, and adventure.
R.NT.04.03 analyze characters’ thoughts and motivation through dialogue, various
character roles, and functions including hero, anti-hero, or narrator; know first person
point of view and identify conflict and resolution.
R.NT.04.04 explain how authors use literary devices including flash-forward and flashback
to depict time, setting, conflicts, and resolutions to enhance the plot and create suspense.
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G U A G E A RT S F O U RT H G R A D E 3
Informational Text
Students will…
R.IT.04.01 identify and describe the structure, elements, features, and purpose of a
variety of informational genre including autobiography/biography, personal essay, almanac,
and newspaper.
R.IT.04.02 identify and describe informational text patterns including compare/contrast,
cause/effect, and problem/solution.
R.IT.04.03 explain how authors use text features including appendices, headings,
subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance
the understanding of key and supporting ideas.
Comprehension
Students will…
R.CM.04.01 connect personal knowledge, experiences, and understanding of the world to
themes and perspectives in text through oral and written responses.
informational text.
R.CM.04.03 explain relationships among themes, ideas, and characters within and across
texts to create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture.
R.CM.04.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.04.01 self-monitor comprehension when reading or listening to text by
automatically applying and discussing the strategies used by mature readers to increase
comprehension including: predicting, constructing mental images, visually representing
ideas in text, questioning, rereading or listening again if uncertain about meaning,
inferring, summarizing, and engaging in interpretive discussions.
R.MT.04.02 plan, monitor, regulate, and evaluate skills, strategies, and processes
to construct and convey meaning (e.g., decoding unknown words) and use graphic
organizers to deepen their understanding of compare/contrast, and sequential
organizational patterns.
Critical Standards
Students will…
R.CS.04.01 develop, discuss, and apply individual and shared standards using student/
class created rubrics and begin to assess the quality, accuracy, and relevance
of their own writing and the writing of others.
Reading Attitude
Students will…
R.AT.04.01 be enthusiastic about reading and do substantial reading and writing
on their own.

W R IT I N G Writing Genre
Students will…
W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or
adventure creating relationships among setting, characters, theme, and plot.
W.GN.04.02 write poetry based on reading a wide variety of grade-appropriate poetry.
W.GN.04.03 write an informational comparative piece that demonstrates
understanding of central and supporting ideas using an effective organizational
pattern (e.g., compare/contrast) and informational text features.
W.GN.04.04 use the writing process to produce and present a research project using
a teacher-approved topic; find and narrow research questions; use a variety of resources;
take notes; and organize relevant information to draw conclusions.
Writing Process
Students will…
W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles and
patterns when writing a narrative or informational piece.
informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in
order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions,
definition/description, or chronological sequence).
W.PR.04.03 draft focused ideas using a variety of drafting techniques composing
coherent and mechanically sound paragraphs when writing compositions.
W.PR.04.04 revise drafts based on constructive and specific oral and written
responses to writing by identifying sections of the piece to improve sequence and flow
of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).
W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary,
spell check, grammar check, grammar references, writing references) and grade-level
checklists both individually and in groups.
Personal Style
Students will…
W.PS.04.01 exhibit personal style and voice to enhance the written message
(e.g., in narrative text: strong verbs, figurative language, sensory images; in informational
text: precision, established importance, transitions).
Grammar and Usage
Students will…
W.GR.04.01 in the context of writing, correctly use simple and compound sentences;
direct and indirect objects; prepositional phrases; adjectives; common and proper nouns
as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens
between syllables; apostrophes in contractions; and commas in salutations to set off
words; phrases and dialogue; quotation marks or italics to identify titles or names.
Spelling
Students will…
W.SP.04.01 in the context of writing, correctly spell frequently encountered words
(e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered
words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental
sources (e.g., word walls, word lists, dictionaries, spell checkers).
Handwriting
Students will…
W.HW.04.01 write neat and legible compositions.
Writing Attitude
Students will…
W.AT.04.01 be enthusiastic about writing and learning to write.

S P EA K I N G Conventions
Students will…
S.CN.04.01 use common grammatical structures correctly when speaking including
appositives, participial phrases, adjectives, adverbs, and prepositional phrases to express
ideas in more complex sentences.
S.CN.04.02 adjust their use of language to communicate effectively with a variety
of audiences and for different purposes including community-building, appreciation,
invitations, and cross-curricular discussions.
S.CN.04.03 speak effectively using facial expressions, hand gestures, and body language
in narrative and informational presentations.
S.CN.04.04 present in standard American English if it is their first language. (Students
whose first language is not English will present in their developing version of standard
American English.)
S.CN.04.05 understand, providing examples of how language differs from region to
region of the United States as a function of linguistic and cultural group membership.
Discourse
Students will…
S.DS.04.01 engage in interactive, extended discourse to socially construct meaning
in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.04.02 discuss narratives (e.g., fantasy, myths, legends, adventures, poetry),
conveying the story grammar (e.g., various character roles, plot, story level theme) and
emphasizing facial expressions, hand gestures, and body language.
S.DS.04.03 respond to multiple text types by reflecting, making connections, taking
a position, and/or showing deep understanding.
S.DS.04.04 plan and deliver presentations focusing on a key question using an
informational organizational pattern (e.g., descriptive, problem/solution, cause/effect);
supportive facts and details reflecting and emphasizing facial expressions, hand gestures,
and body language.
L I ST E N I N G Conventions
& V I EW I N G Students will…
L.CN.04.01 ask substantive questions of the speaker that will provide additional
elaboration and details.
L.CN.04.02 listen to or view critically while demonstrating appropriate social
skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large
group settings.
L.CN.04.03 distinguish between and explain how verbal and non-verbal strategies
enhance understanding of spoken messages and promote effective listening behaviors.
L.CN.04.04 recognize and analyze the various roles of the communication process
(e.g., to persuade, critically analyze, flatter, explain, dare) in focusing attention on events
and in shaping opinions.
Response
Students will…
L.RP.04.01 listen to or view knowledgeably and discuss a variety of genre and compare
their responses to those of their peers.
L.RP.04.02 select, listen to or view knowledgeably, and respond thoughtfully to both
classic and contemporary texts recognized for quality and literary merit.
L.RP.04.03 respond to multiple text types listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to clarify meaning, make connections, take
a position, and/or show deep understanding.
L.RP.04.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing
in writing, listening then giving an opinion orally).
L.RP.04.05 respond to and summarize the major ideas and evidence presented in
spoken messages and formal presentations.

F O U RT H G RA D E M A T H E M A T I C S
4
GRADE LEVEL
MATH
CONTENT
EXPECTATIONS v. 1 2 . 0 5
NUMBER & OPERATIONS Welcome to Michigan’s K-8 Grade Level Content Expectations
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
A L G E B RA Grade Level Content Expectations in response to the federal No Child Left Behind Act
of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
M EA S U R E M E NT In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential
skills defined in Michigan’s Grade Level Content Expectations will increase students’
ability to be successful academically, contribute to the future businesses that employ
G E O M ET RY them and the communities in which they choose to live.
The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
DATA & PROBABILITY research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04
edition that was previously released in June of 2004. This new version, v.12.05, refines
and clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page
at www.michigan.gov/glce.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version
12.05 and has incorporated the changes in the construction of test and item specifications
for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and to
guide program planners in focusing resources and energy.
Office of School Improvement
Curriculum
Using this document as a focal point in the school improvement process, schools and districts can
generate conversations among stakeholders concerning current policies and practices to consider
ways to improve and enhance student achievement. Together, stakeholders can use these
expectations to guide curricular and instructional decisions, identify professional development
needs, and assess student achievement.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, Mathematics curriculum. The domains in each mathematics strand are
broader, more conceptual groupings. In several of the strands, the “domains” are similar to the
“standards” in Principles and Standards for School Mathematics from the National Council of
Teachers of Mathematics.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:
M - Measurement strand
UN - Units & systems of measurement domain of the Measurement strand
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level view of the Measurement strand
Strand 1 Strand 5
Strand 3 Strand 4
Number & Strand 2 Algebra Data and
Measurement Geometry
Operations Probability
Domains
Meaning, notation, Patterns, relations, Units and systems of Geometric shape, Data representation
place value, and functions, and measurement (UN) properties, and (RE)
comparisons (ME) change (PA) mathematical
Techniques and arguments (GS) Data interpretation
Number Representation (RP) formulas for and analysis (AN)
relationships measurement (TE) Location and spatial
and meaning of Formulas, relationships (LO) Probability (PR)
operations (MR) expressions, Problem
equations, and solving involving Spatial reasoning
Fluency with inequalities (RP) measurement (PS) and geometric
operations and modeling (SR)
estimation (FL)
Transformation and
symmetry (TR)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby open
doors for them to have fulfilling and successful lives.
2 F O U RT H G R A D E M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
NUMBER AND Understand and use number notation and place value
OPERATIONS N.ME.04.01 Read and write numbers to 1,000,000; relate them to the quantities they repre-
sent; compare and order.
N.ME.04.02 Compose and decompose numbers using place value to 1,000,000’s, e.g., 25,068
is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones.
N.ME.04.03 Understand the magnitude of numbers up to 1,000,000; recognize the place
values of numbers and the relationship of each place value to the place to its right,
e.g., 1,000 is 10 hundreds.
Use factors and multiples

N.ME.04.04 Find all factors of any whole number through 50, list factor pairs, and determine if a
one-digit number is a factor of a given whole number.*
N.ME.04.05 List the first ten multiples of a given one-digit whole number; determine if a whole
number is a multiple of a given one-digit whole number.*
N.MR.04.06 Know that some numbers including 2, 3, 5, 7, and 11 have exactly two factors
(1 and the number itself) and are called prime numbers.
N.MR.04.07 Use factors and multiples to compose and decompose whole numbers.*
Add and subtract whole numbers

N.FL.04.08 Add and subtract whole numbers fluently.
Multiply and divide whole numbers

N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property,
e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63.
N.FL.04.10 Multiply fluently any whole number by a one-digit number and a three-digit
number by a two-digit number; for a two-digit by one-digit multiplication use distributive
property to develop meaning for the algorithm.
N.FL.04.11 Divide numbers up to four-digits by one-digit numbers and by 10.
N.FL.04.12 Find the value of the unknowns in equations such as a ÷ 10 = 25; 125 ÷ b = 25.*
N.MR.04.13 Use the relationship between multiplication and division to simplify computations
and check results.
N.MR.04.14 Solve contextual problems involving whole number multiplication and division.*
Read, interpret and compare decimal fractions

N.ME.04.15 Read and interpret decimals up to two decimal places; relate to money and
place value decomposition.
N.ME.04.16 Know that terminating decimals represents fractions whose denominators are 10,
10 x 10, 10 x 10 x 10, etc., e.g., powers of 10.
N.ME.04.17 Locate tenths and hundredths on a number line.
N.ME.04.18 Read, write, interpret, and compare decimals up to two decimal places.
N.MR.04.19 Write tenths and hundredths in decimal and fraction forms, and know the
decimal equivalents for halves and fourths.
* revised expectations in italics
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S F O U RT H G R A D E 3
Understand fractions
N.ME.04.20 Understand fractions as parts of a set of objects.
N.MR.04.21 Explain why equivalent fractions are equal, using models such as fraction strips
or the number line for fractions with denominators of 12 or less, or equal to 100.
N.MR.04.22 Locate fractions with denominators of 12 or less on the number line; include mixed
numbers.*
N.MR.04.23 Understand the relationships among halves, fourths, and eighths and among
thirds, sixths, and twelfths.
N.ME.04.24 Know that fractions of the form mn where m is greater than n, are greater than 1 and
are called improper fractions; locate improper fractions on the number line.*
N.MR.04.25 Write improper fractions as mixed numbers, and understand that a mixed number
represents the number of “wholes” and the part of a whole remaining, e.g.,  = 1 +  = 1  .
N.MR.04.26 Compare and order up to three fractions with denominators 2, 4, and 8, and 3, 6,
and 12, including improper fractions and mixed numbers.
Add and subtract fractions

N.MR.04.27 Add and subtract fractions less than 1 with denominators through 12 and/or 100,
in cases where the denominators are equal or when one denominator is a multiple of the other,
1 5 6 1 5 7 3 23 7
e.g., 12 + 12 = 12 ; 6 + 12 = 12 ; 10 – 100 = 100 .*
N.MR.04.28 Solve contextual problems involving sums and differences for fractions where one
denominator is a multiple of the other (denominators 2 through 12, and 100).*
N.MR.04.29 Find the value of an unknown in equations such as  + x =  or  - y =  .*
Multiply fractions by whole numbers

N.MR.04.30 Multiply fractions by whole numbers, using repeated addition and area or array
models.
Add and subtract decimal fractions

N.MR.04.31 For problems that use addition and subtraction of decimals through hundredths,
represent with mathematical statements and solve.*
N.FL.04.32 Add and subtract decimals through hundredths.*
Multiply and divide decimal fractions

N.FL.04.33 Multiply and divide decimals up to two decimal places by a one-digit whole number
where the result is a terminating decimal, e.g., 0.42 ÷ 3 = 0.14, but not 5 ÷ 3 = 1.6.
Estimate
N.FL.04.34 Estimate the answers to calculations involving addition, subtraction, or multiplication.
N.FL.04.35 Know when approximation is appropriate and use it to check the reasonableness
of answers; be familiar with common place-value errors in calculations.
N.FL.04.36 Make appropriate estimations and calculations fluently with whole numbers using
mental math strategies.
* revised expectations in italics
4 F O U RT H G R A D E M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
MEASUREMENT Measure using common tools and appropriate units
M.UN.04.01 Measure using common tools and select appropriate units of measure.
M.PS.04.02 Give answers to a reasonable degree of precision in the context of a given problem.
M.UN.04.03 Measure and compare integer temperatures in degrees.
M.TE.04.04 Measure surface area of cubes and rectangular prisms by covering and counting
area of the faces.
Convert measurement units

M.TE.04.05 Carry out the following conversions from one unit of measure to a larger or
smaller unit of measure: meters to centimeters, kilograms to grams, liters to milliliters, hours to
minutes, minutes to seconds, years to months, weeks to days, feet to inches, ounces to pounds
(using numbers that involve only simple calculations).
Use perimeter and area formulas

M.TE.04.06 Know and understand the formulas for perimeter and area of a square and a
rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes
using the formulas.
M.TE.04.07 Find one dimension of a rectangle given the other dimension and its perimeter
or area.
M.TE.04.08 Find the side of a square given its perimeter or area.
M.PS.04.09 Solve contextual problems about perimeter and area of squares and rectangles in
compound shapes.
Understand right angles

M.TE.04.10 Identify right angles and compare angles to right angles.
Problem-solving
M.PS.04.11 Solve contextual problems about surface area.
GEOMETRY Understand perpendicular, parallel, and intersecting lines

G.GS.04.01 Identify and draw perpendicular, parallel, and intersecting lines using a ruler and
a tool or object with a square (90º) corner.
Identify basic geometric shapes and their components,

and solve problems
G.GS.04.02 Identify basic geometric shapes including isosceles, equilateral, and right triangles,
and use their properties to solve problems.
G.SR.04.03 Identify and count the faces, edges, and vertices of basic three-dimensional
geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of
their faces.
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S F O U RT H G R A D E 5
United States Studies Grade Four
Using the context of the United States, fourth grade students learn significant social studies concepts within an increasingly complex
social environment. They examine fundamental concepts in geography, civics and government, and economics through the lens of
Michigan history and the United States. Expectations that particularly lend themselves to being taught through a historic, geographic,
civic, or economic lens are denoted.
History
Fourth grade students use examples from Michigan history (from statehood to the present) as a case study for learning about United
States geography, economics, and government. Teachers are encouraged to use examples from Michigan history beyond statehood to
teach geographic, civic, and economic concepts.
Geography
Students draw upon their knowledge of spatial awareness, regions, human systems, and human-environment interactions to
create more sophisticated understandings of these concepts within the context of the United States. By focusing on the work of
geographers, students explore the types of questions geographers ask and the tools they use to answer these questions. Students
learn that maps can be used to describe elevation and climate, as well as to analyze patterns of population density. In preparation
for the study of American history, students concentrate on the geography of the United States. Students expand their knowledge
of human systems using case studies and stories to understand push and pull factors of migration and the influence of migration
on culture within the United States. Students deepen their understanding of human-environment interactions by assessing positive
and negative effects of human activities on the physical environment of the United States. The firm understanding of United States
geography established in fourth grade prepares students for the study of American history in fifth grade and world geography in
grades six and seven.
Civics and Government

Fourth grade students learn how the United States government works. Students examine the purposes of government as set
forth in the Preamble to the U.S. Constitution, how our current form of government functions to serve those purposes, and the
probable consequences of not having government, rules, or laws. Building upon their understanding of the structure and functions
of government in Michigan, students use examples to explore how the powers of the federal government are limited. Students also
begin to understand that the federal and state governments have different powers as a foundation for learning about federalism in
fifth grade. Concepts of governmental taxing and spending are expanded from previous grades as students apply these concepts to
the federal government. Students explore how key concepts such as popular sovereignty, rule of law, checks and balances, separation
of powers, and individual rights serve to limit the power of government and how these ideas are manifested in the Constitution and
Bill of Rights. Students learn how government affects their daily lives by identifying examples of rights guaranteed by the Constitution
and Bill of Rights. Students explain why all rights have limits, describe the relationship between rights and responsibilities, and
investigate ways people can work together to promote the values and principles of American democracy.
Economics
Fourth grade students continue to deepen their understanding of economic principles with a focus on the characteristics of market
economies. They move beyond applying the economic concepts of scarcity, choice, and opportunity costs in personal economic
decisions and begin to think like an economist, identifying the types of questions economists ask. Economic decision making is
examined by applying the concepts of price, competition, and incentives. Students develop an understanding of specialization, division
of labor, competition, and interdependence and explore their effects on productivity. Moreover, the circular flow model is introduced
in fourth grade, providing a foundation for future studies in economics. Students build upon their knowledge of governmental taxing
and spending as they explore why certain public goods are not privately owned. Students also take an increasingly sophisticated look
at the global economy as the expectations explore the impact of global competition on the national economy.
Public Discourse, Decision Making, and Citizen Involvement

Students deepen their understanding of public issues and the importance of citizen action in a democratic republic. Using the
context of the United States, fourth grade students identify public policy issues facing citizens in the United States, use graphic data
and other sources to analyze information about the issue, and evaluate alternative resolutions. By utilizing examples, students expand
their understanding of how conflicts among core democratic values often lead people to want different resolutions to a public policy
question. Students demonstrate competency in expressing their own opinions relative to a public issue in the United States and
justify their opinions with a reasoned argument with increasing complexity. This foundational knowledge is built upon throughout the
grades as students use their knowledge of how, when, and where to communicate and become more proficient in communicating
positions on sophisticated public issues with a reasoned argument.
28 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Four
HISTORy
H3 History of Michigan (Beyond Statehood)

Use historical thinking to understand the past.
4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic
activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from
statehood to present. (C, E)
• What happened?
• When did it happen?
• Who was involved?
• How and why did it happen?
• How does it relate to other events or issues in the past, in the present, or in the future?
• What is its significance?
4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and
continue to affect the growth of Michigan. (G)
4 – H3.0.3 Describe how the relationship between the location of natural resources and the location of
industries (after 1837) affected and continues to affect the location and growth of Michigan cities.
(G, E)
4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in
towns and cities in Michigan and in the Great Lakes region during a variety of time periods from
1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)
4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan
economic activity today with that same or a related activity in the past. (E)
4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the
beginnings of the automobile industry and the labor movement in Michigan. (G, E)
4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in the
Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2;
8-U5.1.5; USHG 7.2.4) (G, C, E)
4 – H3.0.8 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked
in the past and continues to work today to protect its natural resources. (G, C, E)
4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in
Michigan history; annotate with connections to the past and impact on the future.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 29
Geography
G1 The World in Spatial Terms

Use geographic representations to acquire, process, and report information from a spatial perspective.
4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it
like there? How is it connected to other places?).
4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in
the United States.
4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative
location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map,
satellite image).
4 – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic
questions about the United States.
4 – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.
G2 Places and Regions

Understand how regions are created from common physical and human characteristics.
4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political
regions, economic regions, landform regions, vegetation regions).
4 – G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great
Lakes, Midwest) with those of another region in the United States.
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and
pull factors (why they left, why they came) that influenced the migration. (H)
4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of
different places or regions of the United States (e.g., forms of shelter, language, food). (H)
G5 Environment and Society

Understand the effects of human-environment interactions.
4 – G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the
United States.
Civics and Government
C1 Purposes of Government
Explain why people create governments.
4 – C1.0.1 Identify questions political scientists ask in examining the United States (e.g., What does
government do? What are the basic values and principles of American democracy? What is the
relationship of the United States to other nations? What are the roles of the citizen in American
democracy?).
4 – C1.0.2 Explain probable consequences of an absence of government and of rules and laws.
4 – C1.0.3 Describe the purposes of government as identified in the Preamble of the Constitution.
C2 Values and Principles of American Democracy

Understand values and principles of American constitutional democracy.
4 – C2.0.1 Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of
powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press)
serve to limit the powers of the federal government as reflected in the Constitution and Bill of
Rights.
4 – C2.0.2 Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are
involved (e.g., freedom of religion, freedom of expression, freedom of press).
C3 Structure and Functions of Government

Describe the structure of government in the United States and how it functions to serve citizens.
4 – C3.0.1 Give examples of ways the Constitution limits the powers of the federal government
(e.g., election of public officers, separation of powers, checks and balances, Bill of Rights).
4 – C3.0.2 Give examples of powers granted to the federal government (e.g., coining of money, declaring
war) and those reserved for the states (e.g., driver’s license, marriage license).
4 – C3.0.3 Describe the organizational structure of the federal government in the United States (legislative,
executive, and judicial branches).
4 – C3.0.4 Describe how the powers of the federal government are separated among the branches.
4 – C3.0.5 Give examples of how the system of checks and balances limits the power of the federal
government (e.g., presidential veto of legislation, courts declaring a law unconstitutional,
congressional approval of judicial appointments).
4 – C3.0.6 Describe how the President, members of the Congress, and justices of the Supreme Court come
to power (e.g., elections versus appointments).
4 – C3.0.7 Explain how the federal government uses taxing and spending to serve the purposes of
government.
C5 Roles of the Citizen in American Democracy

Explain important rights and how, when, and where American citizens demonstrate their responsibilities by
participating in government.
4 – C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office,
respecting the law, being informed and attentive to public issues, paying taxes, registering to vote
and voting knowledgeably, serving as a juror).
4 – C5.0.2 Describe the relationship between rights and responsibilities of citizenship.
4 – C5.0.3 Explain why rights have limits.
4 – C5.0.4 Describe ways citizens can work together to promote the values and principles of American
democracy.
Economics
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic activity in a market economy.
4 – E1.0.1 Identify questions economists ask in examining the United States (e.g., What is produced?
How is it produced? How much is produced? Who gets what is produced? What role does
the government play in the economy?).
4 – E1.0.2 Describe some characteristics of a market economy (e.g., private property rights, voluntary
exchange, competition, consumer sovereignty, incentives, specialization).
4 – E1.0.3 Describe how positive and negative incentives influence behavior in a market economy.
4 – E1.0.4 Explain how price affects decisions about purchasing goods and services (substitute goods).
4 – E1.0.5 Explain how specialization and division of labor increase productivity (e.g., assembly line). (H)
4 – E1.0.6 Explain how competition among buyers results in higher prices and competition among sellers
results in lower prices (e.g., supply, demand).
4 – E1.0.7 Demonstrate the circular flow model by engaging in a market simulation, which includes
households and businesses and depicts the interactions among them.
4 – E1.0.8 Explain why public goods (e.g., libraries, roads, parks, the Mackinac Bridge) are not privately
owned. (H)
E2 National Economy
Use fundamental principles and concepts of economics to understand economic activity in the United States.
4 – E2.0.1 Explain how changes in the United States economy impact levels of employment and unemployment
(e.g., changing demand for natural resources, changes in technology, changes in competition). (H)
E3 International Economy
Use fundamental principles and concepts of economics to understand economic activity in the global economy.
4 – E3.0.1 Describe how global competition affects the national economy (e.g., outsourcing of jobs,
increased supply of goods, opening new markets, quality controls).
Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
P3.1 Identifying and Analyzing Public Issues

Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible
alternative resolutions.
4 – P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.
4 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the United
States and evaluate alternative resolutions.
4 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions
to a public policy issue in the United States.
P3.3 Persuasive Communication About a Public Issue

Communicate a reasoned position on a public issue.
4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and
justify the position with a reasoned argument.
P4.2 Citizen Involvement

Act constructively to further the public good.
4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform
others about a public issue.
4 – P4.2.2 Participate in projects to help or inform others.
Approved by the State Board of Education - October 2009
2009 Michigan Educational Technology Standards for Students
Grades 3-5
A goal of No Child Left Behind is that schools will “assist every State Board of Education
student in crossing the digital divide by ensuring that every student is
Kathleen N. Straus, President
technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, John C. Austin, Vice President
geographic location, or disability.” Carolyn L. Curtin, Secretary
The Michigan Educational Technology Standards for Students (METS-S) Marianne Yared McGuire, Treasurer
are aligned with the International Society for Technology in Education’s Nancy Danhof, NASBE Delegate
(ISTE) National Educational Technology Standards for Students (NETS-S)
Elizabeth W. Bauer
and the Framework for 21st Century Learning. The Michigan standards are
intended to provide educators with a specific set of learning expectations Reginald M. Turner
that can be used to drive educational technology literacy assessments. Casandra E. Ulbrich
These standards are best delivered by authentic instruction and assess- Jennifer M. Granholm Governor
ment with direct curricular ties and it is intended that these Standards will
Michael P. Flanagan, Superintendent
be integrated into all content areas. The preparation of our students to
the successful in the 21st Century is the responsibility of all educators.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century.
Universal Design for Learning (UDL)

CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of
representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts
that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in
designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of
all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For
additional information on UDL, visit the CAST website: www.cast.org.
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS
Page 1 of 2
2009 Michigan Educational Technology Standards—Grades 3-5
3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:
3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall
tale, historical fiction)
3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying
works of art, music, movies, or presentations
3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these technologies are
the result of human creativity
3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:
3-5.CC.1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle,
Blackboard) and online resources for group learning projects
3-5-2.CC.2. identify how different software applications may be used to share similar information, based on the in-
tended audience (e.g., presentations for classmates, newsletters for parents)
3-5-2.CC.3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, bro-
chures, web pages) to communicate information and ideas to various audiences
3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:
3-5.RI.1. identify search strategies for locating information with support from teachers or library media specialists
3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information
3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased information
3-5.RI.4. understand that using information from a single Internet source might result in the reporting of erroneous
facts and that multiple sources should always be researched
3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:
3-5.CT.1. use digital resources to access information that can assist in making informed decisions about everyday mat-
ters (e.g., which movie to see, which product to purchase)
3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational
software) to collect, organize, and evaluate information to assist with solving problems
3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, econ-
omy, environment)
3-5.DC. Digital Citizenship—By the end of grade 5 each student will:

3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social net-
working, text messaging, cyber bullying, plagiarism)
3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)
3-5.DC.3. describe precautions surrounding personal safety that should be taken when online
3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name, address,
phone number, picture, school name)
3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:
3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)
3-5.TC.2. describe ways technology has changed life at school and at home
3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals
3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media
3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives)
Page 2 of 2 Approved by the Michigan State Board of Education—October 2009

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CURRICULUM STANDARDS AND

4th Grade - Heat, Electricity, and Magnetism

This instructional framework is an effort to clarify possible units within the K-

a. Clarifications refer to the restatement of the “key idea” or specific

This Instructional Framework is NOT a step-by-step instructional manual but

Fourth Grade GLCE

Table of Contents Page 1

Curriculum Cross Reference Guide Page 3

Unit 1: Heat, Electricity, and Magnetism Page 4

Big Ideas (Key Concepts) Page 4

Clarification of Content Expectations Page 4

Inquiry Process, Inquiry Analysis and Communication,

Instruments, Measurements, and Representations Page 13

Instructional Framework: Energy Page 14

Enrichment: Energy Page 17

Intervention: Energy Page 17

Examples, Observations and Phenomena

Literacy Integration: Energy Page 19

Mathematics Integration: Energy Page 20

Instructional Framework: Electricity Page 21

Enrichment: Electricity Page 24

Intervention: Electricity Page 24

Examples, Observations, and Phenomena

Literacy Integration: Electricity Page 26

4-Unit 1: Heat, Electricity, and Magnetism

Table of Contents (continued)

Instructional Framework: Magnets Page 27

Enrichment: Magnets Page 29

Intervention: Magnets Page 29

Examples, Observations, and Phenomena

Literacy Integration: Magnets Page 30

Content Statements and Expectations

Code Statements & Expectations Page

P.EN.E.4 Energy and Temperature – Increasing the 5

P.EN.E.5 Electrical Circuits – Electrical circuits transfer 6

P.EN.04.51 Demonstrate how electrical energy is transferred and 6

P.EN.04.52 Demonstrate magnetic effects in a simple electric circuit. 7

P.PM.E.5 Conductive and Reflective Properties – Objects vary 8

P.PM.04.53 Identify objects that are good conductors or poor 8

P.PM.E.3 Magnets – Magnets can repel or attract other 9

P.PM.04.34 Demonstrate that magnetic objects are affected by the 9

• Heat and electricity are forms of energy.

Clarification of Content Expectations

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

P.EN.04.41 Demonstrate how temperature can be increased in a substance

P.EN.04.42 Describe heat as the energy produced when substances burn,

P.EN.04.43 Describe how heat is produced through electricity, rubbing and

P.EN.04.51 Demonstrate how electrical energy is transferred and changed

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

Standard: Properties of Matter

P.PM.04.53 Identify objects that are good conductors or poor conductors of

P.PM.04.33 Demonstrate magnetic field by observing the patterns formed

P.PM.04.34 Demonstrate that magnetic objects are affected by the strength

Critically Important – State Assessable Instructionally Useful

temperature thermometer Fahrenheit, Celsius

The following Instructional Framework is an effort to clarify possible units

• Identify heat and electricity as forms of energy.

Engage and Explore

• Engage students in a variety of activities that use energy, such as running

Explain and Define

Elaborate and Apply

• As a homework assignment, students find out the type of energy used to

Evaluate Student Understanding

Formative Assessment Examples