Fourth Grade Science Rubrics
Fourth Grade Science Rubrics
Topics by Trimester:
Module 1:
Structure, Function, and Information Processing
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Use a model to describe that animals receive different types of information through their senses, process the information in their brains, and respond to information in different ways.
Module 2:
Energy
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Module 3:
Waves: Waves and Information
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Generate and compare multiple solutions that use patterns to transfer information.
Module 4:
Earth’s Systems: Processes that Shape the Earth
Identify Evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Independently and consistently: After instruction introducing a topic, the student has a concrete understanding and can apply skills taught.
Independently: After instruction introducing a topic, the child can complete most work with minimal teacher support.
Guidance and Support: After instruction introducing a topic, the child requires frequent check-ins from classroom teacher to support work completion and comprehension.
Significant guidance and support: After instruction introducing a topic, the child requires small group or 1:1 assistance with teacher scaffolding and tools (graphic organizers, manipulatives, sentence starters, tables, etc.)