REPRODUCIBLE 1

GRADE FOUR

SCIENCE
UPDATE LET’S BEGIN!

WELCOME TO AN EXCITING NEW YEAR

The science program in fourth grade is packed with all sorts of wonderful and engaging topics.

WHAT ARE THE WHAT IS MY CHILD

SCIENCE STANDARDS OF LEARNING THIS YEAR?
LEARNING? Here’s what we will be studying in fourth grade:
Your child’s science curriculum is determined by 4.1 scientific reasoning, logic, and the nature of
the Virginia Department of Education. Students in science
fourth grade work on preparing for the state-wide 4.2 characteristics and interactions of moving
Science Standards of Learning Test. This test is objects
given at the end of fifth grade and covers all the 4.3 characteristics of electricity
material learned in Grades 4 and 5. 4.4 basic plant anatomy and life processes
A complete list of the science SOLs is available at: 4.5 plants, animals, and non-living components
http://www.doe.virginia.gov/testing/sol/ interaction within an ecosystem
standards_ docs/science/review.shtml 4.6 weather conditions and phenomena
4.7 organization of the solar system
HOW CAN I HELP AT HOME? 4.8 relationships among Earth, the moon, and
As each new topic is introduced, you will receive the sun
an SOL Science Update. In this newsletter you will 4.9 important Virginia natural resources
see the Standard of Learning being taught in class,
along with the Essential Knowledge, Skills, and LEARNING AT HOME
Processes. These come directly from the written You are a vital link to the success of your child! For
documents provided by the State Department of this reason, we invite you to become an active part of
Education. In addition, at the end of each chapter, your child's learning. The textbook your child is
you will receive a Chapter Review sheet that using, Exploring Science: All Around Us, was
summarizes the key concepts and vocabulary that specifically designed to meet the Standards of
were explored. Learning.
You may wish to keep the newsletters and the Use it to help start discussions, review material
review sheets in a binder or folder so that you can covered in class, and to preview future topics.
use them throughout this year and next year when Science really IS all around you, so we hope you will
preparing for the cumulative SOL test at the end of enjoy exploring these new topics with your child.
5th grade.
 REPRODUCIBLE 2

GRADE FOUR

SCIENCE
UPDATE CHAPTER ONE

BUILDING A STRONG FOUNDATION

We begin with basic science skills!

HOW CAN I HELP WHAT IS EXPECTED OF MY CHILD?

AT HOME? In order to meet this standard, it is expected that students will
The first chapter focuses on • differentiate among simple observations, conclusions, inferences, and
building the sound scientific skills predictions, and correctly apply the terminology in oral and written work.
that will be used throughout the • analyze a set of 20 or fewer objects or pictures. Sort them into categories to
school year. At home, it would be organize the data (qualitative or quantitative), and construct bar graphs and line
most helpful if you start to consider graphs depicting the distribution of those data based on characteristics or
parts of daily life in a scientific properties.
manner. • use millimeters, centimeters, meters, kilometers, grams, kilograms, milliliters,
liters, and degrees Celsius in measurement.
Take every-day events such as: • choose the appropriate instruments, including centimeter rulers, meter sticks,
• grocery shopping scales, balances, graduated cylinders, beakers, and Celsius thermometers, for
• cooking dinner making basic metric measures.
• checking the weather • measure elapsed time using a stopwatch or a clock.
• making decisions • make predictions, inferences, and draw conclusions using a variety of sources
• watching the news such as picture graphs, bar graphs, and basic line graphs.
• reading the newspaper • analyze the variables in a simple experiment. Identify the independent
• fixing something around the variable and the dependent variable. Decide which other variable(s) must be
house held constant (not allowed to change) in order for the investigation to represent a
Start thinking aloud about these fair test.
events, while using scientific • create a plausible hypothesis, stated in terms of cause (if) and effect (then),
language. Help your child see that from a set of basic observations that can be tested. Hypotheses can be stated in
science is indeed, all around us! terms such as: ―If the water temperature is increased, then the amount of sugar
that can be dissolved in it will increase.
• organize and analyze data from a simple experiment. Construct bar graphs
and line graphs depicting the data.
• judge which, if any, data in a simple set of results (generally 10 or fewer in
number) appear to be contradictory or unusual.
• present results of a simple experiment using graphs, pictures, statements, and
numbers.
• construct a physical model to clarify an explanation, demonstrate a
relationship, or solve a need.
 REPRODUCIBLE 12

GRADE FOUR

SCIENCE
UPDATE CHAPTER TWO

FORCE, MOTION, AND ENERGY

How and why we move!

HOW CAN I HELP SCIENTIFIC INVESTIGATION,

AT HOME? REASONING AND LOGIC
Force, motion, and energy are
everywhere in a child’s life. Ask your 4.2 The student will investigate and understand characteristics and
interactions of moving objects. Key concepts include:
child to select several games, sports,
or toys he or she enjoys. a) motion is described by an object’s direction and speed;
As you and your child play or b) changes in motion are related to force and mass;
watch a sport, or sit down with a c) friction is a force that opposes motion; and
favorite toy or game, have your child d) moving objects have kinetic energy.
identify how the key vocabulary for
this chapter applies to his or her WHAT IS EXPECTED OF MY CHILD?
favorite pastimes. Help as needed, In order to meet this standard, it is expected that students will:
but ask your child to do it first. • Describe the position of an object.
Look for: force, speed, mass, • Collect and display, in a table and line graph, time and position data for a
friction, gravity, kinetic energy, moving object.
and potential energy. • Explain that speed is a measure of motion
If you need a refresher on the terms, • Interpret data to determine if the speed of an object is increasing,
feel free to use the text book! decreasing, or remaining the same.
If your child enjoys soccer, look for • Identify the forces that cause an object’s motion.
examples of force (kicking the ball), • Describe the direction of an object’s motion: up, down, forward, backward.
speed (running down the field), • Infer that objects have kinetic energy.
mass (a larger player bumping a • Design an investigation to test the following hypothesis: If the mass of an
smaller player), gravity (the ball object increases, then the force needed to move it will increase.
rising in the air on a free throw, then • Design an investigation to determine the effect of friction on moving
falling to the ground), friction (the objects. Write a testable hypothesis and identify the dependent variable,
movement of a cleat against the ball), the independent variable, and the constants. Conduct a fair test, collect and
kinetic energy (the moment the record the data, analyze the data, and report the results of the data.
kicker hits the ball), and potential
energy (the ball in the split-second
before the kicker strikes it).
R E P R O D U C I B L E 22

FORCE, MOTION, AND ENERGY

STUDY GUIDE

FINISH
START

Position can be described by locating an object relative to another object or the background.
• The hare is east of the tortoise. • The tortoise is behind the hare. • The tortoise is north of the large plant.
Speed is a measure of motion.
TORTOISE AND HARE RACE
• Interpret the line graph to see who won the 30 meter race. Who 30

made it to 30 meters first? 24

• The graph shows that “Slow and Steady” won the race. The
DIstance in meters
turtle’s speed was constant. 18

• You can interpret the following about the hare from this graph: 12
1. He began with a faster speed than the tortoise.
6
2. The hare decreased his speed after 15 meters.
3. The hare stopped to rest after 50 seconds and started to move 0
0 10 20 30 40 50 60 70 80 90 100
again 20 seconds later. Time in seconds

A force is a push or a pull. The greater the mass of an object, the less effect a force will have on it.
Examples of forces are:
• Gravity is the attraction between objects. Gravity can only be felt when at least one of the objects is
massive, like Earth. Earth pulls you toward its center.
• Friction is the resistance to motion created by two objects moving against each other. Friction creates heat.
Rub your hands together to feel the heat caused by friction.
Forces can cause or change motion in the following directions: up, down, forward, and backward.
Forces can also increase or decrease speed.

Energy exists as potential or kinetic.

• Potential Energy is stored energy. If an object has potential energy, it
has the potential to move. Examples of objects with potential energy are a
roller coaster at the top of a hill and a ball about to be dropped.
• Kinetic Energy is the energy of motion. Moving objects have kinetic
energy. Examples of kinetic energy are a roller coaster speeding down a hill
and a ball falling to Earth.
 REPRODUCIBLE 34 1 OF 3

ELECTRICITY AND MAGNETISM

STUDY GUIDE
All matter is made of atoms. Atoms are made up of three small particles. Two of these particles have a
charge. Electrons have a negative charge (-) and protons have a positive charge (+). Electricity is the movement of
these charged particles—usually electrons.

STATIC A positive charge –

If an object loses an
– A negative charge –
ELECTRICITY electron, it has more + If an object gains + –
an electron, it has
Static electricity occurs when there is a protons, so it is – +
difference in charge between two positively +
more electrons, – +
so it is –
objects. Most objects are neutral charged. + – negatively
because they have the same number of charged. + –
protons and electrons. Sometimes
objects get charged.

BEN FRANKLIN
Static electricity can cause objects
Franklin discovered that lightning
to attract (stick together). A negatively
is really static electricity. The
charged object will attract a positively
electrons near the bottom of a cloud
charged object. A charged object can also
jump to the positive part of a cloud,
attract a neutral object.
or to a positively charged object on
Static electricity can cause objects
the ground, to create lightning.
to repel (move away from each other).
Franklin knew that lightning
Two negatively charged objects will
could be dangerous, so he invented
repel each other. Two positively charged
the lightning rod. Lightning that is
objects will also repel each other.
about to strike a building is attracted
• Rub a balloon on your hair.
to the rod and then travels
Electrons move from your hair to the balloon.
through a conductor to the
• The balloon now has a negative charge. Your hair now
ground safely.
has a positive charge.
• Your hair attracts the balloon because opposites attract.
• Each hair repels other hairs because like charges repel.

CURRENT
ELECTRICITY
Batteries – are also called dry
Current electricity – is different from
cells. They get electrons moving
static electricity. In current electricity,
so they can flow through a circuit.
electrons flow along a pathway in a circuit.
Batteries have a positive end and
Electrons must be able to travel through every
a negative end.
part of the circuit for it to be complete.
Copyright 2012, Five Ponds Press. All Rights Reserved
REPRODUCIBLE 35 2 OF 3

Electrical energy can be transformed into

light, motion, and heat. THOMAS
• Lamps and computers transform energy from EDISON
electricity into light. Edison made hundreds of
• Blenders, motors, and fans transform energy from inventions, including an
electricity into motion. improved light bulb. He
• Hair dryers and toasters produce heat from experimented to find the best
electricity. material to use for the filamen t.
The material had to
Conductors – Materials that allow electrons to be a conductor that gave off light
move through easily. Metals such as aluminum, but did not burn up when electrons
copper, and steel are conductors. Wires made from passed through.
these materials are good conductors. Edison also created a lighting
filament
Insulators – Materials that do NOT allow system so electricity could be made
electrons to move through easily. Cotton, glass, in one building and sent out to other
paper, and plastic are insulators. buildings to use for lighting rooms.
• Conductors like wires, are often coated with an
insulator, like plastic, to keep electrons flowing on the
circuit path and not to other places.

CIRCUITS
Switch – a device that opens or closes
a circuit. A switch must be a conductor.
OPEN
CIRCUIT
Electrons do not
flow through
PARALLEL
CIRCUIT
Electrons flow
on more than one
path

CLOSED
CIRCUIT
Electrons do SERIES CIRCUIT
flow through Electrons flow on only one path
REPRODUCIBLE 36 3 OF 3

MICHAEL FARADAY ELECTRICITY AND

Faraday experimented with
electricity and magnetism. He
MAGNETISM
discovered that a moving magnetic
Electricity and magnetism
field could create an electric
can work together.
current. His investigations led to the
• Current flowing through a wire can
invention of the generator and the
generate a magnetic field.
electric motor.
• Spinning a magnet near a coiled
wire can generate electricity.

Battery
Iron Nail

SIMPLE
Coiled ELECTROMAGN
Copper Wire

Switch

Magnetic Field
 REPRODUCIBLE 39

GRADE FOUR

SCIENCE
UPDATE CHAPTER FOUR

THE SECRET WORLD OF PLANTS

From fruit to flowers, learn more about the way plants survive and thrive.

HELP YOUR CHILD WHAT IS EXPECTED

TRY THESE ACTIVITIES OF MY CHILD
• Keep a food journal with the types of plant parts you eat for a week. Salad In order to meet this standard,
it is expected that students will
may have lettuce (leaves), carrots (roots), cucumber (fruit), etc.
• analyze a common plant: identify the
• Pick a tree in your yard or neighborhood that has leaves that fall in
roots, stems, leaves, and flowers, and
autumn. Make observations and draw sketches of it throughout the year as
explain the function of each.
seasons change. • create a model/diagram illustrating
• Mark off a patch of grassy area that is 3’ x 3’ in your backyard or the parts of a flower and its
neighborhood. Gather and graph data on the number of different plants you reproductive processes. Explain the
find. Sketch and label the parts of each plant. model/diagram using the following
• During warm weather, observe a garden, flower bed, or weed patch for at terminology: pollination, stamen,
least 30 minutes to look for pollinators. Record your observations and stigma, pistil, sepal, embryo, spore,
compare and contrast the different pollinators you see. seed.
• Not all flowers look the same. Take your child on a nature walk around • compare and contrast different ways
your yard or neighborhood and, together, sketch the different flowers you see. plants are pollinated.
Try to identify petals, sepals, pistils, and stamens in the flowers you locate. • explain that ferns and mosses
reproduce with spores rather than
• Go on a seed and spore hunt in fall. You will be surprised at how many
seeds.
different types of seeds and nuts you find. Look for spores on the underside
• explain the process of photosynthesis,
of fern fronds.
using the following terminology:
• Help your child cover a small area of grass with a bucket or bowl so no sunlight, chlorophyll, water, carbon
light gets through. Prop one side of the bucket or bowl so air can still get to dioxide, oxygen, and sugar.
the grass. Ask your child to make a hypothesis about what will happen. Wait • explain the role of adaptations of
a week and then make observations. common plants to include dormancy,
• Keep a seed collection from fruits and vegetables that you eat. You might response to light, and response to
never look at a green bean in the same way again. moisture.
• Make a leaf collection. Place collected leaves in between wax paper and
place books on top of the wax paper. Wait a few days until they dry out. Use
the following website to help you research for identification:
http://pubs.ext.vt.edu/ Search for the publication, "Trees in Your
Backyard."
 REPRODUCIBLE 53

LIFE PROCESSES STUDY GUIDE

Leaves – make food for plant

Stem –
Allows water and nutrients to get from
roots to leaves; provides support for plant

Photosynthesis –
Plants take in water through the roots and absorb sunlight
and carbon dioxide using chlorophyll in their leaves. This
process makes sugar called glucose. Oxygen is released.

Roots – absorb water

and nutrients and anchor plants in soil

REPRODUCTION WITH SEEDS REPRODUCTION WITH SPORES

Pollen – transferred from the stamen to the stigma Ferns and Mosses –
by wind, animals, or water. Pollen travels through the Ferns and mosses produce spores. Spores are
pistil to fertilize the ovary so a seed can form. released into the wind. An embryo, or baby plant,

Stigma – the tip of the pistil; can grow from each spore.
Pistil – pollen
travels through the pollen lands here
pistil to fertilize the Stamen –
ovary. where pollen is made

Petal – attracts
pollinators

Ovary – When
fertilized, a seed is made.
The seed contains the Spores – grow in clusters on the underside
Sepal – embryo or baby plant. of a fern frond. From here, they are released into
protects the flower the wind.
before it blooms

Adaptations – Plants survive using many Dormancy – allows a plant to slow down
adaptations, such as thorns or waxy coatings. They its life processes so it can conserve energy. Plants
can also become dormant in winter when often lose their leaves during dormancy. Plants
temperatures drop and light is limited. can also adapt when water is limited.

Copyright 2012, Five Ponds Press. All Rights Reserved

 REPRODUCIBLE 54

GRADE FOUR

SCIENCE
UPDATE CHAPTER FIVE
LIVING SYSTEMS
Explore the amazing way animals adapt to
their environments!

HOW CAN I SCIENTIFIC INVESTIGATION,

HELP AT HOME? REASONING, AND LOGIC
Try these fun projects with your child: 4.5 The student will investigate and understand how plants and animals,
• Pick a species of animal in your yard including humans, in an ecosystem interact with one another and with the
or nearby natural area. Together, keep a nonliving components in the ecosystem. Key concepts include:
daily journal on this species for a week. a) plant and animal adaptations;
Make observations about behavior. Pay b) organization of populations, communities, and ecosystems and how
special attention to how the species they interrelate;
interacts with the living (plants and c) flow of energy through food webs;
animals) and nonliving (water, soil, d) habitats and niches;
rocks, air) components of its ecosystem. e) changes in an organism’s niche at various stages in its life cycle; and
• Pick an animal from a TV show or f) influences of human activity on ecosystems.
book. Help your child write at least six
adaptations about this animal and how
these adaptations help it survive. Try to WHAT IS EXPECTED OF MY CHILD?
include at least two behavioral In order to meet this standard, it is expected that students will:
adaptations. • distinguish between structural (physical) and behavioral adaptations.
• Create a habitat with crayons or • investigate and infer the function of basic adaptations.
colored pencils/markers. Add an • understand that adaptations allow an organism to succeed in a given
animal to this habitat that is perfectly environment.
camouflaged. • explain how different organisms use their unique adaptations to meet
• Have your child write down their needs.
everything you eat for dinner. Decide if • describe why certain communities exist in given habitats.
each food orginated from an animal or • illustrate the food webs in a local area.
plant. Are you a family of omnivores, • compare and contrast the niches of several different organisms within
herbivores, or carnivores? the community.
• Measure a square in your yard or • compare and contrast the differing ways an organism interacts with its
nearby natural area that is one yard by surroundings at various stages of its life cycle. Specific examples include
one yard. Mark it with sticks. Visit this a frog and a butterfly.
area at least twice a day to make • differentiate among positive and negative influences of human activity
observations about the insects you find on ecosystems.
there.

Copyright 2012, Five Ponds Press. All Rights Reserve

R E P R O D U C I B L E 72

LIVING SYSTEMS STUDY GUIDE

An organism is a living One organism is part of a Populations of plants and All the living and nonliving
thing. population. A animals living together parts of communities in the
population is the number make up a community. same area make up an
of one type of organism ecosystem.
living in one location.

Structural adaptations are physical attributes that help organisms meet their life
Surviving in an needs. Examples: fins to swim, teeth to chew, claws to dig, color to camouflage, ears to
Ecosystem hear, tails for balance, spikes on seeds to catch a ride with animals

Organisms have structural Behavioral adaptations are behaviors organisms perform to meet their life needs.
and behavioral adaptations Examples: migrating in order to reproduce, finding food and water, or escaping poor
to help them survive. weather, digging in the soil to find food, hiding from predators, or regulating body
temperature, squirting ink to distract predators, dropping leaves to conserve energy

Human Impact Humans can have

Energy an impact on ecosystems.
Transfer in an • Negative Impact: Clearing land
Ecosystem without replanting, using harmful
chemicals on lawns and trees,
Energy is transferred overhunting and overfishing, and
through food webs. A food polluting.
web is a graphic picture of
how the living things in an
ecosystem are connected
through energy.

A role an organism has in an ecosystem.

Niche SEAGRASS NICHE:
• Makes its own food using the sun’s energy
• Food source for migrating birds, such as the Canada Goose • Roots keep soil in place
• Provides habitat for juvenile shrimp, crabs, and fish • Leaves trap sedimen, keep water clear
• Positive Impact: Managing land
• Once decayed, becomes a food source for many filter feeders such as
responsibly, adhering to fishing & hunting
oysters and clams laws, reducing pollution & waste

Copyright 2012, Five Ponds Press. All Rights Reserved

 REPRODUCIBLE 75

GRADE FOUR

SCIENCE
UPDATE CHAPTER SIX
WILD WEATHER
From sunny skies to snowy days and
everything in between.

HOW CAN I SCIENTIFIC INVESTIGATION,

HELP AT HOME? REASONING AND LOGIC
Be your child’s weather-buddy! 4.6 The student will investigate and understand how weather conditions and
Weather is all around us. Help your phenomena occur and can be predicted. Key concepts include:
child become more aware of how a) weather phenomena;
the weather affects your family life. b) weather measurements and meteorological tools; and
c) use of weather measurements and weather phenomena to make weather
• Have some fun by keeping a
predictions.
journal of cloud observations. Make
weather predictions based on those
observations. WHAT IS EXPECTED OF MY CHILD?
In order to meet this standard, it is expected that students will:
• Make a rain gauge and chart the • design an investigation in which a thermometer is used to compare air
precipitation data for your temperatures over a period of time.
neighborhood. • analyze the changes in air pressure occurring over time, using a barometer,
• If the forecast is for stormy and predict what the changes mean in terms of changing weather patterns.
weather, help your child make • illustrate and label high and low pressures on a map
observations of the conditions • differentiate between the types of weather associated with high and low
leading up to the storm. Any or all pressure air masses. Illustrate and label high and low pressure air masses and
of these will tie life at home directly warm and cold fronts.
into the science classroom. • differentiate between cloud types (i.e., cirrus, stratus, cumulus, and cumulo-
nimbus clouds) and the associated weather.
• compare and contrast the formation of different types of precipitation (e.g.,
rain, snow, sleet, and hail).
• recognize a variety of storm types, describe the weather conditions
associated with each, and explain when they occur (e.g., thunderstorms,
hurricanes, and tornadoes).
• analyze and report information about temperature and precipitation on
weather maps.
• measure wind speed using an anemometer.
• measure precipitation with a rain gauge.
• design an investigation in which weather data are gathered using
meteorological tools and charted to make weather predictions.

Copyright 2012, Five Ponds Press. All Rights Reserved

R E P R O D U C I B L E 88 1 OF 2

WILD WEATHER STUDY GUIDE

Meteorologists use weather data to forecast weather. The instruments below are some of the tools
meteorologists use to collect data.

Thermometer Baromometer Rain Gauge Anemometer

Measures the amount of Measures the amount Measures the amount

heat energy in the air. of air pressure of precipitation Measures wind speed

HIGH PRESSURE LOW PRESSURE

AIR PRESSURE Areas of high pressure often Areas of low pressure often
indicate fair weather. On a indicate rainy or stormy weather.
Air pressure is the force created by
weather map, high pressure On a weather map, low pressure
the weight of air molecules. It is
areas are shown with a large areas are shown with a large red
constantly changing due to
temperature and wind. Air
pressure can help forecast weather. blue capital
H
capital
L
Fronts describe the boundaries between
FRONTS different masses of air.

COLD FRONT
A mass of cooler air is approaching
a mass of warmer air. Cold fronts
are shown on a map as a line of
blue triangles. The blue triangles
point in the direction the mass is
moving. Cold fronts bring cooler
temperatures.
WARM FRONT
A mass of warmer air is
approaching a mass of cooler air.
Warm fronts are shown on a map
as a line of red semicircles. The
side of the line that the semicircles Find the following on this weather map:
are on is the direction the mass is • A high pressure area • A low pressure area
moving. Warm fronts bring • A cold front • A warm front
warmer temperatures.
Copyright 2012, Five Ponds Press. All Rights Reserved
R E P R O D U C I B L E 89 2 OF 2

CLOUDS
Clouds can help forecast the weather.

Cumulus Stratus Cumulo-nimbus Cirrus

• Cumulus
clouds that
grow in
height and
darken on the
• Fluffy white clouds • Smooth, gray clouds • Feathery, wispy clouds
bottom
with flat bottoms that block sunlight and • Usually • Indicate fair weather
cover the sky now but often mean that
• Usually indicate fair indicate
weather • Often indicate light thunderstorms rain or snow will fall
rain or drizzle within several hours

PRECIPITATION
Rain Snow Snow Sleet Hail When
Rain happens happens when ice As ice crystals fall ice crystal are
when liquid crystals fall from from clouds they pass tossed up and down
droplets or ice crystals clouds. The air through a layer of air within a cloud they
become larger and fall beneath the clouds that is above freezing, collect liquid droplets
from the clouds. The must be below which causes them to which freeze in layers
air beneath the cloud freezing for snow to melt. Then they pass around the ice crystal.
must be above through a layer of air The ice crystals grow
freezing for rain to below freezing, which bigger until they fall
fall. causes them to freeze from the cloud as
fall. again and land as sleet. balls of ice.

When They
SEVERE WEATHER Happen Most
Weather Conditions Often in Virginia

Moist air, wind, and warm temperatures spring

Thunderstorms and summer
cause air to rise

Low pressure, very moist air from warm summer

Hurricanes ocean water, and winds blowing in one and fall
direction

Rotating thunderstorms that form when

spring
Tornadoes warm, moist air meets cold, dry air can
and summer
produce funnels of air that can turn into
vertical tornadoes

Copyright 2012, Five Ponds Press. All Rights Reserved

 REPRODUCIBLE 91

GRADE FOUR

SCIENCE
UPDATE CHAPTER SEVEN
EARTH PATTERNS, CYCLES, AND CHANGE
Blast off into outer space to learn more about our
planet and our solar system

HELP YOUR CHILD WHAT IS EXPECTED OF MY CHILD

TRY THESE ACTIVITIES In order to meet this standard,
With space right outside our doors, families have many it is expected that students will:
• name the eight planets and describe whether they are a
opportunities to further explore what we are doing in class.
terrestrial planet or a gas giant.
Try some of these ideas:
• sequence the eight planets in the solar system based
• When it comes to space, you can actually see more than on their position from the sun. (Mercury is the first from
you think with good binoculars. Spend some night time the sun, Venus is the second, etc.)
outside with your child and a telescope or binoculars. Have • sequence the eight planets in the solar system based
your child draw a sketch of what he or she sees and/or on size (Jupiter is the largest, Saturn is next, etc.)
compare what is seen over a few days or weeks. • construct a simple model of the sun and the planets in
our solar system.
• Make a family outing of visiting a nearby planetarium. Try
• differentiate between rotation and revolution
the Arlington Planetarium in Arlington, Pittsylvania County
• describe how Earth’s axial tilt causes the seasons.
Schools Planetarium in Chatham, Chesapeake Planetarium
• model the formation of the eight moon phases,
in Chesapeake, Falls Church High School Planetarium in sequence the phases in order, and describe how the phases
Falls Church, J. Calder Wicker Planetarium in Fork Union, occur.
John C. Wells Planetarium in Harrisonburg, Abbitt • describe the major characteristics of the sun, including
Planetarium at the Virginia Living Museum in Newport its approximate size, color, age, and overall composition.
News, Mary D. Pretlow Planetarium or Norfolk State • create and describe a model of the Earth-moon-sun
University Planetarium in Norfolk, Radford University system with approximate scale distances and sizes.
Planetarium in Radford, Science Museum of Western • compare and contrast the surface conditions of Earth,
Virginia in Roanoke, and the Virginia Beach City Public the moon, and the sun.
Schools Planetarium in Virginia Beach. • compare and contrast an Earth-centered to the sun-
centered model of the solar system.
• Discover when the International Space Station will be • analyze the differences in what Aristotle, Ptolemy,
viewable from Virginia by using NASA’s Sightings by City. Copernicus, and Galileo observed and what influenced
http://spaceflight1.nasa.gov/realdata/sightings/ their conclusions.
• Build some models. Choose to either make a model of the • describe a contribution of the NASA Apollo missions
to our understanding of the moon.
solar system or make a model of one planet with accurate
colors and surface conditions. Use any materials you see fit.
EARTH PATTERNS, CYCLES, AND
CHANGE STUDY GUIDE
EARTH, MOON,
SUN
EARTH MOON SUN
Position and • Earth rotates (spins) on • The moon revolves • The sun is the center of
Movements its axis once every 24 hours. around Earth once every 28 our solar system. Earth and
This gives us day and night. days (about one month). the other planets revolve
• Earth revolves around around it.
the sun once every 365¼
days (one year).

• Large amount of water • Rocky with craters • Extremely hot gaseous

Surface • Diversity of organisms • Temperature extremes plasma
Conditions • Oxygen-rich • No atmosphere or life • 5500 °C
atmosphere • Very little water • Mostly made of
hydrogen and helium

• Average-sized yellow
• About four moons star
Other could fit across the • 110 times the diameter
Facts diameter of Earth of Earth
• About 4.6 billion years
old

SEASONS
May April
Earth is tilted on an imaginary June Virginia March

Northern Spring
axis as it revolves around the sun. July Southern Autumn
August Virginia
This is called axial tilt. It is the
Northern Winter
reason for the seasons. Southern Summer

Virginia
SUN
Northern Summer
When the sun’s rays hit one Southern Winter
February
hemisphere of Earth more directly,
January
that hemisphere has summer and Northern Autumn December

September Southern Spring Virginia

the other hemisphere has winter.
October
November
In spring and autumn, the sun’s
rays aren’t hitting either
axial tilt
hemisphere directly, so
temperatures are milder for us.

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REPRODUCIBLE 109

As the moon revolves around Earth, sunlight reflects off of it. The phases of the
PHASES OF moon are the parts of the moon we see that reflect sunlight at different positions as
THE MOON the moon orbits Earth.

Waxing First Waxing Waning Third Waning

New Full New
Crescent Quarter Gibbous Gibbous Quarter Crescent

MOON EXPLORATION
NASA astronauts explored the moon during the Apollo missions and made the
following discoveries:
• No living organisms live on the moon.
• The moon is made of igneous rocks.
• No evidence of water has been found on the moon.
• The moon has layers.
• The surface of the moon is covered with a powdery substance.
• Evidence was found to date the moon to be about 4.6 million years old.

Aristotle and Ptolemy believed that all of the planets and the sun
OUR SOLAR SYSTEM revolved around Earth.
Copernicus challenged that idea and argued that all of the planets,
HISTORICAL including Earth, revolve around the sun.
CONTRIBUTIONS Galileo, the first scientist to use a telescope to study space. He used the
telescope to observe that planets revolved around the sun.

THE PLANETS:
SEQUENCE AND SIZE

The first four planets (Mercury, Venus, Earth, The last four planets (Jupiter, Saturn, Uranus, and
and Mars) are called terrestrial planets Neptune) are called gas giants because they are made of
because they are rocky planets. mostly gases. They are also the four largest planets.

The planets in order from biggest to smallest are: Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, Mercury.
 REPRODUCIBLE 111
GRADE FOUR

SCIENCE
UPDATE CHAPTER EIGHT
OUR GREAT STATE
Take a closer look at Virginia’s natural
resources. They are all around you!
SCIENTIFIC INVESTIGATION,
LEARNING AT HOME REASONING AND LOGIC
With Virginia all around us, no matter where you live, it is great 4.7 The student will investigate and understand important
fun to enhance this standard at home. There are examples to be Virginia natural resources. Key concepts include:
found in almost every part of our state. a) watersheds and water resources;
• While you are driving across town or to the next town, keep b) animals and plants;
your eye out for natural and human-made resources, such as c) minerals, rocks, ores, and energy sources; and
rivers, lakes, bays, coal, limestone, granite, sand, gravel, lumber, d) forests, soil, and land.
and forests. Point them out to your child.
• Take a walk with your child. Note to each other all the natural WHAT IS EXPECTED
and human-made resources you see, hear, or smell. OF MY CHILD
• Have your child collect some natural resources (sticks, rocks, In order to meet this standard, it is expected that
leaves, etc.) and make a new human-made resource from them students will:
(bowl, spoon, scoop, axe, etc.). • compare and contrast natural and human-made
• Talk to your child about the body of water nearest to your resources.
home. Discuss if it is a river, lake, or bay and how it is fed. Go • distinguish among rivers, lakes, and bays;
visit it and notice tributaries to it. Then discuss its mouth and describe characteristics of each; and name an
where it travels to next. example of each in Virginia.
• If you live near the Chesapeake Bay, or a major river that feeds • create and interpret a model of a watershed.
into the Chesapeake Bay, there are parks and museums near you Evaluate the statement: ―We all live downstream.
that would be fun to visit and will help the whole family learn • identify watershed addresses.
more about the watershed. • recognize the importance of Virginia’s mineral
• As a family, make a list of the things you do to help protect resources, including coal, limestone, granite, and
Virginia’s natural resources. Then make a second list of some sand and gravel.
other ideas you’d like to try. • appraise the importance of natural and cultivated
• Point out mineral sources in your neighborhood and home. forests in Virginia.
• With 22 Virginia State Forests, hopefully there is one near you. • describe a variety of soil and land uses important
Find out at: in Virginia.
http://www.dof.virginia.gov/stforest/index.htm and
visit or take a day trip to the George Washington and Jefferson
National Forests. See http://www.fs.usda.gov/gwj/
• Search for the nearest mining museum to you and/or point
out coal cars passing on train tracks.
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R E P R O D U C I B L E 118

RESOURCES
NATURAL RESOURCE HUMAN-MADE RESOURCE

Definition A material humans use that comes A material humans use that is made by
from nature humans

Trees, water, soil, coal, sand, gravel, plastic, concrete, steel, glass
Examples
granite, air, animals, plants

Virginia’s water sources are important natural resources in Virginia.

• Water resources provide us with drinking water.
• Rivers, reservoirs, and groundwater are main sources of water for Virginians.
• Bodies of water are habitats for a variety of plants and animals.
• Bodies of water allow us to swim, fish, sail, boat, and enjoy other recreational activities.
• Water resources help our economy. Virginians sell seafood such as fish, crabs, and oysters to others.

WATER SOURCES
DESCRIPTION EXAMPLE

River Long, ribbon-like waterways that flow Potomac River, York River,
toward the ocean Rappahannock River, James River
Large, inland bodies of water Smith Mountain Lake
Lake Lake Drummond
Bodies of water surrounded by land on
Bay three sides and connected to a larger Chesapeake Bay
body of water
Bodies of water that are made by Kerr Lake Reservoir
Reservoir humans to store water
Groundwater Water stored or carried underground Wells, aquifers

• A watershed is an area over which surface water flows to a single

collection place.
• The Chesapeake Bay watershed is the largest watershed in Virginia.
Parts of Virginia are also located in the Gulf of Mexico and North Carolina
Sounds watersheds.
• “We all live downstream” means that materials that enter a
watershed upstream will eventually make their way downstream. For this
reason, it is especially important that we don’t pollute.

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R E P R O D U C I B L E 119

FORESTS
Forests are an important resource in Virginia.
• Forests provide a home for diverse animals and plants.
• They offer a place for humans to hike, bike, hunt, and enjoy other
recreational activities.
• Forests serve as a buffer to prevent erosion along riverbanks and filter
pollutants before they enter rivers.
• A great economic resource—timbering (cutting and selling trees)
brings in money for the state of Virginia.

NATURAL FOREST CULTIVATED FOREST

A forest that grows naturally, without humans A forest that has been planted by humans
planting trees

MINERAL RESOURCES
COAL LIMESTONE GRANITE SAND GRAVEL

• Important fossil • Crushed, it is • Hard, strong, • When melted at • An assortment

fuel used for used to build and long-lasting high heat, it turns of different rocks
energy roads. • Used for into a liquid that that has been
• A hard rock • Ground up, it is buildings, floors, can be used to make broken down to
made of ancient used to make monuments and glass, ceramics. very small pieces
pressed plant cement. counter tops • Used in • Used in
material that burns construction driveway and
easily road construction

Copyright 2012, Five Ponds Press. All Rights Reserved