Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 1: Classifying Living Things
NE
PE
ME
X
EE
Distinguish between scientific fact & opinion.
X
Identify and describe structures that make up plant cells and animal
cells.
X
Describe how different parts of a living thing work together to provide
what the organism needs (plant- roots, stem, and leaves).
X
Describe the structures of vascular and nonvascular plants.
X
Identify life processes of living things (growth, digestion, respiration)
X
Describe characteristics of vertebrates.
Describe characteristics of invertebrates (appendages, type of
covering, body segments).
X
NE
PE
KEY:
OBJECTIVES
ME
X
EE
INQUIRY SKILLS
X
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
Design and describe an investigation (a fair test) to test one variable.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 1
Parent Signature and Date
Revised: 07/2009
Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher: Mrs. Besecker
Chapter 2: Life Cycles
NE
NE
PE
PE
ME
X
OBJECTIVES
X
Distinguish between scientific fact & opinion.
Identify physical characteristics (height, hair color, eye color,
attached ear lobes, ability to roll tongue) that appear in both
parents and could be passed on to offspring.
X
Describe the stages in the life cycle of flowering plants.
X
X
Describe how plants reproduce from spores.
Describe the stages of an animal's life cycle (moth, grasshopper,
and frog).
X
Describe how some animals grow and develop.
ME
X
EE
INQUIRY SKILLS
X
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
Design and describe an investigation (a fair test) to test one
variable.
Observe a natural phenomenon, record observations, and then make
a prediction based on those observations.
X
State a conclusion that is consistent with the information/data.
X
X
KEY:
EE
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 2
Parent Signature and Date
Revised: 07/2009
Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 3: Adaptations
NE
PE
ME
X
EE
OBJECTIVES
Distinguish between scientific fact & opinion.
X
Name the basic needs of living things.
X
Describe interactions between living and non-living components.
Describe how instinctive behaviors help animals survive and meet their
X
needs.
X
Describe how learned behaviors help animals survive.
X
Describe how plants and animals have changed over time.
X
Describe the causes of extinction.
X
Explain how adaptations help living things meet their needs.
Identify characteristics for plant and animal survival in different
NE
PE
KEY:
X
environments (wetland, tundra, desert, prairie, deep ocean, forest)
X
Explain and predict how changes in seasons affect plants and animals.
ME
X
EE
INQUIRY SKILLS
X
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
Design and describe an investigation (a fair test) to test one variable.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing Toward
Grade Level
Expectations
PE
Progressing
Toward Grade
Level Expectations
ME
Meeting Grade
Level Expectations
EE
Exceeding Grade
Level Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 3
Parent Signature and Date
Revised: 07/2009
Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 4: Understanding Ecosystems
NE
NE
PE
PE
ME
OBJECTIVES
X
Explain how the living and nonliving parts of an ecosystem interact.
X
Define population and community.
X
Explain how biotic and abiotic factors affect ecosystems.
X
Describe how climate affects ecosystems.
X
Describe what happens to a living thing when its habitat is changed.
X
Describe living and nonliving components of a local ecosystem.
X
Describe the effects of pollution in the community.
X
Identify everyday human activities that depend on the natural
environment.
X
Describe positive and negative ways humans affect ecosystems.
X
Identify the types and uses of Earth materials for renewable,
nonrenewable, and reusable products (concrete, paper, plastic, fabric)
X
Identify biological pests that compete with humans for resources.
ME
X
X
X
X
X
KEY:
EE
EE
INQUIRY SKILLS
Build a diorama (terrarium) of an ecosystem.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
Design and describe an investigation (a fair test) to test one variable.
Observe a natural phenomenon, record observations, and then make a
prediction based on those observations.
State a conclusion that is consistent with the information/data.
NE
PE
ME
EE
Not Adequately
Progressing Toward
Grade Level
Expectations
Progressing
Toward Grade
Level Expectations
Meeting Grade
Level Expectations
Exceeding Grade
Level Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 4
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 5: Energy Transfer in Ecosystems
NE
NE
PE
PE
ME
X
EE
Distinguish between scientific fact & opinion.
X
Explain how living things use the energy from sunlight.
X
Describe how living things relate to each other.
X
Plan and construct a food chain.
X
Explain how consumers depend on other living things.
X
Describe how energy moves through food chains and food webs.
ME
X
EE
INQUIRY SKILLS
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
X
KEY:
OBJECTIVES
X
Design and describe an investigation (a fair test) to test one variable.
Observe a natural phenomenon, record observations, and then make a
prediction based on those observations.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 5
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 6: The Rock Cycle
NE
NE
PE
PE
ME
X
EE
Distinguish between scientific fact & opinion.
X
Describe what minerals are.
X
Identify the three types of rocks.
X
Describe the composition of soil as weathered rock and decomposed
organic remains.
X
Describe how weathering affects rocks
X
Explain how erosion affects sediment.
ME
EE
INQUIRY SKILLS
X
Use physical properties (mass, shape, size, volume, color, texture,
magnetism, state, conductivity) to describe matter.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
Design and describe an investigation (a fair test) to test one variable.
X
State a conclusion that is consistent with the information/data.
X
KEY:
OBJECTIVES
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 6
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 8: The Water Cycle
NE
PE
ME
X
X
X
EE
Describe the water cycle.
Describe different types of precipitation.
Describe how temperature affects the water cycle.
Identify appropriate instruments (thermometer, rain gauge, weather
vane, anemometer, and barometer) to study weather and what they
measure.
Identify weather patterns from data charts or graphs of the data
(temperature, wind direction, wind speed, cloud types, precipitation).
Identify basic cloud types (cirrus, stratus, cumulous, cumulonimbus)
and make connections to the basic elements of weather.
Recognize ways that humans benefit from the use of water resources
(energy, agriculture, recreation).
X
X
X
X
NE
PE
KEY:
ME
X
OBJECTIVES
EE
INQUIRY SKILLS
Identify and describe observable patterns (water cycle, weather).
X
Use models to make observations to explain how systems work.
X
X
Design and describe an investigation (a fair test) to test one variable.
Observe a natural phenomenon, record observations, and then make a
prediction based on those observations.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 8
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher: Mrs. Besecker
Chapter 9: The Sun-Earth-Moon Relationship
NE
PE
ME
X
EE
X
Describe the motions of the Sun-Earth-Moon system.
Explain how the motion of the Sun-Earth-Moon system relates to
time (days, months, years).
Define rotation and revolution.
Describe the causes of seasonal change as they relate to the
revolution of Earth and the tilt of the Earth’s axis.
Predict future conditions/events based on observable patterns
(day/night, seasons, sunrise/sunset, and lunar phases).
X
Illustrate the phases of the moon.
X
X
X
NE
PE
KEY:
OBJECTIVES
ME
X
EE
INQUIRY SKILLS
Identify and describe observable patterns
X
Use models to make observations to explain how systems work.
X
Design and describe an investigation (a fair test) to test one variable.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 9
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 10: Matter and Its Properties
NE
NE
PE
PE
ME
X
EE
X
X
Define matter, mass, volume, and density.
Identify physical properties of matter and explain how they can be
used to identify matter.
Categorize objects using physical properties.
X
Explain how temperature changes the states of matter.
X
Explain that matter isn’t lost or gained as matter changes states.
X
Explain why some solids dissolve and some do not.
ME
X
EE
INQUIRY SKILLS
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
X
KEY:
OBJECTIVES
X
Design and describe an investigation (a fair test) to test one variable.
Observe a natural phenomenon, record observations, and then make a
prediction based on those observations.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 10
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher:
Chapter 14: Making and Using Electricity
NE
PE
ME
EE
X
Recognize or illustrate simple series circuits composed of a battery,
light bulb, wire, and on/off switch.
Recognize or illustrate parallel circuits composed of batteries, light
bulbs, wire, and on/off switches.
Recognize the usefulness of magnets, electromagnets, generators,
and motors.
X
Describe the flow of energy through an object or system.
X
Identify energy forms, energy transfer, and energy examples.
X
X
NE
PE
KEY:
OBJECTIVES
ME
X
EE
INQUIRY SKILLS
X
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
Design and describe an investigation (a fair test) to test one variable.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 14
Parent Signature and Date
Revised: 07/2009 Dallas School District
Grade 4 Science Progress Report
Name: «First_Name» «Last_Name»
Teacher: Mrs. Besecker
Chapter 15: Forces and Motion
NE
PE
ME
X
EE
X
Describe relative size, distance, or motion.
Describe changes in motion caused by forces (magnetic, pushes or
pulls, gravity, friction).
Compare the relative movement of objects or describe types of
motion that are evident (bouncing ball, moving in a straight line, back
and forth, merry-go-round).
Describe the position of an object by locating it relative to another
object or a stationary background (geographic location, left, right,
up, down).
X
Explain how force and mass affect acceleration.
X
X
NE
PE
KEY:
OBJECTIVES
ME
X
EE
INQUIRY SKILLS
X
Observe and record change by using time & measurement.
Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
X
Design and describe an investigation (a fair test) to test one variable.
X
State a conclusion that is consistent with the information/data.
NE
Not Adequately
Progressing
Toward Grade
Level
Expectations
PE
Progressing
Toward Grade
Level
Expectations
ME
Meeting Grade
Level
Expectations
EE
Exceeding Grade
Level
Expectations
Please sign and return the bottom portion.
-------------------------------------------------------------------------------- «First_Name» «Last_Name» Student Name
Grade 4 Science Progress Report: Chapter 15
Parent Signature and Date
Revised: 07/2009