Science Worksheets and Study Guides Fourth Grade. Hands-on Lab Skills/Science Inquiry

The resources above correspond to the standards listed below:

Wisconsin Academic Standards

WI.SCI. Science
SCI.CC. Crosscutting Concepts (CC)
SCI.CC2. Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.
Cause and Effect
SCI.CC2.3-5. Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity may or may not signify a cause and effect relationship.
SCI.CC3. Students use science and engineering practices, disciplinary core ideas, and an understanding of scale, proportion and quantity to make sense of phenomena and solve problems.
Scale, Proportion, and Quantity
SCI.CC3.3-5. Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as mass, time, temperature, and volume.
SCI.SEP. Science and Engineering Practices (SEP)
SCI.SEP3. Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP3.A. Planning and Conducting Investigations – Students plan and carry out investigations that control variables and provide evidence to support explanations or design solutions. This includes the following:
SCI.SEP3.A.3-5.2. Evaluate appropriate methods and tools for collecting data.
SCI.SEP3.A.3-5.4. Make predictions about what would happen if a variable changes.
SCI.SEP4. Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP4.A. Analyze and Interpret Data – Students begin to use quantitative approaches to collect data and conduct multiple trials of qualitative observations. (When possible, digital tools should be used.) This includes the following:
SCI.SEP4.A.3-5.1. Represent data in tables or various graphical displays (bar graphs, pictographs, and pie charts) to reveal patterns that indicate relationships.
SCI.SEP4.A.3-5.2. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, or computation.
SCI.SEP4.A.3-5.3. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
SCI.SEP4.A.3-5.4. Analyze data to refine a problem statement or the design of a proposed object, tool, or process.
SCI.SEP4.A.3-5.5. Use data to evaluate and refine design solutions.
SCI.SEP5. Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP5.A. Qualitative and Quantitative Data – Students extend quantitative measurements to a variety of physical properties, using computation and mathematics to analyze data and compare alternative design solutions. This includes the following:
SCI.SEP5.A.3-5.1. Organize simple data sets to reveal patterns that suggest relationships.
SCI.SEP5.A.3-5.2. Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.
SCI.SEP5.A.3-5.3. Create and use graphs or charts generated from simple algorithms to compare alternative solutions to an engineering problem.
SCI.SEP6. Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP6.A. Construct an Explanation – Students use evidence to construct explanations that specify variables which describe and predict phenomena. This includes the following:
SCI.SEP6.A.3-5.1. Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).
SCI.SEP6.A.3-5.2. Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation.
SCI.SEP6.A.3-5.3. Identify the evidence that supports particular points in an explanation.
SCI.SEP8. Students will obtain, evaluate and communicate information, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.
SCI.SEP8.A. Obtain, Evaluate, and Communicate Information – Students evaluate the merit and accuracy of ideas and methods. This includes the following:
SCI.SEP8.A.3-5.5. Communicate scientific and technical information orally or in written formats, including various forms of media, which may include tables, diagrams, and charts.
SCI.ETS. Disciplinary Core Idea: Engineering, Technology, and the Application of Science (ETS)
SCI.ETS2. Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.
SCI.ETS2.A. Interdependence of Science, Engineering, and Technology
SCI.ETS2.A.3-5.2. Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies.
SCI.ETS3. Students use science and engineering practices, crosscutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.
SCI.ETS3.C. Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems
SCI.ETS3.C.3-5.2. Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence.