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Magnets First Grade Science
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Landforms, Rocks and soil Fifth Grade Science
Food Chains First Grade Science
Force and motion First Grade Science

Louisiana Standards for Fourth Grade Science

LA.ESS-E. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-E-A1. Properties of Earth Materials: understanding that earth materials are rocks, minerals, and soils. (1)

ESS-E-A3. Properties of Earth Materials: investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere. (2, 4)

ESS-E-A4. Properties of Earth Materials: investigating, observing, measuring, and describing changes in daily weather patterns and phenomena. (2, 4)

ESS-E-A5. Properties of Earth Materials: observing and communicating that rocks are composed of various substances. (1)

ESS-E-A6. Properties of Earth Materials: observing and describing variations in soil. (1)

ESS-E-A7. Properties of Earth Materials: investigating fossils and describing how they provide evidence about plants and animals that lived long ago and the environment in which they lived. (1, 2, 4)

ESS-E-B1. Objects in the Sky: observing and describing the characteristics of objects in the sky. (1)

ESS-E-B2. Objects in the Sky: demonstrating how the relationship of the Earth, moon, and sun causes eclipses and moon phases. (2, 3, 4)

ESS-E-B3. Objects in the Sky: observing and recording the changing appearances and positions of the moon in the sky at night and determining the monthly pattern of lunar change. (1, 2, 3, 4)

ESS-E-B4. Objects in the Sky: modeling changes that occur because of the rotation of the Earth (alternation of night and day) and the revolution of the Earth around the sun. (1, 2, 3, 4)

GLE-E-55. Grade Level Expectation: Properties of Earth Materials: Recognize that sedimentary rocks are composed of particles that result from weathering and erosion (e.g., sandstones, conglomerates) (ESS-E-A1)

GLE-E-58. Grade Level Expectation: Properties of Earth Materials: Draw, label, and explain the components of a water cycle (ESS-E-A3)

GLE-E-59. Grade Level Expectation: Properties of Earth Materials: Measure, chart, and predict the weather using various instruments (e.g., thermometer, barometer, anemometer) (ESS-E-A4)

GLE-E-60. Grade Level Expectation: Properties of Earth Materials: Identify various types of weather-related natural hazards and effects (e.g., lightning, storms) (ESS-E-A4)

GLE-E-62. Grade Level Expectation: Properties of Earth Materials: Classify rocks and minerals according to texture, color, luster, hardness, and effervescence (ESS-E-A5)

GLE-E-63. Grade Level Expectation: Properties of Earth Materials: Demonstrate and explain how Earth's surface is changed as a result of slow and rapid processes (e.g., sand dunes, canyons, volcanoes, earthquakes) (ESS-E-A5) (ESS-E-A1)

GLE-E-64. Grade Level Expectation: Objects in the Sky: Describe and sequence the phases of the Moon and eclipses (ESS-E-B2)

GLE-E-65. Grade Level Expectation: Objects in the Sky: Compare a solar and a lunar eclipse (ESS-E-B2)

GLE-E-66. Grade Level Expectation: Objects in the Sky: Diagram the movement of the Moon around Earth and the movement of Earth around the Sun (ESS-E-B2)

GLE-E-67. Grade Level Expectation: Objects in the Sky: Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3)

GLE-E-68. Grade Level Expectation: Objects in the Sky: Identify the relationship between Earth's tilt and revolution and the seasons (ESS-E-B4)

LA.LS-E. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

GLE-E-40. Grade Level Expectation: Characteristics of Organisms: Explain the functions of plant structures in relation to their ability to make food through photosynthesis (e.g., roots, leaves, stems, flowers, seeds) (LS-E-A3)

GLE-E-42. Grade Level Expectation: Characteristics of Organisms: Describe how the organs of the circulatory and respiratory systems function (LS-E-A5)

GLE-E-45. Grade Level Expectation: Life Cycles of Organisms: Identify reproductive structures in plants and describe the functions of each (LS-E-B1)

GLE-E-47. Grade Level Expectation: Life Cycles of Organisms: Sequence stages in the life cycles of various organisms, including seed plants (LS-E-B1)

GLE-E-48. Grade Level Expectation: Life Cycles of Organisms: Classify examples of plants and animals based on a variety of criteria (LS-E-B2)

GLE-E-49. Grade Level Expectation: Life Cycles of Organisms: Compare similarities and differences between parents and offspring in plants and animals (LS-E-B3)

GLE-E-50. Grade Level Expectation: Organisms and Their Environments: Explain how some organisms in a given habitat compete for the same resources (LS-E-C1)

GLE-E-52. Grade Level Expectation: Organisms and Their Environments: Describe how some plants and animals have adapted to their habitats (LS-E-C2)

GLE-E-53. Grade Level Expectation: Organisms and Their Environments: Identify the habitat in which selected organisms would most likely live and explain how specific structures help organisms to survive (LS-E-C2)

GLE-E-54. Grade Level Expectation: Organisms and Their Environments: Describe the effect of sudden increases or decreases of one group of organisms upon other organisms in the environment (LS-E-C3)

LS-E-A1. Characteristics of Organisms: identifying the needs of plants and animals, based on age-appropriate recorded observations. (1, 2, 3, 4)

LS-E-A3. Characteristics of Organisms: locating and comparing major plant and animal structures and their functions. (1, 3)

LS-E-A4. Characteristics of Organisms: recognizing that there is great diversity among organisms. (1)

LS-E-A5. Characteristics of Organisms: locating major human body organs and describing their functions. (1, 4)

LS-E-B1. Life Cycles of Organisms: observing and describing the life cycles of some plants and animals. (1, 3)

LS-E-B2. Life Cycles of Organisms: observing, comparing, and grouping plants and animals according to likenesses and/or differences. (1, 2, 4)

LS-E-C1. Organisms and Their Environments: examining the habitats of plants and animals and determining how basic needs are met within each habitat. (1, 2, 3, 4, 5)

LS-E-C2. Organisms and Their Environments: describing how the features of some plants and animals enable them to live in specific habitats. (1, 2, 3, 4, 5)

LS-E-C3. Organisms and Their Environments: observing animals and plants and describing interaction or interdependence. (1, 4)

LA.PS-E. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

GLE-E-24. Grade Level Expectation: Properties of Objects and Materials: Illustrate how heating/cooling affects the motion of small particles in different phases of matter (PS-E-A4)

GLE-E-27. Grade Level Expectation: Position and Motion of Objects: Describe how the amount of force needed to cause an object to change its motion depends on the mass of the object (PS-E-B4)

GLE-E-28. Grade Level Expectation: Forms of Energy: Explain the relationship between volume (amplitude) of sound and energy required to produce the sound (PS-E-C1)

GLE-E-30. Grade Level Expectation: Forms of Energy: Explain the relationship between frequency (rate of vibration) and pitch (PS-E-C1)

GLE-E-32. Grade Level Expectation: Forms of Energy: Describe how light bends or refracts when traveling through various materials (e.g., pencil in a glass of water) (PS-E-C2)

GLE-E-33. Grade Level Expectation: Forms of Energy: Describe how heat energy moves through a material by conduction (PS-E-C3)

GLE-E-34. Grade Level Expectation: Forms of Energy: Give examples of ways heat can be generated through friction (e.g., rubbing hands) (PS-E-C3)

GLE-E-37. Grade Level Expectation: Forms of Energy: Demonstrate how a complete circuit is needed for conducting electricity (PS-E-C4)

GLE-E-38. Grade Level Expectation: Forms of Energy: Explain the effects of Earth's gravity on all objects at or near the surface of Earth (PS-E-C5)

GLE-E-39. Grade Level Expectation: Forms of Energy: Describe energy transformations (e.g., electricity to light, friction to heat) (PS-E-C6)

PS-E-A1. Properties of Objects and Materials: observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature). (4)

PS-E-A3. Properties of Objects and Materials: observing and describing the objects by the properties of the materials from which they are made (paper, wood, metal). (2, 4)

PS-E-A4. Properties of Objects and Materials: describing the properties of the different states of matter and identifying the conditions that cause matter to change states. (2, 3)

PS-E-A5. Properties of Objects and Materials: creating mixtures and separating them based on differences in properties (salt, sand). (2, 3)

PS-E-B2. Position and Motion of Objects: exploring and recognizing that the position and motion of objects can be changed by pushing or pulling (force) over time. (1, 2, 3)

PS-E-B4. Position and Motion of Objects: investigating and describing how the motion of an object is related to the strength of the force (pushing or pulling) and the mass of the object. (1, 2, 3, 4)

PS-E-C1. Forms of Energy: experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch. (2)

PS-E-C2. Forms of Energy: investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption). (2)

PS-E-C3. Forms of Energy: investigating and describing different ways heat can be produced and moved from one object to another by conduction. (2)

PS-E-C4. Forms of Energy: investigating and describing how electricity travels in a circuit. (2)

PS-E-C5. Forms of Energy: investigating and communicating that magnetism and gravity can exert forces on objects without touching the objects. (2)

PS-E-C6. Forms of Energy: exploring and describing simple energy transformations. (2)

LA.SE-E. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

GLE-E-70. Grade Level Expectation: Design an ecosystem that includes living (biotic) and nonliving (abiotic) components and illustrates interdependence (SE-E-A1)

GLE-E-71. Grade Level Expectation: Describe and explain food chains/webs and the directional flow of energy in various ecosystems (e.g., construct a model, drawing, diagram, graphic organizer) (SE-E-A2)

GLE-E-72. Grade Level Expectation: Predict and describe consequences of the removal of one component in a balanced ecosystem (e.g., consumer, herbivores, nonliving component) (SE-E-A2)

SE-E-A1. Understanding that an 'ecosystem' is made of living and non-living components. (1, 3, 4)

SE-E-A2. Understanding the components of a food chain. (1, 3, 4)

SE-E-A3. Identifying ways in which humans have altered their environment, both in positive and negative ways, either for themselves or for other living things. (1, 2, 3, 4, 5)

SE-E-A4. Understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship. (1, 2, 3, 4, 5)

SE-E-A5. Understanding that most plant and animal species are threatened or endangered today due to habitat loss or change. (1, 2, 4)

LA.SI-E. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

GLE-E-10. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

GLE-E-11. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-E-A5)

GLE-E-13. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

GLE-E-15. Grade Level Expectation: Understanding Scientific Inquiry: Distinguish between what is known and what is unknown in scientific investigations (SI-E-B1)

GLE-E-17. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

GLE-E-18. Grade Level Expectation: Understanding Scientific Inquiry: Base explanations and logical inferences on scientific knowledge, observations, and scientific evidence (SI-E-B4)

GLE-E-20. Grade Level Expectation: Understanding Scientific Inquiry: Determine whether further investigations are needed to draw valid conclusions (SI-E-B6)

GLE-E-3. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)

GLE-E-4. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Predict and anticipate possible outcomes (SI-E-A2)

GLE-E-5. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Identify variables to ensure that only one experimental variable is tested at a time (SI-E-A2)

GLE-E-6. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

GLE-E-7. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use the five senses to describe observations (SI-E-A3)

GLE-E-8. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4)

GLE-E-9. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4)

SI-E-A2 . The Abilities Necessary to do Scientific Inquiry: planning and/or designing and conducting a scientific investigation. (2, 3)

SI-E-A3 . The Abilities Necessary to do Scientific Inquiry: communicating that observations are made with one's senses. (1, 3)

SI-E-A4 . The Abilities Necessary to do Scientific Inquiry: employing equipment and tools to gather data and extend the sensory observations. (3)

SI-E-A5 . The Abilities Necessary to do Scientific Inquiry: using data, including numbers and graphs, to explain observations and experiments;

SI-E-A6 . The Abilities Necessary to do Scientific Inquiry: communicating observations and experiments in oral and written formats. (1, 3)

SI-E-A7 . The Abilities Necessary to do Scientific Inquiry: utilizing safety procedures during experiments. (3, 5)

SI-E-B2 . Understanding Scientific Inquiry: using appropriate experiments depending on the questions to be explored. (2, 4)

SI-E-B3 . Understanding Scientific Inquiry: choosing appropriate equipment and tools to conduct an experiment. (2, 3, 5)

SI-E-B4 . Understanding Scientific Inquiry: developing explanations by using observations and experiments. (1, 2, 3, 4)

SI-E-B6 . Understanding Scientific Inquiry: reviewing and asking questions about the results of investigations. (1, 3, 4)