What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Comparing Numbers Second Grade Math
Liquid Measure Kindergarten Math
Measuring Length Kindergarten Math
Ratio Fifth Grade Math
Relative Position First Grade Math

Montana Standards for Fourth Grade Science

Animal Growth and ReproductionWorksheets: 4Study Guides: 1Vocabulary: 4Cells- The building blocks of living thingsFreeWorksheets: 4Study Guides: 1Vocabulary: 3Did you Know... 4th gradeWorksheets: 3Study Guides: 1Ecosystems and changes in ecosystemsWorksheets: 3Study Guides: 1Vocabulary: 2Plant growth and reproductionWorksheets: 3Study Guides: 1Vocabulary: 1

MT.S1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.

S1.1. Develop the abilities necessary to safely conduct scientific inquiry, including (a step-by-step sequence is not implied): (a) asking questions about objects, events, and organisms in the environment, (b) planning and conducting simple investigations

S1.1.gr4.B. Identify appropriate safety procedures

S1.2. Select and use appropriate tools including technology to make measurements (including metric units) and represent results of basic scientific investigations

S1.2.gr4.A. Use the appropriate tools to collect data, i.e., rulers, meter sticks, digital probes, thermometers, stop watches, scales, balances, beakers, graduated cylinders, etc.
S1.2.gr4.B. Record all data in metric units
S1.2.gr4.C. Organize data using tables
S1.2.gr4.D. Represent data graphically

S1.3. Use data to describe and communicate the results of scientific investigations

S1.3.gr4.A. Create graphs, charts, and diagrams
S1.3.gr4.B. Present collected graphs, charts and diagrams in a written and oral format.

S1.4. Use models that illustrate simple concepts and compare those models to the actual phenomenon

S1.4.gr4.A. Identify the relative scale of a given model
S1.4.gr4.B. Compare and contrast how a model relates to the actual phenomenon

MT.S2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.

S2.1. Create mixtures and separate them based on different physical properties (e.g., salt and sand, iron filings and soil, oil and water)

S2.1.gr4.A. Identify substances in a mixture
S2.1.gr4.B. Identify examples of mixtures in everyday life.
S2.1.gr4.C. Create a mixture with objects that have various physical properties.
S2.1.gr4.D. Identify physical properties of substances in a mixture.

S2.2. Examine, measure, describe, compare and classify objects in terms of common physical properties

S2.2.gr4.A. Define physical property
S2.2.gr4.B. Identify characteristics of a physical property (size, color, shape, texture)
S2.2.gr4.D. Classifying objects multiple times by a variety of physical properties

S2.3. Identify the basic characteristics of light, heat, motion, magnetism, electricity, and sound

S2.3.gr4.C. Investigate the visible spectrum
S2.3.gr4.D. Define reflect, refract, and absorb
S2.3.gr4.E. Classify materials as those that can reflect, refract or absorb light.
S2.3.gr4.F. Describe and list examples of a wave.
S2.3.gr4.G. Describe the relationship between a vibration and a sound wave.
S2.3.gr4.H. Model wave motion (up and down, back and forth, speed) wave, vibration, sound, motion, speed, frequency, volume, pitch, wavelength, amplitude
S2.3.gr4.I. Identify electricity as a flow of energy
S2.3.gr4.J. Compare and contrast current electricity and static electricity.
S2.3.gr4.L. Construct an example of an electrical circuit.

S2.4. Model and explain that matter exists as solids, liquids, and gases and can change form one form to another

S2.4.gr4.A. Differentiate between solids, liquids, and gases
S2.4.gr4.B. Identify examples of solids, liquids, and gases
S2.4.gr4.C. Define physical properties and physical change
S2.4.gr4.D. List examples of physical changes
S2.4.gr4.E. Demonstrate physical changes through investigation.

S2.5. Identify that the position of an object can be described by its location relative to another object and its motions described and measured by external forces acting upon it

S2.5.gr4.A. Investigate and describe how speed, direction, and forces affect the motion of an object.

S2.6. Identify, build, and describe mechanical systems and the forces acting within those systems

S2.6.gr4.A. Explore and identify simple machines, including real life examples.
S2.6.gr4.B. Build simple machines and explain how they make work easier.

MT.S3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.

S3.1. Identify that plants and animals have structures and systems that serve different functions for growth, survival, and reproduction

S3.1.gr4.A. Identify the parts of plants. (stem, root, leaf, flower)
S3.1.gr4.B. Identify the parts of a flower (stamen, sepal, petal, pistil, pollen, ovule)
S3.1.gr4.C. Illustrate and label a plant and its parts.
S3.1.gr4.D. Identify that animals have systems for certain functions
S3.1.gr4.E. Explain the relationship between basic animal systems and their functions.

S3.2. Identify, measure, and describe basic requirements of energy and nutritional needs for an organism

S3.2.gr4.A. Define producer, consumer, decomposer, food chain, food web.
S3.2.gr4.B. Explain the difference between a food chain and a food web.
S3.2.gr4.C. Illustrate and describe the relationships in food chains and food webs

S3.4. Explain cause and effect relationships between nonliving and living components with ecosystems; and explain individual response to the changes in the environment including identifying differences between inherited, instinctual, and learned behaviors

S3.4.gr4.A. Define adaptation.
S3.4.gr4.C. Define instinctual behaviors, inherited behaviors, and learned behaviors.
S3.4.gr4.D. Classify living things by instinctual, inherited, and learned behaviors.
S3.4.gr4.E. Compare and contrast the instinctual, inherited, and learned behaviors
S3.4.gr4.F. Define predator, prey, competition
S3.4.gr4.G. Identify examples of predator/prey relationships and competition

S3.5. Create and use a classification system to group a variety of plants and animals according to their similarities and differences

S3.5.gr4.A. Define vertebrate and invertebrates.
S3.5.gr4.B. Identify examples of invertebrates and vertebrates
S3.5.gr4.C. Identify characteristics of flowering and nonflowering plants.
S3.5.gr4.D. Identify rules for classification
S3.5.gr4.E. Place organisms into groups according to the classification rules

MT.S4. Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth's systems and other objects in space.

S4.1. Describe and give examples of earth's changing features

S4.1.gr4.A. Define and illustrate the following terms: erosion, weathering, volcanoes, earthquakes, glaciations
S4.1.gr4.B. Describe the changes that occur to earth features in each event

S4.2. Describe and measure the physical properties of earth's basic materials (including soil, rocks, water and gases) and the resources they provide

S4.2.gr4.A. Describe the formation of the three rock types.
S4.2.gr4.B. Compare and contrast the characteristics of the three basic types of rocks: sedimentary, metamorphic and igneous
S4.2.gr4.C. Identify specific samples of sedimentary, metamorphic and igneous rocks
S4.2.gr4.E. Classify rock samples by rock type

S4.3. Investigate fossils and make inferences about life, the plants, animals, and the environment at that time

S4.3.gr4.A. Define a fossil as physical evidence of past life
S4.3.gr4.B. Identify body fossils as those that contain plant and animal remains
S4.3.gr4.C. Identify trace fossils as those that record an impression of past life
S4.3.gr4.D. Explain how body and trace fossils are formed
S4.3.gr4.F. Infer what fossils tell us about past life and the environment.

S4.4. Observe and describe the water cycle and the local weather and demonstrate how weather conditions are measured

S4.4.gr4.A. Record temperature
S4.4.gr4.B. Display data on a graph
S4.4.gr4.C. Interpret trends and patterns of data
S4.4.gr4.D. Identify and explain the use of a barometer, weather vane, and anemometer
S4.4.gr4.E. Collect, record and chart data from each weather instrument
S4.4.gr4.F. Identify the patterns
S4.4.gr4.G. Discuss trends within the patterns

S4.6. Identify objects (e.g., moon, stars, meteors) in the sky and their patterns of movement and explain that light and heat comes from a star called the sun

S4.6.gr4.A. Define and model revolution and rotation
S4.6.gr4.B. Model the orbit of the planets around the sun
S4.6.gr4.C. Identify the patterns of movement between a planet, its moon, and the sun.
S4.6.gr4.D. Identify changes in the appearance of the Earth's moon over the course of a month
S4.6.gr4.E. Identify other objects in the solar system (meteors, comets, and asteroids)
S4.6.gr4.F. Discuss the characteristics and movements of meteors, comets, and asteroids.

MT.S5. Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.

S5.1. Describe and discuss examples of how people use science and technology

S5.1.gr4.C. Identify uses of technology in science, (i.e., probes, microscopes, lasers)

S5.3. Simulate scientific collaboration by sharing and communicating ideas to identify and describe problems

S5.3.gr4.A. Identify a local current event or problem involving science
S5.3.gr4.B. Research and summarize the scientific issues relevant to that local current event or problem
S5.3.gr4.C. Present and discuss the research on the scientific issues relevant to that local current event or problem

S5.4. Use scientific knowledge to make inferences and propose solutions for simple environmental problems

S5.4.gr4.A. List and discuss environmental problems and concerns.
S5.4.gr4.B. Research and summarize the scientific issues relevant to environmental problems
S5.4.gr4.C. Propose and discuss solutions for environmental problems using scientific knowledge

MT.S6. Students understand historical developments in science and technology.

S6.3. Describe science as a human endeavor and an ongoing process

S6.3.gr4.A. Identify occupations that use science including Montana American Indians.
S6.3.gr4.B. Identify and describe examples of science as an ongoing process.