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What's New: Science Worksheets and Study Guides

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Force, motion and energy Fourth Grade Science
What are Ecosystems? Third Grade Science
The 6-Kingdoms of life Fifth Grade Science
Animal Diversity and Adaptations Fifth Grade Science
Hands-on Lab Skills/Science Inquiry - 3rd grade Third Grade Science
Vertebrates - Animals with Backbones Fourth Grade Science

New Hampshire Standards for Fourth Grade Science

NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.

S:ESS1:4:1.1. Atmosphere, Climate, and Weather: Students will explain how water exists in the atmosphere in different forms and describe how it changes from one form to another through various processes such as freezing, condensation, precipitation and evaporation.

S:ESS1:4:1.2. Atmosphere, Climate, and Weather: Students will explain that air surrounds the Earth, it takes up space, and it moves around as wind.

S:ESS1:4:1.3. Atmosphere, Climate, and Weather: Students will based on data collected from daily weather observations, describe weather changes or weather patterns.

S:ESS1:4:1.4. Atmosphere, Climate, and Weather: Students will explain how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane- direction; wind sock- wind intensity; anemometer- speed; thermometer- temperature; meter sticks/rulers- snow depth; rain gauges- rain amount in inches).

S:ESS1:4:2.1. Composition and Features: Students will describe Earth materials such as gases found in the atmosphere, rocks, soils, and water in its liquid and solid states.

S:ESS1:4:2.2. Composition and Features: Students will describe rock as being composed of different combinations of minerals.

S:ESS1:4:2.3. Composition and Features: Students will given information about Earth materials, explain how their characteristics lend themselves to specific uses.

S:ESS1:4:2.4. Composition and Features: Students will given certain Earth materials (soils, rocks, or minerals) use physical properties to sort, classify, and/or describe them.

S:ESS1:4:3.1. Fossils: Students will recognize and explain that fossils offer evidence of plants, animals and the nature of environments that existed long ago.

S:ESS1:4:5.1. Processes and Rates of Change: Students will identify and describe processes that affect the features of the Earth's surface, including weathering, erosion, deposition of sediment.

S:ESS1:4:5.2. Processes and Rates of Change: Students will explain how wind, water, or ice shape and reshape the Earth's surface.

S:ESS1:4:6.1. Rock Cycle: Students will explain that smaller rocks come from the breaking and weathering of larger rocks and bedrock.

S:ESS1:4:6.2. Rock Cycle: Students will distinguish between the three categories of rocks (metamorphic, igneous and sedimentary) and describe the processes that create them.

S:ESS1:4:6.3. Rock Cycle: Students will identify minerals by their physical properties, such as color, texture and cleavage, and describe simple tests used in the identification process.

S:ESS1:4:6.4. Rock Cycle: Students will use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves).

S:ESS1:4:7.2. Water: Students will explain that most of Earth's water is salt water, which is found in the oceans, and that fresh water is found in rivers, lakes, underground sources, and glaciers..

NH.ESS2. Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.

S:ESS2:4:1.1. Earth, Sun, and Moon: Students will explain that night and day are caused by the Earth's rotation on its axis; and that the Earth rotates approximately once, every 24 hours.

S:ESS2:4:1.2. Earth, Sun, and Moon: Students will explain describe the Sun as a star.

S:ESS2:4:3.1. Solar System: Students will recognize that the Moon orbits the Earth.

S:ESS2:4:3.2. Solar System: Students will recognize that the Earth is one of a number of planets that orbit the Sun.

NH.ESS3. Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.

S:ESS3:4:1.1. Size and Scale: Students will recognize that astronomical objects in space are massive in size and are separated from one another by vast distances.

S:ESS3:4:2.1. Stars and Galaxies: Students will recognize and describe the stars, like the Sun, as spherical in nature.

S:ESS3:4:2.2. Stars and Galaxies: Students will recognize that stars come in different colors, and that the Sun is a yellow star.

NH.ESS4. Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:ESS4:4:1.1. Design Technology: Students will recognize that man uses various mechanical devices to record changes in the weather and the Earth.

S:ESS4:4:2.1. Tools: Students will demonstrate the use of simple instruments to collect weather data, including thermometers, windsocks, meter sticks, and rain gauges.

S:ESS4:4:3.1. Local and Global Environmental Issues: Students will distinguish between and provide examples of materials that can be recycled/reused and those that cannot.

S:ESS4:4:3.3. Local and Global Environmental Issues: Students will explain how to dispose of waste so that it does not harm the environment.

S:ESS4:4:3.4. Local and Global Environmental Issues: Students will recognize there are pros and cons to using different types of energy, such as solar energy and fossil fuels, and compare the differences.

S:ESS4:4:4.1. Career Technical Education Connections: Students will identify some jobs/careers that require knowledge and use of Earth science content and/or skills.

NH.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).

S:LS1:4:1.1. Classification: Students will recognize and identify the various ways in which living things can be grouped.

S:LS1:4:1.2. Classification: Students will sort/classify different living things using similar and different characteristics; and describe why organisms belong to each group or cite evidence about how they are alike or not alike.

S:LS1:4:2.1. Living Things and Organization: Students will recognize that living organisms have certain structures and systems that perform specific functions, facilitating survival, growth and reproduction.

S:LS1:4:2.3. Living Things and Organization: Students identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).

S:LS1:4:2.4. Living Things and Organization: Students identify the basic needs of plants and animals in order to stay alive (i.e., water, air, food, space).

S:LS1:4:3.2. Reproduction: Students will recognize that living organisms have life cycles, which include birth, growth and development, reproduction, and death; and explain how these life cycles vary for different organisms.

S:LS1:4:3.4. Reproduction: Students will predict, sequence, or compare the life stages of organisms (plants and animals): e.g., put images of life stages of an organism in order, predict the next stage in sequence, and compare two organisms.

S:LS1:4.2.2. Living Things and Organization: Students identify and describe the function of the plant structures responsible for food production, water transport, support, reproduction, growth and protection.

NH.LS2. Life Science: Energy flows and matter recycles through an ecosystem.

S:LS2:4:1.1. Environment: Students will describe how the nature of an organism's environment, such as the availability of a food source, the quantity and variety of other species present, and the physical characteristics of the environment affect the organism's patterns of behavior.

S:LS2:4:2.1. Flow of Energy: Students will recognize that the transfer of energy through food is necessary for all living organisms and describe the organization of food webs.

S:LS2:4:2.2. Flow of Energy: Students will recognize that energy is needed for all organisms to stay alive and grow or identify where a plant or animal gets its energy.

S:LS2:4:3.1. Recycling of Materials: Students will recognize that plants and animals interact with one another in various ways besides providing food, such as seed dispersal or pollination.

S:LS2:4:3.2. Recycling of Materials: Students will describe ways plants and animals depend on each other (e.g., shelter, nesting, food).

NH.LS3. Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).

S:LS3:4:1.2. Change: Students will provide examples of how an organism's inherited characteristics can adapt and change over time in response to changes in the environment.

S:LS3:4:2.1. Evolution: Students will compare information about fossils to living organisms and other fossils to determine any similarities and differences.

S:LS3:4:3.2. Natural Selection: Students will recognize that for any particular environment, some kinds of animals and plants survive well, some less well, and some cannot survive at all.

NH.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.

S:LS4:4:1.1. Behavior: Students will recognize that an individual organism's behavior is affected by internal cues, such as hunger and thirst; and describe how an organism uses its senses to understand and respond to these cues.

S:LS4:4:1.2. Behavior: Students will recognize that an individual organism's behavior is influenced by external cues, such as seasonal change; and describe how an organism might react, such as migrating or hibernating.

NH.LS5. Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:LS5:4:2.1. Tools: Students will demonstrate the use of appropriate tools and simple equipment, such as thermometers, magnifiers and microscopes to gather data and extend the senses.

S:LS5:4:4.1. Career Technical Education Connections: Students will identify some jobs/careers that require knowledge and use of life science content and/or skills.

NH.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).

S:PS1:4:1.1. Composition: Students will explain that materials may be composed of parts that are too small to be seen without magnification.

S:PS1:4:2.1. Properties: Students will recognize that substances can be classified by observable properties.

S:PS1:4:2.2. Properties: Students will explain that some materials can exist in different states; and describe the distinct physical properties of each state of matter.

S:PS1:4:2.3. Properties: Students will explain how some materials, such as water, can change from one state to another by heating or cooling.

S:PS1:4:2.4. Properties: Students will make a prediction about what might happen to the state of common materials when heated or cooled; or categorize materials as solid, liquid, or gas.

S:PS1:4:2.5. Properties: Students will collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).

NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.

S:PS2:4:1.1. Change: Students will recognize that energy has the ability to create change.

S:PS2:4:3.1. Energy: Students will identify the various forms of energy, such as electrical, light, heat, sound.

S:PS2:4:3.2. Energy: Students will recognize that electricity in circuits can produce light, heat, sound, and magnetic effects.

S:PS2:4:3.3. Energy: Students will identify and describe the organization of a simple circuit.

S:PS2:4:3.5. Energy: Students will explain that light travels in a straight line until it strikes an object; and describe how it can be reflected by a mirror, bent by a lens, or absorbed by the object.

S:PS2:4:3.7. Energy: Students will use observations of light in relation to other objects/substances to describe the properties of light (i.e., can be reflected, refracted, or absorbed).

S:PS2:4:3.8. Energy: Students will experiment, observe, or predict how heat might move from one object to another.

NH.PS3. Physical Science: The motion of an object is affected by force.

S:PS3:4:1.4. Forces: Students will recognize that the Earth's gravitational force pulls any object toward it.

S:PS3:4:2.1. Motion: Students will use data to predict how a change in force (greater/less) might affect the position, direction of motion, or speed of an object (e.g., ramps and balls).

NH.PS4. Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.

S:PS4:4:1.1. Design Technology: Students will understand that materials are used in certain products based on their properties, such as strength and flexibility.

S:PS4:4:2.1. Tools: Students will demonstrate how to use tools, such as magnifiers, scales, balances, rulers, and thermometers to gather data and extend the senses.

S:PS4:4:4.1. Career Technical Education Connections: Students will identify some jobs/careers that require knowledge and use of physical science content and/or skills.

NH.SPS1. Science Process Skills: Scientific Inquiry and Critical Thinking Skills

S:SPS1:4:1.1. Making Observations and Asking Questions: Students will apply skills from previous grades and extend the senses using simple tools.

S:SPS1:4:1.3. Making Observations and Asking Questions: Students will apply skills from previous grades and differentiate between observations and inferences.

S:SPS1:4:1.4. Making Observations and Asking Questions: Students will apply skills from previous grades and record observations using standard units of measurement.

S:SPS1:4:1.5. Making Observations and Asking Questions: Students will apply skills from previous grades and classify according to several attributes and describe or show the method for classification.

S:SPS1:4:1.6. Making Observations and Asking Questions: Students will apply skills from previous grades and compare methods of classifying based on the goal.

S:SPS1:4:3.3. Conducting Scientific Investigations: Students will apply skills from previous grades and identify and use appropriate tools.

S:SPS1:4:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and compile and display data in a variety of formats.

S:SPS1:4:4.2. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and select an appropriate format to represent data or observations.

S:SPS1:4:4.3. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and identify and suggest possible explanations for patterns.

S:SPS1:4:4.4. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and analyze data and identify discrepancies.

S:SPS1:4:5.1. Evaluating Scientific Explanations: Students will apply skills from previous grades and cite evidence or data to support conclusions.

S:SPS1:4:5.2. Evaluating Scientific Explanations: Students will apply skills from previous grades and determine if an observation or measurement supports a given scientific explanation.

S:SPS1:4:5.3. Evaluating Scientific Explanations: Students will apply skills from previous grades and draw a conclusion to answer an initial question, based on the evidence collected.

NH.SPS2. Science Process Skills: Unifying Concepts of Science

S:SPS2:4:1.3. Nature of Science: Students will apply skills from previous grades and know when comparisons might not be fair because some conditions are not kept the same.

S:SPS2:4:1.4. Nature of Science: Students will apply skills from previous grades and explain that scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments; and that investigations can focus on physical, biological, and social questions.

S:SPS2:4:3.1. Models and Scale: Students will apply skills from previous grades and know that seeing how a model works after changes are made to it may suggest how the real thing would work if the same changes were done to it.

S:SPS2:4:3.2. Models and Scale: Students will apply skills from previous grades and use geometric figures, number sequences, graphs, diagrams, and pictures as scientific models.

S:SPS2:4:4.1. Patterns of Change: Students will apply skills from previous grades and observe that some small changes can be detected by taking measurements.

S:SPS2:4:4.2. Patterns of Change: Students will apply skills from previous grades and understand that some changes are so slow or so fast that they are hard to see.

S:SPS2:4:4.3. Patterns of Change: Students will apply skills from previous grades and demonstrate that some features of things may stay the same even when other features change (e.g., some patterns look the same when they are shifted over, turned, reflected, or seen from different directions).

NH.SPS3. Science Process Skills: Personal, Social, and Technological Perspectives

S:SPS3:4:2.1. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and demonstrate a basic conservation action such as recycling or a schoolyard habitat project.

S:SPS3:4:2.4. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and locate and collect information about the environment and environmental and natural resources topics.

NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy

S:SPS4:4:1.2. Information and Media Literacy: Students will apply skills from previous grades and use appropriate tools to measure and graph data.

S:SPS4:4:1.3. Information and Media Literacy: Students will apply skills from previous grades and analyze and compare data from a variety of age-appropriate sources such as newspapers and websites.

S:SPS4:4:3.3. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and organize observations and data into tables, charts and graphs.

S:SPS4:4:4.2. Problem Identification, Formulation, and Solution: Students will apply skills from previous grades and compile data gathered through observations to record and present results using tally charts, tables and graphs.

S:SPS4:4:4.3 . Problem Identification, Formulation, and Solution: Students will apply skills from previous grades and use evidence to construct explanations.