What's New: Science Worksheets and Study Guides

American Symbols & HolidaysLabor Day
All About Plants Kindergarten Science
Our Earth Kindergarten Science
Me and My Family Kindergarten Science
Me and My Family Kindergarten Science
Weather Kindergarten Science
Pushing, Moving, Pulling Kindergarten Science

Next Generation Science Standards for Fourth Grade Science


4-ESS2. Earth’s Systems - Students who demonstrate understanding can:

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
4-ESS2.DCI. Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems
ESS2.A:1. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)
ESS2.B: Plate Tectonics and Large-Scale System Interactions
ESS2.B:1. The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

4-ESS3. Earth and Human Activity - Students who demonstrate understanding can:

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4-ESS3.DCI. Disciplinary Core Ideas
ESS3.A: Natural Resources
ESS3.A:1. Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
ESS3.B: Natural Hazards
ESS3.B:1. A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.)


4-LS1. From Molecules to Organisms: Structures and Processes - Students who demonstrate understanding can:

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1.CC. Crosscutting Concepts
4-LS1.CC.1. Systems and System Models
4-LS1.CC.1.1. A system can be described in terms of its components and their interactions. ,
4-LS1.DCI. Disciplinary Core Ideas
LS1.A: Structure and Function
LS1.A:1. Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
LS1.D: Information Processing
LS1.D:1. Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)


4-PS3. Energy - Students who demonstrate understanding can:

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS3.DCI. Disciplinary Core Ideas
PS3.A: Definitions of Energy
PS3.A:1. The faster a given object is moving, the more energy it possesses. (4-PS3-1)
PS3.B: Conservation of Energy and Energy Transfer
PS3.B:1. Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)PS3.B:2. Light also transfers energy from place to place. (4-PS3-2)

4-PS4. Waves and their Applications in Technologies for Information Transfer - Students who demonstrate understanding can:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4-PS4.DCI. Disciplinary Core Ideas
PS4.A: Wave Properties
PS4.A:1. Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; it does not move in the direction of the wave except when the water meets the beach. (Note: This grade band endpoint was moved from K–2). (4-PS4-1)PS4.A:2. Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)