What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Ordering Numbers and Objects by Size Kindergarten Math
Whole Numbers Kindergarten Math
Beginning and Ending Sounds Kindergarten English Language Arts
Number Patterns Second Grade Math
Comparing Objects Second Grade Math

Utah Standards for Fourth Grade Science

Animal Growth and ReproductionWorksheets: 4Study Guides: 1Vocabulary: 4Cells- The building blocks of living thingsFreeWorksheets: 4Study Guides: 1Vocabulary: 3Electricity and magnetismWorksheets: 4Study Guides: 1Vocabulary: 2Force, motion and energyWorksheets: 4Study Guides: 1Vocabulary: 3Light and soundWorksheets: 3Study Guides: 1Vocabulary: 3Math in Science - 4th gradeWorksheets: 3Study Guides: 1MatterWorksheets: 3Study Guides: 1Vocabulary: 2Organ systemsWorksheets: 3Study Guides: 1Vocabulary: 4Our Solar system and beyondWorksheets: 3Study Guides: 1Vocabulary: 3Plant Structure and functionWorksheets: 3Study Guides: 1Vocabulary: 4Science in our world - 4th gr.Worksheets: 3Study Guides: 1Vocabulary: 1

UT.1. Intended Learning Outcome: Use Science Process and Thinking Skills.

1.a. Observe simple objects and patterns and report their observations.

1.b. Sort and sequence data according to a given criterion.

1.c. Make simple predictions and inferences based upon observations.

1.d. Compare things and events.

1.e. Use instruments to measure length, temperature, volume, and weight using appropriate units.

1.f. Conduct a simple investigation when given directions.

1.g. Develop and use simple classification systems.

1.h. Use observations to construct a reasonable explanation.

UT.3. Intended Learning Outcome: Understand Science Concepts and Principles.

3.c. Explain science concepts and principles using their own words and explanations.

UT.4. Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.

4.a. Record data accurately when given the appropriate form and format (e.g., table, graph, chart).

4.c. Use scientific language appropriate to grade level in oral and written communication.

UT.I. Students will understand that water changes state as it moves through the water cycle.

I.1. Describe the relationship between heat energy, evaporation and condensation of water on Earth.

I.1.b. Identify the sun as the source of energy that evaporates water from the surface of Earth.
I.1.c. Compare the processes of evaporation and condensation of water.
I.1.d. Investigate and record temperature data to show the effects of heat energy on changing the states of water.

I.2. Describe the water cycle.

I.2.a. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).
I.2.b. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
I.2.c. Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
I.2.d. Construct a model or diagram to show how water continuously moves through the water cycle over time.
I.2.e. Describe how the water cycle relates to the water supply in your community.

UT.II. Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.

II.1. Observe, measure, and record the basic elements of weather.

II.1.a. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds).
II.1.b. Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).
II.1.c. Investigate evidence that air is a substance (e.g., takes up space, moves as wind, temperature can be measured).
II.1.d. Compare the components of severe weather phenomena to normal weather conditions (e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes).

II.2. Interpret recorded weather data for simple patterns.

II.2.a. Observe and record effects of air temperature on precipitation (e.g., below freezing results in snow, above freezing results in rain).
II.2.b. Graph recorded data to show daily and seasonal patterns in weather.
II.2.c. Infer relationships between wind and weather change (e.g., windy days often precede changes in the weather; south winds in Utah often precede a cold front coming from the north).

III.3. Evaluate weather predictions based upon observational data.

III.3.a. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).
III.3.c. Predict weather and justify prediction with observable evidence.
III.3.d. Evaluate the accuracy of student and professional weather forecasts.
III.3.e. Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping).

UT.III. Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil.

III.1. Identify basic properties of minerals and rocks.

III.1.a. Describe the differences between minerals and rocks.
III.1.b. Observe rocks using a magnifying glass and draw shapes and colors of the minerals.
III.1.c. Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary-rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous-with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic -crystals/minerals, often in layers).
III.1.d. Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).

III.2. Explain how the processes of weathering and erosion change and move materials that become soil.

III.2.b. Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).
III.2.c. Model erosion of Earth materials and collection of these materials as part of the process that leads to soil (e.g., water moving sand in a playground area and depositing this sand in another area).

III.3. Observe the basic components of soil and relate the components to plant growth.

III.3.d. Explain how plants may help control the erosion of soil.

UT.IV. Students will understand how fossils are formed, where they may be found in Utah, and how they can be used to make inferences.

IV.1. Describe Utah fossils and explain how they were formed.

IV.1.b. Describe three ways fossils are formed in sedimentary rock (i.e., preserved organisms, mineral replacement of organisms, impressions or tracks).
IV.1.c. Research locations where fossils are found in Utah and construct a simple fossil map.

IV.2. Explain how fossils can be used to make inferences about past life, climate, geology, and environments.

IV.2.a. Explain why fossils are usually found in sedimentary rock.

UT.V. Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.

V.1. Describe the physical characteristics of Utah's wetlands, forests, and deserts.

V.1.a. Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts.
V.1.b. Describe Utah's wetlands (e.g., river, lake, stream, and marsh areas where water is a major feature of the environment) forests (e.g., oak, pine, aspen, juniper areas where trees are a major feature of the environment), and deserts (e.g., areas where the lack of water provided an environment where plants needing little water are a major feature of the environment).
V.1.c. Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.
V.1.d. Based upon information gathered, classify areas of Utah that are generally identified as wetlands, forests, or deserts.
V.1.e. Create models of wetlands, forests, and deserts.

V.2. Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.

V.2.a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.
V.2.b. Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).
V.2.c. Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).
V.2.d. Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.
V.2.e. Find examples of endangered Utah plants and animals and describe steps being taken to protect them.

V.3. Use a simple scheme to classify Utah plants and animals.

V.3.a. Explain how scientists use classification schemes.
V.3.b. Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).

V.4. Observe and record the behavior of Utah animals.

V.4.a. Observe and record the behavior of birds (e.g., caring for young, obtaining food, surviving winter).
V.4.b. Describe how the behavior and adaptations of Utah mammals help them survive winter (e.g., obtaining food, building homes, hibernation, migration).
V.4.c. Research and report on the behavior of a species of Utah fish (e.g., feeding on the bottom or surface, time of year and movement of fish to spawn, types of food and how it is obtained).
V.4.d. Compare the structure and behavior of Utah amphibians and reptiles.
V.4.e. Use simple classification schemes to sort Utah's common insects and spiders.