Energy in motion
Students start the year by looking at how speed and energy go together. They watch what happens when objects crash, roll, or speed up, and use what they see to explain why a faster object hits harder.
What does a student learn in
This is the year science gets concrete, with students using evidence to explain how the world works. They study energy in motion, learning that faster objects carry more energy and that sound, light, heat, and electricity move energy from place to place. Students also look at how plant and animal body parts help them survive, and how wind, water, and ice slowly reshape the land. By spring, students can build a simple model, like a flashlight circuit or a diagram of an eye, to explain how something works.
- Energy
- Waves and light
- Plant and animal parts
- Senses and the brain
- Rocks and fossils
- Weathering and erosion
- Natural resources
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Energy on the move
Students notice how energy travels through sound, light, heat, and electricity. They also build and tweak a simple device that turns one kind of energy into another, like a flashlight or a wind-up toy.
- 3
Waves, light, and senses
Students model waves using their height and spacing, and figure out how light bouncing off objects reaches the eye so we can see. They also look at how animals take in information through their senses and react to it.
- 4
Plants, animals, and signals
Students argue that body parts inside and outside a plant or animal help it live, grow, and reproduce. They also compare ways people send information using patterns, like Morse code or flashing lights.
- 5
Shaping the Earth
Students read clues in rock layers and fossils to picture how a place changed over a long time. They measure how water, wind, ice, and plants wear land down, and study maps to spot patterns in mountains, rivers, and coasts.
- 6
People and natural forces
Students look at where fuels and energy come from and how using them affects the land, air, and water. They compare different ways to protect homes and towns from earthquakes, floods, and other natural events.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Energy
Energy
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Use evidence to construct an explanation relating the speed of an object to the…
4-PS3-1Students explain why a faster-moving object has more energy than a slower one. They use observations or data to back up their reasoning.
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Make observations to provide evidence that energy can be transferred from place…
4-PS3-2Students watch and record what happens when sound, light, heat, or electricity moves from one object to another. The goal is to see that energy travels and doesn't just disappear.
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Ask questions and predict outcomes about the changes in energy that occur when…
4-PS3-3Students predict what will happen to energy when two objects crash into each other, then test whether their predictions hold up. Think bumper cars, rolling balls, or blocks knocked off a table.
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Apply scientific ideas to design, test
4-PS3-4Students design and test a real device that changes energy from one form to another, like turning light into electricity or motion into sound, then improve the design based on what they observe.
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Obtain and combine information to describe that energy and fuels are derived…
4-ESS3-1Students learn where energy comes from, such as sunlight, wind, coal, and water, and look at how using those resources affects the land, air, and water around us.
| Standard | Definition | Code |
|---|---|---|
| Use evidence to construct an explanation relating the speed of an object to the… | Students explain why a faster-moving object has more energy than a slower one. They use observations or data to back up their reasoning. | 4-PS3-1 |
| Make observations to provide evidence that energy can be transferred from place… | Students watch and record what happens when sound, light, heat, or electricity moves from one object to another. The goal is to see that energy travels and doesn't just disappear. | 4-PS3-2 |
| Ask questions and predict outcomes about the changes in energy that occur when… | Students predict what will happen to energy when two objects crash into each other, then test whether their predictions hold up. Think bumper cars, rolling balls, or blocks knocked off a table. | 4-PS3-3 |
| Apply scientific ideas to design, test | Students design and test a real device that changes energy from one form to another, like turning light into electricity or motion into sound, then improve the design based on what they observe. | 4-PS3-4 |
| Obtain and combine information to describe that energy and fuels are derived… | Students learn where energy comes from, such as sunlight, wind, coal, and water, and look at how using those resources affects the land, air, and water around us. | 4-ESS3-1 |
Waves
Waves
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Develop and use a model of waves to describe patterns in terms of amplitude and…
4-PS4-1Waves carry energy and can push or pull objects. Students build and use models to show how a wave's height and width follow a pattern.
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Generate and compare multiple solutions that use patterns to transfer…
4-PS4-3Students design and compare different ways to send a message using a pattern, like a series of light flashes or sound pulses. The goal is finding which method works best for moving information from one place to another.
| Standard | Definition | Code |
|---|---|---|
| Develop and use a model of waves to describe patterns in terms of amplitude and… | Waves carry energy and can push or pull objects. Students build and use models to show how a wave's height and width follow a pattern. | 4-PS4-1 |
| Generate and compare multiple solutions that use patterns to transfer… | Students design and compare different ways to send a message using a pattern, like a series of light flashes or sound pulses. The goal is finding which method works best for moving information from one place to another. | 4-PS4-3 |
Structure, Function, and Information Processing
Structure, Function, and Information Processing
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Develop a model to describe that light reflecting from objects and entering the…
4-PS4-2Students explain why we can see things: light bounces off an object and travels into the eye. They build or draw a model showing that path from object to eye.
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Construct an argument that plants and animals have internal and external…
4-LS1-1Students study how body parts like roots, lungs, and skin help living things survive and reproduce. Then they use that evidence to explain, in writing or discussion, why those structures matter.
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Use a model to describe that animals receive different types of information…
4-LS1-2Animals take in information through their senses, send it to the brain, and respond. Students use diagrams or models to show how that process works in different animals.
| Standard | Definition | Code |
|---|---|---|
| Develop a model to describe that light reflecting from objects and entering the… | Students explain why we can see things: light bounces off an object and travels into the eye. They build or draw a model showing that path from object to eye. | 4-PS4-2 |
| Construct an argument that plants and animals have internal and external… | Students study how body parts like roots, lungs, and skin help living things survive and reproduce. Then they use that evidence to explain, in writing or discussion, why those structures matter. | 4-LS1-1 |
| Use a model to describe that animals receive different types of information… | Animals take in information through their senses, send it to the brain, and respond. Students use diagrams or models to show how that process works in different animals. | 4-LS1-2 |
Earth's Systems: Processes that Shape the Earth
Earth's Systems: Processes that Shape the Earth
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Identify evidence from patterns in rock formations and fossils in rock layers…
4-ESS1-1Rock layers act like a history book. Students read patterns in stacked rock and fossils to explain how a landscape changed over millions of years.
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Make observations and/or measurements to provide evidence of the effects of…
4-ESS2-1Students watch and measure how water, wind, ice, or plant roots slowly break apart and move rock and soil. Their observations show which conditions speed up or slow down that process.
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Analyze and interpret data from maps to describe patterns of Earth's features
4-ESS2-2Students read maps showing mountains, volcanoes, and ocean trenches to find patterns in where those features show up. The goal is noticing that Earth's big landforms and ocean features cluster in predictable places.
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Generate and compare multiple solutions to reduce the impacts of natural Earth…
4-ESS3-2Students look at real hazards like floods, earthquakes, or erosion and compare different ways people can protect communities from them. The goal is to weigh the options and decide which solution works best.
| Standard | Definition | Code |
|---|---|---|
| Identify evidence from patterns in rock formations and fossils in rock layers… | Rock layers act like a history book. Students read patterns in stacked rock and fossils to explain how a landscape changed over millions of years. | 4-ESS1-1 |
| Make observations and/or measurements to provide evidence of the effects of… | Students watch and measure how water, wind, ice, or plant roots slowly break apart and move rock and soil. Their observations show which conditions speed up or slow down that process. | 4-ESS2-1 |
| Analyze and interpret data from maps to describe patterns of Earth's features | Students read maps showing mountains, volcanoes, and ocean trenches to find patterns in where those features show up. The goal is noticing that Earth's big landforms and ocean features cluster in predictable places. | 4-ESS2-2 |
| Generate and compare multiple solutions to reduce the impacts of natural Earth… | Students look at real hazards like floods, earthquakes, or erosion and compare different ways people can protect communities from them. The goal is to weigh the options and decide which solution works best. | 4-ESS3-2 |
Common Questions
What science will my child learn this year?
Students study energy, waves, light, plants and animals, and the shape of the Earth. They learn how a fast ball hits harder than a slow one, how sound and light travel, how eyes see, and how water and wind change the land over time.
How can I help with science at home?
Talk about everyday energy. Ask why a bike feels harder to stop when it is going fast, why a flashlight needs batteries, or how rain wears down a dirt path. Short kitchen and backyard conversations build the habits this grade is asking for.
Does my child need to memorize a lot of vocabulary?
Less than parents often expect. Students should be able to explain ideas in their own words, like saying a faster object has more energy or that light bounces off things into our eyes. Clear thinking matters more than perfect terms.
How should I sequence the year?
A common path is energy first, then waves and light, then plants and animals, then Earth processes. Energy gives students a shared idea of transfer that supports waves, senses, and weathering later. Save engineering tasks for after the related science is solid.
Which topics usually need the most reteaching?
Two ideas tend to stick slowly. First, that light has to enter the eye for us to see, not leave it. Second, that faster objects carry more energy and cause bigger effects in a collision. Plan extra hands-on time for both.
How much engineering should I include?
Enough to hit the design tasks for energy conversion and for reducing the impact of natural processes like floods or erosion. Two or three short design cycles across the year is plenty. Keep the science explanation tied to each build so it does not become a craft project.
What does mastery look like by the end of the year?
Students can explain how energy moves and changes form, model how waves and light behave, describe how plants and animals use their parts and senses to survive, and read a landscape for clues about weathering, erosion, and past change.
How do I know my child is ready for fifth grade science?
Listen for cause and effect in their explanations. A ready student can say what caused something, what evidence shows it, and what might happen next. If they can do that with a bouncing ball, a flashlight, or a muddy stream, they are in good shape.