What does a student learn in StateMinnesota,GradeGrade 4,SubjectScience?

Students practice turning curiosity into a clear question or problem worth investigating. This is how science starts before any experiment begins.

Students ask questions about what they notice, what their experiments show, and what they read. The questions can challenge a classmate's idea or dig into a result that doesn't quite make sense.

Students ask questions about why a magnet can push or pull another object without touching it, and how electric charges can do the same. The goal is to figure out what causes those invisible forces to work.

Students learn to ask focused questions about a real problem before trying to solve it. Those questions help them figure out what the solution must do and what limits it has to work within.

Students think of a real problem that magnets could help solve, such as keeping a cabinet door closed or sorting metal objects, then describe what a good solution would need to do.

Students learn to ask clear questions about the natural world and identify what makes a problem worth investigating. This is the starting point for all scientific thinking in fourth grade science.

Students look at something in nature, a cloud pattern, a melting ice cube, or a diagram they built, and write questions about what they notice. They also question what classmates say and what they read in science books.

Students ask questions about how water travels through nature, such as where rain goes after it falls or how rivers form, then sort each question by type, like whether it can be answered by an experiment or by observation.

Students plan and carry out simple science investigations, deciding what to test, what to measure, and how to record what they find.

Students design and run their own science tests, then collect and organize data to back up what they think is happening. This standard is about asking a question, figuring out how to test it, and using real results as evidence.

Students observe rocks, soil, or land features up close to gather evidence of how water, wind, ice, or plant roots slowly break things down or wear them away.

Students design and run controlled tests on a model to figure out what stops soil or land from washing away. They change one thing at a time, look for weak spots, and use what they learn to make the model work better.

Students use numbers and simple calculations to describe patterns in Earth data, like temperature changes across seasons or the depth of a rock layer.

Students use numbers, measurements, and simple step-by-step rules to describe how the natural world works, then check whether those numbers match what they actually see outside.

Students read charts and maps showing where Earth's water is stored, then use those visuals to explain why most of the planet's water is salty and only a small fraction is fresh.

Students build or draw models of Earth systems, like weather patterns or landforms, to show how the parts work together and explain what they observe.

Students build diagrams or drawings to show how something in nature works, then update those models as they learn more and use them to explain their thinking to others.

Students draw or diagram how Earth's land, living things, water, and air connect to each other, using what they've observed or measured. A diagram might show how rain soaks into soil, feeds plants, and evaporates back into clouds.

Students look at patterns in weather data to explain why conditions change and suggest ways communities can prepare for severe weather.

Students use real evidence from experiments or research to explain why something in nature happens. They also look at other people's explanations and point out what those explanations might be missing or getting wrong.

Rock layers act like pages in Earth's history book. Students study fossils and rock patterns to explain how a landscape changed over millions of years.

Students apply what they know about science to design a solution to a real problem, then check whether it meets the rules and limits set for that problem.

Students look at real problems like flooding or erosion, then come up with more than one solution and compare which works best. The goal is to reduce the harm these natural events cause to people.

Students read and compare science texts, diagrams, or charts to gather information about Earth and space topics. They pick out the key ideas and explain what they found in their own words.

Students read science books, articles, and data to answer questions about Earth and space, then judge whether claims hold up and share what they found. The focus is on gathering real evidence and explaining it clearly.

Students read articles or watch videos to learn where energy sources like coal, oil, and solar power come from. They describe how using those resources affects the land, water, and air around us.

Students research how different cultures, including Minnesota's American Indian tribes, explain natural events and solve real-world problems. They compare those methods and share what they find.

Students research how different communities, including Minnesota American Indian tribes, decide how to use natural resources like water, soil, and forests. They compare ideas from multiple sources to understand how evidence and science shape those choices.

Students look at evidence from observations or experiments and defend a scientific claim. They explain why their evidence supports their conclusion and consider other possible explanations.

Students back up their science explanations with evidence, then defend or revise those explanations when new evidence shows up. They also look at other students' arguments and push back when the reasoning doesn't hold up.

Students back up a claim about why the same plant or animal can look or behave differently depending on where it grows up. They use examples from nature to show that surroundings shape traits, not just genes.

Students read and compare information from books, diagrams, and other sources to answer science questions, then share what they found in writing or discussion.

Students read articles, diagrams, and other sources to learn about living things, then judge whether the information holds up and share what they found using writing, drawings, or discussion.

Plants and animals inherit traits from their parents, but no two offspring look exactly alike. Students research that idea using books, videos, and other sources, then explain why dogs in the same litter or seeds from the same plant still turn out different.