Skills available for Pennsylvania fourth-grade science standards
IXL's fourth-grade skills will be aligned to the Pennsylvania Academic Standards - Science and Technology and Engineering soon! Until then, you can view a complete list of fourth-grade standards below.
Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
S4.A.1.1 Identify and explain the application of scientific, environmental, or technological knowledge to possible solutions to problems.
S4.A.1.1.1 Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (e.g., a scientific fact can be supported by making observations).
S4.A.1.1.2 Identify and describe examples of common technological changes past to present in the community (e.g., energy production, transportation, communications, agriculture, packaging materials) that have either positive or negative impacts on society or the environment.
S4.A.1.3.4 Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else).
S4.A.1.3.5 Provide examples, predict, or describe how everyday human activities (e.g., solid waste production, food production and consumption, transportation, water consumption, energy production and use) may change the environment.
S4.A.2 Processes, Procedures, and Tools of Scientific Investigations
S4.A.2.1 Apply skills necessary to conduct an experiment or design a solution to solve a problem.
S4.A.2.1.1 Generate questions about objects, organisms, or events that can be answered through scientific investigations.
S4.A.2.1.2 Design and describe an investigation (a fair test) to test one variable.
S4.A.2.1.3 Observe a natural phenomenon (e.g., weather changes, length of daylight/night, movement of shadows, animal migrations, growth of plants), record observations, and then make a prediction based on those observations.
S4.A.2.2 Identify appropriate instruments for a specific task and describe the information the instrument can provide.
S4.A.2.2.1 Identify appropriate tools or instruments for specific tasks and describe the information they can provide (e.g., measuring: length - ruler, mass - balance scale, volume - beaker, temperature - thermometer; making observations: hand lens, binoculars, telescope).
S4.A.3 Systems, Models, and Patterns
S4.A.3.1 Identify systems and describe relationships among parts of a familiar system (e.g., digestive system, simple machines, water cycle).
S4.A.3.1.1 Categorize systems as either natural or human-made (e.g., ballpoint pens, simple electrical circuits, plant anatomy, water cycle).
S4.A.3.1.2 Explain a relationship between the living and nonliving components in a system (e.g., food web, terrarium).
S4.A.3.1.3 Categorize the parts of an ecosystem as either living or nonliving and describe their roles in the system.
S4.A.3.1.4 Identify the parts of the food and fiber systems as they relate to agricultural products from the source to the consumer.
S4.A.3.2 Use models to illustrate simple concepts and compare the models to what they represent.
S4.A.3.2.1 Identify what different models represent (e.g., maps show physical features, directions, distances; globes represent Earth; drawings of watersheds depict terrain; dioramas show ecosystems; concept maps show relationships of ideas).
S4.B.3.1 Identify and describe living and nonliving things in the environment and their interaction.
S4.B.3.1.1 Describe the living and nonliving components of a local ecosystem (e.g., lentic and lotic systems, forest, cornfield, grasslands, city park, playground).
S4.B.3.1.2 Describe interactions between living and nonliving components (e.g. plants – water, soil, sunlight, carbon dioxide, temperature; animals – food, water, shelter, oxygen, temperature) of a local ecosystem.
S4.B.3.2 Describe, explain, and predict change in natural or human-made systems and the possible effects of those changes on the environment.
S4.B.3.2.1 Describe what happens to a living thing when its habitat is changed.
S4.B.3.2.2 Describe and predict how changes in the environment (e.g., fire, pollution, flood, building dams) can affect systems.
S4.B.3.2.3 Explain and predict how changes in seasons affect plants, animals, or daily human life (e.g., food availability, shelter, mobility).
S4.B.3.3 Identify and describe human reliance on the environment at the individual or the community level.
S4.B.3.3.1 Identify everyday human activities (e.g., driving, washing, eating, manufacturing, farming) within a community that depend on the natural environment.
S4.B.3.3.2 Describe the human dependence on the food and fiber systems from production to consumption (e.g., food, clothing, shelter, products).
S4.B.3.3.3 Identify biological pests (e.g., fungi – molds, plants – foxtail, purple loosestrife, Eurasian water milfoil; animals – aphides, ticks, zebra mussels, starlings, mice) that compete with humans for resources.
S4.B.3.3.4 Identify major land uses in the urban, suburban and rural communities (e.g., housing, commercial, recreation).
S4.B.3.3.5 Describe the effects of pollution (e.g., litter) in the community.
S4.C Physical Sciences
S4.C.1 Structure, Properties, and Interaction of Matter and Energy
S4.C.1.1 Describe observable physical properties of matter.
S4.C.1.1.1 Use physical properties [e.g., mass, shape, size, volume, color, texture, magnetism, state (i.e., solid, liquid, and gas), conductivity (i.e., electrical and heat)] to describe matter.