Full Text of Grade K-4 NSES


Science as Inquiry (4ASI)

Abilities necessary to do scientific inquiry

4ASI1.1 Ask a question about objects, organisms, and events in the environment. This aspect of the standard emphasizes students asking questions that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations.

4ASI1.2 Plan and conduct an investigation. In the earliest years, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by fourth grade.

4ASI1.3 Employ simple equipment and tools to gather data and extend the senses. In early years, students develop simple skills, such as how to observe, measure, cut, connect, switch, turn on and off, pour, hold, tie, and hook. Beginning with simple instruments, students can use rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Children also develop skills in the use of computers and calculators for conducting investigations.



Understandings About Scientific Inquiry



4ASI2.3 Simple instruments such as magnifiers, thermometers, rulers, provide more information than scientists obtain using only their senses.


4ASI2.6 Scientists review and ask questions about the results of other scientists’ work.

Physical Science (4BPS)

Properties of objects and materials


4BPS1.2 Objects are made of one or more materials, such as paper, wood and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.


Position and motion of objects


4BPS2.2 An object’s motion can be described by tracing and measuring its position over time.



Light, heat, electricity, and magnetism




4BPS3.4 Magnets attract and repel each other and certain kinds of other materials.

Life Science (4CLS)

The characteristics of organisms

4CLS1.1 Organisms have basic needs. For example, animals need air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.



Life cycles of organisms


4CLS2.2 Plants and animals closely resemble their parents.

4CLS2.3 Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual’s interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation.

Organisms and their environments


4CLS3.2 An organism’s patterns of behavior are related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.



Earth and Space Science (4DESS)

Properties of earth materials




Objects in the sky

4DESS2.1 The sun, moon, stars, clouds, birds and airplanes all have properties, locations, and movements that can be observed and described.

4DESS2.2 The sun provides the light and heat necessary to maintain the temperature of the earth.

Changes in the earth and sky




Science and Technology (4EST)

Abilities of technological design

4EST1.1 Identify a simple problem. In problem identification, children should develop the ability to explain a problem in their own words and identify a specific task and solution related to the problem.

4EST1.2 Propose a solution. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety.

4EST1.3 Children should develop abilities to work individually and collaboratively and to use suitable tools, techniques, and quantitative measurements when appropriate. Students should demonstrate the ability to balance simple constraints in problem solving.

4EST1.4 Evaluate a product or design. Students should evaluate their own results or solutions to problems, as well as those of other children, by considering how well a product or design met the challenge to solve a problem. When possible, students should use measurements and include constraints and other criteria in their evaluations. They should modify designs based on the results of evaluations.

4EST1.5 Student abilities should include oral, written, and pictorial communication of the design process and product. The communication might be show and tell, group discussions, short written reports, or pictures, depending on the students’ abilities and the design project.

Understanding about science and technology



4EST2.3 Scientists and engineers often work in teams with different individuals doing different things that contribute to the results. This understanding focuses primarily on teams working together and secondarily, on the combination of scientists and engineer teams.



Abilities to distinguish between natural objects and objects made by humans


4EST3.2 Objects can be categorized into two groups, natural and designed.

Science in Personal and Social Perspective (4FSPSP)

Personal health

4FSPSP1.1 Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.

4FSPSP1.2 Individuals have some responsibility for their own health. Students should engage in personal care - dental hygiene, cleanliness, and exercise - that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted and some of the body’s defense mechanisms that prevent or overcome illness.

4FSPSP1.3 Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.

4FSPSP1.4 Different substances can damage the body and how it functions. Such substances include tobacco, alcohol, over-the-counter medicines, and illicit drugs. Students should understand that some substances, such as prescription drugs, can be beneficial, but that any substance can be harmful if used inappropriately.

Characteristics and changes in populations

4FSPSP2.1 Human populations include groups of individuals living in a particular location. One important characteristic of a human population is the population density — the number of individuals of a particular population that lives in a given amount of space.

4FSPSP2.2 The size of a human population can increase or decrease. Populations will increase unless other factors such as disease or famine decrease the population.

Types of resources

4FSPSP3.1 Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population.>



Changes in environments

NSMF4.1 Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental.



Science and technology in local challenges

4FSPSP5.1 People continue inventing new ways of doing things, solving problems, and getting work done. New ideas and inventions often affect other people; sometimes the effects are good and sometimes they are bad. It is helpful to try to determine in advance how ideas and inventions will affect other people.

4FSPSP5.2 Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world.

History and Nature of Science (4GHNS)

Science as a human endeavor

4GHNS1.1 Science and technology have been practiced by people for a long time.





