Grade four students focus on both tangible processes like the erosion of soil and, for the first time, develop abstract concepts like energy. They also seek to explain some processes that are not directly observable such as internal body systems.

The tool chest of SEPs (Scientific & Engineering Practices) expands in grade four. Students are able to use more sophisticated measurements and representations of data and then analyze it more thoughtfully. They are also able to construct more complicated pictorial models such as tracing the path of light rays as they reflect off objects. In grade four, students have the geometric reasoning skills to describe and measure angles.

Despite all their growing skills and knowledge, grade four students are still elementary kids passionate about discovery and adventure. Teachers should capitalize on this energy by providing opportunities to play with cars or marbles crashing together, build towers, make up secret codes, go outside so that they can collect and observe insects, and play in the sand with stream tables. These concrete experiences allow students to connect their everyday experience to the abstract ideas that they are beginning to master.

(CA-NGSS Framework, Chapter 4, 2016)