Home Free Printables Science 4th Grade Erosion, rocks and reading the landscape — Take-Home — 4th Grade Preview — download the full PDF for print-quality output
Science 4th Grade Ages 9–10
Erosion, rocks and reading the landscape — Take-Home — 4th Grade Explains how water, ice and wind change land over time, and what fossils and rock layers tell us. This one-page 4th Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Erosion in a Tray" — 25 minutes with a tray of soil or sand, a jug of water, stones and…
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Erosion, rocks and reading the landscape SCIENCE · 4TH GRADE Name Date TAKE-HOME PRACTICE Science · 4th Grade 25 minutes WHAT THIS BUILDS Explains how water, ice and wind change land over time, and what fossils and rock layers tell us. 1 THE TWO-MINUTE CHECK ASK "How did that valley get there? If a fossil is in a lower rock layer, is it older or younger?" A SOLID ANSWER Water or ice over a long time, and older. Not yet Getting there Solid 2 EROSION IN A TRAY You need: A tray of soil or sand, A jug of water, Stones and grass or moss Build a slope of soil in the tray and pour water slowly down it. Watch the channels form. Rebuild it, plant grass or moss on the slope, and pour the same water. Compare how much soil moved. That's exactly why deforestation causes landslides. Layer sand, soil and gravel in a jar with water and let it settle — that's sedimentary rock forming. On a walk, find one thing water has clearly shaped. SAY THIS WHEN IT STALLS "Same water, different slope. Which one lost more soil — and what does that tell farmers?" One pour, one observation, one sentence. Vary the slope angle and measure the sediment moved each time as a fair test. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-4 www.littleactivity.com 4th Grade · Science
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Erosion, rocks and reading the landscape SCIENCE · 4TH GRADE Name Date TAKE-HOME PRACTICE Science · 4th Grade 25 minutes WHAT THIS BUILDS Explains how water, ice and wind change land over time, and what fossils and rock layers tell us. 1 THE TWO-MINUTE CHECK ASK "How did that valley get there? If a fossil is in a lower rock layer, is it older or younger?" A SOLID ANSWER Water or ice over a long time, and older. Not yet Getting there Solid 2 EROSION IN A TRAY You need: A tray of soil or sand, A jug of water, Stones and grass or moss Build a slope of soil in the tray and pour water slowly down it. Watch the channels form. Rebuild it, plant grass or moss on the slope, and pour the same water. Compare how much soil moved. That's exactly why deforestation causes landslides. Layer sand, soil and gravel in a jar with water and let it settle — that's sedimentary rock forming. On a walk, find one thing water has clearly shaped. SAY THIS WHEN IT STALLS "Same water, different slope. Which one lost more soil — and what does that tell farmers?" One pour, one observation, one sentence. Vary the slope angle and measure the sediment moved each time as a fair test. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-4 www.littleactivity.com 4th Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
