British Columbia · Grade 4

Science 4

British Columbia’s Grade 4 science course, from Living Things to Earth and Space.

Units
4
Lessons
8
Skills
11
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 4 skills

Living Things

Sensing the World

  • Sensing and responding in humans

    I can explain how humans sense the world with their five senses and respond to it.

  • Sensing and responding in other animals

    I can describe how other animals sense and respond to their environment in ways humans can't.

  • Sensing and responding in plants

    I can explain how plants sense things like light, touch, water, and gravity, and respond by growing or moving.

Biomes of the World

  • Biomes as large regions with shared features

    I can describe biomes as large regions with similar environmental features.

The official wording · 4 outcomes
1.1
sensing and responding: — humans
1.2
sensing and responding: — other animals
1.3
sensing and responding: — plants
1.4
biomes as large regions with similar environmental features

Key ideas

  1. Humans sense the world through five senses: sight, hearing, smell, taste, and touch.

  2. A biome is a large region grouped by similar climate — its long-term temperature and precipitation (rainfall/snowfall) patterns.

  3. Sensing leads to a response — smelling smoke makes you look for its source; touching something hot makes you pull your hand back.

  4. Terrestrial biomes are land-based (like desert, rainforest, or tundra); aquatic/marine biomes are water-based (like oceans, lakes, or coral reefs).

  5. Many animals sense things humans can't detect at all, like echolocation (bats and dolphins 'see' with sound bouncing back), UV light (bees see ultraviolet patterns on flowers), magnetoreception (birds sense Earth's magnetic field to navigate), and infrared sensing (some snakes detect body heat).

Watch out for

  • Thinking humans only have five senses working one at a time, instead of often combining several senses at once (like smell and taste working together).
  • Confusing a biome with a single habitat or ecosystem, when a biome is a much larger region defined mainly by climate.
  • Assuming sensing and responding are the same step, instead of sensing coming first and shaping the response.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 2 skills

Matter

Solid, Liquid, and Gas

Temperature and Moving Particles

  • How temperature changes particle movement

    I can explain how heating and cooling change matter's phase, and how temperature affects particle movement.

The official wording · 2 outcomes
2.1
phases of matter
2.2
the effect of temperature on particle movement

Key ideas

  1. Matter exists in three main phases: solid (keeps its own shape), liquid (takes the shape of its container but keeps its volume), and gas (spreads out to fill any space).

  2. All matter is made of tiny particles that are always moving — heating makes those particles move faster, and cooling makes them move slower.

  3. The same substance can exist in different phases — water can be solid ice, liquid water, or gas (water vapour).

  4. Heating and cooling can change a matter's phase: melting (like melting chocolate) and boiling happen with heat; freezing (like making ice cream) happens with cold.

  5. These phase changes caused by temperature are reversible — melted chocolate can be cooled back into a solid; liquid water can be frozen back into ice.

Watch out for

  • Thinking solids can never move or change shape at all, instead of just holding their shape without a container.
  • Thinking a phase change (like melting or freezing) permanently changes what a substance is, instead of it being reversible.
  • Assuming gas isn't really 'matter' because you usually can't see it.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 3 skills

Energy

Forms of Energy

Devices That Change Energy

  • Devices that transform energy

    I can give examples of everyday devices that transform energy from one form to another.

The official wording · 3 outcomes
3.1
energy: — has various forms
3.2
energy: — is conserved
3.3
devices that transform energy

Key ideas

  1. Energy can be described in many forms: the energy of motion (kinetic), light, sound, thermal (heat), elastic, nuclear, chemical, magnetic, gravitational, and electrical.

  2. A device that transforms energy takes an input energy and changes it into a different output energy.

  3. The same event often involves several forms of energy at once — a campfire gives off thermal energy (heat), light, and sound (crackling) all together.

  4. Examples: a glow stick changes chemical energy into light; a wind-up toy changes elastic energy into mechanical (motion) energy; a flashlight changes electrical energy into light.

  5. The law of conservation of energy says energy cannot be created or destroyed — it can only be changed from one form into another.

Watch out for

  • Thinking 'energy' only means electricity, missing that light, sound, heat, and motion are also forms of energy.
  • Thinking a device 'creates' the energy it outputs, instead of transforming energy that was already input into it.
  • Assuming only one form of energy can be present at a time, when many events (like a campfire) involve several forms at once.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 2 skills

Earth and Space

Earth Spins and Orbits

  • Local changes from Earth's axis, rotation, and orbit

    I can explain how Earth's axis, rotation, and orbit cause local changes like day and night and the seasons.

Sun, Moon, and Earth

  • Effects of sun, moon, and Earth positions

    I can describe how the changing relative positions of the sun, moon, and Earth explain moon phases, tides, and eclipses.

The official wording · 2 outcomes
4.1
local changes caused by Earth’s axis, rotation, and orbit
4.2
the effects of the relative positions of the sun, moon, and Earth

Key ideas

  1. Earth's rotation (spinning on its tilted axis once a day) causes day and night — animals adapt to this cycle, with some being nocturnal (active at night) and others diurnal (active during the day).

  2. The moon doesn't make its own light — it reflects sunlight, and how much of the lit side we see changes as the moon orbits Earth, creating the phases of the moon.

  3. Earth's yearly orbit around the sun, combined with its tilted axis, causes the changing seasons — plants and animals respond to seasons by doing things like dropping leaves or changing colour.

  4. Tides rise and fall because of the changing positions of the sun, moon, and Earth, and tides affect living organisms (like tide-pool creatures that must survive being covered and uncovered by water).

  5. Lunar and solar eclipses happen when the sun, moon, and Earth line up in specific positions, including local First Peoples perspectives on these sky patterns.

Watch out for

  • Thinking day and night are caused by the sun moving around Earth, instead of Earth rotating on its own axis.
  • Thinking the moon makes its own light, instead of reflecting sunlight.
  • Assuming the seasons change because Earth moves closer to or farther from the sun, instead of because of Earth's tilted axis as it orbits.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Science 4.

BC's Curriculum, Science Grade 4, Content learning standardsProvince of British Columbia · curriculum.gov.bc.ca · Read July 23, 2026

Textbooks

In British Columbia, each school district chooses its own textbooks: the ministry no longer recommends them. The ministry’s page

Study it in MapleMind

MapleMind teaches Science 4 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science 4 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
27
Fillable fields
1,124
Price
$4.99
See the Course Companion

Questions about Science 4

What is Science 4?

British Columbia’s Grade 4 science course: 4 units and 11 skills, from Living Things to Earth and Space.

What units are in Science 4?

1. Living Things, 2. Matter, 3. Energy and 4. Earth and Space.

Is there a provincial exam for Science 4?

No. British Columbia gives no provincial exam for Science 4.

What textbook does Science 4 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Science 4?

Science 5.

Can MapleMind help with Science 4?

Yes. MapleMind teaches every skill of Science 4, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Science 4

Practise every skill of Science 4 in MapleMind, free with daily limits.