Year 4 Worksheets
Let’s teach! Primary provides a collection of Year 4 worksheets for HASS, science, health and more. These interactive worksheets accompany each curriculum-aligned lesson as downloadable files, meaning they can be completed digitally, or printed and passed out to students.
Let’s teach! Primary (LTP) is a curriculum-aligned digital teaching tool that provides learning content for Years 1 to 6. All content is written to the Australian Curriculum and mapped to both the Victorian and Western Australian Curriculums, as well as the NSW syllabus.
Each learning area is organised into four separate units, with each unit containing lessons and worksheets that are intended to be taught over a term. This structure provides teachers with a flexible program that can be followed prescriptively or adapted.
Lesson plans are included for every Year 4 lesson and work to support teachers in their preparation and delivery of curriculum-aligned learning content. Teaching strategies are suggested at the start of each lesson plan, and differentiation points are provided to allow for easy adaptation to meet classroom needs.
Each lesson uses interactive page sliders which allows teachers to deliver the most engaging content possible, helping students make deeper connections with the learning outcomes while they explore the integrated links, videos, maps and more.
To ensure the completion of the entire teaching process, Let’s teach! Primary provides downloadable worksheets that students can use to consolidate their learning and deepen their understanding with real-world context.
To recap, all you have to do is:
- choose your learning area
- follow the step-by-step lesson plan
- present the student pages and share the worksheets
Let’s teach! Primary provides full curriculum coverage of every included learning area, with our online presence allowing the platform to be an ever-evolving mapping tool.
Please see all Year 4 Curriculum links below:
KNOWLEDGE AND UNDERSTANDING
Biological sciences
ACSSU072 – Living things have life cycles 
ACSSU073 – Living things depend on each other and the environment to survive
Chemical sciences
ACSSU074 – Natural and processed materials have a range of physical properties that can influence their use
Earth and space sciences
ACSSU075 – Earth’s surface changes over time as a result of natural processes and human activity
Physical sciences
ACSSU076 – Forces can be exerted by one object on another through direct contact or from a distance
SCIENCE AS A HUMAN ENDEAVOUR
Nature and development of science
ACSHE061 – Science involves making predictions and describing patterns and relationships
Use and influence of science
ACSHE062 – Science knowledge helps people to understand the effect of their actions
SCIENCE INQUIRY SKILLS
Questioning and predicting
ACSIS064 – With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge
Planning and conducting
ACSIS065 – With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment
ACSIS066 – Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately
Processing and analysing data and information
ACSIS068 – Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends
ACSIS216 – Compare results with predictions, suggesting possible reasons for findings
Evaluating
ACSIS069 – Reflect on investigations, including whether a test was fair or not
Communicating
ACSIS071 – Represent and communicate observations, ideas and findings using formal and informal representations
KNOWLEDGE AND UNDERSTANDING
Geography
ACHASSK087 – The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia
ACHASSK088 – The importance of environments, including natural vegetation, to animals and people
ACHASSK089 – The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability
ACHASSK090 – The use and management of natural resources and waste, and the different views on how to do this sustainably
SCIENCE INQUIRY SKILLS
Questioning
ACHASSI073 – Pose questions to investigate people, events, places and issues
Researching
ACHASSI074 – Locate and collect information and data from different sources, including observations
ACHASSI075 – Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
ACHASSI076 – Sequence information about people’s lives and events
Analysing
ACHASSI077 – Examine information to identify different points of view and distinguish facts from opinions
ACHASSI078 – Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns
Evaluating and reflecting
ACHASSI079 – Draw simple conclusions based on analysis of information and data
ACHASSI080 – Interact with others with respect to share points of view
ACHASSI081 – Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions
Communicating
ACHASSI082 – Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms
KNOWLEDGE AND UNDERSTANDING
History
ACHASSK083 – The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies)
ACHASSK084 – The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts
ACHASSK085 – Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival
ACHASSK086 – The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments
INQUIRY AND SKILLS
Questioning
ACHASSI073 – Pose questions to investigate people, events, places and issues
Researching
ACHASSI074 – Locate and collect information and data from different sources, including observations
ACHASSI075 – Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
ACHASSI076 – Sequence information about people’s lives and events
Analysing
ACHASSI077 – Examine information to identify different points of view and distinguish facts from opinions
ACHASSI078 – Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns
Evaluating and reflecting
ACHASSI079 – Draw simple conclusions based on analysis of information and data
ACHASSI080 – Interact with others with respect to share points of view
ACHASSI081 – Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions
Communicating
ACHASSI082 – Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms
PERSONAL, SOCIAL AND COMMUNITY HEALTH
Being healthy, safe and active
ACPPS033 – Explore how success, challenge and failure strengthen identities
ACPPS034 – Explore strategies to manage physical, social and emotional change
ACPPS035 – Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe
ACPPS036 – Identify and practise strategies to promote health, safety and wellbeing
Communicating and interacting for health and well being
ACPPS037 – Describe how respect, empathy and valuing diversity can positively influence relationships
ACPPS038 – Investigate how emotional responses vary in depth and strength
ACPPS039 – Discuss and interpret health information and messages in the media and internet
Contributing to healthy and active communities
ACPPS040 – Describe strategies to make the classroom and playground healthy, safe and active spaces
ACPPS041 – Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing
ACPPS042 – Research own heritage and cultural identities, and explore strategies to respect and value diversity
SKILLS
ST2-1WS-S – Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations
ST2-2DP-T – Selects and uses materials, tools and equipment to develop solutions for a need or opportunity
ST2-3DP-T – Defines problems, describes and follows algorithms to develop solutions
KNOWLEDGE AND UNDERSTANDING
ST2-4LW-S – Compares features and characteristics of living and non-living things
ST2-5LW-T – Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter
ST2-6MW-S – Describes how adding or removing heat causes a change of state
ST2-7MW-T – Investigates the suitability of natural and processed materials for a range of purposes
ST2-8PW-ST – Describes the characteristics and effects of common forms of energy, such as light and heat
ST2-9PW-ST – Describes how contact and non-contact forces affect an object’s motion
ST2-10ES-S – Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface
ST2-11DI-T – Describes how digital systems represent and transmit data
ST3-9PW-ST – Investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force
KNOWLEDGE AND UNDERSTANDING
GE2-1 – A student examines features and characteristics of places and environments
GE2-2 – A student describes the ways people, places and environments interact
GE2-3 – A student examines differing perceptions about the management of places and environments
SKILLS
GE2-4 – A student acquires and communicates geographical information using geographical tools for inquiry
KNOWLEDGE AND UNDERSTANDING
HT2-1 – Identifies celebrations and commemorations of significance in Australia and the world
HT2-2 – Describes and explains how significant individuals, groups and events contributed to changes in the local community over time
HT2-3 – Describes people, events and actions related to world exploration and its effects
HT2-4 – Describes and explains effects of British colonisation in Australia
SKILLS
HT2-5 – Applies skills of historical inquiry and communication
KNOWLEDGE AND UNDERSTANDING
PD2-1 – Explores strategies to manage physical, social and emotional change
PD2-2 – Explains and uses strategies to develop resilience and to make them feel comfortable and safe
PD2-3 – Explains how empathy, inclusion and respect can positively influence relationships
PD2-4 – Performs and refines movement skills in a variety of sequences and situations
PD2-5 – Applies strategies to solve movement challenges
PD2-6 – Describes how contextual factors are interrelated and how they influence health, safety, wellbeing and participation in physical activity
PD2-7 – Describes strategies to make home and school healthy, safe and physically active spaces
PD2-8 – Investigates and participates in physical activities to promote the benefits of physical activity on health and wellbeing
SKILLS
PD2-9 – Demonstrates self-management skills to respond to their own and others’ actions
PD2-10 – Demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations
PD2-11 – Combines movement skills and concepts to effectively create and perform movement sequences
Victorian Curriculum
SCIENCE UNDERSTANDING
Science as a human endeavour
VCSSU056 – Science knowledge helps people to understand the effects of their actions
Biological sciences
VCSSU057 – Living things can be grouped on the basis of observable features and can be distinguished from non-living things
VCSSU058 – Different living things have different life cycles and depend on each other and the environment to survive
Chemical sciences
VCSSU059 – A change of state between solid and liquid can be caused by adding or removing heat
VCSSU060 – Natural and processed materials have a range of physical properties; these properties can influence their use
Earth and space sciences
VCSSU061 – Earth’s rotation on its axis causes regular changes, including night and day
VCSSU062 – Earth’s surface changes over time as a result of natural processes and human activity
Physical sciences
VCSSU063 – Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object
VCSSU064 – Forces can be exerted by one object on another through direct contact or from a distance
SCIENCE INQUIRY SKILLS
Questioning and predicting
VCSIS065 – With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge
Planning and conducting
VCSIS066 – Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests
VCSIS067 – Safely use appropriate materials, tools, equipment and technologies
Recording and processing
VCSIS068 – Use formal measurements in the collection and recording of observations
VCSIS069 – Use a range of methods including tables and column graphs to represent data and to identify patterns and trends
Analysing and evaluating
VCSIS070 – Compare results with predictions, suggesting possible reasons for findings
VCSIS071 – Reflect on an investigation, including whether a test was fair or not
Communicating
VCSIS072 – Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language
GEOGRAPHICAL CONCEPTS AND SKILLS
Place, space and interconnection
VCGGC071 – Identify and describe the characteristics of places in different locations at a range of scales
VCGGC072 – Identify and describe locations and spatial distributions and patterns
VCGGC073 – Identify and explain the interconnections within places and between places
VCGGC074 – Collect and record relevant geographical data and information from the field and other sources
Data and information
VCGGC075 – Represent data and the location of places and their characteristics by constructing tables and simple graphs and maps of appropriate scale that conform to cartographic conventions of border, scale, legend, title and north point
VCGGC076 – Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance
GEOGRAPHICAL KNOWLEDGE
Diversity and significance of places and environments
VCGGC077 – Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents
VCGGC078 – Location of Australia’s neighbouring countries and the diverse characteristics of their places
VCGGC079 – Representation of Australia as states and territories, and Australia’s major natural and human characteristics
VCGGC080 – The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability
VCGGC081 – Main climates of the world and the similarities and differences between the climates of different places
VCGGC082 – Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably
VCGGC083 – Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places
VCGGC084 – Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there
HISTORICAL CONCEPTS AND SKILLS
Chronology
VCHHC066 – Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement
Historical sources as evidence
VCHHC067 – Identify the origin and content features of primary sources when describing the significance of people, places and events
VCHHC068 – Describe perspectives of people from the past
Continuity and change
VCHHC069 – Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration
Cause and effect
VCHHC070 – Identify and explain the causes and effects of European settlement and exploration
Historical significance
VCHHC071 – Describe the significance of Australian celebrations, symbols and emblems
HISTORICAL KNOWLEDGE
Community remembrance and celebrations
VCHHK072 – The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area
VCHHK073 – A significant example of change and a significant example of continuity over time in the local community, region or state/territory
VCHHK074 – The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies
VCHHK075 – One significant narrative, myths or celebration from the past
VCHHK076 – Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day
VCHHK077 – Significance of celebrations and commemorations in other places around the world
First contacts
VCHHK078 – The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
VCHHK079 – The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies
VCHHK080 – Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival
VCHHK081 – The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions
PERSONAL, SOCIAL AND COMMUNITY HEALTH
Being healthy, safe and active
VCHPEP088 – Examine how success, challenge and failure strengthen personal identities
VCHPEP089 – Explore strategies to manage physical, social and emotional change
VCHPEP090 – Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe
VCHPEP091 – Recognise situations and opportunities to promote their own health, safety and wellbeing
Communicating and interacting for health and wellbeing
VCHPEP092 – Describe factors that can positively influence relationships and personal wellbeing
VCHPEP093 – Investigate how emotional responses vary in family situations and in friendship groups
VCHPEP094 – Discuss and interpret health information and messages in the media
Contributing to healthy and active communities
VCHPEP095 – Describe strategies to make the classroom and playground healthy, safe and active spaces
VCHPEP096 – Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing
Western Australian Curriculum
SCIENCE UNDERSTANDING
Biological sciences
ACSSU072 – Living things have life cycles
ACSSU073 – Living things depend on each other and the environment to survive
Chemical sciences
ACSSU074 – Natural and processed materials have a range of physical properties that can influence their use
Earth and space sciences
ACSSU075 – Earth’s surface changes over time as a result of natural processes and human activity
Physical sciences
ACSSU076 – Forces can be exerted by one object on another through direct contact or from a distance
SCIENCE AS A HUMAN ENDEAVOUR
Nature and development of science
ACSHE061 – Science involves making predictions and describing patterns and relationships
Use and influence of science
ACSHE062 – Science knowledge helps people to understand the effect of their actions
SCIENCE INQUIRY SKILLS
Questioning and predicting
ACSIS064 – With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge
Planning and conducting
ACSIS065 – With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment
ACSIS066 – Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately
Processing and analysing data and information
ACSIS068 – Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends
ACSIS216 – Compare results with predictions, suggesting possible reasons for findings
Evaluating
ACSIS069 – Reflect on investigations, including whether a test was fair or not
Communicating
ACSIS071 – Represent and communicate observations, ideas and findings using formal and informal representations
KNOWLEDGE AND UNDERSTANDING
The Earth’s environment sustains all life
ACHASSK087(WA)* – The main characteristics (e.g. climate, natural vegetation, landforms, native animals) of the continents of Africa and Europe, and the location of their major countries in relation to Australia
ACHASSK088 – The importance of environments to animals and people, and different views on how they can be protected
ACHASSK089 – Aboriginal and Torres Strait Islander Peoples’ ways of living were adapted to available resources and their connection to Country/Place has influenced their views on the sustainable use of these resources, before and after colonisation
ACHASSK090 – The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably
North America, Europe and Australia
ACHASSK111(WA)* – The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia
HUMANITIES AND SOCIAL SCIENCES SKILLS
Questioning and researching
WAHASS26 – Identify current understanding of a topic (e.g. brainstorm, KWL chart)
WAHASS27 – Develop a range of focus questions to investigate
WAHASS28 – Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet)
WAHASS29 – Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies)
WAHASS30 – Recognise the ethical protocols that exist when gathering information and/or data (e.g. respecting others’ work)
Analysing
WAHASS31 – Develop criteria for selecting relevant information (e.g. accuracy, reliability, usefulness)
WAHASS32 – Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information)
WAHASS33 – Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic)
WAHASS34 – Translate collected information and/or data into different formats (e.g. create a timeline, change data in to a table and/or graph)
Evaluating
WAHASS35 – Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences)
WAHASS36 – Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups)
Communicating and reflecting
WAHASS37 – Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms
WAHASS38 – Develop texts, including narratives and biographies, that use researched facts, events and experiences
WAHASS39 – Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge)
*Note: While HASS WA content codes normally match Australian Curriculum content codes, the WA Year 4 WA Knowledge and Understanding code specifies Africa and Europe rather than AC’s Africa and South America. Likewise, the Year 5 WA Knowledge and Understanding code specifies North America and South America rather than North America and Europe.
KNOWLEDGE AND UNDERSTANDING
First contacts
ACHASSK083 – The diversity and longevity of Australia’s first peoples and the ways they are connected to Country/Place (e.g. land, sea, waterways, skies) and their pre-contact ways of life
ACHASSK084 – The journey(s) of at least one world navigator, explorer or trader up to the late 18th century (e.g. Christopher Columbus, Vasco da Gama, Ferdinand Magellan), including their contacts and exchanges with societies in Africa, the Americas, Asia and Oceania, and the impact on one society
ACHASSK085 – Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order)
ACHASSK086 – The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people’s lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines)
Questioning and researching
WAHASS26 – Identify current understanding of a topic (e.g. brainstorm, KWL chart)
WAHASS27 – Develop a range of focus questions to investigate
WAHASS28 – Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet)
WAHASS29 – Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies)
WAHASS30 – Recognise the ethical protocols that exist when gathering information and/or data (e.g. respecting others’ work)
Analysing
WAHASS31 – Develop criteria for selecting relevant information (e.g. accuracy, reliability, usefulness)
WAHASS32 – Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information)
WAHASS33 – Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic)
WAHASS34 – Translate collected information and/or data into different formats (e.g. create a timeline, change data in to a table and/or graph)
Evaluating
WAHASS35 – Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences)
WAHASS36 – Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups)
Communicating and reflecting
WAHASS37 – Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms
WAHASS38 – Develop texts, including narratives and biographies, that use researched facts, events and experiences
WAHASS39 – Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge)
PERSONAL, SOCIAL AND COMMUNITY HEALTH
Being healthy, safe and active
ACPPS033 – Use of persistence and resilience as tools to respond positively to challenges and failure, such as: using self-talk; seeking help; thinking optimistically
ACPPS034 – Strategies that help individuals to manage the impact of physical, social and emotional changes, such as: positive self-talk; assertiveness; seeking help; sharing responsibilities
ACPPS035 – Personal behaviours and strategies to remain safe in uncomfortable or unsafe situations, such as: being alert and aware of unsafe situations; using assertive behaviour and language; knowing who or where to go for help in the community
ACPPS036 – Strategies to ensure safety and wellbeing at home and at school, such as: following school rules; identifying and choosing healthier foods for themselves
Communicating and interacting for health and wellbeing
ACPPS037 – The positive influence of respect, empathy and the valuing of differences in relationships
ACPPS038 – Strategies to identify and manage emotions before reacting
– Strategies to cope with adverse situations and the demands of others
ACPPS039 – Ways in which health information and messages can influence health decisions and behaviours
Contributing to healthy and active communities
ACPPS040 – Strategies to ensure safety and wellbeing at home and at school, such as: following school rules; identifying and choosing healthier foods for themselves
ACPPS041 – Ways in which regular physical activity in natural and built environments promotes health
