Created
Mar 27, 2024 7:29 PM
Topics
4-LS1-1 - Internal and External Structures
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction using
🔬
What should students learn? (Disciplinary Core Ideas)
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence, data, and/or a model.
🧠
How should students think? (Crosscutting Concepts)
In systems and system models. A system can be described in terms of its components and their interactions.
Clarification Statement:
Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.
4-LS1-2 - Sensation, Processing, and Response
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
🔬
What should students learn? (Disciplinary Core Ideas)
Different sense receptors are specialized for particular kinds of information, which may then be processed and integrated by an animal’s brain, with some information ultimately used to guide the animal’s behavior.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
How should students think? (Crosscutting Concepts)
In systems and system models. A system can be described in terms of its components and their interactions.
Clarification Statement:
Emphasis is on systems of information transfer. Examples of models could include diagrams, analogies, and physical models using wire to represent the brain and one or more of the senses.
4-ESS1-1 - Evidence from Rock Layers
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
🔬
What should students learn? (Disciplinary Core Ideas)
Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes and volcanic activity.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to make sense of phenomena using logical reasoning.
🧠
How should students think? (Crosscutting Concepts)
In patterns. Patterns in rates of change and other numerical relationships can provide information about natural systems.
Clarification Statement:
Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time.
4-ESS2-1 - Weathering and Erosion
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
🔬
What should students learn? (Disciplinary Core Ideas)
Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.
Clarification Statement:
Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.
4-ESS2-2 - Mapping Earth's Features
Create a model to demonstrate how natural processes and human activity cause changes to Earth's surface over time.
🔬
What should students learn? (Disciplinary Core Ideas)
Earth’s surface changes constantly through a variety of processes and forces. As these changes occur, organisms are affected by and adapt to these changes.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.
Clarification Statement:
Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the rapid changes observed at volcanic eruptions) or small (such as rapid mountain building through landslides, volcanic eruptions, or glacier growth and retreat).
4-ESS3-1 - Renewable and Non-renewable Energy
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
🔬
What should students learn? (Disciplinary Core Ideas)
Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Obtain and combine information from books and other reliable media to explain phenomena.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified and used to explain change.
Clarification Statement:
Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and atomic energy. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.
4-ESS3-2 - Natural Hazard Design Solution
Test a solution to a problem caused by a natural disaster and improve the design to prevent or reduce the impact of the natural disaster.
🔬
What should students learn? (Disciplinary Core Ideas)
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate these hazards but can take steps to reduce their impacts.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.
Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.
4-PS3-1 - Motion Energy
Use evidence to construct an explanation relating the speed of an object to the energy of that
object.
🔬
What should students learn? (Disciplinary Core Ideas)
The faster a given object is moving, the more energy it possesses.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)Use evidence (e.g., measurements, observations, patterns) to construct an explanation.
🧠
How should students think? (Crosscutting Concepts)
In energy and matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Examples of empirical evidence used in arguments could include an object at rest has no energy of motion, the more mass an object has at a constant speed, the more energy of motion it has, and the faster an object is moving the more energy of motion it has.
4-PS3-2 - Energy Transfer
Demonstrate that energy can be transferred from place to place by sound, light, heat, and electric currents.
🔬
What should students learn? (Disciplinary Core Ideas)
Energy can be moved from place to place by moving objects, or through sound, light, or electric currents.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
🧠
How should students think? (Crosscutting Concepts)
In energy and matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Examples could include using a simple model of a lightbulb and battery to show how energy is transferred from place to place by electric currents, or using a tuning fork to show how energy is transferred from place to place by sound.
4-PS3-3 - Energy in Collisions
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
🔬
What should students learn? (Disciplinary Core Ideas)
Energy can be transferred from place to place by sound, light, heat, and electric currents. Energy can also be converted from one form to another.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
🧠
How should students think? (Crosscutting Concepts)
In energy and matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Example of a device could include a Rube Goldberg machine, where one action triggers another action to perform a task.
4-PS3-4 - Energy Conversion Device
Design a device that converts one form of energy to another form of energy.
🔬
What should students learn? (Disciplinary Core Ideas)
Energy can be transferred from place to place by sound, light, heat, and electric currents. Energy can also be converted from one form to another.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
🧠
How should students think? (Crosscutting Concepts)
In energy and matter. Energy can be transferred in various ways and between objects.
Clarification Statement:
Example of a device could include a solar panel that converts light energy into electrical energy.
4-PS4-1 - Wave Model
Identify evidence that can be observed indicating that waves can cause objects to move.
🔬
What should students learn? (Disciplinary Core Ideas)
Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place, there is no net motion in the direction of the wave except when the water meets a beach.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Make observations to provide evidence that energy can be transferred from place to place by waves.
🧠
How should students think? (Crosscutting Concepts)
In patterns. Waves have patterns that can be observed and described.
Clarification Statement:
Examples of evidence could include a drum sends out a wave of sound and objects vibrate when a wave of sound hits them.
4-PS4-2 - Light and Vision
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
🔬
What should students learn? (Disciplinary Core Ideas)
Light travels in straight lines until something gets in its path to reflect it, refract it, or absorb it. The eye can see an object when light reflected from the object enters the eye.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.
Clarification Statement:
An example of a model could include diagrams that show how light enters the eye.
4-PS4-3 - Information Transfer Solution
Generate and compare multiple solutions that use patterns to transfer information.
🔬
What should students learn? (Disciplinary Core Ideas)
Digital devices can use patterns of 0s and 1s to represent and transmit information. Patterns can encode, send, receive, and decode information.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
🧠
How should students think? (Crosscutting Concepts)
In patterns. Patterns can be used to encode, transmit, and decode information.
Clarification Statement:
Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.