SCI-04.ESS1DCI Earth Space Science ESS1Earth's Place in the UniversePerformance ExpectationsThe performance expectations in fourth grade help students formulate answers to questions such as:
Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-04.ESS1.01SCI-04.ESS1.01 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.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; and, a canyon with
different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the
rock.
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SCI-04.ESS2DCI Earth Space Science ESS2Earth's SystemsPerformance ExpectationsThe performance expectations in fourth grade help students formulate answers to questions such as:
Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-04.ESS2.01SCI-04.ESS2.01 Make observations and metric measurements to provide evidence of the effects of weathering and the rate of erosion by water, ice, wind, or vegetation.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.
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SCI-04.ESS2.02SCI-04.ESS2.02 Analyze and interpret data from maps to describe patterns of Earth’s features.Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of
mountains, continental boundaries, volcanoes, and earthquakes.
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SCI-04.ESS3DCI Earth Space Science ESS3Earth and Human ActivityPerformance ExpectationsThe performance expectations in fourth grade help students formulate answers to questions such as:
Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-04.ESS3.01SCI-04.ESS3.01 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight;
non-renewable energy resources are fossil fuels and fissile materials. 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.
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SCI-04.ESS3.024th Grade (SCI) Science Standards SCI-04.ESS3.02 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.Clarification Statement: Examples of solutions could include designing flood control methods, earthquake, tornado, or hurricane
resistant buildings, and improving predictions and forecasts. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-04.LS1DCI Life Science LS1From Molecules to Organisms: Structures and ProcessesPerformance ExpectationsThe performance expectations in fourth grade help students formulate answers to questions such as:
Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-04.LS1.01
4th Grade (SCI) Science Standards
SCI-04.LS1.01 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, skin,
quills, horns, tusks, scales, etc
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SCI-04.LS1.024th Grade (SCI) Science Standards SCI-04.LS1.02 Form an explanation 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.Clarification Statement: Emphasis is on systems of information transfer. Examples include responses to stimuli such as a hot surface
and pulling your hand away, animals running from predators, animals communicating with each other
through signals to express danger, reproduction, and for food. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-04.PS3DCI Physical Science PS3EnergyPerformance ExpectationsThe performance expectations in fourth grade help students formulate answers to questions such as:
Students are able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. In order to describe patterns of Earth’s features, students analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are able to use evidence to construct an explanation of the relationship between the speed of an object and the energy of that object. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-04.PS3.01
4th Grade (SCI) Science Standards
SCI-04.PS3.01 Use evidence to construct an explanation relating the speed of an object to the energy of that object.Clarification Statement: Emphasis on relative speeds of objects and the connection between motion and energy
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SCI-04.PS3.024th Grade (SCI) Science Standards SCI-04.PS3.02 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.Clarification Statement: Emphasis on the transfer of energy whenever objects are moving. Examples of how sound,
light, and heat can transfer energy. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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