Prioritized Expectation Categories All categories Not categorized [ESS] Earth Space Science [LS] Life Science [PS] Physical Science Prioritized Expectation

Earth's Place in the Universe

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

• What are waves and what are some things they can do?
• How can water, ice, wind and vegetation change the land?
• What patterns of Earth’s features can be determined with the use of maps?
• How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
• What is energy and how is it related to motion?
• How is energy transferred?
• How can energy be used to solve a problem?

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 DCI

Disciplinary 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.ESS1.01

[ESS1] Earth's Place in the Universe

SCI-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.
Disciplinary Core Ideas
Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

Earth's Systems

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

• What are waves and what are some things they can do?
• How can water, ice, wind and vegetation change the land?
• What patterns of Earth’s features can be determined with the use of maps?
• How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
• What is energy and how is it related to motion?
• How is energy transferred?
• How can energy be used to solve a problem?

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 DCI

Disciplinary 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.ESS2.01

[ESS2] Earth's Systems

SCI-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.
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems -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.
ESS2.E: Biogeology -Living things affect the physical characteristics of their regions.

SCI-04.ESS2.02

[ESS2] Earth's Systems

SCI-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.
Disciplinary Core Ideas
The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.

Earth and Human Activity

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

• What are waves and what are some things they can do?
• How can water, ice, wind and vegetation change the land?
• What patterns of Earth’s features can be determined with the use of maps?
• How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
• What is energy and how is it related to motion?
• How is energy transferred?
• How can energy be used to solve a problem?

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 DCI

Disciplinary 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.ESS3.01

[ESS3] Earth and Human Activity

SCI-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.
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.

From Molecules to Organisms: Structures and Processes

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

• What are waves and what are some things they can do?
• How can water, ice, wind and vegetation change the land?
• What patterns of Earth’s features can be determined with the use of maps?
• How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
• What is energy and how is it related to motion?
• How is energy transferred?
• How can energy be used to solve a problem?

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 DCI

Disciplinary 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

[LS1] From Molecules to Organisms: Structures and Processes

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
Disciplinary Core Ideas
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

Energy

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

• What are waves and what are some things they can do?
• How can water, ice, wind and vegetation change the land?
• What patterns of Earth’s features can be determined with the use of maps?
• How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
• What is energy and how is it related to motion?
• How is energy transferred?
• How can energy be used to solve a problem?

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 DCI

Disciplinary 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

[PS3] Energy

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
Disciplinary Core Ideas
The faster a given object is moving, the more energy it possesses.

SCI-04.PS3.03

[PS3] Energy

SCI-04.PS3.03 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.
Disciplinary Core Ideas
Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
When objects collide, the contact forces transfer energy so as to change the objects’ motions.

Waves and Their Applications in Technologies for Information Transfer

Performance Expectations

The performance expectations in fourth grade help students formulate answers to questions such as:

• What are waves and what are some things they can do?
• How can water, ice, wind and vegetation change the land?
• What patterns of Earth’s features can be determined with the use of maps?
• How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals?
• What is energy and how is it related to motion?
• How is energy transferred?
• How can energy be used to solve a problem?

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 DCI

Disciplinary 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.