# SCI-04 "I can ... statements"

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# 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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can find evidence that “patterns of rock formations reveal changes over time due to earth forces, such as earthquakes.”
• I can find evidence of “certain fossil types that indicate the order in which rock layers were formed.”

• I can

• I can

## Proficiency Scale

##### 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).
• identify patterns in rock formations and fossils in rock layers, but cannot support an explanation.
##### 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).
• identify patterns in rock formations and fossils in rock layers, and can create a hypothesis (an educated guess) about how landscape changes over time
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# 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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can document the “Cause and effect relationships of weathering and erosion.”

• I can

• I can

## Proficiency Scale

• descriptors

• descriptors

### (3) Proficient

• make observation and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, and vegetation.

• demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

## Resources

• word
• list

### Websites

• Title of website with a URL to open in a new window

#### 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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can present information that shows patterns of the Earth’s features from maps.

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• analyze and interpret data from maps to describe patterns of Earth’s features.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# 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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can categorize/classify renewable and non-renewable resources and their effects on the environment.

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-04.ESS3.02

[ESS3] Earth and Human Activity

##### 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.
Disciplinary Core Ideas
A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary)

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# 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.

## Student Learning Targets:

### Knowledge Targets

• I can identify the major parts of plants and animals.
• I can identify adaptations that help plants and animals survive in their environment.

### Reasoning Targets

• I can classify animals by characteristics (vertebrates/invertebrates).
• I can compare structures in plants and animals that serve different functions in survival, growth and reproduction.
• I can understand that “Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.”

### Skills (Performance) Targets

• I can compare and refine arguments based on an evaluation of the evidence presented.
• I can plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

### Product Targets

• I can construct and/or support an argument with evidence, data, and/or a model.

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• leaf
• plant
• root
• stem
• reproduction
• pollination
• pollen
• fertilization
• seed dispersal

### Websites

• Title of website with a URL to open in a new window

#### SCI-04.LS1.02

[LS1] From Molecules to Organisms: Structures and Processes

##### 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.
Disciplinary Core Ideas
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# 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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can understand that “The faster a given object is moving, the more energy it possesses.”

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use evidence to construct an explanation relating the speed of an object to the energy of that object.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-04.PS3.02

[PS3] Energy

##### 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.
Disciplinary Core Ideas
Energy can be transferred 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, 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.
Energy can also be transferred from place to place by electric currents, which can be used to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### 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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can understand that “Energy can be transferred in various ways and between objects.”

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• ask questions and predict outcomes about the changes in energy that occur when objects collide.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-04.PS3.04

[PS3] Energy

##### SCI-04.PS3.04 Using the engineering design process build a device that converts energy from one form to another.

Clarification Statement: Examples of devices could include a greenhouse model such as a glass jar in direct sunlight, electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater (solar oven) that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device. Use engineering design process flow chart.
Disciplinary Core Ideas
Energy can also be transferred from place to place by electric currents, which can be used to produce motion, sound, heat, or light.
The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary)

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# 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.

#### SCI-04.PS4.01

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-04.PS4.01 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.
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.
Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks)

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-04.PS4.02

##### 4th Grade (SCI) Science Expectation

[PS4] Waves and Their Applications in Technologies for Information Transfer

• I can

• I can

• I can

• I can

## Proficiency Scale

• descriptors

• descriptors

### (3) Proficient

• descriptors

• demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

## Resources

• word
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-04.PS4.03

[PS4] Waves and Their Applications in Technologies for Information Transfer

##### SCI-04.PS4.03 Construct a code to convey information by researching past and present methods of transmitting information.

Clarification Statement: Examples of past methods could include a string between two cans, Morse code, rotary dial telephones. Examples of current methods include fiber optics, digitized signals, wireless communication, blue tooth, and using code.org for exploration of computer coding patterns.
Disciplinary Core Ideas
Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information- convert it from digitized form to voice-and vice versa.
Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary)

## Student Learning Targets:

• I can

### Reasoning Targets

• I can understand that “Similarities and differences in patterns can be used to sort and classify designed products.”

• I can

• I can

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• generate and compare multiple solutions that use patterns to transfer information.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

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