SCI-04.ESS1
DCI Earth Space Science ESS1
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. |
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SCI-04.ESS1.01
 4th Grade (SCI) Science Standards
[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:
Knowledge Targets
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.”
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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).- 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.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.ESS2
DCI Earth Space Science ESS2
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. |
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SCI-04.ESS2.01
4th Grade (SCI) Science Standards
[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:
Knowledge Targets
Reasoning Targets
- I can document the “Cause and effect relationships of weathering and erosion.”
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student is able to...
(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.
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.ESS2.02
4th Grade (SCI) Science Standards
[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:
Knowledge Targets
Reasoning Targets
- I can present information that shows patterns of the Earth’s features from maps.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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).
- 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.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.ESS3
DCI Earth Space Science ESS3
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. |
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SCI-04.ESS3.01
4th Grade (SCI) Science Standards
[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:
Knowledge Targets
Reasoning Targets
- I can categorize/classify renewable and non-renewable resources and their effects on the environment.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
- obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.ESS3.02
4th Grade (SCI) Science Standards
[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)
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.LS1
DCI Life Science LS1
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. |
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SCI-04.LS1.01
 4th Grade (SCI) Science Standards
[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
The 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.
- construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
- reproduction
- pollination
- pollen
- fertilization
- seed dispersal
Websites
- Title of website with a URL to open in a new window
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SCI-04.LS1.02
4th Grade (SCI) Science Standards
[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.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS3
DCI Physical Science PS3
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. |
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SCI-04.PS3.01
 4th Grade (SCI) Science Standards
[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:
Knowledge Targets
Reasoning Targets
- I can understand that “The faster a given object is moving, the more energy it possesses.”
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
- use evidence to construct an explanation relating the speed of an object to the energy of that object.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS3.02
4th Grade (SCI) Science Standards
[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
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS3.03
4th Grade (SCI) Science Standards
[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:
Knowledge Targets
Reasoning Targets
- I can understand that “Energy can be transferred in various ways and between objects.”
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
- ask questions and predict outcomes about the changes in energy that occur when objects collide.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS3.04
4th Grade (SCI) Science Standards
[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)
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS4
DCI Physical Science PS4
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. |
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SCI-04.PS4.01
4th Grade (SCI) Science Standards
[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)
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS4.02
4th Grade (SCI) Science Expectation
[PS4] Waves and Their Applications in Technologies for Information Transfer
SCI-04.PS4.02 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student is able to...
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-04.PS4.03
4th Grade (SCI) Science Standards
[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:
Knowledge Targets
Reasoning Targets
- I can understand that “Similarities and differences in patterns can be used to sort and classify designed products.”
Skills (Performance) Targets
Product Targets
Proficiency Scale
The 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.- generate and compare multiple solutions that use patterns to transfer information.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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Physical Sci
Life Sci
Earth and Space Sci