Science Curriculum - Deer Valley Unified School · PDF fileAs you consider how you will modify...
Transcript of Science Curriculum - Deer Valley Unified School · PDF fileAs you consider how you will modify...
Page 2 of 43 Revised July 2015 Fourth Grade Science
Table of Contents 2014-2015 Science Standards ............................................................................................................................................................................................................ 3
Planning for Science Instruction in 2014-15 .................................................................................................................................................................................... 4
NGSS Science and Engineering Practices 1-4 ................................................................................................................................................................................. 5
NGSS Science and Engineering Practices 5-8 ................................................................................................................................................................................. 6
Next Generation Science Fourth Grade Story Line ........................................................................................................................................................................ 7
Topic: Magnetism and Electricity ................................................................................................................................................................................................... 8
Topic: Waves ................................................................................................................................................................................................................................... 13
Topic: Environments Part 1 ........................................................................................................................................................................................................... 17
Topic: Environments Part 2 ........................................................................................................................................................................................................... 21
Topic: Landforms Part 1 ................................................................................................................................................................................................................ 26
Topic: Landforms Part 2 ................................................................................................................................................................................................................ 29
Topic: Engineering, Technology, and Applications of Science ................................................................................................................................................... 34
Page 3 of 43 Revised July 2015 Fourth Grade Science
2014-2015 Science Standards
While the final version of the NGSS were released on April 9, 2013,
Arizona has not adopted the NGSS and Arizona’s 2004 Science
Standard is still in effect and will be in effect for the 2014-15 school
year. Science AIMS will continue to be administered to grades 4, 8,
and HS Biology during Spring 2015.
Page 4 of 43 Revised July 2015 Fourth Grade Science
Planning for Science Instruction in 2014-15 Published March 2014
A timeframe for adopting new science standards or changing the science assessment in Arizona has not yet been determined.
A big question the Science Team at the ADE receives is “What is happening with the standards and how should I plan for next year?”
We currently do not have a firm timeline for when Arizona’s State Board of Education will consider adopting new science standards. During the 2014-15 school
year, Arizona’s current Science Standard will still be in effect and the Science AIMS will still be administered Spring 2015 for grades 4, 8, and high school
biology.
Although Arizona’s science standards aren’t changing for next year, this does not mean that you must continue teaching the way that you did when the standards
were first adopted in 2004. We strongly encourage you to begin to shift your instruction to align to the vision of the Framework for K-12 Science Education. This
change in instruction involves teaching at the intersection of the three dimensions: science and engineering practices, crosscutting concepts, and the core
disciplinary ideas. Additionally, formative or classroom assessments of students should focus more on the students’ abilities to perform at the intersection of these
three dimensions, rather than for each dimension in isolation.
As you consider how you will modify your curriculum or instruction, think in terms of how to make better connections for your students.
How can you make better connections between the content objectives (within and between Strands 4, 5, and 6) so they build deeper conceptual
understanding for your students?
How can you teach the current objectives in Strand 1 (inquiry processes) and expand them to the complexity of the eight science and engineering
practices in the Framework.
How can you then connect these eight practices to the content objectives (in Strands 4, 5, and 6) in our current standard?
How can you use these practices to connect to the application objectives (in Strands 2 and 3) and the crosscutting concepts?
How can you embed the AZCCRS Literacy Standards in Reading and Writing to develop a deeper content understanding and support the practices
of constructing explanations, developing and using models, engaging in arguments from evidence, and obtaining, evaluating and communicating
information in science?
How can the performance expectations of the Next Generation Science Standards guide these changes towards making better connections?
Consider using the ADE curriculum analysis document posted on our website to help you analyze your lessons. If you are a K-5 teacher, you will find specific
curriculum analysis documents aligned with our current science standard and topics to make your analysis easier. You have your work cut out for you. Moving
science education to a deeper, more meaningful level with the constraints of our current standards and classroom resources is a challenge.
The ADE knows that we have a deep pool of talent in this state willing to rise to this challenge. As we all move forward together, the ADE has two different ways
for you to get more involved in the process. We encourage you to apply to serve on a Resource Development and/or Review Team or to apply to serve on a
Standards Development/Review team. Each of these teams are important for helping us move closer to new science standards in Arizona.
http://www.azed.gov/standards-practices/files/2014/03/planningscience2014.pdf
Page 5 of 43 Revised July 2015 Fourth Grade Science
NGSS Science and Engineering Practices 1-4
Asking Questions and Defining
Problems
Developing and Using Models Planning and Carrying Out
Investigations
Analyzing and Interpreting Data
Asking questions and defining
problems in 3–5 builds on K–2
experiences and progresses to
specifying qualitative relationships.
Ask questions about what would
happen if a variable is changed.
Identify scientific (testable) and
non-scientific (non- testable)
questions.
Ask questions that can be investigated
and predict reasonable outcomes based
on patterns such as cause and effect
relationships.
Use prior knowledge to describe
problems that can be solved.
Define a simple design problem that
can be solved through the development
of an object, tool, process, or system
and includes several criteria for success
and constraints on materials, time, or
cost.
Modeling in 3–5 builds on K–2
experiences and progresses to building
and revising simple models and using
models to represent events and design
solutions.
Identify limitations of models.
Collaboratively develop and/or revise
a model based on evidence that
shows the relationships among
variables for frequent and regular
occurring events.
Develop a model using an
analogy, example, or abstract
representation to describe a
scientific principle or design
solution.
Develop and/or use models to describe
and/or predict phenomena.
Develop a diagram or simple
physical prototype to convey a
proposed object, tool, or process.
Use a model to test cause and effect
relationships or interactions
concerning the functioning of a natural
or designed system.
Planning and carrying out
investigations to answer questions or
test solutions to problems in 3–5
builds on K–2 experiences and
progresses to include investigations
that control variables and provide
evidence to support explanations or
design solutions.
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.
Evaluate appropriate methods and/or
tools for collecting data.
Make observations and/or
measurements to produce data to
serve as the basis for evidence for an
explanation of a phenomenon or test
a design solution.
Make predictions about what
would happen if a variable
changes.
Test two different models of the same
proposed object, tool, or process to
determine which better meets criteria
for success.
Analyzing data in 3–5 builds on K–
2 experiences and progresses to
introducing quantitative approaches
to collecting data and conducting
multiple trials of qualitative
observations.
When possible and feasible, digital
tools should be used.
Represent data in tables and/or various
graphical displays (bar graphs,
pictographs, and/or pie charts) to
reveal patterns that indicate
relationships.
Analyze and interpret data to make
sense of phenomena, using logical
reasoning, mathematics, and/or
computation.
Compare and contrast data collected
by different groups in order to discuss
similarities and differences in their
findings.
Analyze data to refine a problem
statement or the design of a
proposed object, tool, or process.
Use data to evaluate and refine design
solutions.
Page 6 of 43 Revised July 2015 Fourth Grade Science
NGSS Science and Engineering Practices 5-8
Use Mathematics and Computational
Thinking
Constructing Explanations and
Designing Solutions
Engaging in Argument from Evidence Obtaining, Evaluating, and
Communicating Information
Mathematical and computational
thinking in 3–5 builds on K–2
experiences and progresses to
extending quantitative measurements to
a variety of physical properties and
using computation and mathematics to
analyze data and compare alternative
design solutions.
Decide if qualitative or quantitative
data are best to determine whether a
proposed object or tool meets criteria
for success.
Organize simple data sets to reveal
patterns that suggest relationships.
Describe, measure, estimate, and/or
graph quantities such as area, volume,
weight, and time to address scientific
and engineering questions and
problems.
Create and/or use graphs and/or charts
generated from simple algorithms to
compare alternative solutions to an
engineering problem.
Constructing explanations and
designing solutions in 3–5 builds on
K–2 experiences and progresses to the
use of evidence in constructing
explanations that specify variables
that describe and predict phenomena
and in designing multiple solutions to
design problems.
Construct an explanation of observed
relationships (e.g., the distribution of
plants in the back yard).
Use evidence (e.g., measurements,
observations, patterns) to construct or
support an explanation or design a
solution to a problem.
Identify the evidence that supports
particular points in an explanation.
Apply scientific ideas to solve design
problems.
Generate and compare multiple
solutions to a problem based on how
well they meet the criteria and
constraints of the design solution.
Engaging in argument from evidence
in 3–5 builds on K–2 experiences and
progresses to critiquing the scientific
explanations or solutions proposed by
peers by citing relevant evidence about
the natural and designed world(s).
Compare and refine arguments
based on an evaluation of the
evidence presented.
Distinguish among facts, reasoned
judgment based on research findings,
and speculation in an explanation.
Respectfully provide and receive
critiques from peers about a proposed
procedure, explanation or model.by
citing relevant evidence and posing
specific questions.
Construct and/or support an
argument with evidence, data,
and/or a model.
Use data to evaluate claims about
cause and effect.
Make a claim about the merit of a
solution to a problem by citing relevant
evidence about how it meets the
criteria and constraints of the problem.
Obtaining, evaluating, and
communicating information in 3–5
builds on K–2 experiences and
progresses to evaluating the merit and
accuracy of ideas and methods.
Read and comprehend grade-
appropriate complex texts and/or
other reliable media to
summarize and obtain scientific
and technical
ideas and describe how they are
supported by evidence.
Compare and/or combine across
complex texts and/or other reliable
media to support the engagement in
other scientific and/or engineering
practices.
Combine information in written text
with that contained in corresponding
tables, diagrams, and/or charts to
support the engagement in other
scientific and/or engineering practices.
Obtain and combine information from
books and/or other reliable media to
explain phenomena or solutions to a
design problem.
Communicate scientific and/or
technical information orally and/or in
written formats, including various
forms of media as well as tables,
diagrams, and charts.
Page 7 of 43 Revised July 2015 Fourth Grade Science
Next Generation Science Fourth Grade Story Line
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?” Fourth grade performance expectations include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1
Disciplinary Core Ideas from the NRC Framework. 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. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system
models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are
called out as organizing concepts for these disciplinary core ideas. In the fourth grade performance expectations, students are expected to demonstrate grade-
appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing
explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to
use these practices to demonstrate understanding of the core ideas.
Page 8 of 43 Revised July 2015 Fourth Grade Science
Topic: Magnetism and Electricity
Topic: Magnetism and Electricity
Arizona Science Standards Next Generation Science Standards
Inquiry and Physical Science Physical Sciences (PS)
4-PS3 Energy
S5C3PO1
Demonstrate that electricity flowing in circuits can produce light,
heat, sound, and magnetic effects. (4-PS3-2)
4-PS3-1 Students who demonstrate understanding can use evidence to
construct an explanation relating the speed of an object to the energy
of that object.
S5C3PO2 Construct series and parallel electric circuits. (4-PS3-2) 4-PS3-2 Students who demonstrate understanding can make observations to
provide evidence that energy can be transferred from place to place
by sound, light, heat, and electric currents. S5C3PO3
Explain the purpose of conductors and insulators in various practical
applications. (4-PS3-3)
S5C3PO4
Investigate the characteristics of magnets (e.g., opposite poles
attract, like poles repel, the force between two magnet poles depends
on the distance between them). (4-PS3-3)
4-PS3-3 Students who demonstrate understanding can ask questions and
predict outcomes about the changes in energy that occur when
objects collide.
S5C3PO5 State cause and effect relationships between magnets and circuitry.
(4-PS3-4)
4-PS3-4 Students who demonstrate understanding can apply scientific ideas
to design, test, and refine a device that converts energy from one
form to another. S1C1PO1 Differentiate inferences from observations. (4-PS3-2), (4-PS3-4)
S1C1PO2
Formulate a relevant question through observations that can be tested
by an investigation. (4-PS3-3), (4-PS3-4)
S1C1PO3
Formulate predictions in the realm of science based on observed
cause and effect relationships. (4-PS3-3), (4-PS3-4)
S1C2PO2
Plan a simple investigation that identifies the variables to be
controlled. (4-PS3-3), (4-PS3-4)
S1C2PO3
Conduct controlled investigations (e.g., related to erosion, plant life
cycles, weather, magnetism) in life, physical, and Earth and space
sciences. (4-PS3-3)
Page 9 of 43 Revised July 2015 Fourth Grade Science
Topic: Magnetism and Electricity
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Asking Questions and Defining Problems Asking questions and defining problems in grades 3–
5 builds on grades K–2 experiences and progresses to
specifying qualitative relationships.
Ask questions that can be investigated and
predict reasonable outcomes based on patterns
such as cause and effect relationships. (4-PS3-
3)
Planning and Carrying Out Investigations Planning and carrying out investigations to answer
questions or test solutions to problems in 3–5 builds
on K– 2 experiences and progresses to include
investigations that control variables and provide
evidence to support explanations or design solutions.
Make observations to produce data to serve
as the basis for evidence for an explanation
of a phenomenon or test a design solution.
(4-PS3-2)
Constructing Explanations and Designing
Solutions Constructing explanations and designing
solutions in 3–5 builds on K–2 experiences and
progresses to the use of evidence in constructing
explanations that specify variables that describe and
predict phenomena and in designing multiple
solutions to design problems.
Use evidence (e.g., measurements,
observations, patterns) to construct an
explanation. (4-PS3-1)
Apply scientific ideas to solve design
problems. (4- PS3-4)
PS3.A: Definitions of Energy
The faster a given object is moving, the more energy it
possesses. (4- PS3-1)
Energy can be moved from place to place by
moving objects or through sound, light, or electric
currents. (4-PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy Transfer
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. (4-PS3-2),(4-PS3-3)
Light also transfers energy from place to place. (4-PS3-2)
Energy can also be transferred from place to place by
electric currents, which can then be used locally 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. (4-PS3-2),(4-
PS3-4)
PS3.C: Relationship Between Energy and Forces
When objects collide, the contact forces transfer
energy so as to change the objects’ motions. (4-PS3-
3)
PS3.D: Energy in Chemical Processes and Everyday Life
The expression “produce energy” typically refers to the
conversion of stored energy into a desired form for
practical use. (4-PS3-4)
ETS1.A: Defining Engineering Problems
Possible solutions to a problem are limited by available
materials and resources (constraints). 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 to 4-PS3-4)
Energy and Matter
Energy can be transferred in various
ways and between objects. (4-PS3-
1),(4- PS3-2),(4-PS3-3),(4-PS3-4)
-----------------------------------------------------
Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering and
Technology on Society and the Natural
World
Engineers improve existing
technologies or develop new ones.
(4-PS3-4)
-----------------------------------------------------
Connections to Nature of Science
Science is a Human Endeavor
Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life. (4-PS3-
4)
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-levels: K.PS2.B (4-PS3-3),K.ETS1.A (4-PS3-4),2.ETS1.B (4-PS3-4),3.PS2.A (4-PS3-3),5.PS3.D (4-PS3-4),5.LS1.C (4-PS3-
4),MS.PS2.A (4-PS3-3); MS.PS2.B (4-PS3-2),MS.PS3.A (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4),MS.PS3.B (4-PS3-2),(4-PS3-3),(4-PS3-4),MS.PS3.C (4-PS3-
3),MS.PS4.B (4-PS3-2),MS.ETS1.B (4-PS3-4),MS.ETS1.C (4-PS3-4)
Page 10 of 43 Revised July 2015 Fourth Grade Science
Topic: Magnetism and Electricity
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.RI.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
(4-PS3-1)
4. OA.A.3 Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations,
including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing
for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including
rounding. (4-PS3-4)
4.RI3 Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what
happened and why, based on specific information in the
text. (4- PS3-1)
4.RI.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably. (4-PS3-1)
4.W.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. (4-PS3-1)
4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (4-PS3-2),(4-PS3-
3),(4-PS3-4)
4.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; take
notes and categorize information, and provide a list of
sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4)
4.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (4-PS3-1)
Page 11 of 43 Revised July 2015 Fourth Grade Science
Topic: Magnetism and Electricity
Enduring Understanding(s)
Electricity can produce light, heat, sound, and magnetic fields. ( S5C3PO1-5), (4-PS3-1,2,3)
Essential Questions Key Concepts
What kind of materials do magnets stick to? (S5C3PO4-5),
(4-PS3-3-4)
What happens when you bring two or more magnets together? (S5C3PO4-
5), (4-PS3-3-4)
Does magnetic force go through all materials? (S5C3PO4-5),
(4-PS3-3-4)
How can we measure the force of attraction between two magnets?
(S5C3PO4-5), (4-PS3-3-4)
How can you get electricity from a source to a receiver? (S5C3PO1,5),
(4-PS3-2, 4)
Where do electrical connections need to be made? (S5C3PO1,5),
(4-PS3-2, 4)
How does electricity flow through a circuit? (S5C3PO1), (4-PS3-2)
Which materials are conductors or insulators? (S5C3PO3,5),
(4-PS3-3,4)
How does electricity flow through a series circuit vs. a parallel circuit?
(S5C3PO2), (4-PS3-2)
What is the relationship between magnetism and electricity? (S5C3PO5),
(4-PS3-4)
Electricity flowing in circuits can produce light, heat, sound, and magnetic
effects.
Conductors and insulators have various practical applications.
A series circuit is an electric circuit connected so that current passes
through each circuit element in turn without branching.
A parallel circuit is a closed electrical circuit in which the current is
divided into two or more paths.
Some of the properties of magnets are: opposite poles attract, like poles
repel, and the force between two magnets depend on the distance between
them.
There is a cause and effect relationship between magnetism and electricity.
Student Friendly Objectives Academic Vocabulary
I will determine the ways electricity and magnetism affect my life.
(S5C3PO5), (4-PS3-4)
I will construct series and parallel circuits. (S5C3PO2), (4-PS3-2)
I will demonstrate that electricity flows in circuits and can produce light,
heat, sound and magnetic effects. (S5C3PO1,4), (4-PS3-2-3)
I will construct and identify a working circuit. (S5C3PO1,2,5), (4-PS3-
2,4)
attract
battery
circuit
conductor
electricity
electromagnet
force
insulator
magnetic field
magnetism
parallel circuit
repel
series circuit
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Label the components of a circuit.
Students will be given a circuit diagram
and will label components of the circuit.
(i.e. wire, light bulb, battery, motor, and
switch.)
Categorize objects into two groups
using a Tree Map:
magnetic & non-magnetic
conductors & insulators
Construct a series and a parallel circuit.
Students will be provided with
components to construct two types of
circuits. (i.e. wires, light bulbs,
batteries, motors, and switches.)
Design a schematic diagram of a
working circuit using multiple
components. Students will use the
diagram to build the circuit and explain
how it works.
Page 12 of 43 Revised July 2015 Fourth Grade Science
Topic: Magnetism and Electricity
Sample Assessment Items (or learning target)
Report Card Science Standard SO4.S5.C3
Developing
(below standard)
Proficient
(basic understanding of Standard)
Advancing
(greater understanding of standard)
Mastery
(exceptional understanding of
standard)
Identifies some circuits correctly;
makes mistakes in explaining how to
fix a circuit.
Identifies most circuits correctly;
explains how to fix one of the
incomplete circuits; with only minor
mistakes.
Identifies all the circuits correctly;
explains how to fix one of the
incomplete circuits; but gives no
additional information.
Identifies all the circuits correctly;
adequately explains how to fix one of
the incomplete circuits; includes
additional information such as the
complete circuit must go from the
energy source to the receiver and back
to the source.
Sample Performance Tasks
Students will identify a complete circuit and explain how to fix an incomplete circuit.
FOSS Magnetism & Electricity: Student Sheet #12 (Investigation 2: Making Connections & Part 4: Investigating Mystery Circuits)
Suggested Activities/Labs
FOSS Magnetism & Electricity Module: Investigations 1-4
Scholastic Study Jams: Magnetism
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/magnetism.htm
Scholastic Study Jams: Electricity
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm
Scholastic Study Jams: Current Electricity & Circuits
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm
DVUSD Adopted Resources Supplemental Resources
FOSS Magnetism & Electricity Science Kit
Delta Readers: Electrical Circuits; Electromagnetism; Magnets
FOSSweb.com
FOSSweb Audiostories
You Tube
Brain Pop (subscription required)
Newsela.com
ReadWorks.org
DOGOnews.com
Scilinks.org (register for free account)
Page 13 of 43 Revised July 2015 Fourth Grade Science
Topic: Waves
Topic: Waves
Arizona Science Standards Next Generation Science Standards
Inquiry Physical Sciences (PS)
4-PS4 Waves and their Applications in Technologies for Information Transfer
S1C1PO1 Differentiate inferences from observations. (4-PS4-1,2,3) 4-PS4-1 Students who demonstrate understanding can develop a model of
waves to describe patterns in terms of amplitude and wavelength and
that waves can cause objects to move. S1C1PO2
Formulate a relevant question through observations that can be tested
by an investigation. (4-PS4-1,2,3)
S1C1PO3
Formulate predictions in the realm of science based on observed
cause and effect relationships. (4-PS4-1,2,3)
4-PS4-2 Students who demonstrate understanding can develop a model to
describe that light reflecting from objects and entering the eye
allows objects to be seen. S1C1PO4
Locate information (e.g., book, article, website) related to an
investigation. (4-PS4-1,2,3)
S1C2PO1
Demonstrate safe behavior and appropriate procedures (e.g., use and
care of technology, materials, organisms) in all science inquiry. (4-
PS4-1,2,3)
4-PS4-3 Students who demonstrate understanding can generate and compare
multiple solutions that use patterns to transfer information.
S1C2PO2
Plan a simple investigation that identifies the variables to be
controlled. (4-PS4-1,2,3)
S1C2PO3
Conduct controlled investigations (e.g., related to erosion, plant life
cycles, weather, magnetism) in life, physical, and Earth and space
sciences. (4-PS4-1,2,3)
S1C2PO4
Measure using appropriate tools (e.g., ruler, scale, balance) and units
of measure (i.e., metric, U.S. customary).
(4-PS4-1,2,3)
S1C2PO5 Record data in an organized and appropriate format (e.g., t-chart,
table, list, written log). (4-PS4-1,2,3)
S1C3PO1 Analyze data obtained in a scientific investigation to identify trends.
(4-PS4-1,2,3)
S1C3PO2 Formulate conclusions based upon identified trends in data.
(4-PS4-1,2,3)
S1C3PO3 Determine that data collected is consistent with the formulated
question. (4-PS4-1,2,3)
S1C3PO4 Determine whether the data supports the prediction for an
investigation. (4-PS4-1,2,3)
S1C3PO5 Develop new questions and predictions based upon the data collected
in the investigation. (4-PS4-1,2,3)
S1C4PO1 Communicate verbally or in writing the results of an inquiry.
(4-PS4-3)
S1C4PO2 Choose an appropriate graphic representation for collected data: bar
graph; line graph; Venn diagram; model (4-PS4-1,2,3)
S1C4PO3 Communicate with other groups or individuals to compare the
results of a common investigation. (4-PS4-1,2,3)
Page 14 of 43 Revised July 2015 Fourth Grade Science
Topic: Waves
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Developing and Using Models Modeling in 3–5 builds on K–2 experiences and
progresses to building and revising simple models
and using models to represent events and design
solutions.
Develop a model using an analogy, example, or
abstract representation to describe a scientific
principle. (4-PS4-1)
Develop a model to describe phenomena. (4-
PS4-2)
Constructing Explanations and Designing
Solutions Constructing explanations and designing
solutions in 3–5 builds on K–2 experiences and
progresses to the use of evidence in constructing
explanations that specify variables that describe and
predict phenomena and in designing multiple
solutions to design problems.
Generate and compare multiple solutions to a
problem based on how well they meet the
criteria and constraints of the design solution.
(4-PS4-3)
PS4.A: Wave Properties
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.
(Note: This grade band endpoint was moved from
K–2.) (4-PS4- 1)
Waves of the same type can differ in amplitude
(height of the wave) and wavelength (spacing
between wave peaks). (4-PS4-1)
PS4.B: Electromagnetic Radiation
An object can be seen when light reflected from
its surface enters the eyes. (4-PS4-2)
PS4.C: Information Technologies and
Instrumentation
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. (4-PS4-3)
ETS1.C: 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 to 4-PS4-3)
Patterns
Similarities and differences in patterns can
be used to sort and classify natural
phenomena. (4-PS4-1)
Similarities and differences in patterns can be
used to sort and classify designed products.
(4- PS4-3)
Cause and Effect
Cause and effect relationships are
routinely identified. (4-PS4-2)
-----------------------------------------------------
Connections to Engineering, Technology, and
Applications of Science
Interdependence of Science, Engineering, and
Technology
Knowledge of relevant scientific concepts and
research findings is important in engineering.
(4-PS4-3)
-----------------------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
Science findings are based on recognizing
patterns. (4-PS4-1)
Connections to other DCIs in fourth grade: 4.PS3.A (4-PS4-1),4.PS3.B (4-PS4-1),4.ETS1.A (4-PS4-3)
Articulation of DCIs across grade-levels: K.ETS1.A (4-PS4-3),1.PS4.B (4-PS4-2),1.PS4.C (4-PS4-3),2.ETS1.B (4-PS4-3),2.ETS1.C (4-PS4-3),3.PS2.A (4-PS4-
3),MS.PS4.A (4-PS4-1),MS.PS4.B (4-PS4-2),MS.PS4.C (4-PS4-3),MS.LS1.D (4-PS4-2),MS.ETS1.B (4-PS4-3)
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.RI.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text. (4-PS4-3)
MP.4 Model with mathematics. (4-PS4-1),(4-PS4-2)
4.RI.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably. (4-PS4-3)
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in
two-dimensional figures. (4-PS4-1),(4-PS4-2) SL.4.5 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes. (4-
PS4-1),(4-PS4-2)
Page 15 of 43 Revised July 2015 Fourth Grade Science
Topic: Waves
Enduring Understanding(s)
Waves carry energy and move through matter. (S1C1PO1-4; S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1,2,3)
Essential Questions Key Concepts
What happens when waves hit different objects? (S1C1PO1-4; S1C2PO1-
5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)
How are various types of waves similar and different? (S1C1PO1-4;
S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)
Where do waves come from and how do they travel? (S1C1PO1-4,
S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)
How can waves transfer information? (S1C1PO1-4, S1C2PO1-5;
S1C3PO1-5; S1C4PO1-3), (4-PS4-3)
Is there a relationship between wavelength and frequency? (S1C1PO1-4,
S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-1)
What happens when color is reflected off of an object? (S1C1PO1-4,
S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-2)
The wavelength is the horizontal distance between two consecutive
waves.
Amplitude is the height of the wave.
Waves can be made in water by disturbing the surface.
Light travels in waves.
Light waves travel in a straight line until it strikes an object.
The path of light can be bent.
When lights hits an object, some colors are absorbed and some are
reflected.
All sound is produced when vibrations are made.
A sound wave carries the energy from the vibrating object onward in all
directions.
Student Friendly Objectives Academic Vocabulary
I will explore different causes of waves. (S1C1PO1-4, S1C2PO1-5;
S1C3PO1-5; S1C4PO1-3), (4-PS4-1)
I will recognize that the path of light can be bent. (S1C1PO1-4,
S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-2)
I will recognize that light travels in a straight line until it strikes an object.
(S1C1PO1-4, S1C2PO1-5; S1C3PO1-5; S1C4PO1-3),
(4-PS4-2)
I will be able to identify which colors absorb and reflect light.
(S1C1PO1-4, S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-2)
I will recognize that sound is made through a vibration. (S1C1PO1-4,
S1C2PO1-5; S1C3PO1-5; S1C4PO1-3), (4-PS4-3)
absorb
amplitude
bent
color
light
reflect
sound
surface
vibration
wave
wavelength
white light
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Draw and label a sound wave,
identifying amplitude and wavelength.
Show the cause/effect relationship
between wavelength and frequency
using a Multi-Flow Map.
Explain how a sound wave transfers
information using a Flow Map.
Design a three-dimensional model that
represents sending information through
sound waves.
Page 16 of 43 Revised July 2015 Fourth Grade Science
Topic: Waves Sample Assessment Items (or learning target)
Developing (below standard)
Proficient (basic understanding of Standard)
Advancing (greater understanding of standard)
Mastery (exceptional understanding of
standard) Model shows little understanding.
Little/to no explanation on how light
reflects from objects, enters the eye and
allows objects to be seen. Information
includes major misunderstandings.
Model shows limited understanding.
Briefly explains how light reflecting
from objects, enters the eye and allows
objects to be seen. Information
includes minor misunderstandings.
Model shows solid understanding.
Explains how light reflecting from
objects, enters the eye and allows
objects to be seen. Information
includes some misunderstandings.
Model shows complete understanding.
Accurately explains how light
reflecting from objects, enters the eye
and allows objects to be seen.
Information includes no
misunderstandings.
Sample Performance Tasks
Students will design a model that shows how light reflects from objects and enters the eye, which allows objects to be seen.
Suggested Activities/Labs
Scholastic Study Jams: Light http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm
Scholastic Study Jams: Sound http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm
PBS Learning Media “What is a Wave?” animation http://www.pbslearningmedia.org/asset/lsps07_int_waves/
Bill Nye: Waves Episode http://www.youtube.com/watch?v=mjGLN_iMm9M
DVUSD Adopted Resources Supplemental Resources N/A You Tube
Brain Pop (subscription required)
Newsela.com
ReadWorks.org
DOGOnews.com
Scilinks.org (register for free account)
Page 17 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 1
Topic: Environments Part 1
Arizona Science Standards Next Generation Science Standards
Inquiry and Life Science Life Sciences (LS)
4-LS1 From Molecules to Organisms: Structures and Processes
S4C1PO1
Compare structures in plants (e.g., roots, stems, leaves, flowers) and
animals (e.g., muscles, bones, nerves) that serve different functions
in growth and survival. (4-LS1-1)
4-LS1-1 Students who demonstrate understanding can construct an
argument that plants and animals have internal and
external structures that function to support survival,
growth, behavior, and reproduction.
S4C1PO2
Classify animals by identifiable group characteristics:
(vertebrates – mammals, birds, fish, reptiles, amphibians),
(invertebrates – insects, arachnids) (4-LS1-1)
4-LS1-2 Students who demonstrate understanding can use a model
to describe that animals receive different types of
information through their senses, process the information
in their brain, and respond to the information in different
ways. S4C4PO1
Recognize that successful characteristics of populations are inherited
traits that are favorable in a particular environment. (4-LS1-1)
S4C4PO2
Give examples of adaptations that allow plants and animals to
survive.
camouflage – horned lizards, coyotes
mimicry – Monarch and Viceroy butterflies
physical – cactus spines
mutualism – species of acacia that harbor ants, which repel
other harmful insects
(4-LS1-1)
S1C2PO1
Demonstrate safe behavior and appropriate procedures (e.g., use
and care of technology, materials, organisms) in all science inquiry.
(4-LS1-1),(4-LS1-2)
S1C2PO2 Plan a simple investigation that identifies the variables to be
controlled. (4-LS1-1), (4-LS1-2)
S1C2PO3
Conduct controlled investigations (e.g., related to erosion, plant
life cycles, weather, magnetism) in life, physical, and Earth and
space sciences. (4-LS1-1), (4-LS1-2)
S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units
of measure (i.e., metric, U.S. customary). (4-LS1-1), (4-LS1-2)
S1C2PO5 Record data in an organized and appropriate format (e.g., t-chart,
table, list, written log). (4-LS1-1), (4-LS1-2)
Page 18 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 1
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Developing and Using Models Modeling in 3–5 builds on K–2 experiences and
progresses to building and revising simple models
and using models to represent events and design
solutions.
Use a model to test interactions concerning the
functioning of a natural system. (4-LS1-2)
Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds
on K–2 experiences and progresses to critiquing the
scientific explanations or solutions proposed by
peers by citing relevant evidence about the natural
and designed world(s).
Construct an argument with evidence, data,
and/or a model. (4-LS1-1)
LS1.A: Structure and Function
Plants and animals have both internal and
external structures that serve various functions
in growth, survival, behavior, and reproduction.
(4-LS1-1)
LS1.D: Information Processing
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. (4-LS1-2)
Systems and System Models
A system can be described in terms of its
components and their interactions. (4-LS1-
1),(4-LS1-2)
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-levels: 1.LS1.A (4-LS1-1),1.LS1.D (4-LS1-2),3.LS3.B (4-LS1-1),MS.LS1.A (4-LS1-1),(4-LS1-2),MS.LS1.D (4-LS1-2)
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.W.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information. (4-LS1-1)
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a
line across the figure such that the figure can be folded across the
line into matching parts. Identify line- symmetric figures and draw
lines of symmetry. (4-LS1-1) SL.4.5 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
(4-LS1-2)
Page 19 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 1
Enduring Understanding(s)
The structures in plants and animals serve specific functions that help them survive in their environments. (S4C1PO1), (4-LS1-1), (4-LS1-2)
Essential Questions Key Concepts
How do adaptations help organisms survive? (S4C4PO2), (4-LS1-1)
What functions do organisms’ structures perform? (S4C1PO1),
(4-LS1-1)
How do animals respond to sensory information?
(4-LS1-2), (S4C4PO1,PO2)
How do organisms respond to changes in their environment?
(4-LS1-2), (S4C4PO1,PO2)
How can we classify organisms by common characteristics? (S4C1PO2),
(4-LS1-1)
The structures in plants serve a specific function.
The structures in animals serve a specific function.
Limited resources may have an effect on environments.
Resources are utilized in various ways to meet the needs of a population.
Adaptations help organisms survive in their environments.
Organisms can be classified by similar characteristics.
Student Friendly Objectives Academic Vocabulary
I will identify the major parts of plants and animals. (S4C1PO1),
(4-LS-1)
I will classify animals by characteristics (vertebrates/invertebrates).
(S4C1PO2), (4-LS1-1)
I will compare structures in plants and animals that serve different
functions in growth and survival. (S4C1PO1), (4-LS1-1)
I will identify adaptations that help plants and animals survive in their
environment? (camouflage, mimicry). (S4C4PO2), (4-LS1-1)
I will explain how moisture and light affect animal behavior.
(4-LS1-2)
adaptation
amphibians
aquatic
arthropod
birds
camouflage
Elodea
environment
environmental factor
fish
germinate
insects
invertebrates
isopod
mammals
mimicry
mutualism
organism
physical
preferred environment
reptiles
resources
tolerance
variable
vertebrates
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Identify the structures of plants and
animals.
Classify different structures in
organisms by their functions using a
tree map.
Cite evidence to show how structures
help organisms survive in their
environment.
Design an organism with structures for
a specific environment.
Page 20 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 1
Sample Assessment Items (or learning target)
Report Card Standard Science SO4.S4.C1,3,4
Developing
(below standard)
Proficient
(basic understanding of Standard)
Advancing
(greater understanding of standard)
Mastery
(exceptional understanding of
standard)
Illustration: The student’s
illustration incorporates a
minimum of two adaptations, or
physical structures, that enable the
organism to survive in a desert
environment.
All parts of the illustration are
labeled but there is no explanation.
Illustration or 3-Dimensional
Model: The student’s model
incorporates a minimum of three
adaptations, or physical structures,
that enable the organism to survive
in a desert environment.
All parts of the model are labeled.
There is a description of each
structure, but it does not elaborate
on the structure’s purpose.
3-Dimensional Model in a
Diorama: The student’s model
incorporates a minimum of four
adaptations, or physical structures,
that enable the organism to survive
in a desert environment.
All parts of the model are labeled.
There is an explanation for each
structure, and how it contributes to
the organisms’ survival
3-Dimensional Model in a
Diorama or Computer Animation:
The student’s model incorporates a
minimum of four adaptations, or
physical structures, that enable the
organism to survive in a desert
environment.
All parts of the model are labeled.
There is an explanation for each
structure, and how it contributes to
the organisms’ survival.
The explanation includes a
comparison of the student’s
organism with a real organism.
Sample Performance Tasks
Students will design and create a model of an organism that is adapted to survive in a desert environment.
Suggested Activities/Labs
FOSS Environments Module Investigations 2-5
Nowhere to Hide : Interactive game where students discover the impact that pollution has on green and orange bugs living in the environment.
Arizona Game & Fish: Classroom Programs: Information on a forty-five minute presentation on animal adaptations and symbiotic relationships.
Arizona Game & Fish Teacher Resources: Information on resources available to teachers.
Bird Beaks: Instructions for hands-on activity that explores bird beak adaptations.
Survival Stars: Video explaining camouflage.
Survival Stars: Video explaining mimicry.
Survival Stars: Video about animal record breakers.
DVUSD Adopted Resources Supplemental Resources
Delta Reader “Plant and Animal Life Cycle”
Delta Reader “Environments”
FOSSweb.com
FOSSweb Multimedia Virtual Aquarium
FOSSweb Audiostories
YouTube.clea.nr (videos without ads)
Readworks.org
Newsela.com
Sciencekids.co.nz
Scilinks.org (register for free account)
Page 21 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 2
Topic: Environments Part 2
Arizona Science Standards Next Generation Science Standards
Inquiry & Life Science Earth and Space Sciences (ESS)
4-ESS3 Earth and Human Activity
S1C1PO3
Formulate predictions in the realm of science based on observed
cause and effect relationships. (4-ESS3-1), (4- ESS3-2)
4-ESS3-1 Students who demonstrate understanding can obtain and combine
information to describe that energy and fuels are derived from
natural resources and their uses affect the environment.
S1C4PO3 Co Communicate with other groups or individuals to compare the results
of a common investigation. (4-ESS3-1)
4- ESS3-2 Students who demonstrate understanding can generate and
compare multiple solutions to reduce the impacts of natural Earth
processes on humans S3C1PO1
Desc Describe how natural events and human activities have positive and
negative impacts on environments (e.g., fire, floods, pollution,
dams). (4-ESS3-1)
S3C1PO2
Evaluate the consequences of environmental occurrences that happen
either rapidly (e.g., fire, flood, tornado) or over a long period of time
(e.g., drought, melting ice caps, the greenhouse effect, erosion).
(4-ESS3-1)
S4C3PO1
Describe ways various resources (e.g., air, water, plants, animals,
soil) are utilized to meet the needs of a population. (4-ESS3-1)
S4C3PO2 Differentiate renewable resources from nonrenewable resources.
(4-ESS3-1)
S4C3PO3
Analyze the effect that limited resources (e.g., natural gas, minerals)
may have on an environment. (4-ESS3-1)
S4C3PO4
Describe ways in which resources can be conserved (e.g., by
reducing, reusing, recycling, finding substitutes). (4-ESS3-1),
(4-ESS3-2)
Page 22 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 2
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Constructing Explanations and Designing
Solutions Constructing explanations and designing
solutions in 3–5 builds on K–2 experiences and
progresses to the use of evidence in constructing
explanations that specify variables that describe and
predict phenomena and in designing multiple
solutions to design problems.
Generate and compare multiple solutions to a
problem based on how well they meet the
criteria and constraints of the design solution.
(4-ESS3-2)
Obtaining, Evaluating, and Communicating
Information Obtaining, evaluating, and communicating
information in 3–5 builds on K–2 experiences and
progresses to evaluate the merit and accuracy of ideas
and methods.
Obtain and combine information from books and
other reliable media to explain phenomena. (4-
ESS3-1)
ESS3.A: Natural Resources
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. (4-
ESS3-1)
ESS3.B: Natural Hazards
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. (4-ESS3-2) (Note: This Disciplinary
Core Idea can also be found in 3.WC.)
ETS1.B: Designing Solutions to Engineering
Problems
Testing a solution involves investigating how
well it performs under a range of likely
conditions. (secondary to 4-ESS3-2)
Cause and Effect
Cause and effect relationships are
routinely identified and used to explain
change. (4-ESS3-1)
Cause and effect relationships are
routinely identified, tested, and used to
explain change. (4-ESS3-2)
-----------------------------------------------------
Connections to Engineering, Technology, and
Applications of Science
Interdependence of Science, Engineering, and
Technology
Knowledge of relevant scientific concepts
and research findings is important in
engineering. (4-ESS3-1)
Influence of Science, Engineering and
Technology on Society and the Natural World
Over time, people’s needs and wants
change, as do their demands for new and
improved technologies. (4-ESS3-1)
Engineers improve existing technologies
or develop new ones to increase their
benefits, to decrease known risks, and to
meet societal demands. (4-ESS3-2)
Connections to other DCIs in fourth grade: 4.ETS1.C (4-ESS3-2)
Articulation of DCIs across grade-levels: K.ETS1.A (4-ESS3-2),2.ETS1.B (4-ESS3-2),2.ETS1.C (4-ESS3-2),5.ESS3.C (4-ESS3-1),MS.PS3.D (4-ESS3-1),MS.ESS2.A
(4-ESS3-1),(4-ESS3-2); MS.ESS3.A (4-ESS3-1),MS.ESS3.B (4-ESS3-2),MS.ESS3.C (4-ESS3-1),MS.ESS3.D (4-ESS3-1),MS.ETS1.B (4-ESS3-2)
Page 23 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 2
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.RI.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text. (4-ESS3-
2)
MP.2 Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)
4.RI.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably. (4-ESS3-2)
MP.4 Model with mathematics. (4-ESS3-1),(4-ESS3-2)
4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (4-ESS3-1)
4. OA.A.1 Interpret a multiplication equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as
7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations. (4-
ESS3-1),(4-ESS3-2)
4.W.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; take
notes and categorize information, and provide a list of
sources. (4-ESS3-1)
4.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (4-ESS3-1)
Page 24 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 2
Enduring Understanding(s)
There are many positive and negative factors that cause changes in the earth’s atmospheric conditions and environments. (S3C1PO1,2), (S4C3PO1-4), (4-ESS3-
1,2)
Essential Questions Key Concepts
How do natural events and human activities cause positive and negative
impacts on environments? (S3C1PO1,2), (S4C3PO3), (4-ESS3-1,2)
How do the speed and intensity of environmental occurrences impact the
environment? (S3C1PO1,2), (4-ESS3-1,2)
What are the ways that various environmental resources are utilized to
meet the needs of a population? (S4C3PO1), (4-ESS3-1,2)
Which environmental resources are renewable? (S4C3PO2), (4-ESS3-1,2)
Which environmental resources are non-renewable? (S4C3PO2),
(4-ESS3-1,2)
What is the affect that limited resources may have on an environment?
(S4C3PO3), (4-ESS3-1,2)
How can environmental resources be conserved? (S4C3PO4), (4-ESS3-
1,2)
Some environmental occurrences cause atmospheric conditions.
Limited resources may have an effect on environments.
Environmental resources are utilized in various ways to meet the needs of
a population.
Environmental resources can be conserved by reducing, reusing,
recycling, and finding substitutes.
Environmental resources are non-renewable or renewable.
Student Friendly Objectives Academic Vocabulary
I will identify environmental occurrences that cause changes in
atmospheric conditions. (S4C3PO1), (S3C1PO2), (4-ESS3-1,2)
I will describe how natural events and human activities are positively and
negatively impacting the environment. (S4C3PO1), (S3C1PO1),
(4-ESS3-1,2)
I will determine if natural resources are renewable or non-renewable.
(S4C3PO2), (4-ESS3-1,2)
I will describe how limited resources have an effect on environments.
(S4C3PO3), (4-ESS3-1,2)
I will determine how natural resources can be used to minimize waste and
maximize efficiency. (S4C3PO4), (4-ESS3-1,2)
dams
drought
environment
environmental factor
fire
greenhouse effect
melting ice caps
natural gas
natural resources
non-renewable
organism
pollution
recycling
reducing
renewable
resources
reusing
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
List positive or negative factors
that cause changes in the
earth’s atmospheric conditions
and environments.
Construct a chart categorizing
positive or negative factors that
cause changes in the earth’s
atmospheric conditions and
environments.
Explain the cause and effect of
positive or negative factors that
cause changes in the earth’s
atmospheric conditions and
environments.
Analyze positive or negative
factors that cause changes to
Earth’s systems. Organize factors
from greatest to least impact on
Earth’s atmospheric conditions and
environments. Justify your
reasoning.
Page 25 of 43 Revised July 2015 Fourth Grade Science
Topic: Environments Part 2 Sample Assessment Items (or learning target)
Report Card Standard Science S04.S4.C3 Developing
(below standard) Proficient
(basic understanding of Standard) Advancing
(greater understanding of standard) Mastery
(exceptional understanding of standard)
Attempts to identify positive and
negative factors that cause changes
in the earth’s atmospheric
conditions and environments.
Identifies positive and negative
factors that cause changes in the
earth’s atmospheric conditions and
environments using a T-chart
and/or double-bubble map.
Identifies positive and negative
factors that cause changes in the
earth’s atmospheric conditions and
environments, using diagrams,
illustrations, or a cause and effect
thinking map.
Identifies and explains in detail,
positive and negative factors that
cause changes in the earth’s
atmospheric conditions and
environments, using a model
environment. (e.g. terrarium or
detailed map with labels and facts.)
Sample Performance Tasks
Students will identify and explain factors that cause changes to Earth’s systems. Possible tasks include…
*Independent Science Notebooks or ISN’s
*Creating Class Terrariums
* Creating a “Cause and Effect Poster” or Written Report
Suggested Activities/Labs
FOSS Environments Module: Investigation 1, Part 1 and 2
Science Stories: Amazon Rainforest Journal and Terrestrial Environments Around the World
Scholastic Study Jams Slideshow: Natural Resources
Recycling Video http://www.youtube.com/watch?v=yzBGGhRpz-U
Recycling Video: Plastic Bottles http://www.youtube.com/watch?v=TL_qH1ra7J0
Greenhouse Effect Video http://www.youtube.com/watch?v=ZzCA60WnoMk
Greenhouseforkids http://www.youtube.com/watch?v=Z_jHP6xBLe8
Globalwarmingforkids http://www.youtube.com/watch?v=-RMD88DNaGk
SRP Interactive
DVUSD Adopted Resources Supplemental Resources
FOSSweb.com
FOSS Environments Module: Investigation 1, Parts 1 & 2
FOSS Science Stories: Amazon Rainforest Journal and Terrestrial
Environments Around the World
FOSSweb Audiostories
Reading Street
Brain Pop (subscription required)
Newsela.com
ReadWorks.org
Scilinks.org (register for free account)
Page 26 of 43 Revised July 2015 Fourth Grade Science
Topic: Landforms Part 1
Topic: Landforms Part 1
Arizona Science Standards Next Generation Science Standards
Inquiry & Earth and Space Science Earth and Spaces Sciences (ESS)
4-ESS1 Earth’s Place in the Universe
S6C2PO6
Analyze evidence that indicates life and environmental conditions
have changed (e.g., tree rings, fish fossils in desert regions, ice
cores). (4-ESS1-1)
4-ESS1-1 Students who demonstrate understanding can identify evidence from
patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time.
S1C1PO2
Formulate a relevant question through observations that can be tested
by an investigation. (4-ESS1-1)
S1C2PO5
Record data in an organized and appropriate format (e.g. t-chart,
table, list, written log). (4-ESS1-1)
S1C3PO4
Determine whether the data supports the prediction for an
investigation. (4-ESS1-1)
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Constructing Explanations and Designing
Solutions
Constructing explanations and designing solutions in
3–5 builds on K–2 experiences and progresses to the
use of evidence in constructing explanations that
specify variables that describe and predict phenomena
and in designing multiple solutions to design
problems.
Identify the evidence that supports particular
points in an explanation. (4-ESS1-1)
ESS1.C: The History of Planet Earth
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. (4-ESS1-1)
Patterns
Patterns can be used as evidence to
support an explanation. (4-ESS1-1)
-----------------------------------------------------
Connections to Nature of Science
Scientific Knowledge Assumes an Order
and Consistency in Natural Systems
Science assumes consistent patterns in natural
systems. (4-ESS1-1)
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-levels: 2.ESS1.C (4-ESS1-1),3.LS4.A (4-ESS1-1),MS.LS4.A (4-ESS1-1),MS.ESS1.C (4-ESS1-1),MS.ESS2.A (4-ESS1-
1),MS.ESS2.B (4-ESS1-1)
Page 27 of 43 Revised July 2015 Fourth Grade Science
Topic: Landforms Part 1
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (4-ESS1-1)
MP.2 Reason abstractly and quantitatively. (4-ESS1-1)
4.W.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources. (4-ESS1-
1)
MP.4 Model with mathematics. (4-ESS1-1)
4.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research. (4-ESS1-1)
4.MD.A.1 Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Within a single system of measurement, express measurements
in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table. (4-ESS1-1)
Enduring Understanding(s)
There are many factors that change the surface of the earth over time. (S6C2PO6), (S1C1-3), (4-ESS1-1)
Essential Questions Key Concepts
What happens to the Earth’s landscape when environmental conditions
change? (S6C2PO6), (4-ESS1-1)
What happens to the Earth’s landscape when environmental conditions
change over time? (S6C2PO6), (4-ESS1-1)
Water and wind cause erosion and land changes.
Student Friendly Objectives Academic Vocabulary
I will identify factors that change the surface of the earth over time.
(S6C2PO6), (4-ESS1-1)
basin
canyon
channel
delta
deposition
drainage basin
erosion
landform
meander
plateau
sediments
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Identify environmental
conditions that cause changes
in the Earth’s landscape using
pictures or flashcards.
Compare life and
environmental conditions using
patterns, rock formations, and
fossils in rock layers to support
predictions.
Investigate water flow over
earth materials, citing
observations seen in a stream
table experiments.
Create a stream table.
Analyze data and report results
that indicate life and
environmental conditions have
changed.
Page 28 of 43 Revised July 2015 Fourth Grade Science
Topic: Landforms Part 1
Sample Assessment Items (or learning target)
Report Card Standard Science S04.S6.02
Developing
(below standard)
Proficient
(basic understanding of Standard)
Advancing
(greater understanding of standard)
Mastery
(exceptional understanding of
standard)
Attempts to explain factors
that change the surface of the
earth over time, but gives
mostly misconceptions or
irrelevant information.
Explains factors that change
the surface of the earth over
time, includes one supporting
fact.
Explains factors that change
the surface of the earth over
time, includes two supporting
facts.
Explains factors that change
the surface of the earth over
time through the process of
erosion and deposition;
includes three or more
supporting facts.
Sample Performance Tasks
Students will explain the factors/processes that change the surface of the earth over time.
FOSS Landforms: Student Response Sheets #9 and #10 (Investigation 2: Stream Tables, Part 1 and 2)
Suggested Activities/Labs
FOSS Landforms Module: Investigation 2: Stream Tables, Part 1 and 2
FOSS Science Stories: Real People of the Grand Canyon
Research report on “Big Rivers.” (i.e. Colorado River and Mississippi River)
Scholastic Study Jams Video: Weathering and Erosion
http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm
Video Link: Erosion: Water and Wind http://www.youtube.com/watch?v=PQmon7Rj6ns
Video Link: Bill Nye: Erosion Episode http://www.youtube.com/watch?v=Xdg1lpQfLbo
Video Link: Bill Nye: Rivers and Streams Episode http://www.youtube.com/watch?v=HAzCPT4KEKE
DVUSD Adopted Resources Supplemental Resources
FOSSweb.com
FOSS Landforms Module: Investigation 2, Parts 1 and 2
FOSS Science Stories: Real People of the Grand Canyon
Delta Science Readers: Erosion
FOSSweb Audiostories
http://sciencenetlinks.com/esheets/shape-it-up/
http://urbanext.illinois.edu/earth/shakeup.cfm
http://urbanext.illinois.edu/earth/activities.cfm
ReadWorks.org
Scilinks.org (register for free account)
Page 29 of 43 Revised July 2015 Fourth Grade Science
Topic: Landforms Part 2
Landforms Part 2
Arizona Science Standards Next Generation Science Standards
Inquiry & Earth and Space Science Earth and Space Sciences (ESS)
4-ESS2 Earth’s Systems
S6C2PO1 Identify the Earth processes that cause erosion. (4-ESS2-1) 4-ESS2-1 Students who demonstrate understanding can make observations
and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation.
S6C2PO2
Describe how currents and wind cause erosion and land changes.
(4-ESS2-1)
S6C2PO3
Describe the role that water plays in the following processes that
alter the Earth’s surface features:
erosion
deposition
weathering
(4-ESS2-1)
4-ESS2-2 Students who demonstrate understanding can analyze and interpret
data from maps to describe patterns of Earth’s features.
S6C2PO4
Compare rapid and slow processes that change the Earth’s surface,
including:
rapid – earthquakes, volcanoes, floods
slow – wind, weathering
(4-ESS2-1)
S6C2PO5 Identify the Earth events that cause changes in atmospheric
conditions (e.g., volcanic eruptions, forest fires). (4-ESS2-1)
S1C1PO2
Formulate a relevant question through observations that can be tested
by an investigation. (4-ESS2-1)
S1C2PO5
Record data in an organized and appropriate format (e.g. t-chart,
table, list, written log). (4-ESS2-1)
S1C3PO4
Determine whether the data supports the prediction for an
investigation. (4-ESS2-1)
S1C3PO1
Analyze data obtained in a scientific investigation to identify trends.
(4-ESS2-2)
S1C3PO2
Formulate conclusions based upon identified trends in data.
(4-ESS2-2)
Page 30 of 43 Revised July 2015 Fourth Grade Science
Landforms Part 2
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer
questions or test solutions to problems in 3–5 builds
on K–2 experiences and progresses to include
investigations that control variables and provide
evidence to support explanations or design solutions.
Make observations and/or measurements to
produce data to serve as the basis for evidence
for an explanation of a phenomenon. (4-ESS2-
1)
Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and
progresses to introducing quantitative approaches to
collecting data and conducting multiple trials of
qualitative observations. When possible and feasible,
digital tools should be used.
Analyze and interpret data to make sense of
phenomena using logical reasoning. (4-ESS2-
2)
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. (4-ESS2-1)
ESS2.B: Plate Tectonics and Large-Scale System
Interactions
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. (4-
ESS2-2)
ESS2.E: Biogeology
Living things affect the physical
characteristics of their regions. (4- ESS2-1)
Patterns
Patterns can be used as evidence to
support an explanation. (4-ESS2-2)
Cause and Effect
Cause and effect relationships are routinely
identified, tested, and used to explain
change. (4-ESS2-1)
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-levels: 2.ESS1.C (4-ESS2-1),2.ESS2.A (4-ESS2-1),2.ESS2.B (4-ESS2-2),2.ESS2.C (4-ESS2-2),5.ESS2.A (4-ESS2-1),5.ESS2.C (4-
ESS2-2),MS.ESS1.C (4-ESS2-2),MS.ESS2.A (4-ESS2-2),MS.ESS2.B (4-ESS2-2)
Page 31 of 43 Revised July 2015 Fourth Grade Science
Landforms Part 2
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.RI.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it
appears. (4-ESS2-2)
MP.2 Reason abstractly and quantitatively. (4-ESS2-1)
4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (4-ESS2-1)
MP.4 Model with mathematics. (4-ESS2-1)
4.W.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources. (4-ESS2-1)
MP.5 Use appropriate tools strategically. (4-ESS2-1)
4.MD.A.1 Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in a
two-column table. (4-ESS2-1)
4.MD.A.2 Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and
money, including problems involving simple fractions or
decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. Represent
measurement quantities using diagrams such as number line
diagrams that feature a measurement scale. (4-ESS2-1),(4-ESS2-2)
Page 32 of 43 Revised July 2015 Fourth Grade Science
Landforms Part 2
Enduring Understanding(s)
Wind and water dominate the changes of the earth’s features. ( S6C2PO1-5), (4-SS2-1,2)
Essential Questions Key Concepts
How do wind and water play a part in the changes of the earth’s features?
( S6C2PO1-5), (4-SS2-1,2)
What are the effects of weathering on Earth’s features? (S6C2PO1-5),
(4-SS2-1,2)
Water and wind cause erosion and land changes.
Some Earth processes are slow and some are fast (e.g., continental drift
vs. volcanic eruption).
Rapid and slow process are involved in changing planet Earth.
Student Friendly Objectives Academic Vocabulary
I will identify the processes that cause erosion. (S6C2PO1-3), (4-SS2-1,2)
I will describe the role that water plays on Earth. (S6C2PO3-5),
(4-SS2-1,2)
I will describe how wind currents cause erosion and land changes.
(S6C2PO2), (4-SS2-1,2)
I will compare rapid and slow processes involved in the changing Earth’s
features. (S6C2PO4), (4-SS2-1,2)
alluvial fan
basin
canyon
channel
delta
deposition
drainage basin
erosion
flashflood
flood
floodplain
landform
levee
meander
plateau
sediments
slope
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking Identify rapid and slow processes by
using pictures and flashcards.
Identify wind and water erosion using
pictures or flashcards.
Define at least one rapid or slow process
involved in the changing Earth’s
features, using bubble map, stream table
response sheet.
Rapid - earthquakes, volcanoes, floods
Slow - wind and weathering
Investigate how slope of the land affects
erosion and deposition.
Students will investigate how flood flow
affects erosion and deposition.
Design and conduct investigations to
discover how changes to stream
channels affect erosion processes.
Analyze data and reporting results.
Page 33 of 43 Revised July 2015 Fourth Grade Science
Landforms Part 2 Sample Assessment Items (or learning target)
Report Card Standard Science S04.S6C2 Developing
(below standard) Proficient
(basic understanding of Standard) Advancing
(greater understanding of standard) Mastery
(exceptional understanding of standard)
Attempts to identify the earth
processes that cause erosion.
Draws a map of the stream
table, does not record
important events
Identifies at least one of the
earth processes that cause
erosion.
Draws a reasonable map of
the stream table with minor
flaws; with at least one
important event.
Identifies at two or more of
the earth processes that cause
erosion.
Draws a reasonable map of
the stream table with at two
or more important events.
Identifies and explains the
process of erosion and
deposition.
Draws an accurate map of the
stream table and records
important events of erosion
and deposition.
Sample Performance Tasks
Students will draw an accurate landform map that shows the process of erosion and deposition.
FOSS Landforms Module: Student Sheet #10 (Investigation 3: Go With the Flow, Part 1: Slope)
Suggested Activities/Labs
FOSS Landforms Module: Investigation 3, Part 1
FOSS Science Stories: Rivers and Controlling the Flood and Shapes of the Earth
Scholastic Study Jams Video: Weathering and Erosion
http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm
Bilingual Science Video: Weathering, Erosion, and Deposition http://www.youtube.com/watch?v=R48zYr-S7v0
Bill Nye: Rocks and Weathering episode http://www.youtube.com/watch?v=9Xv1DoqkARQ
DVUSD Adopted Resources Supplemental Resources
FOSSweb.com
FOSS Landforms Module: Investigation 3, Part 1
FOSS Science Stories: Rivers and Controlling the Flood and Shapes of
the Earth
FOSSweb Audiostories
Reading Street
http://sciencenetlinks.com/esheets/shape-it-up/
http://urbanext.illinois.edu/earth/shakeup.cfm
http://urbanext.illinois.edu/earth/activities.cfm
ReadWorks.org Scilinks.org (register for free account)
Page 34 of 43 Revised July 2015 Fourth Grade Science
Topic: Engineering, Technology, and Applications of Science
Topic: Engineering, Technology, and Applications of Science
Arizona Science Standards Next Generation Science Standards
Inquiry & History and Nature of Science & Science in Personal and Social Perspectives Engineering, Technology, and Applications of Science (ETS)
3-5-ETS1 Engineering Design
S1C1PO2 Formulate a relevant question through observations that can be tested by an
investigation. (3-5-ETS1-1)
3-5-ETS1-1 Students who demonstrate understanding can
define a simple design problem reflecting a need
or a want that includes specified criteria for
success and constraints on materials, time, or
cost.
S2C1PO1 Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations. (3-5-ETS1-1)
S2C1PO2 Describe science-related career opportunities. (3-5-ETS1-1)
S2C2PO1 Explain the role of experimentation in scientific inquiry.
(3-5-ETS1-1)
3-5-ETS1-2 Students who demonstrate understanding can
generate and compare multiple possible
solutions to a problem based on how well each
is likely to meet the criteria and constraints of
the problem.
S1C1PO3 Formulate predictions in the realm of science based on observed cause and effect
relationships. (3-5-ETS1-2)
S1C1PO4 Locate information (e.g., book, article, website) related to an investigation. (3-5-ETS1-
2) S1C3PO2 Formulate conclusions based upon identified trends in data.(3-5-ETS1-2) 3-5-ETS1-3 Students who demonstrate understanding can
plan and carry out fair tests in which variables
are controlled and failure points are considered
to identify aspects of a model or prototype that
can be improved.
S3C2PO3 Design and construct a technological solution to a common problem
or need using common materials. (3-5-ETS1-2)
S3C3PO3 Determine that data collected is consistent with the formulated question. (3-5-ETS1-2)
S1C2PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and
care of technology, materials, organisms) in all science inquiry.
(3-5-ETS-3)
S1C2PO2 Plan a simple investigation that identifies the variables to be
controlled. (3-5-ETS-3)
S1C2PO3 Conduct controlled investigations (e.g., related to erosion, plant life
cycles, weather, magnetism) in life, physical, and Earth and space
sciences. (3-5-ETS-3)
S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e.,
metric, U.S. customary). (3-5-ETS-3)
S1C2PO5 Record data in an organized and appropriate format (e.g., t-chart,
table, list, written log). (3-5-ETS-3)
S1C3PO1 Analyze data obtained in a scientific investigation to identify trends. (3-5-ETS1-3)
S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e.,
metric, U.S. customary). (3-5-ETS-3)
S1C2PO5 Record data in an organized and appropriate format (e.g., t-chart,
table, list, written log). (3-5-ETS-3)
S1C3PO4 Determine whether the data supports the prediction for an investigation. (3-5-ETS1-3)
S1C3PO5 Develop new questions and predictions based upon the data collected in the
investigation. (3-5-ETS1-3)
S1C2PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology,
materials, organisms) in all science inquiry. (3-5-ETS1-3)
Page 35 of 43 Revised July 2015 Fourth Grade Science
Topic: Engineering, Technology, and Applications of Science
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Asking Questions and Defining Problems Asking questions and defining problems in 3–5
builds on grades K–2 experiences and progresses to
specifying qualitative relationships.
Define a simple design problem that can be
solved through the development of an object,
tool, process, or system and includes several
criteria for success and constraints on materials,
time, or cost. (3-5-ETS1-1)
Planning and Carrying Out Investigations Planning and carrying out investigations to answer
questions or test solutions to problems in 3–5 builds
on K–2 experiences and progresses to include
investigations that control variables and provide
evidence to support explanations or design solutions.
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. (3-5-ETS1-3)
Constructing Explanations and Designing
Solutions Constructing explanations and designing
solutions in 3–5 builds on K–2 experiences and
progresses to the use of evidence in constructing
explanations that specify variables that describe and
predict phenomena and in designing multiple
solutions to design problems.
Generate and compare multiple solutions to a
problem based on how well they meet the
criteria and constraints of the design problem.
(3-5-ETS1-2)
ETS1.A: Defining and Delimiting Engineering
Problems
Possible solutions to a problem are limited by
available materials and resources (constraints).
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. (3-5-
ETS1-1)
ETS1.B: Developing Possible Solutions
Research on a problem should be carried out
before beginning to design a solution. Testing a
solution involves investigating how well it
performs under a range of likely conditions. (3-
5-ETS1-2)
At whatever stage, communicating with peers
about proposed solutions is an important part
of the design process, and shared ideas can
lead to improved designs. (3-5-ETS1-2)
Tests are often designed to identify failure
points or difficulties, which suggest the
elements of the design that need to be
improved. (3-5-ETS1-3)
ETS1.C: 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. (3-5-ETS1-
3)
Influence of Engineering, Technology, and
Science on Society and the Natural World
People’s needs and wants change over
time, as do their demands for new and
improved technologies. (3- 5-ETS1-1
Engineers improve existing technologies
or develop new ones to increase their
benefits, decrease known risks, and meet
societal demands. (3-5-ETS1-2)
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:
Fourth Grade: 4-PS3-4
Connections to 3-5-ETS1.B: Developing Possible Solutions to Problems include:
Fourth Grade: 4-ESS3-2
Connections to 3-5-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-bands: K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),K-2.ETS1.B (3-5-ETS1-2),K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-
3),MS.ETS1.A (3-5- ETS1-1),MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3)
Page 36 of 43 Revised July 2015 Fourth Grade Science
Topic: Engineering, Technology, and Applications of Science
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.RI.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text. (3-5-
ETS1-2)
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-
ETS1-3)
4.RI.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it
appears. (3-5-ETS1-2)
MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
4.RI.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably. (3-5-ETS1-2)
MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-
ETS1-3)
4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-
ETS1-3)
3-5.OA Operations and Algebraic Thinking (3-5-ETS1-1),(3-5-ETS1-2)
4.W.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources. (3-5-ETS1-
1),(3-5-ETS1-3)
4.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)
Page 37 of 43 Revised July 2015 Fourth Grade Science
Topic: Engineering, Technology, and Applications of Science
Enduring Understanding(s)
Engineers develop new technologies, or improve existing technologies, to benefit society as a whole. (S3C2PO1), (3-5-ETS1-2)
Essential Questions Key Concepts
What are the benefits and risks related to technology? (S1C2PO1),
(3-5-ETS1-3)
How do the components in a system work together? (S2C2PO1),
(3-5-ETS1-3)
How do scientists generate ideas to solve problems? (S2C1PO1),
(3-5-ETS1-1)
Why are some solutions more effective than others? (S1C1PO3),
(3-5-ETS1-1), (3-5-ETS1-2)
How are simple design problems identified? (S3C2PO3), (3-5-ETS1-1)
How do we determine the best solution for a problem? (S1C3PO2),
(3-5-ETS1-2)
The parts of a system work together.
A system with a missing or defective component may not work.
Technology is a result of human needs.
Experimenting is important in scientific inquiry.
People use science and technology every day.
Solutions for problems can be tested to see how they work.
Student Friendly Objectives Academic Vocabulary
I will describe the benefits and risks related to the use of technology.
(S1C2PO1), (3-5-ETS1-3)
I will describe how the components in a system work together.
(S2C2PO1), (3-5-ETS1-3)
I will explain how scientists generate ideas. (S2C1PO1), (3-5-ETS1-1)
I will develop and compare different ideas to solve a problem.
(S3C2PO3), (3-5-ETS1-1)
I will identify a simple design problem. (S3C2PO3), (3-5-ETS1-1)
I will test different solutions to see which one best solves the problem.
(S1C3PO2), (3-5-ETS1-2)
controlled variables
criteria
design
engineer
failure point
investigation
process
prototype
resources
risk
solution
system
technology
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Illustrate and label the structural
parts of a bridge.
Utilizing a pre-existing blueprint,
construct a bridge that can hold a
standard weight.
Using a pre-existing blueprint,
construct a bridge that can hold a
standard weight. Assess the
effectiveness of the design.
Design and construct a bridge that
can hold a standard weight. Test
and analyze the design. Refine it
based on test results.
Page 38 of 43 Revised July 2015 Fourth Grade Science
Topic: Engineering, Technology, and Applications of Science Sample Assessment Items (or learning target)
Report Card Standard Science SO4.S1.C1-4 Developing
(below standard) Proficient
(basic understanding of Standard) Advancing
(greater understanding of standard) Mastery
(exceptional understanding of standard)
Students design a water wheel that
will use water to lift objects a
specified distance.
The students conduct a minimum
of three trials.
Students conduct trials randomly
and do not use the results of the
trials to improve their designs.
Students design a water wheel that
will use water to lift objects a
specified distance.
The students conduct a minimum
of three trials. Students sometimes
use the results of their trials to
improve their designs.
Students are able to identify which
solution was most efficient.
Students design a water wheel that
will use water to lift objects a
specified distance.
The students conduct and
document a minimum of four or
more trials. Students record results
in a log and use the results from
the trials to change and improve
the design.
Students are able to identify which
solution was most efficient and
why.
Students design a water wheel that
will use water to lift objects a
specified distance.
The students conduct and
document a minimum of four or
more trials. Students record results
in a log and use the result from the
trials to change and improve the
design.
Students are able to identify which
solution was most efficient and
why. Students compare their
solutions to others and further
refine their designs.
Sample Performance Tasks
Students will design and construct a simple water wheel that will efficiently lift objects. They will conduct several trials to refine their designs.
Suggested Activities/Labs
Engineering Paper Structures: Lesson plan for teachers on engineering paper structures.
Popsicle Bridge: Lesson plan and student worksheets.
Water Wheel Resources: Research materials on history and types of water wheels.
How Everyday Things Are Made: Interactive site with videos and online tours.
DVUSD Adopted Resources Supplemental Resources
FOSS Water Module: Investigation 4
FOSSweb.com
Delta Reader: “Water”
YouTube.cle.nr (videos without ads)
www.nasa.gov
Readworks.org
www.srpnet.com/education/
Newsela.com
Teachengineering.org
Sciencekids.co.nz
Scilinks.org (register for free account)
Page 39 of 43 Revised July 2015 Fourth Grade Science
Topic: Water
Topic: Water
Arizona Science Standards Next Generation Science Standards
Life Science and Earth and Space Science
4. Earth’s Systems: Processes that Shape the Earth
S4C3PO1 Describe the ways various resources (e.g. air, water, plants, animals, and soil) are
utilized to meet the needs of a population.
S4C3PO2 Differentiate renewable resources from nonrenewable resources
S4C3PO4 Describe ways in which resources can be conserved (e.g. by reducing, reusing,
recycling, finding substitutes)
S6C2PO2 Describe how currents and wind cause erosion and land changes 4-ESS2-1 Students who demonstrate understanding can
make observations and/or measurements to
provide evidence of the effects of weathering or
the rate of erosion by water, ice, wind, or
vegetation
S6C2PO3 Describe the role that water plays in the following processes that alter Earth’s surface
features: deposition, weathering, erosion
S6C2PO4 Compare rapid and slow processes that change Earth’s surface features: (rapid-
earthquakes, volcanoes, floods)(slow-wind, weather)
S6C3PO1 Identify the sources of water within an environment (e.g. ground water, surface water,
atmosphere)
S6C3PO2 Describe the distribution of water on Earth’s surface
S6C3PO3 Difference between climate and weather as they relate to the southwestern U.S.
Page 40 of 43 Revised July 2015 Fourth Grade Science
Topic: Water
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying out investigations to answer
questions or test solutions to problems in 3–5 builds
on K–2 experiences and progresses to include
investigations that control variables and provide
evidence to support explanations or design solutions.
Make observations and/or measurements to
produce data to serve as the basis for
evidence for an explanation of a
phenomenon. (4-ESS2-1)
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and
progresses to introducing quantitative approaches to
collecting data and conducting multiple trials of
qualitative observations. When possible and feasible,
digital tools should be used.
Analyze and interpret data to make sense of
phenomena using logical reasoning. (4-
ESS2-2)
Constructing Explanations and Designing
Solutions Constructing explanations and designing
solutions in 3–5 builds on K–2 experiences and
progresses to the use of evidence in constructing
explanations that specify variables that describe and
predict phenomena and in designing multiple
solutions to design problems.
Identify the evidence that supports particular
points in an explanation. (4-ESS1-1)
Generate and compare multiple solutions to a
problem based on how well they meet the
criteria and constraints of the design
solution. (4-ESS3-2)
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. (4-ESS2-1)
ESS2.E: Biogeology
Living things affect the physical characteristics of
their regions. (4-ESS2-1)
ETS1.B: Designing Solutions to Engineering
Problems
Testing a solution involves investigating how well
it performs under a range of likely
conditions.(secondary to 4-ESS3-2)
Nature of Science Scientific Knowledge Assumes an Order and
Consistency in Natural Systems
Science assumes consistent patterns in natural
systems. (4-ESS1-1)
Patterns
Patterns can be used as evidence to
support an explanation. (4-ESS2-2)
Cause and Effect
Cause and effect relationships are routinely
identified, tested, and used to explain
change. (4-ESS2-1)
Connections to 3-5-ETS1.B: Developing Possible Solutions to Problems include:
Fourth Grade: 4-ESS3-2
Connections to 3-5-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-bands: K.ETS1.A (4-ESS3-2); 2.ESS1.C (4-ESS1-1),(4-ESS2-1); 2.ESS2.A (4-ESS2-1); 2.ESS2.B (4- ESS2-2); 2.ESS2.C (4-ESS2-2); 2.ETS1.B (4-ESS3-2);
2.ETS1.C (4-ESS3-2);3.LS4.A (4-ESS1-1); 5.ESS2.A (4-ESS2-1); 5.ESS2.C (4-ESS2-2); MS.LS4.A (4-ESS1-1); MS.ESS1.C (4-ESS1-1),(4-ESS2-2); MS.ESS2.A (4-ESS1-1),(4-ESS2-2),(4-ESS3-2); MS.ESS2.B (4-ESS1-1),(4-ESS2-2); MS.ESS3.B (4-ESS3-2); MS.ETS1.B (4-ESS3-2)
Page 41 of 43 Revised July 2015 Fourth Grade Science
Topic: Water
Arizona College and Career Ready Standards Connections
English Language Arts Mathematics
4.RI.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text. (3-5-
ETS1-2)
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-
ETS1-3)
4.RI.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it
appears. (3-5-ETS1-2)
MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
4.RI.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably. (3-5-ETS1-2)
MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-
ETS1-3)
4.W.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it
appears. (4-ESS1-1),(4-ESS2-2)
4.MD.A.1 Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger unit
in terms of a smaller unit. Record measurement equivalents in a two-
column table. (4-ESS1-1),(4-ESS2-1)
4.W.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources. (3-5-ETS1-
1),(3-5-ETS1-3)
4.MD.A.2 Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money,
including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger
unit in terms of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that feature a
measurement scale. (4-ESS2-1),(4-ESS2-2)
4.W.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret
35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7
times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations. (4-ESS3-2)
Page 42 of 43 Revised July 2015 Fourth Grade Science
Topic: Water
Enduring Understanding(s)
Water dominates the surface of our planet, changes the face of land, and defines life.
Essential Questions Key Concepts
Water causes erosion and land changes.
Evaporation is when a liquid changes to a gas.
Some events on Earth cause atmospheric conditions.
Some Earth materials absorb more water than others.
Water cycles through Earth’s systems.
Student Friendly Objectives Academic Vocabulary
I will identify how water causes erosion (S6C2PO2, S6C2PO3)
I will describe the role water plays on Earth (S6C2PO3).
I will diagram and describe the water cycle.
I will compare rates of evaporation under different conditions.
I will observe and compare water on a variety of surfaces.
I will compare and contrast rapid and slow processes involved in changing
planet Earth (S6C2PO4).
I will observe and compare movement of water through different
materials.
Condensation
Condense
Drain
Earth materials
Evaporate
Evaporation
Observation
Property
Seriate
Soak
Surface area
Water cycle
Water quality
Water vapor
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking
Page 43 of 43 Revised July 2015 Fourth Grade Science
Topic: Water Sample Assessment Items (or learning target)
Report Card Standard Science Developing
(below standard) Proficient
(basic understanding of Standard) Advancing
(greater understanding of standard) Mastery
(exceptional understanding of standard)
Sample Performance Tasks
.
Suggested Activities/Labs
DVUSD Adopted Resources Supplemental Resources
FOSS Water Module: Investigation 4
FOSSweb.com
Delta Reader: “Water”, “Erosion”
YouTube.cle.nr (videos without ads)
www.nasa.gov
Readworks.org
www.srpnet.com/education/
Newsela.com
Sciencekids.co.nz
Scilinks.org (register for free account)
http://www.projectwet.org