4-ESS3   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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.

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.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ETS1.B: Designing Solutions to Engineering Problems

Crosscutting Concepts

Cause and Effect

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  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 Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in fourth grade:

4.EST1.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)

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 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)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2)
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1)
W.4.8 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)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)
MP.4Model with mathematics. (4-ESS3-1),(4-ESS3-2)
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-ESS3   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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.

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.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ETS1.B: Designing Solutions to Engineering Problems

Crosscutting Concepts

Cause and Effect

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  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 Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in fourth grade:

4.EST1.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)

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 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)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2)
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1)
W.4.8 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)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)
MP.4Model with mathematics. (4-ESS3-1),(4-ESS3-2)
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-ESS3   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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.

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.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ETS1.B: Designing Solutions to Engineering Problems

Crosscutting Concepts

Cause and Effect

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  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 Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in fourth grade:

4.EST1.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)

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 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)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2)
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1)
W.4.8 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)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)
MP.4Model with mathematics. (4-ESS3-1),(4-ESS3-2)
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)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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4-ESS3-1 Evidence Statements
4-ESS3-2 Evidence Statements
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