4-PS4   Waves and Their Applicaitons in Technologies for Information Transfer

Students who demonstrate understanding can:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
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

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.

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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science findings are based on recognizing patterns. (4-PS4-1)

Disciplinary Core Ideas

PS4.A: Wave Properties

PS4.C: Information Technologies and Instrumentation

ETS1.C: Optimizing The Design Solution

Crosscutting Concepts

Patterns

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

    Connections to Engineering, Technology,                   and Applications of Science

 

Interdependence of Science, Engineering, and Technology

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.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.C (4-PS4-3); MS.ETS1.B (4-PS4-3)

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-PS4-3)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS4-3)
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)
Mathematics -
MP.4Model with mathematics. (4-PS4-1)
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   Waves and Their Applicaitons in Technologies for Information Transfer

Students who demonstrate understanding can:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
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

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.

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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science findings are based on recognizing patterns. (4-PS4-1)

Disciplinary Core Ideas

PS4.A: Wave Properties

PS4.C: Information Technologies and Instrumentation

ETS1.C: Optimizing The Design Solution

Crosscutting Concepts

Patterns

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

    Connections to Engineering, Technology,                   and Applications of Science

 

Interdependence of Science, Engineering, and Technology

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.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.C (4-PS4-3); MS.ETS1.B (4-PS4-3)

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-PS4-3)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS4-3)
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)
Mathematics -
MP.4Model with mathematics. (4-PS4-1)
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   Waves and Their Applicaitons in Technologies for Information Transfer

Students who demonstrate understanding can:

4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
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

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.

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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science findings are based on recognizing patterns. (4-PS4-1)

Disciplinary Core Ideas

PS4.A: Wave Properties

PS4.C: Information Technologies and Instrumentation

ETS1.C: Optimizing The Design Solution

Crosscutting Concepts

Patterns

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

    Connections to Engineering, Technology,                   and Applications of Science

 

Interdependence of Science, Engineering, and Technology

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.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.C (4-PS4-3); MS.ETS1.B (4-PS4-3)

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-PS4-3)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS4-3)
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)
Mathematics -
MP.4Model with mathematics. (4-PS4-1)
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)

* 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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Related Evidence Statements
4.Waves-1 Evidence Statements
4.Waves-2 Evidence Statements
Related Quality Units
Grade 4: Next Generation Science Storylines: Why Do Some Things Wash Up on The Beach And Others Dont?
Related Example Bundles
4th Grade Thematic Model: Bundle 2
4th Grade Thematic Model: Bundle 3
4th Grade Topic Model: Bundle 2
4th Grade Topic Model: Bundle 4
4th Grade Topic Model: Bundle 5

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...