4-LS1-2   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-2. 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. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
The performance expectation above was 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.

Disciplinary Core Ideas

LS1.D: Information Processing

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

MS.LS1.A ; MS.LS1.D

Common Core State Standards Connections:

ELA/Literacy -
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)

4-LS1-2   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-2. 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. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
The performance expectation above was 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.

Disciplinary Core Ideas

LS1.D: Information Processing

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

MS.LS1.A ; MS.LS1.D

Common Core State Standards Connections:

ELA/Literacy -
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)

4-LS1-2   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-2. 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. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
The performance expectation above was 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.

Disciplinary Core Ideas

LS1.D: Information Processing

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

MS.LS1.A ; MS.LS1.D

Common Core State Standards Connections:

ELA/Literacy -
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)

* 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-LS1-2-1 Evidence Statements
Related Example Bundles
4th Grade Thematic Model: Bundle 2
4th Grade Topic Model: Bundle 1

How to Read the Standards

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