4-PS3-1   Energy

Students who demonstrate understanding can:

4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.
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

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.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

MS.PS3.A

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-PS3-1)
RI.4.3 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)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS3-1)
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)
W.4.8Recall 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)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1)

4-PS3-1   Energy

Students who demonstrate understanding can:

4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.
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

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.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

MS.PS3.A

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-PS3-1)
RI.4.3 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)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS3-1)
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)
W.4.8Recall 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)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1)

4-PS3-1   Energy

Students who demonstrate understanding can:

4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.
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

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.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

MS.PS3.A

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-PS3-1)
RI.4.3 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)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS3-1)
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)
W.4.8Recall 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)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1)

* 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-PS3-1-1 Evidence Statements
Related Quality Units
Grade 4: K-12 Alliance: Chain Reactions— Energy in Motion
Related Example Bundles
4th Grade Thematic Model: Bundle 1
4th Grade Topic Model: Bundle 3

How to Read the Standards

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