4-PS3-4   Energy

Students who demonstrate understanding can:

4-PS3-4.Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
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.B: Conservation of Energy and EnergyTransfer

PS3.D: Energy in Chemical Processes and Everyday Life

ETS1.A: Defining Engineering Problems

Crosscutting Concepts

Energy and Matter

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

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

         Connections to Nature of Science

 

Science is a Human Endeavor

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

K.ETS1.A ; 2.ETS1.B ; 5.PS3.D ; 5.LS1.C ; MS.PS3.A ; MS.PS3.B ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-PS3-4)
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-PS3-4)
Mathematics -
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-PS3-4   Energy

Students who demonstrate understanding can:

4-PS3-4.Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
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.B: Conservation of Energy and EnergyTransfer

PS3.D: Energy in Chemical Processes and Everyday Life

ETS1.A: Defining Engineering Problems

Crosscutting Concepts

Energy and Matter

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

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

         Connections to Nature of Science

 

Science is a Human Endeavor

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

K.ETS1.A ; 2.ETS1.B ; 5.PS3.D ; 5.LS1.C ; MS.PS3.A ; MS.PS3.B ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-PS3-4)
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-PS3-4)
Mathematics -
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-PS3-4   Energy

Students who demonstrate understanding can:

4-PS3-4.Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
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.B: Conservation of Energy and EnergyTransfer

PS3.D: Energy in Chemical Processes and Everyday Life

ETS1.A: Defining Engineering Problems

Crosscutting Concepts

Energy and Matter

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

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

         Connections to Nature of Science

 

Science is a Human Endeavor

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

K.ETS1.A ; 2.ETS1.B ; 5.PS3.D ; 5.LS1.C ; MS.PS3.A ; MS.PS3.B ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-PS3-4)
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-PS3-4)
Mathematics -
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)

* 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-PS3-4-1 Evidence Statements
Related Quality Units
Grade 4: K-12 Alliance: Chain Reactions— Energy in Motion
Related Example Bundles
4th Grade Thematic Model: Bundle 3
4th Grade Topic Model: Bundle 2

How to Read the Standards

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