4-PS4-1   Waves and Their Applications 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.]
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.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science findings are based on recognizing patterns.

## Crosscutting Concepts

### Patterns

Connections to other DCIs in fourth grade:

Common Core State Standards Connections:

SL.4.5 ELA/Literacy - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-1) Mathematics - Model with mathematics. (4-PS4-1) 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-PS4-1   Waves and Their Applications 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.]
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.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science findings are based on recognizing patterns.

## Crosscutting Concepts

### Patterns

Connections to other DCIs in fourth grade:

Common Core State Standards Connections:

SL.4.5 ELA/Literacy - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-1) Mathematics - Model with mathematics. (4-PS4-1) 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-PS4-1   Waves and Their Applications 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.]
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.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science findings are based on recognizing patterns.

## Crosscutting Concepts

### Patterns

Connections to other DCIs in fourth grade:

Common Core State Standards Connections:

SL.4.5 ELA/Literacy - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-1) Mathematics - Model with mathematics. (4-PS4-1) 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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## How to Read the Standards

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