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.] 4-ESS3-1 Obtain and combine information to describe that energy and are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.] 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success energy so as to change the objects’ motions. 3) PS3.D: Energy in Chemical Processes and Everyday Life The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4) ESS3.A: Natural Resources Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. ETS1.A: Defining Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success relationship between energy and speed. Students should ask questions and predict outcomes. Perform them in front of students. With the help of a rubric to guide what students should record, Students will write down or draw what they are seeing.) After: Project what they learned by allowing them to create their own device that convert energy from one form to another, could fit in to engineering. This will be a simple creation that shows understanding of energy and devices. A rubric can be used here to help students reach the goal.) Posttest (Give students a test that will test them for knowledge and help them get use to formal testing)
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.] 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.] 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Living things affect the physical characteristics of their regions. (4-ESS2-1) ESS3.B: Natural Hazards A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2) ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3) Science Pacing Guide Time Frame: April – June Fourth Grade Unit 4: Structure, Function, and Information Processing Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards 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. Develop a model to describe phenomena. (4-PS4-2) Use a model to test interactions concerning the functioning of a natural system. (4-LS1-2) Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and and Effect Cause and effect relationships are routinely identified. (4-PS4-2) Systems and System Models A system can be described in terms of its components and their interactions. (4-LS1-1),(4-LS1-2) W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-2), (4-LS1-2) MP.4 Model with mathematics. 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in figures. (4-PS4-2) 4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify figures and draw lines of symmetry. (4-LS1-1)