Grade 4 Science New York standards Standards

3-5. Engineering Design

Crosscutting Concepts

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

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting 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 or how well each takes the constraints into account. (3-5-ETS1-1)

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)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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.

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.

Performance Expectations

Earth's Systems: Processes that Shape the Earth

Structure, Function, and Information Processing

Waves: Waves and Information

Energy

Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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.

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.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Analyze and interpret data from maps to describe patterns of Earth's features.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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.

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Generate and compare multiple solutions that use patterns to transfer information.

Develop a computational model of a system that shows changes in output when there are changes in inputs.

Describe the steps taken and choices made to design and develop a solution using an iterative design process.

Collect digital data related to a real life question or need.

Visualize a simple data set in order to highlight relationships and persuade an audience.

Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.

Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.

Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task

Identify pieces of information that might change as a program or process runs.

Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.

Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.

Explain why different types of information might need to be protected.

Describe common safeguards for protecting personal information.

Describe trade-offs between allowing information to be public and keeping information private and secure.

Model and explain the purpose of simple cryptographic methods.

Explain suspicious activity of applications and devices.

Type on a keyboard while demonstrating proper keyboarding technique.

Select appropriate digital tools to communicate and collaborate while learning with others.

Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.

Use a variety of digital tools and resources to create and revise digital artifacts.

Identify common features of digital technologies.

Describe persistence of digital information and explain how actions in online spaces can have consequences.

Identify and describe actions in online spaces that could potentially be unsafe or harmful.

Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

Explain how laws impact the use of computing technologies and digital information.

Explain current events that involve computing technologies.

Explain who has access to data in different digital spaces.

Explain how computer systems play a role in human decision-making.

Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.

Identify a diverse range of role models in computer science.

Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.

Model how computer hardware and software work together as a system to accomplish tasks.

Determine potential solutions to solve hardware and software problems using common troubleshooting strategies.

Model how data is structured to transmit through a network.

Describe that data can be stored locally or remotely in a network.

Computational Thinking

Cybersecurity

Digital Literacy

Impacts of Computing

Networks & System Design

know the different jobs in their communities and the contributions made by individuals performing those jobs.

understand how people acquire, use, and protect money and recognize some factors that influence spending

understand the kinds of resources available in their community and make informed decisions related to their own use

Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

demonstrate the ability to apply the decision making process to physical activity.

become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment

know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

recognize how the media influences health choices.

know how to access help when illness, injury, or emergency situations occur

understand how culture contributes to individual family and community beliefs and practices affecting health

identify characteristics of valid health information and health-promoting products and services and know where to locate them

Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students will understand and be able to manage their personal and community resources.

know some conditions necessary for a safe and healthy home and school environment and recognize the various ways individuals contribute to that environment.

understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

demonstrate care, consideration, and respect of self and others during physical activity.

know how injuries from physical activity can be prevented or treated

work constructively with others to accomplish a variety of goals and tasks

come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment

contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities

Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

recognize characteristics of the environment that contribute to health.

know some personal and social skills which contribute to individual safety

recognize potentially dangerous situations and know how to avoid or reduce their risk

understand basic safety rules

Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

recognize how a family contributes to personal health.

use simple household tools safely to perform a variety of everyday tasks

understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation

Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

understand the relationship between physical activity and individual well being.

demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness

understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition)

demonstrate mastery of fundamental motor, nonlocomotor, and manipulative skills, and understand fundamental principles of movement

develop physical fitness skills through regular practice, effort, and perseverance

participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

practice and support others in making healthy choices.

know about some diseases and disorders and how they are prevented and treated

recognize influences which affect health choices and behaviors

understand how behaviors such as food selection, exercise, and rest affect growth and development

possess basic knowledge and skills which support positive health choices and behaviors

know how basic body systems work and interrelate in normal patterns of growth and development

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

NY State State Grade 4 Science Standards

Crosscutting Concepts

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

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting 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 or how well each takes the constraints into account. (3-5-ETS1-1)

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)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

3-5. Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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.

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.

Performance Expectations

Crosscutting Concepts

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)

Energy and Matter

Energy can be transferred in various ways and between objects. (4-PS3-1),(4- PS3-2),(4- PS3-3),(4-PS3-4)

Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3- 1)

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

Over time, people’s needs and wants change, as do their demands for new and improved technologies. (4-ESS3- 1)

Engineers improve existing technologies or develop new ones. (4-PS3-4)

Science is a Human Endeavor

Most scientists and engineers work in teams. (4-PS3-4)

Science affects everyday life. (4-PS3-4)

Disciplinary Core Ideas

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. (4-ESS3-1)

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 or how well each takes the constraints into account. (secondary to 4-PS3-4)

PS3.A: Definitions of Energy

(NYSED) A given object possesses more energy of motion when it is moving faster. (4-PS3-1)

(NYSED) Energy can be transferred by moving objects or by sound, light, heat, or electric currents. (4-PS3-2), (4-PS3-3)

PS3.B: Conservation of Energy and Energy Transfer

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)

(NYSED) Energy can also be transferred by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)

PS3.C: Relationship Between Energy and Forces

When objects collide, the contact forces transfer energy so as to change the objects’ motions.(4-PS3-3)

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)

Science and Engineering Practices

Asking Questions and Defining Problems

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (4-PS3-3)

Planning and Carrying Out Investigations

Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (4-PS3-2)

Constructing Explanations and Designing Solutions

Use evidence (e.g., measurements, observations, patterns) to construct an explanation. (4-PS3-1)

Apply scientific ideas to solve design problems. (4-PS3-4)

Obtaining, Evaluating, and Communicating Information

Obtain and combine information from books and other reliable media to explain phenomena. (4- ESS3-1)

Crosscutting Concepts

Patterns

Patterns can be used as evidence to support an explanation. (4-ESS1-1),(4- ESS2-2)

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change. (4- ESS2-1),(4-ESS3-2)

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

Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (4-ESS3- 2)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (4- ESS1-1)

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)

ESS2.A: Earth Materials and Systems

Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

ESS2.E: Biogeology

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 DisciplinaryCore Ideacanalsobefoundin 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)

Science and Engineering Practices

Planning and Carrying Out Investigations

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1)

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)

Constructing Explanations and Designing Solutions

Identify the evidence that supports particular points in an explanation. (4-ESS1-1)

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2)

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

4. Earth's Systems: Processes that Shape the Earth

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [

Analyze and interpret data from maps to describe patterns of Earth’s features.

Performance Expectations

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

4. Structure, Function, and Information Processing

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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.

Performance Expectations

4. Energy

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

Ask questions and predict outcomes about the changes in energy that occur when objects collide

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Performance Expectations

4. Waves: Waves and Information

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Generate and compare multiple solutions that use patterns to transfer information.

Performance Expectations

Crosscutting Concepts

Cause 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), (LS1-2)

Disciplinary Core Ideas

LS1.A: Structure and Function

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

LS1.D: Information Processing

Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)

PS4.B: Electromagnetic Radiation

An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

Science and Engineering Practices

Developing and Using Models

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

Construct an argument with evidence, data, and/or a model. (4-LS1-1)

Crosscutting Concepts

Patterns

Similarities and differences in patterns can used to sort and classify natural (4-PS4-1)

Similarities and differences in patterns can used to sort and classify designed products. (4-PS4-3

Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-PS4-3)

Disciplinary Core Ideas

ETS1.C: Optimizing The Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)

PS4.A: Wave Properties

Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This gradebandendpoint was moved from K–2).(4-PS4-1)

Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)

PS4.C: Information Technologies and Instrumentation

Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice— and vice versa. (4-PS4-3)

Science and Engineering Practices

Developing and Using Models

Develop a model using an analogy, example, or abstract representation to describe a scientific principle. (4-PS4-1)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-PS4-3)

Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (4-PS4-1)