Tennessee

PS Physical Sciences

• 4-PS3 Energy

  • 4-PS3-1 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.

    • How are speed and energy related? (4-G.4)

  • 4-PS3-2 Observe and explain the relationship between potential energy and kinetic energy.

  • 4-PS3-3 Describe how stored energy can be converted into another form for practical use.

    • Energy transformation (4-I.1)

• 4-PS4 Waves and their Applications in Technologies for Information Transfer

  • 4-PS4-1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.

    • Compare amplitudes and wavelengths of waves (4-G.5)

  • 4-PS4-2 Describe how the colors of available light sources and the bending of light waves determine what we see.

  • 4-PS4-3 Investigate how lenses and digital devices like computers or cell phones use waves to enhance human senses.

LS Life Sciences

• 4-LS2 Ecosystems: Interactions, Energy, and Dynamics

  • 4-LS2-1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

    • How do plants make food? (4-O.3)

  • 4-LS2-2 Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

    • Identify roles in food chains (4-S.3)
    • How does matter move in food chains? (4-S.4)

  • 4-LS2-3 Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

    • Interpret food webs (4-S.5)

  • 4-LS2-4 Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.

  • 4-LS2-5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.

    • Introduction to adaptations (4-P.1)
    • Animal adaptations: beaks, mouths, and necks (4-P.2)
    • Animal adaptations: feet and limbs (4-P.3)
    • Animal adaptations: skins and body coverings (4-P.4)

• 4-LS4 Biological Change: Unity and Diversity

  • 4-LS4-1 Obtain information about what a fossil is and ways a fossil can provide information about the past.

    • Introduction to fossils (4-V.1)
    • Identify and classify fossils (4-V.2)
    • Compare fossils to modern organisms (4-V.3)
    • Compare ancient and modern organisms: use observations to support a hypothesis (4-V.4)
    • Interpret evidence from fossils in rock layers (4-V.5)

ESS Earth and Space Sciences

• 4-ESS1 Earth's Place in the Universe

  • 4-ESS1-1 Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

    • Changes to Earth's surface: erosion (4-U.1)
    • How do rock layers form? (4-U.6)

  • 4-ESS1-2 Use a model to explain how the orbit of the Earth and sun cause observable patterns:

    • 4-ESS1-2a day and night;

      • Earth’s rotation and orbit (4-Z.2)
      • Day and night (4-Z.3)

    • 4-ESS1-2b changes in length and direction of shadows over a day.

      • Shadows (4-Z.1)

• 4-ESS2 Earth's Systems

  • 4-ESS2-1 Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

    • Changes to Earth's surface: erosion (4-U.1)

  • 4-ESS2-2 Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.

    • Read a topographic map (4-X.4)
    • Select parts of a topographic map (4-X.5)

  • 4-ESS2-3 Provide examples to support the claim that organisms affect the physical characteristics of their regions.

  • 4-ESS2-4 Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.

    • Label Earth layers (4)

• 4-ESS3 Earth and Human Activity

  • 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).

    • Evaluate natural energy sources (4-T.2)

  • 4-ESS3-2 Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.

    • Science literacy: how can a community protect sea turtles? (4-T.1)

ETS Engineering, Technology, and Applications of Science

• 4-ETS1 Engineering Design

  • 4-ETS1-1 Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

    • Evaluate multiple design solutions to prevent flooding (4-AA.1)
    • Identify the best design solution to prevent hurricane damage (4-AA.2)

• 4-ETS2 Links Among Engineering, Technology, Science, and Society

  • 4-ETS2-1 Use appropriate tools and measurements to build a model.

    • Choose customary units of distance (4-BB.1)
    • Choose metric units of distance (4-BB.2)
    • Choose customary units of mass (4-BB.3)
    • Choose metric units of mass (4-BB.4)
    • Choose customary units of volume (4-BB.5)
    • Choose metric units of volume (4-BB.6)

  • 4-ETS2-2 Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.

    • Evaluate multiple design solutions to prevent flooding (4-AA.1)
    • Identify the best design solution to prevent hurricane damage (4-AA.2)

  • 4-ETS2-3 Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).