Okla. Admin. Code § 210:15-3-74

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-74 - Science standards for grade 4

(a)Physical Science. Standards for fourth (4th) grade students from the domain of Physical Science address the following topics:

(1)Energy.

(A)Performance expectation one (1). Use evidence to construct an explanation relating the speed of an object to the energy of that object.

(i)Clarification statement. Energy can be moved from place to place by moving objects or through sound, light, or electric currents. At this grade level, no attempt is made to give a precise or complete definition of energy.

(ii)Assessment Boundary. Assessment does not include quantitative measures of changes in the speed of an object (acceleration) or on any precise, quantitative, or complete definition of energy.

(iii)Science and Engineering Practice.

(I)Constructing explanations. Use evidence (e.g., measurements, observations, patterns) to construct an explanation.

(iv)Disciplinary Core Ideas.

(I) The faster a given object is moving, the more energy it possesses.

(v)Crosscutting Concepts.

(I)Patterns. Patterns can be used as evidence to support an explanation.

(B)Performance expectation two (2). Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

(i)Clarification statement. Light, heat, sound, and electric currents transfer energy. Examples of this can include sound from a radio, light from a flashlight, the sun heating a window pane, and currents to electronic devices. When energy is transferred it can stay in the same form or change forms.

(ii)Assessment Boundary. Assessment does not include quantitative measurements of energy or the difference between transferring and transforming energy.

(iii)Science and Engineering Practice.

(I)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.

(iv)Disciplinary Core Ideas.

(I) Energy can be moved from place to place by moving objects or through sound, light, or electric currents.

(II) Energy is present whenever there are moving objects, sound, light, or heat.

(III) 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.

(IV) Light also transfers energy from place to place.

(V) Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light.

(v)Crosscutting Concepts.

(I)Energy and matter. Energy can be transferred in various ways and between objects.

(C)Performance expectation three (3). Ask questions and predict outcomes about the changes in energy that occur when objects collide.

(i)Clarification statement. Collisions include any interactions between objects when they come in contact with one another and transfer energy. Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.

(ii)Assessment Boundary. Assessment does not include quantitative measures of changes in the speed of an object (acceleration) or quantitative measures of energy.

(iii)Science and Engineering Practice.

(I)Asking questions. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

(iv)Disciplinary Core Ideas.

(I) 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.

(II) When objects collide, the contact forces transfer energy so as to change the objects' motions.

(v)Crosscutting Concepts.

(I)Energy and matter. Energy can be transferred in various ways and between objects.

(D)Performance expectation four (4).* Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

(i)Clarification statement. Examples of devices could include mousetrap cars; rubber band-powered vehicles; electric circuits that convert electrical energy into light, sound, or motion energy of a vehicle; and a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Designing solutions. Apply scientific ideas to solve design problems.

(iv)Disciplinary Core Ideas.

(I) Energy can be transferred from place to place by electric currents, which an 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.

(II) The expression "produce energy" typically refers to the conversion of stored energy into a desired form for practical use.

(III) Possible solutions to a problem are limited by available materials and resources (constraints). Different proposals for solutions can be compared on the basis of how well each takes the constraints into account.

(IV) The success of a designed solution is determined by considering the desired features of a solution (criteria).

(V) Engineers improve existing technologies or develop new ones.

(v)Crosscutting Concepts.

(I)Energy and matter. Energy can be transferred in various ways and between objects.

(2)Waves and their applications in technologies for information transfer.

(A)Performance expectation one (1). Develop and use a model of waves to describe patterns in terms of amplitude and wavelength, and to show that waves can cause objects to move.

(i)Clarification statement. Examples of models could include diagrams, analogies, and physical models using items like stringed beads, rubber bands, or yarn to illustrate wavelength and amplitude of waves. Examples of wave patterns that cause objects to move up and down or side to side could include the vibrating patterns associated with sound; the vibrating patterns of seismic waves produced by earthquakes.

(ii)Assessment Boundary. Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of wavelength.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop a model using an analogy, example, or abstract representation to describe a scientific principle.

(iv)Disciplinary Core Ideas.

(I) Waves, which are regular patterns of motion, can be made in water by disturbing the surface.

(II) 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.

(III) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

(v)Crosscutting Concepts.

(I)Patterns. Similarities and differences in patterns can be used to sort and classify designed products.

(B)Performance expectation two (2). Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

(i)Clarification statement. Models would identify components such as the source of the light, objects that are seen, the path of the light, and the eye. Models could be used to investigate what happens when one of the components changes (e.g., close the eyes, block the light, or change the light path).

(ii)Assessment Boundary. Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop a model to describe phenomena.

(iv)Disciplinary Core Ideas.

(I) An object can be seen when light reflected from its surface enters the eyes.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified.

(C)Performance expectation three (3).* Generate and compare multiple solutions that use patterns to transfer information.

(i)Clarification statement. Examples of solutions could include drums sending coded information through sound waves, using a grid of 1's and 0's representing black and white to send information about a picture, QR codes, barcodes, and using Morse code to send text.

(ii)Assessment Boundary. Assessment does not include creating or writing digital code.

(iii)Science and Engineering Practice.

(I)Designing solutions. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

(iv)Disciplinary Core Ideas.

(I) Digitized information can be transmitted over long distances without significant degradation.

(II) High-tech devices, such as computers or cell phones, can receive and decode information-convert it from digitized form to voice-and vice versa.

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

(v)Crosscutting Concepts.

(I)Patterns. Similarities and differences in patterns can be used to sort and classify designed products.

(b)Life Science. Standards for fourth (4th) grade students from the domain of Life Science address the topic From molecules to organisms: Structures and processes.

(1)Performance expectation one (1). Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

(i)Clarification statement. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.

(ii)Assessment Boundary. Assessment is limited to macroscopic structures within plant and animal systems.

(iii)Science and Engineering Practice.

(I)Engaging in argument from evidence. Construct an argument with evidence, data, and/or a model.

(iv)Disciplinary Core Ideas.

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

(v)Crosscutting Concepts.

(I)Structure and function. Substructures have shapes and parts that serve functions.

(2)Performance expectation two (2). 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.

(i)Clarification statement. Emphasis is on systems of information transfer. Examples of response to stimuli include a dog is hot and lies in the shade, a rabbit hears a noise and runs away, and a person is cold so they put on a jacket.

(ii)Assessment Boundary. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

(iii)Science and Engineering Practice.

(I)Developing and using models. Use a model to test interactions concerning the functioning of a natural system.

(iv)Disciplinary Core Ideas.

(I) Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain.

(II) Animals are able to use their perceptions and memories to guide their actions.

(v)Crosscutting Concepts.

(I)Systems and system models. A system can be described in terms of its components and their interactions.

(c)Earth and Space Science. Standards for fourth (4th) grade students from the domain of Earth and Space Science address the following topics:

(1)Earth's place in the universe.

(A)Performance expectation one (1). Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

(i)Clarification statement. Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.

(ii)Assessment Boundary. Assessment does not include specific knowledge or memorization of specific rock formation and layers. Assessment is limited to relative time.

(iii)Science and Engineering Practice.

(I)Constructing explanations. Identify the evidence that supports particular points in an explanation.

(iv)Disciplinary Core Ideas.

(I) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes.

(II) The presence and location of certain fossil types indicate the order in which rock layers were formed.

(v)Crosscutting Concepts.

(I)Patterns. Patterns can be used as evidence to support an explanation.

(2)Earth's systems.

(A)Performance expectation one (1). Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion.

(i)Clarification statement. Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.

(ii)Assessment Boundary. Assessment is limited to a single form of weathering or erosion.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. With guidance, plan and conduct an investigation with peers.

(iv)Disciplinary Core Ideas.

(I) 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.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.

(B)Performance expectation two (2). Analyze and interpret data from maps to describe patterns of Earth's features.

(i)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.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Analyzing and interpreting data. Analyze and interpret data to make sense of phenomena using logical reasoning.

(iv)Disciplinary Core Ideas.

(I) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns.

(II) Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans.

(III) Major mountain chains form inside continents or near their edges.

(IV) Maps can help locate the different land and water features where people live and in other areas of Earth.

(v)Crosscutting Concepts.

(I)Patterns. Patterns can be used as evidence to support an explanation.

(3)Earth and human activity.

(A)Performance expectation one (1). Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.

(i)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.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Obtaining, evaluating, and communicating information. Obtain and combine information from books and other reliable media to explain phenomena.

(iv)Disciplinary Core Ideas.

(I) Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways.

(II) Some resources are renewable over time, and others are not.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.

(B)Performance expectation two (2).* Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

(i)Clarification statement. Examples of solutions could include designing an earthquake resistant building, improving monitoring of volcanic activity, and constructing waterways for flood waters.

(ii)Assessment Boundary. Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.

(iii)Science and Engineering Practice.

(I)Designing solutions. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

(iv)Disciplinary Core Ideas.

(I) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions).

(II) Humans cannot eliminate the hazards but can take steps to reduce their impacts.

(III) Testing a solution involves investigating how well it performs under a range of likely conditions.

(IV) Engineers improve upon existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified and used to explain change.

Okla. Admin. Code § 210:15-3-74

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 28 Ok Reg 2264, eff 7-25-11

Amended by Oklahoma Register, Volume 38, Issue 24, September 1, 2021, eff. 9/11/2021