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 and Effect W.4.1 Write opinion pieces on topics MP.4 Model with mathematics. Modeling in 3–5 builds on K–2 Cause and effect relationships are or texts, supporting a point of view experiences and progresses to building routinely identified. (4-PS4-2) with reasons and information. and revising simple models and using 4.G.A.1 Draw points, lines, line models to represent events and design segments, rays, angles (right, acute, Systems and System Models solutions. A system can be described in terms of SL.4.5 Add audio recordings and obtuse), and perpendicular and parallel Develop a model to describe its components and their interactions. visual displays to presentations when lines. Identify these in phenomena. (4-PS4-2) (4-LS1-1),(4-LS1-2) appropriate to enhance the figures. (4-PS4-2) Use a model to test interactions development of main ideas or themes. concerning the functioning of a (4-PS4-2), (4-LS1-2) 4.G.A.3 Recognize a line of symmetry natural system. (4-LS1-2) for a two-dimensional figure as a line across the figure such that the figure Engaging in Argument from can be folded across the line into matching parts. Identify Evidence Engaging in argument from evidence figures and draw lines of in 3–5 builds on K–2 experiences and symmetry. (4-LS1-1)
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)
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