4-ESS1 Earth's Place in the Universe

4-ESS1   Earth's Place in the Universe

Students who demonstrate understanding can:

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [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.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

Crosscutting Concepts

Patterns

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

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

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS1.C (4-ESS1-1); 3.LS4.A (4-ESS1-1); MS.LS4.A (4-ESS1-1); MS.ESS1.C (4-ESS1-1); MS.ESS2.A (4-ESS1-1); MS.ESS2.B (4-ESS1-1)

Common Core State Standards Connections:

ELA/Literacy -
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS1-1)
W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS1-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS1-1)
MP.4 Model with mathematics. (4-ESS1-1)
4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (4-ESS1-1)

4-ESS1   Earth's Place in the Universe

Students who demonstrate understanding can:

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [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.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

Crosscutting Concepts

Patterns

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

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

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS1.C (4-ESS1-1); 3.LS4.A (4-ESS1-1); MS.LS4.A (4-ESS1-1); MS.ESS1.C (4-ESS1-1); MS.ESS2.A (4-ESS1-1); MS.ESS2.B (4-ESS1-1)

Common Core State Standards Connections:

ELA/Literacy -
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS1-1)
W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS1-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS1-1)
MP.4 Model with mathematics. (4-ESS1-1)
4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (4-ESS1-1)

4-ESS1   Earth's Place in the Universe

Students who demonstrate understanding can:

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [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.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

Crosscutting Concepts

Patterns

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

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

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

2.ESS1.C (4-ESS1-1); 3.LS4.A (4-ESS1-1); MS.LS4.A (4-ESS1-1); MS.ESS1.C (4-ESS1-1); MS.ESS2.A (4-ESS1-1); MS.ESS2.B (4-ESS1-1)

Common Core State Standards Connections:

ELA/Literacy -
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS1-1)
W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS1-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS1-1)
MP.4 Model with mathematics. (4-ESS1-1)
4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (4-ESS1-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.