4-ESS3-1   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.

Disciplinary Core Ideas

ESS3.A: Natural Resources

Crosscutting Concepts

Cause and Effect

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

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Science, Engineering, and Technology

  • Knowledge of relevant scientific concepts and research findings is important in engineering.

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

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

5.ESS3.C ; MS.PS3.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C ; MS.ESS3.D

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-ESS3-1)
W.4.8 Recall 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-ESS3-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-1)
MP.4Model with mathematics. (4-ESS3-1)
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)

4-ESS3-1   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.

Disciplinary Core Ideas

ESS3.A: Natural Resources

Crosscutting Concepts

Cause and Effect

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

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Science, Engineering, and Technology

  • Knowledge of relevant scientific concepts and research findings is important in engineering.

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

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

5.ESS3.C ; MS.PS3.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C ; MS.ESS3.D

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-ESS3-1)
W.4.8 Recall 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-ESS3-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-1)
MP.4Model with mathematics. (4-ESS3-1)
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)

4-ESS3-1   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.

Disciplinary Core Ideas

ESS3.A: Natural Resources

Crosscutting Concepts

Cause and Effect

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

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Science, Engineering, and Technology

  • Knowledge of relevant scientific concepts and research findings is important in engineering.

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

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

5.ESS3.C ; MS.PS3.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C ; MS.ESS3.D

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-ESS3-1)
W.4.8 Recall 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-ESS3-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-1)
MP.4Model with mathematics. (4-ESS3-1)
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)

* 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.

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Related Evidence Statements
4-ESS3-1-1 Evidence Statements
Related Quality Units
Grade 5: mySci: Using Our Resources Wisely
Related Example Bundles
4th Grade Thematic Model: Bundle 3
4th Grade Topic Model: Bundle 5

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...