4-ESS3-2   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
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

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

ESS3.B: Natural Hazards

ETS1.B: Designing Solutions to Engineering Problems

Crosscutting Concepts

Cause and Effect

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

Connections to other DCIs in fourth grade:

4.EST1.C

Articulation of DCIs across grade-levels:

K.ETS1.A ; 2.ETS1.B ; 2.ETS1.C ; MS.ESS2.A ; MS.ESS3.B ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-2)
MP.4Model with mathematics. (4-ESS3-2)
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-ESS3-2)

4-ESS3-2   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
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

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

ESS3.B: Natural Hazards

ETS1.B: Designing Solutions to Engineering Problems

Crosscutting Concepts

Cause and Effect

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

Connections to other DCIs in fourth grade:

4.EST1.C

Articulation of DCIs across grade-levels:

K.ETS1.A ; 2.ETS1.B ; 2.ETS1.C ; MS.ESS2.A ; MS.ESS3.B ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-2)
MP.4Model with mathematics. (4-ESS3-2)
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-ESS3-2)

4-ESS3-2   Earth and Human Activity

Students who demonstrate understanding can:

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
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

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

ESS3.B: Natural Hazards

ETS1.B: Designing Solutions to Engineering Problems

Crosscutting Concepts

Cause and Effect

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

Connections to other DCIs in fourth grade:

4.EST1.C

Articulation of DCIs across grade-levels:

K.ETS1.A ; 2.ETS1.B ; 2.ETS1.C ; MS.ESS2.A ; MS.ESS3.B ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2)
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-ESS3-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (4-ESS3-2)
MP.4Model with mathematics. (4-ESS3-2)
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-ESS3-2)

* 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-ESS3-2-1 Evidence Statements
Related Quality Units
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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...