4.Structure, Function, and Information Processing

4-LS1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
4-LS1-2. 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. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
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

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.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

PS4.B: Electromagnetic Radiation

LS1.A: Structure and Function

LS1.D: Information Processing

Crosscutting Concepts

Cause and Effect

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

1.PS4.B (4-PS4-2); 1.LS1.A (4-LS1-1); 1.LS1.D (4-LS1-1); 3.LS3.B (4-LS1-1); MS.PS4.B (4-PS4-2); MS.LS1.A (4-LS1-1),(4-LS1-2); MS.LS1.D (4-PS4-2),(4-LS1-2)

Common Core State Standards Connections:

ELA/Literacy -
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)
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)
Mathematics -
MP.4Model with mathematics. (4-PS4-2)
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional 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 line-symmetric figures and draw lines of symmetry. (4-LS1-1)

4-LS1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
4-LS1-2. 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. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
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

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.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

PS4.B: Electromagnetic Radiation

LS1.A: Structure and Function

LS1.D: Information Processing

Crosscutting Concepts

Cause and Effect

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

1.PS4.B (4-PS4-2); 1.LS1.A (4-LS1-1); 1.LS1.D (4-LS1-1); 3.LS3.B (4-LS1-1); MS.PS4.B (4-PS4-2); MS.LS1.A (4-LS1-1),(4-LS1-2); MS.LS1.D (4-PS4-2),(4-LS1-2)

Common Core State Standards Connections:

ELA/Literacy -
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)
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)
Mathematics -
MP.4Model with mathematics. (4-PS4-2)
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional 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 line-symmetric figures and draw lines of symmetry. (4-LS1-1)

4-LS1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
4-LS1-2. 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. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
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

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.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

PS4.B: Electromagnetic Radiation

LS1.A: Structure and Function

LS1.D: Information Processing

Crosscutting Concepts

Cause and Effect

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

1.PS4.B (4-PS4-2); 1.LS1.A (4-LS1-1); 1.LS1.D (4-LS1-1); 3.LS3.B (4-LS1-1); MS.PS4.B (4-PS4-2); MS.LS1.A (4-LS1-1),(4-LS1-2); MS.LS1.D (4-PS4-2),(4-LS1-2)

Common Core State Standards Connections:

ELA/Literacy -
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)
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)
Mathematics -
MP.4Model with mathematics. (4-PS4-2)
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional 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 line-symmetric figures and draw lines of symmetry. (4-LS1-1)

* 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.