The student is expected to plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and
describe and predict how a magnet interacts with various materials and how magnets can be used to push or pull.
plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Patterns are regular sequences that can be found throughout nature.
The patterns of forces interacting with objects are directional. Magnetism causes a push or pull between a magnet and a magnetic surface. Friction always acts in a direction which is opposite to the direction of the object's motion. Gravity always pulls an object toward the ground.
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
A force acting on an object (cause) can change its motion (effect).
Stability describes a system that does not change at the observed scale. In a stable system, a small disturbance will die out and the system will return to a stable state. Change in the system can come from modifying a factor or condition.
Modifying a condition or factor (a force) can cause the object to start, stop, or change its motion.
Math.4.1.A apply mathematics to problems arising in everyday life, society, and the workplace
Math.4.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.4.1.F analyze mathematical relationships to connect and communicate mathematical ideas
Math.4.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Math.4.9.A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
Math.4.9.B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
SS.4.18.A identify famous inventors and scientists such as Millie Hughes-Fulford and their contributions
ELAR.4.1.D work collaboratively with others to develop a plan of shared responsibilities
ELAR.4.6.F make inferences and use evidence to support understanding
ELAR.4.6.G evaluate details read to determine key ideas
ELAR.4.13.A generate questions on a topic for formal and informal inquiry
ELAR.4.13.B develop and follow a research plan with adult assistance
TA.4.1.B identify patterns in story problems and make predictions based on the pattern
TA.4.3.A explain the importance of and demonstrate personal skills and behaviors, including problem solving and questioning, effective communication, following directions, mental agility, and metacognition, that are needed to implement a design process successfully
TA.4.6.A use digital tools to transform and make inferences about data to answer a question
TA.4.7.A use digital tools to communicate results of an inquiry to inform an intended audience