collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; and
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.
observe and describe weather changes from day to day and over seasons; and
collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; and
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.
There are seasonal differences in patterns such as temperature and the amount of daylight at different locations around the Earth.
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.
The orientation of the tilted Earth and the Sun causes the change in seasons and changes in temperature and amount of daylight (effect).
Matter and energy are conserved, changing forms but maintaining quantities. Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes.
Energy from the Sun (light and heat) flows into Earth's system. A change in seasons on Earth is accompanied by changes in the amount of thermal and light energy at a particular location.
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
SS.4.6.A identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities
SS.4.7.A explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present
ELAR.4.6.D create mental images to deepen understanding
ELAR.4.6.E make connections to personal experiences, ideas in other texts, and society
ELAR.4.6.H synthesize information to create new understanding
TA.4.1.B identify patterns in story problems and make predictions based on the pattern
TA.4.5.A classify numerical and non-numerical data
TA.4.6.A use digital tools to transform and make inferences about data to answer a question