Standards Detail
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Subject Area - 3:
Science and Technology and Engineering Education
Science and Technology and Engineering Education
- Standard Area - 3.2: Physical Sciences: Chemistry and Physics
- Organizing Category - 3.2.B: Physics
- Grade Level - 3.2.4.B: GRADE 4
Standard - 3.2.4.B4
Apply knowledge of basic electrical circuits to the design and construction of simple direct current circuits.
Compare and contrast series and parallel circuits.
Demonstrate that magnets have poles that repel and attract each other.
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Assessment Anchor - S4.A.1
Reasoning and Analysis
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Anchor Descriptor - S4.A.1.1 Identify and explain the application of scientific, environmental, or technological knowledge to possible solutions to problems.
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Eligible Content - S4.A.1.1.1 Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (e.g., a scientific fact can be supported by making observations).Eligible Content - S4.A.1.1.2 Identify and describe examples of common technological changes past to present in the community (e.g., energy production, transportation, communications, agriculture, packaging materials) that have either positive or negative impacts on society or the environment.
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Alternate Eligible Content - S4.A.1.1.2a Identify common technologies that benefit society.
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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Anchor Descriptor - S4.A.1.3 Recognize and describe change in natural or human-made systems and the possible effects of those changes.
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Eligible Content - S4.A.1.3.1 Observe and record change by using time and measurement.
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Alternate Eligible Content - S4.A.1.3.1a Identify changes to objects and living things.
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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Eligible Content - S4.A.1.3.2 Describe relative size, distance, or motion.Eligible Content - S4.A.1.3.3 Observe and describe the change to objects caused by temperature change or light.Eligible Content - S4.A.1.3.4 Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else).Eligible Content - S4.A.1.3.5 Provide examples, predict, or describe how everyday human activities (e.g., solid waste production, food production and consumption, transportation, water consumption, energy production and use) may change the environment.
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Assessment Anchor - S4.A.3
Systems, Models, and Patterns
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Anchor Descriptor - S4.A.3.1 Identify systems and describe relationships among parts of a familiar system (e.g., digestive system, simple machines, water cycle).
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Eligible Content - S4.A.3.1.1 Categorize systems as either natural or human-made (e.g., ballpoint pens, simple electrical circuits, plant anatomy, water cycle).
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Alternate Eligible Content - S4.A.3.1.1a Identify whether a system is natural or human-made (e.g., plants vs. electrical systems).
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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Eligible Content - S4.A.3.1.2 Explain a relationship between the living and nonliving components in a system (e.g., food web, terrarium).Eligible Content - S4.A.3.1.3 Categorize the parts of an ecosystem as either living or nonliving and describe their roles in the system.Eligible Content - S4.A.3.1.4 Identify the parts of the food and fiber systems as they relate to agricultural products from the source to the consumer.
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Anchor Descriptor - S4.A.3.2 Use models to illustrate simple concepts and compare the models to what they represent.
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Eligible Content - S4.A.3.2.1 Identify what different models represent (e.g., maps show physical features, directions, distances; globes represent Earth; drawings of watersheds depict terrain; dioramas show ecosystems; concept maps show relationships of ideas).Eligible Content - S4.A.3.2.2 Use models to make observations to explain how systems work (e.g., water cycle, Sun-Earth-Moon system).Eligible Content - S4.A.3.2.3 Use appropriate, simple modeling tools and techniques to describe or illustrate a system (e.g., two cans and string to model a communications system, terrarium to model an ecosystem).
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Anchor Descriptor - S4.A.3.3 Identify and make observations about patterns that regularly occur and reoccur in nature
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Eligible Content - S4.A.3.3.1 Identify and describe observable patterns (e.g., growth patterns in plants, weather, water cycle).
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Alternate Eligible Content - S4.A.3.3.1a Identify patterns, cycles or trends seen in nature (e.g., seasonal, day/night, life cycles).
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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Eligible Content - S4.A.3.3.2 Predict future conditions/events based on observable patterns (e.g., day/night, seasons, sunrise/sunset, lunar phases).
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Assessment Anchor - S4.C.2
Forms, Sources, Conversion, and Transfer of Energy
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Anchor Descriptor - S4.C.2.1 Recognize basic energy types and sources, or describe how energy can be changed from one form to another.
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Eligible Content - S4.C.2.1.1 Identify energy forms, energy transfer, and energy examples (e.g., light, heat, electrical).Eligible Content - S4.C.2.1.2 Describe the flow of energy through an object or system (e.g., feeling radiant heat from a light bulb, eating food to get energy, using a battery to light a bulb or run a fan).Eligible Content - S4.C.2.1.3 Recognize or illustrate simple direct current series and parallel circuits composed of batteries, light bulbs (or other common loads), wire, and on/off switches.Eligible Content - S4.C.2.1.4 Identify characteristics of sound (e.g., pitch, loudness, reflection).
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Assessment Anchor - S4.C.3
Principles of Motion and Force
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Anchor Descriptor - S4.C.3.1 Identify and describe different types of force and motion resulting from these forces, or the effect of the interaction between force and motion.
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Eligible Content - S4.C.3.1.1 Describe changes in motion caused by forces (e.g., magnetic, pushes or pulls, gravity, friction).
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Alternate Eligible Content - S4.C.3.1.1a Identify the relationship between force and motion (limited to push and pull).
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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Eligible Content - S4.C.3.1.2 Compare the relative movement of objects or describe types of motion that are evident (e.g., bouncing ball, moving in a straight line, back and forth, merry-go-round).Eligible Content - S4.C.3.1.3 Describe the position of an object by locating it relative to another object or a stationary background (e.g., geographic direction, left, up).
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Alternate Eligible Content - S4.C.3.1.3a Identify the position of an object relative to another object (limited to in front of, behind, above, below, to the right, and to the left).
Alternate Eligible Content is designed for students assessed using the PA Alternate System of Assessment (PASA). Essentialized Example resources assist teachers in designing instruction that reduces content complexity while maintaining alignment to academic standards.
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