Below are the Disciplinary Core Idea (DCI) Aligned Instructional Focus Statements (IFSs) published by the SC Department of Education in the appendix of the Performance Target Document for 4th Grade.
Key Notes:
4th-Grade Scope: While the original appendix includes prior and future learning, only 4th-grade IFSs are listed below. Teachers are encouraged to view the IFSs in the doc to see the progression of a DCI across grade levels.
Repetitions: IFSs that apply to multiple Performance Expectations (PEs) will appear under each relevant section. (For example, Energy PEs that share a DCI, and PEs associated with ETS 1 & 2)
Instructional context: Use these statements alongside the associated Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs) to guide your instruction.
Select a Performance Expectation below to read the statements.
PS3.A: Definitions of Energy
Describe that a faster‑moving object has relatively more energy than the same object moving more slowly.
Extended Knowledge
Compare how changing only the initial speed of the same object affects observed outcomes.
PS3.A: Definitions of Energy
Explain that closed circuits can transfer energy to produce motion, light, or sound.
Describe that energy can move from place to place through moving objects or by sound, light, thermal energy, and electric currents in everyday contexts.
Explain that friction can slow an object’s motion while increasing thermal energy.
Extended Knowledge
Recognize sound, light, thermal energy, and electric currents as ways energy transfers, and identify examples in unfamiliar contexts.
PS3.B: Conservation of Energy and Energy Transfer
Describe that light transfers energy from place to place.
Demonstrate that electric currents transfer energy from place to place.
Explain that collisions transfer energy between objects, can result in a change in motion, or can transfer energy as motion, sound, thermal energy, or light.
Extended Knowledge
Recognize that when energy seems to “disappear” in simple scenarios, it has been transferred to the surroundings, mainly as heat and sound.
PS3.A: Definitions of Energy
Analyze familiar outcomes (such as faster/slower, brighter/dimmer, hotter/colder) as qualitative evidence of differences in energy.
PS3.B: Conservation of Energy and Energy Transfer
Explain that collisions transfer energy between objects, can result in a change in motion, or can transfer energy as motion, sound, thermal energy, or light.
Explain that friction causes objects to slow while transferring energy to the surroundings as thermal energy.
Extended Knowledge
Recognize that when energy seems to “disappear” in simple scenarios, it has been transferred to the surroundings, mainly as heat and sound.
PS3.C: Relationship Between Energy and Forces
Explain that during a collision, contact forces transfer energy between interacting objects, resulting in changes to their motion.
Describe observable collision outcomes (such as objects slowing or stopping, sound production, or warming) as evidence of energy transfer.
Analyze how an object’s speed before a collision relates qualitatively to changes in motion after the collision
Extended Knowledge
Recognize that sound and warming of the surrounding air indicate that some energy is transferred out of the objects, even as other energy transfer changes their motion.
PS3.B: Conservation of Energy and Energy Transfer
Describe that light transfers energy from place to place.
Demonstrate that electric currents transfer energy from place to place.
Explain that collisions transfer energy between objects, can result in a change in motion, or can transfer energy as motion, sound, thermal energy, or light.
Demonstrate how energy of motion can be transformed into electrical energy in simple systems (for example, generators).
Extended Knowledge
Recognize that when energy seems to “disappear” in simple scenarios, it has been transferred to the surroundings, mainly as heat and sound.
PS3.D: Energy in Chemical Processes and Everyday Life
Recognize that the phrase “produce energy” means converting stored energy into a desired form, not creating energy.
Identify the initial stored energy (for example, batteries, elevated mass, coiled springs) and the final output form (motion, light, sound, or thermal energy).
Demonstrate how a simple device converts stored energy into a targeted output through a conversion pathway (for example, electrical energy, motion, light).
Extended Knowledge
Differentiate energy transfer (movement from place to place) from energy conversion (change in form within a device) using grade‑appropriate examples.
ETS1.A: Defining and Delimiting an Engineering Problem
Identify criteria as desired features and constraints as limits (materials, time, cost, safety) for a defined classroom problem.
Compare solution ideas by matching features to the stated criteria and identify any constraint that is not met.
Explain which solution best addresses the most important criterion qualitatively.
Extended Knowledge
Recognize a trade‑off and state which priority should guide the choice.
Identify one constraint that most strongly limits choices for this problem and explain why.
ETS1.B: Developing Possible Solution
Compare proposed solutions by matching each to the stated criteria and constraints and noting any mismatch.
Explain which feature(s) most support better performance using grade‑appropriate evidence.
Evaluate and communicate one targeted change that would strengthen the next version while staying within the same limits.
Extended Knowledge
Recognize one peer suggestion that would improve clarity or performance and state why it should be incorporated in the next design.
Identify a simple trade‑off (for example sturdier vs. heavier; brighter vs. battery life) and name which priority should lead the choice.
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Select a familiar technology for the stated need and describe what it aims to improve.
Contrast two versions by matching features to benefit and risk categories.
Explain how a simple feature change could increase the benefit or lower a risk without adding new mechanisms.
Determine which version better meets the changing need and state one trade-off accepted.
Extended Knowledge
Recognize how a change in a community need could shift which version is preferred and explain why.
PS4.A: Wave Properties
Describe mechanical waves moving through a material (such as water) as a repeating pattern of motion produced by a disturbance.
Describe differences among waves of the same type using amplitude and wavelength.
Compare the motion of a wave pattern with the motion of the material the wave passes through.
Explain how changes in amplitude or wavelength affect the motion caused by a passing wave.
Extended Knowledge
Identify that a single disturbance can generate a continuing wave pattern even though the material itself does not travel.
Recognize that sound involves vibrations moving through materials without transporting the material itself.
PS4.B: Electromagnetic Radiation
Describe how light travels from a source to an object and reflects from its surface.
Explain that objects are visible when light reflected from their surfaces enters the eyes.
Compare how light reflects from different surfaces and how this affects object visibility.
Extended Knowledge
Recognize that rough and smooth surfaces reflect light differently without describing image formation.
PS4.C: Information Technologies and Instrumentation
Explain that digitized information can be sent over long distances with little loss of the original message.
Explain that digitized information can be stored and retrieved later without changing the original message.
Extended Knowledge
Recognize that digitized information can be copied repeatedly without altering the message.
Explain that information can be digitized and represented as repeating, discrete patterns.
Describe, at a conceptual level, how information is encoded, transmitted, and decoded in digital communication.
ETS1.C: Optimizing the Design Solution
Identify the criteria and constraints for the stated problem.
Compare designs by assessing how each meets the criteria across listed conditions.
Explain which choice best meets the criteria under the same conditions using qualitative evidence.
Evaluate a specific change that improves accuracy without adding new requirements.
Extended Knowledge
Name two features to combine and say why the pair improves signal clarity within the constraints.
Identify which single criterion should lead the decision and state why.
ETS2.A: Interdependence of Science, Engineering, and Technology
Identify science concepts that should guide a classroom communication design.
Compare designs by matching features to scientific ideas.
Extended Knowledge
Identify the single pattern feature (brightness, spacing, timing) that is most important for a new but similar classroom message and explain why qualitatively.
Recognize a trade‑off between two pattern features (for example brighter vs. farther; tighter spacing vs. easy reading) and state which feature to prioritize.
LS1.A: Structure and Function
Explain how macroscopic internal and external structures enable organisms to meet needs for growth, survival, behavior, or reproduction.
Differentiate structures by the life functions they support using macroscopic evidence.
Analyze how multiple structures work together, at the whole‑organism level, to carry out a life function.
Extended Knowledge
Compare structural trade‑offs in familiar organisms and defend how form supports function in context (for example, beak or leaf shapes).
LS1.D: Information Processing
Explain that different sense receptors are specialized for particular kinds of information (light, sound, smell, taste, touch).
Describe that the brain as a whole processes information from receptors to guide immediate responses or stored memories.
Interpret familiar examples using the general pattern stimulus → receptor → brain → response, recognizing this as a repeated pattern across animals.
Extended Knowledge
Recognize that memories can influence later responses to similar stimuli.
ESS1.C: The History of Planet Earth
Identify patterns in rock layers that provide evidence Earth landscapes have changed over time.
Compare rock layers in different locations to identify similarities and differences in layering patterns.
Relate the position of fossils within rock layers to the relative order in which layers were formed.
Use fossil placement and rock layering patterns to explain whether rock layers are older or younger relative to one another.
ESS3.A: Natural Resources
Identify natural resources used by humans for materials, energy, and fuels.
Explain how the use of a natural resource can change the environment.
Compare examples of natural resource use to identify different environmental effects.
Describe how different uses of the same natural resource can result in different changes to the environment.
Distinguish between renewable resources (for example, wind energy, energy from the movement of water, solar energy) that can replenish over time and nonrenewable resources (for example, fossil fuels, nuclear fuels).
Extended Knowledge
Recognize that repeated use of natural resources can result in long‑term environmental changes.
Understand that natural resource replacement rates can be exceeded, even for renewable resources.
ETS2.A: Interdependence of Science, Engineering, and Technology
Identify scientific concepts from trusted sources to provide evidence about natural resources.
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Select a familiar technology for the stated need and describe what it aims to improve.
Contrast two versions by matching features to benefit and risk categories.
Explain how a simple feature change could increase the benefit or lower a risk without adding new mechanisms.
Determine which version better meets the changing need and state one trade-off accepted.
Extended Knowledge
Recognize how a change in a community need could shift which version is preferred and explain why.
Identify one environmental effect that decreases with the preferred version and state the simple reason.
ESS2.A: Earth Materials and Systems
Recognize that weathering breaks Earth materials into smaller pieces, while erosion moves those materials from place to place.
Describe observable effects of weathering on rocks, soils, and sediments caused by water, ice, wind, or vegetation.
Describe observable effects of erosion by water, ice, or wind on Earth’s surface materials.
Compare land features to identify evidence of different agents of weathering or erosion.
Compare examples to determine where weathering or erosion has occurred more quickly or more slowly.
Extended Knowledge
Identify that rates of weathering and erosion can vary depending on the process involved.
ESS2.E: Biogeology
Describe observable effects of vegetation on soil and surface materials.
Use evidence to show how plant roots can stabilize soil and reduce erosion.
Compare areas with plant cover to areas without plant cover to identify differences in erosion or soil movement.
Extended Knowledge
Understand that the effects of vegetation on land surfaces can accumulate over time.
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Analyze maps (topographic and contour) to compare large land and water features across different regions of Earth.
Analyze maps to identify patterns in the locations of mountain ranges, deep ocean trenches, earthquakes, and volcanoes on Earth.
Describe that earthquakes and volcanoes often occur in bands rather than being evenly distributed across Earth’s surface.
Compare the locations of earthquakes and volcanoes to the edges of continents and oceans to identify patterns.
Describe patterns in the locations of major mountain ranges within continents or near their edges.
Extended Knowledge
Understand that maps show where features are located and how they are patterned, but do not explain why those patterns occur.
ESS3.B Natural Hazards
Identify natural hazards that result from Earth processes, such as earthquakes, tsunamis, and volcanic eruptions.
Describe that natural hazards cannot be prevented or eliminated.
Describe multiple actions people can take to reduce the impacts of different natural hazards on humans.
Compare different actions to determine how effectively they reduce damage or harm in different situations.
Explain why some actions may reduce impacts better than others depending on the type of hazard and location.
Extended Knowledge
Recognize that some natural hazards occur suddenly, while others develop over longer periods of time.
Identify that the severity of a hazard’s impact can depend on location and conditions.
ETS1.B: Developing Possible Solutions
Create a design solution that can be used to gather evidence about how well it solves a problem.
Describe the likely conditions the device or solution must handle.
Compare proposed solutions by matching each to the stated criteria and constraints and noting any mismatch.
Explain which feature(s) most support better performance using grade‑appropriate evidence.
Evaluate and communicate one targeted change that would strengthen the next version while staying within the same limits.
Extended Knowledge
Recognize one peer suggestion that would improve clarity or performance and state why it should be incorporated in the next design.
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Select a familiar technology for the stated need and describe what it aims to improve.
Contrast two versions by matching features to benefit and risk categories.
Explain how a simple feature change could increase the benefit or lower a risk without adding new mechanisms.
Determine which version better meets the changing need and state one trade-off accepted.
Extended Knowledge
Recognize how a change in a community need could shift which version is preferred and explain why.
*PEs are organized by SCReady Blueprint category.