Grade 4 Standards

Student Learning Objective

“The Researchers and Reporters” -- With an English language arts focus, students will use self-generated questions to conduct research on past (history), present (district wide involvement), and future (robotics using soundwaves) aspects of the e-NABLE organization and ongoing initiatives to write news articles that they will broadcast to the larger community. Students will gather information using direct sources, such as NewsELA articles written about 3D printed prosthetic hands, the e-NABLE website, and conduct interviews with professionals affiliated with the organization. In addition, students will 3D print and construct a prosthetic hand to write about and speak from direct experience.

NYS NGS ELA Standards

4R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

4R4: Determine the meaning of words, phrases, figurative language, academic, and content-specific words.

4R5: In informational texts, identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution.

4R6: In informational texts, compare and contrast a primary and secondary source on the same event or topic.

4R2: Determine a theme or central idea of text and explain how it is supported by key details; summarize a text.

4W6: Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic.

RI.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

MATHEMATICS Learning Standards

MP.4 Model with mathematics.

New York State P-12 Science Learning Standards

Waves and Technology

4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Disciplinary Core Ideas

Information Technologies and Instrumentation

Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa.

ETS1.C: Optimizing The Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Crosscutting Concepts

Patterns

Similarities and differences in patterns can be used to sort and classify designed products.

Cause and Effect

Cause and effect relationships are routinely identified.

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering.

Structure and Function

4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Science and Engineering Practices

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).

Construct an argument with evidence, data, and/or a model.

Disciplinary Core Ideas

Structure and Function

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

Crosscutting Concepts

Systems and System Models

A system can be described in terms of its components and their interactions.

Engineering and Design

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Disciplinary Core Ideas

Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies.

Web Publication Development Date: February, 2020

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