2020 Grade 4 Bundle Analyses Home Page (redirected from 2020 Grade 4 Science Standards and Bundle Analyses)

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The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.

Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.

Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * indicate integrated engineering practices and/or engineering disciplinary core ideas.

Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).

Bundle Name	Standard(s)

Converting Energy Energy can be observed in a variety of ways (motion of objects, transfer of sound, light, and heat, electric currents, and motion of waves). Students observe these different types of energy then provide evidence that energy is transferred and can be converted from one form to another. Using the evidence collected from these observations, students design, test and refine a device to demonstrate energy transformation.	4.PS3.2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
	4.PS3.4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

Motion Students use evidence to construct an explanation that the speed of an object is related to the energy it possesses. Objects moving faster possess more energy than objects moving slower. Students ask questions about changes of energy and predict outcomes when objects collide.	4.PS3.1 Use evidence to construct and explanation relating the speed of an object to the energy of that object.
	4.PS3.3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Organisms Students construct an argument that plants and animals have structures that support survival, growth, behavior, and reproduction. Using models, students describe that animals also have structures that aid them in receiving and processing information through their senses and responding to that information in different ways. Students describe how animals process information through sight and develop a model that describes how light is reflected from objects and enters the eye.	4.LS1.1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
	4.LS1.2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
	4.PS4.2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Information Transfer Waves, which are regular patterns of motion, can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). Through observation, students can model various patterns in wave amplitude and wavelength to show how they affect the movement of objects. Throughout history, people have used many different means for communicating information. Different devices use a variety of patterns to transmit pieces of information. Comparing the types of patterns can lead to the generation, testing, and evaluation of multiple solutions to information transfer problems.	4.PS4.1 Develop and use a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move.
	4.PS4.3 Generate and compare multiple solutions that use patterns to transfer information.*

Earth's Features Earth’s surface features change over time due to weathering and erosion. Students can plan and conduct investigations to show how water, ice, wind, and vegetation can affect the speed of weathering and erosion. Weathering and erosion reveal layers in rock formations which may contain fossils. Students can examine patterns found in rock layers and fossils to support explanations of how the landscape has changed over time. Maps can illustrate a variety of different land and water features found on Earth. By examining these map features students can discover and describe the patterns found in Earth’s features.	4.ESS1.1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
	4.ESS2.1 Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion.
	4.ESS2.2 Analyze and interpret data from maps to describe patterns of Earth’s features.

Human Environment Interactions Energy and fuels that humans use come from natural sources. Students obtain and use information to describe that some resources are renewable and can be used over or be replaced, while other resources are non-renewable. Non-renewable resources are limited and cannot be replaced or reused. Students describe how humans can affect the Earth's environment when using resources. Earth processes, such as earthquakes, floods, tsunamis, and volcanic eruptions, can affect human life. Students can generate and compare solutions to reduce the impacts of natural disasters.	4.ESS3.1 Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.
	4.ESS3.2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*