Fourth Grade NGSS/Benchmark Alignment Life Science
Fourth Grade NGSS/Benchmark AlignmentLife Science4-Life Science1 (4-LS1) From Molecules to Organisms: Structures andProcessesNGSS Standard4-LS1-1 Construct an argument that plants, and animals have internal and externalstructures that function to support survival, growth, behavior, and reproduction.Science andEngineering PracticesEngaging in Argumentfrom EvidenceConstruct an argumentwith evidence, data,and/or a model.(4-LS1-1)Los Angeles Unified School DistrictDisciplinary Core IdeasCrosscutting ConceptsLS 1.A: Structure andFunctionPlants and animals haveboth internal andexternal structures thatserve various functionsin growth, survival,behavior, andreproduction. (4-LS1-1)Systems and SystemModelsA system can bedescribed in terms of itscomponents and theirinteractions. (4-LS1-1)Benchmark Unit 3 Life Science: Observing NatureBenchmarkBenchmark Essential QuestionHow do we respond to nature?Science andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasWhole Group Text: A Bird’s Free Lunch pp. 4-5(Texts for Close Reading) The Writing of John Burroughs pp.12-19CrosscuttingConceptsNOTADDRESSED(Texts for Close Reading)Birches pp.22-27 (Texts for Close Reading)Birch Bark Canoes p. 30 (Texts for CloseReading)Small Group Text: Doomed to Disappear: EndangeredSpecies Habitats of South America How Animals Change and Grow My Whale of a Tale On the Move: animal Migration Opinions About Ocean HealthDivision of Instruction Elementary Science Branch1
Fourth Grade Life Science (cont’d)The information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSFOSS CA: Environments: Investigation 5Science and Engineering PracticesEngaging in Argument from EvidenceDisciplinary Core IdeasStructure and FunctionCrosscutting ConceptsSystems and System ModelsInvestigation 5 Part 2Science Notebook Sheet, No. 18“Response Sheet – Range of Tolerance” (Step 10)Investigation 5Range of ToleranceInvestigation 5 Part 2Focus Question (after Step 9):When ecosystems change, what happens to theorganisms in the ecosystem?Benchmark Unit 3 Life ScienceObserving NatureNOT ADDRESSED4-LS1-2. Use a model to describe that animals receive different types ofBenchmark covers different habitats that students could compare, but does notinformation through their senses, process the information in their brain, andinclude students making observations of plants and animals to compare therespond to the information in different ways.diversity of life in different habitats.The information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSNGSS StandardFOSS CA: Environments: Investigations 2Science and Engineering PracticesDeveloping and Using ModelsUse a model to test interactions concerning thefunctioning of a natural system. (4-LS1-2)Investigation 2 Part 2Focus Question (after Step 21):How can you determine what type of environmentisopods and beetles prefer?Los Angeles Unified School DistrictDisciplinary Core IdeasLS 1.D: Information ProcessingDifferent sense receptors are specialized forparticular kinds of information, which may be thenprocessed by the animal’s brain. Animals are ableto use their perceptions and memories to guide theiractions. (4-LS1-2)Investigation 2Isopods and BeetlesCrosscutting ConceptsSystems and System ModelsA system can be described in terms of its componentsand their interactions. (4-LS1-2)Investigation 2 Part 3Focus Question (after Step 7):How do animals depend on plants for survival?How do plants depend on animals for survival?Division of Instruction Elementary Science Branch2
Fourth Grade NGSS/Benchmark AlignmentEarth and Space Sciences4- Earth and Space Sciences1 (4-ESS1) Earth’s Place in the Universe4 Earth and Space Sciences2 (4-ESS2) Earth’s Systems4 Earth and Space Sciences3 (4-ESS3) Earth and Human ActivityNGSS Standard4-ESS 1-1. Identify evidence from patterns in rock formations and fossils in rock layers tosupport an explanation for changes in a landscape over time.Science andEngineering PracticesConstructingExplanations andDesigning SolutionsIdentify the evidence thatsupports particular pointsin an explanation.(4-ESS1-1)Los Angeles Unified School DistrictDisciplinary Core Ideas Crosscutting ConceptsESS1.C: The History ofPlanet EarthLocal, regional, andglobal patterns of rockformations revealchanges over time dueto earth forces, such asearthquakes. Thepresence and location ofcertain fossil typesindicate the order inwhich rock layers wereformed. (4-ESS1-1)PatternsPatterns can be used asevidence to support anexplanation. (4-ESS1-1)Benchmark Unit 8 Earth and Space Sciences: Earth ChangesBenchmarkBenchmark Essential QuestionHow do Earth's natural processes impact our lives?Science andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasWhole Group Text: Earthquakes pp. 4-5 (Texts for Close Reading) Volcanos pp. 12-19 (Texts for Close Reading) The Mount St. Helens Volcano p. 20 (TextsCrosscuttingConceptsNOTADDRESSEDfor Close Reading)Interview with an Earthquake Expert pp.120-121 (Read Aloud Handbook)Small Group Text: Earth: Fast Changes Earth: Slow Changes Earth: Measuring Its Changes The Seven Natural Wonders Trackers of Dynamic Earth TsunamisUnit Opener Video: Earth Changes Division of Instruction Elementary Science Branch3
Fourth Grade Earth and Space Sciences (cont’d)FOSS CA: Solid Earth: Investigation 5Science and Engineering PracticesConstructing Explanations and DesigningSolutionsInvestigation 5 Part 3Focus Question (after Step 15):What is the role of erosion and deposition in the rockcycle?Disciplinary Core IdeasThe History of Planet EarthPatternsInvestigation 5 Part 4Focus Question (after Step 18):What are some ways that landforms can changequickly?Investigation 5 Part 4Science Notebook Sheet, Nos. 25-27“Response Sheet – Landforms”Step 194-ESS2-1 Make observations and/or measurements to provide evidence of theeffects of weathering or the rate of erosion by water, ice, wind, or vegetation.Science andEngineering PracticesPlanning and CarryingOut an InvestigationMake observations andmeasurements toproduce data to serve asa basis for evidence.(4-ESS2-1)Los Angeles Unified School DistrictDisciplinary Core Ideas Crosscutting ConceptsESS1.C: EarthMaterials and SystemsRainfall helps to shapethe land and affects thetypes of living thingsfound in a region. Water,ice, wind, livingorganisms, and gravitybreak rocks, soils, andsediments into smallerparticles and move themaround. (4-ESS2-1)Crosscutting ConceptsCause and EffectCause and effectrelationships areroutinely identified,tested, and used toexplain change.(4-ESS2-1)Benchmark Unit 8 Earth and Space Sciences:Earth ChangesScience andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasCrosscuttingConceptsWhole Group Text: Volcanos pp. 12-19 (Texts for Close Reading) Mapping Disaster pp. 134-135 (Read AloudNOTADDRESSEDHandbook)Small Group Text: Earth: Fast Changes Earth: Slow Changes Earth: Measuring Its Changes The Seven Natural Wonders Trackers of Dynamic Earth TsunamisContent Across Disciplines Inquiry Projects(ADDITIONAL RESOURCES tab): ReportDrought DataDivision of Instruction Elementary Science Branch4
Fourth Grade Earth and Space Sciences (cont’d)FOSS CA: Solid Earth: Investigations 5Science and Engineering PracticesPlanning and Carrying Out an InvestigationDisciplinary Core IdeasEarth Materials and SystemsInvestigation 5 Part 5Focus Question (Step 4):How would you set up an investigation using a streamtable to find out how water flow, landforms, or structuresaffect erosion and deposition?Investigation 5LandformsAnalyzing andInterpreting DataAnalyze and interpretdata to make sense ofphenomena using logicalreasoning. (4-ESS2-2)Los Angeles Unified School DistrictDisciplinary Core IdeasESS2.B: Plate Tectonicsand Large-Scale SystemInteractionsThe locations of mountainranges, deep oceantrenches, ocean floorstructures, earthquakes,and volcanoes occur inpatterns. Most earthquakesand volcanoes occur inbands that are often alongthe boundaries betweencontinents and oceans.Major mountain chains forminside continents or neartheir edges. Maps can helplocate the different land andwater features areas ofEarth. (4-ESS2-2)CrosscuttingConceptsPatternsPatterns can be usedas evidence tosupport anexplanation.(4-ESS2-2)Cause and EffectInvestigation 5 Part 2Focus Question (Step 13):What are some of the landforms that erosion cancreate?4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’sfeatures.Science andEngineering PracticesCrosscutting ConceptsBenchmark Unit 8 Earth and Space Sciences:Earth ChangesScience andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasCrosscuttingConceptsWhole Group Text: Volcanos pp. 12-19 (Texts for Close Reading) Mapping Disaster pp. 134-135 (Read AloudNOTADDRESSEDHandbook)Small Group Text: Earth: Fast Changes Earth: Slow Changes Earth: Measuring Its Changes The Seven Natural Wonders Trackers of Dynamic Earth TsunamisContent Across Disciplines Inquiry Projects(ADDITIONAL RESOURCES tab): ReportDrought DataDivision of Instruction Elementary Science Branch5
Fourth Grade Earth and Space Sciences (cont’d)FOSS CA: Solid Earth: Investigations 5Science and Engineering PracticesDisciplinary Core IdeasAnalyzing and Interpreting DataPlate Tectonics and Large-Scale SystemInteractionsInvestigation 5 Part 4Focus Question (After Step 9):Which of the two factors investigated would havegreater effect on the creation of the Grand Canyon?Investigation 5 Part 4Science Resource Book (Step 17):It Happened So FastNGSS StandardCrosscutting ConceptsPatternsInvestigation 5 Part 4Focus Questions (Step 16) What effect does slope have on erosion? What effect does flood have on erosion?Benchmark Unit 3 Life ScienceEarth Changes4-ESS3-1. Obtain and combine information to describe that energy and fuels arederived from natural resources and that their uses affect the environment.NOT ADDRESSEDThe information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSFOSS CA: Solid Earth: Investigations 5Science and Engineering PracticesObtaining, Evaluating, and CommunicatingInformationObtain and combine information from books and/orother reliable media to explain phenomena.(4-ESS3-1)Disciplinary Core IdeasNatural ResourcesEnergy and fuels that humans use are derived fromnatural sources, and their use affects theenvironment in multiple ways. Some resources arerenewable over time, and others are not. (4-ESS3-1)Crosscutting ConceptsCause and EffectCause and effect relationships are routinely identifiedand used to explain change. (4-ESS3-1)Investigation 5 Part 4Focus Question (after Step 18):What are some ways that landforms can changequickly?Investigation 5 Part 13Focus Question (after Step 15) How do the earth materials eroded by a riveraffect the environment? How do the earth materials deposited by a riveraffect the environment?Investigation 5 Part 2Focus Question (Step 13):What are some of the landforms that erosion cancreate?Los Angeles Unified School DistrictDivision of Instruction Elementary Science Branch6
Fourth Grade Earth and Space Sciences (cont’d)4-ESS3-2. Generate and compare multiple solutions to reduce the impacts ofnatural Earth processes on humans.Science andEngineering PracticesConstructingExplanations andDesigning SolutionsGenerate and comparemultiple solutions to aproblem based on howwell they meet the criteriaand constraints of thedesign solution.(4-ESS3-2)Disciplinary Core IdeasESS3.B: Natural HazardsA variety of hazards resultfrom natural processes(e.g., earthquakes,tsunamis, volcaniceruptions). Humans cannoteliminate the hazards butcan take steps to reducetheir impacts. (4-ESS3-2)CrosscuttingConceptsCause and EffectCause and effectrelationships areroutinely identified,tested, and used toexplain change.(4-ESS3-2)Benchmark Unit 8 Earth and Space Sciences:Earth ChangesScience andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasCrosscuttingConceptsSmall Group Text: Earth: Measuring Its Changes Trackers of Dynamic Earth TsunamisNOTADDRESSEDContent Across Disciplines Inquiry Projects(ADDITIONAL RESOURCES tab): ReportDrought Data, Design an Earthquake ResistantBuildingThe information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSFOSS CA: Solid Earth: Investigations 3 and 5Science and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsConstructing Explanations and DesigningSolutionsNatural HazardsCause and EffectInvestigation 5 Part 4Rapid ChangesInvestigation 5 Part 4Science Resource Book (Step 17)It Happened So FastInvestigation 5 Part 1Weathering (Step 6)Discuss Results”Los Angeles Unified School DistrictDivision of Instruction Elementary Science Branch7
Fourth Grade NGSS/Benchmark AlignmentPhysical Science4-Physical Science3 (4-PS3) Energy4-Physical Science4 (4-PS4) Waves and their Applications in Technologies forInformation TransferEngineering, Technology, and Applications of Science (3–5-ETS1) Engineering DesignNGSS Standard4-PS3-1. Use evidence to construct an explanation relating the speed of an object to theenergy of that object.Benchmark Unit 10 Physical Science: The Power of ElectricityBenchmarkBenchmark Essential QuestionIn this unit, students will read and compare selections about electricity to understandhow scientific discoveries change our world.The information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSFOSS CA: Magnetism and Electricity: Investigation 2Science and Engineering PracticesDisciplinary Core IdeasConstructing Explanations and DesigningDefinitions of EnergySolutionsThe faster a given object is moving, the more energyUse evidence to construct an explanation. (4-PS3-1)it possesses. (4-PS3-1)Crosscutting ConceptsEnergy and MatterEnergy can be transferred in various ways andbetween objects. (4-PS3-1)Investigation 2 Part 5Mystery BoardsInvestigation 2 Part 4Focus Question (After Step 10):How do you know if a material is a conductor or aninsulator?Los Angeles Unified School DistrictNot available at this time.Division of Instruction Elementary Science Branch8
Fourth Grade Physical Science (cont’d)NGSS Standard4PS3-2. Make observations to provide evidence that energy can be transferredfrom place to place by sound, light, heat, and electric currents.Science andEngineering PracticesPlanning and CarryingOut an InvestigationMake observations andmeasurements toproduce data to serve asa basis for evidence.(4-PS3-2)Disciplinary Core Ideas Crosscutting ConceptsDefinitions of EnergyEnergy can be movedfrom place to place bymoving objects orthrough sound, light,or electric currents.(4-PS3-2)Energy and MatterEnergy can betransferred in variousways and betweenobjects. (4-PS3-2)Benchmark Essential QuestionWhere do scientific discoveries lead us?Science andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasWhole Group Text: Benjamin Franklin: The Dawn ofElectrical Technology pp. 6-9 (Texts for CloseCrosscuttingConceptsNOTADDRESSEDReading) The Power of Electricity pp. 12-19 (Texts Hoover Dam p. 20 (Texts for Close Reading)Nikola Tesla: Electrifying Inventor pp.22-29 (Texts for Close Reading)Turning on the Light pp.154-155 (Read Winds of Hope pp. 156-159 (Read Aloud The Rise of Solar Farms pp. 162-163 Let there be light pp. 166-167 (Read Aloudfor Close Reading)Aloud Handbook)Handbook)(Read Aloud Handbook)Handbook)Small Group Text: Electricity Adds Up Electrifying Personalities Snap, Crackle, and Flow Working with Electricity and MagnetismUnit Opener Video: The Power of ElectricityContent Across Disciplines Inquiry Projects(ADDITIONAL RESOURCES tab): ShowCause and Effect, Record Radio InterviewsLos Angeles Unified School DistrictDivision of Instruction Elementary Science Branch9
Fourth Grade Physical Science (cont’d)The information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSFOSS CA: Magnetism and Electricity: Investigations 2Science and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsPlanning and Carrying Out InvestigationsDefinitions of EnergyEnergy and MatterInvestigation 2 Part 5Focus Question (Step):What procedure did you use to determine the wirelocations in each of the mystery boards?Investigation 2Making ConnectionsInvestigation 2 Part 4Focus Question (After Step 10):What kinds of energy conversion did you observewhen you made electric circuits?4-PS3-3. Ask questions and predict outcomes about the changes in energy thatoccur when objects collide.Science andEngineering PracticesAsking Questions andDefining ProblemsAsk questions that can beinvestigated and predictreasonable outcomes.(4-PS3-3)Disciplinary Core Ideas Crosscutting ConceptsRelationship betweenEnergy and ForcesWhen objects collide, thecontact forces transferenergy so as to changethe object’s motions.(4-PS3-3)Energy and MatterEnergy can be transferredin various ways andbetween objects.(4-PS3-3)Benchmark Unit 10 Physical ScienceThe Power of ElectricityScience andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasCrosscuttingConceptsWhole Group Text: Let There Be Light pp. 166-167 (ReadNOTADDRESSEDAloud Handbook)The information below cites correlations to FOSS CA to address what is missing from the standard(s) listed in Benchmark. The complete fourth gradeNGSS standards can be found at: https://tinyurl.com/4thGradeCANGSSFOSS CA: Magnetism and Electricity: Investigation 4Science and Engineering PracticesAsking Questions and Defining ProblemsDisciplinary Core IdeasRelationship between Energy and ForcesCrosscutting ConceptsEnergy and MatterInvestigation 4 Part 2Step 8“Use the Graph to Make Predictions”Not available at this time.Investigation 4 Part 1Focus Question (Step 15):How can you make a magnet that turns on and off?Los Angeles Unified School DistrictDivision of Instruction Elementary Science Branch10
Fourth Grade Physical Science (cont’d)4-PS3-4. Apply scientific ideas to design, test, and refine a device that convertsenergy from one form to anotherScience andEngineering PracticesConstructingExplanations andDesigning SolutionsApply scientific ideas tosolve design problems.(4-PS3-4)Disciplinary Core Ideas Crosscutting ConceptsConservation ofEnergy and EnergyTransferEnergy can also betransferred from place toplace by electriccurrents, which can thenbe used locally toproduce motion, sound,heat, or light. Thecurrents may have beenproduced to begin withby transforming theenergy of motion intoelectrical energy.(4-PS3-4)Energy and MatterEnergy can betransferred in variousways and betweenobjects. (4-PS3-4)Benchmark Unit 10 Physical ScienceThe Power of ElectricityScience andEngineeringPracticesNOTADDRESSEDDisciplinary Core IdeasWhole Group Text: The Power of Electricity pp. 12-19 (TextsCrosscuttingConceptsNOTADDRESSEDfor Close Reading) Hoover Dam p. 20 (Texts for Close Reading)Winds of Hope pp. 156-159 (Read Aloud Sweat Power p. 160 (Read Aloud Handbook)Student Gym Rats Help Power TexasState University Campus p. 161 (ReadHandbook)Aloud Handbook) The Rise of Solar Farms pp. 162-163 Elon Musk: Exploring Earth, Space, andthe Internet pp. 164-165 (Read Aloud(Read Aloud Handbook)Handbook) Let there be light pp. 166-167 (Read AloudHandbook)Small Group Text: Electricity Adds Up Electrifying Personalities
Fourth Grade NGSS/Benchmark Alignment " Life Science " 4-Life Science1 (4-LS1) From Molecules to Organisms: Structures and Processes Benchmark Unit 3 Life Science: Observing Nature NGSS Standard Benchmark 4-LS1-1 Construct an argument that plants, and animals have internal and external structures that function to support survival, growth .
strong Bend it like Beckham /strong Lost in Translation Citizen Kane It’s a Wonderful Life. Good lessons and Framework (NGSS) That good lesson may meet the demands of the Framework (NGSS) lesson Doesn’t meet NGSS Does meet NGSS Good B A Poor lesson C D . Good lessons and Framework (NGSS)
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
and human designed world can be observed and used as evidence. (K-LS1-1) . Technology, and Applications of Science Engineering Design-1 (ETS1) Engineering Design! Benchmark Unit 8 Earth Science: Weather and Seasons NGSS Standard Benchmark . (K-ESS2-1) Patterns Patterns in the natural world can be observed, used to describe phenomena, and .
Essential Chemistry Lab Manual: NGSS Correlations . Below is a list of the 73 activities in the Essential Chemistry lab manual. The primary Next Generation Science Standards (NGSS*) Performance Expectation supported by each activity is shown in the column on the right. Lab # Activity Name and Description. NGSS Performance Expectation. 1 (PE .
NSTA Readers Guide to NGSS - Chapter 3 An Overview of NGSS for Principals Reading NGSS Performance Expectations Three Dimensions of the Framework NSTA Article on Engaging in Argument and Explanation Cindy Passmore (2015) NSTA Blog Order the NSTA Reader's Guide to the NGSS
Unit Note: The Next Generation Science Standards (NGSS) expect students to understand properties of sound energy such as wavelength, pitch, amplitude, and frequency in grade 4. Some districts currently have a sound unit located in other grade levels. This unit was written with grade 4 NGSS standards in mind, but also pulls from grades 5 and 6 NGSS,
TOP SECRET//HCS/COMINT -GAMMA- /TK//FGI CAN GBR//RSEN/ORCON/REL TO USA, CAN, GBR//20290224/TK//FGI CAN GBR//RSEN/ORCON/REL TO USA, CAN, GBR//20290224 In the REL TO marking, always list USA first, followed by other countries in alphabetical trigraph order. Use ISO 3166 trigraph country codes; separate trigraphs with a comma and a space. The word “and” has been eliminated. DECLASSIFICATION .
