Science Performance
Grade – 4th
Title
Topic – Waves and Information
NGSS Performance Expectation(s): (NGSS) 4-PS4-1: Develop a model of waves to describe patterns in
terms of amplitude and wavelength and that waves can cause objects to move.
Lesson Performance Expectations: (LESSON)
Investigate the causes and patterns of amplitude and wavelength in waves.
Describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Student Science Performance
Gathering
Use Models to Gather Data
In groups, students have a slinky, a rope, a sheet, and water each to demonstrate the number of waves per 3 seconds
at 3 levels of force. They will describe the amplitude (height) and wavelength (spacing) of the produced waves.
Students will also use a pebble with the sheet and hole-puncher dots in the water to observe that waves can cause
objects to move.
(Hints: students can use video cameras to slow the process for accurate documentation.
Students can use stations with different investigations to collect data.)
In a different experience, students use oscilloscope simulation to observe different amplitude and wavelength with
high and low sounds on an iPhone app (Sound Level.)
Reasoning
Evaluate Information to Construct an Explanation from Evidence
Students conceptually develop their understanding through research and instruction.
Students individually construct an explanation to describe the patterns they observed in terms of amplitude and
wavelength. They will also use evidence to support that waves do not cause objects to move to support their ideas.
(Hint: Create a 2x2 chart to delineate/organize the two features of amplitude and wavelength to support their
reasoning.)
Develop an Argument from Evidence
Class discussion - sample questions to initiate discussions
Q: What wave patterns did you observe in the stations?
Q: When did you notice the greatest and smallest amplitude and wavelengths?
Q: What causes the changes in amplitude and wavelength?
Q: How did the medium (ribbon on the slinky, dots on the water) move within the wave?
Q: What evidence do you have that the water is not moving forward?
Q: How have the models helped you to understand the characteristic properties and behavior of waves?
(Hint: What are you looking for the student to say? Energy put into the system to cause the amplitude.)
Communicating
Develop Models to Communicate Information
Students individually develop their own unique model to communicate their explanation of the characteristic
properties and behaviors of waves, and how waves transfer energy. (Hint: models can include analogy, examples, or
abstract representation). Students will write an explanation about the relationship between the causes of waves and
the patterns of waves in their model.
For extending thinking:
What other models can help you understand wave patterns?
*Assessment of Student Learning
Evidence student understand and are proficient on the science performance expectations:
Ask students to draw/demonstrate distinction between a wave amplitude and wavelength. Students also
write description to accompany their drawing or demonstration.
Students create their own examples illustrating high/low amplitude (e.g. waving wheat in a field, vibrating
string). Examples likely to include drawing (or picture from internet) with explanation of how it illustrates
high/low amplitude.
Repeat for high/low wavelength. (targets student understandings of distinction between the two)
Students are asked to respond to prompt: Describe a scenario that highlights the relationship between the
energy input into a wave and how the amount of energy relates to amplitude. (e.g. doing a human wave in a
stadium, if you have to stand up and wave arms high above head repeatedly – high amplitude - that makes
you more tired than if you are allowed to simply wave your wrists up-down a little bit (low amplitude)
Students are asked to take a given model they used in class (teacher specifies) and asked to list at least two:
- Strengths of this model for supporting their thinking about waves
- Weaknesses or potential misunderstandings that this model might inadvertently stimulate if students are
not attentive
Students are asked to cite possible evidence that waves transfer energy from a series of scenarios developed
by the teacher: e.g. video clip of earthquake in a city and resultant building damage; water wave traveling to
shore in Hawaii; a video of a Rube-Goldberg type device that includes showing a slinky being shaken as part
of the chain of actions.
Science Practices
(Featured or
Foregrounding)
Developing and Using
Models
Constructing Explanations
Carrying Out an
Investigation
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Science Essentials (Student Performance Expectations From Appendix C, D, E)
Share science concepts and understanding with others using representations.
Share science findings in written and graphic presentations to others.
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Use evidence to support ideas.
Use evidence to generate or support explanations.
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Make careful observations that generate evidence.
Recognize patterns in observations and data.
Reflect on the way data is collected and consider the accuracy of various methods.
Discuss and compare observations with others observing the same events.
Crosscutting Concepts
Patterns
Cause and Effect
Energy
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Use models to investigate patterns in the phenomena.
Use patterns to identify objects.
Use patterns as evidence to support science explanations.
Analyze phenomena for evidence of patterns.
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Identify and describe the causes of phenomena.
Describe the conditions necessary for phenomena to occur.
Use patterns to determine the causes of observed phenomena.
Use evidence to support explanations for the causes of phenomena.
 Describe, Model and Predict (Cause and Effect)
Model and Predict and Explanations (Energy)
Disciplinary Core Ideas
Wave Properties
(B. Moulding, 2011)
From Framework or NGSS (Properties)