Waves: Waves and Information

Students who demonstrate understanding can:

Performance Expectations

1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Clarification Statement and Assessment Boundary
2. Generate and compare multiple solutions that use patterns to transfer information.

Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

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.

Crosscutting Concepts

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

• RI.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-PS4-3)
• RI.4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4-PS4-3)
• SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-PS4-1)

Mathematics

• 4.G.A.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4-PS4-1)
• MP.4 - Model with mathematics. (4-PS4-1)

Resources & Lesson Plans

• More resources added each week!
A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
• This unit is aligned to multiple Performance Expectations from the following topic arrangements: 4-PS4: Waves and Their Applications in Technologies for Information Transfer, and 4-LS1: From Molecules to Organisms: Structures and Processes.  S ...

• This resource enables students to understand a technology that is such an integral part of our daily lives, yet little understood.  It extends the information transfer lessons already on the NGSS Hub to computerized barcoding. Students will lear ...

• In this technologically interactive lesson, students generate and compare multiple solutions for transmitting information by sending a message to a phone or tablet using Google’s free Science Journal app.

•   This 5E unit includes seven learning experiences in which students: 1) observe the phenomenon of sound and develop an initial model to explain how we hear (Hearing Sound), 2) use telephone cups to investigate how sound can transfer from pla ...

• When watching this video, students will observe that vibrations are created when the handles of the Chinese Spouting Bowl are rubbed, resulting in sound waves that can be observed on the surface of the water in the bowl.  An understanding o ...

• In this phenomenon-driven instructional sequence, students will engage in a series of investigations to gather evidence and construct explanations as to how a singer is able to use his voice to shatter a glass.  They will look for patterns as th ...

• This article explains how one teacher guided students’ learning in a series of lessons on waves.  Three-dimensional learning is evident as they investigate a series of phenomena to identify the big idea that “There are multiple types ...

• This one and half minute silent video shows the phenomenon of the collapse of the Tacoma Narrows Bridge located in Washington state.  The bridge opened to traffic on July 1, 1940 and collapsed only four months later on November 7, ...

• Everyday Science Mysteries is an award-winning series that enables students to explore science phenomena/mysteries that occur in their everyday lives.  In this "Everyday Science Mystery" students explore the many variables that affect ...

• This article describes a 5E lesson focused on the exploration of sound and sound waves. Many opportunities for hands-on investigations, discourse, and the use of technology are integrated into the lesson. Investigations follow where students talk and ...

• Students explore and explain characteristics of sound through a series of hands-on learning centers and the sensory phenomena of waves produced by a "trashcan wave generator". Students sketch and explain what they discover at each of t ...

• Students model how NASA uses radios waves signals to encode, transmit and decode information using a metronome and musical instruments.  Students are then challenged to design a faster way to send signals.

• Students plan and carry out investigations before developing and using models to describe patterns of waves in terms of amplitude and wavelength, and to demonstrate that waves can cause objects to move. Connections are made to real world example ...

• This is the first lesson in a series of lessons on waves. It is an exploratory lesson where students observe, draw and think about how waves are shaped, how they move and what creates them. The teachers creates a model using a plastic bottles with co ...

• Students explore making waves using everyday objects to begin developing an understanding of how waves are made, that waves carry energy, and that there are different types of waves. Students investigate examples of transverse and ...

• This 2007 "Science and Children" sound article shares ideas and instructional suggestions for four hands-on discovery centers to explore sound titled, 'Tuning Fork Vibrations', 'Rubber Band Guitars', 'Drum it Up' ...

• Found deep within this multi-unit document are directions for playing the game Simon Says! with waves. This simple simulation allows the students an opportunity to move around and participate in a guided model of amplitude and wavelength. The studen ...

• This activity introduces the students to sending and deciphering Morse Code. The children use flashlight signals rather than sounds (which is a plus when you have thirty children trying to send signals in one classroom) to compose and send a short me ...

• This Science and Children article includes background information for the teacher and three investigations to share with the students. First, students create waves using a jump rope, then water, and then they model the movement of molecules using mar ...

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• From TeachEngineering - In this activity, students use their own creativity (and their bodies) to make longitudinal and transverse waves. Through the use of common items, they will investigate the different between longitudinal and transverse waves.

• From TeachEngineering - Students examine the existence of sound by listening to and seeing sound waves while conducting a set of simple activities as a class or in pairs at stations. Students describe sound in terms of its pitch, volume and frequency...

• Scientists and Engineers are Diligent

• Scientists and Engineers are Inspired

• Scientists and Engineers are Thinkers

• Scientists and Engineers are Confident

• Scientists and Engineers are Courageous

• Scientists and Engineers are Innovative

• Scientists and Engineers are Clever

• Scientists and Engineers are Inventive

• Scientists and Engineers are Persistent

• Scientists and Engineers Use Design Process

• Scientists and Engineers Use Idea Development

• Scientists and Engineers Use Modification

• Do the Waves Move the Boat?

• Rubber Band Box

Planning Curriculum gives connections to other areas of study for easier curriculum creation.