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Ocean Waves STEM Activity | NGSS 4-PS4-1

Brenda Kovich
Grade Levels
4th - 5th, Homeschool
Resource Type
Formats Included
  • PDF
  • Activity
15 pages
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Brenda Kovich
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TpT is free to use! Learn more.

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  3. A variety of activities let fourth grade students explore NGSS standards for waves and their applications: waves (4-PS4-1), the eye and vision (4-PS4-2), and using patterns to transfer information (4-PS4-3). A bonus file includes objectives and a pacing guide. Open individual previews to get a close
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After learning about waves, students use the engineering design process to build their own simulators.

This set focuses on wind-driven waves, tsunamis, and tides in the oceans. A series of videos and simulations introduce the concepts.

What’s Included:

  • Lesson plans
  • Links to supporting videos and websites
  • Note taking sheet
  • Diagrams – Three diagrams let kids explore properties pictorially: (1) how transverse waves are formed and how they move through water, (2) parts, and (3) motion of water molecules.
  • Questions
  • STEM activity

Open the preview to take a closer look at all pages.

Enjoy Teaching!

Brenda Kovich

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I'm committed to continual improvement. This resource was updated and enhanced on March 20, 2021.

Materials support NGSS 4-PS4-1 and 5-ESS2-1.

Total Pages
15 pages
Answer Key
Teaching Duration
1 Week
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to see state-specific standards (only available in the US).
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Assessment is limited to the interactions of two systems at a time.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device. Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.


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