NGSS 4-PS4-1

Science4th GradeWaves and their Applications in Technologies for Information Transfer

The Standard

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

Next Generation Science Standards

Teacher's field guide

What Students Need to Do: Students build and label physical or drawn models that show repeating wave patterns. They compare taller and shorter amplitudes, wider and narrower wavelengths, and explain how waves make objects move.
What Mastery Looks Like: Given two wave diagrams, a student correctly compares their amplitudes and wavelengths without using calculations. The student can also use a model to predict how an object will bob or vibrate when a wave passes.
Common Misconceptions: Students often mix up amplitude with wavelength, measuring height when asked about spacing. They may think greater amplitude means longer wavelength, or that material travels forward with the wave. Some expect an object to move only forward rather than bob or vibrate.
How to Assess It: Exit ticket: Draw two waves with the same wavelength but different amplitudes, label both features, then show how a cork moves as one wave passes.

Lesson moves

Bend flexible wire into repeating waves, then make models with equal wavelengths and different amplitudes.
Show two wave drawings and ask, “What changed, amplitude or wavelength, and what evidence supports your claim?”
Run a card sort using wave diagrams labeled same amplitude, different amplitude, same wavelength, and different wavelength.
Float a cork in a water tray, make gentle repeating waves, and record how the cork moves as waves pass.

Learning progression

Mastery here sets students up for these next.

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