South Dakota Science 4-PS4-1

Science4th GradePhysical Science

The Standard

Develop a model of waves to describe patterns in terms of amplitude and wavelength and to provide evidence that waves can cause objects to move. (SEP: 2; DCI: PS4.A; CCC: Patterns)

South Dakota Science Standards (2024) · Waves and Their Applications in Technologies for Information Transfer

Teacher's field guide

What This Standard Means

What Students Need to Do: Students draw waves with different heights and different spacing between crests. They label height from the rest line and distance from crest to crest, then show how a passing wave moves a floating object.
What Mastery Looks Like: A student measures from the rest line to a crest for amplitude and from one crest to the next for wavelength. Their model shows a cork bobbing as a wave passes, rather than riding across the water with it.
Common Misconceptions: Students may measure amplitude from crest to trough or wavelength from crest to trough. They may think a floating object travels across the water with each wave.
How to Assess It: Float a cork in a tray of water and tap the surface. Give students a side-view wave sketch with a rest line, and ask them to label amplitude and wavelength and draw the cork's motion.

Lesson moves

Ways to Teach It

Tap the surface of a water tray beside a floating cork, and have students sketch the cork's motion as ripples pass.
Show two wave drawings with equal crest spacing but different heights, and ask, 'Which has greater amplitude, and how do you know?'
Give pairs of students wave cards to sort by crest spacing, then have them rank the waves by amplitude.
Show a video of an ocean buoy bobbing, and ask students to draw its path as waves pass.

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