Unit Plan 18 (Grade 4 Science): Waves — Quarter Synthesis

Focus: Explain wave patterns, motion effects, and information transfer by connecting sound, light, and signal devices.

Grade Level: 4

Subject Area: Science (Physical Science • Engineering/Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this quarter-synthesis unit, students pull together everything they’ve learned about energy, waves, and information transfer. They revisit models of amplitude and wavelength, review how waves cause motion, and apply understanding of light, sound, and coded signals. Through stations, short labs, and a culminating mini-project, students explain and model how waves carry energy, move objects, and communicate information in simple systems.

Essential Questions

• How do wave patterns (amplitude and wavelength) help us describe and compare different waves?
• In what ways can waves cause objects to move or change, even though matter itself is not traveling with the wave?
• How do people use patterns in waves (light and sound) to send and receive information?
• How can we design or improve a simple device that uses waves to solve a communication problem?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe and model wave patterns using amplitude and wavelength, comparing at least two different wave types or scenarios.
2. Explain, with evidence, how waves can cause objects to move (e.g., water waves pushing a floating object, sound causing vibration).
3. Use examples of light and sound coding to show how patterns in waves can transfer information.
4. Design, test, and refine a simple signal device that uses patterns (flashes, beeps, vibrations) to send a message.
5. Create a Waves & Communication Explainer (poster, slide, or booklet) that connects wave patterns, motion effects, and information transfer using models and clear student language.

Standards Alignment — 4th Grade (NGSS-Aligned)

• 4-PS4-1 — Develop a model of waves to describe patterns in terms of amplitude and wavelength.
  • Example: Draw diagrams of waves with different amplitudes and explain how they look and act different.
• 4-PS4-2 — Develop a model to describe that waves can cause objects to move.
  • Example: Show how a wave in water or a sound vibration makes an object wiggle or shift.
• 4-PS4-3 — Generate and compare multiple solutions that use patterns to transfer information.
  • Example: Build and test light/sound devices that send simple coded messages.
• 3-5-ETS1-1 — Define a simple design problem with specified criteria and constraints.
  • Example: “Design a device that sends a signal at least 5 meters using patterns of light or sound.”
• 3-5-ETS1-2 — Generate and compare multiple solutions based on how well they meet criteria and constraints.
  • Example: Compare two message devices based on clarity, speed, and reliability.
• 3-5-ETS1-3 — Plan and carry out fair tests to identify improvements to designs.
  • Example: Test signal devices while controlling distance and background noise, then revise.

Success Criteria — Student Language

• I can describe and draw waves using amplitude and wavelength, and explain what those words mean.
• I can show and explain how a wave can make an object move or vibrate.
• I can use patterns in light or sound to send a message that someone else can decode.
• I can design and improve a signal device by testing it and making changes.
• I can create a final explanation that clearly connects waves, motion, and communication using models and examples.