Clarification Statement - S.1.PS.4.1.CS:
Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibra

Science and Engineering Practices - PK2.SEP3.3:
Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question

Disciplinary Core Ideas - S.1.PS.4.1.DCI:
PS4.A: Wave Properties •Sound can make matter vibrate, and vibrating matter can make sound.

Crosscutting Concepts - CC2.1:
Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Clarification Statement - S.1.PS.4.2.CS:
Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.

Science and Engineering Practices - PK2.SEP6.1:
Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

Disciplinary Core Ideas - S.1.PS.4.2.DCI:
PS4.B: Electromagnetic Radiation •Objects can be seen if light is available to illuminate them or if they give off their own light.

Crosscutting Concepts - CC2.1:
Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Clarification Statement - S.1.PS.4.3.CS:
Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).

Assessment Boundary - S.1.PS.4.3.AB:
Assessment does not include the speed of light.

Science and Engineering Practices - PK2.SEP3.3:
Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question

Disciplinary Core Ideas - S.1.PS.4.3.DCI:
PS4.B: Electromagnetic Radiation •Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)

Crosscutting Concepts - CC2.1:
Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Clarification Statement - S.1.PS.4.4.CS:
Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.

Assessment Boundary - S.1.PS.4.4.AB:
Assessment does not include technological details for how communication devices work

Science and Engineering Practices - PK2.SEP6.2:
Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

Disciplinary Core Ideas - S.1.PS.4.4.DCI:
PS4.C: Information Technologies and Instrumentation •People also use a variety of devices to communicate (send and receive information) over long distances.