Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

4-PS3-1

Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]

4-PS3-2

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-3

Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-4

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: 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.] [Assessment Boundary: 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.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Asking Questions and Defining Problems

K–2: Ask questions based on observations to find more information about the natural and/or designed world(s).
3–5: Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

Developing and Using Models

Develop and/or use models to describe and/or predict phenomena.

DISCIPLINARY CORE IDEAS (DCI)

(Note: Energy is not introduced until fourth grade, so this prior knowledge might be expressed from a student’s life experiences or if they have already experienced other learning sequences in fourth grade that address energy DCIs.)

PS3.A Definitions of Energy

Energy can be moved from place to place by moving objects or through sound, light, or electrical currents.

PS3.B Conservation of Energy and Energy Transfer

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion.
Energy can also be transferred from place to place by electrical currents, which can then be used locally to produce motion, sound, heat, or light.

PS3.C Relationships Between Energy and Forces

When objects collide, the contact forces transfer energy so as to change the objects’ motion.

CROSSCUTTING CONCEPTS (CCC)

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change.

Energy and Matter

Matter is made of particles.
Energy can be transferred in various ways and between objects.

Patterns

K–2: Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA WRITING

CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information.

California English Language Development (ELD) Standards

CA ELD

Part 1.4.1 Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

EMERGING

EXPANDING

BRIDGING

Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

In addition to the standard above, you may find that you touch on the following standards in this lesson as well:

P1.4.9 Expressing information and ideas in formal oral presentations on academic topics