Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

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)

Constructing Explanations and Designing Solutions

Apply scientific ideas to solve design problems.
Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Analyzing and Interpreting Data

Use data to evaluate and refine design solutions.

Developing and Using Models

Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

Planning and Carrying Out Investigations

Make observations and or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or to test a design solution.

DISCIPLINARY CORE IDEAS (DCI)

PS3.A Definitions of Energy

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

PS3.D Energy in Chemical Processes and Everyday Life

The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use.

ETS1.A Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria).

CROSSCUTTING CONCEPTS (CCC)

Cause and Effect

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

Energy and Matter

Energy can be transferred in various ways and between objects.

Systems and System Models

A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.
A system can be described in terms of its components and their interactions.

“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.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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 1.4.3 Offering and supporting opinions and negotiating with others in communicative exchanges

EMERGING

EXPANDING

BRIDGING

Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think…), as well as open responses, in order to gain and/or hold the floor.

Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but…), as well as open responses, in order to gain and/or hold the floor, provide counter-arguments, etc.

Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However…), as well as open responses, in order to gain and/or hold the floor, provide counter-arguments, elaborate on an idea, etc.

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

P1.4.1 Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
P1.4.9 Expressing information and ideas in formal oral presentations on academic topics
P1.4.10 Composing/writing literacy and informational text to present, describe, and explain ideas and information, using appropriate technology.