Grade 4, Energy (Copy)

Katie Santini
Science, 4
Summary:
In this unit, students will observe and experiment with various types of energy and light.
They will sort objects based on their ability to absorb or reflect light. Students will also
experiment with how energy can be transferred.
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Stage 1: Desired Results

~~Established Goals~~
Long Term Goals:
I: Students should be able to discuss different forms of energy, understand how they work
and give many examples of each.

Standards Addressed:
NJ: Core Curriculum Content Standards: Science (2009)
5.2 Physical Science: Physical science principles, including fundamental ideas about
matter, energy, and motion, are powerful conceptual tools for making sense of
phenomena in physical, living, and Earth systems science.
APropertiesofMatter:Allobjectsandsubstancesinthenaturalworldarecomposedofmatter.Matterhas
twofundamentalproperties:mattertakesupspace,andmatterhasinertia.
5.2.4.A.4Categorizeobjectsbasedontheabilitytoabsorborreflectlightandconductheatorelectricity.
CFormsofEnergy:Knowingthecharacteristicsoffamiliarformsofenergy,includingpotentialand
kineticenergy,isusefulincomingtotheunderstandingthat,forthemostpart,thenaturalworldcanbe
explainedandispredictable.
5.2.4.C.1Comparevariousformsofenergyasobservedineverydaylifeanddescribetheirapplications.
5.2.4.C.2Comparetheflowofheatthroughmetalsandnonmetalsbytakingandanalyzingmeasurements.
5.2.4.C.3Drawandlabeldiagramsshowingseveralwaysthatenergycanbetransferredfromoneplaceto
another.
5.2.4.C.4Illustrateandexplainwhathappenswhenlighttravelsfromairintowater.
DEnergyTransferandConservation:Theconservationofenergycanbedemonstratedbykeepingtrackof
familiarformsofenergyastheyaretransferredfromoneobjecttoanother.
5.2.4.D.1Repairanelectriccircuitbycompletingaclosedloopthatincludeswires,abattery(orbatteries),
andatleastoneotherelectricalcomponenttoproduceobservablechange.

~~Transfer~~

~~Make Meaning~~
Essential Questions:
I: How do the properties of materials determine their use?
II: How do we know that things have energy?
III: How can energy be transferred from one material to another?
IV: What happens to a material when energy is transferred to it?

Understandings:
I: The structures of materials determine their properties.
II: Energy takes many forms.
III: Energy forms can be grouped into types of energy that are associated with the motion
of mass (kinetic energy), and types of energy associated with the position of mass and
with energy fields (potential energy).
IV: Changes take place because of the transfer of energy.
V: Energy is transferred to matter through the action of forces.
VI: Different forces are responsible for the transfer of the different forms of energy.

~~Acquire~~
Knowledge & Skills:
Knowledge:
I: Students will be able to name different forms of energy
II: Students will know objects absorb and reflect light
III: Students will know that energy can be transferred. Heat energy is transferred from
warmer things to colder things.
IV: Students will know that electrical circuits require a complete loop through a
conducting material in which an electrical current can pass.
V: Students will know that light travels in straight lines unless it travels from one
substance to another, in which case, it changes direction.
VI: Students will know that thermal energy (heat) results when substances burn, when
certain kinds of materials rub against each other and when electricity flows through
wires.

VII: Students will know that metals are good conductors of thermal energy (heat).
VIII: Students will know that increasing the temperature of any substance requires more
energy.
Skills:
IX: Students will be able to repair an electrical circuit by completing a closed loop that
includes wires, a battery, and at least one other electrical component to produce
observable change.
X: Students will be able to discuss several ways that energy can be transferred.
XI: Students will be able to categorize objects based on their ability to absorb or reflect
light and conduct heart or electricity.
XII: Students will be able to compare various forms of energy in everyday life.
XIII: Students will be able to compare the flow of heat through metals and nonmetals.

Stage 2: Evidence
Performance Tasks:
Cooler
Differentiation: minor
Grouping: Group, Small; Individual
Format: Demonstration of Skill/Ability/Process; Discussion; Product
Cognitive Category: Analyze; Apply, Complex: Innovation, Strategy, & Transfer
Required; Create; Explain; Recall; Solve
Design a device to keep an ice cube from melting. Compare designs and identify patterns.
Alignment:
Standards: 5.2.4.A.4
Understandings: I IV V VI
Essential Questions: I II III IV
Skills: II
Knowledge: II III VII VIII
Long Term Goals: I

Different Types of Energy (Multiple Days)

Differentiation: minor
Grouping: Whole Class
Format: Discussion; Writing, Extended
Cognitive Category: Comprehend; Explain

Go over the different forms of energy (ability to do work) and show examples
(appliances) that demonstrate each form. Have the students record each form and draw
the examples in their journals:
Forms of energy:
The Sun- helps to feed plants through photosynthesis.
Fossil Fuels- coal, natural gas and oil which are used to make gasoline
Kinetic- working energy: Anytime energy makes something move it is called kinetic
Potential - energy waiting to move (which would turn it into kinetic)
Sound- makes eardrums move/vibrate.
Thermal - heat
Electrical Alignment:
Standards:
Understandings: II III
Essential Questions: I II
Skills: II III IV
Knowledge: I IV V VI
Long Term Goals: I

Keep it Cool
Differentiation: major
Grouping: Group, Small; Individual; Whole Class
Format: Demonstration of Skill/Ability/Process; Discussion; Writing, Short Answer
Cognitive Category: Analyze; Evaluate
Have partners do this lab together or independently:
http://pals.sri.com/tasks/k-4/KeepCool/
Alignment:
Standards:
Understandings: I IV V VI
Essential Questions: I II III IV
Skills: II
Knowledge: I II III VII VIII
Long Term Goals: I

Other Evidence:

Unit Test
Grouping: Individual
Format: Demonstration of Skill/Ability/Process; Selected Response; Writing, Short
Answer
Cognitive Category: Apply, Complex: Innovation, Strategy, & Transfer Required;
Comprehend; Explain; Recall
Unit test on Energy that includes the following types questions:
* What do playing a guitar, banging a drum and dropping a pebble in water have in
common? (All cause vibrations)
* How does wearing a hat in the winter help people to stay warm? (hats prevent energy
from leaving their heads)
* Show blocks of different temperatures and give options as to the order of energy
transfer. (warm blocks will transfer the energy to the colder blocks)
* Which property of wood makes it a good material for the handle of a metal cooking
tool? (wood does not conduct heat well)
* Show a picture of a spoon in a glass cup of water. and have the students explain why
the spoon appears to be broken where it enters the water. (light is bent by the water)
* Have students explain why rearview and side-view mirrors are helpful in a car.
* Which material best completes a circuit with a light bulb and a battery? (metal nail)
* Copper wire is usually wrapped in plastic because plastic is a good______? (insulator)
* Categorize materials based on their ability to reflect or absorb light & heat.
Alignment:
Standards:
Understandings: I II III IV V VI
Essential Questions: I II III IV
Skills: I II III IV V
Knowledge: I II III IV V VI VII VIII
Long Term Goals: I

Stage 3: Learning Plan

Learning Events:
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