Energy
Mystery Science Unit: Energizing Everything
ReadyGen / Literacy Connections
Unit 4: The Boy Who Invented TV (4-PS4-1: Wave Model)
Mystery Science 4th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
4-ESS3-1: Renewable and Non-renewable Energy
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.
Boundary Statement: none
4-PS3-1: Motion Energy
Use evidence to construct an explanation relating the speed of an object to the energy of that object. (Energy and Matter)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: Assessment does not include quantitative measurements of energy.
4-PS3-3: Energy in Collisions
Ask questions and predict outcomes about the changes in energy that occur when objects collide. (Energy and Matter)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.
Boundary Statement: Assessment does not include quantitative measurements of energy.
4-PS3-4: Energy Conversion Device
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (Energy and Matter)
Clarification & Boundary Statements
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.
Boundary Statement: 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.
Mystery Science Units
4th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 3rd Grade Student Notebook
Energizing Everything - In this unit, students explore energy! Students investigate how energy is stored, how it can make objects move, and how collisions transfer energy between objects. Students also construct devices that convert energy from one form into another, such as heat into motion and electricity into light.
Anchor Phenomenon
Energizing Everything
The anchor phenomenon for this unit is an intricate Rube Goldberg machine. Students generate observations and questions about the phenomenon and create an initial conceptual model to explain what is happening.
Energizing Everything - Mystery Science Lesson / Connections to Anchor Phenomenon
Speed & Energy / How is your body similar to a car?
Collisions & Energy Transfer / What makes roller coasters go so fast?
Energy Transfer & Engineering / Why is the first hill of a roller oyster always the highest?
Energy Transfer & Engineering / Could you knock down a building using only dominoes?
Energy Transfer & Engineering / Can you build a chain reaction machine?
Electrical Energy / What if there were no electricity?
Heat Energy & Energy Transfer / How long did it take to travel across the country before cars and planes?
Renewable Energy & Natural Resources / Where does energy come from?
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
CDE: Grade Level Expectations
Prepared Graduates:
3. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how energy is transferred and conserved.
Grade Level Expectation:
1. The faster an object moves the more energy it has.
2. Energy can be moved from place to place
3. When objects collide, contact forces transfer so as to
change objects’ motion.
4. Energy can be produced, used or released by converting
stored energy.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org
Additional Hands on Options: Science to Go
Circuits & Pathways - Enhancement Kit for 4th Grade Mystery Science Energizing Everything Unit. Snap Circuits is a tool for opening the exciting world of electronics. Following the Learn by Doing concept, electronics will be easy for students to understand by using Snap Circuits to build circuits as they learn about them. The Student Guide emphasizes the practical applications of electronics, without bogging down in mathematics. This course is as much about science as about electronics.
Nearpod Lessons / Activities / Videos
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
Teacher Notes / Assessments / Career Connections
Using A.I. to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Thinking Map Connections
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
