PS.4.2.1
Ask questions to identify basic forms of energy (light, sound, heat, and electrical) that cause motion or create change.
Embedded Files
District Recommended Resources for 4th Grade Science
Invisible Forces Activity Pack
Magnets and Materials
Magnetic Force
Static Electricity
Forces, Matter, and Energy Kit Resources
Activity Packs available for purchase. Full kit rental options are also available. See your administrator.
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Dimension 1:
Science and Engineering Practice: Ask Questions:
Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect (NSTA SEP Matrix).
Dimension 2:
Crosscutting Concepts: Energy and Matter, Cause and Effect
Dimension 3:
Disciplinary Core Ideas:
PS3.A Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (Boundary: At this grade level, no attempt is made to give a precise or complete definition of energy) (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
How do different forms of energy (light, sound, heat, and electrical) cause changes in objects or materials?
What are the similarities and differences between these forms of energy in terms of how they produce motion or changes?
How can understanding the different forms of energy help us solve real-world problems or improve technology?
Vocabulary
Vocabulary
change
energy
fast
heat
light
motion
relationship
slow
sound
Students will be able to...
Students will be able to...
Explain energy exists in many forms (i.e., light, sound, heat, and electrical).
Infer how energy can change form and be transferred in various ways between objects (e.g., sound from a radio, sound causing objects to vibrate, light from a flashlight, the sun heating a window pane, currents to electronic devices, and electric currents being used to produce motion or light).
Asking Questions- Students ask questions based on observations to find more information about the forms of energy.
Students will know...
Students will know...
Energy exists in many forms (i.e., light, sound, heat, and electrical).
Changes in energy can cause changes in motion (e.g., adding energy can cause some things to move or some things to move faster).
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
What is happening to energy in this system? (e.g., in an oven energy is changing form from electrical energy to heat energy; in power lines energy is being transferred from place to place).
How can you test whether ________caused _______to happen? (e.g., energy, motion).
What form of energy does a ______ (e.g., lamp) use to produce _____ (e.g. light) energy? (e.g. electrical).
Where does the _____________ (e.g., fan, house, flashlight) get its energy? (e.g., electricity, generator or power station, batteries).
Read the following article and answer the questions using complete sentences.
Mini Projects and Investigations
Energy Kids Scavenger Hunt - Web Quest
Sunlight and Heat Experiment
Place two identical plastic cups filled with water in different locations—one in direct sunlight and the other in a shaded area. After a few hours, compare the temperatures of the water. Discuss how sunlight (light and heat energy) affects the temperature of the water and causes a change.
Rube Goldberg machine
Sketch a design for a Rube Goldberg machine that uses at least three forms of energy to cause motion or create change.
Plan and build a machine that uses energy forms like light (e.g., flashlight starting a solar fan), sound (e.g., knocking dominoes with a vibration), heat (e.g., melting ice to release an object), and motion to achieve a goal.
Culminating Activity
"Energy Superheroes"
If each type of energy (light, sound, heat, electrical) were a superhero, what powers would they have? Design a superhero character that represents each form of energy. Then, create a comic strip or story board in which these energy superheroes use their powers to cause motion or create change. Be creative!
Digital Tools - Book Creator or Adobe Express (Contact your DTLS for support.)
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Anchor Chart
Concept Map
Set up a concept map similar to the one pictured. Begin with the 4 types of energy listed in the standard (light, sound, heat, and electrical). Have students brainstorm objects that may use those forms of energy. Continue to revisit the map throughout the unit.
The Silent Questionnaire
Write the forms of energy you will investigate on the board (light, sound, heat, electrical, and magnetic). Ask students to record their thoughts in their journals. Pose the following questions: “Which do you know the MOST about?” “Which do you know the LEAST about?” “Which do you use the most?” “The least?” “Which do you think is most interesting?” “Least interesting?” Reflect on student answers after conducting further activities.
Scavenger Hunt
Explore different areas of the school to find examples of how electricity is being used to make light, heat, sound, and magnetic energy. Record your findings on sticky notes in words, pictures, or both. Label chart paper or the board with the four labels (light, heat, sound, and magnetic energy). Have students place the sticky notes according to how they think each should be categorized.
Additional Literacy Connections
epic!
EBSCO:
Video
CommonLit
Where Does Energy Come From - Flick a Switch: How Electricity Gets to Your Home by Barbara Seuling
Wonderopolis
Teacher Resources
Teacher Resources
NC DPI Support Document Formative Assessment Link:
Charged Objects - Lessons with teacher background and activities.
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