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Fourth Grade www.nextgenscience.org ​ STAGE 1 – DESIRED RESULTS Unit Title: Energy and Motion Grade Level:4th Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee Science State standards addressed (verbatim): 4­PS3­1. 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.] 4­PS3­2. 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.] 4­PS3­3. 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.] 4­PS3­4. 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.] Connections to Common Core Standards (verbatim): ​ ELA/Literacy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4­PS3­1) RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including Born: June 2015 what happened and why, based on specific information in the text. (4­PS3­1) RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4­PS3­1) W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4­PS3­1) W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4­PS3­2),(4­PS3­3),(4­PS3­4) W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4­PS3­1),(4­PS3­2),(4­PS3­3),(4­PS3­4) W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4­PS3­1) Mathematics 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole­number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (4­PS3­4) Essential Questions (3­4) in provocative, student­friendly language: ​ ● EQ1: What is the relationship between speed and energy ? ​ ● EQ2: How is energy transferable? ​ ● EQ3: What happens to the energy when objects collide? ​ Big Ideas/ Enduring Understandings: Students will understand that… ​ EQ1: ● The faster an object is moving, the more energy it possesses. ● The slower an object is moving the less energy it possesses. EQ2: ● Moving objects, sound, light and heat all have energy. ● Energy can be moved from place to place by moving objects through sound, light or electric currents. EQ3: ​ ● When objects collide, the energy can be transferred from one object to another which causes their motion/direction to change. ● Distance affects the speed of something. ● Sound is produced when energy is transferred during a collision. ● Electric currents can produce motion, sound, heat or light. A list of factual knowledge to be taught – Students will know… ​ ​ Born: June 2015 EQ1: ● energy types ● definitions of transfer, energy, collide, friction, incline, electric current, motion, force ● Newton’s Laws of Motion EQ2: ● Using evidence to construct an explanation. (Measurements, observations, & patterns) ● Newton’s Laws of Motion EQ3: ● The relationship between speed and the impact on an object ● Newton’s Laws of Motion A list of skills to be taught or reinforced (including habits of mind) – Students will be able to… ● Measure outcome from different energy sources ● Make observations that provide evidence that energy can be transferred ● Ask questions and predict outcomes about the changes in energy that occur when objects collide ● Apply scientific ideas to design and test a device that converts energy between forms ● Use evidence to construct an explanation relating the speed of an object to the energy of that object ● Make observations of speed changes ● Demonstrate how speed changes based on energy ● Analyze how energy can go through an electric current. ● Predict what would happen to the motion of an object during a collision ● Use evidence to determine how motion is affected by collisions ● Draw conclusions regarding the impact of friction on motion STAGE 2 – SAMPLE ASSESSMENT Assessments (Quizzes, tests, and a performance task to assess student mastery formatively and ​ ​ summatively, including an exemplar of proficient student work and a scoring guide for the performance task): 4­PS3­1 4­PS3­3 Goal: Students will use evidence to construct an explanation relating the speed of a ball traveling down an ​ ​ incline plane to the energy of the ball and ask questions and predict outcomes about the changes in energy that occur when a ball and a toy car or similar object collide. Role: City park planners ​ ​ Audience: Mayor ​ Situation: You are a park planner for your city. There is a hill in one of the city's parks where kids always ​ ​ sled, and the town leaders are worried about the kids' collisions with objects ( kids, other sleds, etc.) at the Born: June 2015 bottom of the hill since many kids have been getting hurt. The leaders don't want to stop kids from sledding, but they want to know how they can make the collisions less dangerous. Using the given supplies to create a ramp that represents the hill, the ball to represent the sledders, and the toy car (or other similar object) to represent the objects at the bottom of the hill, figure out how you can make a hill that would produce the smallest impact on the objects at the bottom of the hill. Product/Performance/Purpose: Students will develop questions and make predictions about how they can change the ramp to change the energy and the impact. They will design ramps and refine their designs as they investigate. They will create a table of the speeds of the ball in relationship to the height of the ramp, a table of the distance the object at the bottom of the ramp travels in relationship to the speed of the ball, and a written argument about which ramp would be safest. They will present their arguments orally to the mayor (teacher) and utilize their data as evidence. Their argument must incorporate their knowledge of energy and corresponding terminology as previously learned during this unit. Supplies needed: cardboard for ramps, balls, cars (or similar objects), timers, rulers or measuring tapes. Tip: Ramps should be as long as possible to allow for measurement of time to take place. Ramps should not be higher than 25 cm. high. Standards/Criteria for Success: ​ Students will be evaluated based on their oral presentations to the mayor. This includes: ● Ability to explain the relationship between the speed of the ball and the distance the object at the bottom of the ramp traveled ● Use of concepts about energy to explain this relationship ● Use of data as evidence to support their explanations 4­PS3­2 4­PS3­4 Goal: Students will make observations to provide evidence that energy can be transferred from place to ​ ​ ​ ​ place by electric currents and apply scientific ideas to design, test, and refine a device that converts energy from electric energy to light. Product: Students will design a circuit that will be able to light a light bulb. They will write or draw a journal ​ ​ response that explains their observations of the transference of energy. Note: If supplies are not available to create circuits, students can use an online simulator such as the one found at: http://phet.colorado.edu/en/simulation/circuit­construction­kit­dc ​ Standards/Criteria for Success: Students will be evaluated based on the accuracy and clarity of their drawings/written responses. Born: June 2015 STAGE 3 – LEARNING PLAN Summary of Learning Activities (Lectures, mini­lessons, readalouds, independent reading, films, website ​ exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): Independent Reading/ Read Alouds ● Energy Makes Things Happen by: Kimberly Brubaker Bradley ● Exploring Forces by: Claire Liewellyn ● Newton’s Law of Motion by: Jenny Karpelenia Videos ● Youtube: Newton’s Law of Motion ­ http://www.watchknowlearn.org/Video.aspx?VideoID=30312 ​ ● Science of Disney Imagineering: Newton’s 3 Laws of Motion ­ Classroom Edition­ https://www.youtube.com/watch?v=_QpF3m02rGI ​ Resources ● StudyJams http://studyjams.scholastic.com/studyjams/ ​ ● Science A­Z (Subscription Service) https://www.sciencea­z.com/ ​ ● Online Circuit Simulator http://phet.colorado.edu/en/simulation/circuit­construction­kit­dc ​ ● Various Science Resources http://sciencenetlinks.com/tools/ ​ ● Learning game http://sciencenetlinks.com/media/filer/2011/10/07/powerup.swf ​ Born: June 2015 Born: June 2015 www.nextgenscience.org ​ STAGE 1 – DESIRED RESULTS Unit Title: Waves Grade Level: 4 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee.
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