4th Grade Unit 3 - Energy, Forces, and Motion

Content Area: Science

Course(s): Science Grade 4
Time Period: MP3
Length: 28 days
Status: Published

NJSLS - Science

SCI.3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time, or cost.
SCI.4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of
that object.
SCI.3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is
likely to meet the criteria and constraints of the problem.
SCI.4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place
by sound, light, heat, and electric currents.
SCI.3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.
SCI.4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects
collide.
SCI.4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.
SCI.4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from
natural resources and their uses affect the environment.

Science and Engineering Practices

Planning and Carrying Out Investigations

Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or
test a design solution. (4-PS3-2)

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair
tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Obtaining, Evaluating, and Communicating Information

Obtain and combine information from books and other reliable media to explain phenomena. (4-ESS3-1)

Asking Questions and Defining Problems

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and
effect relationships. (4-PS3-3)
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. (3-5-ETS1-1)

Constructing Explanations and Designing Solutions

Use evidence (e.g., measurements, observations, patterns) to construct an explanation. (4-PS3-1)

Apply scientific ideas to solve design problems. (4-PS3-4)

Generate and compare multiple solutions to a problem based on how well they meet the criteria and
constraints of the design problem. (3-5-ETS1-2)

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-
PS3-2)

The faster a given object is moving, the more energy it possesses. (4-PS3-1)

Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-
PS3-3)

PS3.B: Conservation of Energy and Energy Transfer

Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can
be transferred from one object to another, thereby changing their motion. In such collisions, some energy is
typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-
2, 4-PS3-3)

Light also transfers energy from place to place. (4-PS3-2)

Energy can also be transferred from place to place by electric currents, which can then be used locally to
produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the
energy of motion into electrical energy. (4-PS3-2, 4-PS3-4)

PS3.C: Relationship Between Energy and Forces

When objects collide, the contact forces transfer energy so as to change the objects’ motions. (4-PS3-3)

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. (4-PS3-4)

ESS3.A: Natural Resources

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in
multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by the available materials and resources (constraints). The success
of a designed solution is determined by considering the desired features of a solution (criteria). Different
proposals for solutions can be compared on the basis of how well each one meets the specified criteria for
success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves
investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design
process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that
need to be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the
criteria and the constraints. (3-5-ETS1-3)

Crosscutting Concepts
Energy and Matter

Energy can be transferred in various ways and between objects. (4-PS3-1,4-PS3-2,4-PS3-3,4-PS3-4)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-
ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks,
and meet societal demands. (3-5-ETS1-2)

Rationale and Transfer Goals

In this unit of study, students develop an understanding that energy can be transferred from place to place by
sound, light, heat, and electrical currents or from objects through collisions. Students also obtain and combine
information to describe that energy and fuels are derived from natural resources and that their uses affect the
environment. Students then use evidence to construct an explanation of the relationship between the speed of
an object and the energy of that object, and are expected to develop an understanding that energy can be
transferred from object to object through collisions. Students use evidence to construct an explanation of the
relationship between the speed of an object and the energy of that object. They apply their understanding of
energy to design, test, and refine a device that converts energy from one form to another. The crosscutting
concepts of cause and effect, energy and matter, and the interdependence of science, engineering, and
technology, and influence of science, engineering, and technology on society and the natural world are called
out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-
appropriate proficiency in the Science and Engineering Practices. Students are also expected to use these
practices to demonstrate an understanding of the core ideas.

Enduring Understandings
The faster an object is moving, the more energy it possesses.

The slower an object is moving, the less energy it possesses.

Moving objects, sound, light, and heat all have energy.

Energy can be moved from place to place.

Energy can change forms but cannot be created or destroyed.

Essential Questions
How does energy move?

From what natural resources are energy and fuels derived? In what ways does the human use of natural
resources affect the environment?

What is the relationship between the speed of an object and its energy?
In what ways does energy change when objects collide?

How can scientific ideas be applied to the design, test, and refine a device that converts energy from one form
to another?

Content - What will students know?

• Energy can be transferred in various ways and between objects.

• Energy can be moved from place to place through sound, lights, or electric current.

• Energy is present whenever there are moving objects, sound, light, and heat.

• Light also transfers energy from place to place.

• Energy can also be transferred from place to place by electric current; the currents may have been
produced to begin with by transforming the energy of motion into electrical energy.

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

• Knowledge of relevant scientific contents and research findings is important in engineering.

• Over time, people’s needs and wants change, as do their demands for new and improved technologies.

• Energy and fuels that humans use are derived from natural sources.

• The use of energy and fuels from natural sources affects the environment in multiple ways.

• Some resources are renewable over time and others are not.

• The faster an object is moving, the more energy it possesses.

• When objects collide, energy can be transferred from one object to another, thereby changing their
motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result,
the air gets heated and sound is produced.

• When objects collide, the contact forces transfer energy so as to change the objects’ motions.

• Science affects everyday life.

• Most scientists and engineers work in teams.

• Engineers improve existing technologies or develop new ones.

• Engineers improve existing technologies or develop new ones to increase their benefits, decrease
 known risks, and meet societal demands.

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

• 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).

• Different proposals for solutions can be compared on the basis of how well each one meets the
specified criteria for success or how well each takes the constraints into account.

• Research on a problem should be carried out before beginning to design a solution.

• Testing a solution involves investigating how well it performs under a range of likely conditions.

• At whatever stage, communicating with peers about proposed solutions is an important part of the
design process, and shared ideas can lead to improved designs.

• Tests are often designed to identify failure points or difficulties, which suggest the elements of the
design that need to be improved.

• Different solutions need to be tested in order to determine which of them best solves the problem,
given the criteria and the constraints.

Skills - What will students be able to do?

• Conduct investigations to observe that energy can be transferred from place to place by sound, light,
heat, and electrical currents.

• Describe that energy and fuels are derived from natural resources and that their uses affect the
environment.

• Obtain, evaluate, and communicate information as they examine cause-and-effect relationships

between energy and matter.

• Observe the transfer of heat energy.

• Understand that heat is transferred from warmer to colder objects.

• When an object cools, it loses heat energy. When an object gets warmer, it gains heat energy.

• Build simple electric circuits.

• Observe and describe the ways in which energy is transferred in the circuit.

• Conduct research using books and other reliable media to determine which natural resources are
sources of energy.
 • Light, heat, sound, and electricity are all forms of energy.

• Determine which energy sources are renewable and which are nonrenewable.

• Conduct research to determine how the use of renewable and nonrenewable resources affects the
environment.

• Understand and explain the relationship between an object’s speed and its energy.

• Collect data about the relative speed of objects in relation to the strength of the force applied to them.

• Collect qualitative data and observe the impact differing amounts of energy have on the relative speed
of the object in motion.

• Observe objects colliding and should be encouraged to ask questions that lead to further investigation.

• Investigate interactions between moving objects.

• Collect observational data, document the types of changes they observe, look for patterns of change in
both the motion of objects and in the types of energy transfers that occur, and make predictions about
the future motion of objects.

• Apply scientific ideas about force, motion, and energy in order to design, test, and refine a device that
converts energy from one form to another.

Activities - How will we teach the content and skills?

• Mystery Science Energizing Everything Anchor Phenomenon

• Mystery Science Energizing Everything Lesson 1

• Mystery Science Energizing Everything Lesson 2

• Mystery Science Energizing Everything Lesson 3

• Mystery Science Energizing Everything Lesson 4

• Mystery Science Energizing Everything Lesson 5

• Mystery Science Energizing Everything Lesson 6

• Mystery Science Energizing Everything Lesson 7

• Mystery Science Energizing Everything Lesson 8

Evidence/Assessments - How will we know what students have learned?
• Mystery Science Energizing Everything: Lesson 1 Assessment

• Mystery Science Energizing Everything: Lesson 2 Assessment

• Mystery Science Energizing Everything: Lesson 3 Assessment

• Mystery Science Energizing Everything: Lesson 4 Assessment

• Mystery Science Energizing Everything: Lesson 5 Assessment

• Mystery Science Energizing Everything: Lesson 6 Assessment

• Mystery Science Energizing Everything: Lesson 7 Assessment

• Mystery Science Energizing Everything: Lesson 8 Assessment

• Mystery Science Energizing Everything Performance Assessment

• Daily Exit Ticket

• Daily Formative Assessment

• Grade 4 Science Unit 3 Benchmark

Spiraling for Mastery

Content or Skill for this Unit Spiral Focus from Previous Unit Instructional Activity
Kindergarten: When objects touch K-PS2-1 Activities
or collide, they can push one
another and can change motion.

K-PS2-2 Activities
• Forces are pushes and
pulls. Kindergarten: Pushes and pulls
can have different strengths and
• What is speed? directions. K-PS3-1 Activities

• What is motion? Kindergarten: Pushing or pulling

on an object can change the speed
• How do forces affect or direction of its motion or start K-PS3-2 Activities
motion? or stop it.

3-PS2-1 Activities
Kindergarten: A situation that
people want to change or create
can be approached as a problem to
 be solved through engineering. 3-PS2-2 Activities
Such problems may have many
acceptable solutions.

3-PS2-3 Activities

Grade 3: Each force acts on one

particular object and has both
strength and a direction. An object 3-PS2-4 Activities
at rest typically has multiple forces
acting on it, they add to give a net
force of zero on the object. Forces
that do not sum zero can cause
changes in the object's speed or
direction of motion.

Grade 3: The patterns in an

object's motion in various
situations can be observed and
measured; when the past motion
exhibits a regular pattern, future
motion can be predicted from it.

Key Resources
Mystery Science

Switch Energy Project

Wind Generator

Thermal Energy Transfer

21st Century Life and Careers

WRK.9.2.5.CAP.3 Identify qualifications needed to pursue traditional and non-traditional careers and
 occupations.
WRK.9.2.5.CAP.4 Explain the reasons why some jobs and careers require specific training, skills, and
certification (e.g., life guards, child care, medicine, education) and examples of these
requirements.

Career Readiness, Life Literacies, & Key Skills

TECH.9.4.5.CI.1 Use appropriate communication technologies to collaborate with individuals with diverse
perspectives about a local and/or global climate change issue and deliberate about
possible solutions (e.g., W.4.6, 3.MD.B.3,7.1.NM.IPERS.6).
TECH.9.4.5.CI.2 Investigate a persistent local or global issue, such as climate change, and collaborate with
individuals with diverse perspectives to improve upon current actions designed to address
the issue (e.g., 6.3.5.CivicsPD.3, W.5.7).
TECH.9.4.5.IML.3 Represent the same data in multiple visual formats in order to tell a story about the data.

Interdisciplinary Connections/Companion Standards

NJSLS ELA

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research
process, based on focused questions, demonstrating understanding of the subject under investigation.

NJSLS Mathematics

4.MD.A Solve problems involving measurement and conversion of measurements from a larger unit to a
smaller unit.

4.MD.B Represent and interpret data.