Science
SCI.IV.1.3
Grade: 4
Strand:
Using Scientific Knowledge in Physical Science
- Matter and Energy
Standard:
All students will identify and describe forms of energy
Benchmark:
Identify forms of energy associated with common phenomena.
Constructing and Reflecting:
SCI.I.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.I.1.4 - Use simple measurement devices to make measurements in scientific investigations.
SCI.I.1.6 - Construct charts and graphs and prepare summaries of observations.
SCI.II.1.3 - Describe ways in which technology is used in everyday life.
SCI.II.1.5 - Develop an awareness of contributions made to science by people of diverse backgrounds and cultures.
Vocabulary
Context
Heat
Light
Sound
Food energy
Energy of motion
Electricity
Appropriate selection of energy and
phenomena, such as appliances like a toaster or
iron that can use electricity, sun heat to melt
chocolate, water wheels, wind-up toys, warmth
of the sun on the skin, windmills, music from
guitars, simple electrical circuits with batteries,
bulbs and bells.
Knowledge and Skills
Students will describe different types of energy in
their everyday experiences.
• Food energy is used by students to walk to
school.
• Electricity is used to light a bulb.
Students will identify the form of energy needed to
change matter, to change the motion of
something, or to do work.
• Wind is used to power or change direction of a
sailboat.
• Heat or sun energy melts chocolate.
Resources
Coloma Resources:
Field Trip to Nuclear Plant
Energy on Earth Books - school library
Other Resources:
Energy form (MI-Climb)
Introduction to Electricity –
http://www.newi.ac.uk/buckleyc/electric.htm
This unit could also be covered by reading the
energy chapter in 3rd grade “Discover” book.
Assessment
Instruction
Benchmark Question: What is the form of energy
associated with a common occurrence?
Coloma Assessment:
BCISD Activity
Does that mean the one below?
Focus Question: What forms of energy do you
encounter in a given day?
Students will generate a list of energy forms
encountered during a school day. (e.g. heat, light,
food, motion, electricity, sound) Using the Energy
Form students will collect and tally the number of
times they observe energy being used in a one-day
period at home. Students will determine the best
forms of energy for a specific job, such as moving a
car, drying clothing, playing the radio, playing ball or
staying warm. Students may either give oral
explanations to their group(s) or defend their position
in writing.
Class will select one common form of energy and
investigate its source by visiting a power plant,
researching on the internet, or inviting a power plant
employee into the classroom to present and answer
questions to connect this to the real world.
Object heat light
food motion
electricity
sound
Optional Assessment:
Pose the following scenario: The school
district has asked us to do our part in helping
to conserve energy. Our task is to identify
different forms of energy and ways we can
help conserve them.
Each student will go on an “energy hunt”
around the school. Students will find
examples of the different types of energy.
Suggested energy list:
• Heat (e.g. solar, heating units, cooking,
etc.)
• Light (e.g. solar, lighting, aquarium
bulbs, etc.)
• Sound (e.g. music room, cafeteria, gym
class, traffic)
• Food Energy (e.g. cafeteria, aquarium,
guinea pig cage, etc.)
• Energy of Motion (e.g. custodian, gym
class, etc.)
• Electrical (e.g. classroom lighting,
aquarium bulbs, computers, etc.
(Give students rubric prior to assignment)
Scoring Rubric
Criteria: Forms of Energy
Apprentice - Identify 1-2 forms of energy
correctly.
Basic – Identify 3-4 forms of energy correctly
Meets – Identify 5-6 forms of energy correctly
Exceeds - Identify 6 forms of energy correctly
and then offer at least one more
OR
identify 6 forms of energy and a way in which
the energy could be conserved
Teacher Notes:
Identify and describe forms of energy.
There is only one benchmark for this standard. The middle school and high school benchmarks are in other
strands. At the elementary school level, students are asked to identify heat, light, sound, food energy and
energy of motion for specific phenomenon. For example, students might notice that water is heated by the sun,
and music comes from a piano. At this level, it would be important to begin talking about energy as an
abstraction, not as a thing. Energy has no mass and takes up no space so it is not matter. Also, students
believe energy is associated only with humans or movement, is a fuel like quantity that is used up, or is
something that makes things happen and is expended in the process.