5.2.4.C 4th grade
Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science. (5.2)
Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the
understanding that, for the most part, the natural world can be explained and is predictable. (5.2.C)
Unit/
Time
Essential
Enduring Understanding
Labs, Investigation, and Student Experiences
Chapter
Frame
Question
Unit E How do
Energy takes many
5.2.4.C.1
5-7 Days
Chapter we know
observable forms.
 Given a list of energy forms and a list of appliances (e.g., hair dyer, toaster,
2
that things
TV, radio), in groups, create a table that indicates which appliances
have
These forms can be grouped
demonstrate each energy form. Support claims with evidence or a rationale
energy?
into types of energy that are
for the categorization (include rationale in table as well). Share and debate
associated with the motion
lists as a whole class.
of mass (kinetic energy),
and types of energy
 In groups, develop concept maps that include appliances, all the energy
associated with the position
forms present in them, as well notes on how to detect the energy form in the
of mass and with energy
appliance (e.g., if thermal energy is present, they should detect heat, if light
fields (potential energy).
energy is present, they should be able to see light, if sound energy is present,
they should be able to hear sound, if electrical energy is present, they should
Content
Cumulative Progress
be able to identify wires and a source of the electrical energy such as a
Statements
Indicators
battery)
Heat (thermal
Compare various forms of
energy), electricity,
energy as observed in
 Complete investigation on Page E40-E41 “Changes in a Heated Balloon”. In
light, and sound are everyday life and describe
this investigation you will measure changes in a balloon as it is heated. Then
forms of energy.
their applications.
student will infer what caused the changes.
(5.2.4.C.1)
Resources
Heat (thermal
National Science Digital Library, Science Digital Literacy Maps:
energy) results when Compare the flow of heat
 The Physical Setting: Energy Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP-2071
substances burn,
through metals and
 National Science Digital Library, Science Refreshers
when certain kinds
nonmetals by taking and
http://nsdl.org/refreshers/science/
of materials rub
analyzing measurements.
against each other,
(5.2.4.C.2)
 Amusement Park Physics and when electricity
http://www.schools.utah.gov/curr/science/sciber00/8th/forces/sciber/potkin.htm
flows though wires. Energy can be transferred
 http://www.bbc.co.uk/schools/ks2bitesize/science/materials/keeping_warm/play.shtml
from one place to another.
5.2.4.C 4th grade
Metals are good
conductors of heat
(thermal energy)
and electricity.
Increasing the
temperature of any
substance requires
the addition of
energy.
Heat energy is transferred
from warmer things to
colder things. (5.2.4.C.3)
Illustrate and explain what
happens when light travels
from air into water.
(5.2.4.C.4)
Energy can be
transferred from one
place to another.
Heat energy is
transferred from
warmer things to
colder things.
Light travels in
straight lines. When
light travels from
one substance to
another (air and
water), it changes
direction.
http://jvsc.jst.go.jp/find/rikigaku/english/
5.2.4.C.2
 In groups, use probeware to measure the temperature of a substance before
and after rubbing it with another solid substance. Construct a data table of
the relationship between temperature of substance and relationship to a
rubbing. State conclusions from data. In the absence of probeware or
thermometers, relative temperature (sense of touch) can be recorded and
used to determine the same relationships.

In groups, construct a data table that indicates temperature (measured by
probeware) and the associated amount of energy put into system (e.g., level
of hairdryer power and temperature of solid heated by hair dryer; size of
flame and temperature of solid substance heated by flame; intensity of light
and temperature of solid substance heated by that light). Analyze data and
construct conclusions.
Lab –
Compare metal/plastic/wood/spoons – explain the differences when placed in a
thermal heat source. Such as sunlight.
Resources
 National Science Digital Library, Science Digital Literacy Maps: The
Physical Setting: Energy Transformations

http://strandmaps.nsdl.org/?id=SMS-MAP-2071
National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
Desired Results/Assessments
Sample Assessments
5.2.4.C.1
To show evidence of meeting this CPI, students
may answer the following question:
5.2.4.C.3
Investigate and describe what happens when an object of higher temperature is
placed in direct contact with an object of lower temperature. Record data and use
the data to describe which way the heat energy is moving between objects.
Resources
5.2.4.C 4th grade
What do playing a guitar, banging a drum, and

dropping a pebble in the water have in common?
A. They all produce light.

B. They all cause vibrations.
C. They all convert heat to energy.

D. They all need gravity to move.
(NAEP)
5.2.4.C.2
You are planning to spend the day at the park with
your friends. Since it is a hot day, you want to serve
drinks that will stay cool. You have three types of
containers you can bring. You have paper cups,
styrofoam cups, and metal cans. You aren't sure
which one to choose, so you decide to test which
type of container will keep liquid the coldest for 15
minutes. See Keep it Cool! at
http://pals.sri.com/tasks/k-4/KeepCool/
5.2.4.C.3
1. People wear hats when outside in the winter.
How do hats help people stay warm?
National Science Digital Library, Science Digital Literacy Maps: The
Physical Setting: Energy Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP-2071
National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
http://education.jlab.org/indexpages/teachers.php
5.2.4.C.4
In groups, point a bright flash light into a clear tub of water. Draw what they
observe: draw the path coming from the flashlight in the air and the path it takes
through the water. Compare this path to that of a flashlight passing through the
air and through an empty clear container with only air in it. As a whole class,
discuss what they think happens when light travels from air to water. (The
teacher may want to do this in a dark room for best observations)

Observe and record what they see when they stick part of their arm into a
clear tube of water. Does the arm in the water appear to be aligned with the
part of the arm exposed to the air? In whole class discussion, try to come up
with explanations for this.

Make ray diagrams to explain what happens when light from the sun travels
from air into a window and into a room of a house. Compare with diagrams
where light from the sun travels from air into a clear pool. Share diagrams as
a whole class.
A. Hats stop electrical energy from leaving
their heads.
B. Hats stop heat energy from leaving their  Observe light traveling through a series of different substances—a cube
filled with water, a cube of solid plastic, a cube of solid glass. Record
heads.
observations and conclusions.
C. Hats stop cold from entering their bodies
through their heads.
Resources
D. Hats slow down electrical energy from
entering their bodies through their heads.  National Science Digital Library, Science Digital Literacy Maps: The
Physical Setting: Waves
(NAEP)

http://strandmaps.nsdl.org/?id=SMS-MAP-1364
National Science Digital Library, Science Refreshers
5.2.4.C 4th grade
http://nsdl.org/refreshers/science/
Some metal tools used for cooking have wooden
handles.
2. Which property of wood makes it a good
material for the handle on a cooking tool?
A.
B.
C.
D.
Wood is a natural material.
Wood is unaffected by metal.
Wood does not conduct heat well.
Wood does not conduct electricity well.
(MD)
5.2.4.C.4
Use the picture below to answer the question.
1. The spoon appears to be broken where it enters
the water because
A. Light is reflected by the water.
B. Light is absorbed by the water.
5.2.4.C 4th grade
C. Light is bent by the water.
D. Light is dissolved by the water.
(NAEP)

Complete Chapter Assessment