energy of a vehicle, light, or contact forces transfer energy transfer and the sound; and, a passive solar energy so as to change the relationship between heater that converts light into 3) energy and speed. objects’ motions. heat. Examples of constraints Students should ask could include the materials, PS3.D: Energy in questions and predict cost, or time to design the outcomes. Perform Chemical Processes and device.] [Assessment them in front of Everyday Life The students. With the help Boundary: Devices should expression “produce typically refers to of a rubric to guide be limited to those that energy” the conversion of stored what students should convert motion energy to energy into a desired form record, Students will electric energy or use stored for practical use. (4-PS3-4) write down or draw energy to cause motion or what they are seeing.) produce light or sound.] ESS3.A: Natural Obtain and 4-ESS3-1 Resources combine information to Energy and fuels that After: describe that energy and humans use are derived from Project (Check what fuels are derived from natural sources, and their use they learned by natural resources and their affects the environment in allowing them to create uses affect the environment. multiple ways. Some their own device that [Clarification Statement: resources are renewable over convert energy from Examples of renewable time, and others are not. one form to another, energy resources could could fit in to include wind energy, water engineering. This will behind dams, and sunlight; be a simple creation ETS1.A: Defining non-renewable energy Engineering Problems that shows resources are fossil fuels and Possible solutions to a understanding of fissile materials. Examples problem are limited by energy and devices. A of environmental effects available materials and rubric can be used here could include loss of habitat resources (constraints). The to help students reach due to dams, loss of habitat success of a designed the goal.) due to surface mining, and solution is determined by air pollution from burning of considering the desired Posttest (Give students fossil fuels.] features of a solution a test that will test them (criteria). Different for knowledge and help Define a simple proposals for solutions can them get use to formal 3-5-ETS1-1. design problem reflecting a be compared on the basis of testing) need or a want that includes how well each one meets the
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.] 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.] 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes contact forces transfer energy so as to change the objects’ motions. 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. ETS1.A: Defining Engineering Problems 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 energy transfer and the relationship between energy and speed. Students should ask questions and predict outcomes. Perform them in front of students. With the help of a rubric to guide what students should record, Students will write down or draw what they are seeing.) After: Project (Check what they learned by allowing them to create their own device that convert energy from one form to another, could fit in to engineering. This will be a simple creation that shows understanding of energy and devices. A rubric can be used here to help students reach the goal.) Posttest (Give students a test that will test them for knowledge and help them get use to formal testing)