sound; and, a passive solar energy so as to change the relationship between heater that converts light into objects’ motions. 3) energy and speed. heat. Examples of constraints Students should ask could include the materials, PS3.D: Energy in questions and predict cost, or time to design the Chemical Processes and outcomes. Perform device.] [Assessment Everyday Life them in front of The expression students. With the help Boundary: Devices should “produce energy” typically refers to of a rubric to guide be limited to those that 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 4-ESS3-1 Obtain and Resources combine information to Energy and fuels that After: describe that energy and humans use are derived from Project what they are derived from natural natural sources, and their use learned by allowing resources and their uses affects the environment in them to create their affect the environment. multiple ways. Some own device that convert [Clarification Statement: resources are renewable over energy from one form Examples of renewable time, and others are not. to another, could fit in energy resources could to engineering. This include wind energy, water will be a simple behind dams, and sunlight; ETS1.A: Defining creation that shows non-renewable energy Engineering Problems understanding of resources are fossil fuels and Possible solutions to a energy and devices. A fissile materials. Examples problem are limited by rubric can be used here of environmental effects available materials and to help students reach could include loss of habitat resources (constraints). The the goal.) due to dams, loss of habitat success of a designed due to surface mining, and solution is determined by Posttest (Give students air pollution from burning of considering the desired a test that will test them fossil fuels.] features of a solution for knowledge and help (criteria). Different them get use to formal 3-5-ETS1-1. Define a simple proposals for solutions can testing) design problem reflecting a be compared on the basis of need or a want that includes how well each one meets the specified criteria for success specified criteria for success
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 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 specified criteria for success 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 specified criteria for success 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 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)
Science%20Pacing%20Guide%204th%20grade.docx