1. INSTRUCTIONAL FOCUS DOCUMENT
Fourth Grade/Science
UNIT: 03 TITLE: Forms of Energy SUGGESTED DURATION: 25 days
State Resources:
RATIONALE:
This unit bundles students expectations in order to scaffold student learning about energy, energy’s ability to travel to travel through different objects, and the
effects of forces on an object. In Grade 3 students will have the opportunity to explore different forms of energy in their everyday life (3.6A). In this unit, students
will be differentiating between the different forms of energy, so that by Grade 5 they may to explore the many uses of energy in a meaningful way. It is important
to note that this will be students’ first introduction to conductors and insulators. The focus will be on the idea that energy‘s ability to travel is affected by the
object through which it travels. This will allow students as fifth graders to better understand how the ability of light to travel in a straight line can be altered by
mediums through which it travels. Similarly, students will have no previous experience with electricity and how it travels. An understanding of how electrical
energy travels will be a critical foundation for students prior to Grade 5, where they will be required to demonstrate how an electrical current can produce light,
heat, and sound. Throughout this unit, students will also build a strong foundation on the critical skill of designing experiments to test the effect of force on an
object. Student exposure to forces has been limited to magnetism and gravity (3.6 C).
TEKS 4.6A is very similar to 5.8A from the 1998 TEKS; however, there is a marked difference in that the current standard has excluded the specific study of
solar energy. Instead, it has been replaced with mechanical and sound energy.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
MISCONCEPTIONS:
• Students may think that energy can be made, used, and lost.
• Students may think that force is the same as energy.
• Students may think that gravity is the same as energy.
• Students may think that energy from gravity depends only on the height of the fall.
• Students may think that energy is an object or something that is tangible.
• Students may think that objects use up energy instead of transforming energy.
• Students may think that energy is used up.
• Students may think that energy sources are the same as the energy.
According to the Texas Administrative Code, school districts shall implement English Language Proficiency Standards (ELPS) as an integral part of
each subject in the required curriculum. http://www.tea.state.tx.us/curriculum/biling/elps.html
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Choose one form of energy to represent. Prepare a Change – Energy Energy comes in many different forms and each form has
debate to convince classmates that the form of energy unique characteristics which allow it to be distinguished
represented is the most useful. Explain the advantages it from the others.
has over all other forms of energy. (4.6A)
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2. INSTRUCTIONAL FOCUS DOCUMENT
Fourth Grade/Science
UNIT: 03 TITLE: Forms of Energy SUGGESTED DURATION: 25 days
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Design, build and test an “ice-preserver” which will keep Systems – Change Substances can have either the ability to facilitate or
ice cubes from melting. Write a brief paragraph that Systems – Energy inhibit energy transfer.
explains which of the substances were used because they
were determined to be insulators and which were not used
because they were determined to be conductors. (May
extend for writing, but can be brief to determine science
content attainment) (4.2A; 4.6B)
Design and build an electric circuit which will create an Systems – Energy Electricity travels in a closed path, which creates an
electromagnetic field that will cause an iron nail to pick up electrical circuit.
the largest number of paper clips. Explain the reasoning
for the design. (4.2F; 4.6C) A simple electrical circuit can create an electromagnetic
field.
Draw a course that will employ pushing, pulling, gravity, Change – Force and Motion When a force is applied to an object, the object is affected.
friction and magnetism forces to make a marble move the
farthest. Describe how each of the forces helped to move
the marble. (4.6D)
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
• Energy – anything that has the potential to create change and do work
• Force – a push or a pull
TEKS#
SE# TEKS SPECIFICITY
4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods
during laboratory and outdoor investigations. The student is expected to:
4.2A Plan and implement descriptive investigations, including asking well-defined questions, Plan, Implement
making inferences, and selecting and using appropriate equipment or technology to
answer his/her questions. DESCRIPTIVE INVESTIGATIONS
Including, but not limited to:
• asking well-defined questions
• making inferences
• selecting and using appropriate equipment or technology
4.2F Communicate valid oral and written results supported by data. Communicate
VALID RESULTS SUPPORTED BY DATA
Including, but not limited to:
• oral
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3. INSTRUCTIONAL FOCUS DOCUMENT
Fourth Grade/Science
UNIT: 03 TITLE: Forms of Energy SUGGESTED DURATION: 25 days
TEKS#
SE# TEKS SPECIFICITY
• written
4.6 Force, motion and energy. The student knows that energy exists in many forms and can
be observed in cycles, patterns and systems. The student is expected to:
4.6A Differentiate among forms of energy including, mechanical, sound, electrical, light and Differentiate
heat/thermal.
AMONG FORMS OF ENERGY
Including, but not limited to:
• mechanical
• sound
• electricity
• light
• heat/thermal
4.6B Differentiate between conductors and insulators. Differentiate
BETWEEN CONDUCTORS AND INSULATORS
Including, but not limited to:
• insulators
• wood
• plastic
• Styrofoam™
• conductors
• metals
4.6C Demonstrate that electricity travels in a closed path, creating an electrical circuit, and Demonstrate, Explore
explore an electromagnetic field.
ELECTRICITY
Including, but not limited to:
• travels in a closed path
• create an electrical circuit
• explore an electromagnetic field
4.6D Design an experiment to test the effect of force on an object such as a push or a pull, Design
gravity, friction, or magnetism.
AN EXPERIMENT TO TEST THE EFFECT OF FORCE ON AN OBJECT
Including, but not limited to:
• push or pull
• gravity
• friction
• magnetism
Scientific process TEKS: Use appropriate scientific processes to support instruction.
©2010, TESCCC 06/01/10 page 3 of 4

4. INSTRUCTIONAL FOCUS DOCUMENT
Fourth Grade/Science
UNIT: 03 TITLE: Forms of Energy SUGGESTED DURATION: 25 days
TEKS#
SE# TEKS
4.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally
appropriate and ethical practices. The student is expected to:
4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations.
4.1B Make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.
4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
4.2A Plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology
to answer his/her questions.
4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept
maps.
4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.
4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.
4.2E Perform repeated investigations to increase the reliability of results.
4.2F Communicate valid, oral, and written results supported by data.
4.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
4.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.
4.3B Draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen.
4.3C Draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen.
4.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is
expected to:
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors,
spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing
devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.
4.4B Use safety equipment as appropriate, including safety goggles and gloves.
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