Grade 4 unit 3 td

TRANSITION DOCUMENT GRADE 4
GRADE 4 – Unit 03: Forms of Energy
2010 TEKS 1998 TEKS Curriculum and Instruction Considerations
4.6 The student knows that energy exists 5.8 The student knows that energy occurs
in many forms and can be observed in in many forms.
cycles, patterns and systems.
4.6 A Differentiate among forms of energy, 5.8 A Differentiate among forms of energy New content for this grade.
including mechanical, sound, including light, heat, electrical, and
electrical, light, and heat/thermal. solar energy. Key Understandings
• Energy comes in many different forms and each
Differentiate Differentiate form has unique characteristics which allow it to be
distinguished from the others.
AMONG FORMS OF ENERGY FORMS OF ENERGY
Performance Indicator(s)
Including, but not limited to: Including, but not limited to: • Choose one form of energy to represent. Prepare
• mechanical • light a debate to convince classmates that the form of
• sound • sound energy represented is the most useful. Explain the
• electricity • heat advantages it has over all other forms of energy.
• light • electrical (4.6 A)
• heat/thermal • solar energy
Lesson Bridge
• For this TEKS, reference 5th grade, Unit 02, Lesson
01 The Study of Energy

Engage:
• Use pgs. 4-5

Explore/Explain 1:
• (The Heat is On) Use pgs 5-6

Explore/Explain 2:
• (Sound Energy p.7-8)

Explore/Explain 3:
• (Electrical Energy) Use pgs 9-10, add to these
investigations the opportunity for students to test
insulators when creating the circuits and help them
make the connection between electrical conductors
and insulators and heat/thermal conductors and
insulators (which they have explored in the
previous unit)

© 2010, TESCCC 08/03/10 page 1 of 6
Column 3 Notes – Red – important note Green – All or part of a lesson already in CSCOPE can be used for the new TEKS. Black – new pieces

Explore/Explain 4 :
• (Transformation) Use pgs 12-13)

Explore/Explain 5/6
• (Light Energy) Use pgs 13-17)

Elaborate:
• Use pg 17

Evaluate:
Performance Indicator

4.6 B Differentiate between conductors and New content for this grade.
insulators.
Key Understandings
Differentiate • Substances can have either the ability to facilitate
or inhibit energy transfer.
Recognize
BETWEEN CONDUCTORS AND • Design, build and test an “ice-preserver” which will
INSULATORS keep ice cubes from melting. Write a brief
paragraph that explains which of the substances
Including, but not limited to: were used because they were determined to be
• insulators insulators and which were not used because they
• wood were determined to be conductors. (may extend for
• plastic writing, but can be brief to determine science
• Styrofoam content attainment)(4.6 B)
• conductors
• metals Lesson Bridge**

Engage:
• Allow students to play with this site:
http://www.bbc.co.uk/schools/ks2bitesize/science/mate
rials/keeping_warm/play.shtml

• Ask why they believe some of the items were
conductors and others were not.

Explore:
• Students will make predictions about which
substance is makes the best conductor of
heat/thermal energy. Place students into groups of
© 2010, TESCCC 08/03/10 page 2 of 6

four. Each group of four should have the following
materials. A large Styrofoam cup, a metal spoon, a
plastic spoon, a small piece of wood (a chopstick
works well as does a tongue depressor) and a
piece of Styrofoam cut into the same length as the
spoons. Students will place an equal amount of
butter onto the top of the handle of the spoons and
wood/Styrofoam. Students should then place the
items inside the cup with the butter end on the
outside of the cup. The teacher will then carefully
fill the cups three quarters of the way with warm
tap water. Students will then observe which of the
items has the butter melt first.

Explain:
• Ask students to explain why some had the butter
melt faster than others. Formalize the learning by
explaining that the items which allowed the butter
to melt first are conductors because allowed the
transfer of heat/thermal energy from the water to
the location that held the butter. The materials
whose butter did not melt or melted more slowly
are not good conductors and are called insulators
because they inhibited the movement of
heat/thermal energy. Further explain that
substances have either the ability to facilitate or
inhibit energy transfer.

Elaborate:
• Have students write a brief paragraph explain how
heat/thermal conductors and insulators are similar
to electrical conductors and insulators.

Evaluate:
• Performance Indicator

4.5 C Demonstrate that electricity travels in New content for this grade.
a closed path, creating an electrical
circuit, and explore an Key Understandings
electromagnetic field. • Electricity travels in a closed path which creates an
electrical circuit.
Demonstrate, Explore • A simple electrical circuit can create an

© 2010, TESCCC 08/03/10 page 3 of 6

ELECTRICITY electromagnetic field.

Including, but not limited to:
• travels in a closed path Performance Indicator(s)
• create an electrical circuit • Design and build an electric circuit which will create
• explore and electromagnetic field an electromagnetic field that will cause an iron nail
to pick up the largest number of paper clips.
Explain the reasoning for the design (4.6 C)

Lesson Bridge

**For this TEKS, reference 5th grade, Unit 02, Lesson
01 The Study of Energy

Engage:
• Show students a variety of electrical circuits
(complete and incomplete). Ask them students to
identify which will light the bulb and which will not
and why. Remind them that a circuit must be
complete in order to allow the flow of energy.

Explore/Explain:
• Use pgs. 9-12 (Energy and Electromagnets)

Elaborate:
• Provide students a variety of wires (conductors) to
use in the making of an electromagnet. Ask them
to determine which wire will function best. They
will write in their journals how they determined one
wire was more effective than the other and they will
also provide the reasons why they believe a
particular wire was most effective (look for
references to insulation and conductivity).

Evaluate:
• See Performance Indicator above

4.5 D Design an experiment to test the New content for this grade.
effect of force on an object such as a
push or a pull, gravity, friction, or Key Understandings
magnetism. • When a force is applied to an object, the object is
affected.

© 2010, TESCCC 08/03/10 page 4 of 6

Design
AN EXPERIEMENT TO TEST THE • Draw a course that will employ pushing, pulling,
EFFECT OF FORCE ON AN OBJECT gravity, friction and magnetism forces to make a
marble move the farthest. Describe how each of
Including, but not limited to: the forces helped to move the marble. (4.6 D)
• push or pull
• gravity
• friction Lesson Bridge
• magnetism
Engage:
• Create a class brainstorming web about what stops
motion. Highlight the examples that clearly
demonstrate the role that friction plays in stopping
motion. Introduce the term friction. Allow students
to explore
http://www.bbc.co.uk/schools/ks2bitesize/science/p
hysical_processes/friction/play.shtml

Explore/Explain:
• Create groups of 4-5 students. Provide each group
with two matchbox cars, measurement tools, thick
books and a variety of surfaces to test (wax paper,
aluminum foil, carpeting, wood). Ask students to
create a test to show which surfaces are most
conducive to for allowing the maximum movement
of the cars. Students will record their data in their
journals, and write a report of their findings to be
shared with the class.

Engage:
• Allow students to explore this site. Discuss the
outcomes.
http://www.bbc.co.uk/schools/scienceclips/ages/10
_11/forces_action.shtml

Explore/Explain:
• Ask students to sit in a straight-back armless
chair, keeping their back against the back of
the chair and your feet flat on the floor.
Have them then fold your arms across their
chest and while keeping their feet flat and
© 2010, TESCCC 08/03/10 page 5 of 6

their back straight, ask them to try to stand
up. Ask why they feel like they are glued to
their chair.
• Explain that the force they feel is gravity.
By sitting in this position, the center of gravity is at
the base of the spine. By trying to stand up with
your back straight, you prevent the center of gravity
from moving to a position above your feet, which
would be necessary to stand up. This will help
students physically experience the power of
gravity.

Elaborate:
• Allow students to use the following site:
http://www.engineeringinteract.org/resources/park
worldplot/parkworldplotlink.htm
• Monitor and question as students go through the
process. They should make a journal entry for each
of the part areas they visit.

Evaluate:
• See Performance Indicator above (The course
must have been tested and the collected data must
be shared as a part of the final report.)

© 2010, TESCCC 08/03/10 page 6 of 6

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