Content Standard(s):
Science 2 ) Plan and carry out investigations that explain transference of energy from
place to place by sound, light, heat, and electric currents.
a. Provide evidence that heat can be produced in many ways (e.g., rubbing
hands together, burning leaves) and can move from one object to another by conduction.
b. Demonstrate that different objects can absorb, reflect, and/or conduct
energy.
c. Demonstrate that electric circuits require a complete loop through which
an electric current can pass.
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement:: §
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Energy
Evidence Of Student Attainment:
Students:
Plan and carry out investigations that explain transference of energy from place to place by sound.
Plan and carry out investigations that explain transference of energy from place to place by light.
Plan and carry out investigations that explain transference of energy from place to place by heat.
Plan and carry out investigations that explain transference of energy from place to place by electric currents.
Provide evidence that heat can be produced in many ways.
Provide evidence that heat can move from one object to another by conduction.
Demonstrate that different objects can absorb energy.
Demonstrate that different objects can reflect energy.
Demonstrate that different objects can conduct energy.
Demonstrate that electric circuits require a complete loop for the electric current to pass through. Teacher Vocabulary:
Construct
Transfer
Energy
Potential energy
Kinetic energy
Friction
Conduction
Absorb
Reflect
Circuit
Open circuit
Close circuit
Heat
Radiation
Convection
Collision
Motion
Electrical energy
Stored energy Knowledge:
Students know:
Energy is present whenever there are moving objects, sound, light, or heat.
The transfer of energy, including the following:
Collisions between objects.
Light traveling from one place to another.
Electric currents producing motion, sound, heat, or light.
Sound traveling from one place to another.
Heat passing from one object to another.
Motion, sound, heat, and light causing a different type of energy to be observed after an interaction. Heat is produced in many ways.
Heat can move via conduction.
The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy.
Electric currents pass through a circuit. Skills:
Students are able to:
Collaboratively plan and carry out an investigation that converts energy one form to another.
Identify the phenomenon.
Identify the evidence to address the purpose of the investigation.
Collect the data. Construct an explanation using evidence about heat production.
Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy.
Develop a model demonstrating electric circuits. Understanding:
Students understand that:
Energy can be transferred in various ways and between objects.
Heat energy can be produced in many ways.
The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function.
Electric energy can be transferred through circuits. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 4 ) Design, construct, and test a device that changes energy from one form to
another (e.g., electric circuits converting electrical energy into motion,
light, or sound energy; a passive solar heater converting light energy into heat
energy).*
NAEP Framework
NAEP Statement::
NAEP Statement:: §
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Energy
Evidence Of Student Attainment:
Students:
Given a problem to solve, students collaboratively design a device that converts energy from one form to another. In the design, students: Teacher Vocabulary:
criteria
constraint
energy
device
convert
design
construct
kinetic
potential
transform
evidence
engineering design process
ask
imagine
plan
create
improve Knowledge:
Students know:
Energy can be transferred from place to place by electric currents. Skills:
Students are able to:
Use scientific knowledge to generate design solutions that convert energy from one form to another.
Describe the given criteria and constraints of the design, which include the following:
The initial and final forms of energy.
Describe how the solution functions to transfer energy from one form to another. Evaluate potential solutions in terms of the desired features.
Modify the design solutions to make them more effective. Understanding:
Students understand that:
Energy can be transferred in various ways and between objects.
Engineers improve existing technologies or develop new ones but are limited by available resources.
Alabama Alternate Achievement Standards
AAS Standard:
