• Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (4-PS3-2)
• Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (4-PS3-4)

• Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

• Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4)

• Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4)
• Light also transfers energy from place to place. (4)

• 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 or how well each takes the constraints into account. (3-5)

• At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5)
• Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5)

• Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5)

• Cause and effect relationships are routinely identified, tested, and used to explain change. (3-5)

• Energy can be transferred in various ways and between objects. (4-5)

• Science affects everyday life. (3-4)

• Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. (3-5)
  • Define a simple problem that can be solved through the development of a new or improved object or tool. (3)

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. (3-5)
  • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3)
  • Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (4)

• Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. (3-5)

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. (3-5)

• 3-5: 3A/E3. Measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.

• 3-5: 3B/E1. There is no perfect design. Designs that are best in one respect (safety or ease of use, for example) may be inferior in other ways (cost or appearance). Usually some features must be sacrificed to get others.
• 3-5: 3B/E2. Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, but it cannot be entirely eliminated.

• 3-5: 4E/E2b. When warmer things are put with cooler ones, heat is transferred from the warmer ones to the cooler ones.
• 3-5: 4E/E2c. A warmer object can warm a cooler one by contact or at a distance.

• K-2: 4F/P3. Things that make sound vibrate.
• 3-5: 4F/E3. Light travels and tends to maintain its direction of motion until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through.

• 3-5: 4G/E3. Without touching them, an object that has been electrically charged pulls on all other uncharged objects and may either push or pull other charged objects.

• K-2: 8C/P2. People burn fuels such as wood, oil, coal, or natural gas, or use electricity, to cook their food and warm their houses.
• 3-5: 8C/E1. Moving air and water can be used to run machines.
• 3-5: 8C/E2. Sunlight is used to run many devices.
• 3-5: 8C/E4. Some people try to reduce the amount of fuels they use in order to conserve resources, reduce pollution, or save money.

• 3-5: 11A/E1. In something that consists of many parts, the parts usually influence one another.

• 3-5: 11B/E3. A model of something is similar to, but not exactly like, the thing being modeled. Some models are physically similar to what they are representing, but others are not.

This is a curricular unit for elementary grades 3-5 on the topic of energy.  It includes nine lesson plans and activities to introduce students to a range of energy types such as solar, thermal, wind, and electrical. Activities are presented in the context of engineering, allowing teachers to easily integrate the NGSS Science and Engineering Practices.

• Physical Sciences K-8 Teaching About Energy Unit