Content Standards
PS1-4-2: Students who demonstrate understanding can: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Circuit Builder
Conduction and Convection
Energy Conversions
Heat Absorption
Radiation
PS1-4-2.PS3.A: Definitions of Energy
PS1-4-2.PS3.A.i: Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
Heat Absorption
Radiation
Sled Wars
PS1-4-2.PS3.B: Conservation of Energy and Energy Transfer
PS1-4-2.PS3.B.i: 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.
PS1-4-2.PS3.B.ii: Light also transfers energy from place to place.
PS1-4-3: Students who demonstrate understanding can: Ask questions and predict outcomes about the changes in energy that occur when objects collide.
PS1-4-3.PS3.A: Definitions of Energy
PS1-4-3.PS3.A.i: Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
Heat Absorption
Radiation
Sled Wars
PS1-4-3.PS3.B: Conservation of Energy and Energy Transfer
PS1-4-3.PS3.B.i: 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.
PS1-4-4: Students who demonstrate understanding can: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Circuit Builder
Energy Conversions
PS1-4-4.PS3.D: Energy in Chemical Processes and Everyday Life
PS1-4-4.PS3.D.i: The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use.
PS2-4-1: Students who demonstrate understanding can: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
LS1-4-1: Students who demonstrate understanding can: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Circulatory System
Digestive System
Flower Pollination
LS1-4-1.LS1.A: Structure and Function
LS1-4-1.LS1.A.i: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
LS1-4-1.LS1.A.ii: Animals have various body systems with specific functions for sustaining life: skeletal, circulatory. respiratory, muscular, digestive, etc.
LS1-4-2: Students who demonstrate understanding can: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
LS2-4-1: Students who demonstrate understanding can: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
LS2-4-1.LS2.A: Interdependent Relationships in Ecosystems
LS2-4-1.LS2.A.i: The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
ESS1-4-1: Students who demonstrate understanding can: Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.
ESS1-4-1.ESS1.C: The History of Planet Earth
ESS1-4-1.ESS1.C.i: Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.
ESS1-4-1.ESS1.C.ii: There are three classifications of rocks produced within the rock cycle: sedimentary, metamorphic, and igneous.
ESS2-4-2: Students who demonstrate understanding can: Analyze and interpret data from maps to describe patterns of Earth’s features.
Building Pangaea
Building Topographic Maps
Reading Topographic Maps
ESS2-4-2.ESS2.B: Plate Tectonics and Large-Scale System Interactions
ESS2-4-2.ESS2.B.i: The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
ESS3-4-1: Students who demonstrate understanding can: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Energy Conversions
Greenhouse Effect
ESS3-4-1.ESS3.A: Natural Resources
ESS3-4-1.ESS3.A.i: 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.
Carbon Cycle
Energy Conversions
Correlation last revised: 11/2/2018