NGSS

Performance Expectation Assignment Table- Fall 2016

Name of Unit: Engineering Design and
Energy

Courtney McCandless, Emma Stringer, Megan Stewart

Performance Expectation:

4-PS3-2: Make observations to provide evidence that energy can be transferred

from place to place by sound, light, heat, and electric currents.

4-PS3-2


4-PS3-4

3-5-ETS1-3

Prior Student Knowledge:
What do you expect students to already
know before starting this Unit?

4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts
energy from one form to another.

3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and
failure points are considered to identify aspects of a model or prototype that can
be improved.
-Energy is used to create light.
-With energy you need a power source.
-Need a switch to use a light.
-Need to identify what a switch, a bulb, and a power source is.

Science & Engineering Practice(s):

Disciplinary Core Idea(s):

Crosscutting Concept(s):

ENERGY
Asking Questions and Defining
Problems
Asking questions and defining problems
in grades 35 builds on grades K2
experiences and progresses to
specifying qualitative relationships.
Ask questions that can be
investigated and predict
reasonable outcomes based on
patterns such as cause and
effect relationships. (4-PS3-3)

ENERGY
PS3.A: Definitions of Energy

Energy can be moved from
place to place by moving
objects or through sound, light,
or electric currents. (4-PS32),(4-PS3-3)

ENERGY
Energy and Matter

Energy can be transferred in
various ways and between objects. (4PS3-1),(4- PS3-2),(4-PS3-3),(4-PS3-4)

How/where did you address this/these
Disciplinary Core Ideas in Unit?

Asking questions about how circuits

(flashlights) work and defining
problems with their model as they
explore different ways to construct
their flashlight.

Planning and Carrying Out
Investigations



Make observations to produce
data to serve as the basis for
evidence for an explanation of
a phenomenon or test a design
solution. (4-PS3-2)
How/where did you address this/these
Disciplinary Core Ideas in Unit?

As a class we will deconstruct a

How/where did you address this/these
Disciplinary Core Ideas in Unit?

This is shown through the

demonstration of the flashlight.
Students learn what a power source is
and how ,through a circuit, electrical
energy is used to make their light work.

PS3.D: Energy in Chemical Processes
and Everyday Life


The expression produce
energy typically refers to the
conversion of stored energy
into a desired form for
practical use. (4-PS3-4)
How/where did you address this/these
Disciplinary Core Ideas in Unit?

This is explained in the vocabulary

How/where did you address this/these

Disciplinary Core Ideas in Unit?
This concept is addressed when we

discuss the vocabulary in our explain

section such as, produce energy. We
will also discuss how the energy from
the power source (the battery) is
converted to power the light.




Science is a Human Endeavor
Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life.
(4-PS3-4)
How/where did you address this/these
Disciplinary Core Ideas in Unit?

flashlight and students will make

observations on their findings of what is
in a flashlight. They will then use this in
their plan to build a flashlight.




Constructing Explanations and
Designing Solutions

Use evidence (e.g.,

measurements, observations,
patterns) to construct an
explanation. (4-PS3-1)
Apply scientific ideas to solve
design problems. (4- PS3-4)

How/where did you address this/these

Disciplinary Core Ideas in Unit?
The students will use the

observations made from when we

deconstructed a flashlight to explain
how a flashlight works, what its
components are. They will then apply
this to their creation of a flashlight.
Lastly, in their journal they will apply
their scientific understanding to write
how they can improve their design.
ENGINEERING PRACTICES

Plan and conduct an

investigation collaboratively to
produce data to serve as the
basis for evidence, using fair
tests in which variables are
controlled and the number of
trials considered. (3-5-ETS1-3)

that we will go over as a class in the

explain section.

The students will plan and conduct

their experiment of building a flashlight.

Their variables are controlled because
they are the listed materials. The
number of trials is the amount of trials
it takes them to successfully create a
circuit for their flashlight. The
information of their observation is used
as the basis for their creation.

ENGINEERING PRACTICES

How/where did you address this/these

Disciplinary Core Ideas in Unit?

These core ideas are used when the

students when working in partners and
in teams throughout the activity, as
well as, the discussion of how circuits
are used in everyday life.

Tests are often designed to

identify failure points or
difficulties, which suggest the
elements of the design that
need to be improved. (3-5ETS1-3)

How/where did you address this/these
Disciplinary Core Ideas in Unit?

Because this is an open exploration

activity without specific examples and
directions the students will need to try
different ways to create their flashlight
in order to come up with the best
working flashlight they can. When they




ETS1.C: Optimizing the Design Solution

ENGINEERING PRACTICES

-Engineers improve existing
technologies or develop new ones
to increase their benefits, decrease
known risks, and meet societal
demands. (3-5-ETS1-2)

How/where did you address this/these

Cross Cutting Concepts in Unit?

This is addressed in their final

Explain section when they are writing
how they can improve their design and
why they would improve it.

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-ETS1-3)

How/where did you address this/these
Disciplinary Core Ideas in Unit?

This will be included in explore when

the students are creating their
flashlight. They will be changing their
original drafted designs to incorporate
the knowledge learned in Explore and
problem solve to create a working
flashlight.
Unit Development- For each section include lesson/activity titles, description of each activity to include details on what students will be
doing. Include reference link. If it is your own idea, then indicate. There may be more than one activity/lesson per E section!

ENGAGE: Opening
Activity/Activities

Materials for Engage:

What activity or activities will access prior knowledge, stimulate interest, and generate
questions? How will you hook them?

EXPLORE: Lesson Description

Materials Needed / Probing or
Clarifying Questions

Materials for Explore:
2 D-size batteries
1 small 3V flashlight bulb
2 brass fasteners
2 5-inch sections of insulated wire 1
paperclip switch
1 toilet paper roll
1 dixie cup
6-inch square of aluminum foil, duct
tape

What activity or activities will allow them to use science and engineering practices to
explore and allow them to begin to deepen their understanding of core ideas that support
the Performance Expectation?

Flashlight
Student Journals
Writing utensil
White board
White board markers

-Begin the activity by showing students a flashlight.
-Ask them to think to themselves: how does a flashlight works? What
happens if you press the button? What makes the light turn on? What is
happening inside the flashlight?...etc.
-After making some observations and hypotheses, ask them to record in
their journals their initial ideas.
- As a class, the teacher will then take apart the flashlight to give students a
general idea of what is included in the flashlight (electrical circuit) and the
conversion of electric energy to light energy.
-List on the board the discovered items that make up a flashlight

In order for them to understand and use the science and engineering
practices they will be building a flashlight. This activity will allow them to
design, plan, and carry out fair tests that will show them that energy can
be transferred from place to place by light and electric currents. The
materials needed for this activity are listed in the column to the left.
Initially, as a class we will discuss what they have written in their
journals, review what we have learned about circuits, and show the
materials they will be using in their experiment. Then we will split into
table groups, and as a group they will begin to plan out the experiment.

The students will complete the handout shown below with their group
ideas. They will also sketch their initial diagram ideas into their science
notebook.

How will you provide experiences to allow student to explain and clarify their thinking.

What might you do to help them further understand core ideas and cross-cutting concepts?

EXPLAIN: Concepts Explained and

Vocabulary Defined

Materials for Explain:

white board
white board markers

Have the students write in their scientific journals the following
vocabulary, and draw a sketch of the vocabulary as we discuss it as a class.

Circuit :A closed loop that electrons (energy) can travel in.
Power Source: an electronic device that supplies electric energy to an
electrical load. Their primary function is to convert one form of electrical
energy to another. Example: battery
Produce Energy: refers to the conversion of stored energy into a desired
form for practical use.
Switch: a device for making and breaking the connection in an electric
circuit.

We would then discuss the order in which their circuit should go (which















EXPLORE: Lesson Description
Materials Needed / Probing or
Clarifying Questions

Materials for Explore:
2 D-size batteries
1 small 3V flashlight bulb
2 brass fasteners
2 5-inch sections of insulated wire 1
paperclip switch
1 toilet paper roll
1 dixie cup
6-inch square of aluminum foil, duct
tape

parts connect to each other), as well as, the materials they are using for
each. Students generally are stumped on how to make a switch. The
teacher could explain how in their model they used the brass fasteners and
paperclip to make a switch if needed.



With their plan for their experiment documented, and the
understanding of the parts that make up a circuit and how they work, the
students will now conduct their plan. They will carry out fair tests by
building their flashlight. Their variables are controlled because they are
using the materials provided.
Here is a teacher cheat sheet of one step by step example of how to
build a flashlight.
1. Cut about half the length of the dixie cup off to make a small bowl.
2. In the bottom, they punch a hole big enough for the bulb to push
through.
3. Line the cup with aluminum foil, paying attention to keep it as
smooth as possible.
4. Cover the outside of their toilet paper tubes and dixie cups with
duct tape of their choice.
5. Punch two small holes in the side of the toilet paper hole to push
the brass fasteners through.


Gannon, Meredith. "Fourth Grade Lesson Building A Flashlight."
BETTERLESSON. N.p., n.d. Web. 20 Oct. 2016.
Gates, Jillian. "Fourth Grade Lesson Building A Flashlight - Preparation
Day." BETTERLESSON. N.p., n.d. Web. 20 Oct. 2016.

EXPLAIN: Concepts Explained and
Vocabulary Defined

Materials for Explain:
Student Journals

How will you provide experiences to allow student to explain and clarify their thinking.
What might you do to help them further understand core ideas and crosscutting concepts?

ELABORATE: Applications and

What else might students do to further develop their final ability to be successful with their
performance expectation?

Have the class answer the following questions in their journals:
1. Explain how your flashlight is put together.
a. you may use a labelled drawing if it is different from your
initial drawing.

Engineers improve existing technologies or develop new ones
everyday! They do this to make them work better,(and more efficiently),
decrease known risks, and meet what people need them for.

2. Identify the aspects of a your model that can be improved. How
would you improve these?

Extensions

Students can then relate this activity to things that they experience on a
daily basis. This might include different appliances or toys that the students
incorporate
Conclude starting in a partner discussion of how batteries are used in the
real world outside of just flashlights. Then move into group or classroom
discussion to get all the ideas on the board/recorded

Some prompting questions would be...
How is this used in real world(ideas: appliances, ceiling lights, toys...etc.)
How do batteries work to make toys move?

ex..The battery is main source.
When a switch is moving back and forth, but nothing is happening to the
light.

EVALUATE:

How will you have students show their mastery and understanding of the performance
expectation you chose?

Materials for Elaborate: n/a

Materials for Evaluate:

Students handmade
flashlights
Partner/Classroom
discussion

As the lesson concludes, the teacher will be able to review the process
of making the flashlight by doing an overview of how a circuit works. To
evaluate the student's knowledge of the process the teacher can have the
students discuss in partner work how their very own flashlight lights up.
The main goal of the lesson would be for students to create their own
flashlight after careful planning and through controlled testing. Completion
of a working flashlight would require the understanding of the conversion
of electrical energy to light energy, how circuits work, and the process of
how working models are designed and created.
A fun activity to end the lesson would be to turn off classroom lights
and play flashlight game!