Teacher’s Edition
Grade 4
TABLE OF CONTENTS
Energy and Motion
Transfer of Energy
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2A
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32A
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . . . . 2C
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . . . 32E
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . 2E
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . 32G
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . . . . 2F
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . . . 32H
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
LESSON 1
Energy and Speed . . . . . . . . . . . . . . . . . 4A
LESSON 1
INQUIRY ACTIVITY
INQUIRY ACTIVITY
The Moving Marble . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Demonstration of Energy Transfers . . . . . . . 36
INQUIRY ACTIVITY
INQUIRY ACTIVITY
Mass Matters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Energy Transfer Through Matter . . . . . . . . . . 44
PERFORMANCE TASK
PERFORMANCE TASK
Test Toy Cars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
LESSON 2
Energy Change in Collisions . . . . . .18A
Types of Energy Transfer . . . . . . . . .34A
Energy Transfer Machine . . . . . . . . . . . . . . . . . . 45
LESSON 2
INQUIRY ACTIVITY
Collision Variables . . . . . . . . . . . . . . . . . . . . . . . . . 20
Transfer of
Energy by Electricity . . . . . . . . . . . . .48A
INQUIRY ACTIVITY
Simple Electricity . . . . . . . . . . . . . . . . . . . . . . . . . 50
INQUIRY ACTIVITY
Newton’s Cradle . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
PERFORMANCE TASK
Make It Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
PERFORMANCE TASK
Protect an Egg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
LESSON 3
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Transfer of Energy by Light . . . . . .62A
INQUIRY ACTIVITY
PERFORMANCE TASK
Solar Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Design a Roller Coaster . . . . . . . . . . . . . . . . . . . 30
INQUIRY ACTIVITY
How Much Energy is Used? . . . . . . . . . . . . . . . . 72
PERFORMANCE TASK
A Bright Idea! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
LESSON 4
Design Energy Solutions . . . . . . . . .76A
INQUIRY ACTIVITY
It’s Too Loud in Here! . . . . . . . . . . . . . . . . . . . . . . 78
PERFORMANCE TASK
It’s Too Cold in Here! . . . . . . . . . . . . . . . . . . . . . . . 87
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
PERFORMANCE TASK
Simple Electric Generator . . . . . . . . . . . . . . . . . 90
xxxviiiTable of Contents
Structures and Functions
of Living Things
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92A
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . . . 92E
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . 92G
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . . . 92H
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
LESSON 1
LESSON 4
The Role of Animals’ Eyes . . . . . . 138A
INQUIRY ACTIVITY
In the Blink of an Eye . . . . . . . . . . . . . . . . . . . . . 140
PERFORMANCE TASK
It’s Time to Focus . . . . . . . . . . . . . . . . . . . . . . . . . 149
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
PERFORMANCE TASK
How are the shapes and sizes of
animal eyes related to their funcitons? . . . 152
Structures and
Functions of Plants . . . . . . . . . . . . . . .94A
INQUIRY ACTIVITY
Movement of Water in Plants . . . . . . . . . . . . . . 96
INQUIRY ACTIVITY
Design an Experiment . . . . . . . . . . . . . . . . . . . . 103
PERFORMANCE TASK
How Do Plants Respond to
Changes in Their Environments? . . . . . . . . . 105
LESSON 2
Structures and
Functions of Animals . . . . . . . . . . . 108A
INQUIRY ACTIVITY
Put Your Best Foot Forward . . . . . . . . . . . . . . 110
INQUIRY ACTIVITY
Structures of a Snail . . . . . . . . . . . . . . . . . . . . . 117
PERFORMANCE TASK
The Model is Afoot! . . . . . . . . . . . . . . . . . . . . . . . 119
LESSON 3
Information Processing
in Animals . . . . . . . . . . . . . . . . . . . . . . 122A
INQUIRY ACTIVITY
Sense of Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
INQUIRY ACTIVITY
Reaction Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
PERFORMANCE TASK
Comparing Senses. . . . . . . . . . . . . . . . . . . . . . . . 134
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Table of Contentsxxxix
TABLE OF CONTENTS
Wave Patterns and
Information Transfer
Patterns of Earth’s Changing
Features
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154A
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190A
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .154C
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .190E
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . .154E
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . 190G
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . .154F
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . 190H
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
LESSON 1
How Waves Move . . . . . . . . . . . . . . . 156A
LESSON 1
INQUIRY ACTIVITY
What Makes Sound? . . . . . . . . . . . . . . . . . . . . . . 158
Earth’s Landforms
and Features . . . . . . . . . . . . . . . . . . . 192A
INQUIRY ACTIVITY
Moving Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
INQUIRY ACTIVITY
Sound Carriers . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
PERFORMANCE TASK
Landforms from Another Planet. . . . . . . . . . 203
PERFORMANCE TASK
Making Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
LESSON 2
LESSON 2
How Waves Transmit
information. . . . . . . . . . . . . . . . . . . . . 172A
Effects of Erosion . . . . . . . . . . . . . . 206A
INQUIRY ACTIVITY
Shake, Rattle, and Roll . . . . . . . . . . . . . . . . . . . 208
INQUIRY ACTIVITY
INQUIRY ACTIVITY
Using Waves to Transmit Information . . . . 174
Weathered by Vegetation . . . . . . . . . . . . . . . . 212
INQUIRY ACTIVITY
PERFORMANCE TASK
Morse Code Message . . . . . . . . . . . . . . . . . . . . . 181
Landslide Experiment . . . . . . . . . . . . . . . . . . . . 220
INQUIRY ACTIVITY
What’s That Say? . . . . . . . . . . . . . . . . . . . . . . . . . 184
PERFORMANCE TASK
LESSON 3
History of Earth’s Surface . . . . . . 222A
INQUIRY ACTIVITY
Pixel Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Making an Impression . . . . . . . . . . . . . . . . . . . . 225
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Fossil Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
INQUIRY ACTIVITY
PERFORMANCE TASK
Let’s Communicate!. . . . . . . . . . . . . . . . . . . . . . . 188
PERFORMANCE TASK
Fossil Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
PERFORMANCE TASK
Model of a Canyon . . . . . . . . . . . . . . . . . . . . . . . . 236
xlTable of Contents
Natural Hazards
Energy from Natural Resources
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238A
MODULE PLANNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268A
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .238C
THREE DIMENSIONAL LEARNING . . . . . . . . . . . . . . . . . .268C
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . .238E
INSPIRING ALL STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . .268E
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . .238F
LEVELED READER STRATEGIES . . . . . . . . . . . . . . . . . . . .268F
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
MODULE OPENER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
LESSON 1
Earthquakes and Volcanoes . . . . 240A
LESSON 1
INQUIRY ACTIVITY
Modeling Earthquakes. . . . . . . . . . . . . . . . . . . . 242
INQUIRY ACTIVITY
Limited Resources . . . . . . . . . . . . . . . . . . . . . . . 272
PERFORMANCE TASK
Ups and Downs of
Observing Volcanoes . . . . . . . . . . . . . . . . . . . . . 249
LESSON 2
Energy from Nonrenewable
Resources . . . . . . . . . . . . . . . . . . . . . . 270A
INQUIRY ACTIVITY
Oil Spill Cleanup . . . . . . . . . . . . . . . . . . . . . . . . . . 276
PERFORMANCE TASK
Tsunamis and Floods . . . . . . . . . . . 252A
Energy Usage Investigation . . . . . . . . . . . . . . 281
INQUIRY ACTIVITY
A Flooding River Model . . . . . . . . . . . . . . . . . . . 254
PERFORMANCE TASK
Flooding River: A Solution . . . . . . . . . . . . . . . . 262
LESSON 2
Energy from Renewable
Resources . . . . . . . . . . . . . . . . . . . . . . 284A
INQUIRY ACTIVITY
Renewable Resources . . . . . . . . . . . . . . . . . . . . 287
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
PERFORMANCE TASK
Natural Disaster Safety . . . . . . . . . . . . . . . . . . 266
PERFORMANCE TASK
Renewable Energy Campaign . . . . . . . . . . . . . 297
MODULE WRAP-UP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
PERFORMANCE TASK
Making Wise Choices . . . . . . . . . . . . . . . . . . . . . 300
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Table of Contentsxli
ENERGY AND MOTION
Look for my friends
and me. We will guide you
through this module,
th
Energy
and Motion.
E
MODULE PLANNING
Module Overview
In this module, students will ask questions and
construct explanations about the relationship
between speed and energy and about energy changes
during collisions. Students will engage in scientific
experiences to answer Essential Questions such as:
How are energy and speed related? What happens
when objects collide?
HANNAH
Welder
SUMMARY
MODULE OPENER
0.5 days
LESSON 1:
ENERGY AND SPEED
7 days
LESSON 2:
ENERGY CHANGE IN
COLLISIONS
8 days
MODULE WRAP-UP
0.5 day
TOTAL = 16 DAYS
(1 DAY = 45 MIN)
2AModuleEnergy and Motion
The module opens by engaging students in the real-world phenomenon about roller coasters and
how they work. Students are then introduced to Hannah, a welder, and she asks how she can use
what she will learn about energy and motion to design a roller coaster. They also learn that some
types of mechanical engineers work to design roller coasters.
This lesson focuses on the relationship of an object’s speed to the amount of energy it has. It also
highlights the automotive engineer STEM career. Students should be able to understand that the
energy and speed of an object are related. The more energy the object has, the more speed it can
also have.
Students will perform various investigations throughout the lesson that allow them to collect
evidence to explain the relationship between the speed and the energy of an object.
The focus of this lesson is on the changes in energy that occur when objects collide. It also
highlights the biomechanical engineer STEM career. Students should be able to understand
that predictions about energy change in collisions can be tested and that collisions result in a
transfer of energy.
Throughout the lesson, students will ask questions and make predictions about what will happen
in different collisions and reflect back to speed and energy and how each relate to collisions.
This module culminates with students designing and building their own roller coaster in the
Performance Project. They must apply knowledge about the relationship between speed and
energy gained in Lesson 1 to create a model roller coaster that is designed to allow the cars
to make it to the end of the track. They will further apply knowledge about energy transfer in
collisions learned in Lesson 2 to their roller coaster and design it so that it transfers just enough
energy from one marble to the next so that the second marble falls into a plastic cup, but the
first does not.
I will help you guide your
students through Lesson 1,
st
Energy and Speed and Lesson 2,
Ener
Energy
Change in Collisions.
En
Science and Engineering Practices
Constructing Explanations and
Designing Solutions
Asking Questions and Defining Problems
RILEY
Automotive Engineer
PLAN AHEAD
MODULE MATERIALS
The Moving Marble Have students bring in cardboard tubes
from empty paper towel rolls.
Mass Matters Review how to make line graphs
with students.
Test Toy Cars Pound the nails into each end of the
wooden block.
Collision Variables Gather different types of balls for
students to compare and find a clear area where students can
bounce the balls.
Protect an Egg Gather the building materials and find a safe
space where the ladder can be set up.
Design a Roller Coaster Purchase enough foam pipe
insulation for all groups. Have students bring in boxes and paper
towel rolls from home to use as supports.
• 4 books
• thin, flat board
• graduated cylinder
• cardboard tube
• meterstick
• 2 wooden blocks with
securely fastened nails
• tape
• 500-mL plastic bottle
• rubber bands
with screw cap
• stopwatch
• pan balance
• marble
• plastic cup
• safety goggles
• water
• toy car
• 3 different types of
balls (table tennis ball, • raw egg
golf ball, tennis ball)
• measuring tape or
meterstick
• meterstick
• small box
• masking tape
• safety goggles
• variety of packing
materials
•garbage bag
• 2 marbles
• plastic cup
For Professional Development resources that will help you throughout the module,
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go online att
Online Content att
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ModuleEnergy and Motion
2B
ENERGY AND MOTION
THREE DIMENSIONAL LEARNING
Three dimensional learning in science engages students
through the following strands:
Disciplinary Core Ideas
Science and Engineering Practices
Crosscutting Concepts.
Prior Knowledge
Grade 3 students should have covered PS2.A
Forces and Motion.
Students will understand the differences between
balanced and unbalanced forces. They should also
know that forces can be influenced by the motion of
an object.
Disciplinary Core Ideas
PS3.A Definitions of Energy
PS3.C Relationship Between Energy and Forces
Science and Engineering Practices
As students explore the content in this module
they will use the following Science and Engineering
Practices:
• Asking Questions and Defining Problems
• Constructing Explanations and Designing
Solutions
Crosscutting Concepts
As students explore the content they will also use
the following Crosscutting Concepts:
• Energy and Matter
2CModuleEnergy and Motion
These three strands support Performance
Expectations, which require a student to apply
a Science and Engineering Practice to content
knowledge.
This module, Energy and Motion, concentrates on the
relationship between speed and energy and the energy
changes that occur during collisions. As you teach,
model how scientists and engineers use practices to
understand and communicate content that is connected
across disciplines.
Performance
Expectations
4-PS3-1
Use evidence to construct an
explanation relating the speed of an
object to the energy of that object.
4-PS3-3
Ask questions and predict outcomes
about the changes in energy that occur
when objects collide.
More detailed can be found on pages T34–T35.
Crosscurricular Connections
ELA/Literacy
RI.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.
W.4.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
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ModuleEnergy and Motion
2D
ENERGY AND MOTION
INSPIRING ALL STUDENTS
Are you ready to inspire your students with exciting science content? These pages will help
you reach all of your students. Use these strategies to scaffold your instruction and plan
for successful teaching.
Differentiated Instruction
Module Concept Objects moving at greater speeds have more energy.
Collisions result in a transfer of energy.
Help students connect these key module concepts.
Approaching Level Roll a ball across
a desk slowly and then quickly. Ask
students to explain what they observed
using the words speed and energy.
On Level Have students make a
prediction about what will happen
when a ball is rolled slowly into
another stationary ball and then
quickly into the same stationary
ball. Allow students to investigate
their predictions and explain what
happened.
Beyond Level Have students research
how energy is transferred in a collision
involved in sports (a baseball bat hitting
a baseball, football players hitting each
other). Ask students to explain how the
equipment used in the sport is designed
for the collision.
ELL Strategies
Activate Prior Knowledge To introduce the concepts of potential and kinetic energy, create a two-column
chart with the headers Moving and Not Moving. Collect and display pictures showing examples of kinetic
energy and potential energy. Ask students to compare the pictures. Glue the pictures to the most appropriate
column of the chart. Encourage students to describe each picture in detail. Label pictures with nouns and verbs
as appropriate. Once students are introduced to the terms kinetic energy and potential energy in the module,
relabel the headers and review with students.
Emerging Level Clarifying Questions Use the pictures
on the Moving and Not Moving chart
to model how to ask questions for
clarification. Point to pictures and
ask, What is this? Then have each
student point to an image and ask,
What is this? Respond with the correct
answers. Then point to a word on the
chart and ask, What is this word?
Encourage each student to point at
any word on the chart and ask, What is
this word? Respond accordingly. Have
the students randomly point to terms
or pictures and practice asking the
appropriate clarifying questions.
2EModuleEnergy and Motion
Expanding Level Act It Out Post and review the
definitions for speed, acceleration,
and velocity on a Science word wall.
Have students act out the terms as
they walk throughout the classroom.
For example, have students walk for
10 seconds to model speed. Then
have students walk a slow speed that
gradually accelerates to a faster speed.
Finally, have students model velocity
by walking in a specific direction.
Bridging Level Share What You Know Inspire
Bridging Level students to share
expertise of their native languages by
encouraging them to teach spelling and
pronunciation of lesson vocabulary to
the class or small groups. Encourage
students to use an appropriate
translation tool to ensure their native
language spellings are correct. Point
out cognates to students where
appropriate. Terms can be included
with their English counterparts on the
Science word wall for diverse reference.
Literacy Support: Using the Leveled Readers
Inspire Science offers five versions of each Leveled Reader (Approaching Level, On Level,
Beyond Level, ELL, and Spanish) to ensure success for all learners. A fictional story included
in each Leveled Reader engages students in key lesson topics. The nonfiction portion of each
Leveled Reader focuses on real-world topics and makes informational text accessible to all
learners. This approach enables students to further develop their literacy skills in science.
Sources of Energy
It’s Electric!
Nonfiction
Nonfiction
Summary This book identifies
the different sources of energy
people have used in the past and
continue to use, along with new
energy sources.
Summary This book explains
how electricity is generated from
different energy sources and
delivered to homes.
Nonfiction
Nonfiction
SOURCES
SOURCES
OF
SOURCES
OF ENERGY
SOURCES
OF ENERGY
OF ENERGY
ENERGY
by Janet Helenthal
by Janet Helenthal
The Solar Hot Dog
The Solar Hot Dog
The Solar Hot Dog
The Solar Hot Dog
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Lexile Level
Approaching
On Level
Beyond
ELL
570
620
740
580
by Anna Prokos
by Anna Prokos
When to Use Use this book at
the end of the Elaborate section
in Lesson 2 to show examples
of energy transfer. Point out the
different energy transfers that
occur as electricity is generated at
a power plant and moves through
power lines and into homes. Discuss the law of conservation
of energy as you read about the path that electricity takes to
get to homes.
by Anna Prokos
When to Use Use this book in
the Explain section of Lesson
1 after discussing kinetic and
potential energy. This book serves
as an introduction to energy and
connects lesson content to the real
world. Help students understand that nuclear energy and
fossil fuels are stored energy, so they are types of potential
energy. Hydropower, solar energy, and wind energy involve
motion, so they are forms of kinetic energy.
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It’s
It’s
Electric!
It’s
Electric!
It’s
Electric!
Electric!
Nonfiction
Nonfiction
by Anna Prokos
by Janet Helenthal
by Janet Helenthal
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Nonfiction
Short-Circuit!
Short-Circuit!
Short-Circuit!
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Lexile Level
Approaching
On Level
Beyond
ELL
560
770
880
670
Before Reading
Before Reading
Build Background Start a word web around the term
energy sources. Prompt students by asking: Is the Sun an
energy source?
Build Background Ask pairs to keep a sequence chart to
find out how electricity reaches our homes.
During Reading
Model Cueing Systems Point out the word hydropower.
Write it on the board and underline the combining form
hydro. Ask students what they think hydro means. (water)
Share other words that include this combining form: (fire)
hydrant and hydroplane.
Model Cueing Systems Review the meaning of the word
hydropower. Note the combining form hydro- (water).
Repeat with the word geothermal eliciting the meaning of
the combining forms geo- (Earth) and therm- (heat). Lead
students to see that hydropower uses water to produce
energy and that geothermal energy comes from heat
inside Earth.
After Reading
After Reading
Summarize Have groups review their notes and look
through the text to summarize what they have learned.
Summarize Help pairs use their sequence chart to
summarize the information in the book.
During Reading
Additional Literature Selections
Energy. Bowden, Rob. KidHaven Press, 2004.
Use these books, available at your local library or bookstore,
to further develop student’s literacy skills in science.
Forces and Motion. Graham, John. Kingfisher, 2001.
Online Content att
cconnectED.mcgraw-hill.com
Forces and Movement. Riley, Peter. Smart Apple Media,
2006.
ModuleEnergy and Motion
2F
MODULE OPENER
MODULE OPENER
Science in Our Worl
MODULE OPENER
Science in Our Worl
Key Vocabulary
BEGIN MODULE OPENER
PRESENTATION
acceleration
conservation of energy
contact forces
energy
energy transfer
gravity
Go online to
connectED.mcgraw-hill.com
inertia
kinetic energy
noncontact forces
potential energy
speed
velocity
mac/Alamy
Energy and Motion
Science in Our World
Phenomenon Introduce the module phenomenon by
showing the photo of a roller coaster. Ask students to think
of questions they have relating to the speed and energy of
moving objects. Have them record questions on page 2 in
their Be a Scientist Notebook. Use the questions below to
elicit student responses. ASK:
▸How would you describe the motion of the roller coaster?
Sample answer: The roller coaster is moving very fast.
▸How would you describe the energy of the roller coaster?
Why did you describe it in that way? Sample answer: The
roller coaster has a lot of energy because it is moving fast.
▸Where does the roller coaster get its energy? Sample
answer: The roller coaster gains energy as chains pull it to
the top of a hill.
Help students turn their observations from the photo into
questions that they can refer to during the module. Let
students know that they do not need to be able to answer
the questions that they generate now. They will return to
them later in the module.
Be a Scientist Notebook, p. 2
MODULE OPENER
Name
Date
Energy and Motion
Science in Our World
Roller coasters travel fast! They travel up and down hills. Some even
make loops! Look at the photo of the roller coaster. What questions
do you have?
Sample questions: How much energy do
roller coasters have? What makes a roller
coaster move? Where does a roller coaster
get its energy? How do roller coasters stop?
Key Vocabulary
acceleration
conservation of
energy
contact forces
energy
energy transfer
gravity
inertia
kinetic energy
noncontact forces
potential energy
speed
velocity
2 Module Opener Energy and Motion
2ModuleEnergy and Motion
Copyright © McGraw-Hill Education
Look and listen for these words as you learn about
energy and motion.
Key Vocabulary
Point out the Key Vocabulary in the Module Opener of the
Be a Scientist Notebook.
acceleration
conservation
of energy
contact forces
energy
energy transfer
gravity
inertia
kinetic energy
potential energy
speed
noncontact
forces
velocity
These words are a selection of important vocabulary that
will be used throughout the module. Remind students to
listen for these Key Vocabulary words as they complete the
module.
Students begin each lesson by making observations in the
Engage and Explore sections, prior to learning the lesson
vocabulary. In these sections of the lessons, students are
expected to explain what they observe using familiar words.
Vocabulary is introduced at the beginning of the Explain
section. After learning the vocabulary and definitions,
students are expected to transition to using these academic
vocabulary words in their observations and explanations.
Students will learn these words and use them in context by
the end of the lesson.
MODULE OPENER
MODULE OPENER
STEM Career Connection Mechanical Engineer
Science and Engineering Practices
I will construct
explanations and
design solutions.
Roller coasters can be a
fun and exciting adventure.
Have you ever thought
about who is responsible
for building amusement
park rides, like the roller
coaster in the last image?
I will ask questions
and define problems.
HANNAH
Welder
Pixtal/age fotostock
Mechanical engineers
research, design, build
and test machines some even get to work
on roller coasters!
STEM Career Connection
Mechanical Engineer
Have students read about the mechanical engineer on page
3 in the Be a Scientist Notebook. Mechanical engineers are
involved in product design. They consider things like speed
and acceleration, efficiency, and safety in their designs.
Students will draw and label a diagram to show how they
think roller coasters work.
I will construct explanations and
design solutions.
I will ask questions and define problems.
Have students read the “I will…” statements on page 3 in
their Be a Scientist Notebook. The “I will…” statements for
this module reference the Science and Engineering Practices
of asking questions, defining problems, constructing
explanations, and designing solutions. If this is the first
time you are teaching the Science and Engineering Practices
of constructing explanations, then help the students
understand that an explanation is a claim or idea that is
supported by evidence that has been tested and verified.
Some examples of evidence that scientists use to support
their explanations are measurements, observations, and
patterns. Ask students what are other examples of scientific
evidence that scientists might use.
If students need more help understanding the Science
and Engineering Practices of asking questions, defining
problems, constructing explanations, and designing
solutions, then have them review pages 6—7 and 16—17 in
the Science Handbook.
Be a Scientist Notebook, p. 3
Name
Science and
Engineering Practices
Date
MODULE OPENER
How can I use what I know
about energy and motion to
design a roller coaster?
HANNAH
Welder
STEM Career Connection
Mechanical Engineer
When you are a mechanical engineer, there is no typical day!
Every day is different. We have many responsibilities. There are
different types of mechanical engineers. I work on roller coasters.
Some days, I use the computer at my office to make designs.
Other days, I test prototypes. Still other days, I meet with
scientists, other engineers, and construction crews to talk about
designs and construction.
Making sure roller coasters are safe is one of the most
important parts of my job.
Draw and label a diagram to show how you think roller coasters work.
Copyright © McGraw-Hill Education
Students may draw a roller coaster
with a high hill or loops and label the
diagram with words that explain how
it works.
Science and
Engineering Practices I will construct explanations and design solutions.
I will ask questions and define problems.
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Online Content att
Module Opener Energy and Motion 3
cconnectED.mcgraw-hill.com
ModuleEnergy and Motion
3
LESSON 1
Energy and Speed
Disciplinary Core Ideas PS3.A Definitions of Energy
Essential Question
Crosscutting Concepts How are energy and speed related?
Energy and Matter
Science and Engineering
Practices
Objective
Constructing Explanations
and Designing Solutions
Students will explain the relationship between
the speed and the energy of an object.
PACING
ASSESS LESSON
READINESS
ENGAGE
EXPLORE
EXPLAIN
VOCABULARY
0.5 DAY
DAY-TO-DAY
Page Keeley
Science Probe
Be a Scientist Notebook, p. 4
Science in Our World
Be a Scientist Notebook, pp. 5–6
Race Car Video
Essential Question
1 DAY
RESOURCES
Science and
Engineering Practices
Inquiry Activity
Be a Scientist Notebook, pp. 7–8
Obtain and Communicate
Information
Be a Scientist Notebook, pp. 9–12
2 DAYS
2.5
DAYS
speed
velocity
acceleration
energy
potential energy
kinetic energy
Reflect and Refine
Science and
Engineering Practices
Science Handbook, Measuring Motion
pp. 278–280
Science Handbook, Energy pp. 296–299
Visual Kinesthetic Vocabulary®,
Be a Scientist Notebook, p. VKV1
Speed and Energy Video
Science Handbook, Energy, Mass,
and Speed pp. 282–283
Notebook Foldable®, p. F1
ELABORATE
Research, Investigate, and
Communicate
1 DAY
Inquiry Activty
Be a Scientist Notebook, pp. 16–19
Performance Task
EVALUATE
4AModuleEnergy and Motion
eAssessment
Essential Question
2 DAYS
9 DAYS
Be a Scientist Notebook, pp. 13–15
Science and
Engineering Practices
1 DAY = 45 MINUTES
DIGITAL INTERACTIVE
eBOOK
VIDEO
SCIENCE FILE
Science Background
Possible Misconception
Energy is classified as kinetic energy (energy of
motion) or potential energy. An object placed on a shelf
has potential energy. If the object were to fall from the
shelf, the potential energy would increasingly change
to kinetic energy. The kinetic energy of the object
increases as it falls, and the potential energy decreases
as it falls. Any object that is moving has kinetic energy.
The kinetic energy of an object depends on both the
speed and mass of the object. When an object is not
moving, it can have potential energy.
Many students may also think that energy can be
created or destroyed. For example, wood in a campfire
is set on fire. The energy in the fire is lost. In fact, the
energy is transferred to heat, which is dissipated back
into the environment. Energy is conserved, meaning
that energy can change form, but is not destroyed.
INQUIRY ACTIVITIES /
PERFORMANCE TASK
MATERIALS
FAST TRACK
PACING
RESOURCES
Be a Scientist Notebook, pp. 5–6
1 DAY
The Moving Marble Students will
explore how the height of a ramp affects
the speed of a marble.
Race Car Video
4 books, cardboard tube, tape,
stopwatch, marble
Be a Scientist Notebook, pp. 9–12
Science Handbook,
Measuring Motion pp. 278–280
Science Handbook,
Energy pp. 296–299
2 DAYS
Speed and Energy Video
Science Handbook, Energy, Mass,
and Speed pp. 282–283
Notebook Foldables®, p. F1
Mass Matters Students will observe
how mass affects the kinetic energy of an
object.
safety goggles; 2 books; thin, flat
board; meterstick; masking tape;
500–mL plastic bottle with screw cap;
graduated cylinder; pan balance; plastic
cup; water
Test Toy Cars Students will conclude
from data that toy cars launched with
more rubber bands will have more energy.
safety goggles, masking tape,
meterstick, 2 wooden blocks securely
fastened with nails, rubber bands, toy
car, stopwatch
SIMULATION
Online Content att
GAME
VKV
NOTEBOOK FOLDABLES
cconnectED.mcgraw-hill.com
eAssessment
1 DAY
4 DAYS
1 DAY = 45 MINUTES
Lesson 1Energy and Speed4B
ASSESS LESSON READINESS
ASSESS LESSON READINESS
Page Keeley Science Probe
ASSESS LESSON READINESS
Page Keeley Science Probe
When Does It Have Energy?
BEGIN LESSON
PRESENTATION
Who do you agree
with most? Explain why
you agree.
Go online to
connectED.mcgraw-hill.com
Four friends were playing kickball. They each had different
ideas about the ball and energy. This is what they said:
Energy and Motion
Lesson 1: Energy and Speed
Page Keeley Science Probe
When Does It Have Energy?
Purpose This probe is intended to uncover students’ basic
ideas about energy. Use the probe to assess prior knowledge
and uncover misconceptions that will drive lesson
instruction. Do not give students the answer. Students will
return to the probe after completing the lesson to see how
their thinking has changed.
Using the Probe
Use this probe prior to introducing the idea that all objects
have energy. Examine students’ written explanations or
listen carefully as they discuss the probe to determine
whether students think there needs to be movement or
activity in order for an object to have energy.
Throughout the Lesson
Use the students’ explanations as a bridge between the
students’ initial ideas about energy and the scientific
understanding of kinetic and potential energy they will
develop through their learning opportunities. The probe can
also be revisited after students have had an opportunity to
develop a conceptual understanding of energy as a property
Be a Scientist Notebook, p. 4
ASSESS LESSON READINESS
Name
Date
SCIENCE
PROBES
Four friends were playing kickball. They each had different
ideas about the ball and energy. This is what they said:
Lily: The ball has to be on the ground, not moving, to have energy.
Mike: The ball has to be moving to have energy. It doesn’t matter
how fast it is moving.
Otto: The ball has to be moving very fast to have energy.
Ava: The ball has energy when it is both moving and not moving.
Ava
4 Module Energy and Motion
4ModuleEnergy and Motion
Copyright © McGraw-Hill Education
Explain why you agree.
Sample answer: A moving ball has energy,
but the ball could still have energy when it is
not moving if its position above the ground.
of all objects, both moving and not moving. It will reveal
whether students are still holding onto a misconception or
have gaps in conceptual understanding. You can use this
information to decide if further instruction is needed.
Science and Engineering Practices
This probe supports the scientific practice of argumentation.
In choosing a person to agree with, students must construct
an argument, supported by evidence, to explain why they
agree or disagree with the others.
Common Misconceptions
A common misconception is that an object has to be active
or moving in order to have energy. This misconception
may come from our everyday use of the word energy. For
example, when we are sluggish, and not moving, we are said
to have no or little energy. Thus many students develop a
preconception before they learn about energy in school that
energy requires movement. Students often come to class
with this strongly held preconception. Students who choose
Lily may think energy needs to be stored in an object, and
then when the object moves, the energy is released and
used up. Students who choose Mike have the common
misconception that an object must be active or moving to
have energy. Students who choose Otto have a similar idea
about movement as a requirement for having energy, but
may think there has to be a certain amount of movement.
The best answer is Ava. The ball has both potential and
kinetic energy. It has kinetic energy when it moves under
the pull of gravity. It has potential energy when it is not
moving (energy of position or stored energy). Depending
on the position of the ball, the amount of potential energy
varies. For example, a stationary ball at rest on the top of a
mountain is farther from sea level than a stationary ball at
rest at the base of the mountain. Because it is farther from
sea level (greater gravitational pull), the ball at the top of
the mountain has more potential energy than the ball at the
bottom of the hill (at sea level).
When Does It Have Energy?
Who do you agree with the most?
PAGE KEELEY
Teacher Explanation
Energy and Speed
PAGE KEELEY
Lily: The ball has to be on the ground, not moving, to have energy.
Mike: The ball has to be moving to have energy. It doesn’t matter
how fast it is moving.
Otto: The ball has to be moving very fast to have energy.
Ava: The ball has energy when it is both moving and not moving.
ENGAGE
ENGAGE
ENGAGE
ENGAGE
Science in Our World
STEM Career Connection
Automotive Engineer
Watch the Video
Play the video on the
next slide.
of the race car.
Essential Question
How are energy
and speed related?
All vehicles need energy
to be able to do work and
have speed. One type of
engineer that works to
understand energy and
speed in vehicles is an
automotive engineer.
rti/E+/Getty Images
RILEY
Automotive Engineer
Science in Our World
Phenomenon Science often begins when someone makes
an observation about a situation or occurrence. Scientists
refer to an event or situation that is observed or can be
studied as a phenomenon. Spark your students’ curiosity
about the world by introducing the lesson phenomenon of a
race car.
Play the video and ask students what questions they
have about the race car and have them record them on
page 5 in the Be a Scientist Notebook. If students are having
trouble generating their own questions, use the questions
below to help guide a class discussion and get students
thinking about what they saw and what they will learn in
the lesson. ASK:
▸What did you see in the video?
▸What did you wonder about the race car?
▸Have you seen a race car before?
Help students turn their observations from the video into
questions that they can refer to during the lesson. Tell
students that they do not need to be able to answer the
questions that they generate right now. They will return to
them later in the lesson.
Date
ENGAGE
Science in Our World
Watch the video of the race car. What questions
do you have?
Accept all reasonable questions.
Sample questions: How does the car move
so fast? Can I be a race car driver?
Read about an automotive engineer and answer
the questions on the next page.
STEM Career Connection
Automotive Engineer
We are making great progress on the design
of the new solar-powered bus! Today I completed
the computer model of the vehicle. It looks great!
Automotive
engineers need to
understand how speed,
energy, and mass
all work together.
Tomorrow I will present the design to the rest of my
team. They are concerned about the speed at which
the bus will be able to travel. Many older versions usee
too much energy and go very slowly over short
distances. My new design will be able to carry people
throughout the city quickly, and it will use less energy.
y.
Copyright © McGraw-Hill Education
Introduce the automotive engineer STEM Career
Connection. ASK:
▸Why would the career connection be an automotive
engineer? Sample answer: Because some automotive
engineers design race cars.
▸What role does an automotive engineer play in making a
race car? Sample answer: They use what they know about
energy and speed to design race cars.
Mention that automotive engineers work on a variety
of vehicles from race cars to solar-powered buses. Ask
students if this is a career that interests them. Do they
know someone who works on race cars or buses? Have
students read the STEM Career Connection on page 5 in
the Be a Scientist Notebook to learn more about what an
automotive engineer does. Then have them answer the
questions about the automotive engineer on page 6 in the
Be a Scientist Notebook. If you want students to learn more
about automotive engineers, have them read page 411 in the
Science Handbook.
Essential Question
How are energy and speed related?
Be a Scientist Notebook, p. 5
Name
STEM Career Connection
Automotive Engineer
Have students read the Essential Question on page 6 in the
Be a Scientist Notebook. Have them use prior knowledge
and observations to try to answer the question. Remind
students that they are not expected to know the answer to
this question right now, but throughout the lesson they will
learn more and be able to apply what they have learned
to revise their answer at the end of the lesson. You might
want to record students’ thoughts and questions about the
Essential Question by using chart paper or the white board
so they can reference them throughout the lesson.
RILEY
Y
Automotive
Automotivve
Engineer
If my team approves the design, our next step will
ill bee
to decide what type of materials we should use for th
the
he
exterior and interior parts of the bus. My team and I will
ill
have to consider many factors, such as the strength,
h,
weight, and cost of the materials.
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Lesson 1 Energy and Speed 5
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Lesson 1Energy and Speed
5
ENGAGE
ENGAGE
EXPLORE
EXPLORE
Science and Engineering Practices
Inquiry Activity
The Moving Marble
I will construct
explanations.
How will the height of a ramp
affect the speed of a marble?
Make a Prediction Which do you
think will move faster: a marble
rolling down a ramp from a low
height or a marble rolling down
a ramp from a higher height?
Explain your prediction.
Science and
Engineering Practices
I will construct explanations.
Have students read the “I will…” statement on page 6
in the Be a Scientist Notebook. Throughout the lesson,
students will collect evidence that will be used to construct
explanations relating energy and speed.
If this is the first time you are teaching the Science and
Engineering Practice of constructing explanations, tell
students that engineers use what they know about science
to solve problems. ASK:
▸How would an automotive engineer construct an
explanation for how fast a race car can travel? Sample
answer: An automotive engineer uses knowledge of energy
and speed to construct an explanation for how to design a
race car.
Have students review page 16 in the Science Handbook.
Inquiry Activity
The Moving Marble
small groups
30 mins
Materials 4 books, cardboard tube, tape, stopwatch, marble
Purpose Students will explore how the height of a ramp
affects the speed of a marble.
What to Expect The data should show a pattern where the
greater the height of the ramp, the faster the marble rolls
down it.
Advanced Preparation Point out that students just saw a
video of a fast-moving race car. Now they will investigate how
height affects the speed of a marble. Have students bring in
cardboard tubes from empty paper towel rolls. Make sure
that the tubes are all the same length and made of similar
cardboard. Collect books that are at least 3 cm thick. Ask
students to practice using the stopwatch before beginning the
activity. If time is short, set up the activity for students.
Read the steps of the investigation on page 7 in the Be a
Scientist Notebook together with students.
Be a Scientist Notebook, p. 7
Be a Scientist Notebook, p. 6
ENGAGE
Name
Name
Date
4 books
How will the height of a ramp affect the speed of a marble?
cardboard
tube
Make a Prediction Which do you think will move faster:
a marble rolling down a ramp from a low height or a marble
rolling down a ramp from a higher height? Explain your
prediction.
2. Why might it be helpful to have a team of different people working
on a project instead of just one person?
tape
stopwatch
Sample answer: A marble rolling
from a higher height would move
faster because I go faster on taller
slies.
Sample answer: Others may notice problems
that one person does not notice. Different
people may have other solutions to offer.
marble
Carry Out an Investigation
Essential Question
1
Stack three books on top of each other. Place one end of
a cardboard tube on top of the stack. The other end of the
tube will touch the spine of the fourth book. Tape tube in place.
2
Start the stopwatch when you roll the marble down the tube.
Stop the timer when you hear the marble hit the fourth book.
3
Record Data Record the time in the data table. Repeat steps 2
and 3 three more times.
4
Repeat steps 2 and 3 three times with two books stacked. Then
repeat steps 2 and 3 three times with only one book. Calculate
the average time for each trial.
5
Make a bar graph on a separate sheet of paper comparing the
results for three books, two books, and one book.
6
Analyze Data Circle the stack of books with the fastest times.
How are energy and speed related?
Sample answer: The energy of an object
increases as you increase that object’s speed.
I will construct explanations.
EXPLORE
Materials
The Moving Marble
Sample answer: The next step is to decide
what type of materials they should use for
the exterior and interior parts of the bus.
Science and
Engineering Practices Date
Inquiry Activity 1. What are the next steps if the automotive engineer's design
is approved?
Like an engineer,
you will use evidence to
explain what you learn
in this lesson.
on.
Module Energy and Motion
6ModuleEnergy and Motion
Copyright © McGraw-Hill Education
Copyright © McGraw-Hill Education
Marble Travel Time (seconds)
Trial 1
Trial 2
Trial 3
Average
Three Books
Two Books
One Book
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Lesson 1 Energy and Speed 7
EXPLORE
EXPLORE
Inquiry Activity
to r, t to b)©Tavis Wright/Image Source, all rights reserved.,
2)Comstock Images/Alamy,(3)Ken Cavanagh/McGraw-Hill Education,
4)D. Hurst/Alamy,(5)Ken Karp/McGraw-Hill Education
Inquiry Activity
Make a Prediction Help students make a prediction.
Remind them that a prediction is a statement of what they
expect to observe in the future. Tell them to write their
predictions on page 7 in the Be a Scientist Notebook. Then
have students explain their predictions based on previous
observations.
Carry Out an Investigation
1
Help students stack the books and set up the cardboard
tube. Three books should be approximately 9 cm from
one book. The end of the cardboard tube should be on
the table and flush with the spine of the book.
2
For accuracy, have the same student release the marble
and start the stopwatch for each trial. The stopwatch
should be stopped when students hear, not see, the
marble hit the book.
3
Record Data Make sure students are recording data
correctly in the table.
Be a Scientist Notebook, p. 8
EXPLORE
Name
Date
Communicate Information
1. Did your results match your prediction? Explain.
Sample answer: My results did
support my prediction. The marble
moved faster down the highest
ramp.
Have students share their observations and data with those
of their classmates. ASK:
▸How do your results compare to the results of your
classmates? Sample answer: The rest of my classmates have
similar results. The marble traveled the fastest down the
ramp with three books.
▸Do you see any patterns in your data? If so, what patterns
do you see? Sample answer: Yes. The higher the books, the
faster the marble makes it to the bottom. Or the lower the
books, the slower the marble makes it to the bottom.
What you should observe in this discussion is the ability
of your students to articulate the relationship between the
height of the tube and the speed of the marble. The height
of the tube represents the potential energy (which they will
learn about later in the lesson) and the relationship of that
to the speed (kinetic energy) of the marble. ASK:
▸Which setup made the marble travel fastest? Sample
answer: The marble traveled fastest when three books were
stacked.
▸How do you think that the height of the marble related
to its motion? Sample answer: The higher the marble, the
faster it moved down the tube.
Copyright © McGraw-Hill Education
Sample answer: The marble
went down the ramp more slowly
because it had less energy.
Talk About It
Glue your graph here.
3. Construct an Explanation What happened to
the speed of the marble when you used fewer
books? Why do you think this happened?
Analyze Data Encourage students to look for a pattern
in the graph that they made from their data. The bar
graph should show that the marble had the greatest
speed rolling down the steepest ramp.
Have students complete the questions on page 8 in the Be a
Scientist Notebook.
2. In which trial do you think the marble had the
most energy? Explain.
Sample answer: The marble had
the most energy with the highest
ramp. The marble traveled faster
with three books, so it had more
energy.
6
8 Module Energy and Motion
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Lesson 1Energy and Speed
7
EXPLAIN
EXPLAIN
EXPLAIN
Obtain and Communicate Information
Obtain and Communicate Information
Vocabulary
speed the distance an object moves in an amount of time
velocity the speed and direction of an object
acceleration a change in velocity over time
Launch the Science Handbook
on the next slide.
energy the ability to do work
potential energy the energy that is stored inside an object
kinetic energy the energy an object has because it is moving
Read the Science Handbook.
Obtain and Communicate
Information
Measuring Motion
Vocabulary
Have students open to page 9 in the Be a Scientist
Notebook. Read the vocabulary words listed aloud. Have
students circle vocabulary words that they have heard
before. Using the teacher presentation slide, display the
words and their definitions. You might want to have
students add the words to a word wall so they can reference
them as they move through the lesson. Explain to students
that they will see the words used throughout the lesson.
speed the distance an object moves in an amount of time
velocity the speed and direction of an object
acceleration a change in velocity over time
energy the ability to do work
potential energy the energy that is stored inside an object
kinetic energy the energy an object has because it is moving
Students should have encountered the following words in
their previous learning: motion, mass, force, matter, and work.
Have students read pages 278–280 in the Science
Handbook. Students will be introduced to the vocabulary
words speed, velocity, and acceleration. By the end of this
reading, students will understand how these words can be
used to describe motion.
Have students answer the questions on page 9 in the Be a
Scientist Notebook.
Develop Vocabulary speed Mention to students that various combinations of
units of distance and time may be used to represent an
object’s speed, such as feet per second. Mathematically, the
term per means “divided by.”
velocity Stress that velocity is a combination of speed and
direction.
acceleration Point out that acceleration is the noun form
of “accelerate,” which has its origin in the Latin words
accelerare, meaning “hasten,” and celer, meaning “swift.”
Science Handbook, pp. 278–280
Be a Scientist Notebook, p. 9
Name
If students need to review these words, have them look them
up in the Science Handbook. Make sure students understand
what these words mean before continuing in the lesson.
Date
Measuring Motion
EXPLAIN
To describe motion more completely, you also need
to find the amount of time it takes an object to move
a certain distance. With measures of distance and
time, you can describe motion and how it changes.
Obtain and Communicate Information
Vocabulary
Use these words when explaining speed and energy.
speed
velocity
acceleration
energy
potential energy
kinetic energy
Calculating Speed
Speed
The speed of an object is how fast its position
changes over time. To calculate speed, divide the
distance traveled by the time the object travels.
Units of speed are units of distance per unit of time,
such as meters per second (m/s), kilometers per hour
(km/h), or miles per hour (mph).
Measuring Motion
Read pages 278–280 in the Science Handbook. Answer
the following questions after you have finished reading.
distance = 100 m
time = 10 s
speed = distance ÷ time
= 100 m ÷ 10 s
= 10 m/s
1. How do you calculate speed?
Sample answer: Speed equals distance
divided by time.
These are the fastest speeds of
animals over short distances.
2. Describe how velocity is different from speed.
Sample answer: Velocity includes the
direction of an object, but speed does not.
giraffe 14 m/s
3. How are speed and acceleration different?
bee 8 m/s
eagle 33 m/s
Sample answer: Speed is distance over
time and acceleration is the rate at which
velocity changes.
Energy
horse 21 m/s
Copyright © McGraw-Hill Education
Read pages 296–299 in the Science Handbook. Answer the
following questions after you have finished reading.
turtle
2 m/s
4. What happens to the potential energy of an object when
the object is raised higher?
Sample answer: The potential
energy increases.
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8ModuleEnergy and Motion
cheetah 30 m/s
dolphin 12 m/s
Lesson 1 Energy and Speed
9
278Physical Science
EXPLAIN
Obtain and Communicate Information
Launch the Science Handbook
on the next slide.
Read the Science Handbook.
Math Connection Make sure students understand how
to calculate speed using distance and time. This will be
important for inquiry activities later in the lesson. Speed is
calculated by dividing distance traveled by the time spent.
Work through the problem below together. ASK:
▸If a race car traveled a distance of 500 km in 2 h, what was
the car’s average speed? 500 km ÷ 2 h = 250 km/h
Differentiated Instruction
Approaching Level Have students work in pairs to model
a change in speed versus a change in velocity.
On Level Have students describe a scenario using
the words speed, velocity, and acceleration in their
description.
Beyond Level Ask students to research the difference
between average speed and instantaneous speed and to
provide a scenario that shows the difference.
Energy
Have students read pages 296–299 in the Science
Handbook. While reading, students will encounter the
vocabulary words: energy, potential energy, and kinetic energy.
ASK:
▸What clues are there in the second paragraph on page
297 about the meaning of the word elasticity? Stretched,
compressed, and release all imply that something elastic
will bounce back when stretched or compressed.
▸Explain how an airplane in flight has both potential and
kinetic energy. Sample answer: The airplane has potential
energy because it is above the ground and gravity gives it
potential to fall. It has kinetic energy because it is moving.
Visual Kinesthetic Vocabulary Have students cut out
and fill in the Dinah Zike Visual Kinesthetic Vocabulary
from page VKV1 in the Be a Scientist Notebook. Tell
students that energy is the ability to do work and that the
word potential also means possible. Help students make
the connection that things with potential energy have the
possibility of moving and those things with kinetic energy
are in motion.
Have students complete the questions on pages 9-10 in the
Be a Scientist Notebook.
Science Handbook, pp 296–299
Be a Scientist Notebook, p. 10
EXPLAIN
Name
Date
5. Explain how kinetic energy and speed are related.
Sample answer: For any given object, a
higher speed means higher kinetic energy.
Energy
Energy is the ability to do work or to change an object.
The units of energy are expressed the same way as the
units of work—joules (J). A volcano uses energy to erupt and
change the land around it. Plants use energy to grow. Ocean
waves move and crash against rocks because they have
energy. The changes that you see happening around you
involve using energy.
Speed and Energy
Watch the video Speed and Energy. Answer the question after
you have finished watching.
6. Use one of the examples from the video to describe
the relationship between energy and speed.
Sample answer: A cheetah needs more
energy to run fast than it does to rest.
Using Energy
energy to change things
energy to grow
energy to do work
Read pages 282–283 in the Science Handbook. Answer
the following questions after you have finished reading.
7. What is a force?
Sample answer: A force is any push or pull.
8. How does the size of a force affect the acceleration
of an object?
Sample answer: For any given object, a
greater force leads to a greater acceleration.
9. How does the mass of an object affect the acceleration
of an object when you apply a force?
Sample answer: When the same force is
applied, a greater mass leads to a slower
acceleration.
296Physical Science
Copyright © McGraw-Hill Education
energy to move
(tl) Jim Vallance/USGS; (tr) Jaap Hart/Getty Images; (bl) Design Pics/Don Hammond; (br) Steve Allen/Brand X Pictures
Energy, Mass, and Speed
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Lesson 1Energy and Speed
9
EXPLAIN
EXPLAIN
EXPLAIN
Obtain and Communicate Information
Watch the Video
to learn about
speed and energy.
Obtain and Communicate Information
Launch the
Science Handbook
on the next slide.
Play the video
on the next slide.
Read the Science Handbook.
Speed and Energy
Have students watch the video Speed and Energy.
Students have read about the relationship between speed
and kinetic energy on pages 296–299 in the Science
Handbook. This video shows examples of this relationship.
Pause the video after the narrator asks: “What is the
relationship between speed and energy?” Ask students to
respond to this question using what they have learned so
far. Then show students the rest of the video. Have students
complete the question on page 10 in the Be a Scientist
Notebook.
Energy, Mass, and Speed
Have students read pages 282–283 in the Science
Handbook. Student will learn about how forces are related
to energy and speed and how mass affects these forces.
Students will revisit the vocabulary word acceleration.
Students will also encounter the word contact forces in
this reading, but will learn more about contact forces in
Lesson 2.
Use the Visuals Have student look at the diagram on
page 283 in the Science Handbook. Tell them that the sizes
of the arrows indicate the amount of force or acceleration.
ASK:
▸What does the red arrow represent? force
▸What does the green arrow represent? acceleration
▸How is the bottom image different from the other
two images? How is the acceleration affected by this
difference? The image at the bottom shows a cart with two
boxes. The acceleration is less.
▸What does this tell us about the relationship between mass
and speed? It takes more force to change the speed of
something with more mass.
Have students complete the questions on page 10 in the Be
a Scientist Notebook.
Science Handbook, pp. 282–283
Force
A force is any push or pull. A force can cause
an object to start moving or change direction.
It can also cause an object to speed up, slow
down, or stop. In each case, the force accelerates
the object.
The arrow of the compass
is a small magnet. One end
of it is attracted to Earth's
magnetic north pole.
Some forces, such as a bat hitting a ball, act
for a short time. Other forces, such as bicyclist
pedaling steadily, act continuously.
Many forces occur as one object touches
another. These are called contact forces. If you
push a cart, for example, you apply a contact
force to the cart. Other forces occur without
objects touching. These are called noncontact
forces. A compass needle swings to point north
because of Earth's magnetic force. The force that
moves the needle is not touching it. The force
of magnetism pulls the needle. Magnetism is a
noncontact force.
The brief, contact force
from the swinging bat
accelerates the ball.
(t) C. Zachariasen/PhotoAlto; (b) ©Akihiro Sugimoto/age fotostock
Diagrams of force often use arrows to show the
strength and direction of forces. The length of a
force arrow shows how strong the force is. Units
of force are the newton (N) and the pound (lb).
282Physical Science
10ModuleEnergy and Motion
EXPLAIN
EXPLAIN
Obtain and Communicate Information
Obtain and Communicate Information
Talk to your partner
about the differences
between potential and
kinetic energy.
Use what you have learned
to complete the Notebook
Foldables activity.
DINAH ZIKE
∏
Notebook Foldables
whole class
20 mins
Have students use Notebook Foldables® as a tool to organize
important lesson information. Copy page F1 of your
Teacher’s Edition for each student. Have students cut out
the Notebook Foldables tabs and glue the anchor tabs to the
designated areas on page 11 in the Be a Scientist Notebook.
Have students use their understanding of kinetic and
potential energy to describe how each image demonstrates
kinetic or potential energy. Make sure they consider what
happens both when the object is at rest and when it is
moving. Students can return to the Notebook Foldables
Activity throughout the lesson or module for reference or at
the end of the lesson or module as a study guide.
Talk About It
Use the Talk About It question to assess students’
understanding of what they have learned so far. If students
do not demonstrate an understanding about the difference
between potential and kinetic energy, then have them revisit
some activities in this lesson.
The Moving Marble
Have students revisit The Moving Marble Activity on page 7
in the Be a Scientist Notebook. Have them use what they
have learned in this lesson to draw and label a diagram
of the investigation setup on page 12 in the Be a Scientist
Notebook. Have students use lesson vocabulary to show the
energy the marble possesses. Their diagrams should show
the marble with potential energy at the top of the tube and
increasing kinetic energy as it rolls down through the tube.
It should also indicate that as the marble rolls down the
tube, its potential energy decreases. The potential energy
does not become zero until it reaches the bottom of the
ramp.
Have students answer the questions on page 12 of the Be a
Scientist Notebook.
Be a Scientist Notebook, p. 12
Be a Scientist Notebook, p. 11
Name
ASK:
▸What is the difference between potential and kinetic
energy? Potential energy is energy that is stored in an
object. Kinetic energy is energy due to an object’s motion.
Date
EXPLAIN
EXPLAIN
Name
Date
The Moving Marble
10. Revisit The Moving Marble activity on page 7. Draw and label
a diagram of your setup. Use lesson vocabulary to label the type
of energy that was present throughout the marble's movements.
Glue anchor tab here.
Glue anchor tab here.
Cut out the Notebook Foldables tabs given to you by your
teacher. Glue the anchor tabs as shown below. Use what you
have learned to describe how the soccer ball and the apple
could have kinetic or potential energy.
The diagram should show the marble with
potential energy at the top of the tube
and kinetic energy when it is moving
in the tube. Students should also show
that the marble has potential energy
while moving down the tube.
11. How does your diagram show the relationship between potential
and kinetic energy? Use lesson vocabulary in your response.
Sample answer: The diagram shows that as
potential energy decreases, kinetic energy
increases when the marble starts moving.
Science and
Engineering Practices Use examples from
the lesson to explain
ain
what you can do!!
Sample answer: I can use evidence
to construct an explanation about how
increasing energy causes an increase in
speed.
Copyright © McGraw-Hill Education
I can
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Think about the evidence that you have collected
throughout the lesson that shows the relationship
between energy and speed. Tell how you can construct
explanations by completing the “I can . . .” statement below.
Module Energy and Motion
Lesson 1Energy and Speed
11
EXPLAIN
EXPLAIN
Obtain and Communicate Information
EXPLAIN
Obtain and Communicate Information
Quick Check
EXPLAIN
Reflect and Refine
When Does It Have Energy?
Infer What happens to the
amount of energy a car has
when the car goes faster?
Clues
What
I Know
Has your thinking
changed? If so, how?
What
I Infer
EXPLAIN
Science and Engineering Practices
I can construct
explanations...
Four friends were playing kickball. They each had different
ideas about the ball and energy. This is what they said:
Lily: The ball has to be on the ground, not moving, to have energy.
Mike: The ball has to be moving to have energy. It doesn’t matter
how fast it is moving.
Otto: The ball has to be moving very fast to have energy.
Ava: The ball has energy when it is both moving and not moving.
Reflect and Refine
ELL Support
Perform the steps in the Moving Marble activity again
with students. At each stage, talk about the type of
energy that is present. Have students create their diagram
as they watch.
Emerging Level Students can identify the type of energy
present with single word answers.
Expanding Level Students can use phrases or short
sentences to describe the type of energy present.
Bridging Level Students can discuss in detail the types
of energy present.
Use this opportunity to do a quick assessment of the
students’ understanding to determine if they are ready to
move on. Display the Quick Check slide from the teacher
presentation and ASK:
▸Infer What happens to the amount of energy a car has
when the car goes faster?
Complete the graphic organizer as a class. If students were
not able to make the connection between energy and speed,
have them rewatch the Speed and Energy video. Have them
compare the car to the cheetah. Tell them that the cheetah
and car both have more energy when they are moving faster.
The car goes
faster.
At this point, students can go back to the Page Keeley
Science Probe on page 4 of the Be a Scientist Notebook to
decide whether they would like to change or justify their
response. Students have had an opportunity to develop a
conceptual understanding of energy as a property of all
objects, both moving and not moving. Revisiting the probe
here will reveal whether students are still holding on to a
misconception or have gaps in conceptual understanding.
Science and
Engineering Practices
I can construct explanations.
Quick Check
Clues
When Does It Have Energy?
What
I Know
The faster an
object is moving,
the more energy
it has.
What
I Infer
The car will have
more energy.
Have students complete the “I can…” statement on page 12
in the Be a Scientist Notebook. The “I can…” statement for
this lesson references the Science and Engineering Practice
of constructing explanations. ASK:
▸What did you explain in any of the investigations that you
conducted? Sample answer: I explained how the marble
went faster through the tube when I used 3 books.
▸What evidence did you use in your explanations? Sample
answer: I used the recorded times for each trial as evidence
to determine and explain which setup was the fastest.
They should understand that the object in motion has
energy because it is in motion. They should have indicated
this as kinetic energy on their diagram.
Differentiated Instruction
Approaching Level Have students identify whether a
moving car has potential or kinetic energy.
On Level Have students explain why the speed of the ball
is important in bowling.
Beyond Level Have students design a simple experiment
showing that the faster an object is moving, the more
energy it has.
12ModuleEnergy and Motion
ELABORATE
ELABORATE
ELABORATE
Research, Investigate, and Communicate
Research, Investigate, and Communicate
Inquiry Activity Mass Matters
You will observe how mass affects
the kinetic energy of an object.
You will use objects with different
masses traveling at the same speed.
(l to r, t to b)©Tavis Wright/Image Source, all rights reserved.,
(2)Comstock Images/Alamy,(3)Ken Cavanagh/McGraw-Hill Education,
(4)D. Hurst/Alamy,(5)Ken Karp/McGraw-Hill Education
Write a Hypothesis Read the
activity. How will increasing the
mass of the water bottle affect the
distance the plastic cup moves?
Write a hypothesis in the form of an
“If..., then...” statement.
Research, Investigate,
and Communicate
Inquiry Activity
Read the steps of the investigation on pages 13–14 in the Be
a Scientist Notebook together with students.
Mass Matters
small groups
Advanced Preparation Review how to make line graphs
with students. Ensure that students know how to label the
X and Y axes and plot their data. It may also be helpful to
practice using the pan balance ahead of time. Have the
ramps set up with the starting points already marked. The
bottles of water can also be prepared ahead of time.
40 mins
Safety Students should wear goggles during this activity.
Materials safety goggles, 2 books, thin, flat board,
meterstick, masking tape, 500–mL plastic bottle with screw
cap, graduated cylinder, pan balance, plastic cup, water
Purpose Students will observe how mass affects the kinetic
energy of an object.
Write a Hypothesis Help students write a hypothesis.
Remind them that a hypothesis is an explanation based
on what they already know, and a starting point for a new
investigation. Tell them to write their hypothesis on page 13
in the Be a Scientist Notebook. Then have students explain
their hypothesis based on previous observations.
What to Expect Students will use different amounts of
water to change the mass of a bottle of water. They will roll
the bottle down a hill and measure how far it is able to move
a plastic cup. The distance the cup moves is used to measure
the kinetic energy of the bottle of water.
Carry Out an Investigation
Be a Scientist Notebook, p. 13
Be a Scientist Notebook, p. 14
Date
Explain that one end of the board will go on the table
and the other on the books. Make a sample ramp for
students if necessary.
ELABORATE
Research, Investigate,
and Communicate Inquiry Activity ELABORATE
Materials
Place the empty cup at its starting point. Place the bottle at
its starting point. Let go of the bottle and allow it to run into
the cup and move it.
5
Record Data When both the cup and the bottle have stopped
moving, use the meterstick to measure the distance the cup
moved from its starting point. Record your data.
safety goggles
2 books
Mass Matters
thin, flat board
You will observe how mass affects the kinetic energy of
an object. You will use objects with different masses traveling
at the same speed.
Write a Hypothesis Read the activity. How will increasing the
mass of the water bottle affect the distance the plastic cup
moves? Write a hypothesis in the form of an “If..., then...”
statement.
Sample answer: If the mass of
the water bottle is greater, then
it will move the cup farther.
Carry Out an Investigation
meterstick
masking tape
500-mL
plastic bottle
with screw
cap
6
Repeat steps 4 and 5 two more times. Record your data.
7
Add 100 mL more water to the bottle. Measure the mass.
Repeat steps 4-6 to get three trials with the new mass. Record
your data.
8
Add 100 mL more water to the bottle. Measure the mass.
Repeat steps 4-6 to get three trials with the new mass. Record
your data.
9
Analyze Data Using the data collected, create a line graph
on a separate sheet of paper showing the relationship between
the mass of the bottle and the average distance the cup
moved. Use a ruler if necessary to create straight lines. Label
the X and Y axes and title the graph.
pan balance
plastic cup
water
graduated
cylinder
2
Measure 20 cm from the bottom of the ramp and mark
the distance with tape. This will be the starting point
of the cup for each trial.
3
Fill the bottle with 100 mL of water. Screw the cap
on tightly. Measure the mass of the water and bottle
on the pan balance, and record the measurement below.
Mass of
100-mL
Water Bottle
Mass of
200-mL
Water Bottle
Trial 1
Trial 2
Mass of
300-mL
Water Bottle
Trial 3
Average
Distance
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13
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Stack two books. Place one end of the board on
the books to form a ramp. Mark the ramp where the ramp
touches the books to use as the starting point for the bottle.
Date
Distance Cup
Distance Cup
Distance Cup
Moved with
Moved with
Moved with
100-mL Water 200-mL Water 300-mL Water
Bottle
Bottle
Bottle
BE CAREFUL Wear safety goggles to protect your eyes.
1
Name
4
Glue your graph here.
Name
1
14 Module Energy and Motion
Lesson 1Energy and Speed
13
ELABORATE
ELABORATE
3
Assist students in filling the water bottles. Demonstrate
how to use the pan balance.
4
Emphasize the importance of using the same starting
points for both the bottle and the cup each time. Explain
that if these points are changed, more than one variable
is being changed.
5
Record Data Demonstrate proper measurement for
students. Students should measure from the cup’s
starting point to the place where it comes to a rest.
Have students record their data on page 14 in the Be a
Scientist Notebook.
Some students might have experienced trials where
the water leaked from the bottle or bottles may have
traveled off course, making data collection hard, or
in some cases inaccurate. Explain to students that
these are typical issues with investigations and this
is why multiple trials are conducted. Another reason
for multiple trials is measurements may be recorded
incorrectly.
9
Research, Investigate, and Communicate
Analyze Data Help students create a line graph using
their data on a separate sheet of paper. They can glue
the graph to page 14 of their Be a Scientist Notebook.
The X axis is the mass of the bottle. The Y axis is the
distance the cup moved. They should see that the larger
mass caused the cup to travel a greater distance.
Have students answer the questions on page 15 in the Be a
Scientist Notebook.
Talk About It
Have students share their observations from the Mass
Matters activity. ASK:
▸How did your results compare to your classmates? Sample
answer: Most of my classmates had similar results. The
more water in the bottle, the farther the bottle traveled.
The bottle with more energy has more energy.
▸Did data collected change in each trial? Sample answer:
For the most part the data collected was the same.
Differentiated Instruction
Approaching Level Have students explain why a brick has
more potential energy than a piece of paper.
On Level Have students create an anchor chart with
sketches/images/labels to share what they have learned
about potential and kinetic energy.
Be a Scientist Notebook, p. 15
Name
Date
ELABORATE
Communicate Information
Beyond Level Have students explain the roles of
potential and kinetic energy in the way a hammer works.
1. What evidence did you observe in your investigation to explain the
relationship between kinetic energy and mass?
Sample answer: Since the more massive
bottle caused the cup to move the
greatest distance it must have had the
greatest kinetic energy.
2. Why was it important that the height of the ramp did not change?
Sample answer: The height of the ramp
controlled the speed of the bottle. The
bottle needed to be moving at the same
speed so that we knew the different
masses caused the energy to change.
3. Construct an Explanation Does the data support your
prediction? Explain.
Copyright © McGraw-Hill Education
Sample answer: The data did support my
prediction. The bottle with the most mass
moved the cup the farthest, showing that
it had the most energy.
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14ModuleEnergy and Motion
Lesson 1 Energy and Speed
15
EVALUATE
EVALUATE
EVALUATE
Performance Task
Performance Task
Test Toy Cars
Be an automotive engineer
and perform tests on the toy
car. You will investigate what
happens when the amount
of energy applied to the car
changes.
to r, t to b)©Tavis Wright/Image Source, all rights reserved.,
2)Comstock Images/Alamy,(3)Ken Cavanagh/McGraw-Hill Education,
4)D. Hurst/Alamy,(5)Ken Karp/McGraw-Hill Education
Make a Prediction You will use
rubber bands to apply different
amounts of energy. Predict
which number of rubber bands
will make the car move fastest,
second fastest, and slowest.
Performance Task
Test Toy Cars
1
Demonstrate how to stretch the rubber band between
the nails and mark the starting point.
3
Emphasize the importance of using the same starting
point every time. Explain that if this point changes,
more than one variable is being changed and the results
will not be valid.
4
Record Data Demonstrate how to use and read the time
on the stopwatch. Students should hit the start button
at the same time their partner lets go of the car and
should stop the timer when the entire car is completely
across the finish line. Have students practice this several
times to ensure consistency in their data collection.
Have students record their data on page 17 in the Be a
Scientist Notebook.
6
Remind students that although it may be harder to pull
the toy car back when there are more rubber bands, it
is critical that they pull back to the same starting point
each time.
45 mins
Materials safety goggles, masking tape, meterstick, 2
wooden blocks securely fastened with nails, rubber bands,
toy car, stopwatch
Purpose Students should conclude from their data that
toy cars launched with more rubber bands will have more
energy.
Advanced Preparation Pound the nails into each end of
the wooden block. As an alternative, students can use their
fingers to hold the rubber band instead of blocks and nails.
Safety Students should wear safety goggles during this
activity.
Make a Prediction Help students make a prediction.
Remind them that a prediction is a statement of what they
expect to observe in the future. Tell them to write their
predictions on page 16 in the Be a Scientist Notebook. Then
have students explain the prediction based on previous
observations.
Be a Scientist Notebook, p. 17
Be a Scientist Notebook, p. 16
EVALUATE
Name
Date
Performance Task Name
Test Toy Cars
safety goggles
Be an automotive engineer and perform tests on
the toy car. You will investigate what happens when
the amount of energy applied to the car changes.
masking tape
Make a Prediction You will use rubber bands to generate
different amounts of energy. Predict which number of
rubber bands will make the car move fastest, second fastest,
and slowest.
2 wooden
blocks with
securely
fastened nails
Two Rubber Bands
Three Rubber Bands
EVALUATE
Average
Time
Three
Rubber
Bands
toy car
7
stopwatch
Analyze Data Using the data collected, create a line graph
showing the relationship between the number of rubber bands
used and the average time needed for the car to travel 1.5 meters.
Use a ruler if necessary to create straight lines. Label the X and
Y axes and title the graph.
Communicate Information
Carry Out an Investigation
1. Construct an Explanation Do the data support your
prediction? Why or why not?
BE CAREFUL Wear safety goggles to protect your eyes.
1
Place a 12-inch strip of masking tape on a tile floor.
This is the “starting line.” Hold the blocks with nails
pushed in them on opposite ends of the tape. Stretch
a rubber band between the nails.
2
Using masking tape, place a “finish line” on
the floor 1.5 meters from the rubber band.
3
Pull a toy car back against the rubber band
a few centimeters. Mark this starting point
with a piece of tape and use it for the rest
of the investigation.
4
Record Data Let go of the car. Have a partner
use a stopwatch to time how long it takes for the car
to cross the finish line. Record the data in the table.
5
Repeat this for two more runs. Then calculate
the average time it took the car to reach the finish line.
6
Repeat steps 3 through 5 with 2 rubber bands and then with
3 rubber bands.
Sample answer: The data collected
support my predictions. One rubber
band moved the car at the slowest
speed. Three rubber bands moved the
car at the fastest speed.
Copyright © McGraw-Hill Education
Copyright © McGraw-Hill Education
Use evidence from an
experiment to explain the
relationship between
en
speed and energy.
y.
16 Module Energy and Motion
Online Content att
Third Run
Time
Two Rubber
Bands
rubber bands
slowest
second fastest
fastest
Second
Run Time
One Rubber
Band
meterstick
Prediction
One Rubber Band
Date
First Run
Time
Materials
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Glue your graph here.
small groups
Carry Out an Investigation
Lesson 1 Energy and Speed
17
Lesson 1Energy and Speed
15
EVALUATE
EVALUATE
EVALUATE
Performance Task
Performance Task
Crosscutting Concepts
Patterns
What patterns did you notice
in the data you collected?
Crosscutting Concepts
Patterns
If this is the first time you have taught the Crosscutting
Concept of patterns, help students understand that patterns
occur in the natural and human-made world. Students
might recognize patterns in the data they have collected.
ASK:
▸What patterns did you notice in the data you collected?
Sample answer: The more rubber bands I used, the faster
the car accelerated.
Have students answer the questions on pages 17–18 in the
Be a Scientist Notebook.
ELL Support
Display visual examples of patterns, such as images
of patterned fabrics, patterns in nature, or patterns
in architecture. Show students examples of numeric
patterns as well. Point out the repeated patterns and say,
A pattern has parts that repeat. Have students chorally
repeat.
Emerging Level Have students identify patterns in the
classroom by pointing to them.
Expanding Level Provide students with a sentence frame
to help them identify patterns in the classroom: I see a
pattern _____.
Bridging Level Have students describe a pattern they
have observed in the data from an investigation during
this lesson.
Talk About It
In this activity, the rubber band transfers potential energy to
the car to make it move from the start to the finish. ASK:
▸What kind of energy does the car have when it is moving?
Sample answer: The car has mostly kinetic energy but still
has potential energy.
▸What happens to the kinetic energy of the moving car
when more rubber bands are added? The kinetic energy
increases.
▸How does the car’s acceleration differ when using 1 rubber
band versus 3 rubber bands? Sample answer: The car
accelerates more when I use 3 rubber bands.
▸What can you infer about potential energy from this
activity? Sample answer: The more potential energy that
the rubber bands have, the more the car will accelerate as
it moves.
Be a Scientist Notebook, p. 18
EVALUATE
Name
Date
Crosscutting Concepts Patterns
2. Did you notice a pattern in the data collected?
Sample answer: There was a pattern in
the data collected. As more rubber bands
were used to make the car move, the time
it took the car to move 1.5 meters became
less. This pattern can be seen in the graph I
created.
3. Use the evidence that you collected to explain the relationship
between the speed and energy of the car.
Sample answer: When more rubber bands
were used, the energy pushing thecar
increased. More energy increased the
speed of the car. I know this because the
time it took the car to travel 1.5 meters
became less with each rubber band added.
18 Module Energy and Motion
16ModuleEnergy and Motion
Copyright © McGraw-Hill Education
4. Infer what would happen if you used four rubber bands.
Sample answer: I think that if I used four
rubber bands, then the car would have even
more speed. It would take even less time
for the car to travel 1.5 meters.
EVALUATE
EVALUATE
Essential Question
Science and Engineering Practices
I did construct
explanations...
Watch the Video
and explain how the
energy and speed of the
race car are related.
Essential Question
How are energy and speed related?
Have students refer to the answer they wrote to this
question on page 6 in the Be a Scientist Notebook and
see if and how their thinking has changed. Discuss and
share their answers as a large group. Have students answer
the Essential Question on page 19 in the Be a Scientist
Notebook.
eAssessment
You might want to assign students the lesson test from
eAssessment. You can assign the premade lesson test, which
is based on the Disciplinary Core Ideas for the lesson, or
you can customize a test using the customization tool. For
additional help with eAssessment, please reference the
“How To” guide under Assessment in the main menu at
connectED.mcgraw-hill.com .
Science and
Engineering Practices
I did construct explanations.
Have students refer to the “I will…” and “I can…” statements
on pages 6 and 12 in the Be a Scientist Notebook. ASK:
▸Have you used evidence to construct explanations related
to speed and energy? If so, how? Sample answer: Yes, I
explained how the marbles had more energy and went
faster when the ramp was steeper.
Help students record their “I did…” statement on page 19 of
the Be a Scientist Notebook.
Be a Scientist Notebook, p. 19
Name
Date
EVALUATE
Essential Question
How are energy and speed related?
Think about the video of the race car at the beginning of the lesson.
Explain how the energy and speed of the race car are related.
Sample answer: When the race car is
moving faster, it has more energy. When it
is moving slower, it has less energy.
Science and
Engineering Practices Review the “I can . . .” statement you wrote arlier
in the lesson. Explain what you have accomplished
in this lesson by completing the “I did . . .” statement.
Now that
you’re done with
the lesson, share
re
what you did!!
Accept reasonable answers.
Sample answer: I did use
evidence to construct an explanation when I
showed how the more massive bottle moved
the cup farther.
Copyright © McGraw-Hill Education
I did
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Lesson 1 Energy and Speed
19
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Lesson 1Energy and Speed
17
GLOSSARY
A
cone some seed plants reproduce with cones instead of
flowers
acceleration a change in velocity over time
conservation the act of saving, protecting, or using
resources wisely
acid rain harmful rain caused by the burning of fossil fuels
adaptation a trait that helps a living thing survive in its
environment
alternative energy source a source of energy other than
the burning of a fossil fuel
amplitude a measure that relates to the amount of energy
in a sound wave
avalanche a large, sudden movement of ice and snow
down a hill or mountain
constraint something that limits or restricts someone or
something
contact force force that results from the interaction of two
objects in contact with each other
continent a large landmass
convection the transfer of thermal energy by flowing gases
or liquid, such as the rising of warm air from a heater
convex lens thicker in the middle, can make an object look
larger
B
criteria standards on which a judgment or decision may be
based
binary code a system of representing a letter, digit, or other
character using 0’s and 1’s
D
biomass plant and animal wastes that can be processed to
make fuel
deposition the dropping off of eroded soil and bits of rock
biomass conversion the process of changing biomass into
fuel
design process a series of steps that engineers follow to
come up with a solution to a problem
brain organ in the nervous system that sends and receives
messages from the other body organs
earthquake a sudden shaking of the rock that makes up
Earth’s crust
C
echo a repetition of a specific sound produced by
reflection of sound waves from a surface
echolocation the process of finding an object by using
reflected sound
central nervous system part of the nervous system made
up of the brain and spinal cord
electric current a flow of electricity through a conductor
circuit a path through which electric current can flow
electromagnet a magnet formed when electric current
flows through wire wrapped in coils around an iron
coding the process of writing a computer program in a
language that can be used by a computer.
concave lens thinner in the middle, always makes objects
look smaller
conduction the transfer of thermal energy between two
objects that are touching
conductor a material through which heat or electricity
flows easily
TR28Glossary
electromagnetic spectrum a range of all light waves of
varying wavelengths, including the visible spectrum
energy the ability to do work
energy transfer the movement of energy from one object
to another or the change of energy from one form to another
erosion the weathering and removal of rock or soil
external structure structures that are found outside of an
organism’s body
F
insulator a material that slows or stops the flow of energy,
such as thermal energy, electricity, and sound
fault a break or crack in the rocks of Earth’s crust where
movements can take place
internal structure structures that are found inside of an
organism’s body
flood a great flow of water over land that is usually dry
force a push or a pull
fossil any evidence of an organism that lived in the past
fossil fuel a source of energy made from the remains of
ancient, once-living things
frequency the number of wavelengths that pass a reference
point in a given amount of time
K
kinetic energy the energy an object has because it is
moving
L
landform a physical feature on Earth’s surface
G
landslide the rapid movement of rocks and soil down a hill
generator a device that produces alternating current by
spinning an electric coil between the poles of a magnet;
changes motion into electrical energy
geothermal using the heat of the earth’s interior
gravity a noncontact force that acts over a distance and
pulls all objects toward each other
M
mass the amount of matter making up an object
medium the substance through which a waves travels
motion a change in an object’s position over time
H
N
heat the movement of thermal energy from a warmer
object to a cooler object
hydroelectricity relating to production of electricity by
waterpower
natural resource something that is found in nature and is
valuable to humans
nervous system the set of organs that uses information
from the senses to control all body systems
noncontact force force that occurs without objects
touching
I
image a “picture” of the light source that light rays make in
bouncing off a polished, shiny surface
nonrenewable resource a natural material or source of
energy that is useful to people and cannot be replaced easily
index fossil the remains of living things that were
widespread, but lived during a relatively short part of
Earth’s history
O
inertia the tendency of an object in motion to stay in
motion or of an object at rest to stay at rest
opaque completely blocking light from passing through
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GlossaryTR29
P
S
peripheral nerve a nerve that is not part of the central
nervous system and receives sensory information from cells
in the body
sediment the particles of soil or rock that may be eroded
and deposited
photon a tiny bundle of energy through which light travels
photosynthesis the process of putting together carbon
dioxide and water using energy from light
pitch the highness or lowness of a sound as determined by
its frequency
plate tectonics a scientific theory that Earth’s crust is
made of moving plates
pollution any harmful substance that affects Earth’s land,
air, and water
sedimentary rock a rock that forms when small bits of
matter are pressed together in layers
seismic wave a vibration caused by an earthquake
seismograph shows seismic waves as curvy lines along a
graph
seismometer an instrument that detects and records
earthquakes
sensory organ organs such as the skin, eyes, ears, nose,
and tongue that gather information from outside the body
potential energy the energy that is stored inside an object
solar cell a device that uses light from the sun to produce
electricity
prototype an original or first model of something from
which other forms are copied or developed
solar power converting energy from the Sun into electrical
power
R
radiation the transfer of energy through space
reflection the bouncing of light waves off a surface
reflex an action or movement of the body that happens
automatically as a reaction to something
refraction the bending of light as it passes from one
transparent material into another
renewable resource a useful material that is replaced
quickly in nature
replenish to refill, resupply, or to make complete again
resistor an object in an electrical circuit that resists the
flow of energy
respiration the using and releasing of energy in a cell
respiratory system the organ system that brings oxygen to
body cells and removes waste gas
sound energy a type of energy produced by vibrations of
matter
sound wave a wave that transfers energy through matter
and spreads outward in all directions from a vibration
speed the distance an object moves in an amount of time
spinal cord a thick bundle of nerves inside the spine
stimulus something in the environment that causes a
living thing to respond
stomata pores in the bottom of leaves that open and close
to let in air or give off water vapor
storm surge an abnormal rise of ocean water generated by
a storm, over and above normal tides
structural adaptation adjustments to internal or external
body parts
switch a device that can open or close a circuit
T
response a reaction to a stimulus
thermal energy depends on the motion of tiny particles in
matter; the faster the particles move the warmer a substance
gets and the more thermal energy it has
TR30Glossary
topographical map a map that shows the elevation of an
area of Earth’s surface using contour lines
translucent letting only some light though so objects on
the other side appear blurry
transparent letting all the light through so objects on the
other side can be seen clearly
transpiration the release of water vapor through the
stomata of a plant
tropism a plant’s response to water, gravity, light, and
touch
tsunami a huge wave caused by an earthquake under the
ocean
V
vegetation plants that cover a particular area
velocity the speed and direction of an object
visible spectrum the part of the electromagnetic spectrum
made up of the colors of light humans can see
volcano a mountain that builds up around an opening in
Earth’s crust
volume the loudness or softness of a sound
W
wavelength the distance from the top of one wave to the
top of the next
weathering the breaking down of rocks into smaller pieces
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GlossaryTR31