Grade 4 Quarter 1 Science

2017-2018

Energy and Energy Transfer

Scientists Name ____________________________________

Homeroom _________________________________________
Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Lesson 1: Newton's Laws of Motion: Collisions

Student Activity Sheet

Newtons First Law of Motion: An object that is moving will keep moving, and an object at rest will
remain at rest, unless energy is used to change its motion
Newtons Third Law of Motion: For every action there is an equal and opposite reaction
Inertia: Resistance to change in motion

Demo 1: Ball bounce

How does the first law apply to this collision?

How does the third law apply to this collision?

What happened to the total energy in this collision?

More collisions!
Take notes about what happens in each collision

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Dye Dispersion Student Activity Sheet

Materials
Beakers Food Coloring 3 Thermometers Hot and Cold water from sink Ice water

Experimental Procedure: Read carefully before starting!

1. Set the 3 beakers next to one another. Fill the first beaker with 500 mL of iced water. Fill the second
beaker with 500 mL of cold tap water. Fill the third beaker with 500 mL of hot tap water. Be careful
when handling the hot water!
2. Use the thermometers to measure the temperature of the water in each beaker, and record that value
in your data table.
3. Add 2 drops of food coloring into each of the beakers. Drop the food coloring into the middle of the
water, not along the sides of the beakers.
4. Start the stopwatch when the food coloring is added, and measure the amount of time it takes for the
dye to fully spread throughout each of the beakers. Record the times in your data table.

Title: ______________________________________

Temperature Time it took for dye to fully Average time the dye took to
spread fully spread for the class
Iced Water

Cold Tap Water

Hot Tap Water

1. Variables are qualities that can be changed during the experiment. What are the variables in this
experiment?

2. Constants are qualities that are kept the same throughout the experiment. What are the constants in
this experiment?

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Create a bar graph to show your groups data. Include labels for the type of water and the number of
seconds it took for the dye to spread.

Dye and Energy

Time in seconds

Type of Water

What trends do you see in the graph? Describe any relationship you see between the temperature of the
water and the dispersion time of the dye. Why do you think this relationship exists (in terms of energy)?

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 ENERGY

Matching
Name _______________________________________________ Date ________________

1. change A. e nergy that gives

power to things that
run on electricity

2. chemical energy B. the ability to do work

or make a change

3. electrical energy C. a n activity that makes

something happen

D. to make something

4. energy different or to
become different

E. energy made by
5. work
combining natural
substances

Teacher Instructions: Read the vocabulary terms and definitions with students. Have them draw
a line connecting each vocabulary term with its definition.

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 ENERGY

Word Search
Name _______________________________________________ Date ________________
K B A T T E R I E S O
R E F L E C T K K F M
K M L A V M M Z N N R
B W A L A C O Y B U F
E Z S G U P S R V T T
V J H E R T P L K R L
P H L T O S H N T I P
A V I B R A T E A E M
H C G I M S R M F N A
K M H N C A E Y R T K
E Y T A H Z I K N S C
N P V N A E T G S E W

1. substances in food that living things need to stay healthy

and grow
2. to move back and forth very quickly
3. an electric light that runs on batteries and is easy to carry
4. objects that turn chemical energy into electrical energy
5. to throw light, sound, or heat back toward where it came
from

Teacher Instructions: Read the definitions of vocabulary terms with students. Have them figure
out each term and then find and circle it in the puzzle. Words may appear horizontally or
vertically. Provide a word bank for students who need help identifying the terms.

Learning AZ All rights reserved. www.sciencea-z.com

 ENERGY

Wordplay
Name _______________________________________________ Date ________________

bright clerk feet hand lunch milk ocean round song week

Which word
Which word
Vocabulary starts with Use the vocabulary
sounds the
words the same word in a sentence.
same?
sound?

Heat from a stove helps

feet hand
me cook noodles.
heat

work

motion

light

sound

Teacher Instructions: Read each vocabulary term with students and discuss its meaning.
Have students use each word from the box once.
Credits: top to bottom: WendellandCarolyn/iStock/Thinkstock; VaLiza/iStock/Thinkstock; SerrNovik/iStock/Thinkstock; thoth11/iStock/Thinkstock; Thomas Northcut/iStock/Thinkstock

Learning AZ All rights reserved. www.sciencea-z.com

Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

HOT! HOT! HOT!

Predict: In what ways can energy be transferred through heating?

As a group, read pages 288 - 290 in ScienceSaurus (Heat Energy).

As a group, discuss how heat energy can move from place to place or into other objects.
1. How does heat energy affect the particles in objects and substances, like water or a metal pot?
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2. What are 3 sources of heat energy that we often use?
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As a group, read 292-294 in the ScienceSaurus. Identify the three ways heat is transferred and
place them in the first row of the chart below. Define the way heat is transferred by this method or
way. List an example of that type of heat transfer in the text.

Type of heat transfer? Type of heat transfer? Type of heat transfer?

Definition: Definition: Definition:

Example given: Example given: Example given:

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Apply what you have learned to describe what would happen if you placed an ice cube in a heated
frying pan on the stove.
Be sure to include heat source, type of heat transfer, and evidence that energy is transferred.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Can you Hear Me?

Investigation Question: How can sound transfer energy?
Engagement: Observe as your teacher rings the chimes. Now observe what happens when your teacher
rings the chimes and then grabs them. Describe by drawing and labeling what you think is happening with
sound and energy.
Ringing the Chimes Grabbing the Ringing Chimes

Exploration: Tuning Fork

Using the tuning fork, complete the following chart by following the directions and recording at least 2
observations per box.

1. Hit fork and hold by eye. 2. Hit fork and hold by ear. 3. Hit fork and grab.

5. Hit fork and lightly touch cup. 4. Hit fork and lightly touch arm.

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Make a Drum! Make a Splash!

1. Attach strips of tape to the top of the cup. 1. Hit the tuning fork.
2. Sprinkle a little salt across the top of the 2. Lightly touch the surface of the bowl of
drum. water.
3. Lightly hold the drum on the table. 3. Record your observations.
4. Hit the tuning fork and then lightly touch the
top of the drum.
5. Record your observations.

Explanation: Discuss observations as a class. Make some notes from the video clips to help you understand
how sound transfers energy.
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Exit Ticket: Provide evidence to prove that sound transfers energy. Use the lab and resources to help you
craft a conclusion.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Light the Bulb!

Investigative Question: How can you use a battery, bulb and a wire to create an
electrical circuit?

Procedure:
1. Using the supplies youve been given, follow the pictures below to create the
different circuits.
2. On your chart, record if the bulb lights up or not.

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 Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Observations:
Circuit Number Light Bulb Lit Light Bulb Did NOT Light

Analysis:
1. What similarities did you observe about the circuits that lit the bulb?
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2. Explain why the bulb was not lit in some circuits.

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Conclusion:
How can you use a battery, bulb and a wire to create an electrical circuit?
Be sure to include evidence from your investigation that showed the energy transferred.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Sources of Energy
Carefully read the text about your assigned source of energy. Answer the questions in the spaces below about your energy source and be prepared
to share with your group.
Energy Source: How it works: Advantages/Good things about it:

Renewable/Nonrenewable?

Illustration: 2 other interesting facts about this energy source: Disadvantages/Bad things about it:

Which energy sources did I hear about from my second group? ________________________________________________
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Natural Resources Rubric

Section 1 Point 2 Points 3 Points 4 Point 5 Points

Renewable Has definition Has definition, 1 Has Definition, Has definition, Has definition, 3+
Resources example, 1 2 examples, 2 pictures 2 examples, examples, 3+ pictures
Section picture 3 + pictures
Nonrenewable Has definition Has definition, 1 Has Definition, Has definition, Has definition, 3+
Resources example, 1 2 examples, 2 pictures 2 examples, examples, 3+ pictures
Section picture 3 + pictures

Compare and Gives 1 Gives 2 Gives 3 differences and 3 Gives 4 differences Gives 5 or more
Contrast difference and 1 differences and similarities and 4 similarities differences and 5 or
renewable vs similarity 2 similarities more similarities
non-renewable

Energy/ Fuel Gives 1 detail Gives 1 detail Gives 2 details on how Gives 2-3 details on Gives 3+ details on
and on how energy/ on how energy/ energy/ fuel comes from how energy/ fuel how energy/ fuel
environment fuel comes from fuel comes from nature and 2 details on comes from nature comes from nature and
nature and 1 nature and 2 how it effects environment and 2 details on how 3+ details on how it
details on how it details on how it it effects environment effects environment
effects effects
environment environment
Presentation No color, not Colorful, , not Colorful, Information not Colorful, neatly Colorful, neatly written,
neatly written, neatly written, organized, neatly written written, information in well organized
no organization not organized columns information
Total: _______/ 25 Points
Notes:
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