This unit builds toward the following NGSS Performance Expectations (PEs):

• 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. (Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.)

This unit builds towards the following Disciplinary Core Ideas (DCIs):

PS3.A Definitions of Energy

• The faster a given object is moving, the more energy it possesses. Energy can be moved from place to place by moving objects or through sound, light, or electric currents.

PS3.B Conservation of Energy and Energy Transfer

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

PS3.C Relationship Between Energy and Forces

• When objects collide, the contact forces transfer energy so as to change the objects’ motions.

This unit intentionally develops students’ engagement in these practice elements:

Asking Questions and Defining Problems

• Ask questions about what would happen if a variable is changed. (AQDP-E1)
• Identify scientific (testable) and non-scientific (non-testable) questions. (AQDP-E2).
• Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (AQDP-E3)

Planning and Carrying Out Investigations

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (INV-E1)
• Evaluate appropriate methods and/or tools for collecting data. (INV-E2)
• Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (INV-E3)
• Make predictions about what would happen if a variable changes. (INV-E4)

Constructing Explanations and Designing Solutions

• Construct an explanation of observed relationships (e.g., the distribution of plants in the backyard). (CEDS-E1)
• Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. (CEDS-E2)
• Identify the evidence that supports particular points in an explanation. (CEDS-E3)

In this unit, there are opportunities to practice the following Science and Engineering Practices:

• Developing and Using Models
• Analyzing and Interpreting Data
• Obtaining, Evaluating, and Communicating Information
• Using Mathematical and Computational Thinking

This unit intentionally develops students’ engagement in these practice elements:

Patterns

• Patterns of change can be used to make predictions. (PAT-E2)
• Patterns can be used as evidence to support an explanation. (PAT-E3

Cause and Effect

• Cause and effect relationships are routinely identified, tested, and used to explain change. (CE-E1)

Energy and Matter

• Energy can be transferred in various ways and between objects. (EM-E3)

In this unit, there are opportunities to practice the following Crosscutting Concepts:

• Scale, Proportion, and Quantity
• Systems and Systems Models

This unit makes these connections to the Nature of Science:

• Science investigations begin with a question.
• Science investigations use a variety of methods, tools, and techniques.
• Scientists search for cause-and-effect relationships to explain natural events.
• Science uses tools and technologies to make accurate measurements
• and observations.
• Science findings are limited to what can be answered with empirical
• evidence.
• Science methods are determined by questions.
• Science explanations can change based on new evidence.
• Science findings are based on recognizing patterns.
• Most scientists and engineers work in teams.
  

The anchoring phenomenon for this unit is the observable changes in the motion of a kicked soccer ball. Students initially explore this phenomenon by safely passing (kicking) a ball back and forth between one another and gradually moving apart from one another with each pass. They also explore other games and sports that involve an object moving from one place to another by playing marbles, watching a video of ice hockey, and reading about other sports. These games all involve energy transfer through contact forces. Importantly, as students collaboratively engage in planning and carrying out their investigations about energy, observing evidence of energy transfer is accessible to all learners since we can feel (heat), see (speeding up or slowing down, shape changes), and/or hear (sound) energy transfer happening. This phenomenon was chosen as the unit anchor for the following reasons:

• Elementary students were surveyed about their interest in possible phenomena, and students were interested in sports-related phenomena. Educators from our nine partner states also informed us that many elementary students have experience playing or observing soccer or other related sports and that it would be of high interest to young learners.
• Learning about collisions is integral to PS3.C and as designers, we were mindful of the kinds of collisions that could be traumatic for students to discuss in the classroom. We chose sports-related phenomena that did not involve concussions, crashes, and/or colliding with other players, and our state leaders agreed with that choice.
• Sports and games are something that nearly all students will have experienced or observed at some point in their lives, and they are phenomena students can experience and observe firsthand in a school setting. Similarly, all students have experienced pushing objects from one place to another, and without recognizing it, have sensed (seen, felt, or heard) energy transfer. The soccer kick and other related phenomena allow us to broaden students’ understanding of when and where they experience and observe energy transfer.
• While simple enough to observe and experience, the soccer kick provides enough complexity for students to plan and carry out investigations that allow them to explore and explain different aspects of the phenomenon. Students can design investigation systems to mimic a kick and change variables to test. These experiences allow students to establish their understanding of energy and energy transfer while building on 3rd-grade concepts like balanced and unbalanced forces.

This unit is composed of two lesson sets, summarized in the table below.

• The goal of integrating literacy within OpenSciEd units is to offer opportunities for practicing reading, writing, speaking, and listening to support science learning. Literacy is fundamental to science because reading, writing, speaking, and listening are the primary means for students to understand and communicate their science ideas. Students use oral (speaking, listening) and written (reading, writing) language to communicate their science ideas and to support their ongoing science sensemaking. Literacy integration throughout the program also helps students learn how to use their oral and written language in a way that mirrors the work of scientists and engineers. The unit teacher materials contain tables that explain the different types of books and texts that students will engage with across the unit to support their sensemaking. 
• ELA standards are also integrated throughout the unit to highlight the link between literacy and science for teachers and students. Many ELA standards are incorporated into lessons as needed for specific science learning objectives and teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific ELA connection standards happen and how they are used to support the science work in those lessons. 

The goal of integrating mathematics in the OpenSciEd units is to build a strong base of knowledge to reinforce and strengthen science learning. Mathematics integration is intentional – to help the storyline along, clarify pieces of the puzzle students are figuring out, or provide students with tools to highlight, analyze, model, and interpret important patterns in the data they are exploring. Mathematical practices (MP4, MP6, and MP7) along with crosscutting concepts are employed throughout the unit to develop student understanding of science ideas and deepen science practices. In this unit, students will use line plots to represent the measurements for the distance a ball travels and analyze and interpret patterns in the data (part of 4.MD.A.2) in Lessons 5, 7, and 8. Students will continue to analyze and interpret data from tables and line plots for evidence of energy transfer in collisions in Lessons 10 and 11. See the Teacher Handbook for additional support and differentiation options.

Math standards are incorporated into lessons as needed for specific science learning objectives, and teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific math standard connections happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

• Candice Guy-Gaytán, Unit & Field Test Unit Lead, BSCS Science Learning
• Gail Housman, Field Test Unit Lead, Northwestern University
• Adam Kirn, Writer, Independent Consultant
• Areal Joplin, Writer, Northwestern University
• Ashley Stanley, Writer, Independent Consultant
• Diego Rojas-Perilla, Writer, BSCS Science Learning
• Amanda Dahl, Text Development Lead, Michigan State University
• Carla Robinson, CLS Unit Support, The University of Texas at Austin
• Lauren Rigby, Math & CLS Unit Support, The University of Texas at Austin
• Heather Galbreath, Coherence Reviewer, Independent Consultant
• Guy Ollison, PL Designer and Coherence Reviewer, BSCS Science Learning
• Kimberly Allard, Co-Design Teacher, San Diego Unified School District

• Gen Zoufal, Project Manager, Northwestern University
• Stephanie Roberts, Copy Editor, Beehive Editing
• Chris Moraine, Graphic Designer, BSCS Science Learning
• Becca Greer, Project Coordinator, BSCS Science Learning
• Ken Roy, Safety Consultant, National Safety Consultants, LLC

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by NSTA’s Peer Review Panel using the EQuIP Rubric for Science. We are proud that this unit has earned the highest score available and has been awarded the NGSS Design Badge. You can find additional information and read this unit’s review at on NSTA’s website using this link ________.