Unit Plan 2 (Grade 4 Science): Motion & Energy Basics

Focus: Use observations, measurements, and data displays to relate an object’s speed to its energy (faster motion → more energy, slower motion → less energy).

Grade Level: 4

Subject Area: Science (Physical Science — Motion & Energy)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

In this unit, students explore how moving objects—like balls, marbles, and toy cars—carry energy, and how changing their speed changes the effects they can cause (distance traveled, how hard they hit, how much they move other objects). Through simple investigations, they measure distance and time, compare fast vs. slow, and use their evidence to explain why faster objects have more energy than slower ones. This unit sets the stage for later work with collisions, stored energy, and engineering designs.

Essential Questions

• How can we tell that a moving object has energy?
• How does changing an object’s speed change what it can do (how far it goes, how hard it hits)?
• How can measurements (distance, time) and data displays help us compare energy in different situations?
• Why is it important to use evidence when we explain ideas about motion and energy?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe everyday examples that show moving objects have energy (e.g., rolling balls, swinging swings, moving bikes).
2. Plan and carry out simple investigations that change an object’s speed (e.g., ramp height) and observe the effects (distance traveled, impact on another object).
3. Measure and record distance and/or time in labeled data tables, and create simple graphs or charts to compare trials.
4. Use collected evidence (data, observations) to explain how faster motion is related to more energy and slower motion to less energy.
5. Construct a short written or oral explanation using science vocabulary (speed, energy, motion) and evidence from their investigations.

Standards Alignment — 4th Grade (NGSS-Aligned)

• 4-PS3-1 — Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Success Criteria — Student Language

• I can give examples that show moving objects have energy because they can cause changes (move things, knock things over, make sound).
• I can measure and record how far or how fast an object moves in a data table.
• I can compare trials (fast vs. slow) and describe patterns in my data.
• I can explain, using evidence, that faster objects have more energy than slower objects.
• I can write or share a clear science explanation using the words speed, motion, and energy correctly.