Energy: key concepts

Paula Coto
Note by Paula Coto, updated more than 1 year ago
Paula Coto
Created by Paula Coto over 5 years ago
22
1

Description

An interactive notebook by Elesapiens that presents the key concepts of energy and the environment in an interesting and fun way, always in accordance with the standard curriculum.

Resource summary

Page 1

Go to Energy: key concepts by Elesapiens now! Curricular Focus of this Resource: Energy An interactive notebook by Elesapiens Science & Fun that presents the key concepts of energy and the environment in an interesting and fun way, always in accordance with the standard curriculum. NGSS alignment: 4-PS3-1 - Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-2 - Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-4 - Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 4-ESS3-1 - Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. 5-PS3-1 - Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. MS-PS1-3 - Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.5-ESS3-1 - Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. MS-ESS2-4 - Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

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