Activity 1 – Elastic Potential Energy
 Fourth Grade 4.PS.2: Energy can be transferred from one location to another or can be transformed from one form to another.
 Sixth Grade 6.PS.3: There are two categories of energy: kinetic and potential.
 Seventh Grade 7.PS.3: Energy can be transformed or transferred but is never lost.
 Seventh Grade 7.PS.4: Energy can be transferred through a variety of ways.

Activity 2 – Chemical Energy
 Fourth Grade 4.PS.2: Energy can be transferred from one location to another or can be transformed from one form to another.
 Fifth Grade 5.LS.2: All of the processes that take place within organisms require energy.
 Sixth Grade 6.PS.3: There are two categories of energy: kinetic and potential.
 Seventh Grade 7.PS.3: Energy can be transformed or transferred but is never lost.
 Seventh Grade 7.PS.4: Energy can be transferred through a variety of ways.

Activity 3 – Wind Energy
 Second Grade 2.ESS.1: The atmosphere is primarily made up of air.
 Second Grade 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.
 Third Grade 3.ESS.2: Earth’s resources can be used for energy.
 Fourth Grade 4.PS.2: Energy can be transferred from one location to another or can be transformed from one form to another.
 Seventh Grade 7.PS.3: Energy can be transformed or transferred but is never lost.
 Seventh Grade 7.PS.4: Energy can be transferred through a variety of ways.

Activity 4 – Dark Energy
While specific Ohio Science Learning Standards do not directly address scientific observation, the overarching student-centered goals for ALL grade levels include helping students to:
 Experience excitement, interest and motivation to learn about phenomena in the natural and physical world.
 Manipulate, test, explore, predict, question, observe and make sense of the natural and physical world.
 Reflect on science as a way of knowing; on processes, concepts and institutions of science; and on their own process of learning about phenomena.
 Think of themselves as science learners and develop an identity as someone who knows about, uses and sometimes contributes to science.


Activity 5 – Solar Energy
 First Grade 1.ESS.1: The sun is the principal source of energy.
Third Grade3.ESS.2: Earth’s resources can be used for energy.
Third Grade3.PS.3: Heat, electrical energy, light, sound and magnetic energy are forms of energy.
Fourth Grade4.PS.2: Energy can be transferred from one location to another or can be transformed from one form to another.
Fifth Grade 5.PS.2: Light and sound are forms of energy that behave in predictable ways.
Seventh Grade 7.LS.1: Energy flows and matter is transferred continuously from one organism to another and between organisms and their physical environments.
Seventh Grade 7.PS.3: Energy can be transformed or transferred but is never lost.
Seventh Grade 7.PS.4: Energy can be transferred through a variety of ways.

Activity 1 – Elastic Potential Energy
 S.4.GS.1: Students will use evidence to construct an explanation relating the speed of an object to the energy of that object.
 S.4.GS.2: Students will make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
 S.7.PS.2: Students will develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
 S.7.PS.5: Students will construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Activity 2 – Chemical Energy
 S.4.GS.2: Students will make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
 S.4.GS.5: Students will obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
 S.7.PS.5: Students will construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Activity 3 – Wind Energy
 S.4.GS.1: Students will use evidence to construct an explanation relating the speed of an object to the energy of that object.
 S.4.GS.2: Students will make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
 S.4.GS.4: Students will apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
 S.4.GS.5: Students will obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
 S.7.PS.5: Students will construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Activity 4 - Dark Energy
While specific West Virginia Standards (Next Generation Science Standards) do not directly address scientific observation skills, Policy 2520.3C states:
Science is the study of the structures and processes of the physical and natural world through observations and experiments. By its very nature, science embodies the doing of science and engineering practices which builds and organizes knowledge in the form of testable explanations, predictions about the universe, and technological applications. The science policy describes students engaging in those practices as they acquire science knowledge and skills necessary for the furtherance of their education, careers, and general welfare.

Activity 5 - Solar Energy
 S.4.GS.2: Students will make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
 S.4.GS.4: Students will apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
 S.4.GS.5: Students will obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
 S.5.GS.5: Students will 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.

Activity 1 – Elastic Potential Energy
 3.PS3.1: Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
 4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
 4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 6.PS3.1: Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.
 6.PS3.2: Construct a scientific explanation of the transformations between potential and kinetic energy.

Activity 2 – Chemical Energy
 3.PS3.1: Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
 4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
 4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 4.ESS3.1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).
 6.PS3.1: Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.
 6.PS3.2: Construct a scientific explanation of the transformations between potential and kinetic energy.

Activity 3 – Wind Energy
 3.PS3.1: Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.
 3.ETS1.2: Apply evidence or research to support a design solution.
 4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 4.ESS3.1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).
 6.PS3.1: Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.
 6.ESS3.2: Investigate and compare existing and developing technologies that utilize renewable and alternative energy resources.
 6.ETS1.2: Design and test different solutions that impact energy transfer.

Activity 4 - Dark Energy
While specific Tennessee Standards do not directly address scientific observation skills, the Tennessee Science Standards Value Statement includes the following Declarations:
Tennessee’s K-12 science standards are intended to guide the development and delivery of educational experiences that prepare all students for the challenges of the 21st century and enable them to:
 Develop an in-depth understanding of the major science disciplines through a series of coherent K12 learning experiences that afford frequent interactions with the natural and man-made worlds;
 Make pertinent connections among scientific concepts, associated mathematical principles, and skillful applications of reading, writing, listening, and speaking;
 Recognize that certain broad concepts/big ideas foster a comprehensive and scientifically-based picture of the world and are important across all fields of science;
 Explore scientific phenomena and build science knowledge and skills using their own linguistic and cultural experiences with appropriate assistance or accommodations;
 Identify and ask appropriate questions that can be answered through scientific investigations;
 Design and conduct investigations independently or collaboratively to generate evidence needed to answer a variety of questions;
 Think critically and logically to analyze and interpret data, draw conclusions, and develop explanations that are based on evidence and are free from bias;
 Recognize that the principal activity of scientists is to explain the natural world and develop associated theories and laws;
 Recognize that current scientific understanding is tentative and subject to change as experimental evidence accumulates and/or old evidence is reexamined;

Activity 5 - Solar Energy
 3.ETS1.2: Apply evidence or research to support a design solution.
 4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 5.ETS1.1: Research, test, re-test, and communicate a design to solve a problem.
 4.ESS3.1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).
 6.PS3.1: Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.
 6.ESS3.2: Investigate and compare existing and developing technologies that utilize renewable and alternative energy resources.
 6.ETS1.2: Design and test different solutions that impact energy transfer.