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Recognize that energy has the ability to cause motion or create change.
Standard #: SC.3.P.10.2
Standard Information
General Information
Subject Area: Science
Grade: 3
Body of Knowledge: Physical Science
Idea: Level 1: Recall
Big Idea: Forms of Energy -

A. Energy is involved in all physical processes and is a unifying concept in many areas of science.

B. Energy exists in many forms and has the ability to do work or cause a change.
Date Adopted or Revised: 02/08
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes
Related Courses
Related Access Points
  • SC.3.P.10.Su.1 # Recognize objects that use electricity (television) and the energy of motion (bowling ball).
  • SC.3.P.10.Pa.1 # Recognize the change in the motion of an object.
  • SC.3.P.10.In.2 # Recognize examples of the use of energy, such as electrical (radio, freezer) and energy of motion (bowling, wind).
Related Resources
Lesson Plans
  • Physical Science Unit: Properties Lesson 18 Sand Temperature Lab Investigation: Data Collection # Students will set up the lab investigation that they planned in the previous lesson and collect data on the temperature of shaded and non-shaded sand. This lesson could also be taught using Math instructional time.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Physical Science Unit: Properties Lesson 17 Sea Turtle Expert Interview # Students will use their listening and writing skills to watch a video to learn about sea turtles, preparing them for an investigation in subsequent lessons. This lesson could also be taught using ELA instructional time.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Zoom, Zoom, Vroom Vroom! # In this lesson, students will explore forces, mechanical energy by engineering their own vehicles utilizing via the engineering design process.
  • Blowin' Around the House # In this engineering design challenge, student teams will design a house that will withstand high winds.
  • DOLO - Dinosaurs Only Live Once? # During this activity, students will create an incubator to save the last dinosaur eggs. Students will use their knowledge of energy to develop a strategy and choose which materials would be best for their dinosaur egg incubator.
  • An Energetic Place to Live # In this Model-Eliciting Activity (MEA), Sunny Land Developing is about to develop a new community in Florida. Students are needed to make suggestions for the company's choice of energy to integrate into the new homes. In this activity, students will review how people use electricity in their daily lives and learn about the differences between renewable and nonrenewable energy resources. Students will also be introduced to sound energy and how it is measured. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
  • Dream Skates # In this Model-Eliciting Activity (MEA), a student engineering team is asked by a wheel manufacturer to investigate and develop a plan to select the best model of roller blades. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
  • Lighthouses and Lenses - An Engineering Design Challenge # This Engineering Design Challenge is intended to help students apply the concepts of force , the concept of wind energy, and practice working with a budget as they build structures to withstand the force of high-speed winds. The first day's lesson also provides practice in recognizing and drawing shapes. It is not intended as an initial introduction to these concepts.
  • Text Structures & Motion # In this lesson, students will learn about energy causing motion and change through examining the the text structures of cause and effect relationships and sequence of events.
Original Student Tutorial
  • Lesson 17 Video: Sea Turtle Expert Interview # In this SaM-1 video, students will use their listening and writing skills to watch a video to learn about the affects temperature has on sea turtles' nests, preparing them for an investigation in subsequent lessons within the unit.  
Perspectives Video: Professional/Enthusiast
Resource Collection
  • Energy Kids # This website provides information and resources for teachers seeking to make learning about energy fun and exciting for students. Renewable and nonrenewable sources of energy are well organized and supplemented with diagrams, maps, and graphs. Other sections include fun facts about energy, games & activities, history, and classroom activities. This resource was developed by the U.S. Energy Information Administration.
Teaching Idea
  • Boing! Wind Me Up! # This activity features a wind-up boat which uses the stored energy of a rubber band to motor around a bathtub or any other body of water you choose to use!
Unit/Lesson Sequences
  • Light Energy # In this unit, students first explore the different forms of energy using their senses. In the next two lessons, emphasis is placed on light energy and how light interacts with other objects.
  • Don't Marry the Mole! (Sun as an Energy Source) # Students conduct a series of activities to better understand solar energy and the broader concept of the sun as an energy source. Some of the activities include: observing how heat energy blows up a balloon, launching a solar air balloon, and making a solar oven.
STEM Lessons - Model Eliciting Activity
  • An Energetic Place to Live # In this Model-Eliciting Activity (MEA), Sunny Land Developing is about to develop a new community in Florida. Students are needed to make suggestions for the company's choice of energy to integrate into the new homes. In this activity, students will review how people use electricity in their daily lives and learn about the differences between renewable and nonrenewable energy resources. Students will also be introduced to sound energy and how it is measured. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
  • Dream Skates # In this Model-Eliciting Activity (MEA), a student engineering team is asked by a wheel manufacturer to investigate and develop a plan to select the best model of roller blades. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
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