Content Standard: H. Energy
Students will understand concepts of energy.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Analyze the benefits and drawbacks of energy conversions (e.g., in electricity generation).	Sources of energy			.	.	Renewable Nonrenewable Natural resources Economic development
2. Demonstrate that energy cannot be created or destroyed but only changed from one form to another.	Forms of energy			Students will play the game "Bumper Rings" and answer 6 questions about energy transfer, p. 66-73 Science for Life and Living: Energy and Investigation Maine LAD, Energy Sources <www.mainelad.org>	Students will draw an energy chain diagram, p. 80-83, Science for Life and Living: Energy and Investigation.
3. Compare and contrast the ways energy travels (e.g., waves, conduction, convection, radiation).	Nonrenewable sources of energy			.	.
4. Describe the characteristics of static and current electricity.	Venn diagrams			Students will conduct science experiments using static and current electricity.	Students will describe the characteristics of static and current electricity in their science journals based on their experiments (p. 60-64 in Science for Life and Living: Energy and Investigation.)
5. Categorize energy source as renewable or non-renewable and compare how these sources are used by humans	U.S. and foreign country populations economic development			Students will play an energy source game and categorize sources as renewable or nonrenewable. Extra points can be earned by comparing how sources are used by humans. Examples: "Tic Tac Toe," "How to Be a Millionaire."	Given a list of energy sources, students will categorize each as renewable or non-renewable. They will choose 2 sources and compare how they are used by humans.