Grade 03 Unit 04 Exemplar Lesson 02: Exploring Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will explore sources and forms of energy used in daily life (past and present). They will investigate heat, sound, light, and mechanical energy through hands-on classroom activities and an energy scavenger hunt. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. Scientific Process TEKS 3.6 Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: 3.6A Explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life. 3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: 3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat. 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 3.2A Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world. 3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data. 3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data. 3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. 3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION page 1 of 17
Performance Indicators Grade 03 Unit 04 PI 01 Given a picture depicting various forms of energy, identify four different forms of energy, and describe where and how each form is used (constructed response). Standard(s): 3.2F, 3.6A ELPS ELPS.c.5D, ELPS.c.5F Key Understandings Energy exists in many forms. What is energy? What are some forms of energy? How is energy important in everyday life? Vocabulary of Instruction energy source forms of energy heat/thermal energy sound energy vibrate/vibration light energy reflect/reflector mechanical energy system Materials bowl with water (cereal sized, plastic, filled about ½ way with water, 1 per group) cassette or sound recorder with recording of someone speaking (per teacher) chart paper (for yes/no graph, 1 per class) children s books or bookmarked websites (about sound, per teacher) classroom energy poster (see link in Resources section, per class) Optional dominoes (10-13 per group) expository text or nonfiction book (about history of energy, see Advance Preparation, 1 per teacher) flashlights (1 per group and 1 for teacher) four-door graphic organizer (from previous activity) KLEW chart (Exploring Energy, see Advance Preparation, per class) mirror (round, 1 per class) paper (plain, for four-door graphic organizer, 1 per student) pie tin (aluminum foil, 1 per class) ping pong ball (taped to string, see Advance Preparation, 1 per group) pinwheel (1 per class) prerecorded sounds and sound recorder/player (series, per teacher) puffed rice cereal (about ¼ cup per class) radiometer (1 per class) ruler (1 per pair of students) scissors (1 pair per student) straws (clean, for kazoos, see Advance Preparation, 1 per student) string (30 cm, taped to ping pong ball, 1 piece per group) supplemental pictures (of unfamiliar energy concepts, see Advance Preparation, per teacher) tape (cellophane, about 1 inch piece to tape ball to string, 1 piece per group) tuning fork ( 2 3 per class) weather tools and instruments (rain gauge, wind vane, and Celcius thermometer, per class) Yes/no graph (from previous activity) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Making a Kazoo (1 for projection) Handout: Family Connection: Exploring Energy (1 per student) Teacher Resource: Making a Four-door Organizer (1 for projection) Optional Handout: Four-Door Organizer Clip Art (1 per student) Handout: Light Energy (1 per student) page 2 of 17
Handout: Forms of Energy Performance Indicator (1 per student) Teacher Resource: Forms of Energy Performance Indicator KEY Teacher Resource: Instructions for Performance Indicator Resources None Identified Advance Preparation 1. Prepare a KLEW chart for recording students Knowledge, Learning, Evidence, and Wondering about energy. 2. Download and print a story about the history of energy, or locate a children s book about the topic. Optional: Gather pictures to supplement any unfamiliar concepts included in the selected story (primitive methods for starting fires, water wheels to grind grain, etc.). 3. Gather or prepare items that you will be using or distributing in the Explore/Explain Energy We Hear. Optional: Prerecord a series of sounds on a sound recorder. Many different sounds can be found on Microsoft Office Clip Art Online. Depending on the skill level of your students, you may want to cut the straw kazoos for them. Attend to safety when handling the part of the straw they will be putting in their mouth. Refer to Teacher Resource: Making a Kazoo. Tape the ping pong balls onto the end of a string (about 30 cm long, 1 per group). Locate a recording or record someone speaking, so it can be played back on the sound recorder. 4. Gather children s books and/or bookmark websites with age appropriate activities related to sound. Prepare a simple two column Yes/No graph. Students can use sticky notes, clothespins, or stickers to indicate their answer. 5. You may want to prepare the four-door graphic organizers rather than taking class time for students to make them. Use legal size or larger paper or newsprint. Instructions are included on Teacher Resource: Making a Four-door Organizer. Students can use the clip art provided or decorate each door with a drawing of their own. 6. Prepare attachment(s) as necessary. Background Information In the previous lessons, students have encountered the primary source of all energy on Earth the Sun. They have witnessed how radiant energy can cause changes in matter and explored the role of heat energy in changes in state including the water cycle. This lesson expands on and broadens their experiences with heat, light, and other forms of energy (sound and mechanical). It is intended as an introduction to energy and its usefulness in daily life. Several basic principles are explored along the way. Students explore the notion of sound energy as a result of vibration. The light and optics investigation in this lesson lays the foundation for light-related phenomena associated with Unit 06: Investigating the Solar System: Sun, Earth, Moon, and Beyond. For purposes of this lesson, mechanical energy will be defined as the energy that is possessed by moving objects. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Do We Have a KLEW About Energy? 1. Reflect back on the Engage activity from Unit 02. Refer students to their entry in the science notebook with the before and after descriptions for the UV beads, radiometer, chocolate, and puddle. What happened to the UV beads? The radiometer? The chocolate? The puddle?answers should reflect the observations. What caused the changes that you observed?students should remember that energy from the Sun caused the changes. What is energy? Answers may vary. Where else in your science notebook have you recorded changes that were caused by heat or light energy?students may find notes on changes of state, the water cycle, weather, etc. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: KLEW chart (Exploring Energy, see Advance Preparation, per class) expository text or nonfiction book (about history of energy, see Advance Preparation, 1 per teacher) supplemental pictures (of unfamiliar energy concepts, see Advance Preparation, per teacher) weather tools and instruments (rain gauge, wind vane, and Celsius thermometer, per class) 2. Inform students that heat and light are two forms (or types)of energy that cause change or make things happen.survey the class for examples of other forms of energy they may remember or may have heard, such as sound, electrical, mechanical, etc. Students may name a sourcerather than a form of energy. Address those and any other misconceptions. 3. Instruct students to Think-Pair-Share to process their answer to this question. Safety Notes: Follow all outdoor safety rules when collecting weather data. Never look directly at the Sun. Instructional Notes: Set aside time before or after the day s activities for students to page 3 of 17
What are some ways that you use energy in your everyday life? Answers will vary. observe, measure, and collect weather data. 4. Record students thoughts and ideas on the KLEW chart under Whatdo we Know? How might your list be the same as or different from a list made by people from the past (specify a grade-level appropriate era: grandparents, early Native American Indians, pilgrims, etc.)?answers will vary. How might we find out?answers may include: read about it, look it up on the internet, ask other people, etc. 5. Share a book, video, or story such ashistory of Energy, Elementary Energy Information Book, pages 8 9, or Energy Made Easy. Set purpose for reading: In past times, what sources and types of energy did people depend on in their daily lives? Read to find out. Use a guided reading strategy to examine the history of energy sources and their impact on human activities. If possible, supplement any unfamiliar concepts (such as water wheels to grind grain, etc.) with pictures or brief explanations. 6. Allow students to summarize and chart What arewe Learning (KLEW) about energy in everyday life (sources, uses, forms, and how those are the same as or different from today). 7. Instructstudents to provide supporting details from thepassage or examples from their daily lives as evidence. What is our Evidence? (KLEW) The lesson on Energy from the K 4 physical science TEA Academies could be used to teach the TEKS for this unit. Energy behaves in much the same way that transformer toys shift back and forth from one form to another. Energy comes in many different forms, and these forms are interchangeable. Students at this level do not study transformation or conversion of energy, but they may begin to wonder why light energy often results in heat or why mechanical (kinetic) energy results in sound, etc. Energy resources (fossil fuels, wind, solar, etc.) are not the same thing as types or forms of energy. Students will explore renewable and nonrenewable energy resources in Grade 4. Misconception: Students may think energy is only in living things (humans and animals). 8. Collect and chart any questions that students might have (what they are wondering) about energy under What are we Wondering? (KLEW) 9. Inform students that they will be exploring several forms of energy in the upcoming activities and will have an opportunity to add more ideas to the KLEW chart along the way. EXPLORE/EXPLAIN Feel the Heat! Suggested Day 2 1. Remind students they have already learned a lot about heat energy and how it can change matter. 2. Spiral back to Unit 02: Explore/Explain Melting. Reflect and expand on students previous list of things that give off or produce heat (dryers, fire, curling irons, toasters, ovens, Sun, light bulbs, etc.) and their uses. 3. Explain to students that sometimes heat energy is called thermal energy. Why do you think people rub their hands together on a cold day? Answers may vary, but students will likely talk about the heat or warmth that is produced. What are some other sources of heat energy that are used in everyday life? Students may remember that fire, light bulbs, the Sun, stoves and ovens are all sources of heat/thermal energy used in everyday life. 4. Facilitate a discussion: When you rubbed your hands together, what did you feel? Students should have felt heat/thermal energy. Scientists use the word friction to describe what happens when surfaces or materials rub against each other. The more friction there is, the more heat is produced. A stick rubbed very quickly against a piece of wood can spark a fire. Can you think of other examples of friction-produced heat? Students may mention heat burns from sliding into home plate, hot tires on cars or bicycles, striking a match, etc. Materials: KLEW chart (from previous activity) weather tools and instruments (from previous activity) Instructional Notes: Set aside time for observing, collecting, and recording weather data. Heat is defined as the thermal energy that flows from one object to another due to a difference in their temperatures. Temperature is measured with a thermometer. Heat cannot be measured with a thermometer. Heat is calculated. (Students WILL NOT calculate heat- this information is for teacher background knowledge only.) If time permits, move on to Steps 1 and 2 of Explore/Explain Energy We Hear. Content Note: Re entry of the space shuttle into the Earth s atmosphere can create temperatures of about 3000 degrees Fahrenheit (1649 page 4 of 17
5. Explain that everything that uses energy always gives off some of that energy as heat. degrees Celsius) due to atmospheric friction between the air particles and the shuttle s exterior. 6. What are some examples of things that give off heat energy? Answers may vary. 7. Conclude the heat energy explorations by having students run in place for a designated period of time. Talk about the heat they are generating through the activity. What supplies the energy you need to run, work, think, grow, etc.? We use food to supply the energy we need. 8. Return to the KLEW chart to record what students are learning about heat energy along with evidence to support those claims. Add any additional questions or comments students are wondering about. EXPLORE/EXPLAIN Energy We Hear Suggested Day 3 1. Brainstorm a list of different sounds that can be heard in the local environment or school. Optional: Prerecord and play a series of sounds on a sound recorder. 2. Instruct students to describe the sounds by identifying the source of that sound and the type of sound being made (i.e., sirens howling, music playing, bees buzzing, bell ringing, horns honking, thunder clapping, rattlesnake rattling, etc.). Why is sound important? How is sound used in everyday life? Answers will vary, but should in some way suggest communication, warning, celebration, or information. Which of the sounds just mentioned might be considered warning sounds? Answers will vary. How do we sense sound? Students will likely say ears. 3. Remind students that although their ears are the body organ that receives sound energy, they can use their senses of seeing and feeling to learn more about how sound is made or produced. 4. Introduce the following activities to explore how sound energy is produced. Ask students to focus their observations on what is happening to each item as sound is made. Hum a familiar song. Touch your throat while humming. Pluck the end of a ruler while holding the other end securely on the edge of the table. Observe closely to see what happens when you vary the length. Cut a blunt V-shape on the tip of a straw to make a kazoo. See Teacher Resource: Making a Kazoo. Use it to make sounds. Use your senses to make observations. Strike the two-tine end of a tuning fork on the heel of your shoe, and touch it to various materials. (Use the two-tine end to touch a ping pong ball suspended on a string or the water in a plastic dish. Use the handle end to touch your earlobe or your desk.) Put some puffed rice in an aluminum foil pie tin on top of a cassette recorder. Play a recording of someone speaking (classroom demonstration). 5. Allow students to share their multi-sensory observations and any patterns or generalizations related to what they observed. Students should describe the movements they sensed. 6. Focus on the scientific concept that the sounds produced are a result of something vibrating or moving rapidly back and forth. The vocal cords in their throats vibrate to produce sound. The vibrations from the ruler are passed along through the air to the ears and so on. 7. Explain that we hear sounds because something is vibrating or moving. Materials: KLEW chart (from previous activity) prerecorded sounds and sound recorder/player (series, per teacher) ruler (1 per pair of students) straws (clean, for kazoos, see Advance Preparation, 1 per student) scissors (1 pair per group) tuning fork ( 2 3 per class) ping pong ball (taped to string, see Advance Preparation, 1 per group) string (30 cm, taped to ping pong ball, 1 piece per group) tape (cellophane, about 1 inch piece to tape ball to string, 1 piece per group) bowl with water (cereal-sized, plastic, filled about ½ way with water, 1 per group) puffed rice cereal (about ¼ cup per class) pie tin (aluminum foil, 1 per class) cassette or sound recorder with recording of someone speaking (per teacher) children s books or bookmarked websites (about sound, per teacher) weather tools and instruments (from previous activity) Attachments: Teacher Resource: Making a Kazoo (1 for projection) Safety Notes: Do not walk or run with the straw in your mouth. Do not share your straw with anyone. Instructional Notes: Set aside time for observing, collecting, and recording weather data. What are some other things that vibrate? Answers will vary, but might page 5 of 17
include washing machines, pagers, toys, etc. 8. Explain to students that anything that makes a sound is vibrating, even though we may not be able to see or feel those movements. 9. Suggest that students visit the websites or read the books that you have provided to learn more about this energy we hear. 10. Return to the KLEW chart to record what students are learning about sound energy along with evidence to support their claims. Add any questions or comments students are wondering about. ELABORATE Energy Scavenger Hunt: Part 1 1. Pose the following question in preparation for the study of light. If you were in a completely dark room, would you be able to see anything? Students can respond by placing a sticky note or clothes pin on a two-column yes/no graph to represent their prediction. Based on the skill level of your students, you may need to cut the straws. Attend to safety when handling the part of the straw they will be putting in their mouth. Be sure to assign the Energy Scavenger Hunt and the light focus question before concluding Day 3 activities. See directions in the Elaborate. Suggested Day 3 (continued) Materials: chart paper (for yes/no graph, 1 per class) paper (plain, for four-door graphic organizer, 1 per student) 2. Use the results on the Yes/No graph to record and tally students responses. Save the results for Day 4. 3. Say: We have explored two forms of energy: heat and sound. Your homework challenge is to conduct an energy scavenger hunt for examples of these two forms. 4. Discuss students experiences with scavenger hunts to clarify for the class what a scavenger hunt entails. 5. Give each student a copy of the Handout: Family Connections: Exploring Energy, and read the letter together. It will need to accompany the four-door graphic organizer when students leave for home. 6. Distribute either a plain piece of paper or a prepared Four-door Organizer to each student. If using plain paper, students can make a four-door organizer following the directions on the Teacher Resource: Making a Four-door Organizer. If using a prepared Four-door Organizer, see Advance Preparation for more information. 7. Reiterate that they will only be searching for examples of heat and sound right now. 8. Model the following directions for Part 1 of the Energy Scavenger Hunt. Elicit an example of something students might find around their home or neighborhood that produces heat. Open the Heat door, and on the inside flap; list the example and its use (oven to cook food). Encourage students to try and fill the spaces behind the heat door with as many examples as they can find. Model an example for Sound if needed. Close the four doors, turn the handout over, and place it face down. Students will see that there is blank space on the back of the paper. At the top they can write: Energy Matters Use it Wisely. Together, list an example of one way to conserve energy or use it wisely; for example, close doors/windows/blinds in the winter (or summer) to keep the heat in (or out). Inform students they will continue adding ideas to the handout at home and will need to save it for the section on Light and Mechanical Energy. Attachments: Handout: Family Connections: Exploring Energy (1 per student) Teacher Resource: Making a Four-door Organizer (1 for projection) Optional Handout: Four-door Graphic Organizer Clip Art (1 per student) Instructional Notes: Set aside time for observing, collecting, and recording weather data. Scavenger hunts usually have some incentive that encourages the participants to complete the task. Use whatever incentive you deem appropriate. If your school has a no homework policy, consider taking students on a walk in different areas of the school to complete this assignment. If students use the clip art to decorate the doors on their organizer, they may mention that some of the pictures represent more than one form of energy (e.g., fire produces heat and light). Use their comments to explain that they may find examples that do the same. Clarify whether they should list the example under both categories or choose just one. 9. Last of all; remind students that tonight is their opportunity to gather evidence to support their earlier prediction about light. They will need to find a completely dark room or closet to test their idea. EXPLORE/EXPLAIN Lighting the Way Suggested Day 4 1. Revisit the focus question and the Yes/No graph from yesterday, as an introduction to the lesson, but have students save their dark room experiences Materials: page 6 of 17
until after the following activities. 2. Refer back to the Engage activity where students listed sources of energy. What is light energy? Light energy is demonstrated by anything that lights up.light is what allows the human eye to see. What are some sources of light energy that you use in your daily life? Answers will vary, but may include flashlights, light bulbs, the Sun, and fire. 3. Revisit the Yes/No graph, and discuss the homework experiences to see if students ideas have changed. Focus on the new evidence they now have to support those conclusions. 4. Revisit the light sources from the Engage activity again. Are all things that shine a source of light?answers may vary. 5. Darken the room. Use a flashlight and round mirror to project a shining moon like image on the wall or ceiling. Have students point to the light source (flashlight) and then to the reflected, shiny, round image. Discuss the differences. 6. After the demonstration, facilitate a discussion about whether or not students could see in a completely darkened room. (The conclusion should be no- the eyes must have light to see.) 7. Explain that light sources produce or create light in various ways. Some sources of light glow because they are so hot such as the Sun, other stars, fires, wires or the gas inside light bulbs, etc.there are also animals that actually produce light such as fireflies andsome ocean animals. 8. Distribute the Handout: Light Energy. Students may work individually or with a partner to match the source of light with the way it is used in everyday life. Students should be able to justify why they have paired the pictures. Paired pictures should be affixed either in the science notebook or on a plain piece of paper. Justifications are highly encouraged. Note: One suggestion for picture pairing is Sun/tree, traffic light/cars, matches/lantern, light bulb (incandescent)/flashlight, lighthouse bulb/lighthouse, computer/person with a question. Yes/no graph (from previous activity) KLEW chart (from previous activity) scissors (1 pair per student) flashlights (1 per group and 1 for teacher) mirror(round, 1 per class) weather tools and instruments (from previous activity) Attachments: Handout: Light Energy(1 per student) Instructional Notes: Set aside time for observing, collecting, and recording weather data. Sometimes, we provide evidence for students or provide experiences that provide evidence (such as when sitting in a completely dark room, we will not be able to see), yet some students still won t believe this. For further information on this see (Please note, this is for teacher information only and is not for students.): http://www.learner.org/vod/vod_window.html?pid=87 Start at the 42 minute mark. (Stop at about 1:02.) Misconception: Students may think we do not need light in order to see since we can see a little in a dark room. 9. Facilitate a discussion: Many things that shine are not light sources, but very good reflectors. What do you know about reflectors? Answers may vary. What properties make something a good reflector? Answers may vary, but might include that shiny surfaces assist with reflection. How is the reflection of light useful in everyday life?answers may vary. 10. Encourage students to pay attention to the difference in light sources and reflectors in the upcoming science class (Elaboration): Energy Scavenger Hunt: Part 2 (light and mechanical). 11. Revisit the KLEW chart to record learning, evidence, and what students are wondering in relation to light. EXPLORE/EXPLAIN Matter in Motion Suggested Day 5 1. Provide 10 13 dominoes to each group of students. Have students stand the dominoes on end in a straight line, in such a way that all the dominoes will fall by moving only the first one. Let students test their formation, and then explore different arrangements. How did you get the first domino to move?(students should indicate they pushed it or moved it in some way.) Where did the energy to move the first domino come from?(the energy came from them.) Where did the second domino get its energy to move?the third? Etc. (From the one before it) Can you think of other examples where one moving object causes another to move?answers will vary, but students may think of bowling, Materials: KLEW chart (from previous activity) dominoes (10-13 per group) pinwheel (1 per class) radiometer (1 per class) weather tools and instruments (from previous activity) Instructional Notes: Set aside time for observing, collecting, and recording weather data. Continue collecting daily weather data throughout the next page 7 of 17
bumper cars, the wrecking ball on a demolition crane, or even the moving air blowing the leaves. week. 2. Inform students that scientists say that objects (or people) have mechanical energy if they are: in motion/moving or in such a position that they have the ability to move. Notebooks: If possible, replicate the KLEW chart on paper for students to add to their notebooks. 3. The domino tricks work when one domino moves in such a way that it passes its mechanical energy on to the next domino. 4. Hold up the pinwheel for students to see. In what way does this remind you of an object you may have seen before? Students may recall that this looks like a windmill or wind turbine. Do you think this pinwheel has mechanical energy (energy to move)?answers will vary. What do you think will happen when I blow on it?(students will likely say that it will move or spin.) 5. Gently blow on the pinwheel, and observe the results. Tell students that the pinwheel had mechanical energy because the air caught on each blade andgave it the ability to move. 6. Display a radiometer. Do you think the radiometer has mechanical energy or the ability to move?(students should remember that the Sun s energy caused the vanes to spin.) 7. Reiterate that mechanical energy is the energy of moving things. Make connections with students prior knowledge of mechanics, mechanical, or machines. Point out that mechanical and moving both begin with the letter m. 8. Help students reflect on all the examples of mechanical energy in the previous lesson activities (pencil sharpener, running in place, vibrating ruler, etc.). Add any additional examples needed to clarify the concept (carnival rides, skates/skateboards/bicycles, toys that move, etc.) 9. Return to the KLEW chart to record what students are learning about mechanical energy. Tell students they will be investigating matter in motion further in the next lesson. ELABORATE Energy Scavenger Hunt: Part 2 1. Instruct students to complete their four-door organizer at home. They will be conducting a scavenger hunt for examples of light and mechanical energy. Remind them to add any conservation tips related to energy on the back. Set the due date. 2. Since the activity was designed as a challenge, consider providing an appropriate award or incentive for completion. 3. When students return with the completed graphic organizer, take some time to discuss the collected information. What are some forms of energy?heat/thermal, sound, light, and mechanical should be some of the responses students provide. How is energy important in everyday life?possible answers may include keep us warm, cook our food, help us see, make things move, help us communicate, or warn us. Which form of energy do you think is the most important? Answers may vary. Which example of energy do you use most? Answers may vary. SuggestedDay5 (continued) Materials: four-door graphic organizer (from previous activity) classroom energy poster (see link in Resources section, per class) Optional Instructional Note: Consider awards or incentives, such as stickers, certificates, homework pass, extra points, etc. (optional), for the completion of the four-door organizer. Check For Understanding: The answers students provide to these questions could be used as a formative assessment of student understanding. page 8 of 17
4. Optional extension: Show students an energy poster, and see how many examples of energy use and abuse students can find. It might be helpful to conduct an Internet search using the key terms classroom energy poster puzzle. EVALUATE Forms of Energy Grade 03 Unit 04 PI 01 Given a picture depicting various forms of energy, identify four different forms of energy, and describe where and how each form is used (constructed response). Standard(s): 3.2F, 3.6A ELPS ELPS.c.5D, ELPS.c.5F 1. Refer to the Teacher Resource: Instructions for Performance Indicator for information on administering the performance assessment. Notebooks: The competed graphic organizer can be placed in students science notebooks and used as an additional assessment of student expectation 3.6A. SuggestedDay5 (continued) Attachments: Handout: Forms of Energy Performance Indicator: Forms of Energy(1 per student) Teacher Resource: Forms of Energy Performance Indicator KEY Teacher Resource: Instructions for Performance Indicator page 9 of 17
Making a Kazoo Flatten the end of a plastic straw using your teeth or the edge of a ruler. Cut a V-shape, as pictured on that end of the straw. Place the cut end of the straw in your mouth so that it sits right behind your front teeth. Press your lips around the straw, and blow. Not getting any sound? Try gently closing your front teeth until they touch the straw. SAFETY: Do not walk or run with the straw in your mouth. Do not share your straw with anyone. At one end of the straw, cut two diagonal lines, so a V shape is created. It works best if there is a small, flat tip rather than a pointy tip. 2-3 cm 2012, TESCCC 07/10/12 page 1 of 1
Family Connection: Exploring Energy Dear Family Member: Our science class began a new unit of study entitled: Investigating Force, Motion, and Energy. We began our investigation by exploring sources and forms of energy used in daily life (past and present). Through hands-on classroom activities, students are learning more about heat, sound, light, and mechanical energy. At this point, our focus has been on heat and sound. In preparation for tomorrow s activities, students have been asked to test their ideas about light by stepping into a completely dark closet or room. You can facilitate this experiment by selecting a place where your child can sit in total darkness for no longer than a minute. Your child may need your support to feel safe and secure in this unfamiliar situation while he or she is testing his or her prediction. Having a flashlight handy may provide the security he or she needs. In addition, students have been challenged to carry out an Energy Scavenger Hunt outside of class time. The challenge involves finding as many examples as they can of these forms of energy both inside and outside their home. Likewise, they will record what the energy is used for. Some examples might include: oven to cook food alarm clock to wake me up This homework activity also presents an opportunity to discuss and identify ways that energy can be conserved in your home. The safety of your child is of utmost importance, so establish any necessary rules, and feel free to provide adult supervision as warranted. At this point in our lesson, the focus should be on finding examples of heat and sound energy. Examples related to light and mechanical energy will be assigned shortly. If you have any questions or comments related to these activities, please feel free to contact me. 2012, TESCCC 07/10/12 page 1 of 1
Making a Four-door Organizer Step 1: Fold the ends of the paper to meet in the middle. Step 2: There are now two doors. Fold Fold Step 3: Crease and cut the front two doors to make four doors. Step 4: Add clip art, or draw examples for each form of energy. Heat Sound Light Mechanical 2012, TESCCC 07/10/12 page 1 of 1
Four-door Organizer Clip Art Heat Sound Light Mechanical 2012, TESCCC 07/10/12 page 1 of 1
Light Energy 2012, TESCCC 01/25/13 page 1 of 1 Images courtesy clip art and Maritime Exchange Museum
Forms of Energy Performance Indicator Part A: List four different forms of energy in the picture. Part B: Tell where or how each form is shown. 2012, TESCCC 04/18/13 page 1 of 1
Forms of Energy Performance Indicator KEY Possible Answers: Mechanical energy: Students may list one or more of the following: the movement of the bike or boat, the wind blowing the sail, the boy s muscles pedaling the bike, and the vibrations producing the bird s song. Sound energy: Students may list one or more of the following: the bird singing, the sound of the bike or the boat moving, and the sound of the wind blowing. Light energy: Light from the Sun Heat energy: Students may list one or more of the following: the heat from the Sun, the wasted heat from friction between the bike tires and road or the boat s hull and water, the heat given off by the boy as he exercises, etc. 2012, TESCCC 04/19/13 page 1 of 1
Instructions for Performance Indicator Performance Indicator Given a picture depicting various forms of energy, identify four different forms of energy, and describe where and how each form is used (constructed response). (3.2F; 3.6A) 5D, 5F Instructions: 1. Display or distribute the Handout: Performance Indicator: Forms of Energy. 2. Inform students they will need to respond to two different questions related to what they see in the picture. They should label Part A and Part B on their paper. For Part A: They should name four (4) different forms of energy they see evidence of in the picture. They may see evidence of the same form of energy in several different places, but they only need to list it once for Part A. For Part B: They should tell where or how each form they listed in Part A is shown. In this part, they can explain any multiple instances of the same form. 3. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 4. Answer any questions students may have regarding the assessment. Attachments: Handout: Forms of Energy Performance Indicator (1 per student) Teacher Resource: Forms of Energy Performance Indicator KEY Teacher Resource: Instructions for Performance Indicator 2012, TESCCC 04/19/13 page 1 of 1