Unit Framework User Information Grading Cycle Instructional Days Recommended Time Allocation
3rd Six Weeks
27 Days 11 or
22
Nov 7– Dec 15, 2011 90-minute lessons 45-minute lessons Unit 3.1 Overview Energy Resources – Students explore how energy is used in everyday life situations, compare and illustrate potential and kinetic energy interactions, and differentiate between energy transfer and transformation processes such as conduction, convection, and radiation. Students research sources of energy characterized as renewable, inexhaustible and nonrenewable, and propose and communicate an energy plan for their home school or community. Outline of Unit(s) in the Six Weeks • Unit 3.1 Energy Resources [ this unit ] link to Curriculum Planning Guide and supporting materials Essential Understandings • Energy cannot be created or destroyed, but transforms from one form to another. • There is a difference between heat and temperature. Key Concepts • Renewable resource • Nonrenewable resource • Thermal energy • Heat transfer Academic Vocabulary Content-Specific Vocabulary • transformation • heat • energy • conductor • insulation • temperature
HISD Objectives / TEKS SCI.6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
SCI.6.1B Practice appropriate use and conservation of resources including disposal, reuse, or recycling of materials. SCI.6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
SCI.6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
SCI.6.2D Construct tables, using repeated trials and means, to organize data and identify patterns. SCI.6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
SCI.6.3D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content.
SCI.6.4A Use appropriate tools to collect, record, and analyze information including: journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.
SCI.6.4B Use preventative safety equipment including chemical splash goggles, aprons, and gloves and be prepared to use emergency safety equipment including an eye/face wash, a fire blanket, and a fire extinguisher.
SCI.6.9A Investigate methods of thermal energy transfer including conduction, convection, and radiation.
HISD Objectives / TEKS SCI.6.9B Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting. SCI.6.7A Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. SCI.6.7B Design a logical plan to manage energy resources in the home, school or community.
Performance Expectation(s) • Students will investigate methods of energy transfer. • Students will research advantages and disadvantage of energy resources. • Students will communicate a plan to manage energy resources in their environment. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples (one narrative about a past event, two academic {Science, Social Studies, Mathematics}, and two other).
SCI.6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
SCI.6.1B Practice appropriate use and conservation of resources including disposal, reuse, or recycling of materials. SCI.6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
SCI.6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
SCI.6.2D Construct tables, using repeated trials and means, to organize data and identify patterns. SCI.6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
SCI.6.3D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content.
SCI.6.4A Use appropriate tools to collect, record, and analyze information including: journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.
SCI.6.4B Use preventative safety equipment including chemical splash goggles, aprons, and gloves and be prepared to use emergency safety equipment including an eye/face wash, a fire blanket, and a fire extinguisher.
SCI.6.9A Investigate methods of thermal energy transfer including conduction, convection, and radiation. SCI.6.9B Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting. SCI.6.7A Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. SCI.6.7B Design a logical plan to manage energy resources in the home, school or community.
English Language Proficiency Standards College and Career Readiness Standards • ELPS C.1h Develop and expand repertoire of learning
strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
• ELPS C.3j Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
• ELPS C.2g Understand the general meaning, main. points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.
• CCRS 1.2C Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.
• CCRS 5.2B Know the processes of energy transfer.
Essential Understandings / Guiding Questions • Energy cannot be created or destroyed, but transforms from one form to another.
1. Into what forms can energy be transformed? 2. How do forms of energy compare to each other?
• There is a difference between heat and temperature. 1. What is the difference between heat and temperature? 2. How are heat and temperature measured?
Instructional Considerations Instructional Strategies / Activities Prerequisites In Grade Five, the student: • Explored the uses of energy including mechanical, light,
thermal, electrical, and sound energy. • Demonstrated that the flow of electricity in circuits
requires a complete path through which an electric current can pass and can produce light, heat, and sound.
• Demonstrated that light travels in a straight line until it strikes an object or travels from one medium to another.
• Studied refraction, reflection, and absorption. Instructional Accommodations for Diverse Learners In order to better customize the lesson to the specific students being taught, the teacher should consider what the class already knows about the subject by asking probing questions and monitoring feedback. Consider having a class discussion. Use points of the discussion to create a graphic organizer for review. Background Knowledge for Teacher Energy makes everything happen and can be divided into two types:
• Stored energy is called potential energy. • Moving energy is called kinetic energy.
See resources for the handout, Forms of Energy. Using this information, the teacher will describe the many forms of kinetic and potential energy sources.
The teacher should know and teach students that the ability to transfer heat within an object is called thermal conductivity. It varies for different materials.
Insulators and Conductors (Examples)
Conductors Insulators
Gold, silver, copper Glass, mineral wool
Gold, silver, and copper have high thermal conductivity so these materials are also good conductors of electricity. Other materials, such as glass and mineral wool, have low thermal conductivity. This quality makes them good insulators. A good insulator is a poor conductor. Less dense materials are better insulators. Thus, gases insulate better than liquids, which in turn insulate better than solids. An interesting fact is that poor conductors of electricity are also poor heat conductors.
Teach students that heat is the transfer of thermal energy between substances that are at different temperatures. Energy is always transferred from the warmer object (which has a higher temperature) to the cooler one (which has a lower temperature). Similarly, molecules with a lot of
Cues, Questions, Advance Organizers Frayer Model
Have students record content vocabulary using a Frayer Model. The content word is placed in the center, and other categories may include definitions, characteristics, examples, and non-examples. Consider scaffolding student learning by presenting students with some areas of the Frayer Model already completed. 7 E Inquiry - Engage – Part 1 In groups or pairs, have students engage in a simple investigation to observe heat transfer. Each group member takes either a pencil or a pen and quickly scribbles back and forth across a sheet of paper for approximately 30 seconds. At the end of the time, have them quickly touch the tip of the pencil or pen to their other hand and note the temperature. Ask, • Is it hot? (Yes!) • What two objects were rubbed against each other? • Was heat created? Conclude the activity by asking students to think of examples in their own lives where things rub together and create heat. (Skidding on their bike, sliding on the carpet, rubbing two sticks together, etc.) 7 E Inquiry - Engage – Part 2 Have students rub their hands together for 30 seconds. Put a thermometer between their hands immediately after rubbing their hands together and measure the temperature. Instruct students to put lotion on their hands and rub them together for 30 seconds. Again measure the temperature immediately. Ask, • Was there a difference? • Why? (The lotion acts as a lubricant, reducing the impact
of the force.) • Can you think of examples in your own life where
lubricants are used to reduce heat? (Oil in engines, Vaseline on places where skin rubs together, oil on door hinges.)
Cues, Questions, Advance Organizers In their science notebooks, have each student write a conclusion to their observations of the two engagement activities and answer the question, "What happens when two objects are rubbed against one another?" Answers should show that students understand that the force of rubbing one thing against another transforms motion to heat energy. Students will also list two examples in their own lives where this occurs. 7 E Inquiry - Explore Ice Race (Lab) Using small groups or having students work in pairs, give each group a plastic resealable bag and one ice cube.
Instructional Considerations Instructional Strategies / Activities energy move faster than molecules with a smaller amount of energy, thus causing the former to have more heat. Heat transfer will continue until both objects have reached the same temperature or the same speed.
An example to use for discussion may include that when an ice cube is placed in a glass of water, it eventually melts. This happens because the heat from the water, which is warmer, flows to the ice cube until both are at the same temperature, and therefore no ice cube is left.
Explicitly teach students that there is a difference between heat and temperature. • Heat is the energy that the object has because the
particles are moving. • Temperature is a way of measuring heat energy. Two
scales that are commonly used to measure heat are the metric system and the standard system. The metric system uses Celsius (ºC), and the standard system uses Fahrenheit (ºF) to measure heat. The measurement of temperature gives the average amount of energy contained in the substance.
To extend how to measure heat, the teacher may consider demonstrating how to use a formula to change °C to °F and vice versa.
Introduce to students the main idea that there are three methods of heat transfer: conduction, convection, and radiation. Convection is the transfer of heat by the actual movement of the warmed matter. Heat leaves the coffee cup as the currents of steam and air rise. Convection is the transfer of heat energy in a gas or liquid by movement of currents. (It can also happen in some solids, like sand.) The heat moves with the fluid. Consider this: convection is responsible for making macaroni rise and fall in a pot of heated water. The warmer portions of the water are less dense and therefore, they rise. Meanwhile, the cooler portions of the water fall because they are denser. Conduction is the transfer of energy through matter from particle to particle. It is the transfer and distribution of heat energy from atom to atom within a substance. For example, a spoon in a cup of hot soup becomes warmer because the heat from the soup is conducted along the spoon. Conduction is most effective in solids-but it can happen in fluids. See illustration below.
Have groups race each other to see who can melt their ice cube first. Encourage groups to be creative in the way they add heat to their ice cubes. Students may use friction to help speed the melting, blow hot air on them, or put the bags in a sunny spot in the classroom. Have students record the beginning and end time for their ice race lab. The first group whose ice cubes melt should raise their hands. Have students post their time on the board and calculate the difference in beginning and ending time. The teacher may take the opportunity to discuss elapsed time as a mathematics extension. Have students create a graph of all groups data. 7 E Inquiry - Engage Turn a hot plate to high temperature. Obtain a metal ball and ring set and have a student demonstrate how the ball easily passes through the ring. Now place the ball on top of the hot plate. Allow it to warm, then, try having a student volunteer (safety) try placing the ball through the ring again. (It will not work.) Ask students to write the following in their science notebooks: • What happened when the ball was heated? • Why do you think it did not go through the ring now? • What do you think will happen when both the ball and
ring are heated? Set the ball and ring on the hot plate as the students write. When students have written their responses, again have a volunteer try placing the ball through the ring. (This time, it will work.) Ask, “was your prediction correct?” Cues, Questions, Advance Organizers
Graphic Organizers Provide each student with a copy of the handout, How Heat Travels. Have students create a graphic organizer to record information on the major topics covered. Cues, Questions, Advance Organizers
Graphic Organizers Have students work in groups to answer the following questions for a follow up class discussion on energy transfer. Students may represent the answers using visuals or graphic organizers to demonstrate their understanding of the concepts of conduction, convection, and radiation. Questions may include; • Can you explain why you feel warm when you are
standing away from a campfire? • Why does a carpeted floor feel warmer to bare feet than
tile or wood even though all surfaces are the same temperature?
• What information would you need in order to predict whether heat transfer would occur when two objects or materials interact?
Radiation is electromagnetic waves that directly transport energy through space. Sunlight is a form of radiation that is radiated through space to our planet without the aid of fluids or solids. The energy travels through nothingness! Just think of it! The sun transfers heat through 93 million miles of space. Because there are no solids (like a huge spoon) touching the sun and our planet, conduction is not responsible for bringing heat to Earth. Since there are no fluids (like air and water) in space, convection is not responsible for transferring the heat. Thus, radiation brings heat to our planet.
In presenting background for the teaching of this unit, consider a connection to social studies which may include sharing with students that in 1873, while investigating infrared radiation and the element thallium, the eminent Victorian experimenter Sir William Crookes developed a special kind of radiometer, an instrument for measuring radiant energy of heat and light. Crookes's Radiometer is today marketed as a conversation piece called a light-mill or solar engine. See illustration below. It consists of four vanes, each of which is blackened on one side and silvered on the other. These are attached to the arms of a rotor which is balanced on a vertical support in such a way that it can turn with very little friction. The mechanism is encased inside a clear glass bulb that has
• What would happen if a person who is wearing a heavy winter jacket were to place a thermometer inside the jacket next to his or her skin? What would happen if we took the same jacket, after it had been hanging in a closed closet, and placed a thermometer inside?
Homework and Practice Using the website, http://www.need.org/needpdf/SecThermalEnergyPuttoWork.pdf Thermal Energy Put to Work Lab, have students explore properties of using thermal energy. 7 E Inquiry - Extension Using the website, http://www.eia.gov/kids/resources/teachers/pdfs/IntermediateActivityNaturalRefrigeration.pdf students will build a refrigerator that doesn’t need electricity. Using their experience with this investigation, have students identify how the concept of thermal energy is being applied. For extending the learning, have students research other methods used for refrigerating items and have them explain how energy is being applied in this method. 7 E Inquiry - Explore Have students perform the lab investigation, Exploring Radiant Energy. Students will explore how the energy in light is changed into measurable thermal energy. Students should formulate a hypothesis for this lab, collect and analyze their data, and finalize their conclusion using evidence. 7 E Inquiry – Elaborate Conduction, Convection, Radiation http://aspire.cosmic-ray.org/labs/atmosphere/popcorn.html Students will use the website and lab to explore how to make popcorn using each of the three methods of heat transfer. Collaborative Learning In small groups, have students complete the assignment, ‘Observing Convection.’ For accommodations, students may use words or pictures to describe their observations. 7 E Inquiry - Explore:
Divide students into groups and provide each group with two glass beakers and a heating source. Students should fill each beaker with different amounts of water. Let them decide how much water to use in each beaker but be sure that they measure and record the amounts in their data tables. Next, have students heat the water for a set amount of time, say 10 minutes. Have students record the temperature after the set time. Have students repeat the steps and again they should determine the amount of time so long as they record it.
Instructional Considerations Instructional Strategies / Activities been pumped out to a high, but not perfect, vacuum. When sunlight falls on the light-mill, the vanes turn with the black surfaces apparently being pushed away by the light. For instructional consideration, explain to students why a radiometer runs backwards after the light is turned off. Explain to students that in viewing the radiometer, they should consider the following: first, heat escapes quickly from the black sides of the vanes. Thus, the black molecules cool off first. Meanwhile, the white molecules take longer to lose heat as they cool down. The result is that gasses from the white vane push off with more force (Newton's third law) and the vanes spin in the opposite direction. Note: the use of a solar radiometer can demonstrate to students the intensity of a light source. Students should begin to understand how light intensity decreases with distance and angle from the light source. This concept will be used as an introduction to differential heating of the earth in later units during the year. http://www.teachersdomain.org/asset/lsps07_int_heattransfer/ Consider using this interactive tutorial from Teachers' Domain on explaining convection, conduction, and radiation. Demonstrate to the class the behavior of the radiometer, moving it close to and farther away, noting aloud how the radiometer spins faster when light source is closer (more light intensity), and nothing aloud the slower spin as the distance is increased from the light source (decreased light intensity). Instructional Accommodations for Diverse Learners Guide students in performing a partner practice procedure. Partner Practice Procedure (two minute timed bell work, students work together to learn the big ideas) • As students enter the room, get their Heat Partner
Practice (PP) sheet and begin. • Face partner and hold the PP sheet between the two
partners, so the practicing partner sees the questions side.
• The other partner corrects from the answer side as needed.
• Switch roles and repeat steps with the second partner.
Show the video, Energy Sources, http://www.teachersdomain.org/resource/phy03.sci.phys.energy.energysource/ Running Time: 6m 09s and discuss with students the following: • What types of energy production facilities are in your
community? • What types of energy production do you think are
Extend: Allow students to vary their experiments by trying different amounts of water, different temperatures, etc. After conducting the experiment and collecting and recording their observations, have students share their data with another group. Have students look for similarities and differences in the data collected. Cues, Questions, Advance Organizers Have students, in their groups, create a summary of their conclusions by answering the following questions: • Does it matter how much water is used? • Does it matter what temperature the water is? • Do different amounts of energy have different effects? Collaborative Learning Use a radiometer to show light has energy. Explain that the black sides absorb the light they receive, while the white sides reflect the light they receive. The absorbed light makes the black sides warmer than the white sides, so they are able to transfer more heat to the air around them. The hotter air molecules exert an unbalanced force on the black sides of the vanes, pushing the vanes around. Ask students, • “How do you know that light has energy?” Answer:
Light has energy because it can cause change. For example, absorbed light energy causes things to change temperature.
7 E Inquiry – Explore
Have students complete the activity Radiometer Detective in cooperative groups. Remind students to safely use the light sources associated with the lab. Students will conclude their investigation and discuss their group data in a whole-class setting. Students create additional questions to generate using the radiometer and exploring radiant energy. Instructional Accommodations for Diverse Learners Students increase their awareness of the impact of their choices on the Earth by studying the ecological footprint concept. They also learn how to calculate the mean, median, mode, and standard deviation of a set of data. http://www1.eere.energy.gov/education/lessonplans/plans.aspx?id=252 7 E Inquiry – Elaborate Have students participate in the activity, Exploring Renewable and Non Renewable Resources, http://www.seai.ie/Schools/Secondary_Schools/Subjects/CSPE/Lesson_Plans_for_CSPE/Exploring_Renewable_and_non_renewable_resources/. In this activity, students learn that non-renewable energy such as oil, coal, gas and peat are finite and will run out at some stage in the future and that renewable energy such
• Are there any types of energy production that you think should be avoided or limited? Why?
Energy sources are divided into two groups — renewable (an energy source that can be easily replenished) and nonrenewable (an energy source that we are using up and cannot recreate). Renewable and nonrenewable energy sources can be used to produce secondary energy sources including electricity and hydrogen. The four nonrenewable energy sources used most often are: • Oil and petroleum products – including gasoline, diesel
fuel, and propane • Natural gas • Coal • Uranium (nuclear energy) Nonrenewable energy sources come out of the ground as liquids, gases, and solids. Crude oil (petroleum) is the only commercial nonrenewable fuel that is naturally in liquid form. Natural gas and propane are normally gases, and coal is a solid. Renewable energy sources include: • Solar energy from the sun, which can be turned into
electricity and heat • Wind • Geothermal energy from heat inside the Earth • Biomass from plants, which includes firewood from trees,
ethanol from corn, and biodiesel from vegetable oil • Hydropower from hydroturbines at a dam Energy is a part of every aspect of our lives. It is important to learn about energy and its impact on our society. Teachers' Domain is a free digital media service for educational use from public broadcasting and its partners. You’ll find thousands of media resources, support materials, and tools for classroom lessons, individualized learning programs, and teacher professional learning communities http://www.teachersdomain.org/ . Choose the unit, Capturing Renewable Energy, http://www.teachersdomain.org/resource/phy03.sci.engin.systems.lp_renew/ for lessons on understanding the limitations of renewable energy resources. In an interview transcript published on the FRONTLINE Web site, Dr. Charles Till, a nuclear physicist and Associate Lab Director at Argonne National Laboratory West in Idaho, addresses a number of issues surrounding nuclear power, including its great energy potential and whether public fears over its dangers are valid. Dr. Till presents one side of a larger debate. See website,
as wind, solar, biomass and hydro are alternative, clean options. Setting Expectations and Providing Feedback
Think-Aloud A Think-Aloud is a metacognitive strategy that makes the implicit explicit. Use this strategy to model previewing a text.Assign students the reading passage, Renewable Energy Resources for Texas. Have them complete the questions and vocabulary section as they read the passage. Homework and Practice Have students create in their science notebooks meaningful sentences that reflect an understanding of the definition of each vocabulary word. Have students share their sentences with a partner. Have each pair create two quiz questions that may be used for a whole class evaluation. Cues, Questions, and Advance Organizers Have students read the passage, “Hydroelectric Dams: Are They All Here To Stay?” in the PHSE textbook on page 306. After the students have completed the reading, ask the following questions: • Why should people try to protect fish species? • Why are hydroelectric dams an important source of
energy? • Students may respond in small groups or this may be
a whole class assignment. 7 E Inquiry - Evaluate Explain to the students that they will perform a role-play in which they represent the different interest groups in the article. The task is to evaluate the benefits and costs of removing hydroelectric dams and recommend removing, adapting, or relicensing a dam. Divide the class into three groups: Group one will represent removing the dam; group two adapting the dam; and group three relicensing the dam. 7 E Inquiry – Explore Have students construct simple solar collectors and describe the energy processes involved in using this design. Have students make time/temperature graphs of their data for their designed collectors and through their observations, infer how solar collectors conserve electrical energy. Set expectations for students as they investigate with their collectors and consider presenting a rubric to students which outlines how the assignment will be assessed. Formative Assessment - Have students complete the Skills Lab: Designing Experiments- Keeping Comfortable Page 312- Prentice Hall Science Explorer.
Instructional Considerations Instructional Strategies / Activities http://www.pbs.org/wgbh/pages/frontline/shows/reaction/etc/faqs.html . Explicitly identify biomass resources and describe how biomass is a form of stored solar energy. Explain how a particular biomass resource can be used to produce heat or electricity or contribute to transportation resources needs. Student lessons should include objectives for them to discover that there are various forms of energy production in the world, each with its own risks and benefits. Students should understand that fossil fuels are formed from decomposing organic matter, and learn that hydroelectric power is produced when falling water turns an electromagnet that generates electricity. Teach students that nuclear power is produced when neutrons bombard heavy atoms, which release energy in a process called fission. Consider for instruction http://www.eia.gov/kids/resources/teachers/pdfs/Energy_Pie_int.pdf. This lesson focuses on the changes in the use of energy sources. Students will use data to make inferences about the changes in energy usages and predict future trends. Instructional Accommodations for Diverse Learners English-Language Learners: English-language learners benefit from verbal interaction in low-anxiety, casual situations (such as in small groups). Simple lesson accommodations can help students be successful. Break down a task into its constituent parts. Modify assignments for students who are still at early stages of English language acquisition. Make sure all learners can find key words and phrases and main ideas. Explain terms clearly and avoid using idioms or slang. Assessments can be adapted for students. For example, you might read assessment questions aloud or have students draw pictures instead of answering in words. Special Needs: Depending on the special needs of individual learners, reinforce new vocabulary prior to work on the computer, model tasks, simplify lesson outcomes, or modify tasks for students with fine motor problems. Adaptive technology such as touch screen computers, modified keyboards, or other input devices may be available as part of a student's Individualized Educational Program (IEP). Gifted: For gifted students and those who have mastered the skills targeted in the lesson, consider offering open-ended tasks that allow them to demonstrate skills outside the focus of the lesson.
Summarizing and Note Taking Graphic Organizers
Have students research information on nuclear power and answer the following review questions. Review Questions • What are some characteristics of uranium that make it an
appropriate fuel for nuclear reactors? • What did you learn about radiation that was new
information for you? • How do you think nuclear power compares to other
industries? Cooperative Learning
Web-based research 1. Students in groups of two will be assigned an energy
source. 2. Student groups will use the computer lab to research
information about their energy source, using the web resources listed and other sources that they are able to find.
3. Student groups will use the computer lab to create PowerPoint presentations on their energy source. The presentations will include: •title slide •eight-to-ten slides that provide the following information about the energy source: •description of the energy source, including renewable or nonrenewable •history of the energy source •where the energy source is found and how it is recovered •how energy is stored in the source and how the energy is released •how the energy source is used today •advantages and disadvantages of the energy source •economic impacts of the energy source •environmental impacts of the energy source •future of the energy source • other interesting facts about the energy source •Resource listing slide
4. Student groups will present their projects to the class. Students will evaluate each group using rubric on a scale of 1 to 5, which includes knowledge of the energy source, content of the presentation, level of participation in the research and presentation, and design and creativity of the presentation. Instructional Accommodations for Diverse Learners
Think-Pair-Share Have students work in pairs to complete a concept attainment chart. This involves students in listing words that can be used to distinguish exemplars from non-exemplars
of various concepts. This strategy will help students learn vocabulary and content area concepts based on their critical attributes. Collaborative Learning Creating an Energy Plan Have students work in teams to create an energy plan for their community or the country. Have students assume roles such as safety engineer, resource locator, financial officer, and scientist to work together and try to reach consensus on a plan. They can use the Internet and other resources to research and identify alternative types of energy production such as wind turbines, tidal power, and geothermal energy, as well as those discussed in this lesson plan. The point of this activity is not only for students to learn about energy resources, but to understand how difficult the decisions are that must be made in order to provide energy for the country. Conclude the activity with a discussion on what each individual can do to conserve energy and thereby limit the economic and environmental costs associated with energy production. Have students create bumper stickers or information pamphlets about energy and the conservation of energy. 7 E Inquiry – Evaluate Check for Understanding Have students discuss the following: • What are the various alternatives for energy production,
and why would you choose one over another? • What are the risks associated with the forms of energy
production currently used in the U.S.? • What changes could we make as individuals and as a
society to produce a more environmentally friendly, economically sound, and/or safer energy plan for the U.S.?
SCIENCE GRADE 6 HISD Curriculum: Unit 3.1Planning Guide
- English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned Readiness - Process Standards
Assessment Connections • Students will research advantages and disadvantage of energy resources. • Students will communicate a plan to manage energy resources in their environment. • Through hands on investigations and research, students will investigate methods of energy transfer
Resources • lab investigation, Exploring Radiant Energy • activity Radiometer Detective • handout, How Heat Travels • website, Renewable and Non Renewable Resources,
• Prentice Hall Science Explorer Grade 6, Texas Edition, 2002 by Prentice-Hall – See Table of Content for Chapters which support the unit concepts.
• http://www.eia.gov/kids/resources/teachers/pdfs/Energy_Pie_int.pdf Lesson focuses on the changes in the use of energy sources
• unit, Capturing Renewable Energy, http://www.teachersdomain.org/resource/phy03.sci.engin.systems.lp_renew/ • video, Energy Sources, http://www.teachersdomain.org/resource/phy03.sci.phys.energy.energysource/ • website; http://www.need.org/needpdf/SecThermalEnergyPuttoWork.pdf • website, http://www.eia.gov/kids/resources/teachers/pdfs/IntermediateActivityNaturalRefrigeration.pdf students will build
a refrigerator • Conduction, Convection, Radiation http://aspire.cosmic-ray.org/labs/atmosphere/popcorn.html Students will use the
website and lab to explore how to make popcorn • http://www.teachersdomain.org/asset/lsps07_int_heattransfer/ interactive tutorial explaining convection, conduction,
and radiation • lesson, Observing Convection • Heat Partner Practice (PP) sheet • ecological footprint concept http://www1.eere.energy.gov/education/lessonplans/plans.aspx?id=252 • interview transcript published on the FRONTLINE Web site, Dr. Charles Till • reading passage, Renewable Energy Resources for Texas
Materials: (per group or can be done as a demonstration) dark colored cloths
1 UV light (black light) bulb
1 incandescent light bulb
1 CFL light bulb
1 infrared light bulb
Procedure:
1. Have students answer the question, ‘Which type of light bulb will cause the radiometer to spin the fastest or will sunlight spin it the fastest?’
2. At each station, have students put the radiometer under their light source for 2 minutes. Have them record how fast the radiometer is spinning (i.e. barely moving, slowly, medium, fast and very fast (just a blur)). Have students record the results on a data table.
3. Have students cover half of the bulb for 2 minutes. Ask, ‘Does it make a difference in how fast the radiometer is spinning?’ Have students record the results on a data table.
4. Have students change stations and repeat steps 1 and 2 until each group has been to all stations and tested their radiometer with each light source.
5. Have students examine their data and come to a conclusion. Have them write down their conclusions and ask ‘Did your conclusion match your prediction? How was it different or how was it the same?
6. Did their conclusion match their predictions? Discuss this as a class.
Secondary Science Curriculum – yse 2011‐12 HISD
Forms of Energy
Potential Energy Potential energy is stored energy and the energy of position — gravitational energy. There are several forms of potential energy.
Kinetic Energy Kinetic energy is motion — of waves, electrons, atoms, molecules, substances, and objects.
Chemical Energy is energy stored in the bonds of atoms and molecules. Batteries, biomass, petroleum, natural gas, and coal are examples of stored chemical energy. Chemical energy is converted to thermal energy when we burn wood in a fireplace or burn gasoline in a car's engine.
Mechanical Energy is energy stored in objects by tension. Compressed springs and stretched rubber bands are examples of stored mechanical energy.
Nuclear Energy is energy stored in the nucleus of an atom — the energy that holds the nucleus together. Very large amounts of energy can be released when the nuclei are combined or split apart. Nuclear power plants split the nuclei of uranium atoms in a process called fission. The sun combines the nuclei of hydrogen atoms in a process called fusion.
Gravitational Energy is energy stored in an object's height. The higher and heavier the object, the more gravitational energy is stored. When you ride a bicycle down a steep hill and pick up speed, the gravitational energy is being converted to motion energy. Hydropower is another example of gravitational energy, where the dam "piles" up water from a river into a reservoir.
Radiant Energy is electromagnetic energy that travels in transverse waves. Radiant energy includes visible light, x-rays, gamma rays and radio waves. Light is one type of radiant energy. Sunshine is radiant energy, which provides the fuel and warmth that make life on Earth possible. Thermal Energy, or heat, is the vibration and movement of the atoms and molecules within substances. As an object is heated up, its atoms and molecules move and collide faster. Geothermal energy is the thermal energy in the Earth. Motion Energy is energy stored in the movement of objects. The faster they move, the more energy is stored. It takes energy to get an object moving, and energy is released when an object slows down. Wind is an example of motion energy. A dramatic example of motion is a car crash, when the car comes to a total stop and releases all its motion energy at once in an uncontrolled instant.
Sound is the movement of energy through substances in longitudinal (compression/rarefaction) waves. Sound is produced when a force causes an object or substance to vibrate — the energy is transferred through the substance in a wave. Typically, the energy in sound is far less than other forms of energy.
Electrical Energy is delivered by tiny charged particles called electrons, typically moving through a wire. Lightning is an example of electrical energy in nature, so powerful that it is not confined to a wire.
Secondary Science Curriculum – yse 2011
Secondary Science Curriculum – yse 2011
Secondary Science Curriculum – yse 2011
EXPLORING RADIANT ENERGY Objective: To explore how the energy in light is changed into measurable thermal energy. MATERIALS:
♦ 5 thermometers ♦ 1 piece of black paper (15 x 15 cm) ♦ 1 piece of yellow paper (15 x 15 cm) ♦ 1 piece of white paper (15 x 15 cm) ♦ 1 piece of bright blue paper (15 x 15 cm) ♦ 1 piece of bright red paper (15 x 15 cm) ♦ Tape ♦ Bright light or sunny day
HYPOTHESIS: Read the procedure. Record your hypothesis. (What you think will happen.) PROCEDURE:
1. Fold the pieces of paper in half and tape the sides and one end together to make pouches. 2. Record the temperature of each thermometer on the chart below. 3. Put one thermometer face up into each pouch. Place the pouches in the sun or under a
bright light (about 0.5 meter away) as your teacher directs. DATA: Record the temperature of each thermometer after 5, 10, 15 and 20 minutes.
Remember to record the temperature in Celsius. CONCLUSIONS: Which color paper absorbed the most radiant energy and turned it
into thermal energy? Which color paper reflected the most radiant energy? Do your results support what you have learned about radiant energy?
