HPS Unit Guide (2014-2015)
Science
Title of Unit:
Developed
By:
School:
Uses of Energy (5.6A)
Grading
Cycle:
1st Nine Weeks
Science Curriculum Team
Timeframe:
5 x 45 min. periods
Harmony Public Schools
Content Standards
ELPS
1(A) Use prior knowledge and experiences to understand
meanings in English
1(E) internalize new basic and academic language by using and
reusing it in meaningful ways in speaking and writing activities
that build concept and language attainment;
2(C) learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and
interactions
3(D)(E) speak using grade-level content area vocabulary in
context to internalize new English words and build academic
language proficiency AND share information in cooperative
learning interactions.
5.6A - Explore the uses of energy, including mechanical, light,
thermal, electrical, and sound energy.
CCRS
Essential Questions
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What is energy? What are some different forms of energy?
How can we use these different energy forms?
What are some objects you use every day that require energy?
Key Concepts
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Misconceptions
There are different types of energy including mechanical, light,
thermal, electrical, and sound energy.
We can use different types of energy including mechanical, light,
thermal, electrical, and sound energy.
Bicycles, stereos, computers, lamps, and toasters are useful objects
that demonstrate the use of mechanical, sound, electrical, light, and
thermal energy.
Students often think that potential and mechanical
energy are the same thing.
Key Skills
Students need to know that energy is neither created nor destroyed, it just gets transferred from one form to another.
Assessment Evidence
Formative
Summative
Use as many as you want (more than one) from this list:
Use all from the list:
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Pre-Assessment (should only take about 5 minutes)
Warm-ups (Key Questions)
Progress Monitoring Assessment
Quick checks for understanding (thumbs up/down, etc.)
Exit tickets (STEMScopes essential questions or teacher
created)
Teacher observation
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Completed Explore Student Journal
Unit Assessment (Post Assessment. + Open-Ended
Response)
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Review games
Learning Plan
Prior Knowledge
Future Connections
3.6A Explore different forms of energy, including
mechanical, light, sound, and heat/thermal in everyday life.
4.6A Differentiate among forms of energy, including
mechanical, sound, electrical, light, and heat/thermal.
6.6A Compare metals, nonmetals, and metalloids using
physical properties such as luster, conductivity, or
malleability.
Key Vocabulary
Energy, Mechanical Energy, Light Energy, Sound Energy, Electrical Energy, Thermal Energy
Instructional Activities
*** Use Released STAAR items located at the bottom of the “Standards Unwrapped” page in STEMScopes as warmups, exit tickets, closing Q&A, etc.
Engage:
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STEMscopes: Starters - The Silent Questionnaire, and A Day in the Life
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STEMScopes: Complete the Engage activity
Explore:
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STEMscopes Student Guide/Journal (Might need a couple of periods to complete)
Explain:
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STEMscopes: Content Connections video w/Companion page
STEMscopes: Science Rock and Picture Vocabulary.
STEMScopes: STEMScopedia (sent home as a home connection activity)
STEMscopes: Use Question Prompts to start class/group discussions
Elaborate/Extend:
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STEMScopes: Web Surfing Science (can be done as whole class activity if access to technology is an issue)
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STEMscopes: Reading in Science
To assess learning, use both formative and summative assessments as listed above.
Instructional Considerations and Modifications
***To wrap up the lesson and solidify understanding of concepts, please ask these questions:
1. What are the different types of energy?
2. Give an example of how energy can transform from one form to another.
ESL: Use illustrations for vocabulary, graphic organizers, and allow use of bilingual dictionary. The Spanish version of
documents from STEMscopes can be used if needed.
SPED: Reduce the number of questions or assignment length, make sure the student understands the prompts in openended response questions, and allow extra time (varies depending on IEPs).
GT: Differentiate instructions by giving students to create models or other three dimensional products, or digital
presentations, and assign PBL or Engineering Connections work instead of Explore activity when appropriate. C onsider
having it as one of the stations within the class if in a mixed ability or heterogeneous class setting. Also consider using the math
connections and the higher Lexile reading level.
STEMScopes Math Connections could be given to the Math teacher as an extension or review activity for this unit. Check to
see if the math work included is appropriate at this point in the year. Ask for suggestions as to which of the questions might
be a good choice.
Additional Resources
AIMS activities: "What is Energy?", "Heat Energy Moves", "Hot Chocolate", "Sound is Vibration", "Traveling Sounds"
Discovery Education video (if subscription is available): Getting to Know Energy
Flip Book Activity: http://the4thgrademayniacs.blogspot.com/2012/11/forms-of-energy-flip-book.html
Alternate AIMS activities: "Reaching a Point" or "Flipping over Ice Cream"
BoardWorks – Interactive PPTs for explanation or STAAR Prep & Intervention
**** Use Safe Share TV when showing YouTube videos to create a link without the “suggestions” sidebar:
http://safeshare.tv/
Forms of Energy - http://www.youtube.com/watch?v=_v0sSw2sHKg
Forms of Energy - http://www.youtube.com/watch?v=86PzkRbw4_U
Six Types of Energy - http://www.youtube.com/watch?v=Xnn9NMNEMZA (cute and very artistic video to watch… the
conclusion at the end is worth discussing)