Library Curriculum Connections
5th grade—3rd OI
Energy—You Can’t Lose It! Forms and Uses of Energy
TEKS 112.16 Science (6) Force, motion, and energy. The student knows that energy occurs in many forms and
can be observed in cycles, patterns, and systems.
The student is expected to:
STAAR 5.5 (A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
ELPS C.2.D (D) monitor understanding of spoken language during classroom instruction and interactions and
seek clarification as needed. C.1.C (C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Learning Target: I can illustrate forms of energy, and I can learn that its transference into or
out of a system does not change the total energy.
EQ: How are forms of energy used?
Materials / Resources
video: http://safeshare.tv/w/UVSmrzRUUl (The Most Outrageous Way to Share a Coke)
youtube video: http://viewpure.com/3jQXN8SMewo (Andrew’s 8th grade Rube Goldberg Project-Final)
comic strip website: http://www.makebeliefscomix.com/Comix/
sample of a multi-frame graphic strip—electronic or print: Elmo and/or computer & projector;
unlined white paper; pencils; colored pencils
assorted nonfiction books about energy; graphic novels
Prior Knowledge: Students will have finished the unit on energy and should know about the
forms of and uses for energy.
Engage
Show the video that students first saw in the classroom:
http://safeshare.tv/w/UVSmrzRUUl (The Most Outrageous Way to Share a Coke)
In the classroom, they noted types and examples of energy from the video. This time, ask
students to note the incredibly elaborate energy system created to complete a simple task.
Explore
Show students the video of Andrew explaining and demonstrating his Rube Goldberg project:
http://viewpure.com/3jQXN8SMewo; then give students, who are in groups of two or three, a
few items, such as dominoes, blocks, whatever is available, and have them create their own
Rube Goldberg machine--one that is more elaborate than it needs to be to accomplish a simple
task.
Explain
Explain to students that energy is required to operate all machines, so they will need a source of
energy. Explain that the machine has to have a purpose. Explain potential and kinetic energy,
as well as other forms they may use in their machines, such as mechanical, sound, light, thermal,
or electrical. Also, remind students that energy is neither lost nor gained when it is used; it is
transferred.
Elaborate
Students will identify real world uses of energy and demonstrate how energy is transferred from
one form to another without losing or gaining energy. Students will operate their machines and
determine if they worked as expected. If the machines did not, students will analyze and
articulate what did not work and how to fix it. Students will also write down the form(s) of
energy demonstrated by their machine.
Enrich/Differentiate
Ask students to fold a piece of paper into three or six equal parts.
Differentiation: In the 3-frame paper, students will label only the 1st and 3rd boxes with any
two of the following forms of energy: mechanical, electrical, sound, light, thermal. In the 2nd
frame, students will draw a picture that illustrates the conversion of that 1st-frame energy into
the 3rd-frame energy.
Enrichment: In the 6-frame paper, students will label each of the first five boxes with the
following forms of energy—one per box in any order: mechanical, electrical, sound, light,
thermal. Have students label the sixth box: “To be continued.” Explain to students that they
will draw in each box of the first five boxes a picture of the labeled form of energy for that box,
including dialogue bubbles and/or brief written explanations of the transfer/exchange of energy.
In addition, if laptops are available, learners may create an electronic strip using
http://www.makebeliefscomix.com/Comix/. (The strip I created may be found at
http://www.makebeliefscomix.com/Comix/?comix_id=25718277C1125342.)
Evaluate
Each learner will have created a Rube Goldberg machine and perhaps produced one graphic
strip with 3 or 6 frames, illustrating one or more forms of energy. Some students may also have
produced one, three-frame electronic strip. Did the class use information to construct
reasonable conclusions to their experiments with energy and machines? Can students change
one variable to improve their machines? Did the students provide examples of uses and forms
of energy from real life either verbally or in their comic strips?
Library Speak: nonfiction, graphic books, comic strips, electronic resources