ENERGY
ENCOUNTERS!
CIRCLE MAP
CIRCLE MAP
READING IS FUN!
CIRCLE MAP
WHAT IS ENERGY?
Energy is the ability to do
work, meaning moving,
growing, warming, or
lighting something.
LET’S INVESTIGATE!
I’m using
energy to
walk!
Is the
clock
using
energy?
CATEGORIZE!
Energy!
Moving
Growing
Warming
Lighting
CATEGORIZE!
Energy!
Moving
Growing
Warming
Lighting
VOCABULARY!
energy
waste
oil
wind energy
gas
solar energy
renewable
fossil fuel
conservation
electrical energy
nonrenewable
electricity
MODIFICATIONS
K-2 and ELL: The teacher will bring in items that use
different types of energy to demonstrate to the students.
All grades: Vocabulary cards with pictures will be used on a
word wall.
K-1: The circle map will be done as a whole group with
pictures and labels.
K-2: The walk around the building will be a walk and talk with
the teacher taking notes and students drawing
pictures. When students return to the classroom, the
teacher will help them generate a class list of items that
use energy.
FUTURE LESSONS
1. Energy Sources
2. Renewable vs Non-Renewable
3. Consequences of Waste
4. How to Reduce Waste
ADAMS 50 LEARNING TARGETS
Science
Level R
•
SC.00.08.01.01 Makes simple observations, predictions, explanations, and generalizations based
on real-life experiences (e.g., size, shape, color) (CMCS)(CAS Pr.1.1b)
•
SC.00.10.01.01 Investigates and participates in cause and effect activities (e.g., scales, pull-push,
sink-float, kick-roll). (CMCS
•
SC.00.11.01.01 Uses senses and tools to make and record information through discussions,
drawings, and charts scientific (e.g., magnifying glasses, scales). (CMCS)(CAS Pr1.1c)
Level 1
•
SC.01.08.01.02 Determines if a change has occurred in a physical property of a substance/object
based on observations (CMCS 2.2a,b)(CAS K.1.2.a)
•
SC.01.10.01.01 Describes how objects can be moved by pushing or pulling (CMCS 2.7a) (CAS
K.1.1)
•
SC.01.11.01.01 Demonstrates how to make observations using simple tools to gather information
(CMCS 1.1e, 1.2a,b, 2.2a, 5.2a)(CAS PK.3.1.b)
Level 2
•
SC.02.08.01.02 Describes various ways to classify objects based on physical properties (CMCS
2.4a) (CAS K.1.2)
•
SC.02.10.01.01 Differentiates between the effects of various forces (CMCS 2.7a) (CAS 2.1.1
•
SC.02.11.01.01 Generates basic questions about the physical world based on observations
(CMCS 1.1c) (CAS PK.1.1)
ADAMS 50 LEARNING TARGETS
Science
Level 3
•
SC.03.03.01.01 Describes the events that occur as a result of the motions of the Earth (CMCS
4.9a) (CAS 4.3.1.c)
•
SC.03.08.01.01 Compares and contrasts the physical properties of each physical state of matter
(CMCS 2.4.a,b) (CAS 1.1.1)
•
SC.03.08.02.01 Recognizes that changes in the physical state of matter do not change the
composition of the substance (CMCS 2.4c) (CAS 3.1.1)
•
SC.03.11.03.01 Generates hypotheses based on observations (CMCS 1.1c) (CAS K.1.3)
Level 4
•
SC.04.01.02.01 Compares and contrasts climate and weather (CMCS 4.4a) (CAS 5.3.3.a)
•
SC.04.02.01.02 Forms conclusions about the processes that constantly change the Earth’s
surface (CMCS 4.2b) (CAS 5.3.2)
•
SC.04.02.04.01 Explains how Earth's materials are broken down or combined in nature and by
human activity (CAS 3.3.1)
•
SC.04.07.01.02 Forms conclusions based on fossil evidence about prehistoric environments and
organisms (CMCS 4.1a) (CAS 4.2.2)
•
SC.04.11.04.01 Performs a simple experiment to answer a question (CMCS 1.1c,d,e; 1.2a,c) (CAS
3.1.1)
ADAMS 50 LEARNING TARGETS
Math
Level R
•
MA.00.K11.06.03 Identify whether the number of objects in one group is greater than, less than, or
equal to the number of objects in another group. (CAS: K.1.1.c.i) (CCSS: K.CC.6)
•
MA.00.K42.03.03 Directly compare two objects with a measurable attribute in common, to see
which object has "more of"/"less of" the attribute, and describe the difference. (CAS: K.4.2.a.iii)
(CCSS: K.MD.2)
•
MA.00.K42.05.03 Classify objects into given categories. (CAS: K.4.2.b.i) (CCSS: K.MD.3)
•
MA.00.K42.06.03 Count the numbers of objects in each category. (CAS: K.4.2.b.ii) (CCSS: K.MD.3)
•
MA.00.K42.07.03 Sort the categories by count. (CAS: K.4.2.b.iii) (CCSS: K.MD.3)
Level 2
•
MA.02.131 Visual displays of information can used to answer questions
•
MA.02.131.01.03 Organize, represent, and interpret data with up to three categories. (CAS:
1.3.1.a.i) (CCSS: 1.MD.4)
•
MA.02.131.02.03 Ask and answer questions about the total number of data points how many in
each category, and how many more or less are in one category than in another. (CAS: 1.3.1.a.ii)
(CCSS: 1.MD.4)
Level 4
•
MA.04.331.01.03 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. (CAS: 3.3.1.a.i.)
•
MA 04.331.02.03 Solve one and two step “how many more” and “how many less” problems using
information in scaled bar graphs. (CAS: 3.3.1.a.ii)
ADAMS 50 LEARNING TARGETS
Literacy
Level R
•
LI.00.P11 Conceptual understanding conveyed through vocabulary words can occur using a
variety of modalities Capacity Matrix LI.00.P11
•
LI.00.P11.01.03 Identify and sort common objects, events, pictures, words, colors, shapes, and
textures into various classifications (CAS: PS.1.1.a)
•
LI.00.P11.02.03 Begin to identify and use special concepts (first/last, over/under, etc.) (CAS:
PS.1.1.b)
•
LI.00.P11.03.03 Demonstrate use of vocabulary in oral language to express ideas and events
(CAS: PS.1.1.c)
•
LI.00.P11.04.03 Begin to understand that everyday words such as "cold" relate to extended
vocabulary words such as "chilly" (CAS: PS.1.1.d)
•
LI.00.P12.03.03 Listen with comprehension, and follow two-step directions (CAS: PS.1.2.c)
•
LI.00.P12.04.03 Remember spoken information for a short period of time (CAS: PS.1.2.d)
•
LI.00.K12.03.03 Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and requesting
clarification if something is not understood (CAS: K.1.2.b) (CCSS: SL.K.2)
•
LI.00.K12.04.03 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood. (CAS: K.1.2.c) (CCSS: SL.K.3)
•
LI.00.K12.05.03 Listen with comprehension to follow two-step directions (CAS: K.1.2.d)
•
LI.00.K12.06.03 Use words and phrases acquired through conversations, reading and being read
to, and responding to texts. (CAS: K.1.2.e) (CCSS: L.K.6)
•
LI.00.K12.01.03 Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion) (CAS: K.1.2.a.i) (CCSS: SL.K.1a)
ADAMS 50 LEARNING TARGETS
Literacy
Level 1
•
LI.01.P21.06.03 Generate a picture or written response to a read-aloud that identifies the who or
what of the story or text (CAS: PS.2.1.f)
•
LI.01.P31.03.03 Use shapes, letter-like symbols, and letters to represent words or ideas (CAS:
PS.3.1.c)
Level 2
• LI.02.K11.01.03 Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail. (CAS: K.1.1.a) (CCSS: SL.K.4)
• LI.02.K11.02.03 Add drawings or other visual displays to descriptions as desired to provide
additional detail. (CAS: K.1.1.b) (CCSS: SL.K.5)
• LI.02.K22.01.03 With prompting and support, ask and answer questions about key details in a text.
(CAS: K.2.2.a.i) (CCSS: RI.K.1)
• LI.02.K22.02.03 With prompting and support, identify the main topic and retell key details of a text.
(CAS: K.2.2.a.ii) (CCSS: RI.K.2)
• LI.02.K22.03.03 With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text. (CAS: K.2.2.a.iii) (CCSS: RI.K.3)
ADAMS 50 LEARNING TARGETS
Literacy
Level 3
•
LI.03.112.01.03 Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion). (CAS: 1.1.2.a.i) (CCSS:
SL.1.1a)
•
LI.03.112.02.03 Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges. (CAS: 1.1.2.a.ii) (CCSS: SL.1.1b)
•
LI.03.112.03.03 Ask questions to clear up any confusion about the topics and texts under
discussion. (CAS: 1.1.2.a.iii) (CCSS: SL.1.1c)
•
LI.03.112.04.03 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media. (CAS: 1.1.2.b) (CCSS: SL.1.2)
•
LI.03.112.05.03 Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood. (CAS: 1.1.2.c) (CCSS: SL.1.3)
•
LI.03.122.01.03 Ask and answer questions about key details in a text. (CAS: 1.2.2.a.i) (CCSS:
RI.1.1)
•
LI.03.122.01.03 Ask and answer questions about key details in a text. (CAS: 1.2.2.a.i) (CCSS:
RI.1.1)
•
LI.03.122.02.03 Identify the main topic and retell key details of a text. (CAS: 1.2.2.a.ii) (CCSS:
RI.1.2)
ADAMS 50 LEARNING TARGETS
Literacy
Level 4
•
LI.04.211.06.03 Use content-specific vocabulary to ask questions and provide
information. (CAS: 2.1.1.f)
•
LI 04 212.04.03 Recount or describe key ideas from text read aloud or information presented
orally or through other media. (CAS: 2.1.2.b)
•
LI.04.232.04.03 Organize ideas using a variety of pictures, graphic organizers, or bulleted lists.
(CAS: 2.3.2.d)
EXTENDING “WHAT IS ENERGY”
TO MIDDLE SCHOOL
CORY JENSEN, PE
COLORADO SCHOOL OF MINES
GK-12 FELLOW
ELEMENTARY CONCEPTS
D1 – Define Energy
D2 – Energy Sources
D3 – Renewable vs. Non-Renewable
D4 – Consequence of Energy Waste
D5 – How to Reduce Energy Waste
EXTENDED CONCEPTS
 Units of Energy (unit analysis)
 Specifics of Renewables (excite!)
 Solar
 Biomass
 Geothermal
 Wind
 Wave
 Efficiency ($)
 Importance of Policy and Law (..how we get there, really)
 Nuclear
 Standards
 Renewable Portfolio
 Research, National Laboratories
COOL FUTURE EXTENDED
CONCEPT PIC
SCIENCE OF ENERGY
BACKCHECK
 Units of Energy (unit analysis)
 Energy, Light, Heat, Motion, Sound, Growth {lesson 1}
 Specifics of Renewables (excite!)
 Framework for; Wind {5} & solar {12}
 Efficiency
 K-2, reuse plastic, save gasoline {lesson 20}
 Importance of Policy and Law (..how we get there, really)
 Does not exist
 …climatewire website
STANDARDS BASED
EDUCATION
Colorado Department of Education (CDE)
Aurora Standards