Science
SCI.IV.2.4
Grade: 5
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 2:
Changes in Matter - All students will explain how changes in matter are
related to changes in energy and how living things and human technology
change matter and transform energy.
Benchmark 4:
Describe common energy transformations in everyday situations.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
• Construct questions for each of the investigations suggested below to guide the design of the investigation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
Vocabulary / Key Concepts
Forms of energy:
• mechanical
• heat
• sound
• light
• electrical
• magnetic
• chemical
• food energy
See IV.1.MS.5 electricity in circuits
Total amount of energy remains constant in all
transformations.
Context
• Motors
• generators
• power plants
• light bulbs
• appliances
• cars
• radios
• TV’s
• walking
• playing a musical instrument
• cooking food
• batteries
• body heat
• photosynthesis
See III.2.MS.3 and III.5.MS.2
Knowledge and Skills
Students will recognize that energy is never lost,
destroyed, or created; it only changes form.
In each transformation, students should be
introduced to the idea that the amount of energy
that goes into a system is the same as the
amount of energy that comes out of the system.
- When a system is analyzed, scientists must
account for all types of energy. In most systems,
energy is given off as heat.
Appliances, the body, plants, vehicles, musical
instruments, toys, cold packs, hand warmers, etc.
are examples of systems.
In each system, energy changes form.
For example, a battery demonstrates chemical
energy being transformed to electrical energy.
Students will describe the energy transformations
in everyday systems.
Resources
Coloma Resources:
The Way Things Work – David Macualay,
Hougton-Mifflin 1988
Other Resources:
• Teaching Science with Toys: Physics
Activities for Grades K-9, Taylor, Poth and
Portman
•
Science Explosion
•
•
Michigan Teacher Network Resources
Energy Quest
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us
IV.2.MS.4
Science of Sound from the Cleveland Institute of
Music (transformation of energy)
Photosynthesis from the Camden Children's
Garden
Energy from COSI Toledo
Sounds of Science from COSI Toledo
Molecules and Energy from the New York Hall of
Science
Instruction
Benchmark Question: How are common
energy transformations used in everyday
situations?
Assessment
Optional Assessment:
After students have investigated various energy
transformations the following assessments can
be used:
Instruction I
Focus Question: What kinds of energy transfers
occur?
Before beginning the explorations students should be
familiar with energy and its forms (see key concepts).
Also the teacher should perform/discuss everyday
examples of energy transformations (burning coal to
produce electricity, digestion of food, speakers,
photosynthesis, etc.).
Assessment I
Students create a picture of an environment (a
kitchen works well) labeling the energy transfers
shown in the picture.
Assessment II
Pairs of students will observe the energy
transformation that occurs when 250 ml (one-half
cup) of cold water is combined with fifteen grams
Discuss how the energy in a marshmallow comes (one teaspoon) of calcium chloride in a locking
sandwich bag. Each student will write a
from the energy of the sun to the sugar plant.
description of the energy transformation that is
occurring and a description of a real-world
Students will design ways to make s’mores.
application.
• Microwave (electric to microwave)
•
•
•
•
•
Light bulb (electric to heat and light)
Friction caused by rubbing (mechanical to
heat)
Body heat (chemical to heat)
Candle (chemical to light and heat)
Solar (solar to heat)
The s’mores also provide food energy/chemical
energy which changes to mechanical, heat and sound
energy.
Instruction II
Focus Question: What kinds of energy transfers
occur in various toys?
The teacher will give each small group a toy that
undergoes one or more energy transfers (See Toy
Examples below). Groups will investigate the
mechanics of their toy and identify its energy
transfers. Groups will demonstrate and explain how
the types of energy change in their toy.
Toy Examples: tops, music boxes, Jack-in-theBoxes, wind-up toys, push and pull toys, string-pull
toys, and battery-operated toys.
(Give students rubric before activity.)
Scoring Rubric
Criteria:
Accuracy of description — energy
transformation:
Apprentice - Describes an observation that does
not include an energy transformation.
Basic -Describes the energy transformation with no
details.
Meets - Describes the energy transformation with
some details.
Exceeds - Describes the energy transformation with
many details.
Criteria:
Accuracy of Description-real-world
application:
Apprentice -Does not describe a real-world
application.
Basic -Describes a real-world application with no
details.
Meets - Describes a real-world application with some
details.
Exceeds - Describes a real-world application with
many details.
Teacher Notes:
The battery or other source provides energy to the electrical current, which is transformed in the circuit devices to other
forms of energy (light, heat, sound, motion, etc.) Energy is neither created nor destroyed in this process; it only
transforms from one form to another.
Focus Questions
• What is energy and how does it transfer from one substance to another in everyday situations?