Science
SCI.IV.2.4
Grade: 6
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
Resources
Students will recognize that energy is never lost,
destroyed, or created, it only changes form.
Students will also describe the energy
transformations in everyday systems (appliances,
the body, plants, vehicles, musical instruments,
toys, etc.). 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, as long as
all types of energy are accounted for in analyzing
how the system works. For example, a battery
demonstrates chemical energy being transformed
to electrical energy.
Coloma Resources:
Matter & Molecules, Chapter 6
Motion, Forces & Energy Text
Energy & Power, Chapter 5
Students will demonstrate an understanding of the
interdisciplinary links between math, science and
technology by exploring careers and using every
day objects. These disciplines integrate common
thematic ideas such as:
• Systems: a collection of parts that function
as a whole
• Model/Scale: a simplified proportional
representation
• Patterns of Change: natural or mathematical
repetitions
• Function: how an object works; its purpose
• Evolution: the present arises from materials
and forms of the past; change over time
• Scale: a reference to a quality that is both
relative and absolute and to the ranges of
magnitude in the universe which include
such dimensions as size, duration, and
speed
• Energy: the capacity to work or the ability to
make matter move
•
Science Explosion
•
•
Michigan Teacher Network Resources
Energy Choices Webquest – looking at
alternative energy sources and how they
impact the world.
•
Teacher Resources – Webquests, lesson
plans and much more – vetted by ENC.
•
Scope Unit Plan – Energy: Moving It and
Using It
Energy Education Curriculum Project
Energy Conversions - Middle School
Module 2 – interdisciplinary unit
Other Resources
• Teaching Science with Toys: Physics
Activities for Grades K-9, Taylor, Poth and
Portman
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
IV.2.MS.4
Science of Sound from the Cleveland Institute
of Music
Energy from COSI Toledo
Photosynthesis from Camden Children's
Garden
Instruction
Focus Question: What kinds of energy transfers
occur in various toys?
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.).
Students will be given a toy that undergoes one or
more energy transfers. They will investigate the
mechanics of the toy and identify its energy
transfers. Students will demonstrate and explain
their discoveries.
Toy examples:
Tops, music box, Jack-in-the-Box, wind-up toys,
push and pull toys, string-pull toys, battery-operated
toys.
Assessment
Optional Assessment
After students have investigated various
energy transformations the following
assessment can be used:
Students will observe the energy
transformation that occurs when 250-ml (1/2cup) cold water is combined with 15 grams (1
teaspoon) calcium chloride in a zipper-lock
bag. Students will describe the energy
transformation that is occurring and propose a
real-life application.
(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-realworld 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?