Unit/Lesson Plan Title: “I’ve Got the POWER!” (Energy Forms) Science

Unit/Lesson Plan Title: “I’ve Got the POWER!” (Energy Forms)

Primary Subject

Integrated Subjects

Grade Level(s)

Length of Unit

Research Sources

Science

ELA

4th grade

15 days (3 weeks) http://browseinside.harpercollinschildrens.com/index.aspx?

isbn13=9780064452137 http://www4.uwsp.edu/cnr/wcee/keep/mod1/whatis/experiments.htm

http://classroom.jc-schools.net/sci-units/energy.htm#4 http://spoonful.com/crafts/solar-smores http://www.learnnc.org/lp/editions/nces2010-science/6822 http://www.eia.gov/kids/

Unit Summary

Key Vocabulary

NC Essential Standards For

Science

Common Core Standards for

ELA & Literacy

Students will gain an understanding of energy and its various forms.

They will learn the difference between potential and kinetic energy prior to experimenting with light, sound, heat, electrical, and magnetic energy.

Students will conduct multiple experiments to assist in recognizing and understanding that energy has the ability to cause motion or create change. Students will then apply their knowledge of energy transfer to a culminating project where they must construct a design that will increase the internal temperature of a hotdog.

* energy

* potential energy

* kinetic energy

* light energy

* sound energy

* heat energy

* electrical energy

* magnetic energy

* energy transfer

4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change.

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.4. Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.2.d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

KepleyTonya Wednesday, October 10, 2012 8:41:09 PM ET

I CAN Statements Days 2 & 3: I CAN identify an example of potential energy and kinetic energy and explain their relationships and differences.

Day 4: I CAN describe the relationship between greater potential energy and the resulting kinetic energy.

Day 5: I CAN identify the main source of energy present in an experiment by defending my claims with evidence.

Days 6 & 7: I CAN define, describe, and give examples for various forms of energy.

Days 8 & 9: I CAN identify and describe how energy transfer creates change while experimenting. I CAN relate this knowledge to real-world situations.

Day 10: I CAN identify and describe how energy transfer creates motion while experimenting. I CAN relate this knowledge to real-world situations.

Days 11 - 14: I CAN design a model that will warm a hotdog to the highest degree temperature possible using energy transfer.


Materials & Resources

Safety Requirements pre-assessment and poster assessment (attached supporting document)

Super Sleuth of ENERGY sheet (attached supporting document)

Silly String

ENERGY Makes Things Happen written by: Kimberly Brubaket Bradley mini-poster paper coloring/drawing utensils meter sticks (two to three per group of 3 students) tape friction car ~ A FRICTION CAR THAT WILL STRADDLE THE METER STICK

WILL WORK BEST!

(one per group of 3 students)

Driving with Energy student recording sheet (attached supporting document)

Energy Centers (attached supporting document) data notebook laser light

LED and standard flashlight black and white construction paper aluminum foil saran wrap clear cup filled with water clear, red, and green transparency tissue paper smooth and textured translucent plastic drum paper clips tuning fork container of water (plastic or glass container)

6 lamps

3 standard bulbs and 3 CFL bulbs (one 60 watts, one 75 watts, and one 100 watts) ruler timer paper plates (6 per group) ice cubes (6 per group) chocolate candies (6 per group) iron nails (6 per group)

C or D battery wires lightbulb and holder various sized and shaped magnets sentence strips or notecards (1 per student)

LIGHT, SOUND, HEAT, ELECTRICAL, and MAGNETIC posters (attached supporting

document) computers/laptops for Comic Life activity large pizza boxes (one per group) scissors glue stick clear packing tape graham crackers chocolate bars marshmallows stick or dowel

Vernier LabQuest temperature probe motor/propeller (1 per group) buzzer (1 per group) switches (2 per group) hotdogs (buns and condiments for later consumption) boxes (various sizes) wire hangers skewers hand crank generators

Be careful with heat from lamps on experiments. Do not shine flashlights into other people’s eyes.


Activities/Procedures

• Essential Question

(I CAN statements)

• Explore/Engage

• Explain

• Elaborate (Inquiry)

• Evaluate

Day 1: What is ENERGY?

MATERIALS: pre-assessment

Super Sleuth of ENERGY sheet

PROCEDURES:

Pre-Assessment will be administered to begin unit.

Teacher will explain directions for Super Sleuth of ENERGY. Students will interact with peers to locate the answers to as many of the questions as possible. Questions will lead discussion amongst group at the end of the time period.

Teacher and students will ESTABLISH what ENERGY is by the end of today’s session.




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Days 2 & 3: Potential Energy vs. Kinetic Energy

I CAN Statement: I CAN identify an example of potential energy and kinetic energy and explain their relationships and differences.

MATERIALS:

Silly String other materials for various other potential to kinetic energy examples

ENERGY Makes Things Happen written by: Kimberly Brubaket Bradley mini-poster paper coloring/drawing utensils

PROCEDURES:

Teacher will begin class by shooting Silly String at students as an example of potential energy changing form to kinetic energy. This will begin discussion amongst students and teacher about the difference between the two forms of energy. (Additional examples can be added - teacher interests.)

Then the teacher will introduce the terms potential energy and kinetic energy and apply these terms to examples given in class. Students will then quickly brainstorm examples in a Think-Pair-Share activity that apply to potential energy changing to kinetic energy and vice versa.

Teacher will then read aloud ENERGY Makes Things Happen written by: Kimberly Brubaker Bradley. As teacher reads book aloud, he/she will stop and discuss with students the material.

Students will participate in a P.I.G. (partner, individual, or group) activity where they have to create a mini-poster demonstrating their knowledge of how an object’s potential energy is transformed into kinetic energy.

(EXTENSION: Higher leveled students can illustrate multiple steps to this process. EXAMPLE: potential to kinetic to potential to kinetic ~ A fan is turned in the OFF position (potential energy) and then turned ON

(kinetic energy). Paper at rest on a desk (potential energy) and flies off of desk due to fan (kinetic energy).

Students will take a Graffiti Gallery Walk. Students will walk around to each mini-poster with an assigned colored writing utensil and respond to the information displayed on posters. Teacher will discuss any corrections made to posters for clarification of today’s material.

EXIT TICKET: Students must exchange their mini-posters with another set of partners, individual, or group and explain to the teacher the correct form of energy displayed for each object.




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Day 4: Potential Energy vs. Kinetic Energy

I CAN Statement: I CAN describe the relationship between greater potential energy and the resulting kinetic energy.

MATERIALS: meter sticks (two to three per group of 3 students) tape friction car ~

A FRICTION CAR THAT WILL STRADDLE THE METER STICK

WILL WORK BEST!

(one per group of 3 students)

Driving with Energy student recording sheet

PROCEDURES:

Teacher will begin day by posing the question, “Does greater potential energy convert into greater kinetic energy?” Teacher will then divide students into groups of three (grouping according to teacher’s specifications) and describe experimental roles. Students will then establish their roles for the experiment. (Description of roles below.)

METER READER: This student will be in charge of taping down and reading distance on meter stick.

DATA MANAGER: This student will be in charge of completing the

Driving with Energy recording sheet.

ENERGY ENGINEER: This student will be in charge of the friction car.

Students will form a hypothesis, defend their opinions, and record information on Driving with Energy student recording sheet.

Students will follow directions on the Driving with Energy student recording sheet.

Students will lead discussion of their findings about the initial question,

“Does greater potential energy convert into greater kinetic energy?”




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Day 5: Various Forms of Energy Centers

(Light, Sound, Heat, Electrical, and Magnetic)

I CAN Statement: I CAN identify the main source of energy present in an experiment by defending my claims with evidence.

MATERIALS:

Energy Centers (attached supporting document) data notebook materials required for each center (listed on supporting document)

PROCEDURES:

Teacher will give instructions of expectations of the day and divide students into five groups. Students will need their data notebooks and pencils for observations.

Students will rotate through center experiments.

Teacher and students will regroup and discuss observations and establish the main energy source present in each of the experiments.

Students will express their claims and defend them with evidence.




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Days 6 & 7: Various Forms of Energy

(Light, Sound, Heat, Electrical, and Magnetic)

I CAN Statement: I CAN define, describe, and give examples for various forms of energy.

MATERIALS: sentence strips or notecards (1 per student) posters with words: LIGHT, SOUND, HEAT, ELECTRICAL, and

MAGNETIC (attached supporting document) computers/laptops for Comic Life activity

PROCEDURES:

Teacher will pose the question, “How do you use ENERGY in your life?”

Students will then each write a sentence on a sentence strip or notecard. The teacher will have posted around the room the words

LIGHT, SOUND, HEAT, ELECTRICAL, and MAGNETIC. Students will tape their sentence under the heading in which they think it belongs.

Students will then be grouped into five equal groups by pulling a random number. Students will then pull from a bag a type of energy

(light, sound, heat, electrical, or magnetic). Students will be required to create a Vocabutoon using Comic Life that includes a student-created definition , illustrations of assigned form of energy , and sophisticated sentence demonstrating understanding of type of assigned energy .

Students will present their form of energy to the class.

Teacher and students will revisit the question, “How do you use

ENERGY in your life?” Students will then analyze the sentences around the room under each heading and discuss if they feel that they are located under the correct heading. This will most likely open up discussion of how some sentences fall under multiple forms of energy.

Discussion of how various forms of energy are required to make things operate OR how they interact with one another will be the goal of this investigation.

Teacher will SCAFFOLD students to the understanding that

EVERYTHING requires the SUN and that it is the MAIN/DRIVING

SOURCE OF ENERGY!!!!!! Teacher and students will discuss

ENERGY TRANSFER and establish a kid friendly definition that will set the stage for tomorrow’s investigation.

EXIT TICKET: Give an example that demonstrates at least two forms of energy and support your thoughts.




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Days 8 & 9: Energy Transfer (Create Change)

(Hands-On Vernier LabQuest)

I CAN Statement: I CAN identify and describe how energy transfer creates change while experimenting. I CAN relate this knowledge to real-world situations.

MATERIALS: large pizza boxes (one per group) pencil and ruler aluminum foil scissors glue stick black construction paper clear packing tape clear plastic graham crackers chocolate bars marshmallows stick or dowel

Vernier WebQuest temperature probe data notebook timer http://spoonful.com/crafts/solar-smores

PROCEDURES:

Day 8: Teacher and students will discuss experiment and purpose and set up experiment ready for tomorrow. Use details from http://spoonful.com/crafts/ solar-smores

Day 9: Teacher and students will move outside with prepared solar boxes, smore materials, Vernier WebQuest and temperature probe, and data notebooks. Students will set up experiment. Students will make hypothesis as to when the light energy will create change through producing thermal/heat energy to melt the chocolate and marshmallows. Students will also record initial temperatures. Students will set timer for 15 minutes. Every 15 minutes, students will record information (temperature and change of chocolate and marshmallows).

Teacher and students will debrief and discuss how light energy created change through thermal/heat energy.

Then teacher will take students inside and demonstrate how electrical energy

(microwave) can melt the smore in 30 seconds.

Students will lead a discussion about the comparisons of when and why we use electrical energy for change versus light energy in everyday life.




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Day 10: Energy Transfer (Create Motion)

I CAN Statement: I CAN identify and describe how energy transfer creates motion while experimenting. I CAN relate this knowledge to real-world situations.

MATERIALS:

C or D cell battery (2 per group) wires motor/propeller (1 per group) buzzer (1 per group) lights and holders (1 per group) switches (2 per group)

PROCEDURES:

Teacher will introduce I CAN statement to students to lead into discussion and experiment. Teacher will set up on Promethean Board

I.C.E.

(I - IDEAS of students prior to investigation, C - CLAIMS of what students found during and after investigation, and E -

EVIDENCE from experiment). Each group will hypothesize their

IDEAS and will record them on Promethean Board.

Students will be given access to all materials with the goal of demonstrating how energy transfer can create motion. Students must draw a picture of a successful model of creating motion.

Teacher and students will debrief and compare and contrast models and complete the C and E of I.C.E.

on Promethean Board. Students will then brainstorm additional examples of energy transfer that creates motion within their lives.




(I CAN statements)

• Explore/Engage

• Explain


• Evaluate

Days 11 - 14: Energy Transfer Culminating Project

(Hands-On Vernier LabQuest)

I CAN Statement: I CAN design a model that will warm a hotdog to the highest degree temperature possible using energy transfer.

MATERIALS: hotdogs (buns and condiments for later consumption) boxes (various sizes) wire hangers skewers aluminum foil saran wrap tape batteries wires hand crank generators switches any other materials students request

Vernier LabQuest temperature probe data notebooks

PROCEDURES:

Day 11:

Teacher will pose the question of, “What is the most effective way to use energy transfer to warm a hotdog?” Students will be split into manageable group sizes.

Students will be given the choice of materials listed above to use when forming a “plan” to submit to the teacher of how they are going to design their model.

Teacher will check plan.

Days 12 & 13:

Students will work together in groups to test their plans and modify as needed.

Day 14:

HOTDOG WAR TIME! ; ) Students will take models and a hotdog outside to test models and their effectiveness. Students will place temperature probe inside of hotdog and leave for one minute to test the interior temperature of the hotdog. Students will record the temperature of the inside of the hotdog and observations using their senses in their data notebooks. Students will leave hotdogs outside, set timer for one hour, and resume daily events. At the end of hour one, two, three, four, and five, students will go outside test the temperature of the inside of the hotdog for one minute, record temperature, and record observations using their senses.

Stop experiment after five hours. Debrief results with students. Declare the winning group and establish variables that allowed energy to transfer more easily.

Have a HOTDOG with condiments and ENJOY!!!!! (Have a grilled hotdog for each student with condiments.)



•

•

•

Essential Question

(I CAN statements)

• Explore/Engage

• Explain

Elaborate (Inquiry)

Evaluate

Accommodations for

Differentiated Instruction

Cross Curricular

Integration

Assessments

• Performance-based

• Formative

• Summative

Created by

Email

Supporting Documents

Day 15: What is ENERGY?

MATERIALS: post assessment

PROCEDURES:

Post Assessment will be administered to end unit.

Students will be read aloud pre-assessment and post assessment if needed. Students will also be given extended time if needed. Grouping of students and roles will be done according to accommodations. Lab groups will be kept small so that everyone has a significant role.

Reading: ENERGY Makes Things Happen written by: Kimberly

Brubaker Bradley will be read aloud as an introduction to energy.

Writing: Students will record observations throughout lab activities to express their understandings and misconceptions (data notebooks and

Driving with Energy student recording sheet).

Performance Based Assessments - lab activities and data notebooks

Formative Assessments - teacher observations, small group discussions, oral feedback during labs, and class discussions

Summative Assessment - culminating project and post assessment

Denise Burrow burrowdm@rss.k12.nc.us

Matt Moore mooremb@rss.k12.nc.us

Tonya Kepley kepleytl@rss.k12.nc.us

Teacher Notes, Flipcharts, Labs, Data Sheets, Rubrics, etc.


Unit/Lesson Plan Title: “I’ve Got the POWER!” (Energy Forms) Science

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