MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
6 Grade Theme: CHANGE
UNIT 6-IIa
Unit Question: How Does Energy Change Matter?
Focus Question: What is Energy?
GLCE and Depth of Knowledge (DOK) Level
P.EN.06.11 Identify kinetic or potential energy in everyday situations (for
example: stretched rubber band, objects in motion, ball on a hill, food energy) (1)
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy
in simple mechanical systems (for example: roller coasters, pendulums). (1)
Key Concepts
Kinetic energy, potential energy, gravitational energy, elastic energy,
chemical energy, thermal expansion, states of matter
Cross Curricular Connections:
ELA: Writing Explanations; Math: formulas, multiplication, division, fractions
Career Pathways: Theme park ride engineers, Careers in science pp xii-3 in Prentice Hall Science Explorer Motion, Forces and Energy
November-December
Weeks 7-12
TEACHING OBJECTIVES AND RESOURCES
1.
Determine prior knowledge/student understanding of GLCE. (Pre-Assessment Items(s))
2.
Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy)
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.146-150, Discover Activity p.146, Build Inquiry p.TE148, Math Skills p.148,
 All in One Teaching Resource: What is Energy? (Review and reinforce) p. 305, The Come Back Can (Enrich) p. 306.
 Website: www.PHSchool.com web code: scn-1351

Science Explorer Video Explorations: Energy (Preview)
3. Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums).
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.158-161, Discover Activity p.158, Skills Activity p.159, Build Inquiry p. TE161.
 Science Explorer Video Explorations: Energy (Field Trip)
 All in One Teaching Resource: Energy Transformations and Conservation (Guided Reading) pp. 318-320, (Review and Reinforce) p. 321; Orbits, Ellipses,
and Energy (Enrich) p. 322, Energy (Math Skills) p. 334, Energy (Connecting Concepts) p. 335, Energy (Key Terms) p. 333, Coasting on Energy (Chapter
Project) pp 294-299.
 Presentation Express: Active Art p160 www.PHSchool.com web code: cgp-3053.
*Alternate Resources: Delta Science Kit: Newton’s Toybox
SAMPLE BELLWORK/DO NOW
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Give an example of kinetic energy that you have seen.
Give an example of potential energy that you have experienced.
When a basketball player holds the ball and prepares to shoot, what type
of energy does the ball have? Why do you think so?
Show pictures of a stretched rubber band or an objects in motion and
have students identify the potential and kinetic energy.
How/when does potential energy change into kinetic energy? (give or
show 2 examples.
SAMPLE ASSESSMENTS
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Text: Prentice Hall Science Explorer Motion, Forces and Energy p.TE 150
Performance Assessment, Section 1 Assessment p. 150.
Text: Prentice Hall Science Explorer Motion, Forces and Energy pTE 155 Performance
Assessment, Section 2 Assessment p.155.
Create a model or diagram of kinetic and potential energy.
CPS (quick 5 question review, T/F, multiple choice, verbal, examview)
Design and conduct a scientific investigation that demonstrates a deep understanding of
the relationship between potential and kinetic energy. Chapter Project.
Brace Thinking Map
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
6th Grade Theme: CHANGE
UNIT 6-IIb
Unit Question: How Does Energy Change Matter?
Focus Question: How is energy transferred?
GLCE and Depth of Knowledge (DOK) Level
Key Concepts
P.EN.06.41 Explain how different forms of energy can be transferred from one
place to another by radiation, conduction, or convection. ( 2)
P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or
gained in the transfer. (2)
Energy transformation, matter, energy, chemical energy, electrical energy, thermal
energy, mechanical energy, pendulum, friction, conduction, convection, radiation,
conductor, (insulator motors, generators, power plants, light bulbs, appliances, cars,
radios, TV’s, walking, playing a musical instrument, cooking food, batteries, body heat,
photosynthesis)
Cross Curricular Connections:
ELA: Writing Explanations; Math: formulas, multiplication, division, fractions
Career Pathways: Heating and cooling engineers, manufacturing design.
November-December
Weeks 7-12
TEACHING OBJECTIVES AND RESOURCES
5. Define and be able to describe different forms of Energy (Mechanical, Thermal, Electrical, Chemical, Nuclear, and Electromagnetic).
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.151-155, Discover Activity p.151, Teacher Demo p.TE152, Math Skills p.153.
 All in One Teaching Resource: Forms of Energy (Guided Reading) pp. 309-310, (Review and Reinforce) p. 311; The Cost of Electrical Energy (Enrich) p.
371.
 Website: www.SciLinks.org web code: scn-1352
6.
7.
8.
Be able to describe and compare and contrast Temperature, Thermal energy and heat, and Specific heat.
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.175-182, Discover Activity p.176, Teacher Demo p.TE179, Math Skills p.179,
Analyzing Data: p.180.
 All in One Teaching Resource: Temperature, Therrnal Energy, and Heat (Review and Reinforce) p.370, Converting Temperatures (Enrich) p. 371.
 Website: www.PHSchool.com web code: scn-1361
Explain how different forms of energy can be transferred from one place to another by radiation, conduction, or convection.
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.183-189 Discover Activity p.183, Lab zone (Try This Activity) p. 184, Build Inquiry p.
TE185, Lab zone skills activity p.186, Lab zone skills lab pp188-189.
 All in One Teaching Resource: The Transfer of Heat (Review and Reinforce) p. 379, Rates of Heat Loss (Enrich) p. 380, Just Add Water (Skills lab)
pp.381-383.
 Website: www.PHSchool.com web code: scn-1351
 Science Explorer Video Explorations: Energy (Preview)
Illustrate how energy can be transferred while no energy is lost or gained in the transfer. (Conservation of Energy)
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.162-163, Lab zone Pendulum Swing p.162,
 All in One Teaching Resource: Transformations Between Potential and Kinetic Energy (Guided Reading and Study) pp. 319 -320 (questions 7-11).
SAMPLE BELLWORK/DO NOW
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When you rub your hands together what two types of energy are
involved?
Name all of the types of energy involved in turning on a light.
Give an example of something that changes chemical energy into
heat energy.
Compare and contrast Mechanical, Thermal, Electrical, Chemical,
Nuclear, and Electromagnetic energy.
SAMPLE ASSESSMENTS
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Text: Prentice Hall Science Explorer Motion, Forces and Energy .TE 181
Performance Assessment, Section 1 Assessment p. 181.
Text: Prentice Hall Science Explorer Motion, Forces and Energy pTE 187
Performance Assessment, Section 2 Assessment p.187.
CPS (quick 5 question review, T/F, multiple choice, verbal, examview).
 Create a model or diagram of energy transfer in a complete circuit.
 Write an explanation: Explain why and how people try to make their homes
more energy efficient.
Write an explanation: What type of energy will be the most beneficial for us to
plan to use for the future ? Explain why.
Tree Thinking Map
Show a diagram of energy transfer and ask where did the energy go? Is it all
accounted for?
MIDDLE SCHOOL SCIENCE INSTRUCTIONAL GUIDE
th
6 Grade Theme: CHANGE
UNIT 6-IIc
Unit Question: How does Energy Change Matter?
Focus Question: How does energy cause change?
GLCE and Depth of Knowledge (DOK) Level
P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement
and relative motion of the atoms or molecules. (1)
P.CM.06.12 Explain how mass is conserved as it changes from state to state in a
closed system. (2)
Key Concepts
States of matter, solid, liquid, gas, atom arrangement, conservation of mass, changes
of states, closed system.
Cross Curricular Connections:
ELA: Writing Explanations; Math: formulas, multiplication, division, fractions
Career Pathways: Chemical engineering.
November-December
Weeks 7-12
9. Identify the three states of matter (solid, liquid, and gas).
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.190-191,
 Website: www.SciLinks.org web code: scn-1363
TEACHING OBJECTIVES AND RESOURCES
10. Describe and illustrate how energy is used to change states of matter.
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.192-194, Discover Activity p.190, Skills Activity Observing p.193, Teacher Demo
p.TE192, Lab Zone At home activity p.194.
 All in One Teaching Resource: Thermal Energy and States of Matter (Guided Reading) pp. 386-389, (Review and reinforce) p. 390; Fire Sprinklers (Enrich)
p.391.
 Discovery video field trip Thermal Energy and Heat (Video Field Trip).
11. Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules.
 Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.192-194. Review and Assessment p. 202 (question 19).
 Activity: Have students illustrate the changes in the states of matter in terms of arrangement of atoms as water changes from solid to liquid to gas.
12.
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Explain how mass is conserved as it changes from state to state in a closed system. (Conservation of Energy)
Text: Prentice Hall Science Explorer Motion, Forces and Energy pp.162-163, Lab zone Pendulum Swing p 162.
All in One Teaching Resource: Transformations Between Potential and Kinetic Energy (Guided Reading) pp.319 -320 (questions 7-11).
13. Determine mastery of GLCE (post assessment test).
SAMPLE BELLWORK/DO NOW
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Draw an illustration of the molecules as they are found in water, ice,
and water vapor.
Explain what happens to the molecules as a substance changes from a
liquid to a solid.
When energy is added to a state of matter what happens?
When energy is subtracted from a state of matter what happens?
Draw and example of a closed system and an open system. Have
students explain the difference between them in terms of energy and
mass.
SAMPLE ASSESSMENTS
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Text: Prentice Hall Science Explorer Motion, Forces and Energy p.163
Section 3 Assessment, Performance Assessmentp.TE163.
 CPS (quick 5 question review, T/F, multiple choice, verbal, examview)
 Design and conduct a scientific investigation that demonstrates a deep
understanding of the conservation of energy
Students illustrate and write a definition for solids liquids and gases in their own
words.
Write an explanation with evidence that mass is not lost or gained during phase
change.
Use Flow Thinking maps