N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 3
Energy Sources
Spring 2006
ENERGY SOURCES
Energy makes all things happen. Energy is not something we can see or touch; yet
it plays a vital role in the human experience. Energy is a property of matter and all
matter has energy. Because of energy we grow, learn, laugh, cry, play, study,
exercise and do all things in life. We are able to keep our homes warm or cool, for
our safety and comfort. In fact, all of the possibilities in our lives can be credited
to energy. Since energy plays such a vital role in all aspects of physical science,
life science, environmental science and the geosciences, it is a critical building
block for understanding the world as a system. Students who engage in meaningful
activities as they explore energy will develop the foundation for understanding the
importance of energy in all aspects of their lives and their world.
In elementary school science, students learned that the Sun is the major source of
energy for the Earth. They have had some experience observing and describing
how substances interact with energy. They have participated in activities that
have introduced them to following the transfer of energy from an energy source to
an energy receiver. The elementary student should have learned that energy
occurs in many forms. They have had some experience identifying and
differentiating between various forms of energy including light, heat, electricity,
and magnetism. Students entering 6th grade should understand that electricity can
flow in a circuit and that it can produce heat, light, sound, and magnetic effects.
Energy Types and Transformations
The 6th grade student should define energy as the ability to do work. Energy is a
property of matter and all matter has energy. There are many different forms of
energy including heat, light, electricity, mechanical, sound, and nuclear. Energy can
bring about a change in matter. It is important to emphasize that energy cannot
be created or destroyed, though at this point students should not be expected to
identify this as the Law of Conservation of Energy. Students need to know that
energy can be transferred from one object or system to another and that it can be
converted from one kind of energy to another through various means.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 3
Energy Sources
Spring 2006
Various forms of energy that students should be familiar with include:

Mechanical energy: this is the energy an object has because of its motion or
position (students do not need to classify as potential vs. kinetic at this
time as this concept is a part of the 7th grade TEKS)

Thermal energy (or heat energy): the energy related to the temperature of
a substance

Light energy: the energy carried by light and other kinds of
electromagnetic waves (students do not need to learn the EM spectrum at
this level as they will be introduced to this concept in 8th grade)

Sound energy: the energy carried by sound waves, caused by an object’s
vibrations

Electrical energy: the energy produced by electric charges

Chemical energy: the energy stored in a substance that is released in a
chemical reaction
Students in 6th grade need to be able to identify energy transformations that take
place during the production of energy for human use. Students should also
recognize that in many situations, one type of energy is being transformed into
multiple other types of energy. For example, a hair dryer transforms electrical
energy into mechanical, thermal, and sound energy. An important concept is that
the ultimate source of energy for use is radiant energy from the sun. Thermal
energy from the sun warms the earth and makes life possible. Light energy from
the sun stimulates photosynthesis, allowing plants to produce their own food which
in turn becomes food for us and all other consumers. The chemical energy from
this food is transformed again into mechanical energy as our bodies use it for all
daily activities. Students will need practice in recognizing the different forms of
chemical energy, such as that stored in food as well as batteries and fuel.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 3
Energy Sources
Spring 2006
Students will examine how different devices or machines can also transform
energy for human use. Examples should include water heaters, cooling systems,
hydroelectric plants, and wind power plants. It is not important for students to be
able to memorize each and every step that occurs in the function of these devices.
It is more important for students to have a conceptual understanding that these
devices are systems in which multiple steps of energy transformation takes place,
just as energy transformation takes place in natural systems. The following
illustrates an example of the energy transformations that take place when utilizing
coal to power electricity in a home. Note in the first illustration that the energy
chain begins with radiant energy from the sun.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 3
Energy Sources
Spring 2006
An Energy Chain:
Coal and oxygen
flame
steam
turbine
generator
light bulb
light & heat
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 3
Energy Sources
Spring 2006
Students in 6th grade will be introduced to the concept of interactions that occur
between matter and energy in the decay of biomass within a compost bin. Compost
is made up of matter such as discarded fruit and vegetables, grass clippings,
sawdust, newspapers, leaves and twigs. As the materials break down over time,
they produce fertilizer for plants. Students should also see energy
transformations in a broader context than physical systems. The following food
web illustrates an example of the number of organisms which can transform or
utilize the energy from the compost pile. It is not intended for memorization, but
to provide an example of energy transformations in living systems.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
5
N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
6th Grade Science
Unit 3
Energy Sources
Spring 2006
Energy Sources
Students need to know that different forms of energy are stored in different
ways. Energy originates from a natural resource and can be transformed into
other types of energy. Sources of energy are classified as renewable, nonrenewable, or inexhaustible resources. Students should be familiar with these
terms from 5th grade. The following lists examples of each type of resource:
Renewable energy comes from resources that can be used and replaced over a
short period of time. Plants and animals provide their consumers with chemical
energy. Water is often used as a clean energy source to turn the turbines in a
hydroelectric dam, activating a generator to change mechanical energy into
electrical energy.
Non-renewable energy is obtained from resources that cannot be replaced or may
take thousands or millions of years to replace. Most non-renewable resources are
classified as fossil fuels. Fossil fuels formed from the buried remains of plants
and animals that lived millions of years ago. Energy that was stored in the plants
and animals from photosynthesis or the foods that were consumed is burned in
order to power our homes and fuel our vehicles.
Inexhaustible energy is from a resource that cannot be used up. The mechanical
energy of wind turns the blades of windmills and turbines which in turn power a
generator to provide electricity. The sun’s radiant energy is the ultimate
inexhaustible resource that warms our earth and stimulates photosynthesis in
producers.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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