Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy

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1 Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will explore the uses of energy in everyday life and demonstrate how the flow of electricity in circuits can produce light, heat, and sound. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id= Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: 5.6A Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy. Readiness Standard 5.6B Demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound. Scientific Process TEKS Readiness Standard 5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 5.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A Describe, plan, and implement simple experimental investigations testing one variable. 5.2B Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C Collect information by detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2F Communicate valid conclusions in both written and verbal forms. 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: page 1 of 11

2 5.4B Use safety equipment, including safety goggles and gloves. GETTING READY FOR INSTRUCTION Performance Indicators Grade 05 Unit 04 PI 01 Complete a circuit diagram to demonstrate that as electricity flows through a circuit, it can produce light. In a short paragraph, explain how the forms of energy produced by electricity are used in everyday life. Standard(s): 5.2F, 5.6A, 5.6B ELPS ELPS.c.1C, ELPS.c.5B, ELPS.c.5F Key Understandings There are many useful forms of energy. What forms of energy are there? How do we use energy? What are the uses of sound energy? What are the uses of mechanical energy? What are the uses of light energy? What are the uses of thermal energy? Electrical energy flows through closed circuits. What is a circuit? What is a closed circuit? How does a closed circuit differ from an open circuit? Electricity can produce light, heat, and sound. What are the uses of light? What are the uses of sound? What are the uses of heat? In everyday life, how do you get light, heat, or sound? Vocabulary of Instruction energy thermal energy mechanical energy sound energy electrical energy circuit closed (complete or working) circuit open (incomplete or broken) circuit current Materials battery (1 per group) bell (1 per group) buzzer (1 per group) chirping bird toy or energy ball (1 per teacher) mini light bulb (1 per group) paper scissors (1 pair per student) small motor (1 per group) switch (1 per group) variety of classroom items (to demonstrate mechanical energy and sound energy, 4 5 per teacher) wire (3 4 pieces of approximately 5 inches per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Types of Energy We Use Flipbook Teacher Resource: PowerPoint: Forms of Energy page 2 of 11

3 Handout: Series or Parallel? (1 per student) Teacher Resource: Series or Parallel? KEY Handout: Circuit Lab (1 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prepare attachment(s) as necessary. Background Information Energy is all around us in many different forms and used in many different ways. During this lesson, students will be expected to demonstrate the need for a complete circuit in order to produce heat, light, or sound. In this lesson, students will also investigate further how the various forms of energy are useful in our everyday lives. Students should have the opportunity to investigate series and parallel circuits and discuss these circuits in terms of complete (closed or working) and incomplete (open or broken). STAAR Note: Exploring the uses of energy (5.6A) and the flow of electricity in circuits/production of light, heat, and sound (5.6B) are identified as Readiness Standards and will be tested on STAAR under Reporting Category 2: Force, Motion, and Energy. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Types of Energy 1. Distribute a plain piece of paper to each student. 2. Guide students in creating the flipbook graphic organizer. Use the Teacher Resource: Types of Energy We Use Flipbook. 3. When students are describing each type of energy during the lesson, the description is not expected to be a formal definition, but rather the students understanding of the type of energy shown and how it is used. 4. Challenge the students to look around the room for an example of each type of energy being used and record their information on the flipbook they just created. 5. Facilitate a discussion on the types of energy we use. Allow students the opportunity to share their energy findings with their classmates. Students may wish to add additional examples to their flipbook. 6. Use the Teacher Resource: PowerPoint: Forms of Energy to facilitate a discussion of the types of energy they might see in every day life and how they are used. 7. During the sharing, encourage students to answer in complete sentences. Students may answer orally or write the responses in their science notebook. Consider displaying a few sentence starters for students to utilize. For example: An example of energy I found was. Or is an example of how we use energy. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 paper (plain, 1 sheet per student) scissors (1 pair per student) Attachments: Teacher Resource: Types of Energy We Use Flipbook Teacher Resource: PowerPoint: Forms of Energy (There are notes included in the notes section of the PowerPoint to assist you.) Instructional Notes: Use of sentence stems is an ELPS strategy. Encourage students to continue to collect examples throughout this lesson. Notebooks: During the sharing, encourage students to answer in complete sentences. Consider displaying a few sentence starters for students to utilize. For example: An example of energy I found was. Or is an example of how we use energy. page 3 of 11

4 EXPLORE Human Circuit Suggested Day 2 1. Instruct students to form a circle and hold hands or touch their pointer fingers together. The teacher will be in the circle, holding the chirping bird toy or energy ball. 2. Show students the chirping bird or energy ball. 3. The teacher should hold the bird or ball. Instruct the student on the left to place one finger on the left sensor. Have the student on the right place one finger on the right sensor. The bird should begin to chirp, or the energy ball should light up. 4. Instruct one pair of students to open the circuit. Remind students that they are electrical conductors; therefore, by holding hands, they are creating a closed circuit. 5. Have students orally describe what happened. 6. Instruct students to return to their seats and draw a diagram of the activity in their science notebook. Encourage them to label the parts of the system. chirping bird toy or energy ball (1 per teacher) Instructional Notes: As students progress through the lesson cycle, they should develop a deeper understanding of circuits. Students will need to be familiar with the following terms to describe circuits: closed, complete, and working as well as open, incomplete, and broken. Notebooks: Students should draw a diagram of the activity in their science notebook. EXPLORE Circuit Challenge Suggested Days 3 and 4 1. Hold up a battery. Ask: 2. Say: 3. Ask: 4. Say: 5. Ask: What does the battery have to help us create a closed, complete, or working circuit? (It is our source of electrical energy.) What do we use batteries for? (Lights, radios, cars) What is the difference between a series and parallel circuit? (Students may not have heard the terms series and parallel. Use the students understanding to help guide instruction.) A series circuit has a single path along which the electricity flows from its source to operate a device, such as a light, bell, or buzzer. When there is a break in the series circuit, such as a burned out light bulb, all of the devices in the circuit will cease to function. Where have you seen examples of simple series circuits? (Student responses may include: circuits they made in previous years or older strings of holiday lights.) What are advantages to series circuits? (Student responses could include that a series circuit is simple to make.) A parallel circuit is a circuit where there are several paths for the electricity to travel through. This allows for several different devices to each have their own complete path to and from the electrical source, within the same circuit. If there is a break in a parallel circuit, such as a burned out light bulb, the other devices will continue to work because they each have their own closed path to and from the electrical source. Where have you seen examples of parallel circuits? (Accept all mini light bulb (1 per group) buzzer (1 per group) bell (1 per group) switch (1 per group) battery (1 per group) wire (3 4 pieces of approximately 5 inches per group) small motor (1 per group) Attachments: Handout: Series or Parallel? (1 per student) Teacher Resource: Series or Parallel? KEY Handout: Circuit Lab (1 per student) Instructional Notes: Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or manmade system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question but no hypothesis. Observations are recorded but no comparisons are made, and no variables are manipulated. Students will need to be familiar with the following terms to describe circuits: closed, complete, and working as well as open, incomplete, and broken. Check For Understanding: The 3-minute quick write is an opportunity to formatively assess student understanding. Notebooks: page 4 of 11

5 reasonable answers; however, some of the responses should include: newer strings of holiday lights, light fixtures in their homes or classrooms, and some electrical toys.) What are advantages to parallel circuits? (Responses could include that a parallel circuits allow several different devices to continue working in a circuit, even when one of the devices breaks.) Students should have the opportunity to write working descriptions and to create a drawing of at least four different examples of both simple series circuits and parallel circuits, after they have had the opportunity to complete the hands-on activities. 6. Guide the students in writing working descriptions and drawing at least four different examples of both simple series circuits and parallel circuits in their science notebook. Students should also have the opportunity to record information in their flipbooks made in the Engage activity. 7. Distribute the Handout: Series or Parallel? 8. After all students have completed the Handout: Series or Parallel?, facilitate a class discussion using the following Guiding Questions: How did the series and parallel circuits differ? (The electricity in the series circuits only had one path to follow; whereas, the electrical current in the parallel circuit had several different paths to follow.) How could you tell if the illustration showed a series or parallel circuit? (In the series circuits, all of the lights only had one path to and from the battery. In the parallel circuits, each of the lights had their own complete path to and from the battery. This means that if one of the lights were to go out, the other ones in the parallel circuit would remain illuminated.) 9. Say: Today, you are going to explore how to make a circuit to produce light and sound. In addition, you will explore a parallel circuit. 10. Divide class into groups of 3 4 students. 11. Student groups will complete the descriptive investigation in which they create circuits and diagram the results in their Handout: Circuit Lab. 12. During the lab, monitor each group. 13. After students have had the opportunity to complete the investigation and Handout: Circuit Lab, Ask: What is a circuit? (A path along which an electric current flows) What is a closed circuit? (A closed circuit is a path that allows an uninterrupted endless path for flow of electricity. A circuit is a system; if one part breaks, then the whole system breaks.) How does a closed circuit differ from an open circuit? (A closed circuit is a continuous loop. An open circuit has a gap in the loop.) How is a parallel circuit different from a series circuit? (In a parallel circuit, there are several paths for the electrical current to pass through. In a series circuit, there is only one path the electrical current can pass through.) 14. At the end of the period, instruct students to complete a 3-minute quick write in their science notebook using the prompt: Today, I used to prove that electricity flows in circuits. I also discovered that electricity produces by doing. A series circuit is different from a parallel circuit because. (Instruct students to write about as many examples as they can.) EXPLAIN Uses of Mechanical and Sound Energy Suggested Day 5 1. Hold up a mechanical pencil, wind-up toy, or any other object that has moving parts. 2. Ask: variety of classroom items (to demonstrate page 5 of 11

6 What type of energy does this item use? (Mechanical energy) What is mechanical energy? (Mechanical energy is the energy of moving parts.) How is mechanical energy useful in our every day lives? (Possible student responses could include: moving parts of a car or computer, swinging a baseball bat, riding a bicycle, pencil sharpener, scissors, door knobs and wall clocks.) 3. Instruct students to record all the uses of mechanical energy they observe in the classroom into their science notebooks. mechanical energy and sound energy, 4 5 per teacher) Notebooks: Students should have the opportunity to record information on sound and mechanical energy in their flipbooks made in the Engage activity. 4. Use a thunder stick, bell, radio, or any other item to make sound. 5. Ask: What type of energy did you just observe? (Sound energy) What is sound energy? (Vibrations cause sound energy.) How is sound energy useful in our every day lives? (Student responses should include examples such as communication, warning, and enjoyment.) 6. Instruct students to record the uses of sound energy in their science notebooks. Encourage students to sort their responses based on the varied uses of sound energy, such as communication, warning, and enjoyment. ELABORATE /EVALUATE Performance Indicator: Circuit Diagram Suggested Day 6 Grade 05 Unit 04 PI 01 Complete a circuit diagram to demonstrate that as electricity flows through a circuit, it can produce light. In a short paragraph, explain how the forms of energy produced by electricity are used in everyday life. Standard(s): 5.2F, 5.6A, 5.6B ELPS ELPS.c.1C, ELPS.c.5B, ELPS.c.5F 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Attachments: paper (plain, 1 sheet per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) page 6 of 11

7 Types of Energy We Use 1. To create this graphic organizer, fold a sheet of paper in half lengthwise. 2. Two centimeters from the folded edge, make a second lengthwise fold. 3. Use scissors to make four slits on the top sheet to divide it into five parts. 4. Cut from the edge of the sheet to the second fold. 5. Along the top strip, write in the words Types of Energy We Use. 6. Label the top of each flap: Mechanical Energy, Electrical Energy, Light, Sound, and Thermal Energy. Under the corresponding flaps, guide students in writing a description of each of the forms of energy (electrical, mechanical, light, sound, and thermal). 7. Under each flap, draw pictures that show how each type of energy is used. 2012, TESCCC 08/08/12 page 1 of 1

8 Series or Parallel? Lesson: 02 Identify each one as a series or parallel circuit. Justify your answer. 2012, TESCCC 05/07/12 page 1 of 1

9 Series or Parallel? KEY Lesson: 02 Identify each one as a series or parallel circuit. Justify your answer. Series circuit: There is only one path for the electrical current to pass through. If there is a break in the circuit, all three lights will go out. Parallel circuit: There are two paths for the current to pass through. If one circuit is broken, the other light will still illuminate. Parallel circuit: There are two paths for the current to pass through. If one circuit is broken, the other light will still illuminate. Open series circuit: There is a break in the circuit, so neither light will illuminate. Parallel circuit: There are three paths for the current to pass through. If one circuit is broken, the other lights will still illuminate. Two series circuits: There is only one path for the current to pass through to each light. If there is a break in the circuit to one of the lights, the affected light will go out. 2012, TESCCC 05/07/13 page 1 of 1

10 Circuit Lab In this lab, you will explore how to create different systems that will light the bulb, ring the bell or buzzer, and utilize a switch. As you accomplish each task, diagram the system, and label the parts. Circuits Light Bell/Buzzer Switch 2012, TESCCC 08/08/12 page 1 of 1

11 Performance Indicator Instructions KEY Performance Indicator Complete a circuit diagram to demonstrate that as electricity flows through a circuit, it can produce light. In a short paragraph, explain how the forms of energy produced by electricity are used in everyday life. (5.2F; 5.6A, 5.6B) 1C; 5B, 5F paper (plain, 1 sheet per student) Instructional Procedures: 1. Review the following information with the students: What types of energy are there? How do we use energy? What is a series circuit? What is a parallel circuit? How does a closed circuit differ from an open circuit? What are the uses of light energy? What are the uses of sound energy? What are the uses of heat energy? What are the uses of mechanical energy? 2. Distribute a piece of plain paper to each student. 3. Students should have the opportunity to use their illustrations and notes from the Circuit Challenge activity. The students science notebooks are an excellent resource to assist them in their thinking. 4. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 5. Answer any questions students may have regarding the assessment. Instructional Notes: One option for the completion of the Performance Indicator is to allow students to diagram the circuit they created in the circuit challenge. Have them label the parts of the system. In a short paragraph, explain how the forms of energy produced by electricity are used in everyday life. You may wish to provide students with a word bank that includes the following terms: closed, complete, working, open, incomplete, broken, circuit, series, parallel, battery, energy, switch, and electricity. 2012, TESCCC 05/07/13 page 1 of 1

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