FOSS Energy and Electromagnetism Unit Plan

Transcription

1 FOSS Energy and Electromagnetism Unit Plan Desired Results BVSD Standard(s)/Grade Level Expectations Fourth Grade Science Standard 1: Physical Science GLE1. Energy comes in many forms such as light, heat, sound, magnetic, chemical and electrical. Fourth Grade Language Arts Standard 1: Speaking and Listening GLE1. Students will communicate effectively while reporting on a topic, telling a story or retelling an experience. GLE2. Students will listen to others ideas, form own opinions and engage effectively in collaborative discussions. Standard 2: Reading for All Purposes GLE2. Students will use a range of strategies efficiently to construct meaning while reading informational text. GLE3. Students will use a range of decoding and vocabulary learning strategies to acquire and use grade- appropriate conversational, general academic, and content- specific words and phrases. Standard 3: Writing and Composition GLE2. Students will use the recursive writing process to create informative/explanatory and opinion pieces for a variety of audiences and purposes. Standard 4: Research and Reasoning GLE1. Students will conduct and present relevant research by taking notes and categorizing information on different aspects of a topic. GLE2. Students will support own analysis, reflection and research using evidence from texts and logical reasoning. Unit Essential Questions 1. What is energy? (Investigation 1) 2. How do scientists identify, describe and classify sources of energy? (Investigation 1) 3. How is energy converted from one form to another? (Investigation 1) 4. How does energy move from one place to another? (Investigation 2) 5. How does energy move in an electrical circuit? (Investigation 2) 6. How is energy transformed into electricity, heat, light, sound and magnetic energy in an electrical circuit? (Investigation 2) 7. What is the effect of the magnetic force on different objects? (Investigation 3) 8. What makes an object magnetic? (Investigation 3) 9. Can you make a magnet that turns on and off? (Investigation 3) Students will know Energy makes things happen and does work. Energy can exist in a variety of forms. Energy can be converted from one form to another. Energy sources are classified as renewable or nonrenewable. Waves, electric currents and moving objects transfer energy. Energy transformations are involved in converting energy sources to electricity. A closed circuit allows electricity to flow; an open Students will be able to Keep an organized and up- to- date science notebook. Follow a procedure. Observe experiments and record data. Justify claims based on experimental evidence. Classify sources of energy as renewable or nonrenewable. Work collaboratively to conduct an experiment. Research energy sources using a variety of text- based materials. Compare and contrast different sources of energy. Describe energy conversions. Explain energy transformations in a circuit. 1

2 circuit does not. The magnetic force causes magnetic interactions. The magnetic force can travel through some materials. An electromagnet is a coil of wire, usually wound around a core of iron or steel that produces a magnetic force when electricity flows through the wire. Identify the components of open and closed circuits. Observe and describe magnetic interactions. Compare and contrast magnets and electromagnets. Academic vocabulary Investigation 1 Battery Chemical energy Claim Coal Energy Energy conversion Energy source Evidence Flashlight Magnet Natural gas Nonrenewable energy source Petroleum Renewable energy source Solar Solar cell Stored energy Wind Investigation 2 Circuit Closed circuit Components Electricity Electricity receiver Electricity source Energy transfer Observation Open circuit Prediction Switch Investigation 3 Attract Coil Core Detector Electromagnet Force Force of attraction Force of repulsion Magnet Pole Repel Temporary magnet Language Objectives Use academic vocabulary to describe observations. Share a connection or prior experience that they have had with energy and electromagnetism. Use words related to table of contents and keeping a science notebook (notebook, page, table of contents). Create a list of words that describe energy and electromagnetism. Complete graphic organizers. Explain how they categorize materials into groups. Follow oral and written directions for conducting an experiment. Complete a sentence frame to express a prediction. Use evidence to support a claim. Complete a glossary entry. Support their understanding of a concept by reading supplemental text. Speak respectfully in a collaborative group. 2

3 Listen to a partner s ideas about a scientific concept. Record data and observations in a table. Create a poster about an energy source. Write a conclusion. Draw visualizations of what they have read in a nonfiction text. Use academic vocabulary to describe scientific equipment. Write an acrostic poem about electricity and circuits. Determine author s purpose. Make predictions before reading. Apply information learned from text to new situations. Assessment Evidence Pre/post assessment Science notebook entries Informal observation and class discussion Homework assignments Materials Science notebooks for students Large, class model science notebook FOSS Electricity and Magnetism and Energy and Measurement kits Supplemental print reference materials for research Internet Resources FOSS Web FOSS Audio Stories Magnetism and Electricity: Matter and Energy: Project NEED Elementary Infobook book.pdf Energy Kids 3

4 FOSS Energy and Electromagnetism Unit Investigation 1 Essential Questions 1. What is energy? 2. How do scientists identify, describe and classify sources of energy? 3. How is energy converted from one form to another? Session Content Objectives Language Objectives 1 Setup Pre- assessment Kit Inventory 2 Setup Science Notebooks Students will know: A variety of scientific materials will be used in the energy and electromagnetism unit. Students will be able to: Make predictions about the use for various scientific instruments. Students will know: Scientists keep a written record of their work in an organized science notebook. Students will be able to: Keep an organized and up- to- date science notebook. Students will present their prior understanding of energy and electromagnetism by writing responses to leveled questions. Students will make predictions about the uses for scientific tools. Students will predict what they will learn about in the energy and electromagnetism unit. Students will use words related to table of contents and keeping a science notebook (notebook, page number, table of contents, glossary). 3 Setup Collaborative Teams Students will know: Scientists often work in collaborative teams. Students will be able to: Work collaboratively to conduct an experiment. Students will develop behavioral norms for teamwork. Students will be assigned a team role with responsibilities. Students will reflect on the importance of teamwork in science. 4

5 4 What is energy? What can energy sources do? Students will know: Energy makes things happen and does work. An energy source is where energy comes from. There are different forms of energy sources that produce different actions. Students will be able to: Follow a procedure. Observe experiments and record data. 5 Claims and Evidence Students will know: Energy sources produce different types of actions. Scientists support claims with evidence. Students will be able to: Justify claims based on experimental evidence. Students will record observations of energy demonstrations. Students will work in collaborative groups to follow directions and record observations. Students will use academic vocabulary to explain their observations. Students will consider sources of energy found in their homes and the actions they cause. Students will use experimental evidence to support a claim. Students will use academic vocabulary to describe their observations. Students will reflect on new understanding from experimental evidence. 6-8 What are some different energy sources? Students will know: There are many different energy sources. Students will be able to: Research energy sources using a variety of text- based materials. Compare and contrast different sources of energy. Students will research information about a source of energy using print and multimedia sources. Students will skim and scan a nonfiction text for important information. Students will present their understanding of energy sources in words and pictures by making a poster. Students will teach other students 5

6 9 How do scientists classify different sources of energy? 10 How is energy converted from one form to another? Students will know: Scientists classify energy sources as renewable or nonrenewable. Students will be able to: Classify sources of energy as renewable or nonrenewable. Compare and contrast different sources of energy. Students will know: Energy is often stored as chemical energy, which can be converted into other forms of energy such as heat, light, electricity, muscle movement and motion. Students will be able to: Describe energy conversions. about energy sources in a jigsaw discussion. Students will organize energy sources into categories and explain their reasoning for their classification system. Students will compare and contrast renewable and nonrenewable energy sources. Students will use energy cards to describe energy conversions. Students will describe energy conversions in complete sentences. Students will connect energy conversions to real- world experiences Paper Bag Skits Students will know: Energy makes things happen. There are different sources and forms of energy. Energy is often stored as chemical energy, which can be converted into other forms of energy such as heat, light, electricity, muscle movement and motion. Students will be able to: Identify and describe energy conversions. Students will write a short skit with a beginning, middle and end to describe an energy conversion. Students will review the elements of a story. Students will perform a short skit for their peers. 6

7 Write an original story with a beginning, middle and end, or setting, character, conflict and resolution. Work collaboratively to create and perform a skit. 7

8 FOSS Energy and Electromagnetism Investigation 1 Session 1: Setup: Pre- assessment and Kit Inventory [30 minutes] Students will complete the pre- assessment. Students will conduct a kit inventory. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper Marker Items for kit inventory 1 Solar cell 1 Flashlight with batteries 1 Magnet with 1 paper clip and 1 small pebble or nonmagnetic object 5-6 Ziploc bags (optional) Pre- /Post- Assessment Pencil 1. Conduct pre- assessment. While students are seated at their desks, tell them that they will be beginning a new unit. Let them know that the exact assessment will be given at the end of the unit to see how much they learned. Tell students to try their best to answer the questions. Pass out the pre- assessment and make sure students write their names on the papers. 2. Conduct kit inventory with students. Call students to the rug. One at a time, hold up each item for the kit inventory. Ask students: Where have you seen something like this before? Does anyone know the word scientists use to describe this item? What do you think we are going to do with this item? For the solar cell, ask students: What does this object do? (It stores energy from the sun to do work. Students may have seen solar panels on a calculator.) For the flashlight, ask students: What does this object do? (It makes light. Be sure there are batteries in the flashlight and turn on the switch.) What makes it do that? (The batteries give the flashlight energy to make an action happen producing light. Demonstrate turning the flashlight on and off.) If the flashlight didn t produce light when I turned on the switch, what might have been the reason why? (There aren t batteries in the flashlight, the batteries are dead, or the bulb has burned out.) For the magnet, show the students a paper clip and any nonmagnetic object. Ask students: 8

9 Of these two objects, which will the magnet pick up? (Have students share their predictions. Then demonstrate using the magnet to pick up the paper clip, but not the nonmagnetic object.) Put pictures of the solar cell, flashlight, battery and magnet (or place the objects in plastic Ziploc bags) with words and add them to the class word wall for future reference. 3. Predictions Create a class list of predictions for the unit. On a piece of chart paper, write I wonder as the title. Tell students, Now that you ve seen many of the scientific tools we will use as we investigate energy and electromagnetism, what are you wondering about energy and electromagnetism? Ask students to turn and talk to their shoulder partner about their ideas for the unit with the I wonder sentence stem. One partner talks while the other student listens; then the partners switch. You may encourage students to deepen their conversations by asking them to complete another sentence stem I wonder this because as appropriate. After partners have shared with each other, ask each pair of students to share their ideas with the class, encouraging students to justify their wonderings with the I wonder this because sentence stem. Record student ideas on the chart paper. You may wish to keep this poster up during the unit and refer to it as the students meet or address the concepts outlined in their predictions. 9

10 Energy and Electromagnetism Pre- /Post- Assessment Name: _ 1. Which of the following gives you the energy you need to grow? (Circle the best answer.) A. food B. water C. rest 2. Which of the following are examples of stored energy? (Mark all the correct answers.) battery gasoline wire light bulb food Explain how you decided whether something is or is not stored energy. 3. Energy is converted from chemical energy to motion energy. What evidence would show that the energy was converted? 10

11 4. Give an example of a nonrenewable energy source. 5. Give an example of a renewable energy source. 6. How is energy carried from one place to another? (Mark all the correct answers.) electricity chemical energy fuel waves moving objects 7. Look at the picture above. Do you think the motor will move? Explain why or why not. 11

12 8. Electricity can be changed into other forms of energy. a. The bulb in a lamp changes electric energy into. b. A motor changes electric energy into. 9. Think about a complete circuit, like the circuit in the picture below. a. What does a D- cell battery do in a complete circuit? b. What does a switch do in a complete circuit? c. What do wires do in a complete circuit? d. What does the motor do in a complete circuit? 12

13 10. Keys can be made of aluminum or iron. a. If you want to know if a key is made of iron, what can you do? b. How will you know if the key is made of iron? 11. Tyrone was playing with magnets. He had one magnet on the table and one magnet in his hand. As he moved the magnet in his hand closer to the one on the table, the magnets suddenly snapped together. Explain to Tyrone why the magnets snapped together. 12. Julie placed a paper clip, piece of cardboard and magnet together like you see in the pictures. Why did the paper clip stay against the cardboard rather than fall to the floor? 13

14 13. When you make an electromagnet, where does the magnetism come from? 14. Matthew is building an electromagnet. He wrapped a long, insulated wire around an iron nail. What should Matthew do next? 14

15 Energy and Electromagnetism Pre- /Post- Assessment KEY 1. Which of the following gives you the energy you need to grow? (Circle the best answer.) A. food B. water C. rest Score If the student 2 circles A. 1 provides any other answer. 0 makes no attempt. 2. Which of the following are examples of stored energy? (Mark all the correct answers.) X battery X gasoline wire light bulb X food Explain how you decided whether something is or is not stored energy. Score If the student 3 marks all the correct answers and explains that all of the marked answers have energy that is available for use or can cause an action. 2 marks some of the correct answers and explains that all of the marked answers have energy that is available for use or can cause an action. 1 provides any other answer. 0 makes no attempt. 3. Energy is converted from chemical energy to motion energy. What evidence would show that the energy was converted? Score If the student 2 indicates that an action would show that energy was converted or gives an example of an action that may happen (such as a light provides light or a motor runs). 1 provides any other answer. 0 makes no attempt. 15

16 4. Give an example of a nonrenewable energy source. coal, petroleum, natural gas Score If the student 2 provides any correct answer. 1 provides any other answer. 0 makes no attempt. 5. Give an example of a renewable energy source. solar, wind Score If the student 2 provides any correct answer. 1 provides any other answer. 0 makes no attempt. 6. How is energy carried from one place to another? (Mark all the correct answers.) X electricity chemical energy fuel X waves X moving objects Score If the student 2 marks all correct answers. 1 marks some of the correct answers. 0 makes no attempt. 16

17 7. Look at the picture above. Do you think the motor will move? Explain why or why not. Score If the student 3 writes that the motor will run because there is a complete pathway for electricity to transfer in the closed circuit. 2 writes that the motor will run. 1 provides any other answer. 0 makes no attempt. 8. Electricity can be changed into other forms of energy. a. The bulb in a lamp changes electric energy into light. b. A motor changes electric energy into motion or sound. Score If the student 3 writes that the bulb converts electric energy into light and the motor converts electric energy to motion or sound 2 writes one correct answer for the bulb or motor. 1 provides any other answer. 0 makes no attempt. 9. Think about a complete circuit, like the circuit in the picture below. a. What does a D- cell battery do in a complete circuit? Score If the student 2 indicates that the D- cell battery provides electricity to the circuit. 1 provides any other answer. 0 makes no attempt. 17

18 b. What does a switch do in a complete circuit? Score If the student 2 indicates that the switch opens and closes the circuit or turns the flow of electricity on and off. 1 provides any other answer. 0 makes no attempt. c. What do wires do in a complete circuit? Score If the student 2 indicates that the wires provide a pathway for the electricity or transfer the electricity from the source to the receiver. 1 provides any other answer. 0 makes no attempt. d. What does the motor do in a complete circuit? Score If the student 2 indicates that the motor is the electricity receiver that uses the electricity to make an action happen. 1 provides any other answer. 0 makes no attempt. 10. Keys can be made of aluminum or iron. a. If you want to know if a key is made of iron, what can you do? b. How will you know if the key is made of iron? Score If the student 2 suggests using a magnet and explains that if the key is made of iron, it will stick to the magnet. 1 provides any other answer. 0 makes no attempt. 11. Tyrone was playing with magnets. He had one magnet on the table and one magnet in his hand. As he moved the magnet in his hand closer to the one on the table, the magnets suddenly snapped together. Explain to Tyrone why the magnets snapped together. Score If the student 3 explains that the magnetic force of attraction pulled the magnets together. 2 explains that a force pulled the magnets together. 1 provides any other answer. 0 makes no attempt. 18

19 12. Julie placed a paper clip, piece of cardboard and magnet together like you see in the pictures. Why did the paper clip stay against the cardboard rather than fall to the floor? Score If the student 3 indicates that the magnet s force of attraction goes through the cardboard, holding the paper clip in place. 2 indicates that the paper clip is attracted to the magnet because the paper clip is made of iron or steel. 1 provides any other answer. 0 makes no attempt. 13. When you make an electromagnet, where does the magnetism come from? Score If the student 3 indicates that the magnetism comes from the electricity flowing through the wires in the circuit. 2 explains that magnetism comes from the core (steel rivet) of the electromagnet. 1 provides any other answer. 0 makes no attempt. 14. Matthew is building an electromagnet. He wrapped a long, insulated wire around an iron nail. What should Matthew do next? Score If the student 3 indicates that one end of the long wire needs to be attached to one end of the D- cell battery and the other end of the wire to the other end of the D- cell. Students may also suggest including a switch. 2 indicates that a D- cell battery needs to be added but gives no other information. 1 gives any other answer. 0 makes no attempt. 19

20 Session 2: Setup: Science Notebooks [30 minutes] Students will create an organized science notebook. Students will discuss the meaning and purpose of each section of an organized science notebook. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Safety in the Classroom (FOSS) Table of Contents Modified Glossary* Pencil Science notebook Glue *A scaffolded glossary sheet is provided for students needing more support with vocabulary. 1. Introduce science notebooks. Hold up a science notebook for students to see. Tell students they will be setting up their science notebooks for the Energy and Electromagnetism unit. Ask the following questions for class discussion and record answers on the whiteboard or chart paper: Why is it important to keep a science notebook? (It allows us to record our ideas, data and observations. It s a place for us to keep track of everything we ve learned. It s a resource for us to use if we forget something, like what a word means or what we did in an experiment.) What will you use your science notebook for? (To keep track of everything I ve learned, to record my ideas and to keep track of all the new science vocabulary I ve learned.) How will your science notebook help you become a better scientist? (Real scientists keep science notebooks to record their thinking and ideas.) How do you organize a science notebook? (Numbered pages, table of contents, a glossary, titles on each page, etc.) All scientists record their thinking, observations and data in a notebook in order to keep a record of what they ve learned so they may share their ideas with other people. We will keep our ideas organized in a notebook. Why do you think it s important to keep our notebooks organized? (So we can easily find the information we are looking for if we forget.) Have a few students share their ideas with the class. Record the ideas on the whiteboard or chart paper. 2. Distribute science notebooks. Distribute the science notebooks and have students put their names on the front cover. Use an example science notebook to model the process of writing a name on the cover of the science notebook using the document camera. Keep a teacher science notebook throughout the unit as a model for students. 3. Number pages in the notebook. 20

21 Using the model notebook, number the pages at the bottom of each page. Have students number their pages as well. After numbering pages, ask students: It seems like we will have a lot of pages in our science notebook. How will we keep track of what entry will go on each page so we can easily find information we are looking for? (Table of contents.) 4. Set up a table of contents. Have a student pass out the Table of Contents sheet. Model for students how to glue the Table of Contents sheet into the first or second page of the notebook using the document camera. Tell students, Our first entry in our table of contents will be the Glossary, which will begin on the last page of our notebook. Let s put Glossary in our table of contents. (Model for students in example notebook on document camera.) What is a glossary? (A reference list of words and definitions relating to science.) What is a glossary used for? (A reference for the meaning of a word if we don t know what it means or if we forget. A place to keep track of all the new words we learn in our investigations.) How will having a glossary in our notebooks help us become better scientists? (Scientists use scientific vocabulary to describe their observations and ideas. This will help us speak, write and read like scientists because we will always be able to look up the meaning of a science word if we forget.) Ask a few students to share their ideas with the class. 5. Model and set up student glossaries. Under the document camera, turn your notebook upside down so you can still read it from left to right. Write in the page numbers starting from this back page toward the front. After each page number, put the letter G for Glossary. This allows students to add new vocabulary as the investigation proceeds, but does not interfere with their other work. It also helps to distinguish glossary pages from work pages. Explain that this will be the place in the notebook just for keeping track of all the new words they learn just like on the classroom word wall. Have students number their glossary pages after you have modeled the process for them. 21

22 Some students may benefit from using a modified Glossary sheet for additional scaffolding. Distribute the modified Glossary sheet to the students who need it and have them glue sheets into their glossaries. 6. Review Safety in the Classroom. 22

23 Title Table of Contents Page Number 23

24 Glossary Sheet Word Picture Definition Word Picture Definition Word Picture Definition Word Picture Definition 24

25 Session 3: Setup: Collaborative Teams [20 minutes] Students will determine the behavioral rules for collaborative work. Students will be assigned a role in their collaborative team. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Marker Chart paper Team Roles sheet Scientists Working Together pictures Team Roles 1 sheet per group Pencil Science notebook 1. Introduce collaborative teams and team rules. Put students in mixed ability groups of four prior to this session. Have student teams sit together at group tables for this portion of the session. These teams will be working together throughout the unit to complete the experiments and projects. You may choose to reassign team roles at different times in the unit or have students serve in this role for the duration of the unit. Tell students, You are sitting with the team you will be working with in this unit. You will need to work well together to complete experiments and projects. Display the photographs from the Scientists Working Together sheet on the document camera. Ask students: What are the scientists in these pictures doing? (Building something. Collecting data in the outdoors. Working with lab equipment.) What is the same about all of these pictures? (Scientists are working together in teams and not alone.) Why do you think scientists would work in teams instead of by themselves? (They can get more done. They can work together. Maybe there is too much work for one person to do, or if they share ideas with each other their ideas are better.) What are the benefits to working as a team? (Everyone can help. Things are more organized. Everyone has a job to do.) Before we start our unit, let s first think about the expectations for teamwork so we can work together as well as the scientists in the pictures. I d like you and your teammates to talk about your answers to this question: What rules do you think everyone in your team should follow to help you be successful in this unit? Make sure everyone on your team has a chance to answer the question while the other team members listen. When students are done discussing, have them turn to a new page in their science notebook. Have them title the page 5 Team Rules and update their table of contents with the corresponding page number. 25

26 Tell students, Based on your discussion, I d like for you and your team to write down your 5 Team Rules for working together. Everyone will write down the rules in their own notebook so each person has a record of them if you need a reminder of your team s rules. Every member of the team needs to agree to follow these rules. Allow students five to 10 minutes to discuss and record their team rules. Have groups share one or two of their rules to highlight common themes (e.g., work together, be polite, etc.). 2. Introduce team roles. Distribute one Team Roles sheet per group and project one Team Roles sheet on the document camera. Review the four team roles Getter 1, Getter 2, Starter and Reporter with students by reading the job descriptions aloud. Tell students, In your team, please decide which role each person will have. Then, open your notebook to your 5 Team Rules page. Underneath your 5 Team Rules, please write these sentence stems and complete them when you have decided what your role is (model in teacher notebook underneath document camera): My team role is. My job is to. 3. Write a reflection. Underneath the sentence stems about group roles on the notebook page, have students draw a line to write their response to the writing prompt or continue to a new page, if necessary. If students move on to a new page, update table of contents with corresponding page number. Tell students, We are now ready to begin our unit on energy and electromagnetism. We will learn together in our teams about important scientific concepts. Under your line in your journal, I d like you to spend three minutes writing your answer to this question: How do you think working in a team will make you a better scientist? (Display question in the teacher notebook under the document camera or write it on the board.). I will tell you when it is time to start writing. You must keep writing for the whole three minutes. After students are done writing independently, have them turn and talk with a shoulder partner to share their responses. One partner reads his or her response while the other partner listens. The partner who was listening can ask a question or respond to what the first partner read before they switch roles. When the 26

27 second partner is done reading, the partner who was listening can ask a question or respond to what the second partner read. 27

28 Scientists Working Together 28

29 Team Roles Getter 1 Getters are responsible for materials. Getter 1 gets the materials the team needs to do the activity. Starter The Starter makes sure that everyone gets a turn and that everyone has an opportunity to contribute his or her ideas to the investigation. Getter 2 Getters are responsible for materials. Getter 2 returns the materials the team used after the activity. Reporter The Reporter makes sure that everyone has recorded information in his or her science notebook. The Reporter also reports group data to the class and records it on the class data table. Team Roles Getter 1 Getters are responsible for materials. Getter 1 gets the materials the team needs to do the activity. Starter The Starter makes sure that everyone gets a turn and that everyone has an opportunity to contribute his or her ideas to the investigation. Getter 2 Getters are responsible for materials. Getter 2 returns the materials the team used after the activity. Reporter The Reporter makes sure that everyone has recorded information in his or her science notebook. The Reporter also reports group data to the class and records it on the class data table. 29

30 Session 4: What is energy? What can energy sources do? [60 minutes] Students will define energy. Students will work in collaborative teams to conduct experiments. Students will record observations. Students will determine the energy sources that cause actions. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper Index cards (optional) 1 Flashlight 2 AA- cell batteries Energy Station Materials (See Teaching Notes.*) Station 1 (materials for 2 setups) 2 Instruction cards 2 Solar cells 2 Motors with leads 2 Clip- on lamps with 75- watt bulbs 2 Basins Station 2 (materials for 2 setups) 2 Instruction cards 2 Tone generators 2 9- volt batteries 2 Basins Station 3 (materials for 2 setups) 2 Instruction cards 2 Motors with leads 2 AA- cell batteries 2 Basins Station 4 (materials for 2 setups) 2 Instruction cards 2 Basins Flashlight Demonstration Energy Station Instruction Cards cut and glued onto index cards, if desired Energy Stations Energy Sources Homework Pencil Glue Science notebook *Teaching Notes on Session 4: In this session, students will conduct a series of experiments to explore how energy sources cause actions. Prior to the investigation, make sure you make time to prep two of each station and ensure that each experiment runs as it should according to the instruction cards. Below are some tips for setting up and troubleshooting if materials are not working: Station 1: Solar cell. Fold a short piece of masking tape over the shaft of each motor to make a flag so the movement is more visible. If you are the first to use the solar cells, attach the wire lead to the back of each solar cell. Make sure the nuts are tight to ensure a reliable electrical connection. Attach a motor to a solar cell using the connectors at the end of the lead. Hold the solar cell a centimeter or two from the 75- watt light bulb in the lamp. Often a new solar cell does not generate enough current to get the motor spinning immediately. Keep the solar cell and motor system in the light for several minutes to prime the solar cell. Periodically rotate the motor shaft to encourage it to spin. Station 2: Tone generator. Install a 9- volt battery in each tone generator and press the battery firmly into the plastic housing. Test to be sure a tone is produced and replace 30

31 batteries, if necessary. Station 3: Motor. Place motor and one AA- cell battery in each of the basins. Test to be sure the motor moves and replace batteries, if necessary. 1. Introduce energy. Ask students: What do we need energy for? (To heat our homes, turn on the lights, make our cars move, run or ride a bike.) What does energy do? (It makes things move or light up or make noise.) What is meant by the word energy? (Energy makes things happen and does work.) Let s add the term energy to our glossary and word wall. Energy makes things happen and does work. Model for students how to add this term to the glossary using the teacher notebook under document camera. Add the word energy and picture to the word wall. 2. Record focus question. Have students turn to a new page in their notebooks and title the page Focus Question. Tell students, Today we are going to conduct a series of experiments to help us understand energy. As you and your team do the experiments, you will be collecting data to help you answer the focus question, What can energy do? Let s record this focus question in our notebooks. Model for students how to write the focus question in their notebooks. Update the table of contents with corresponding page number, having students do the same. 3. Conduct flashlight demonstration. Underneath the focus question on the same notebook page, have students glue in the student sheet Flashlight Demonstration. Students should update their table of contents with the same page number as the focus question. Review the headings on the data table with the students using the teacher notebook on the document camera. Tell students, To answer our focus question, we are going to complete four different experiments to observe the actions that energy can cause and how energy allows those actions to happen. First, we will work together to practice making these observations by using a flashlight. Bring out a flashlight without batteries. Ask a student to come forward to turn on the flashlight. When the student can t make it work, ask: 31

32 Why do you think we can t get the flashlight to work? (There are no batteries in it or it s broken.) What do you think we can do to get the flashlight to work? (Open the flashlight and see if it has batteries. If not, put in batteries.) Ask the student to open the flashlight. He or she will find that the batteries are missing. Bring out the batteries. Let the student install them and turn on the flashlight to show the rest of the class that it is now working. Draw students attention to the Flashlight Demonstration quarter sheet. Project the notebook page on the document camera or create a class data table on the whiteboard. Tell students, Energy makes things happen. Things don t happen without energy. What kind of action happened when the flashlight worked? What action did you observe? (The flashlight made light. That was the action.) What do you think was causing that action? (The batteries stored the energy that made the light turn on. Model how to record observations using words and/or pictures by filling in the student sheet with student responses during class discussion. Have students record the observations of the light turning on in their notebooks on the student sheet. Tell students, There are lots of different forms of energy. The light that came out of the flashlight is a form of energy. What are some other forms of energy you know about already? (Heat, motion, sound, electrical, chemical.) What form of energy is needed for the flashlight to produce light energy? (Electricity.) Where did the electrical energy that allowed the flashlight to produce the light come from? (The batteries.) How do we know the batteries were storing the energy needed to make the flashlight produce light? (The flashlight didn t work without the batteries; therefore they had to be storing the right energy to make the flashlight turn on.) Record student responses on the student sheet in the teacher journal or class data table. Model for students how to use words and/or pictures to describe the energy source, in this case the batteries. 32

33 4. Update class word wall and student glossaries. Tell students, In this demonstration, our energy source was the battery. Some kinds of energy, like the energy in the battery, can be stored until the energy is needed. Stored energy is energy that is ready to be used. Besides batteries, what are some other examples of stored energy? (Our muscles store energy for movement. Food stores energy that we later use to move our bodies. Gasoline stores energy to move our cars.) Let s add stored energy to our glossaries and the word wall. Stored energy is energy ready to be used. Model for students how to make an entry in the glossary using the teacher notebook on the document camera. Another important word we used to describe the energy and the action that we observed was the term energy source. What is an energy source? (Where the energy comes from.) What are some other energy sources? (The sun, muscles, food, fuel, light, etc.) Let s add energy source to our glossaries and the word wall. An energy source is where the energy comes from to cause an action. Model for students how to make an entry in the glossary using the teacher notebook on the document camera. 5. Introduce the energy stations and expectations for teamwork. Distribute the Energy Stations sheets. Have students glue the sheets into their notebooks on the next available page. Instruct students to update their table of contents with the title of the worksheet and the corresponding page number. Explain that you have a number of stations for them to visit and explore. Read through the names of the stations as written on the student sheet. Move to one of the stations and tell students, You will work together in your teams to identify the actions that an energy source makes at each of the stations. Each student has a job to do at the station. It may be helpful to project the job that each student has to do in the activities on the document camera or write it on the whiteboard or chart paper. The Starter will read the station instructions to the group and help the team get started on the experiment. (Hold up the station instruction card to show students that there are instructions at each station.) Getter 1 will assemble the materials. (Hold up the basin at the station and show the groups that there are materials in the basins.) The Reporter will make sure that each student in the group has recorded an answer on his or her notebook sheet. Getter 2 will repeat the station experiment to confirm the group s conclusions. 33

34 6. Start the stations. Organize the teams so that half the class rotates through one set of four stations and the other half of the class rotates through the other identical set. Assign each group a starting station. Tell the students that you will signal them when it s time to return the materials to the basin and move to the next station. Allow five to ten minutes at each station. Circulate around the room as students work, paying careful attention to the solar cell station. Students are often challenged to consider the lamp as the energy source rather than the solar cell itself. Challenge students to think about where the solar cell gets the energy it stores for the motor to move. Remind students to clean up their station at the end of the investigation. 7. Review class data. After each group has visited all four energy stations, discuss the results. Draw a chart on the board or project a student sheet on the document camera to record their responses. Reserve a copy of the class data table for the next session. Station Station 1: Solar cell Station 2: Tone generator Station 3: Motor Station 4: Hand rubbing Action What did you observe the energy do? Flag spun, moving, motor spinning, the light got hot Sound, movement, vibration Motor spinning, movement Heat, motion Energy Source Where did the energy to do the action come from? Lamp, light Battery Battery Arm muscles, food Ask students: What were the different forms of energy you observed at the stations? (Electrical, light, motion, sound and heat.) Our focus question for this activity was What can energy do? What did you observe the energy doing? (Movement, heat and sound.) What were the energy sources we observed? (Batteries, lamp, arm muscles and food.) How do you know the sources of energy were causing the actions? (The actions wouldn t happen unless the sources of energy were present to make them happen.) 8. Set up Energy Sources Homework. Distribute the Energy Sources Homework sheet. Ask students: 34

35 How do you know that energy makes things happen? (We observed energy causing actions in the experiments.) How do you know that things can t happen without energy? (There were no observable actions unless an energy source caused them.) What can energy do? (Energy can cause various actions, such as motion, sound, light, etc.) Can you think of an example that shows what an energy source can do? (Allow students to share responses, whether from the lab or from everyday life.) For homework, I would like for you to think about the energy sources at your house and the actions they cause. You will find five sources of energy at your house and describe one action the source of energy can do. Let s work on an example together. Project the student sheet on the document camera or create an example chart like the one on the student sheet. Go over the battery example on the sheet with students. Ask students if they have any questions. Energy Source Example: Battery Action What can the energy source do? The energy in a battery causes my alarm clock to make a sound so I can wake up for school. 35

36 Flashlight)Demonstration) Action) Whatdidyou observetheenergy do? Energy)Source) Wheredidthe energytodothe actioncomefrom? Flashlight Flashlight)Demonstration) Action) Whatdidyou observetheenergy do? Energy)Source) Wheredidthe energytodothe actioncomefrom? Flashlight Flashlight)Demonstration) Action) Whatdidyou observetheenergy do? Energy)Source) Wheredidthe energytodothe actioncomefrom? Flashlight ) Flashlight)Demonstration) Action) Whatdidyou observetheenergy do? Energy)Source) Wheredidthe energytodothe actioncomefrom? Flashlight 36

37 Instruction Cards Station 1 Instruction Card: Solar Cell Materials 1 Solar cell 1 Motor with leads 1 Clip- on lamp with 75- watt light bulb 1 Basin Directions 1. Figure out how to connect the solar cell to the motor. 2. Turn on the lamp. 3. Connect the motor to the solar cell. 4. Record your observations on your notebook sheet. 5. Disconnect the solar cell from the motor and turn off the lamp. 6. Organize the materials for the next group. Station 2 Instruction Card: Tone Generator Materials 1 Tone generator 1 9- volt battery 1 Basin Station 3 Instruction Card: Motor Materials 1 Motor with leads 1 AA- cell battery 1 Basin Directions 1. Figure out how to connect the battery to the motor. 2. Record your observations in your notebook sheet. 3. Disconnect the battery from the motor. 4. Organize materials for the next group. Station 4 Instruction Card: Hand Rubbing Materials 4 pairs of hands 1 Basin Directions 1. First, everyone should rub his or her hands together quickly. 2. Record your observations on your notebook sheet. Directions 1. Figure out how to turn on the tone generator. 2. Use the volume and pitch knobs to adjust the tone generator. 3. Gently hold two fingers on the black paper of the speakers. 4. Record your observations on your notebook sheet. 5. Turn the generator off. 6. Organize materials for the next group. 37

38 Energy'Stations' Station' Action' Whatdidyou observetheenergy do? Energy'Source' Wheredidthe energytodothe actioncomefrom? Station1:Solarcell Station2:Tone generator Station3:Motor Station4:Hand rubbing ' Energy'Stations' Station Action' Whatdidyou observetheenergy do? Energy'Source' Wheredidthe energytodothe actioncomefrom? Station1:Solarcell Station2:Tone generator Station3:Motor Station4:Hand rubbing 38

39 Energy Sources Homework Directions: Find five energy sources in your house. Describe one action that the energy source can do. Energy Source Action What can the energy source do? Energy Sources Homework Directions: Find five energy sources in your house. Describe one action that the energy source can do. Energy Source Action What can the energy source do? Example: Battery The energy in a battery makes my alarm clock make a sound so I can wake up for school. Example: Battery The energy in a battery makes my alarm clock make a sound so I can wake up for school. 39

40 Session 5: Claims and Evidence [30 minutes] Students will write a claim and support it with experimental evidence. Students will reflect on new understanding based on experimental evidence from the energy stations activities. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper Class data table from previous session Claims and Evidence Flashlight Demonstration* Claims and Evidence for Energy Stations* Pencil Glue Science notebook *Scaffolded versions of the Claims and Evidence sheets for the Flashlight Demonstration and Energy Stations are available for students needing more support. 1. Review focus question and class data table from previous session. Tell students, Please open your notebooks to the page with our focus question and data tables from our last session. Who can remind us of the focus question we ve been working on? (What can energy sources do?) Write the focus question on the board or project on the document camera. What did we observe the energy sources doing in our experiments? (Moving things, heating things up and making them light up.) For homework, you thought of other actions energy sources can cause. Would anyone like to share some of the examples they wrote for homework? (Allow students to share their ideas from the homework.) It sounds like energy sources can do a lot of different things. We observed a lot of actions that energy sources can make happen. Now, we will write about our ideas about what energy can do based on our experiences in the energy station activities. 2. Introduce claims and evidence. Tell students, When scientists want to explain their conclusions about an experiment, they make a claim. A claim is a statement that describes what the scientists concluded from an experiment. If this is the first time students are working with claims and evidence, have students add the term claim to their glossaries. Add the word to the class word wall. Have students turn to the next available page in their notebooks and title it Claims and Evidence. Remind students to update their table of contents with the corresponding page number. For students who need extra support, distribute the Claims and Evidence Flashlight Demonstration sheet and have them glue it into their journals. For all other students, have them draw a t- chart like the one below in their journals, 40

41 making sure to title the t- chart Flashlight Demonstration. They should only need four or five lines on their paper for each t- chart. Flashlight Demonstration Claim Evidence Let s turn our notebooks to our observations from the flashlight demonstration. Remember, we were using the data from this experiment to help us claim something about our focus question, What can energy sources do? Based on our data from the flashlight demonstration, what is something that an energy source can do? (It can make a light bulb light up.) Can we be more specific about our energy source in this demonstration? (Yes. In this demonstration our source of energy was a battery.) I claim that a battery, which is an energy source, can make a light bulb light up. I am going to write that on the claim side of my t- chart. Model for students how to write this in their t- charts using the sentence stem I claim. Have the sentence stem visible for the rest of the activity. Flashlight Demonstration Claim I claim that a battery, which is an energy source, can make a light bulb light up. Evidence Now that I ve made my claim, I have to support my claim with evidence. My evidence will help me communicate to other scientists that my claim was based on something I observed. What are some types of evidence that a scientist collects? Evidence is data, observations and measurements a scientist collects during an experiment. If this is the first time students are working with claims and evidence, have students add the term evidence to their glossaries. Add the word to the class word wall. What evidence showed that the energy source was causing the action we observed? (The light bulb didn t light up unless the batteries were in it. When the batteries were in the flashlight, the light bulb turned on.) Record student ideas in the t- chart on whiteboard or document camera. Model how to present evidence using the sentence stem I claim this because. Have the sentence stem visible for the remainder of the activity. Flashlight Demonstration 41