Download SF Lesson Plans 083115

Daily Science Lesson Plans
Monday, August 31, 2015 – Friday, September 4, 2015
Unit Overview
The focus will be for students to recognize the properties and sources of different forms of energy including mechanical, electrical, chemical, radiant (solar), and thermal
energy.
By the end of the 6th grade students should demonstrate a clear understanding of what energy is, how it can be conserved, transferred, and transformed, and its role in the
physical, life, and earth sciences.
Instruction should be limited to an introduction to the different types of energy and the general idea that the total amount of energy never increases or decreases, but can be
changed from one form to another, or transferred from one place to another. By the end of this unit of study students should demonstrate a conceptual understanding of
how matter is made of tiny particles called atoms, and that all matter contains energy that can be transferred or transformed, but not created or destroyed. Students should
be able to describe each of the forms of energy (mechanical, electrical, chemical, radiant, and thermal). However, it is not essential for students to obtain a complete
understanding of each form of energy at this point in the year.
2014 SC Academic Standards
6. P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.
Targeted Learning Indicators
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and
thermal).
6.P.3A.2: Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
What students must know, understand, and do
Know
Understand
Do
Know:
 Energy comes in different forms: mechanical (kinetic
and potential), electrical, chemical, radiant (solar),
and thermal
 Thermal energy is energy associated with the
motion of particles in matter
 Radiant energy is energy which is transferred
through electromagnetic waves such as visible
light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within
chemical bonds in matter
 Electrical energy is the energy flowing in
electrical currents
 Mechanical energy is the energy due to the
Understand:
 All matter is made of tiny particles called atoms
 All matter contains energy
 The total energy of matter depends on the type,
state, amount, and motion of the matter
 Potential energy is the stored energy of matter
 Kinetic energy is active energy
GT Requirements:
 The nucleus of an atom is made of tiny particles of
protons (+ positive charge) and neutrons (no
charge,).
 The electrons(- negative charge) move around the
nucleus.
 The protons, neutrons, and electrons all have
Do:
Ask and answer questions
Develop and use models
Conduct structured investigations
Use, analyze, and interpret data
 Make predictions
 Make inferences
 Draw conclusions
Construct explanations using evidence
 Describe
 Give examples
 Compare
Obtain and communicate information
 Read about, write about, and discuss science
content
motion (kinetic) and position (potential) of an
object
 The Law of Conservation of Energy states that energy
cannot be created nor destroyed
 Energy can be transformed (converted) from one
form to another
 Energy can be transferred from one object to
another
 The total amount of energy does not change
energy.
 The charges of electrons and protons in a stable
atom are neutral (e.g., Hydrogen atom has one
electron and one proton) and that is what holds the
atom together.
 Fission occurs when a neutron strikes the nucleus of
an atom causing the atom to split.
 The product of fission is two new stable atoms and
several free neutrons.
 Energy (in the form of mainly heat and some light) is
released from the atom when it splits.
GT Requirements:
 Nuclear energy is energy that is stored in
the nucleus or center core of an atom.
 The nuclear energy is what holds the nucleus
together.
 Fusion is a way of combing atoms to create a new
atom.
 Fission is a way of splitting an atom to create a new
atom.
 Nuclear power plants use fission to create energy.
Enduring Understanding
Energy manifests itself in multiple forms, such as mechanical (kinetic energy and
potential energy), electrical, chemical, radiant (solar), and thermal energy. According
to the principle of conservation of energy, energy cannot be created nor destroyed,
but it can be transferred from one place to another and transformed between
systems.
Overarching Essential Questions
The overarching questions are based on the targeted learning indicators for this unit.
Students should be able to answer these questions by the end of this instructional
unit.
Overarching Questions:
What is energy?
How can energy be transferred and transformed?
energy
radiant
transfer
atoms
x-rays
motion
mechanical
solar
transform
matter
ultraviolet light
converted
Domain - Specific Vocabulary
electrical
thermal
sun
electromagnetic waves
kinetic
Law of Conservation of Energy
chemical
heat
particles
visible light
potential
nucleus
electrons
fission
atom
Positive charge
fusion
GT Vocabulary
protons
Negative charge
Nuclear energy
neutrons
neutral
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the boundaries of disciplines and serve
to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs should not be isolated, but rather teachers must plan to include
intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Patterns can be observed as energy is transferred and transformed.
Cause and Effect: Energy is never created or destroyed, but is transferred from one object or place to another object or place by the motion of particles. Energy can be
transformed from one form to another form.
Scale, Quantity, and Proportion: The total energy of matter depends on the type, state, amount, and motion of the matter.
Systems and system models: Models can be used to demonstrate how energy is stored, transferred, and transformed.
Energy and Matter: Flows, cycles, and conservation: Energy may take different forms. The transfer of energy can be tracked.
Structure and Function: The structure of matter affects the amount of energy.
Stability and Change: Energy can be transferred and transformed, but never created or destroyed.
Resources
Content Resources:
General info with tutorials and simulations : http://www.physicsclassroom.com/
Energy simulations: https://phet.colorado.edu/en/simulations/category/physics/work-energy-and-power
http://web.b.ebscohost.com/scirc/results?sid=cf1da622-fbda-4146-9d13a659bd06942d%40sessionmgr113&vid=6&hid=101&bquery=PZ+Science+Experiment&bdata=JnR5cGU9MzImc2l0ZT1zY2lyYy1saXZl
 https://jr.brainpop.com/science/energy/
GT Resources:
Fission Video demonstration: https://www.youtube.com/watch?v=FQGtpo2IUxA&feature=fvwrel
Fission video demonstration: https://www.youtube.com/watch?v=0v8i4v1mieU&feature=player_embedded
Nuclear Science Week lesson plans: http://www.nuclearscienceweek.org/get-involved/lessons_and_resources/
Fission lesson plan with PowerPoint: http://www.energy.gov/ne/downloads/lesson-5-fission-and-chain-reactions
Nuclear Power (kidscorner): http://www.fplsafetyworld.com/?ver=kkblue&utilid=fplforkids&id=16182
Literature:
Farndon, John. (2002) Energy. Salt Lake, UT. Benchmark Books
ISBN: 07614-1469-X
Several classic science experiments are included in this book with clear explanations of the activities. Sanders, N. (2004) Energy Transfers. London:
Orlando, FL. Raintree.
ISBN: 1-41090-494-6
An excellent explanation of energy transfers is provided in this book. Some of the forms of energy which are discussed include gravitational, chemical, electric, and nuclear
energy.
Career Connections
Electrical Engineer
An electrical engineer designs, develops, and tests the manufacturing and installation of electrical equipment, components, or systems. An electrical engineer may work in
industry, the military, or in scientific research. An electrical engineer plans and implements research methodology and procedures to apply principles of electrical theory to
engineering projects.
Electrician
An electrician installs, maintains, and repairs electrical wiring, equipment, and fixtures. They use their knowledge of circuits to make sure that all the electric wiring in your
house is safe and does not catch fire. They also will “string” wires from an electric generating plant to give electric power to houses, schools and businesses.
Heating Mechanic
Heating mechanics and installers—also called technicians—install, maintain, and repair heating and ventilation systems. Heating mechanics and installers are adept at using a
variety of tools, including hammers, wrenches, metal snips, electric drills, pipe cutters and benders, measurement gauges, and acetylene torches, to work with air ducts. They
use voltmeters, thermometers, pressure gauges, and other testing devices to check airflow, electrical circuits, burners, and other components.
Mechanical Engineer
Mechanical engineers research, develop, design, manufacture, and test tools, engines, machines, and other mechanical devices. They work on power-producing machines
such as electric generators, internal combustion engines, and steam and gas turbines. Mechanical engineers also design tools that other engineers need for their work.
Physicist
Physicists explore and identify basic principles and laws governing motion and gravity, the generation and transfer between energy, and the interaction of matter and energy.
Physicists design and perform experiments with lasers, telescopes, mass spectrometers, and other equipment. On the basis of their observations and analysis, they attempt to
discover and explain laws describing the forces of nature, such as gravity, electromagnetism, and nuclear interactions. Physicists also find ways to apply physical laws and
theories to problems in electronics, optics, communications, aerospace technology, and medical instrumentation.
Monday, August 31, 2015
Schedule
Process
8:15 – 9:25 AM
Lesson Plans
9:25 – 10:35 AM
10:35 – 11:45 AM
12:10 – 1:20 PM
Agenda:
 Review Behavioral Expectations (5’)
 Complete vocabulary index card (10’)
 Create vocabulary poster (20’)
 Presentation of vocabulary posters (30’)
 Reflection/Closure (5’)
Activator:
 Review of Behavioral Expectations
Lesson/Activity:
 Students have been instructed on the various energies and assigned a specific term to create a
vocabulary card. Students will define the vocabulary word, use it in a sentence appropriately, draw an
image, and write at least 3 examples.
 Students will create vocabulary posters using their index cards. Students will collaboratively design
posters.
 Students will present their posters. Part of their presentation should include describing the energy
they are assigned and comparing and contrasting it to at least two other forms of energy.
Gifted and Talented Extension(s):

Work Stations:
 None
Materials/Supplies/Technology
Facilitator: Minolfo
Materials and/or Supplies:
 Chart paper, markers, colored
pencils, rulers, and index cards
Homework:
 None
On Monday in your first period class
please give one PRO card to each student
and please let them know it is because of
their behavior in the assembly and
meeting our expectations for the
assembly.
When giving out the PRO cards, please
let the students know which expectation
they are receiving the PRO card for. We
must be diligent attaching the PRO cards
to the expectations that we are teaching
them. Please be mindful of the PRO
cards and use appropriately.
Closure/Reflection:
 Why is energy important?
1:20 – 1:45 PM
Homeroom
Agenda:
 Allow students to complete classwork or homework
Facilitator: Minolfo


Review with the students that have not returned their STUDENT CODE OF CONDUCT Forms.
Remind students
o Importance of PRO Cards
o Open House at 6:00 PM
Tuesday, September 1, 2015
Schedule
Process
8:15 – 9:25 AM
Lesson Plans
9:25 – 10:35 AM
10:35 – 11:45 AM
12:10 – 1:20 PM
Important Information:
 Energy comes in different forms: mechanical (kinetic and potential), electrical, chemical, radiant (solar),
and thermal
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as visible light,
ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of an object
 The Law of Conservation of Energy states that energy cannot be created nor destroyed
 Energy can be transformed (converted) from one form to another
 Energy can be transferred from one object to another
 The total amount of energy does not change
Agenda:
 Review objectives (5’)
 Review different forms of energy (10’)
 Create vocabulary cards with remaining energy forms (20’)
 Create KWL Chart on Law of Conservation of Energy: (10’)
o Transformation of energy
o Transfer of energy
 Watch Brainpop video (https://jr.brainpop.com/science/energy/) and record information in Learning
Column (10’)
 Discuss new learning (10’)
 Reflection/Closure (5’)
Materials and/or Supplies:

Materials/Supplies/Technology
Facilitator: Minolfo
Materials and/or Supplies:

Homework:

Activator:
 Answer the following question: When you think about a lightening bolt hitting the ground,
o Is this an example of potential or kinetic energy and how do you know?
o What different forms of energy are demonstrated (thermal, radiant, solar, chemical,
electrical and/or mechanical)?
Lesson/Activity:
 Review different forms of energy (10’)
 Create vocabulary cards with remaining energy forms using posters and vocabulary PPT slide:
o Thermal, radiant, solar, chemical, electrical and/or mechanical
 Create KWL Chart on Law of Conservation of Energy – “brain dump” in Know column and create 3
questions in Wonder column:
o Transformation of energy
o Transfer of energy
 Watch Brainpop video and record information in Learning Column
 Discuss new learning from the video
Gifted and Talented Extension(s):
Work Stations:
 None
Closure/Reflection:

What is one thing that you learned today?
1:20 – 1:45 PM
Homeroom
Agenda:
 Allow students to complete classwork or homework
 Review with the students that have not returned their STUDENT CODE OF CONDUCT Forms.
 Remind students
o Importance of PRO Cards
Wednesday, September 2, 2015
Schedule
Process
8:15 – 9:25 AM
Lesson Plans
9:25 – 10:35 AM
10:35 – 11:45 AM
12:10 – 1:20 PM
Facilitator: Minolfo
Materials and/or Supplies:

Materials/Supplies/Technology
Important Information:
 Energy comes in different forms: mechanical (kinetic and potential), electrical, chemical, radiant (solar),
and thermal
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as visible light,
ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of an object
 The Law of Conservation of Energy states that energy cannot be created nor destroyed
 Energy can be transformed (converted) from one form to another
 Energy can be transferred from one object to another
 The total amount of energy does not change
Agenda:
 Review objectives (5’)
 Review different forms of energy (5’)
 Complete vocabulary cards with remaining energy forms (10’)
 Review KWL Chart on Law of Conservation of Energy: (10’)
o Transformation of energy
o Transfer of energy
 Create a Venn Diagram (20’)
 Summarize your learning (15’)
 Reflection/Closure (5’)
Activator:
 As a team, think about how you would demonstrate an example of potential energy and an example
of kinetic energy. You may act it out or share a real example in the world. The team has to be able to
explain your answers.
Lesson/Activity:
 Review different forms of energy (10’)
 Create vocabulary cards with remaining energy forms using posters and vocabulary PPT slide:
o Thermal, radiant, solar, chemical, electrical and/or mechanical
 Review KWL Chart on Law of Conservation of Energy including information in the Know column and
questions in Wonder column:
Facilitator: Minolfo
Materials and/or Supplies:

Homework:



o Transformation of energy
o Transfer of energy
Create a Venn Diagram demonstrating the difference between energy Transformation and energy
transfer
Write a summary of the comparison and contrast of the similarities and differences.
Gifted and Talented Extension(s):
Work Stations:
 None
Closure/Reflection:
Share the differences between energy transfer and energy transformation by providing an example of
both.
1:20 – 1:45 PM
Homeroom
Agenda:
 Allow students to complete classwork or homework
 Review with the students that have not returned their STUDENT CODE OF CONDUCT Forms.
 Remind students
o Importance of PRO Cards
Thursday, September 3, 2015
Schedule
Process
8:15 – 9:25 AM
Lesson Plans
9:25 – 10:35 AM
10:35 – 11:45 AM
12:10 – 1:20 PM
Important Information:
 All matter is made of tiny particles called atoms
 All matter contains energy
 The total energy of matter depends on the type, state, amount, and motion of the matter
Agenda:
 Review objectives (5’)
 Use, analyze, and interpret data from text with graphs (55’)
o Make predictions
o Make inferences
Facilitator: Minolfo
Materials and/or Supplies:

Materials/Supplies/Technology
Facilitator: Minolfo
Materials and/or Supplies:
 Texts on energy with graphs
 Handout to make inferences, draw
conclusions, and make predictions
Homework:



o Draw conclusions
Discuss new learning (5’)
Reflection/Closure (5’)
Activator:
 Answer the following question:
o All matter is made of tiny particles called _________.
o All _________ contains energy
o The total _________ of matter depends on the type, state, amount, and motion of the matter
Lesson/Activity:
 Review different forms of energy
 Use, analyze, and interpret data from text with graphs including:
o Make predictions
o Make inferences
o Draw conclusions
 Students will be provided text – different texts for each group. From the text students will have to
make inferences and draw conclusions. In addition, students will be asked to predict from the text.
 Discuss new learning by summarizing the text (from the inferences and conclusions) and share
predictions.
Gifted and Talented Extension(s):
Work Stations:
 None
Closure/Reflection:
What is one thing that you learned today?
1:20 – 1:45 PM
Homeroom
Agenda:
 Allow students to complete classwork or homework
 Review with the students that have not returned their STUDENT CODE OF CONDUCT Forms.
 Remind students
o Importance of PRO Cards
Friday, September 4, 2015
Schedule
Process
Facilitator: Minolfo
Materials and/or Supplies:

Materials/Supplies/Technology
8:15 – 9:25 AM
9:25 – 10:35 AM
10:35 – 11:45 AM
12:10 – 1:20 PM
Lesson Plans
Important Information:
 Energy comes in different forms: mechanical (kinetic and potential), electrical, chemical, radiant (solar),
and thermal
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as visible light,
ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of an object
 The Law of Conservation of Energy states that energy cannot be created nor destroyed
 Energy can be transformed (converted) from one form to another
 Energy can be transferred from one object to another
 The total amount of energy does not change
Agenda:
 Review objectives (5’)
 Review different forms of energy (5’)
 Construct explanations using evidence (50’)
o Describe
o Give examples
o Compare
 Discuss new learning (5’)
 Reflection/Closure (5’)
Activator:
 Answer the following question: When you think about how your body uses energy,
o When are you at a state of potential or kinetic energy and how do you know?
o What forms of energy do you demonstrate or experience while you’re in the classroom right
now (thermal, radiant, solar, chemical, electrical and/or mechanical)?
Lesson/Activity:
 Review different forms of energy
Facilitator: Minolfo
Materials and/or Supplies:
 Handout
Homework:




Construct explanations using evidence
o Describe
o Give examples
o Compare
Students will review their KWL charts, Venn Diagram with summary, and create an explanation for the
different forms of energy, including whether the energy is potential or kinetic, whether the energy can
be transferred or transformed, and explain their responses by giving examples and comparing.
Students will use a poster to create their explanations with a summary.
Discuss new learning from the video
Gifted and Talented Extension(s):
Work Stations:
 None
Closure/Reflection:
What is one thing that you learned today?
1:20 – 1:45 PM
Homeroom
Agenda:
 Allow students to complete classwork or homework
 Review with the students that have not returned their STUDENT CODE OF CONDUCT Forms.
 Remind students
o Importance of PRO Cards
Facilitator: Minolfo
Materials and/or Supplies:
