Download Sunnyside_gr_6_botrac

SLED Implementation Plan
Your Name(s):
Shanna Bradford
Grade Level:
6th
School:
Lafayette Sunnyside Middle School
Total time (hours or class sessions):
Twelve 45 minute class sessions
Unit BIG IDEAS:
Energy & Energy Transformations: Apply a form of
energy to design & construct a simple mechanical
device.
Key vocabulary:
Volume, potential energy, kinetic energy, chemical
energy, chemical reaction, work, energy, energies
(mechanical, sound, thermal, electric, radiant,
nuclear), law of conservation of energy, friction
Unit prior to and following this unit:
Prior to: Ch. 2 – Energy & Energy Transformations
Following: Ch. 1 –Matter: Properties & Changes
Estimated starting date in the school year:
End of March 2012
Unit Objectives:
By the end of this unit, students will be able to:
- Design a car using a plastic bottle as a basis for their design.
- Choose from a number of different types of methods to propel their car that will change potential
- energy into kinetic energy.
- Perform an experiment involving a chemical reaction to power the car.
- Discuss the difference between potential and kinetic energy.
- Explain that energy may be manifested as heat, light, electricity, mechanical motion, and sound and is
often associated with chemical reactions.
Core Indiana Academic Standard to be addressed:
Standard 1: Physical Science
- Explain that all objects and substances in the natural world are composed of matter in different states
- with different properties.
- Understand that there are different forms of energy with unique characteristics.
Standard 4: Science, Engineering, and Technology
- Apply a form of energy to design and construct a simple mechanical device.
Standard Indicator(s) to be addressed:
- 6.1.1 Understand that the properties and behavior of matter can be explained by a model that depicts
particles representing atoms or molecules in motion.
- 6.1.2 Explain the properties of solids, liquids, and gases using drawings and models that represent
matter as particles in motion whose state can be represented by the relative positions and movement of
the particles.
- 6.1.3 Using a model in which matter is composed of particles in motion, investigate that when
substances undergo a change in state, and mass is conserved.
- 6.1.4 Recognize that objects in motion have kinetic energy and objects at rest have potential energy.
- 6.1.5 Describe with examples that potential energy exists in several different forms.
- 6.1.6 Compare and contrast potential and kinetic energy and how they can be transformed from one
form to another.
- 6.1.7 Explain that energy may be manifested as heat, light, electricity, mechanical motion, and sound
SLED Summer Institute 2011
and is often associated with chemical reactions.
- 6.4.1 Understand how to apply potential or kinetic energy to power a simple device.
- 6.4.2 Construct a simple device that uses potential or kinetic energy to perform work.
- 6.4.3 Describe the transfer of energy amongst energy interactions.
Materials and Resources (available in school and/or will need to get):
Tools/Equipment:
- small hand pump
- utility knives
- springs
Materials:
- balloons
- rubber bands (multiple sizes)
- straws
- wooden shish kabob sticks
- plastic water bottle caps for wheels
- plastic bottles
- baking soda
- vinegar
- duct tape
Overview of Lesson Activities:
The following outline will be presented in sequential order over a twelve day period of time to 6th grade
students. Included after the outline are the specific questions/topics to be answered during the completion of the
unit.
Begin with Ch. 2 – Guiding Questions, p. 38.
Inquiry: “Which objects have energy?” p. 38-39 – Guiding Questions.
Anticipation Set for Lesson 2: Get Ready to Read: “What do you think?” p. 39.
Engage: Reading Guide using vocabulary: Brainstorm – “Where can you find energy?” – “Why is this
cat glowing?” p. 40.
5. Explore: Inquiry Launch Lab with sand, p. 41.
6. Engage: “What is energy?” p. 41.
7. Explain: “Kinetic Energy – Energy of Motion.” p. 42 – Guiding Questions.
8. Explain: “Potential Energy – Stored Energy.” p. 42 & 43 –Guiding Questions.
9. Explain: “Energy and Work.” p. 44 – Guiding Questions.
10. Explain: “Other Forms of Energy.” p. 44 & 45 – Guiding Questions.
11. Explore: Inquiry Mini Lab with “Can a moving object do work?” p. 44.
12. Evaluate: Lesson # 1 Review. p. 46.
13. Extend: “Can you identify potential and kinetic energy?” p. 47.
14. Engage: Reading Guide using vocabulary. p. 48.
15. Explore: Inquiry Launch Lab with buttons, pennies, & paper clips. p. 49.
16. Explain: “Changes Between Kinetic and Potential Energy.” p. 50.
17. Explain: “The Law of Conservation of Energy.” p. 50 & 51.
18. Explain: “Using Energy.” p. 52 & 53.
19. Explore: Inquiry Mini Lab with “How does energy change form?” p. 53.
1.
2.
3.
4.
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20.
21.
22.
23.
24.
25.
26.
Evaluate: Lesson # 2 Review. p. 54.
Extend: “Fossil Fuels and Rising CO2.” p. 55.
Explore: Inquiry Lab with pinwheel, p. 56.
Extend: Inquiry Lab with pinwheel part 2, p. 57.
Evaluate: Ch. 2 Study Guide p. 58-61.
Evaluate: Standardized Test Practice p. 62 & 63.
“Bottle Racer” Lesson Plan. SLED materials.
Lesson Introduction:
-
Students will have been exposed to Ch. 2 on energy in the Glencoe 6th grade science textbook prior to
beginning the “Bottle Racers” SLED activity. Once the bottle racer lesson has been completed, they
will proceed to Ch. 1 and learn about matter in the Glencoe textbook.
-
The actual lesson will begin with students being given a pre-test that highlights the key science
vocabulary words that they learned in Ch. 2 related to energy and other vocabulary words that they will
learn in this activity. Next, they will be told that they will be designing a car that will be able to move
on its own based on using the design process.
Hands-on Activities:
-
Sketching possible designs for the “bottle racer.”
Paragraph development of how their energy source will power the car.
Building a prototype of the car.
Cost analysis of the car.
Design notebook entries.
Oral presentation of final design to class.
Testing the final design of the “bottle racer.”
“Blowing Up a Balloon in a Bottle” activity.
Chemical reaction powered bottle car.
Heat generated balloon activity.
Engineering/Design Process:
- The engineering/design process will be utilized when the students actually attempt to design a “bottle
racer.”
Science concepts and vocabulary:
- Concepts and vocabulary will be introduced prior to the SLED activity during Ch. 2 as well as reiterated
when the bottle racer lesson is discussed.
Science concepts and vocabulary connection:
- Connections will be reinforced throughout the unit by me through communications with them as the
students work through each of the activities included in the unit.
Lesson builds on existing curriculum:
- “Bottle Racers” builds on the information imparted to the students in Ch. 2 of our Glencoe science
textbook. The chapter develops the students’ understanding of what the differences are between
different energy sources such as potential energy versus kinetic energy. The chapter includes several
SLED Summer Institute 2011
comparable topics, which mimic many of the activities utilized in the unit.
Unit conclusion:
- Students will test whether or not their design model of the car will be propelled across a distance based
onthe energy source materials they used to power their car. They will measure the distance that the cars
moved and record their findings in their design notebook. Additional follow-up activities will be
completed. A vocabulary post-test will be administered.
Day-by-day timeline:
Day 1-9
Day 10-11
Day 12
Ch. 2 Glencoe science textbook readings and activities.
“Building the Car” & “Testing the Car.”
Extension activities including “Blowing Up a Balloon in a Bottle,” “Chemical Reactions,”
And “Heat Generated from Stretching a Balloon.”
Materials created or used:
- SLED activity entitled “Bottle Racers.”
- Vocabulary pre and post-test.
- Word bank worksheet/foldable.
- Design notebook.
- Cost analysis worksheet.
Cross-curricular connections:
- Math – measurement, charts, temperature, data table, calculation, geometry, one-step equations, money
- Language Arts – graphic organizers, vocabulary, reading, writing, K-W-L, journaling, visual literacy,
critical thinking
- Science – science processes, foldable, natural resources, chemical reactions
- Social Studies – economics
- P.E. - energy
- Art – drawings
- Technology – web quests
Assessment:
- Lesson 1 Review.
- Lesson 2 Review.
- Journal entries – rubric
- Ch. 2 Study Guide questions.
- Ch. 2 Test
- Vocabulary pre and post-tests.
- Car design (product/rubric).
- Oral presentation by team (rubric).
- Design notebook.
Student learning assessment:
- Assessment will be both formative and summative in nature based on the assessment assignments.
Mastery of big ideas and/or vocabulary:
- Scores on the vocabulary post-test, the notebook, the oral presentation and the effectiveness of the
car design will be taken and analyzed.
Evidence collected:
Vocabulary pre & post-test, the notebook, the oral presentation and the final car design prototype.
SLED Summer Institute 2011