Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days Science Grade 06 Unit 06 Exemplar Lesson 01: Energy Transformations 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 compare and contrast potential and kinetic energy using a simple system and demonstrate energy transformations that occur within systems. Students will plan and implement a descriptive investigation to demonstrate the transfer of energy and energy transformations. 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 http://www.tea.state.tx.us/index2.aspx?id=6148. 6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: 6.9C Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting Standard Scientific Process TEKS 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. 6.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. Last Updated 04/29/13 page 1 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days GETTING READY FOR INSTRUCTION Performance Indicators Grade 06 Science Unit 06 PI 01 Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. Standard(s): 6.2E , 6.9C ELPS ELPS.c.1A , ELPS.c.1C Key Understandings Energy cannot be created or destroyed. — Where does energy come from? — What is the source for most energy on Earth? — Where does energy go? — What is energy transfer? Energy can be transformed from one form to another. — What are the two types of energy? — What are the most common forms of energy? — What is an energy transformation? — What are some examples of energy transformations? — How are potential and kinetic energy alike and different? Vocabulary of Instruction potential energy energy transformation law of conservation of energy kinetic energy energy transfer Materials ball (small, 1 per group) books (3 per group) cardboard (12 inch long piece, 1 per group) Crooke’s Radiometer (1 per teacher) flashlight (containing batteries, 1 per group) glue or tape (per group) lamp (with incandescent bulb, 1 per teacher) meter stick (1 per group) pencil (unsharpened, 1 per group) rubber band (1 per group) rubber band (1 per teacher) safety goggles (1 per student) spool (thread, 1 per group) string (kite, 50 cm per group) tape (masking, 1 roll per group) toothpick (1 per group) washer (small metal, 1 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. Handout: Energy in a Ball (1 per group and 1 for projection) Teacher Resource: Potential vs. Kinetic Energy (for projection) Teacher Resource: Potential vs. Kinetic Energy KEY Handout: Energy Types and Forms (1 per student) Handout: What’s The Potential? (1 per group and 1 for projection) Last Updated 04/29/13 page 2 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days Teacher Resource: What’s The Potential? KEY Handout: Energy Transformations (see Advance Preparation, 3 strips per student) Handout: Energy Investigation (1 per group and 1 for projection) Teacher Resource: Energy in a System PI (1 for projection) Teacher Resource: Performance Indicator Instruction KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 2, perform a web search to locate a district approved interactive rollercoaster video clip that demonstrates potential and kinetic energy. 2. Prior to Day 4: Perform a web search for a district approved video clip of energy transformations. Many videos are available through iTunesUâ, a TEA sponsored site. You may find it helpful to include “Wind Turbine System” in your search on iTunesUâ. Cut apart strips on Handout: Energy Transformations (3 strips per student). 3. Prior to Day 6, collect advertisements and pictures of home appliances (class set). 4. Prepare attachment(s) as necessary. Background Information This unit bundles SEs that address the transformation of energy into different forms and the transfer of energy from one system to another in order to introduce the law of conservation of energy. There are two types, or categories, of energy: potential energy and kinetic energy. As energy moves through a system, it can be transferred and/or transformed. Energy transfers involve the energy moving through the system. Energy transformations involve the energy changing from one form to another. With the exception of transformation of energy within photosynthesis and the digestive system, this content is not taught again in Grades 7 or 8. STAAR Notes: This is an important foundational piece for the understanding of transformation and transference energy. It is the first time students have been directly introduced to the transformation of energy from one form to another. This content is not addressed specifically in Grades 7 or 8, but 6.9C is marked as a Supporting Standard and will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. Although 6.9A and 6.9B are not identified as Supporting or Readiness Standards, they build content for STAAR Physics, Reporting Category 3: Momentum and Energy. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher ENGAGE – Forms of Energy NOTE: 1 Day = 50 minutes Suggested Day 1 1. Display a Crooke’s radiometer. Inform students that the vanes of the radiometer are enclosed in a glass vacuum with very little air. Materials: Ask: Crooke’s Radiometer (1 per teacher) How can we move the vanes inside the radiometer without touching lamp (with incandescent bulb, 1 per teacher) it? Answers may vary. Try out some of their suggestions. 2. Explain to students that radiometers measure the electromagnetic radiation Instructional Note: intensity. Hold the radiometer to an incandescent light bulb. Use of sentence stems is an ELPS strategy. Note: Not all light makes it move. 3. Ask: Science Notebooks: Students record a chart listing the types, forms, and sources of What form of energy is causing the vanes to move? (Light) energy with which they are familiar. Students will refer back to What form of energy did the light energy change into? (Mechanical) this chart on Day 2 of their lesson. Where did the energy come from that changed into light energy? (Electrical) Where did the electrical energy come from? Answers may vary. Lead students into wind energy, fossil fuels, or hydropower. 4. Ask/Say: Last Updated 04/29/13 page 3 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days What is energy? (The ability to do work) You have studied many types, forms, and sources of energy.