Unit Title: Forms of Energy Number of Days: Physical Science 5.2
Summary of Unit:
Grade Level: by the end of grade 4
Stage 1: Desired Results (Learning Targets)
5.2.C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.
Enduring Understandings
Energy takes many forms.
These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associatedwith the position of mass and with energy fields (potential energy).
Essential Questions
How do we know that things have energy?
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to do…(cumulative progress indicators)
Heat (thermal energy), electricity, light, and sound are forms of energy.
Compare various forms of energy as observed in everyday life and describe their applications. 5.2.4.C.1
Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy.
Compare the flow of heat through metals and nonmetals by taking and analyzing measurements. 5.2.4.C.2
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010) http://www.nap.edu/catalog.php?record_id=12771#orgs Adaptability Complex Communications/ Social Skills Non-routine Problem-solving Skills
Self-management/Self-development Systems Thinking
Student use of Technology:
Unit Resources/References Needed: (related websites, reference materials, etc.) Energy Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP-2071
Waves
Stage 2: Evidence of Learning Performance Assessment Task 1:
Given a list of energy forms and a list of appliances (e.g., hair dyer, toaster, TV, radio), in groups, create a table that indicates which appliances demonstrate each energy form. Support claims with evidence or a rationale for the categorization (include rationale in table as well). Share and debate lists as a whole class.
In groups, develop concept maps that include appliances, all the energy forms present in them, as well notes on how to detect the energy form in the appliance (e.g., if thermal energy is present, they should detect heat, if light energy is present, they should be able to see light, if sound energy is present, they should be able to hear sound, if electrical energy is present, they should be able to identify wires and a source of the electrical energy such as a battery)
Performance Assessment Task 2:
You are planning to spend the day at the park with your friends. Since it is a hot day, you want to serve drinks that will stay cool. You have three types of containers you can bring. You have paper cups, styrofoam cups, and metal cans. You aren't sure which one to choose, so you decide to test which type of container will keep liquid the coldest for 15 minutes. See Keep it Cool! at
http://pals.sri.com/tasks/k-4/KeepCool/
Performance Assessment Task 3:
Investigate and describe what happens when an object of higher temperature is placed in direct contact with an object of lower temperature. Record data and use the data to describe which way the heat energy is moving between objects.
1. People wear hats when outside in the winter. How do hats help people stay warm?
A. Hats stop electrical energy from leaving their heads.
B. Hats stop heat energy from leaving their heads.
C. Hats stop cold from entering their bodies through their heads.
D. Hats slow down electrical energy from entering their bodies through their heads.
Three identical blocks are pushed together. The starting temperature of each is shown.
2. Which traces the transfer of heat energy among the blocks?
Some metal tools used for cooking have wooden handles.
3. Which property of wood makes it a good material for the handle on a cooking tool?
A. Wood is a natural material. B. Wood is unaffected by metal.
C. Wood does not conduct heat well. D. Wood does not conduct electricity well.
Performance Assessment Task 4:
In groups, point a bright flash light into a clear tub of water. Draw what they observe: draw the path coming from the flashlight in the air and the path it takes through the water. Compare this path to that of a flashlight passing through the air and through an empty clear container with only air in it. As a whole class, discuss what they think happens when light travels from air to water. (The teacher may want to do this in a dark room for best observations)
Other Evidence of Learning Formative Assessment: Summative Assessments:
Stage 3: Learning Plan
Learning Activities/Labs/Investigations Timeframe
Name of Activity/Lab/Investigation # 1 X hours/Days
Description
Name of Activity/Lab/Investigation # 2 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations Extra support
Enrichment or early finishers Various learning styles Limited English proficiency
UNIT REFLECTION
Reflect on the UNIT you have developed and rate the degree to which the UNIT
Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
