5.8 A Differentiate among forms of energy including light, heat, electrical, and solar energy. FORMS OF ENERGY

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TRANSITION DOCUMENT GRADE 4

G

RADE

4 –

Unit 03:

Forms of Energy

2010 TEKS 1998 TEKS Curriculum and Instruction Considerations

4.6 The student knows that energy exists in many forms and can be observed in cycles, patterns and systems.

5.8 The student knows that energy occurs

in many forms.

4.6 A Differentiate among forms of energy, including mechanical, sound,

electrical, light, and heat/thermal.

Differentiate

AMONG FORMS OF ENERGY Including, but not limited to:

• mechanical • sound • electricity • light

• heat/thermal

5.8 A Differentiate among forms of energy including light, heat, electrical, and solar energy.

Differentiate

FORMS OF ENERGY Including, but not limited to:

• light • sound • heat • electrical • solar energy

New content for this grade.

Key Understandings

• Energy comes in many different forms and each form has unique characteristics which allow it to be distinguished from the others.

Performance Indicator(s)

• Choose one form of energy to represent. Prepare a debate to convince classmates that the form of energy represented is the most useful. Explain the advantages it has over all other forms of energy. (4.6 A)

Lesson Bridge

• For this TEKS, reference 5th

grade, Unit 02, Lesson 01 The Study of Energy

Engage:

• Use pgs. 4-5

Explore/Explain 1:

• (The Heat is On) Use pgs 5-6

• (Sound Energy p.7-8)

• (Electrical Energy) Use pgs 9-10, add to these investigations the opportunity for students to test insulators when creating the circuits and help them make the connection between electrical conductors and insulators and heat/thermal conductors and insulators (which they have explored in the previous unit)

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Explore/Explain 4 :

• (Transformation) Use pgs 12-13)

Explore/Explain 5/6

• (Light Energy) Use pgs 13-17)

Elaborate:

• Use pg 17

Evaluate:

Performance Indicator 4.6 B Differentiate between conductors and

insulators.

Differentiate Recognize

BETWEEN CONDUCTORS AND INSULATORS

Including, but not limited to: • insulators • wood • plastic • Styrofoam • conductors • metals

• Substances can have either the ability to facilitate or inhibit energy transfer.

• Design, build and test an “ice-preserver” which will keep ice cubes from melting. Write a brief

paragraph that explains which of the substances were used because they were determined to be insulators and which were not used because they were determined to be conductors. (may extend for writing, but can be brief to determine science content attainment)(4.6 B)

Lesson Bridge**

Engage:

• Allow students to play with this site:

http://www.bbc.co.uk/schools/ks2bitesize/science/mate rials/keeping_warm/play.shtml

• Ask why they believe some of the items were conductors and others were not.

Explore:

• Students will make predictions about which substance is makes the best conductor of

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four. Each group of four should have the following materials. A large Styrofoam cup, a metal spoon, a plastic spoon, a small piece of wood (a chopstick works well as does a tongue depressor) and a piece of Styrofoam cut into the same length as the spoons. Students will place an equal amount of butter onto the top of the handle of the spoons and wood/Styrofoam. Students should then place the items inside the cup with the butter end on the outside of the cup. The teacher will then carefully fill the cups three quarters of the way with warm tap water. Students will then observe which of the items has the butter melt first.

Explain:

• Ask students to explain why some had the butter melt faster than others. Formalize the learning by explaining that the items which allowed the butter to melt first are conductors because allowed the transfer of heat/thermal energy from the water to the location that held the butter. The materials whose butter did not melt or melted more slowly are not good conductors and are called insulators because they inhibited the movement of

heat/thermal energy. Further explain that substances have either the ability to facilitate or inhibit energy transfer.

Elaborate:

• Have students write a brief paragraph explain how heat/thermal conductors and insulators are similar to electrical conductors and insulators.

Evaluate:

• Performance Indicator 4.5 C Demonstrate that electricity travels in

a closed path, creating an electrical circuit, and explore an

electromagnetic field.

Demonstrate, Explore

• Electricity travels in a closed path which creates an electrical circuit.

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ELECTRICITY

Including, but not limited to: • travels in a closed path • create an electrical circuit

• explore and electromagnetic field

electromagnetic field.

• Design and build an electric circuit which will create an electromagnetic field that will cause an iron nail to pick up the largest number of paper clips. Explain the reasoning for the design (4.6 C) Lesson Bridge

**For this TEKS, reference 5th grade, Unit 02, Lesson 01 The Study of Energy

Engage:

• Show students a variety of electrical circuits (complete and incomplete). Ask them students to identify which will light the bulb and which will not and why. Remind them that a circuit must be complete in order to allow the flow of energy.

Explore/Explain:

• Use pgs. 9-12 (Energy and Electromagnets)

Elaborate:

• Provide students a variety of wires (conductors) to use in the making of an electromagnet. Ask them to determine which wire will function best. They will write in their journals how they determined one wire was more effective than the other and they will

also provide the reasonswhy they believe a

particular wire was most effective (look for references to insulation and conductivity).

Evaluate:

• See Performance Indicator above

4.5 D Design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

• When a force is applied to an object, the object is affected.

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Design

AN EXPERIEMENT TO TEST THE EFFECT OF FORCE ON AN OBJECT Including, but not limited to:

• push or pull • gravity • friction • magnetism

• Draw a course that will employ pushing, pulling, gravity, friction and magnetism forces to make a marble move the farthest. Describe how each of the forces helped to move the marble. (4.6 D)

Lesson Bridge Engage:

• Create a class brainstorming web about what stops motion. Highlight the examples that clearly

demonstrate the role that friction plays in stopping motion. Introduce the term friction. Allow students to explore

http://www.bbc.co.uk/schools/ks2bitesize/science/p hysical_processes/friction/play.shtml

• Create groups of 4-5 students. Provide each group with two matchbox cars, measurement tools, thick books and a variety of surfaces to test (wax paper, aluminum foil, carpeting, wood). Ask students to create a test to show which surfaces are most conducive to for allowing the maximum movement of the cars. Students will record their data in their journals, and write a report of their findings to be shared with the class.

Engage:

• Allow students to explore this site. Discuss the outcomes.

http://www.bbc.co.uk/schools/scienceclips/ages/10 _11/forces_action.shtml

• Ask students to sit in a straight-back armless chair, keeping their back against the back of the chair and your feet flat on the floor. Have them then fold your arms across their chest and while keeping their feet flat and

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their back straight, ask them to try to stand up. Ask why they feel like they are glued to their chair.

• Explain that the force they feel is gravity. By sitting in this position, the center of gravity is at the base of the spine. By trying to stand up with your back straight, you prevent the center of gravity from moving to a position above your feet, which would be necessary to stand up. This will help students physically experience the power of gravity.

Elaborate:

• Allow students to use the following site:

http://www.engineeringinteract.org/resources/park worldplot/parkworldplotlink.htm

• Monitor and question as students go through the process. They should make a journal entry for each of the part areas they visit.

Evaluate:

• See Performance Indicator above (The course must have been tested and the collected data must be shared as a part of the final report.)