Introduction+to+Energy

Day One

 * Content Objective:** We will explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
 * Language Objective:** We will share information in cooperative learning interactions


 * ESSENTIAL QUESTIONS:**
 * What is energy?
 * Stop when students identify that energy is required for work.
 * How do we know when energy is present? (What can we observe?)
 * ENGAGE:** 17 minutes
 * 2 minutes:
 * Think-Pair-Share: What is energy? What are some different forms of energy you can think of?
 * 3 minutes:
 * Share answers from groups/record on overhead or whiteboard.
 * Students should have collected this data (though they may need help with naming a specific energy):
 * Heat
 * Light
 * Sound
 * Electrical (students may mention energy in light bulbs or electricity, rather than the term 'electrical energy')
 * Chemical (students may mention energy in food or batteries, rather than the term 'chemical energy')
 * Solar (students may mention energy from the sun, rather than the term 'solar energy')
 * Mechanical (students may mention energy in different forms of movement, rather than the term 'mechanical energy')
 * 7 minutes
 * At their tables students will create mnemonic devices that will help them to remember the different forms of energy. Encourage groups to come up with as many different mnemonic devices as they can within the time frame. Remind students that order is not important.
 * 4 minutes
 * Students will share the best answer from their group to be recorded on the overhead/whiteboard**.**
 * Students will individually select the mnemonic device that they like the best and record it in their spirals.

Students will view pgs. in the textbook to identify different types of energy in the pictures. (Pgs. B13, C41, C43, E27, E90, and F11)
 * EXPLORE:** 10 minutes

Choral read pgs. C37-C38. Start with the reading focus. (We don't want answers yet -- just read the question and allow time to think before beginning choral reading.)
 * EXPLAIN:**

Stop at the first column of C37 and ask "What is energy"?

POWER TEACH: > Continue reading the rest of the selection through pg. C38. > > **H.O.T. Questions for Discussion:** > > **ELABORATE:** > Think-Pair-Share: How do we know when energy is present? > > **Homework:** Write a paragraph about one of the following: 1) a sports event, 2) a day at the park, 3) Speed Zone. Identify the forms of energy in the situation you chose.
 * energy (the e handshape makes a muscle over the bicep) -- the ability to do work (One S handshape taps the back of the other S handshape to represent the hands doing something) or cause change (The hands change position with each other)
 * 1) What are some forms of energy that we read about in the passage?
 * 2) What other forms of energy can you think of?

Day Two
Students will observe a toaster (preferably a functioning one making toast in the classroom.) Students should share responses out loud. //They may observe the following forms of energy:// //(I’m guessing they will probably focus on the electricity and heat; and that some students my confuse the smell of the toast (physical properties) with energy.)// //(A)// //Electricity (plug/ power cord)// //(B)// //Heat/ Thermal (wires inside cooking toast)// //(C)// //Mechanical (movement of the parts)// //(D)// //Sound (sound made when toast pops up/ beeping)// //(E)// //Light (wires inside/ lights on controls)// //(F)// //Chemical (toast could be eaten)// Discussion Questions: 1. What is energy? (the ability to cause change or do work) 2. How can we tell if energy is there? What might we observe? 3. What forms of energy can we observe? 4. Can objects be affected by more than one form of energy at the same time? 5. What types of energy can you observe in this room? Students will receive a deck of matching cards, scotch tape, and a large piece of chart paper. Students should copy the chart below onto their chart paper – leaving enough space to affix forms of energy cards and several example cards underneath each form of energy. Students should spend 5 minutes working in groups to pick the BEST category for each example card, and affix the example card on the chart paper. Students should be instructed not to change their answers until the end of the discussion. Some examples will fit under different forms of energy – students should discuss and agree on which category they THINK the example fits best in. Once students have completed their charts, gather feedback from groups to complete a class chart on the board. At this point it is ok to repeat examples. Candle flame Sun Fire || Speaker Bell || Stove Heater Fire Hair dryer Car (engine) || Clock Circuit Fan Hair dryer Stove Heater Car (battery) || Battery Charcoal Gasoline Car (battery) Food || Ball bouncing Jumping rope Car || Discussion Questions: Students will copy down notes and pictures into their science journals. (Students could also power teach vocabulary.) Students will go outside to observe types of energy found in a car. Students will create a tree map of energy forms and the examples of each that they observe.
 * Engage:** **Exploring a Toaster (15 minutes)**
 * Discussion/Journal prompt: “There are different types of energy at work in this system. . . what forms of energy do you observe?**
 * How do you know they are there?**
 * What is the energy in this system doing?”**
 * Explore: Matching Energy Examples (20 minutes)**
 * Energy Examples**
 * Solar || Light || Sound || Thermal || Electricity || Chemical || Mechanical ||
 * Energy Examples**
 * Solar || Light || Sound || Thermal || Electricity || Chemical || Mechanical ||
 * Sun || Light bulb
 * 1) How did your group decide which type of energy fits into which category?
 * 2) Why do you think some examples fit under more than one energy category?
 * 3) What are some other examples where we find different types of energy working together?
 * 4) TBD
 * 5) TBD
 * Explain: Notes with Pictures**
 * Extend: Energy Tree Maps**
 * **Forms of Energy Tree Map** ||
 * **Solar** || **Light** || **Sound** || **Thermal** || **Electricity** || **Chemical** || **Mechanical** ||
 * Sun || head lights || speakers || engine heat || interior electronics || Car battery || movement of engine parts ||
 * X || tail lights || engine || exhaust || Battery ||  || car doors ||
 * X || interior (electronics) lights ||  ||   ||   ||   || wheels ||
 * X ||  ||   ||   ||   ||   ||   ||
 * X ||  ||   ||   ||   ||   ||   ||
 * Evaluate: 3D to 2D Connection**