gr5 2 sw_energy

Fifth Grade Science Unit: 02 Lesson: 01 Suggested Duration: 14 days

The Study of Energy

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Lesson Synopsis: Students will study the forms of energy through lab activities that demonstrate how energy interacts with matter. Light, sound, heat, and electromagnetism will be explored in this lesson. TEKS:

5.5 The student knows that a system is a collection of cycles, structures, and processes that interact.

5.5A Describe some cycles, structures, and processes that are found in a simple system.

5.8

The student knows that energy occurs in many forms.

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

5.8B Identify and demonstrate everyday examples of how light is reflected such as from tinted windows, and refracted, such as in cameras, telescopes, and eyeglasses.

5.8C Demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic effects.

5.8D Verify that vibrating an object can produce sound.

Process TEKS: 5.1 The student conducts field and laboratory investigations following home and school safety procedures and

environmentally appropriate and ethical practices.

5.1A Demonstrate safe practices during field and laboratory investigations.

5.2 The student uses scientific methods during field and laboratory investigations.

5.2A Plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology.

5.2B Collect information by observing and measuring.

5.2C Analyze and interpret information to construct reasonable explanations from direct and indirect evidence.

5.2D Communicate valid conclusions.

5.2E Construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information.

5.3 The student uses critical thinking and scientific problem solving to make informed decisions.

5.3A Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

5.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

5.4A Collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles.

5.4B Demonstrate that repeated investigations may increase the reliability of results.

GETTING READY FOR INSTRUCTION Performance Indicator(s):

Create a booklet to illustrate and explain how items in any formal setting have many forms of energy. In a short paragraph, describe how energy flows in a circuit and goes through many transformations. Specify how light energy occurs and how light interacts with matter to create reflections and refractions. (5.5A; 5.8A, 5.8B, 5.8C, 5.8D)

ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4D, 5B, 5G

5th Grade Science

Unit: 02 Lesson: 01

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KEY Understandings and Guiding Questions:

Energy may occur in many forms and as it flows within a system it interacts with matter to create change. — What is a system? — How does the interaction of energy and matter create change? — What causes energy to go through a transformation? — What allows energy to flow within a system?

Vocabulary of Instruction:

chemical energy circuit closed /complete circuit concave lens convex lens electrical energy electromagnet

energy heat energy light energy mechanical energy open/incomplete circuit reflection refraction

solar energy sound waves system transfer transformation vibration

Materials:

aluminum pie pan 4 in. (11 cm)

clothespin 10-15 chocolate chips small candle matches solar cooker (created by the

teacher) skewer (per group) hot dog (per group) small clear plastic cup (per

group) plastic wrap (per group) pepper (per group) tuning fork (per group) straws -4 scissors ruler

tape copper wire battery battery holder light bulb scissors iron nail paper clips buzzer thermometer safety gloves iron nail copper wire small paperclips beach ball small mirrors index card with slit flashlight

white paper book small mirror protractor penny small bowl (not clear) pencil glass water convex lenses concave lenses manila folder ruler white sheets of paper (two

per student) ruler

Appropriate materials may be substituted as needed to incorporate district resources and availability.

Resources:

PowerPoint: Forms of Energy

STATE RESOURCES: — Bridging II TAKS - Light and Optics — Connecting to Unifying Science Concepts through Physical Science – Energy: Light on the Loose, Operation

electricity, Sound Off — Science TEKS Toolkit: http://www.utdanacenter.org/sciencetoolkit/

Advance Preparation:

1. Create Solar Cookers for the groups that you will have. The handout: How to Create a Solar Cooker will assist you. Make sure to make enough solar cookers for each group to have one.

2. Have a computer projector and computer ready for the Power Point: Forms of Energy. 3. Make copies of the following handouts:

Different Energy Everywhere (1 per student)

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Unit: 02 Lesson: 01

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The Heat is On (1 per student) The Heat is On Survey (1 per student) Transfer of Heat Energy (1 per student) Solar Cooker (1 per student) Solar Cooker Survey (1 per student) How to create a Solar Cooker (1 per student) Dancing Pepper (1 per group) Dancing Pepper Survey (1 per student) Sounds Good (1 per student) Electrical Energy (Light) (1 per group) Electrical Energy (Electromagnet) (1 per group) Electrical Energy (Sound) (1 per group) Electrical Energy (Heat) (1 per group) Electrical Energy Survey (1 per student) Electrical Energy Map (1 per student) Transformation of Energy (1 per student) Strong Electromagnets (1 per student) Strong Electromagnet Graph (1 per student) Mini-Board Picture (1 per teacher) Tracking Back Forms of Energy (1 per student) Tracking Transformations of Energy Pictures (1 set per group) Travel of Light Message (1 per student) Reflecting Light (1 per group) Angle of Reflection Guide (1 per student or have them copy into notebooks) Illusions through Refraction (1 per student) Light Energy Interacting with Matter Guide (1 per student) Travel of Light Pictures (Optional) (1 per student) Search for Energy in Matter (1 per group) Kitchen Picture (1 per student) Energy in the Kitchen (1 per student) Booklet Instructions (1 per teacher)

Background Information: Energy is anything that has the potential to create change and work. Energy can flow and transfer from one place to another when it interacts with matter. As energy flows it can change from one form of energy to another, such as from light energy to heat energy. Energy can never be created nor destroyed and only flows from place to place and changes its form. The main source of all energy comes from the sun. Some forms of energy are electricity, light, sound, and heat. Electrical energy is what we use to turn on lights and use our microwaves. Electrical energy can flow within a system when a circuit is completed. A complete circuit is made of conductors that allow electrons to go through. Electricity can be used to create electromagnets, light, heat, and sound. Light energy is a form of energy that people can see. When light interacts with matter, it can refract or reflect. When light reflects, it bounces off matter. When light refracts, it first transmits through matter then the light bends or changes its direction. Sound is a form of energy that we can hear through the sound waves. The application of energy allows matter to vibrate. These vibrations move back and fourth quickly such as when we strike the strings of a guitar. Sound energy creates vibrations in sound waves and when these sound waves hit our ears we are able to hear. Sound waves can only travel through matter such as air, water and solids. Ice would not melt if heat did not exist. Heat energy is everywhere and can be transferred through the process of conduction, convection, and radiation. Heat energy impacts the process of the water cycle, wind cycle and other important processes here on earth.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.

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Unit: 02 Lesson: 01

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INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher

ENGAGE NOTE: 1 Day = 50 minutes Suggested time: Day 1

1. Open the PowerPoint, Forms of Energy. 2. Go over the PowerPoint slides as you ask the questions provided to you

on the PowerPoint and below. 3. Ask at slide 1:

What is this form of energy? From where does this form of energy come? Why do we need light?

The light came from the electricity that comes from the wires out of the outlet.

4. Ask at slide 2:

Where did the wires from the outlets get their energy? Is the energy still light energy? What form of energy do these wires from the outlets have?

The energy is electrical energy and this energy is coming from the poles.

5. Ask at slide 3: Where do electric wires on poles get their energy?

The electric wires get their energy from power plants. 6. Ask at slide 4:

Where did the power plants get their energy? Is the energy still electric? What type of energy was it?

The power plants got their energy from coal. The type of energy is heat energy when coal is burned.

7. Ask at slide 5: Where did the coal get its energy? Where does coal come from?

The coal comes from dead plants.

8. Ask at slide 6: Where do plants get their energy? Is the energy the same or different?

The energy plants get is from the sun.

9. Ask at slide 7: Where does the Sun get its energy?

The Sun creates its own energy and the Sun is the main source of energy for us.

10. Distribute a copy of the handout: Different Energy Everywhere to each student.

11. Allow students to work on the handout: Different Energy Everywhere and

look at the pictures as a guide.

Forms of Energy

MATERIALS: PowerPoint: Forms of Energy Handout: Different Energy

Everywhere (1 per student) Handout: Different Energy

Everywhere KEY Note: Some students might say that energy comes from other sources such as hydroelectric energy. Acknowledge their responses and ask them what other energy sources may be available. . Note: Do not go into detail about how coal is formed. Mention to them that coal is derived from dead plants, and that coal has stored energy that plants created during photosynthesis. More details on these subjects will be covered on a later date. The main purpose is for students to see how energy is being transformed from one place to another.

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Unit: 02 Lesson: 01

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Instructional Procedures Notes for Teacher 12. Have the students write down what form of energy is occurring, and the

previous form of energy.

EXPLORE Suggested time: Day 1The Heat is On 1. Divide students into small groups and assign roles.

2. Review safety guidelines with students before starting activity.

3. Provide each group with a copy of the handout: The Heat is On and materials they will need. Instruct groups to follow the directions from the handout.

4. When groups complete the station, provide them with the handout: The Heat is On Survey. Each student will complete one.

5. After students complete the activity, have them write what they have

learned into their notebooks.

Assign group roles.

MATERIALS: Handout: The Heat is On (1 per

student) handout: The Heat is On Survey (1

per student) one 4 in. (11 cm) aluminum pie pan

(1 per group) one clothespin (1 per group) 10-15 chocolate chips (1 per group) tea light candle (1 per group) matches (for teacher)

Safety note: Instruct the students to be careful of the candle flame. They should pin hair back and keep clothing away from the flame of the candle.

Science Notebook; Write what was learned. Note: Make sure to light the candle for the students and talk to them about their safety and about fire. Look at step 3 from the handout: The Heat is On. Note: The candle flame needs to be positioned so that the first chocolate chip in the row receives the most direct heat. Heat should transfer slowly down the row as the metal transfers the heat energy to the other chips.

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Unit: 02 Lesson: 01

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Instructional Procedures Notes for Teacher

EXPLAIN Suggested time: Day 11. Ask:

What form of energy was applied to the pan and the chocolate chips? The form of energy was heat.

Why did the chocolate chips start to melt at different rates? The front side of the row had more direct heat added to it.

Was there a transfer of energy? Explain or show illustration on how energy transferred from one piece of matter to the next.

2. Say: Heat is a form of energy. Heat was transferred through matter which

was the aluminum pie pan and the chocolate chips. Heat is transferred through radiation, conduction, or convection. In this lab, heat (energy) transferred through the process of conduction. Conduction occurs when heat is transferred by direct contact of molecules. The molecules in hot substances move fast and collide with cooler slower molecules and transfer energy.

3. Distribute a copy of the handout: Transfer of Heat Energy to each

student. 4. Go over the handout: Transfer of Heat Energy with students.

Ask: Do metals transfer heat well? Why? Why Not?

Metals are good conductors of heat and they allow heat to transfer well; explanations may vary..

Does the transfer of energy allow it to flow within matter? How? Heat energy transfers within matter allowing heat energy to flow.

5. Each student should write what they learned in their notebooks.

MATERIALS: Handout: Transfer of Heat Energy

(1 per student)

Note: The handout: Transfer of Heat Energy will allow students to understand how heat transfers through the process of conduction, convection, and radiation. Students should be able to differentiate between the types of transfer of energy, but not necessarily learn the terms until a later grade.

Note: Make sure not to confuse students with the terms transfer and transformation. Transfer means that heat is transferring from one medium to another. Transformation means that the energy transforms into another form of energy. You many use the example of the movie “Transformers”, in this movie the cars totally transform into another robotic object.

Science Notebook; Write what was learned.

EXPLORE Suggested time: Day 2Solar Cooker 1. Divide students into small groups and assign roles.

2. Address safety guidelines before starting.

3. Provide each group with a copy of the handout: Solar Cooker and materials they will need. Instruct groups to work on the activity and follow the directions from the handout.

4. When groups complete the station, provide them with a copy of the handout: Solar Cooker Survey. Each student will complete an individual survey.

MATERIALS: Handout: Solar Cooker (1 per

student) Handout: Solar Cooker Survey (1

per student) Handout: How to create a Solar

Cooker (1 per student) solar cooker (created by the

teacher) skewer (1 per group)

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Unit: 02 Lesson: 01

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Instructional Procedures Notes for Teacher 5. Allow them some time to write what they have learned into their notebooks.

hot dog (1 per group)


Safety note: Student need to be careful handling sharp objects. Be sure to get a skewer that is not sharp or cut the sharp ends before handing out. They also need to wash hands after this activity. This solar cooker could be done as a teacher demonstration.


How long did it take for the hotdog to Cook? What helped the hotdog cook?

The Sun and the solar cooker helped the hotdog cook. What form of energy did we use to cook the hotdog?

We used solar energy. 2. Instruct the students to take out the handout: Transfer of Heat Energy.

Explain that the solar energy being produced by the Sun created heat that allowed the hotdog to cook through the process of radiation. Ask: The hotdog is a form of matter, so what happened when this form

of energy interacted with the hotdog (matter)? There was a transformation of energy causing the hotdog to cook.

What happened to the light (energy) when it interacted with the foil (matter)? The light reflected at an angle from the foil causing the light to create a focal point.

What transformation of energy occurred when the solar energy interacted with the hotdog? There was a transformation of energy, going from solar energy to heat energy.

Is the solar cooker a system? Allow students to respond. What would happen to this system if the foil was removed from

the hotdog cooker? The hotdog would take longer to cook because there would be no reflection of light and no focal point.

What would happen if the Sun was blocked by clouds? The hotdog would take longer to cook, or may not cook at all, if enough of the Sun’s heat energy is blocked.

3. Allow the students to write what they have learned in their notebooks.

MATERIALS: Handout: Transfer of Heat Energy

(1 per student)

TAKS Strategy: LEP students will be able to relate the word Solar to Sol. The word Sol means Sun in Spanish.


EXPLORE Suggested time: Day 3

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Unit: 02 Lesson: 01

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Instructional Procedures Notes for Teacher Sound 1. Divide students into small groups and assign roles.


3. Provide each group with a copy of the handout: Dancing Pepper and materials they will need. Instruct groups to work on the activity and follow directions on the handout.

4. When the groups complete the activity, provide them with a copy of the handout: Dancing Pepper Survey. Each student will complete a survey.

5. When the groups complete the handout: Dancing Pepper Survey, provide each student with a copy of the handout: Sounds Good. Each student will create their own instrument and will answer the questions from the handout.

MATERIALS: Handout: Dancing Pepper (1 per

group) Handout: Dancing Pepper Survey

(1 per student) Handout: Sounds Good (1 per

student) small clear plastic cup (1 per group) plastic wrap (1 per group) pepper (1 per group) tuning fork (1 per group) four straws scissors ruler tape (scotch tape works well)

Safety note: Student should wear goggles.


What did you observe when you placed the tuning fork on top of the cup? The pepper seemed to move.

What made the pepper seem to move? The vibrations of the tuning fork and the waves that traveled through the air caused the pepper to move.

What happened when you placed the tuning fork at the bottom of the cup?

What happened when you placed the tuning fork on the plastic? The sound energy (vibrations of the tuning fork) transformed into the cup and the peppers.

What form of energy did we use to make the tuning fork vibrate? What form of energy occurred when the tuning fork vibrated? Was there a transformation of energy when the tuning fork

touched the plastic? What type of energy occurred?

Mechanical energy transformed into sound energy when the tuning fork hit the heel of their foot. The sound energy then transformed into mechanical energy when the peppers started to move.

Why did the different straws have a different sound? What caused the straws to make a sound?

The size of the straws created a different pitch and the vibrations were created while they blew on the straws.

How would blowing on a flute, hitting a drum or playing a guitar be different and similar? The similarities would be that these instruments create sound energy by vibrating and allowing the waves to travel through matter. The differences would be the type of matter vibrating and the instrument itself.

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EXPLORE Suggested time: Day 4 Electrical Energy 1. Divide students into small groups and assign roles.


3. Provide each group with a copy of the Electrical Energy handouts and the handout: Electrical Energy Map along with the materials they will need. Instruct groups to work on the activity and follow directions on the handout.

4. When groups complete the station, provide them with a copy of the handout: Electrical Energy Survey. Each student will complete a survey.

MATERIALS: Handout: Electrical Energy (Light)

(1 per group) Handout: Electrical Energy

(Electromagnet) (1 per group) Handout: Electrical Energy

(Sound) (1 per group) Handout: Electrical Energy (Heat)

(1 per group) Handout: Electrical Energy Survey

(1 per student) Handout: Electrical Energy Map (1

per student) copper wire battery battery holder light bulb scissors iron nail paper clips buzzer thermometer safety gloves

Safety note: Wear goggles. Stress safety issues when using any form of electricity.


What is a complete circuit? Explain to the students that the circuit that they created was a complete circuit and these circuits are also called closed circuits. How do these circuits create a system?

Circuits are made of parts that work together to allow energy to flow. What form of energy is circulating in this system?

Electrical energy is circulating in this system that was transformed from the battery.

What happened to the items when you cut the wires from the circuit? Items such as the light bulb, electromagnet, etc. did not work.

Explain to the students that the reason it did not work was because there was not a complete circuit of energy flowing. What forms of energy can a closed circuit produce?

Light, heat, sound, and magnetic effects can be produced. What is a system?

MATERIALS: Handout: Transformation of

Energy (1 per student)

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Instructional Procedures Notes for Teacher What are the parts of this system?

The particular item, wires, and the battery were parts of the system. Where did this circuit get its energy?

The battery is where this circuit got its energy. What would happen if I were to take this source of energy away?

The circuit would not be a complete system.

2. Distribute a copy of the handout: Transformation of Energy to each student and allow them to complete it. Ask: What Transformations of Energy occurred in these activities?

The transformations of energy that occurred on the closed circuits.

3. Instruct students to write down what they have learned in their notebooks.


EXPLORE Suggested time: Day 6Electromagnets 1. Place the students into small groups. 2. Provide each group with materials they will be using for the experiment. 3. Say: Today we will be working on an experiment. The problem that we

have in front of us is that we would like to make strong electromagnets.

4. Address safety concerns. 5. Ask:

What is an electromagnet? What is a circuit? What is a system? How does this system work? Review with the students about what they previously learned about circuits and electromagnets.

6. Display a picture or an actual circuit with an electromagnet.

Ask: What makes this nail become magnetic?

Wrapping a wire (metal conductor) around the nail and then passing an electric current (electrons) through the wire causes the nail to take on properties of a magnet.

7. Inform students that their problem for this experiment will be: Which electromagnets with coils of 10, 20, and 30 will pick up the

most paper clips?

8. Distribute materials to the groups including a copy of the handout: Strong Electromagnets for each student.

9. Allow students to work on their hypothesis, materials, and variable. 10. Review with the students how to make coils around the nail. 11. Allow students to conduct their experiment. When conducting their

experiment, students should make a pile of paperclips and place the

MATERIALS: Handout: Strong Electromagnets

(1 per student) Handout: Strong Electromagnet

Graph (1 per student) Handout: Mini-Board Picture (1 per

teacher) iron nail copper wire battery battery holder small paperclips

TAKS Strategy: Variable: Different amount of coils Results: Strength of Magnet (by number of paper clips picked up)

Note: Make sure that students create three electromagnets with the same type of nails. The amount of coils around the nails should be the only variable.

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Instructional Procedures Notes for Teacher electromagnet on top of the pile while holding the head of the nail above the pile.

12. Provide each student with a copy of the handout: Strong Electromagnet

Graph. 13. Each student will have to complete the graph by drawing bars. They will

draw the average from their results. 14. Once groups complete their experiment, allow students to complete the

handout: Strong Electromagnet, including their conclusion. Students should also write what they have learned in their notebooks.

15. Optional: Allow each student to make a Mini-board from their experiment.

This should take less time since they have done some before. Give each group a copy of the handout: Mini-board Picture as an example to view.



Was your hypothesis correct? Why or why not? Allow students to respond. How many paperclips did the electromagnet with 10 coils pick

up? What about the electromagnets with 20 and 30 coils, how many

paperclips were picked up for each? Allow students time to respond. Inform them to give you their averages while you place their averages on chart paper.

2. Ask: Were these electromagnets part of a system?

Yes, they are part of a system. What was changed in this system? What was being manipulated (Changed)?

The difference in this system was that the coils were wrapped around the nail.

What was the variable that was being manipulated? The coils were wrapped around the nail in different amounts.

3. Ask: Did wrapping different coils around the nail make a difference?

Explain. Yes, it made a difference. The more coils, the stronger the electromagnet.

How else could we have made this magnet stronger? Allow students to respond.

4. Demonstrate in front of the class that by adding two extra batteries into the

circuit the electromagnet will have more strength. 5. Tell the students to take out their handout: Strong Electromagnet Graph.

Ask: What does it say on the X Axis of the graph? Point to the X Axis, the bottom of the graph. Allow students to respond. Do the words on the graph, “amount of coils,” sound familiar to

you? Allow students to respond.

Note: The purpose of the handout: Electromagnet Graph is so that students can focus more into creating graphs, learn more about the X and Y Axis and how they are related to the variable and results. This will help students develop some TAKS strategies when working with graphs.

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6. Say: The X Axis says, “Amount of Coils”. This is your variable. When you look or make a graph after an experiment you will always have your variable on the X or Y Axis, but you will mostly have it on the X Axis. Ask: What does your Y Axis say?

It says number of paperclips.

7. Say: The Y Axis provides your results. You will always have results when creating a graph after an experiment.

8. Allow students to present their Mini-boards if applicable. 9. Each student should write down and/or illustrate what they have learned in

their notebooks.


EXPLORE Suggested time: Day 81. Divide students into small groups.

2. Provide students with materials they will need.

3. Distribute one copy per group of the handout: Tracking Transformations of Energy Pictures and one copy per student of the handout: Tracking Back Forms of Energy.

4. Each group will cut the pictures that are on handout: Tracking Transformations of Energy Pictures and tape them on the beach ball.

5. After the students tape the pictures onto the beach ball, tell them to get into a circle.

6. Have the students pass the ball around the circle, allowing each student a chance to catch the ball.

7. When a student catches the ball, they should look at what picture their right thumb is on.

8. The student will then say the name of the item, talk about the forms of energy that are being produced, and the item’s previous energy. They will also have to explain the transformation of energy that occurs when utilizing the specific item.

9. After the groups complete the activity, allow them time to complete the handout: Tracking Back Forms of Energy. They only have to complete six items from the activity.

10. Students will then have to write what they have learned in their notebooks.

MATERIALS: Handout: Tracking

Transformations of Energy Pictures (1 set per group)

Handout: Tracking Back Forms of Energy (1 set per student)

beach ball


EXPLAIN Suggested time: Day 81. Review all the items that were provided to the students from the handout:

Tracking Transformations of Energy Pictures. Talk about the transformations of energy that occurred. Ask: What are the forms of energy? The forms of energy for each item.

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Instructional Procedures Notes for Teacher What are the transformations of energy? The transformations of

energy that occurred within the items. Why are these items a system? Explain. How do interactions between energy and matter cause change?

The interactions cause the transformations of matter. What helps energy travel and transform into different forms of

energy? Matter helps energy flow, travel and transforms different forms of energy.

What allows energy to flow within a system? Matter helps energy flow within a system.

Tell the students that in order for energy to flow and transform energy, it has to interact with matter.

2. Allow students to write what they have learned in their notebooks.


ENGAGE Suggested time: Day 9Travel of Light Message 1. Provide each student with a copy of the handout: Travel of Light

Message. 2. Say: I am trying to read this message, but I can’t read it.

Ask: Can anyone help me read this message? Do you know what this

message says?

3. Allow the students to try to read the message and give them time to see if they can solve the problem about how to be able to read the message.

4. When students can’t find the message and cannot find a solution, provide

them with a hint that they might need to use a special tool to help solve the problem.

5. After a five minutes or when a student suggests that they might need a

mirror, distribute the small mirrors so that students can read message. Ask: What does the message say?

6. Tell students that today they will be learning the properties of light energy. Ask: What do you know so far about light energy? Allow students to respond.

7. Take out the solar cooker that you previously used.

Ask: What helped us cook the hot dog when we used this solar

cooker? The light energy that was being reflected helped us cook the hotdog.

8. Say: Today we will be learning more about light.

MATERIALS: Handout: Travel of Light Message

(1 per student) small mirrors solar cooker

Bridging II TAKS: Light and Optics Grade 5 is also a good resource for this concept.

EXPLORE Suggested time: Day 9 Reflecting Light 1. Place the students into small groups. 2. Provide each group with materials they will be using.

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Instructional Procedures Notes for Teacher 3. Distribute a copy of the handout: Reflecting Light to each group. Inform

groups to read the directions and complete the data table. 4. Tell students to write down what they have learned into their notebooks.

MATERIALS: Handout: Reflecting Light (1 per

group) Handout: Reflecting Light KEY (1

per teacher) index card with slit flashlight white paper book small mirror protractor Note: Make sure to review with students on how to use a protractor.



Is light a form of energy? Does light travel in a straight line? Yes. Yes, light does travel in a straight line.

What caused the light to bounce back? The light bounced back because of the mirror.

Tell the students that the mirror is matter and the light changed its direction due to light energy interacting with matter, which in this case is the mirror. What characteristics of the mirror created the light to reflect

(bounce back)? Tell students that smooth surfaces on matter will make the light bounce back.

2. Say: Look at the floor or the white board (if white board is available). Ask:

Can you see a reflection of yourself there? The floor and the white board show a blurry reflection.

Why can’t you see your reflection so well? The floor and the white board are not as smooth as the mirror.

If I waxed the floor, would that create a better reflection?

3. Instruct students to take out their data chart from the handout: Reflecting Light. Ask: What were the angles of the light bouncing out? Review point B (Angle of light bouncing out). Inform students that the angle of the light going in is called the angle of incidence and the angle being reflected is called the angle of reflection and both angles should be equal.

4. Take out the solar cooker, and rip the top portion of it (the section that has

the aluminum). Instruct students to take out their notes on the solar cooker from their notebooks if available.

MATERIALS: Handout: Angle of Reflection

Guide (1 per student)

Misconceptions: Students often confuse reflection

and refraction. Students think that in order to reflect

light, an object must be light and shiny.

Note: It is up to you if you want to cover what the angle of incidence and angle of reflection are. Students do need to learn is that the angles are equal.

TAKS Strategy: Students can

learn what concave means by looking at the shape and noticing that this type of shape (concave) has an inwards shape. Convex is the opposite of concave and has an outward shape.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 15 of 66

Instructional Procedures Notes for Teacher 5. Bend the aluminum piece as it was with the solar cooker (concave shape). Ask:

What caused the light to create a focal point? Tell the students that the light creates a focal point due to the aluminum piece being bent inwards. Say: This shape is called concave, causing the light to reflect inwards.

6. Bend the aluminum piece outward (convex shape). Ask:

How will the light react when it interacts with this convex shape? Allow students to respond. Inform the students that the angle of incidence will still equal the angle of reflection, but the angle will go out.

7. Take out the handout: Angle of Reflection Guide. Provide each student

with a copy of the handout or draw it on the board for students to write it on their notebooks.

8. Review the handout: Angle of Reflection Guide with students. 9. Allow students to write about what they have learned on their notebooks.

A good way to review this is by using a spoon to see the differences. Note: You may provide a copy for the students of the handout: Angle of Reflection Guide so that they can paste it into their notebooks or you may draw it on the board so that students can draw it themselves.

Science Notebook; Write what they have learned.

EXPLORE

Suggested time: Day 11

Moving Coin 1. Place the students into small groups.

2. Provide each group with materials they will be using including a copy of the handout: Illusions through Refraction.

3. Place a bowl on a flat surface.

4. Have students place a penny in the bowl (not in the center). Instruct them to look at the coin from an angle, at eye-level. They should only see the outer edge of the coin

5. Students will make an illustration of the coin and bowl on the handout: Illusions through Refraction.

Say: Try not to move and keep looking at the coin while you very slowly pour water into the bowl.

6. The coin will appear to move into the center of the bowl.

7. Instruct students to place their fingers into the bowl to confirm that the coin did not move.

8. Allow students to complete the first section of the handout: Illusions through Refraction.

9. Allow students to write what they have learned into their notebooks. Pencil Bend 10. Instruct students to place the pencil inside the glass. 11. Have students make an illustration of the pencil and glass on the handout:

Illusions Through Refraction.

MATERIALS: Handout: Illusions through

Refraction (1 per student) penny small bowl (not clear) pencil glass water convex lenses concave lenses manila folder flashlight ruler Note: The purpose of the moving coin is to see how the refraction of light seems to make the penny move.


5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 16 of 66

Instructional Procedures Notes for Teacher 12. When they complete the illustration, students should fill the glass with

water nearly to the top. 13. Instruct students to complete the handout: Illusions Through Refraction. Refraction Using Lenses 14. Provide students with convex lenses. Convex lenses bulge out and bring

light rays together. (Students may be grouped according to supplies available, and each student should have an opportunity to manipulate the lenses in order to understand the difference between concave and convex lenses.)

15. With a piece of tissue feel the convex lens and allow them to draw it on their notebooks.

16. In a darkened room, place a manila folder on a desk to use as a screen.

17. Take a flashlight and place it about 30cm from the manila folder.

18. Turn on the flashlight and point it toward the screen.

19. Place the convex lens between the flashlight and screen, so the light passes through the lens.

20. Observe what happens as the lens is moved back and forth between the light and the screen.

21. The teacher should ask the students to infer (or come to a conclusion based on their observations) how the lens is affecting the light.

22. With the room lights on, have students extend their hands with a convex lens. Have students look for an image in the lens. (There should be an image that is upside down.)

23. Place the lens on an open book with text. Raise the lens slowly from the printed words and observe the print.

24. Take a second convex lens and line up the two lenses. Move one lens back and forth.

25. Repeat the same activities (steps 15-24) with concave lenses. Students should conclude that convex lenses refract light to a focal point and concave lenses refract light outward.

26. Allow student to write what they have learned into their notebooks.

Note: You may want to add a comb in front of the flashlight lens to make this activity more effective.


EXPLAIN Suggested time: Day 11Refraction 1. Ask:

How does light go through refraction? Allow students to explain. Why did the coin seem to move when we placed water in the

bowl? Explain to the students that there was no water in the bowl at first, so the light traveled in a straight line from the coin to their eyes. As the water was added into the bowl, the light interacted with the water and caused the light to bend or refract. The angle of the light being refracted, allowed us to see

MATERIALS: Handout: Light Energy Interacting

with Matter Guide (1 per student) Handout (Optional): Travel of Light

Pictures (1 per student)

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 17 of 66

Instructional Procedures Notes for Teacher the coin.

2. Ask:

What seemed to happen to the pencil as we added water? The pencil appeared to bend into two pieces and looked crooked.

How did the light react as they went through the convex lens? The light transmitted through the lens, but then bent in.

How did the light react as they went through the concave lens? The light transmitted through the lens as they bent outwards.

3. Draw an illustration for the students on the board to show how light refracts

when it passes through convex and concave lenses. 4. Distribute a copy of the handout: Light Energy Interacting with Matter

Guide to each student. 5. Tell students that light interacts with matter several different ways

depending on the properties of matter. Review the handout: Light Energy Interacting with Matter Guide.

6. You may also review light by using the handout: Travel of Light Pictures.

Students will be able to practice this as you explain. (Optional) 7. Allow students to write down what they have learned into their notebooks.


ELABORATE Suggested time: Days 12 and 131. Place the students into small groups.

2. Provide each group with materials they will be using.

3. Each group will receive a handout: Search for Energy in Matter. They are to find items from the internet, around campus, or around the classroom.

4. Say: You need to find items (matter) and find some interactions that it has with energy. Find and describe the forms of energy, transformations of energy, how energy flows within the item, and how light energy interacts with the item.

5. Each student will fill in their own handout: Search for Energy in Matter Form, but will be able to work as a group.

6. Once the students complete the task, they should review and check for understanding.

7. Allow students to write in their notebooks what they have learned for the

day.

MATERIALS: Handout: Search for Energy in

Matter (1 per group)


Note: Allow students to work in groups, but each student is to complete their own handout. They should find items that are examples of forms of energy, transformations of energy, how energy flows within the item (system), and how light interacts with the item.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 18 of 66

Instructional Procedures Notes for Teacher EVALUATE Suggested time: Day 14Performance Indicator 1. Provide each student with a copy of the handouts: Kitchen Picture and

Energy in the Kitchen. 2. Each student will complete the performance indicator by creating a booklet

to illustrate and explain how items in a kitchen have many forms of energy and how this energy flows in a circuit and goes through transformations. They will have to specify light energy and how light interacts with matter to create reflections and refractions.

3. After the students are done, they will have to turn in their work.

MATERIALS : Handout: Kitchen Picture (1 per

student) Handout: Energy in the Kitchen (1

per student) Handout: Booklet Instructions (1

per teacher) white sheets of paper (2 per

student) scissors ruler Note: Students should be looking for items such as fruit in the bowl (chemical energy), lights are on, microwave. If you have students with special needs some scaffolding may be needed for students. Handout: Kitchen Picture

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 19 of 66

Different Energy Everywhere KEY

Form of Energy Property

of Energy

Example 1

What form of energy is being

produced?

What was the previous form of energy?

Solar Energy that comes from our Sun

Solar Solar (Sun Creates its own Energy)

Light Energy that travels in visible waves

Light (Some may

respond Heat)

Electrical energy was the previous form of energy.

Heat Energy that creates the movement of matter (molecules)

Heat Electrical or Fire energy was the previous form of energy.

Electrical Energy that moves through matter in charged particles

Electrical Solar energy was the previous form of energy

Sound Energy that travels in waves that we can hear due to vibrations of matter.

Sound (Some students may

say mechanical since the speakers

move)

Electrical Energy was the previous energy (Some

students may say mechanical)

Mechanical Is the energy of work and motion

Mechanical Chemical energy was the previous form of energy

Chemical Energy stored in a substance and released during a chemical reaction.

Chemical Energy

Potential energy with the combination of electrons

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 20 of 66

Different Energy Everywhere

Form of Energy Property of

Energy Example 1

What form of energy is being

produced?

What was the previous form of

energy?

Solar Energy that comes from our Sun

Solar Solar (Sun Creates its own Energy)

Light Energy that travels in visible waves

Heat Energy that creates the movement of matter (molecules)

Electrical Energy that moves through matter in charged particles

Sound Energy that travels in waves that we can hear due to vibrations of matter.

Mechanical Is the energy of work and motion

Chemical Energy stored in a substance and released during a chemical reaction.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 21 of 66

The Heat is On!!! (Station 1)

1. Place chocolate chips in a row across a 4 inch (11 cm) aluminum pie pan.

2. Without scattering the chocolate chips, carefully place a clothespin to one end of the row.

3. Light a candle with the use of matches. (Handle fire with care!)

4. Place the aluminum pie pan over the flame of the candle. Make sure that the front row of the chocolate chips are on top of the fire. Continue to heat for about fifteen minutes and complete The Heat is On Survey Handout.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 22 of 66

The Heat is On Survey KEY

1. Draw an illustration on how the chocolate chips looked before and after heat (energy) was applied to the aluminum pie pan and chocolate chips (matter).

Before Heat was Applied After Heat was Applied Students will draw an illustration Students will draw an illustration

2. What type of energy was being used?

Heat energy was being used on this activity. 3. Did the chips all melt at the same time? Why did the chocolate chips start to melt at different

rates? Which part of the row of chocolate chips started to melt first? Explain? Not all the chips melted at the same time. The chocolate chips that were closer to the fire (heat) started to melt at a faster rate. The more energy that is applied, the faster the chocolate chip will melt.

4. Was there a transfer of energy? Explain or illustrate how the transfer of energy occurred.

There was a transfer of energy. Heat energy transferred into the aluminum pie pan and then the heat transferred into the chocolate chips. (Students may draw a picture here to explain.)

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 23 of 66

The Heat is On Survey

1. Draw an illustration on how the chocolate chips looked before and after heat (energy) was applied to the aluminum pie pan and chocolate chips (matter).

Before Heat was Applied After Heat was Applied

2. What type of energy was being used? 3. Did the chips all melt at the same time? Why did the chocolate chips start to melt at different

rates? Which part of the row of chocolate chips started to melt first? Explain?

4. Was there a transfer of energy? Explain or illustrate how the transfer of energy occurred.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 24 of 66

Transfer of Heat Energy

Radiation = Heat travels in Waves and can go through empty space.

Conduction= Heat contacts solid molecules.

Convection = Heat contacts liquid and gas

molecules.

Ex. Sunlight

Ex. Transfer of heat into pot

Ex. Wind Cycle

Ex. Microwave

Ex. Iron

Ex. Heating up Water

Cooler

Warm

Cooler

Warm

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 25 of 66

Solar Cooker (Station 2)

1. Look at the Solar Cooker and answer the following questions in your notebooks:

Will this Solar Cooker be able to cook this hot dog? Why or Why Not?

2. Look for the focal point by placing the solar cooker outside to get direct sunlight. You should be

able to see a bright light at the center of the solar cooker. Once you see the focal point, punch a hole on each side of the pieces of the board. If the holes are already there then check to see if the holes are direct to the focal point.

3. Place the skewer through the hotdog and mount the skewer by using the holes that are in the

side pieces of cardboard. Spin the skewer randomly until the hotdog gets cooked.

4. Answer the following questions from the handout: Solar Cooker Survey.

Focal Point

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 26 of 66

Solar Cooker Survey KEY

How long did it take for the hotdog to cook?

(Answers may vary depending on the day and how students placed their focal point.)

What helped the hotdog cook?

The Sun and the use of the solar cooker helped the hotdog to cook. The aluminum that was placed on the solar cooker allowed the Sun to reflect light and heat into the hotdog.

What form of energy did we use to cook the hotdog?

The form of energy that cooked the hotdog was solar energy.

The hotdog is a form of matter. What happened when this form of energy interacted with the hotdog (matter)?

When the hotdog was exposed to the solar energy it reacted by cooking.

What happened to the light (energy) when it interacted with the foil (matter)?

The light reflected or bounced back once it interacted with the foil.

To what form of energy did the solar energy transform when it went through the hotdog?

The solar energy transformed into heat energy.

What would happen to the System of the Solar Cooker if I were to take away the foil from the top portion?

The solar cooker would not be as effective because less light would be reflected.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 27 of 66

Solar Cooker Survey

How long did it take for the hotdog to cook?

What helped the hotdog cook?

What form of energy did we use to cook the hotdog?

The hotdog is a form of matter. What happened when this form of energy interacted with the hotdog (matter)?

What happened to the light (energy) when it interacted with the foil (matter)?

To what form of energy did the solar energy transform when it went through the hotdog?

What would happen to the System of the Solar Cooker if I were to take away the foil from the top portion?

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 28 of 66

How to Create a Solar Cooker

1. Get a shoe box and create a focal length about 1/3 deep into the box. Draw an inclined curve up into the box to make it look like a ramp. Cut one side of the box with scissors. Make sure to use the same piece to cut the other side so that the box can have the same sides.

2. Cut out a piece from a poster board that will fit the top of your opened box. Place the shiny part of the aluminum foil on top of the piece of poster board.

3. Place the piece of poster board, with the aluminum, on top of the opened box and tape it from

the sides by using masking tape. Make sure that you do not leave that many opened gaps and do not bend the foil. Keep the foil as smooth as possible with its shiny side up.

4. Cut out two pieces of cardboard and place them on the sides of the shoe box. This will support

your skewer.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 29 of 66

Dancing Pepper (Station 3)

1. Place plastic wrap on top of the cup.

2. Add a pinch of pepper on top of the

plastic.

3. Grab a tuning fork and strike it on the

bottom of your soft soled shoe.

4. Place the tuning fork right on top of the cup (do not allow the tuning fork to touch the plastic or pepper). Write down what you observed explain why this happened on the Dancing Pepper Survey handout.

5. Strike the tuning fork again, while you pick up the cup, and allow the tuning fork to touch the bottom of the cup. Write down what you observed and explain why this happened on the Dancing Pepper Survey handout.

6. Strike the tuning fork the third time, allow it to touch the plastic on top of the cup. Write down what you observed and explain why this happened on the Dancing Pepper Survey handout.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 30 of 66

Dancing Pepper Survey KEY

Tuning Fork on Top of Cup

What did you Observe? Explain why this

happened. The pepper seemed to bounce up and down even though the tuning fork did not touch the cup.

The vibrations of the tuning fork traveled through the air (matter) in waves and eventually interacted with the pepper to make it move up and down.

Tuning Fork on bottom of Cup


happened. The pepper seemed to move stronger up and down than with the first observation.

This is because the tuning fork was actually touching the bottom part of the plastic cup and allowing the vibrations to transfer into the plastic and then into the pepper. The waves did not have to travel through the air to get to the pepper.

Tuning Fork Touching Plastic


happened. The pepper seemed to move even stronger than the previous two observations.

This happened because now the tuning fork is touching the plastic and allowing the vibrations (waves) to affect the pepper more directly.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 31 of 66

Dancing Pepper Survey

Tuning Fork on Top of Cup


happened.

Tuning Fork on bottom of Cup


happened.

Tuning Fork Touching Plastic


happened.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 32 of 66

Sounds Good KEY

1. What created the sound? The blowing of the straws created vibrations that allowed sound to be created. The way the straws were cut also allowed more vibrations to be created as well.

2. What made the sound different for each straw? The size of the straw created the different sound for the straw.

3. The sound pitches were different for each straw. Does this mean that vibrations for each straw were different? Why? Why not? Yes, the vibrations travel in different waves, allowing us to hear different pitches.

4. Why is sound a type of energy? Sound is a type of energy because it allowed waves to travel through matter and vibrations of moving matter.

5. What transformations of energy occur when someone blows into the straws and produces sound? Explain. The transformation of energy that occurs is mechanical to sound energy. Our body blows air out mechanically through the help of our lungs creating vibrations we are able to hear.

6. What are the differences and similarities when blowing on a flute, hitting a drum, and playing a guitar? Explain.

The similarities are that these instruments create vibrations. The difference is that they create different vibrations that sound different when we hear them. This happens due to the waves. Depending on the waves that are created, we will hear a different sound

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 33 of 66

Sounds Good (Station 3)

1. Pick up four straws and align them together on a flat surface.

2. With the help of a ruler, cut two centimeters (cm) from the first straw.

3. Follow the pattern by cutting four centimeters from the second straw, then six (cm), and eight

(cm) for the last two straws.

4. Cut a V-shape on one end of each straw. Make sure that the V-shape is congruent (same size and same shape) in all the straws.

5. Join the straws together by placing the V-shape sides to be aligned with each other. 6. Place scotch tape around the straws to hold them still. 7. Hold the V-end of the straw close to your mouth (DO NOT TOUCH STRAW WITH MOUTH),

and blow on each straw.

8. Blow on the straws individually and side to side.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 34 of 66

Sounds Good

Answer the following questions:

1. What created the sound? 2. What made the sound different for each straw? 3. The sound pitches were different for each straw. Does this mean that vibrations for each

straw were different? Why? Why not? 4. Why is sound a type of energy? 5. What transformations of energy occur when someone blows into the straws and produces

sound? Explain. 6. What are the differences and similarities when blowing on a flute, hitting a drum, and

playing a guitar? Explain.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 35 of 66

Electrical Energy (Light) (Station 4)

1. Cut two, 20 centimeter long pieces of bare copper wire.

2. Use the handout: Electrical Energy Map to guide you as you create your circuit.

3. Connect the wire to the battery and the light bulb together as shown below. Observe what is

happening and write in your notebook.

4. Using the scissors, cut one side of the wire. Observe what happens and write it on your notebook.

5. Continue with the next activity on the handout: Electrical Energy (Electromagnet).

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 36 of 66

Electrical Energy (Electromagnet) (Station 4)

1. Cut about 50 cm of copper wire.

2. Place the copper wire on the center of the nail and wrap one side of the wire up and one side

going down. Make twelve coils on each side. (Ask teacher for directions on how to do this.)

3. Use the handout: Electrical Energy Map to help you create the circuit. Observe what you see

and write it down in your notebooks.

4. Once the electromagnet is ready, place some metal paper clips on the table. Pick up the electromagnet and run it through the paper clips. Observe what happens and write it down in your notebooks.

5. With some scissors, cut one side of the wires. Observe what happens and write it in your

notebooks.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 37 of 66

Electrical Energy (Sound) (Station 4)

1. Take off the nail from the circuit and replace it with the buzzer.

2. Make sure that the circuit is complete (closed). Check the wires and make sure they are

connected.

3. Observe what happens and write it down in your notebook.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 38 of 66

Electrical Energy (Heat) (Station 4)

1. Take off the buzzer from the circuit. 2. Using a piece of copper wire, wrap it around the bottom part of the thermometer.

3. With the same wire that is wrapped around the thermometer, create a circuit. (CAUTION: DO

NOT Connect the wire to the battery yet or you could get burned.) 4. Using the safety gloves, carefully close the circuit by connecting all the wires.

5. Leave it connected for five minutes and observe what happens to the thermometer and record

it into your notebook. Write down the initial temperature of the thermometer prior to creating the circuit and the final temperature after creating the circuit.

Initial Temperature Reading in Degrees Celsius

Final Temperature Reading in Degrees Celsius

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 39 of 66

Electrical Energy Survey KEY

1. What is a closed circuit? What form of energy is circulating in this system? Explain. A closed circuit is when energy is flowing through a closed system. Circuits are made out of parts that work together to allow energy to flow.

2. What happened to the items when you cut the wires from the circuit? Explain.

The items such as the light did not work anymore because electrical energy was not allowed to flow within a closed system.

3. When producing a closed (complete) circuit, what types of energy can electrical energy produce? Explain. Electrical energy can produce light, heat, electromagnetism, and sound energy when it flows within a closed circuit.

4. What is a system? A system has parts that work together to perform a common objective. For example, a closed circuit is a system with different parts that allow energy to flow and create light, heat, and sound energy.

5. What are the parts of this system (closed circuit)? The parts of this closed circuit include the item (light bulb, buzzer, thermometer, or nail with coil) wire, and the battery.

6. Where did this circuit get its energy? What would happen if I would take this source of energy away? This closed circuit gets its energy from the battery. If I were to take away the battery, the circuit (system) would not work

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 40 of 66

Electrical Energy Survey

1. What is a closed circuit? What form of energy is circulating in this system? Explain. .

2. What happened to the items when you cut the wires from the circuit? Explain.

3. When producing a closed (complete) circuit, what types of energy can electrical energy produce? Explain.

4. What is a system?

5. What are the parts of this system (closed circuit)?

6. Where did this circuit get its energy? What would happen if I would take this source of energy away?

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 41 of 66

Transformation of Energy

Directions: List the item and its form of energy on the following chart. Items: battery, wire, light bulb, nail with coils, buzzer Forms of Energy: chemical, light, magnetism, electrical, sound, heat

Electrical Energy (Light)

Ex. (Battery) Chemical



Electrical Energy (Electromagnet)



Electrical Energy (Sound)



Electrical Energy (Heat)



5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 42 of 66

Reflecting Light KEY

Question # 6

Trail Angle of Light Traveling In Point A

Angle of Light Bouncing Out

Point B 1 35˚ 35˚

2 45˚ 45˚

3 20˚ 20˚

4 30˚ 30˚

5 90˚ 90˚

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 43 of 66

Reflecting Light (pp. 1 of 2)

1. Tape the index card with a slit to the front of the flashlight.

2. Place the sheet of white paper flat (landscape) on top of the desk. Turn your flashlight on and

lay it on the middle of the paper so that the beam of light shines from one end of the paper to the next.

3. Place a book behind the white paper. Tape the mirror on the spine of the book. It should

resemble the picture below.

4. Once the room is dark, you should be able to see the light travel across the white paper and

bounce off the mirror.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 44 of 66

Reflecting Light (pp. 2 of 2)

5. Each group member should practice using the flashlight to observe how the light bounces off the mirror. Practice sending the beam of light across the sheet of paper at different angles. Use the protraction to measure Point A (Angle of Light Traveling In) and Point B (Angle of Light Bouncing Out). Make sure the beam of light hits the center of the mirror. Observe what happens when light travels at different angles and write it in your notebooks.

6. With the use of the protractor, complete the data table below.

Trail Angle of Light Traveling In Point A

Angle of Light Bouncing Out

Point B 1 35˚

2 45˚

3 20˚

4 30˚

5 90˚

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 45 of 66

Angle of Reflection Guide

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 46 of 66

Energy in the Kitchen (pp. 1 of 2)

Your friend’s parents have just purchased a new house and he has invited you to see it. He shows you around the house, but then stops at the kitchen to tell you that he did not do so well on his science test. Your friend wants you to help him to understand more about energy. He knows that you are an advanced young scientist that has learned so much about energy. You have learned how energy comes in many forms, how energy flows within matter to create a system when there is a closed circuit, you have learned the properties of the different forms of energy, you have learned how light energy can travel through empty space, and that when it interacts with matter there is an effect. Now is the time for you to impress your friend because he does not understand science as you do. These are the following questions that he poses. As you are looking at the kitchen of his new home, you are to create an illustrated booklet and answer the questions so that he can visually see while you explain.

What forms of energy are occurring in this room? What items from the kitchen allow heat to transfer through conduction? What systems are in this kitchen? Give at least two examples and explain. There are several systems in this kitchen that will go through a transformation of energy. What systems go through this transformation: Electrical Radiation (Heat and Light) __________________ Explain. Electrical Mechanical ____________Explain.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 47 of 66

Energy in the Kitchen (pp. 2 of 2)

If I eat the pineapple that is next to the microwave, what transformation of energy will occur? Explain. Does light travel in a straight line? When does it change direction? Name an example where reflection is occurring in the kitchen. Explain. If I place a clear glass of water on the kitchen table, what else would I have to do to illustrate how light gets refracted (refraction)?

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 48 of 66

Booklet Instructions (pp. 1 of 3)

1. Get three sheets of white copy paper.

2. Fold all three papers horizontally (hamburger style).

3. Leave the papers folded in half and separate them. Let the crease of the paper sit on the left side.

4. Measure about 3 centimeters from the top corner into the crease. Repeat step from the bottom corner. Make sure you make a very tiny mark or dot with your pencil.

Crease Crease Crease

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 49 of 66


5. Take two of the folded sheets. Shade a thin layer along the crease from each dot to each

corner.

6. With your pencil, shade in along the crease from dot to dot.

7. Get the two papers marked from the dot to the corner. Very carefully cut the shaded area from

the dot to the corner. Do not cut too deep and just cut a thin sliver, creating a notch within the sheets.

8. Get the last paper that is shaded in from dot to dot. Very carefully cut the shaded area creating

a thin sliver. Do not cut too deep and just cut a thin sliver.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 07/08/09 page 50 of 66


9. Unfold the papers and place them on the table, starting with the paper that has a notch in the center.

10. Slide papers one and two through the main paper, aligning the top notches from papers and two into the middle notch of the main paper.

11. The notches should hold the papers together to make your booklet.

Main Paper Paper One Paper Two

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 51 of 66

Electrical Energy Map

+ Battery -

Item

Wire

Wire

Wire

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 52 of 66

Problem: Which electromagnet with coils of 10, 20, and 30 will pick up the most paper clips?

Hypothesis:

Procedure:

Results: Data:

Trail 1 Trail 2 Trail 3 Average 10 Coils 20 Coils 30 Coils Graph: Variable:

Materials: Conclusion:

Strong Electromagnets

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 53 of 66

Strong Electromagnet Graph

0

5

10

15

20

25

30

10 Coils 20 Coils 30 Coils

Amount of Coils

Nu

mb

er

of

Pa

pe

rcli

ps

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 55 of 66

Tracking Back Forms of Energy

Item Current Forms of Energy

Was there a transformation of energy? Explain.

Previous Form of Energy

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 56 of 66

Tracking Transformation of Energy Pictures (pp. 1 of 4)

5th Grade Science

Unit: 02 Lesson: 01

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Illusions through Refraction

Before After Explain Why This Happened?

`

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 62 of 66

Light Energy Interacting with Matter Guide

ABSORB Absorption

REFLECT Reflection

TRANSMIT Transmitted

REFRACT Refraction

Light is absorbed which produces heat.

Light bounces off of a surface.

Light passes through a clear surface.

Light, as it passes through a surface, bends.

Interaction with Matter Best occurs on darker surfaces

Interaction with Matter Best occurs on smooth, shiny surfaces

Interaction with Matter Best occurs on clear surfaces such as windows

Interaction with Matter Best occurs with lenses, Concave and Convex, and water

Example: Wood, Color Black

Example: Mirrors, Tinted Windows, Sun Glasses

Example: Glass

Examples: Eye Glasses, Glass of water & straw, Rainbow, lenses, Concave and Convex

Drawing:

Drawing: Drawing: Drawing:

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 63 of 66

Travel of Light Pictures

Absorb Reflect Transmit Refract

1. Step One = Light energy is absorbed into matter creating a transformation of energy from light to heat energy.

1. Step One = Light energy interacts with matter and bounces off.

2. Step Two = Light bounces off matter.

1. Step One = Light energy passes through matter in a straight line.

1. Step One = Light energy passes through matter, but then bends as it transmits.

2. Light energy bends as it

passes through.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 64 of 66

Search for Energy in Matter (pp. 1 of 2)

ITEM (Matter) Draw an

Illustration

Current Form of Energy

Is there a flow of Energy (circuit)?

Explain.


Can light reflect through item?

Explain.

Can light Refract through Item?

Explain.

The current form of energy is electrical energy, light energy, and sound energy.

This device has a complete circuit and is a system that allows electricity to flow within the circuit.

Chemical Electrical Electrical Sound & Light

Light can be reflected through the face of the cell phone.

There does not seem to be any light that is being refracted in this device, although light is being transmitted.

5th Grade Science

Unit: 02 Lesson: 01

©2009, TESCCC 007/08/09 page 65 of 66

Search for Energy in Matter (pp. 2 of 2)

ITEM (Matter) Draw an

Illustration

Current Form of Energy

Is there a flow of Energy (circuit)?

Explain.


Can light reflect through item?

Explain.

Can light Refract through Item?

Explain.

gr5 2 sw_energy

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