Subject – Grade 6
Unit of Study: Energy
Second Grading Period – Weeks 1 - 4 (18 - 20 days) CURRICULUM OVERVIEW
Big Idea / Unit RationaleEnergy is the ability to do work and occurs in many different forms. Energy can be transformed from one form to another and there are many different methods in which energy is transformed. Energy sources can be classified into renewable, non-renewable, or inexhaustible. / Students know the definition of matter and energy and understand the complex interactions which can occur between them. Students know that obtaining, transforming and distributing energy for human use can affect the environment and energy resources.
TEKS / TEKS Specificity - Intended Outcome
Concepts / 6.8 The student knows that complex interactions occur between matter and energy.
(A) define matter and energy
6.9 The student knows that obtaining, transforming, and distributing energy affects the environment.
(A) identify energy transformations occurring during the production of energy for human use such as electrical energy to heat energy or heat energy to electrical energy
(B) compare methods used for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants
(C) research and describe energy types form their source to their use and determine if the type is renewable, non-renewable, or inexhaustible / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
· define energy (6.8A)
· describe the different forms of energy (6.8A)
· identify energy transformations (conversions) that occur during the production of energy for human use (6.9A)
· give examples of energy transformations (6.9A)
· explain the law of conservation of energy (6.9A)
· describe how machines transfer and convert energy (6.9B)
· give examples of how energy transformations help humans use energy (6.9B)
· describe energy resources from their source to their use (6.9C)
· determine whether energy resources are renewable or non-renewable (6.9C)
Skills / 6.2 The student uses scientific inquiry methods during field and laboratory investigations.
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence
(D) communicate valid conclusions / I can:
· analyze information to determine the form of energy being used (6.2C)
· analyze information in order to make reasonable explanations about energy transformations taking place (6.2C)
· make valid conclusions about energy transformations in every day life and the machines used to transfer energy (6.2D)
· make valid conclusions about whether a resource is renewable or non-renewable (6.2D)
Evidence of Learning
1. Provided with objects found around the house, such as an alarm clock, a battery, a light bulb, a hair dryer, an iron, etc., students will identify energy transformations that occur in each object with at least 80% accuracy.
2. Students identify energy conversions that take place in a hot water heater and a refrigerator with at least 80% accuracy.
SAISD © 2008-09 – Second Grading Period (Weeks 1 - 4) Science Grade 6 Page 1 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 6
Unit of Study: Energy
Week 1 - Lesson 1 - What is Energy? (5 days) CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· What is energy?
· How is energy and work related?
· Where can energy be found?
· What are the different forms of energy? / The student can:
· identify effects of events that require time for change to be noticed (4.10A)
· draw conclusions about "what happened before" (4.10 B)
· differentiate among forms of energy (5.8A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction (link)
Engage
· Facilitate as students perform Start Up Activity (Energy Swings!) on p. 117. Ask students: (1) What is energy? (2) Do you think the pendulum has energy? Expain. (6.2C & D; 6.8A) / · Students perform activity in pairs recording their observations and analysis in their science journal. (6.2C & D; 6.8A)
· Have students view the following video clip (6.8A):
Energy (link) / · 3-2-1 Process - Students…
Ø write 3 thing they know
Ø write 2 questions
Ø 1 paragraph summarizing (6.8A)
Explore
· Facilitate as students perform Discovery Lab (Finding Energy) on
p. 142 - 143. Ask students: (1) Where does energy come from?
(2) Where is the energy the greatest? (6.2C & D; 6.8A) / · Students work in groups of 2 - 3. In their science journal, students record hypothesis, data tables, and analysis. (6.2C & D; 6.8A)
Explain
· Monitor as students read Chapter 5 - Section 1 (p. 118 - 123). Ask students: (1) What is energy? (2) What are the forms of energy?
(6.8A)
· Reinforce Kinetic Energy (p. 119) and Potential Energy (p. 120). *Note: Students are not required to calculate kinetic energy or gravitational potential energy.
(6.8A)
· Reinforce Forms of Energy (p. 121 - 123).
(6.8A) / · Reading Comprehension Process (link)
(6.8A)
· Have students view the following video clip (6.8A):
Forms of Energy (link) / · Cornell Note Taking (link)(6.8A)
Elaborate
· Have students create a foldable (link) describing the forms of energy including kinetic, potential, thermal, chemical, electrical, sound, light, and nuclear (6.8A) / · Students create a foldable identifying the forms of energy, a description and illustration of each. (6.8A)
· Suggested Worksheets (6.8A):
Texas Directed Reading Workbook: Worksheet 5 - Section 1 / · Suggested Homework for Concept Reinforcement
(6.8A)
Evaluate
· Have students list and describe examples of different forms of energy used in their everyday life. Example: lamp = electrical energy
(6.2C & D; 6.8A) / · Journaling -
Have students record their examples of different forms of energy in their science journal. Debrief with class. (6.2C & D; 6.8A)
· Quiz with the following as possible questions (6.8A)
(1) What is energy?
(2) Where can energy be found?
(3) What is the difference between potential energy and kinetic energy?
(4) What are the forms of energy? / · Journaling -
o Have students record their answers in their science journal. Debrief with class.(6.8A)
Vocabulary: (Pertinent to the learning – specific)
· energy
· kinetic energy
· potential energy / Resources:
Holt Science & Technology
6th grade Textbook
Chapter 5
· Section 1
pp. 118 - 123
Suggested Labs, Investigations, Demonstrations (Textbook):
Energy Swings! P. 117
Finding Energy p. 142 - 143
Texas Directed Reading Workbook
Worksheet 5 - Section 1
Video Clips
Energy
Forms of Energy
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support.
· Provide small groups of students with a windup toy. Instruct students to wind up their toy and observe what happens. Ask students how many different types of energy are involved in this activity. (6.8A)
What do you do for students who master the learning quickly?
· Have students research the two phenomena of El Niño and La Niña and describe how thermal energy is responsible for these two phenomena. Have students create a report or poster describing how thermal energy is responsible for El Niño and La Niña. (6.8A) / All of the following are examples of energy except -
F fire
G light
H sound
J soil
6th grade District Interim 2006
Correct Answer: J /
8th grade TAKS Release Test 2006
Correct Answer: G
Science – Grade 6
Unit of Study: Energy
Weeks 2 & 3 - Lesson 2 - Energy Transformations (8 days) CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· What is an energy transformation (conversion)?
· What are energy transformations that occur during the production of energy for human use?
· How do energy conversions help humans use energy? / The student can:
· identify effects of events that require time for change to be noticed (4.10A)
· draw conclusions about "what happened before" (4.10 B)
· differentiate among forms of energy (5.8A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction (link)
Engage
· Display a plant, a pendulum, a wind-up clock. Ask students: What do these objects have in common? (6.9A) / · THINK-INK-PAIR-SHARE
Students think about and record information in their science journal. Discuss with their learning partner. Debrief with the class. (6.9B)
· Challenge students to list as many machines found in their homes or school as they can write down in 3 minutes. Have students infer the type of energy conversions taking place in the machines listed.
(6.9A & B) / · THINK-INK-PAIR-SHARE
Students think about and record information in their science journal. Discuss with their learning partner. Debrief with the class.
(6.9B & C)
Explore
· Facilitate as students perform lab activities exploring energy conversions (Energy Conversions - link). Monitor students as they rotate through the various stations in which they investigate energy conversions. (6.2B & C; 6.9A & B) / · Students work in groups of 3 - 4 rotating through stations recording observations and conclusions in their science journal. (6.2B & C; 6.9A & B)
· Have students describe the energy conversions that take place in a hot-water heater and a refrigerator, refer to Figure 19 on p. 132 and Figure 22 on p. 135. Ask them to compare the use of energy and the different energy transformations that take place in each system. (6.9B) / · Journaling -
In their science journal, students should draw the illustrations of a heating system (Figure 19 on p. 132) and how a refrigerator works (Figure 22 on p. 135). Students should compare the use of energy and the different energy transformations that take place in each system. (6.9B)
Explain
· Monitor as students read Chapter 5 - Section 2 (p. 124 - 129). Ask students: (1) What is an energy conversion? (2) What are examples of energy transformations that occur in everyday life? (6.9A)
· Reinforce different energy conversions that take place in everyday life, including chemical and electrical Also, reinforce the law of conservation of energy (6.9A) / · Reading Comprehension Process (link)
(6.9A)
· Monitor as students read Chapter 5 - Section 3 (p. 130 - 135). Ask students: (1) What is the role of machines in energy transfer? (2) How does a car engine produce energy for human use? (6.9B)
· Reinforce Heating and Cooling Systems (p. 132 - 133)and Cooling Systems (p. 134)
(6.9B) / · Reading Comprehension Process (link) (6.9B)
Elaborate
· Facilitate as students perform Skill Builder lab (Energy of a Pendulum) on p. 610. Ask students: (1) At which point (or points) of the pendulum swing have the greatest kinetic energy? the greatest potential energy? (2) What is the relationship between the pendulum's potential energy and its kinetic energy? (6.2C & D; 6.9A) / · Students work in groups of 2 -3. In their science journal, students record data, analysis, and conclusions. (6.2C & D; 6.9A)
· Provide the students with different situations and have them identify the energy conversions taking place. Examples -
(1) making toast
(2) lighting a fire
(3) eating food
(4) using a hair dryer
(6.9A) / · Journaling -
Students create a graphic organizer, such as a T-chart, to identify the energy conversions of situations provided by the teacher. Students may also create illustrations to go along with different energy conversions. (6.9A)
· Have students investigate the type of heating and cooling systems used in their homes. (6.9B) / · Journaling -
In their science journal, students draw a diagram that shows the placement of the equipment used to keep their home warm or cool and explains the energy conversions that take place within the system. (6.9B)
· Have students construct a model of a solar house to investigate how energy is transformed from solar energy to heat energy - FOSS Solar Energy: Investigation 4
(6.2C, D & 6.9\a) / · Students work in groups of 3 - 4 to perform investigations. Record illustrations, observations, analysis, and conclusions in their science journal.
(6.2C, D & 6.9A)
· Suggested Worksheets (6.9A & B):
Reinforcement Worksheet 5 - See What I Saw
Reinforcement Worksheet 5 - A Power Breakfast
Texas Directed Reading Workbook: Worksheet 5 - Sections 2 & 3 / · Suggested Homework for Concept Reinforcement
(6.9A & B)
Evaluate
· Have students create a concept map of different ways electrical energy is converted in different objects, such as a toaster, hair dryer, alarm clock, etc. (refer to figure 14 and chart on p. 127).
(6.9A) / · Journaling -
Students create concept map in their science journal showing how electrical energy is converted in different objects. Debrief with class. (6.9A)
· Guide students as they construct a model of a solar heating system using a shoe box painted black inside and out, jars or cans painted white and black, water, thermometers, and tubing. (6.2C & D; 6.9B) / · Students work in groups of 3 - 4 to create the model. In their science journal, students drawing their design, describe their procedure, record their observations, data, analysis, and conclusions. (6.2C & D; 6.9B)
· Quiz with following as possible question (6.9B & C):
(1) What is energy transformation (conversion)?
(2) What are examples of energy conversions that take place in everyday life?
(3) How does a refrigerator convert energy for human use? Why is this important? / · Journaling -
Have students record their answers in their science journal. Debrief with class.(6.9B & C)
Vocabulary: (Pertinent to the learning – specific)
· energy transformation (conversion)
· law of conservation of energy
· machine / Resources:
Holt Science & Technology
6th grade Textbook
Chapter 5
· Sections 2 & 3
pp. 124 - 135
Standard Based Materials:
Solar Energy (FOSS)
Investigation 4
Suggested Labs, Investigations, Demonstrations (Textbook):
Energy of a Pendulum p. 610
Unit 2 Resource Booklet
Reinforcement Worksheet 5 - See What I Saw
Reinforcement Worksheet 5 - A Power Breakfast
Texas Directed Reading Workbook
Worksheet 5 - Sections 2 & 3
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support.
· Have students list in their science journal machines found in their homes and at school and identify what energy conversions takes place with one of the machines listed. Underline those machines that have to do with heating and cooling. (6.9B)
· Have students draw diagrams of heating systems, such as Figures 19 and 20 on p. 132 - 133 in their science journal. Have students label the diagram as follows: red arrows to indicate the flow of hot air and blue arrows to indicate the flow of cooler air. (6.9C)
What do you do for students who master the learning quickly?
· Have students research the components of professional racing bicycles. Students describe the energy transfers that take place in a bicycle.
Have students make a report to the class using posters, pictures and other illustrations to enhance their presentation. (6.9B & C) /
6th grade District Interim 2007
Correct Answer: D /
8th grade TAKS Release Test 2006
Correct Answer: J
Science – Grade 6