ALEX Classroom Resource

  

Sensing Energy

  Classroom Resource Information  

Title:

Sensing Energy

URL:

http://sciencenetlinks.com/lessons/sensing-energy/

Content Source:

Science NetLinks
Type: Lesson/Unit Plan

Overview:

In this lesson, students will perform simple experiments that will help them explore the unseen energy produced by the sun. During the course of this lesson, students will be exposed to these concepts: the sun produces both visible and invisible forms of energy, the light we see is visible energy produced from the sun reflected off surfaces, ultraviolet energy emitted from the sun can produce skin burns and cancer, and there are ways of blocking ultraviolet radiation.

Content Standard(s):
Science
SC2015 (2015)
Grade: 4
2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.


NAEP Framework
NAEP Statement::
P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy).

NAEP Statement::
P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity.

NAEP Statement::
P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.§

NAEP Statement::
P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Energy
Evidence Of Student Attainment:
Students:
  • Plan and carry out investigations that explain transference of energy from place to place by sound.
  • Plan and carry out investigations that explain transference of energy from place to place by light.
  • Plan and carry out investigations that explain transference of energy from place to place by heat.
  • Plan and carry out investigations that explain transference of energy from place to place by electric currents.
  • Provide evidence that heat can be produced in many ways.
  • Provide evidence that heat can move from one object to another by conduction.
  • Demonstrate that different objects can absorb energy.
  • Demonstrate that different objects can reflect energy.
  • Demonstrate that different objects can conduct energy.
  • Demonstrate that electric circuits require a complete loop for the electric current to pass through.
Teacher Vocabulary:
  • Construct
  • Transfer
  • Energy
  • Potential energy
  • Kinetic energy
  • Friction
  • Conduction
  • Absorb
  • Reflect
  • Circuit
  • Open circuit
  • Close circuit
  • Heat
  • Radiation
  • Convection
  • Collision
  • Motion
  • Electrical energy
  • Stored energy
Knowledge:
Students know:
  • Energy is present whenever there are moving objects, sound, light, or heat.
  • The transfer of energy, including the following:
    • Collisions between objects.
    • Light traveling from one place to another.
    • Electric currents producing motion, sound, heat, or light.
    • Sound traveling from one place to another.
    • Heat passing from one object to another.
    • Motion, sound, heat, and light causing a different type of energy to be observed after an interaction.
  • Heat is produced in many ways.
  • Heat can move via conduction.
  • The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy.
  • Electric currents pass through a circuit.
Skills:
Students are able to:
  • Collaboratively plan and carry out an investigation that converts energy one form to another.
    • Identify the phenomenon.
    • Identify the evidence to address the purpose of the investigation.
    • Collect the data.
  • Construct an explanation using evidence about heat production.
  • Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy.
  • Develop a model demonstrating electric circuits.
Understanding:
Students understand that:
  • Energy can be transferred in various ways and between objects.
  • Heat energy can be produced in many ways.
  • The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function.
  • Electric energy can be transferred through circuits.
AMSTI Resources:
AMSTI Module:
Energy and Waves

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.4.2- Recognize different sources of heat; Identify materials that are conductors of heat, such as metals.


Science
SC2015 (2015)
Grade: 5
10 ) Construct and interpret models (e.g., diagrams, flow charts) to explain that energy in animals' food is used for body repair, growth, motion, and maintenance of body warmth and was once energy from the sun.

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Through constructing and using models, explain that energy in animals' food used for body repair, growth, motion, and maintenance of body warmth was once energy from the sun.
Teacher Vocabulary:
  • Model
  • Energy
  • Repair
  • Growth
  • Motion
  • Maintenance
  • Animal
  • Plant
Knowledge:
Students know:
  • The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).
  • Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.
Skills:
Students are able to:
  • Use models to describe a phenomenon that includes the idea that energy in animals' food was once energy from the sun. Students identify and describe the components of the model that are relevant for describing the phenomenon, including the following:
    • Energy.
    • The sun.
    • Animals, including their bodily functions (e.g., body repair, growth, motion, body warmth maintenance).
    • Plants.
  • Identify and describe the relevant relationships between components, including the following:
    • The relationship between plants and the energy they get from sunlight to produce food.
    • The relationship between food and the energy and materials that animals require for bodily functions (e.g., body repair, growth, motion, body warmth maintenance).
    • The relationship between animals and the food they eat, which is either other animals or plants (or both), to obtain energy for bodily functions and materials for growth and repair.
  • Use the models to describe causal accounts of the relationships between energy from the sun and animals' needs for energy, including that:
    • Since all food can eventually be traced back to plants, all of the energy that animals use for body repair, growth, motion, and body warmth maintenance is energy that once came from the sun.
    • Energy from the sun is transferred to animals through a chain of events that begins with plants producing food then being eaten by animals.
Understanding:
Students understand that:
  • Energy can be transferred in various ways and between objects.
AMSTI Resources:
AMSTI Module:
Dynamics of Ecosystems

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.10- Identify that animals get their energy to grow and move from food (plants and animals); recognize that this energy was once from the sun.


Tags: energy, solar energy, sun
License Type: Custom Permission Type
See Terms: https://www.aaas.org/terms-of-use
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  This resource provided by:  
Author: Stephanie Carver