Energy+Transformation+Lesson




 * Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #)**
 * · 8-3-1 ||


 * Title - Author**
 * ·Energy Transformations - Duane Kimble, Peggy Voltz, Drew Stewart, Carla Johnson ||


 * Benchmark/Expectation/Concept/Process/Skill**
 * ·3-1 Analyze the processes involved in energy transformations. ||

** [|Process] ** || ** [|Show-Me] ** ** [|Science Content] ** || ** [|Missouri] ** ** [|Science //G(C)LE(s)//] ** || ** [|SJSD] ** || **National** **( [|5-8], [|9-12] )** || 1.2F7b || · 6 || · ||
 * Relevant Goals**
 * ** [|Show-Me] **
 * ·1.6 || · 1. properties and principles of matter and energy || ·MEF7a

types of energy || ·MEF7a: Identify the different energy transformations that occur between different systems (e.g., chemical energy in battery converted to electricity in circuit converted to light and heat from a bulb) || ·1.2.7.F.c. Recognize and describe how energy is not lost but conserved as it is transferred and transformed || because of a difference in temperature. ||  ||
 * Learning Path**
 * **Previous Learning** || **Targeted Learning** || **Future Learning** ||
 * ·conservation of energy
 * || 1.2.F7b: Identify that, during an energy transformation, heat is often transferred from one object to another

If something feels cold, it has a lower temperature. Energy can be used up or destroyed. You can't store energy and use it later. Batteries have electricity inside them. Energy is a "thing." The terms "energy" and "force" are interchangeable. The only type of potential energy is gravitational. · ||
 * Possible Misconceptions**
 * Temperature, thermal energy, and heat are the same thing.

Carolina Biological Supply Company: STC Program Energy, Machines, and Motion Replacement Parts ||
 * Teacher Notes**
 * Materials for the Wet Cell Battery can be purchased at www.Carolina.com


 * Engage:** //Engages the **learner’s** mind in the **concept**, process, or skill to be learned, and makes connections between prior experiences and the current learning goals.//
 * Student Lab Activity: make wet cell battery chemical to electrical to light and thermal energy

Questions to think about during lab: What caused the light bulb to light up? Why did the wires get warm?
 * Teacher Guidance: **

Think the energy came from the liquid, the metals, the wires; may want to try to make it brighter by putting it in series/parallel
 * Expected Student Reactions: **

Discussion questions: What evidence do you have that energy was transferred? Where did the energy come from to light the light bulb? ||
 * · Formative Assessment(s): ||

||
 * Explore:** //Provides or creates a common experience for all **learners** and helps the teacher identify the prior knowledge of each learning to build on. This stage allows time for the **learner** to explore their ideas. This stage should be concrete and meaningful to the **learner**.//
 * ·Lab Activity: Turn a motor into a generagor to light up a light bulb
 * · Formative Assessment(s): Students will illustrate the set up and label the energy types in the drawing. They also wrote down how the # of washers changed the brightness of the bulb and the amount of work done. We also had them indicate the direction the energy was flowing. ||
 * Alternate Lab Activity Ideas: Students using a battery with the motor [[image:Photo_on_2011-02-22_at_10.38.jpg width="191" height="145" align="left"]] do work on washers; students can also take the temperature over time of hand warmers ||

Teacher will pass back formative assessment from the engage activity and model how to illustrate an energy transformation using arrows and have students add it to the pictures they drew.
 * Explain:** //Allows the **learner** to construct an explanation (claim// // à evidence// // à reasoning). The teacher provides information in common terms to increase the accuracy of the explanation.//
 * ·Mini-lesson: How to illustrate an energy transformation

MODEL EXAMPLE: chemical energy (PE) ➙ electrical enegy (KE) ➙electromagnetic energy (KE) ➘ thermal energy (KE)

Evidence of each type of energy: Chemical to Electrical: there are wires connected completing the circuit Electrical to Electromagnetic: the light is on Electrical to Thermal: Wires and bulb are giving off thermal energy (heat)

Student Activity: Students will make a claim and use evidence to support their claims over-- **How did the energy change in your investigation with the motor?**

***Claims should show type of energy through the system, with arrows showing what it "becomes," and cite evidence of type of energy during each part of the system.** ||
 * · Formative Assessment(s): Students will correct illustrations; observation of claims/evidence; ||

Identify: Types of Energy, Evidence of Energy Transformation, Illustrate with arrows (became)- explaining
 * Elaborate:** //Pushes **learner** understanding, building on current understanding to increase the depth and breadth of understanding. Allow the **learner** to extend and apply the **concepts**, processes, or skills. Allows **learner** to experience new situations to apply to their learning.//
 * Student Lab Activity: Students will move through stations, exploring different types of energy transformations.

Lab Instructions, Probing Questions about what we want students to wonder about. Example of what needs to go into notebook. Three stations, Set up lab, (6mins), draw set up (2 mins), Pair Up and discuss (2 mins)

Solar Panel Station materials: a grain of wheat light bulb, a spotlight, and 2-3 solar panels. (x2 stations) Shaking Sand Station materials: container of sand with sealing lid, temperature probe (x2 stations) Hand Crank Generator Station materials: hand crank generator, an assortment of Christmas lights of varying length (x2 stations) || Review that students must included at least two types of energy for a transformation to occur. 2. Provide evidence that energy changed. 3. Show that heat is a by-product.
 * · Formative Assessment(s): 1. In science notebook/ticket-out/form, students will __identify__ energy transformation at each station, with arrows "became."

Post lab discussion questions: Where in the system(s) was thermal energy a byproduct? Where did the thermal energy go that was produced? ||

Evaluate: //Provides an opportunity for the// **//learner//** //to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the **learner’s** level of understanding and mastery.//


 * · Summative Assessment(s): Form with several objects- students have to identify energy transformation between objects. ||
 * Additional Resources:**

"Lesson 2: Making a Battery," STC/MS Energy, Machines, and Motion "Intermediate Energy Infobook," Putting Energy into Education, Need Project 2009-2010 "Title: Science- Lesson 1: Energy on the Go- Grade 7" MSDB 2005-2006 "Stop Faking it- Energy," National Science Teachers Association
 * · Text:

· Websites: http://www.sciencenetlinks.com/pdfs/transforming_actsheet.pdf http://sciencenetlinks.com/lessons.php?DocID=488 http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=153 http://eia.doe.gov/kids/

http://www.sciencemuseum.org.uk/onlinestuff/games/energy_flows.aspx

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.html · Video: ||


 * Teacher Review:** //Include date, course, and name of teacher.//