Energy is often transformed from one form to another. As the Law of Conservation of Energy states: “energy is neither created nor destroyed only transformed.” Therefore the amount of energy before a transformation is equal to the amount of energy after a transformation.

What are the specific energy transformation that matter undergoes?

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Last update: May 2011Created by Keishauna Banks

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available

at http://questioning.org/module2/quick.html.

You will use the following web resources in order to explore energy transformations. Be sure to ask your teacher which star you are.

Task 1:

All stars

a.Types of Energy Review

b.Energy Transformations

c.Energy Transformations Practice

d.Energy Transformation Practice II (optional)

Task 2:

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Last update: May 2011Created by Keishauna Banks

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available

at http://questioning.org/module2/quick.html.

Review your web resources as you complete your activities.

All stars complete:

Complete Activities A- B

Complete Activity C

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Last update: May 2011Created by Keishauna Banks

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available

at http://questioning.org/module2/quick.html.

What energy transformations make things work?

You will complete the Assessment Activity.

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Last update: May 2011Created by Keishauna Banks

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available

at http://questioning.org/module2/quick.html.

Here you may provide a brief list of sites you have checked for reading level, interest and value.

Resource document

Energy Transformations

The following are excellent sites about:

Designing an Energy Efficient home

Comparing Wind Power to other Types

Energy StoryEnergyBrainPop

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Last update: May 2011Created by Keishauna Banks

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available

at http://questioning.org/module2/quick.html.

www.clipart.com

Teacher Notes:Objective: Students will be to describe the various forms of energy

in order to identify specific energy transformations.

Differentiation: All students complete the same class work and assessment and use the same web resource however they are divided into gold and silver star. Gold stars read the site without any assistance whereas for silver stars the site with a more simple reading.

Time Management Strategies: It is suggested that this activity be completed over the course of two class periods. This activity could also be conducted in groups of two students.

Technology Infusion: The students will need to be introduced to drop-down menus and entering the text into the enabled areas. Students should also be familiar with opening hyperlinks in both the documents and in the Power point presentation. The students should also be familiar with tabs (sheets in excel), entering text in boxes, clicking into boxes

AVID Strategy: The following AVID strategies are supported in this lesson: inquiry based learning, and use of Costas and Bloom questioning.

Learning Styles: Field Dependent, Field independent, Visual and Reflective Learners, Global Understanding

Maryland State Curriculum Goal:

5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.

Indicator 1: Identify and explain that heat energy is a product of the conversion of one form of energy to another.

Objectives

a.Identify various forms of energy such as mechanical, solar, chemical, electrical, and nuclear.

b.Identify the energy transformations that must occur in order for work to be done by various common devices, such as home appliances, flashlights, and cars.

c.Recognize and explain that some heat energy is always lost from a system during energy transformations.

Common Core Standards :Reading Standards for Literacy in Science and Technical Subjects 6–12

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Last update: May 2011Created by Keishauna Banks

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available

at http://questioning.org/module2/quick.html.

Key Ideas and Details1. Cite specific textual evidence to support analysis of science and technical texts.

Craft and Structure4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Integration of Knowledge and Ideas7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart,diagram, model, graph, or table).

Range of Reading and Level of Text Complexity10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 textcomplexity band independently and proficiently.