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SCREAM Instructional

Unit

Kaycie Bienert, Liz Busscher, Porfidio Caballero

Table of Contents

Part I. Introduction and Overview- Statement of topic/theme- General unit description- Content of the unit- Description of students- Time allotted for unit

Part II. Rationale - Value of unit to students- How it fits the needs of students- Relation to real world - Reflection on your teaching philosophy

Part III. Unit Map- General goals for the unit- Relationship to state/national/local goals- Good flow of daily lessons- Objectives to achieve the goals

Part V. Instructional Strategies and Materials- Lessons 1-8

Part VI. Unit Assessment- Plans for assessment of the unit goals- Ways to achieve feedback

Part I. Introduction and OverviewThe curriculum that will be taught in this unit is the six different types of energy:

sound, chemical, radiant, electrical, atomic, and mechanical (SCREAM). The students will use experiments, group discussion and group work, individual work, and hypothesizing to learn and observe the different types of energy. There will be eight, concrete lessons based off of the different types of energy including: What is Energy, two lessons on Sound Energy, Radiant Energy, Electrical Energy, Mechanical Energy, Conserving Energy and Chemical and Atomic Energy. The students will be second and third graders who have a minimal understanding of the different types of energy. Each lesson in the unit will be between 35-45 minutes, allowing 6 hours to work through the entire unit, which is about 2 week unit plan.

Unit II. RationaleThe value of learning the concepts of SCREAM for the students is that it will help

them recognize how energy is involved in their lives and without it, it would be impossible to survive. The unit fits the needs of the students because without energy, students would not be able to survive and it fits the needs of their academic achievement because it is important to understand how energy is used for their survival. The SCREAM unit relates to the real world because the world is surrounded by energy and it is important for students to understand the importance of conserving energy and being responsible on what kind of energy they use, which is a real world concern. The SCREAM unit reflects our philosophy of teaching because it gives the students many different learning strategies to understand the material, as well as it hits the different multiple intelligences, which is important to have in our classrooms in the future. As teachers, it is our responsibility to reach every student and by teaching through different activities and methods and this unit reflects that.

Part III. Unit MapGoals:

In alignment with the Michigan Grade Level Content Expectations (GLCE’s), this unit seeks to:

o S.IR.02.02. Generate questions based on observations.o P.PM.02.1. Understand that all objects and substances have physical

properties.o P.PM.02.14. Describe objects and substances according to their

properties.

By the end of this unit, students should….o Understand the value of energy and where it is present in their

everyday life.o Know and define the different parts of SCREAM.o Question their use of energy and how it is present in their everyday life

Outline of Daily Lesson Plans:

Lesson #1o Topic:

What is Energy?o Objectives:

The learner will define what energy is The learner will recognize energy in their everyday life

o Description: Students will define energy Students will explore how heat can change matter with ice

cubes, butter and chocolate

Lesson #2o Topic:

Sound Energyo Objectives:

The learner will recognize what sound is. The learner will define and discuss the concepts of sound. The learner will explore the concepts of loudness and pitch

using mini instruments The learner will observe and explore how sounds are made

using instruments

o Description: Students will understand loudness and pitch Students will observe and explore how sounds are made

using instruments

Lesson #3o Topic:

Sound Energyo Objectives:

The learner will identify vibrations as the source of sound The learner will explore how sounds can be produced and

changed.o Description:

Students will identify how sounds move, or vibrate through the air

Students will describe how sounds wave works

Lesson #4o Topic:

Radiant Energyo Objectives:

The learner will comprehend that radiant energy is most commonly used in heating, lighting and solar energy.

The learner will illustrate that light is a form of radiant energy.

o Description: Students will explore and observe how light can reflect off of

an object Students will understand the basic properties of light,

including reflection and refraction

Lesson #5o Topic:

Electrical Energyo Objectives:

The learner will explain how objects can receive a static electrical charge.

The learner will describe the effects of bringing objects with like and unlike charges near one another.

The learner will compare conductors and insulators. The learner will identify and diagram a series circuit and a

parallel circuit.o Description:

Students will have an understanding of electricity and batteries

Students will have hands on experiences with batteries and bulbs

Lesson #6o Topic:

Mechanical Energy o Objectives:

The learner will develop an understanding of quantities associated with energy, movement and change.

The learner will acknowledge the interrelationships among science, technology, and human activity and how they can affect the world.

The learner will identify that machines help us work. The student will be able to name different types of machines

and how they work. The learner will compare and contrast the advantages of

using mechanical energy. The learner will identify sources of mechanical energy.

o Description: Students will identify that machines help us work Students will be able to name different types of machines and

how they work

Lesson #7o Topic:

Conserving Energyo Objectives:

The learner will create a list of ways to conserve energy. The learner will retell how conserving energy is important in

our everyday life. The learner will explore and understand that regulating our

resources allows them to last longer.o Description:

Students will generate a list of energy sources in ways to conserve energy at home, school and in the community

Students will be aware of the importance of conserving energy in order to save our nonrenewable resources

Lesson #8o Topic:

Atomic Energy o Objectives:

The learner will analyze the sources of atomic energy The learner will compare the source of atomic energy to

other sources of energy

The learner will describe the process of how atomic energy is used in everyday life.

The learner will identify the nucleus on a given object. The learner will describe their understanding of nuclear

energy and the sources. The learner will explain the sources of nuclear energy

o Description: Students will see examples of how nuclear energy is formed Students will describe the uses of nuclear energy Students will compare the advantages and disadvantages of

using nuclear energy

Part IV. Daily Lesson Plans Title:

o What is Energy?

Subject/Grade Level:o Curriculum Area: Energy. Students will understand what energy is and

recognize it around themo For what grade level is this appropriate? 2nd

Rationale/Purpose:o Understand what energy is.o Find where we see energy in our daily lives. o Second Grade GLCE’s:

o S.IR.02.02. The learner will generate questions based on observations.o P.PM.02.1. The learner will understand that all objects and substances

have physical properties.o P.PM.02.14. The learner will describe objects and substances according

to their properties. Objectives:

o The learner will define what energy is.o The learner will recognize energy in their everyday life.

Content:o The teacher should be able to understand that energy is the ability to move

something or cause a change in matter. o The teacher should also understand that energy is found in the world around us.

We see it when children ride a bike, we drive a car or we throw a ball.o The teacher will know that matter has mass and takes up space. o The teacher will understand that when matter is moving it has energy. It’s called

kinetic energy.o The teacher will recognize kinetic is when matter at rest is put into motion.o The teacher will comprehend that energy can be stored in fuels and the food we

eat has stored energy.

What concepts are you trying to teach? List the concepts.o Energy is the ability to change matter.o Matter is anything that takes up space. o Matter has energy when it moves.o Moving matter is kinetic energy.o Potential energy in matter can cause the matter to move.o Energy is everywhere.

o Energy you can hear is a sound.o Heat changes matter.o Potential energy is a form of energy.

Materials:o Music to “Mary Had A Little Lamb”o Projectoro Drum for each groupo Drumstick for each groupo Construction paper to be torn into confettio Science journalso Paper plateso Chocolate pieceso Ice cubeso Buttero Heat lamp for every group

Engage: Have students stand and tell them that they are going to be singing a song. Put the

lyrics up on a projector for the students to see. Before you sing it, read the lyrics to the class. Sing the song through twice so the students get a hold of it.

Energy Is All Around(Sung to the tune of “Mary Had A Little Lamb”)

Energy is all around, all around, all around. Energy is all around. It lights up our town.

Energy is all around, all around, all around. Energy is all around. It’s what helps us move.

Energy is all around, all around, all around. Energy is all around. We get it from the sun.

Energy is all around, all around, all around. Energy is all around. We’ll learn about it NOW!

Explore: The students will be put in groups of three. Each group will have a drum,

drumstick and paper to make confetti. Have the student beat a drum with a drumstick. Quickly they should put their finger on the drum. Each group member should take their turn and try it. Discuss what they feel with their group. Then have the students record them in their science journals. The group then should tear the construction paper to make confetti. Place the confetti on top of the drum. The groups should talk to each other and predict what will happen to the confetti as you beat the drum once. The students need to explain why they predicted what they do. Their predictions are written in their science journal. Observe what happens to the confetti then record what is observed.

The students will stay in groups of three. Each group will have a paper plate, ice cube, butter and chocolate. Have the students draw pictures of what the ice cube, butter and chocolate look like before the lamp in their science journals. Place the plates under a lamp to imitate the sun’s rays. The students will predict in their science journals if the lamps (sun) will change any of the items. Why or why not? Leave the plates for 20 minutes. Ask the class some questions about the experiment. What happened to each item? (The chocolate may look the same, the ice cube should be melted, the butter should be very soft or melting)

Explanation:Write the word “energy” on the board. As the students to define the word. Give a

couple students a chance to define the term. Tell them that energy is the ability to move something or cause a change in matter. How did we see energy when we hit the drumstick on the drum? What role did the light play in our experiment? Where did this energy go?

Matter is anything that has mass and takes up space. When matter is moving, it has energy. For example, if you throw a ball, the moving ball has energy. Energy made the confetti jump as you beat the drum. Wind can move objects because it has energy. Moving water also has energy. The energy that moves matter has called kinetic energy.

Even when an object isn’t moving, it has the ability to move. Energy in matter that can cause that matter to move or change is called potential energy. A girl still standing on a diving board has potential energy. When she dives off, she has kinetic energy. Energy can also be stored in fuels. The food we eat has stored energy. Also, gasoline that makes a car run has stored energy.

There are many different kinds of energy. In this unit, we will be discovering the different forms.

Evaluation:The class will do the “Energy Worksheet.” The questions are as follows:

1. What is the power that makes matter move or change?2. What kind of energy lets us see?3. What is energy you can hear?4. The energy that moving matter has is called _______.5. How do humans store energy?6. When a girl is standing on a diving board what kind of energy does she have?

When they’re done writing, students can get in groups of three or four to go over their questions.

Plans for Individual Differences:o Visual Learners: The teacher will make sure to write the terms that we discuss

on the board. The picture from the anticipatory set gives the visual students a

chance to look for energy. Students also get to observe what is happening to the butter, ice and chocolate in the experiment.

o Verbal Learners: The teacher will ask questions out loud as the lesson is being taught. There also is time for group discussion during the experiments and then commenting on the experiment. The teacher will also go over the vocabulary words the students learned in the lesson.

o Kinesthetic Learners: The students will be working on two hands on activities during the lesson. They will be exploring how energy melts things; and how you can see and feel energy.

Energy Worksheet

What is the power that makes matter move or change?

_______________________________________

What kind of energy lets us see? _________________

What is energy you can hear? ___________________

The energy that moving matter has is called

__________________.

How do humans store energy? __________________

_________________________________________________

When a girl is standing on a diving board what kind of

energy does she have? ___________________

Energy Is All Around(Sung to the tune of “Mary Had A Little Lamb”)

Energy is all around, all around, all around. Energy is all around. It lights up our town.

Energy is all around, all around, all around. Energy is all around. It’s what helps us move.

Energy is all around, all around, all around. Energy is all around. We get it from the sun.

Energy is all around, all around, all around. Energy is all around. We’ll learn about it NOW!

Title:o Sound Energy (Lesson #2)

Subject/Grade Level:o Students will understand how sounds are made through loudness,

vibrations, and pitcho 2nd or 3rd grade

Rationale/Purpose:o Students should learn what sound is because it will help them to be aware

of the sounds that are in their everyday life and recognize how sound travels to make the pitch and noise that it does

o The value of this lesson is for students to recognize what sound is and the different types of sounds (loudness, vibrations, and pitch)

o Second Grade GLCE’s S.IR.02.02. The learner will generate questions based on

observations. P.PM.02.1. The learner will understand that all objects and

substances have physical properties. P.PM.02.14. The learner will describe objects and substances

according to their properties.

Objectives: o The learner will recognize what sound is.o The learner will define and discuss the concepts of sound.o The learner will explore the concepts of loudness and pitch using mini

instrumentso The learner will observe and explore how sounds are made using

instruments

Content:o Background Context:

Sound waves require some kind of material to travel through. Sound waves are like heat conduction, no particles actually travel. Sound energy is made by air vibrations

o Concepts: Sound is a form of Energy Sound produces Vibrations Vibrations is the effect of Pitch Vibrations carry what you Hear Vibrations produce Air Waves Air Waves create Sound

Materials:o Fourteen baby food jars

o Fourteen plastic canisters o One pound bag of riceo One pound dried beanso One pound dried pastao One pound popcorn kernels o Triumphal March (The Grant Entry) by: The Merle Evans Circus Bando Trumpet Voluntarily played by: Amanda Gerttula o Picture of girl with violino Prediction worksheeto Evaluation worksheet

Strategies and Activities:o Engage:

The teacher will begin the lesson by playing loud music to get the students attention. The music will continue as the teacher welcomes the class. The teacher will announce that today we will be learning about sound. We will be talking about loud sound (turn the music up) and quiet sound (turn the music down). Sound is present in your everyday life. How many of you listened to music on your way here. The teacher will say, “Good, I like to listen to music in my car too!” The teacher will then ask students what song is their favorite. The teacher will call on three students.

o Explore: The teacher will divide the students into groups of three. Each

group will have two baby jars, one plastic canister and a Ziploc bag of dried noodles, dried beans, dried rice, and dried pasta. The teacher will pass out the Prediction worksheet and have the students predict which jar or plastic canister will be the loudest with the four different items in the different baby jars. Have the students fill the baby jars and plastic canisters halfway with the first being dried rice, the second with dried beans, the third with dried pasta and the fourth with popcorn kernels. Have the students shake the different objects to see which can is the loudest. While the students are shaking the baby jars and plastic canisters, the teacher will walk around the room asking the students predictions and asking why they thought one jar or canister was going to be louder than another jar or canister.

o Explain: After the students make their mini-instruments, ask the students

which jar they thought was going to be the loudest and why. After having the students answer their prediction, ask the students why they thought it would be the loudest. Write down their responses on the board. If the students guessed the wrong baby jar or canister, ask the students why they thought that might have happened.

After the students answer why they thought which jar would be the loudest, ask the students what they were making with the jars. (Sound). Write “sound” and “vibrations” on the board. Ask the students what they think sound is. After the students respond, tell the students that Sound is a kind of energy that you hear. Sound is made when something vibrates or moves back and forth. Explain to the students that when something vibrates, it makes sound and sound is carried by air that vibrates. Explain that when the students were shaking their jars, they were creating sound because the objects were vibrating.

Explain to the students that sound travels in waves. These are called sound waves.

Show a picture of a violin player. The teacher will play music with a violin playing. Ask the students what is vibrating to make sound in the picture. (The strings of the instrument are vibrating). Also ask the students what is producing the vibrations. (The girl making the strings move back and forth).

After showing the picture, talk to the students about the sounds we can make and the vibrations that are created through our voice. Have the students put their hands on their throat. Have the students speak and feel the vibrations. Talk to the students about the air from your lungs makes your vocal cords vibrate.

o Evaluate: After the lesson, the teacher will hand out a worksheet for the

students to answer. See the worksheet attached.

Plans for Individual Differences: o Visual Students:

As the teacher is teaching the lesson, the teacher will write all of the vocabulary words on the board for the students to have another way of learning he concepts in the lesson

o Verbal Students: As the teacher is teaching the lesson, the teacher will be very

descriptive in the words that they use. They will also go over the vocabulary verbally and visually as well.

o Kinesthetic Students: As the teacher is teaching the lesson, the teacher will use many

different activities for the students to understand the concept of sound.

Picture of violin player:

Name: _______________________________________

1. When something _______________________, it makes a

_______________________.

2. ______________________ is carried by air that

__________________________.

3. A kind of energy that you hear is called

_______________________________.

4. Sound is made when something

___________________________ or moves back and forth.

5. Vibrating air carries the ______________________________ you hear.

6. Sound travels in _______________________________.

Prediction WorksheetWhat do you think?

Directions: Predict which item will be the loudest and the softest. Circle if you think the item will be loud or quiet and write why you think that. Put an “L” by the object you think will be the loudest and a “S” by the object you think will be the softest.

1. Rice Loud Quiet

Why? ________________________________________________________

2. Popcorn Kernels Loud Quiet

Why? ________________________________________________________

3. Beans Loud Quiet

Why? ________________________________________________________

4. Pasta Loud Quiet

Why? ________________________________________________________

Title: o Sound Energy (Lesson #3)

Subject/Grade Level:o Students will explore how sound and sound waves can be produced and

changed.o For what grade level is this appropriate: 2nd

Rationale/Purpose:o Students should learn about sound because it will help then to be more

aware of the sounds that are in their everyday lie. o The value of this lesson is for students to discover the relationship

between sound and vibrations and explore sound waves and how they work

o Second Grade GLCE’s: S.IR.02.02. The learner will generate questions based on




Objectives: o The learner will identify vibrations as the source of soundo The learner will explore how sounds can be produced and changed.


The teacher should know that vibration is the back and forth motion that causes the sounds we hear.

The teacher should understand how sound waves are created when something is plucked or moved.

The teacher should be able to recognize that a sound wave is like ripples on a pond because they carry energy out in all directions from the source of vibration.

The teacher should comprehend that we hear things when sound waves hit our ears.

The teacher should understand that energy is needed to start an object vibrating.

o Concepts: Sound carries energy. Plucking causes vibrations. Vibrations make sound. Energy is needed to start an object vibrating. Sound waves move in all directions. Sound waves hitting your ear make you hear.

Sound waves are like ripples in a pond. Sound waves carry energy.

Materials:o CD with the “Hallelujah Chorus” on ito CD playero Milk cartons for every other studento Stringo Scissors for every other studento Science journalso Pens/pencils


The teacher will start the song “The Hallelujah Chorus.” While the music is in the background the teacher will ask the following questions. “Have you ever sung in a choir? Was there more than one part? What makes those parts different? Instruments can make different sounds, too. How can the sound of an instrument be changed?”

o Explore: The students will be put in groups of two. Each group will have a

milk carton, string, and scissors. Stress to the students that they need to be careful with the scissors. Have the students cut off the top and one of the sides of the milk carton. Then the students should make a hole in the bottom of the milk carton. Cut a piece of string and thread the string through the hole. Tie a knot at one end to keep it from slipping through the hole. Have one student hold the box at the end of the string near the hole. Have the other student to hold the free end of the string and pluck it. Have the students record what they hear in their science journals. The students should answer the questions:

What happens to the string? How did you make sound? What sound do you hear when you pluck the string? How can you make different sounds?

o Explanation: Write the words “vibration” and “sound waves” on the board. Ask

the students to define vibration for the class. Take a few students’ answers. Then write the definition on the board. “Vibration is the back and forth motion that causes the sounds we hear.” Then ask the students to define what they think a sound wave is. Take a few students’ answers then write the definition on the board. “Sound waves are waves of air that spread outward from vibrating objects.” The teacher will then explain these concepts to the students and relate these concepts together.

“When you plucked your ‘guitar’ string, it moves quickly back and forth. This motion creates a vibration. Vibrations make the sounds you hear coming from a guitar. Think about the different sounds you hear. Some sounds are musical, like the notes from a guitar. Others are loud as a foghorn or quiet as a whisper. Energy is needed to start an object vibrating to make sound. You can clap, pluck, blow, or move something in many ways to make vibrations.”

“Sound waves are like ripples on a pond. They carry energy out in all directions from the source of the vibration. When you pluck a string on a guitar, air moves in waves away from the string. This is when sound waves are created. Sound waves move in all directions away from a vibrating object. You hear something when the vibrations strike your ear.”

o Evaluation: Hand out the “Sounds” worksheet to the class. The students will

answer the questions on the worksheet. When they’re done writing the class will go through the answers together.

Plans for Individual Differences:o Visual Learners:

The teacher will make sure to write the terms that we discuss on the board. The students will observe the vibration of the string happening on their “guitar” they will make.

o Musical Learners: At the beginning of the lesson, the “Hallelujah Chorus” was

played. Some students will use that memory to think about sound and vibrations.

o Verbal Learners: The teacher will ask questions out loud as the lesson is being

taught. There will also be a discussion of the worksheet as a class. Also, the teacher will go over the vocabulary words the students learned in the lesson.

Sound Worksheet

1. Back and forth motions called _______________________ cause the

sounds we hear.

2. To start an object vibrating to make sound requires

________________.

3. A (an) ___________________________ is a wave of air that spreads

outward from vibrating objects.

4. You ____________ hear something when vibrations strike your ear.

5. Sound waves move _____________________________ away from a

vibrating object.

6. How are sound waves like ripples in a pond?

___________________________________________________________

___________________________________________________________

___________________________________________________________

Title: o Radiant Energy (Lesson #4)

Subject/Grade Level:o Curriculum area: Light and reflection. Students will understand how light reflect

and refractso For what grade level is this appropriate? 2nd

Rationale/Purpose:o Students should learn what radiant energy is because it will help them to be aware

of the light that is in their everyday life. o The value of this lesson is for the students to understand the basic properties of

light and explore how light can reflect off an object.o Second Grade GLCE’s:

o S.IR.02.02. The learner will generate questions based on observations.o P.PM.02.1. The learner will understand that all objects and substances have

physical properties.o P.PM.02.14. The learner will describe objects and substances according to

their properties.

Objectives:o The learner will comprehend that radiant energy is most commonly used in

heating, lighting and solar energy.o The learner will illustrate that light is a form of radiant energy.


o The teacher should be able to understand how light and reflections are related.

o The teacher should also understand refraction and how we use light in our everyday lives.

o Concepts:o Light travels in a straight line.o Light is a form of radiant energy.o Mirrors reflect light in a straight line.o Light is bent by glass.o Shadows are created by blocking light.o Flat surfaces reflect light.o Light that is bent is refracted.o Mirrors reflect light.o Refraction doesn’t occur in a straight line.

Materials:

o Large picture of sun rising over lakeo Hand Mirrorso Flashlights for every other student in classo Science journals for every studento Black construction paper for every groupo White construction paper for every groupo “Make a Prediction” worksheet

Strategies and Activities: o Engage:

How many of you have mirrors at your home? (Let the students raise their hands) Count how many mirrors you have in your home. (Let a couple give you their number) What happens when you look in the mirror? (You can see yourself) Where else can you see yourself? (In a window, a shiny metal surface, a polished wooden table, reflection on the TV, etc) Good class these are all ways that we can see ourselves. I want everyone to look at the picture that’s hanging on the white board. What do you see in the photograph? (The sun rising, ships in the sun, light reflecting off the water, etc) Good observation. Where is this light coming from? (The sun) Excellent!

o Explore: Put the students in groups of two. Each group should have a flashlight

and a mirror. Help the students position themselves next to the wall. One student will stand near a wall holding the flashlight. The other student will stand a few feet away holding the mirror. Have the students turn the flashlight on and shine it at the mirror. The student holding the mirror is trying to make the light shine from the mirror onto the wall. They might have to tilt the mirror slightly towards the way or more closer or further away from their partner to get the desired result. (If it’s a sunny day outside, the students can forgo the flashlights and use the sunlight outside.) Have the students draw what just occurred in their science journals. The students also should the questions:

What happened to the light during your experiment? Why do you think that happened?

What role did the mirror play in the experiment? Give the students the “Make a Prediction” worksheet. Remind the

students that they will be comparing the light that they see on the two different papers. Review what the word comparing means.

o Explanation: Have the students get into groups of four and talk about what they

think the following terms mean based on the activities they just did: light, reflects, and refracts. Have the students write down the definitions in their own word.

Have the students return to their seats. The teacher will then talk about what light is and elaborate off what the students just discovered

Light is a form of radiant energy that lets us see the world around us. Radiant energy is a tricky word to understand. Basically, radiant energy is invisible waves of energy. We see radiant energy the most in the form of light.

Light travels in straight lines. When a light hits an object, some of it refracts, or bounces off the object. When light reflects off smooth, flat objects like mirrors, it bounces in one direction.

You can create a shadow by blocking light with an object. A shadow is the dark area that the light can’t reach.

Glass or water can bend light. This is called refraction. Bending light can make something look bigger.

Much of the earth’s light is from the sun. All living things need energy from sunlight. Without the sun, the earth would be in darkness. Nothing would be able to live or grow on earth.

o Evaluation: Have the class get out their science journals. The teacher will write the

following questions on the board What is light? What will you see in the mirror if the room is dark? Why? Where does light come from? How does light travel? Where most of our light and heart come from? How is a shadow made? How do we use light every day?

The students will answer these in their science journal. When they’re done writing, students can get in groups of three or four to go over their questions.

Plans for Individual Differences:o Visual Learners:

The teacher will make sure to write the terms that we discuss on the board. The picture from the anticipatory set gives the visual students a chance to look at what the light is doing. Students also get to observe what happening when the flashlight is shined on black and white paper as well as when the light is shined on the mirrors.

o Verbal Learners: The teacher will ask questions out loud as the lesson is being taught.

There also is time for group discussion after the experiment. The teacher will also go over the vocabulary words the students learned in the lesson.

o Kinesthetic Learners: o The students will be doing two hands-on activities during the lesson. They

will be exploring what happens to the light when it is refracted off the mirror, as well as what happens when the light is shined on black and white paper.

Name ___________________________

Make a Prediction WorksheetWhen you make a prediction, you can use what you know to decide what will happen.

What to do:

Will a light shine brighter on white or black paper? Make a prediction.

_____________________________________________________________________

1. Make the room dark. Shine the light on the white paper. Shine the light on the black paper.

2. Where was the light brighter?

_____________________________________________________________________

_____________________________________________________________________

Why do you think so?

_____________________________________________________________________

_____________________________________________________________________

Picture of Sun Rising Over Lake:

Name:

Science

Journal

Title:o Electrical Energy (Lesson #5)

Subject/Grade Level:o Students will understand how objects can receive electrical charge and

describe the effects of objects with like and unlike charges together.o 2nd or 3rd grade

Rationale/Purpose:o Students should learn what electrical energy is because it will help them to

be aware of the electricity they use in their everyday life and recognize how objects can have like and unlike charges when put together.

o The value of this lesson is for students to recognize how an object can receive electrical charge and the different ways that charge can be used

o Second grade GLCE’s S.IR.02.02.. The learner will generate questions based on




Objectives:o The learner will explain how objects can receive a static electrical charge. o The learner will describe the effects of bringing objects with like and

unlike charges near one another.o The learner will compare conductors and insulators.o The learner will identify and diagram a series circuit and a parallel circuit.


Within a conductor, many of the electrons are free to move around within the conductor

Electrons are negatively charged and protons are positively charged and when they move towards each other, they become neutral

If two or more circuit components are connected end to end like a daisy chain, it is said they are connected in series. A series circuit is a single path for electric current through all of its components.

If two or more circuit components are connected like the rungs of a ladder it is said they are connected in parallel. A parallel circuit is a different path for current through each of its components. A

parallel circuit provides the same voltage across all its components.

o Concepts: Electricity is a form of Energy Electricity creates Static Electricity is charged through Electrons Electricity is charged through Protons Electrons are Negatively Charged Protons are Positively Charged Electrons connected to protons creates Neutral Charge Protons connected to electrons creates Neutral Charge Electrons in a flow are called Conductors Protons in a flow are called Insulators Circuit Components connected end-to-end are called Series

Circuits Circuit Components connected in rungs are called Parallel

Circuits o Materials:

T.V. set String Chalk Balloons Wool cloth Thread Chalkboard Water Sprayer Small bulbs (#41 & #48) Sockets for small bulbs Objects to test as conductors


The teacher will begin the lesson by letting string hang about one inch from the front of the T.V. set. When the television is turned on, the string will be repelled or attracted to the television screen. The teacher will take out a balloon and rub the balloons with a wool cloth to create an electrically charged surface. The balloons will cling to the classroom ceiling and to a chalk drawing of a shelf on the chalkboard. The teacher will tell the students that today they will be learning about electrical energy.

o Explore: The teacher will divide the students into groups of three. Each

group will given a simple series circuit with one small bulb, and different objects that will be conductors and insulators. Prior to testing which objects will stick to the series circuit and which

objects will not, the students will predict which objects they believe will stick and which ones will not. After the students predict, the group will begin to test the objects on the simple series circuit. The students will fill out on the worksheet the items that are being tested and what the result is. While the students are testing their objects, the teacher will walk around the room asking the students their predictions and asking why they thought some of the objects would stick while some of the other objects would not stick.

o Explain: After the students test all of the objects with the simple series

circuit, the teacher will ask the students what objects they thought would stick and what objects they thought would not stick and why. The teacher will write the results from each of the groups on the board. If the student predicted incorrectly, ask the student why they thought that might have happened.

Ask the students how the T.V. set with the balloons and string and the simple series circuit are connected (They both use electricity). Write the word “electricity” on the board. Ask the students if they know what electricity is. After the students respond, tell the students that Electricity is the flow of electrical power or charge. Explain to the students that when they were putting the objects near the simple series circuit, it was creating an electrical charge to either stick to the circuit. As well as when the balloon and string were put near the T.V. set, it took electrical energy for them to create static to the balloon and T.V. set.

Explain to the students that there are two different types of circuits. A Series Circuit is connected end-to-end and Parallel Circuits are connected in rungs, which looks like a ladder.

Explain to the students that when they were testing the objects to see what objects would stick or not, they were creating “insulators” and “conductors.” Explain to the students that conductors are electrons that flow to create electrical charge and insulators are protons that are in flow to create electrical charge.

Explain to the students that when there is an electrical charge, it can be either a negative or positive charge. Write the word “electrons” and “protons” on the board. Ask the students if they know what either of these words means. Explain to the students that electrons are negative charged and protons are positive charged. To help explain how electricity needs to be charged in order to work, the teacher will take two balloons with a negative sign printed on them to show that they are electrons. The teacher will rub both of the balloons with a wool cloth and bring them together, where they won’t stick because they are both negative

charged. The teacher will then bring out a positive balloon (proton) and this balloon will stick to the negative balloon because it becomes neutrally charged.

o Evaluate: After the lesson, the teacher will hand out a worksheet for the


Plans for Individual Differences:o Visual Students:

As the teacher is teaching the lesson, the teacher will write all of the vocabulary on the board for the students to have another way of learning the concepts of the lesson


descriptive in the words they use to teach the concepts. The teacher will also reiterate the information a few times to help the students understand the concepts completely


different activities for the students to understand the concepts of electrical energy

Prediction Worksheet

Object #1: ____________________________

o Prediction: ________________________

o Tested: ___________________________

Object #2: _______________________________

o Prediction: __________________________

o Tested: ______________________________

Object #3: _________________________________

o Prediction: ____________________________

o Tested: _______________________________

Object #4: __________________________________

o Prediction: _____________________________

o Tested: ________________________________

Object #5: ___________________________________

o Prediction: ______________________________

o Tested: _________________________________

Name: ______________________________

Electrical Energy

What is the definition of electricity?

______________________________________________________

Electrons are ___________________________ charged.

Protons are _____________________________ charged.

Can two electrons stick together? Why or why not.

________________________________________________________

________________________________________________________

Name an object that stuck to the simple series circuit.

____________________________________________________

Title:o Mechanical Energy (Lesson #6)

Subject/Grade Levelo Students will identify that machines help us work in a more effective and

faster way. o 2nd or 3rd grade

Rationale/Purpose:o Students should learn what mechanical energy is because it will help them to

be aware of the machines that are in their everyday life and recognize how machines help us to be more effective and faster in our work.

o The value of this lesson is for students to recognize how mechanical energy provides a more efficient way to live. The students can also see the value these machines have in their own lives.

o Second Grade GLCE’s S.IR.02.02.. The learner will generate questions based on




Objectives:o The learner will acknowledge the interrelationships among science,

technology, and human activity and how they can affect the world.o The learner will identify that machines help us work.o The student will be able to name different types of machines and how they

work. o The learner will compare and contrast the advantages of using mechanical

energy. o The learner will identify sources of mechanical energy.


Mechanical energy is the energy which is possessed by an object due to its motion or due to its position.

Mechanical energy can be either kinetic energy (energy of motion) or potential energy (stored energy of position).

Mechanical energy enables that object to apply a force to another object in order to cause it to be displaced.

There is two main types of mechanical energy. They are motion energy and stored mechanical energy.

o Concepts: Mechanical Energy is Potential Energy Mechanical Energy is Kinetic Energy Potential Energy is Stored Energy Kinetic Energy creates Motion Mechanical Energy produce Machines Machines are devices that do Work Work is the result of Force Force pushes or pulls an Object

Materials:o Four half-pints of whipping cream o Three jars with screw-on lidso A clear glass bowlo An electric mixero Salto Crackerso 3 stopwatcheso Chart papero Making Butter Worksheet o Science Journals

Strategies and Activities:

o Engagement: How many of you have a bike at home? (Let the students raise

their hands) What are you doing when you ride your bike? (working or moving). What else can you do to work or move? (Let the students answer). Good job class, these are all different ways that you can move or work.

o Exploration: Divide students into three groups. Give the groups one half-pint

of whipping cream and a baby jar. Explain to the students that

they are going to be making butter as a group. Have the students predict how long it will take to make the butter and write their prediction in their science journal. Have the students pour the whipping cream into the baby jar and screw the lid on tightly. The teacher will go around making sure each jar is screwed on tightly before shaking the jar. Once the jars are ready to be shaken, the group will start their stopwatch and take turns shaking the jar to mix the cream. While the students are shaking their jar, the teacher will ask the students if they are pushing or pulling on the cream by shaking the jar. After each group is finished making the butter, record all three result’s on the board.

Next, pour the last half-pint of whipping cream into the clear bowl. Have the students predict how long it will take to make the butter using the electric mixer. Have the students write their prediction in their science journal. Before mixing, the teacher will have the students come around the table to watch the whipping cream get mixed. Ask one student to set the stopwatch as the teacher begins to mix the whipping cream in the clear bowl with an electric mixer. While it is mixing, ask the students if they are pushing or pulling when making the butter in the mixer. Once the teacher is finished making the butter, record the result on the board.

o Explanation: After both butters are made, ask the students which way they

predicted would make the butter faster and why. The teacher will write down the responses on the board. If the students predicted the wrong answer, ask the students why they thought that might have happened. Also ask the students how long they thought it would take as a group as well as how long in the electric mixer.

After the students answer why they thought which way would be the fastest, ask the students the difference between the two different ways of making butter (one was by hand, the other was by machine). Write the word “machine” on the board. Ask the students what machines are. After the students respond, tell the students that Machines are devices for doing some kind of work. Next, write the words “work” and “force.” Ask the students what they think these words mean in relation to the activity. After students answer, write the definitions on the board and explain each concept. Work is the result of a force moving on an object and Force is a push or pull on an object that causes it to change direction, move, or stop.

Explain to the students that when the electric mixer was making the butter, the machine was doing the work and when the groups were creating the butter, the students were doing the work. Also explain to the students the types of force they were doing on their own as well in the electric mixer.

The mixer also created kinetic energy. The teacher will explain to the students that when the mixer was in the butter, it created kinetic energy or energy that moves.

Explain to the students that the electric mixer is a type of machine that helps to speed of making butter up. Ask the students to name other machines that make work easier and faster. List some of the examples on the chart paper.

Have the students write out the advantages of using machines in their science journals. Have the students give a few answers.

o Evaluation: After the lesson, the teacher will add salt to the butter and the

serve the butter on the crackers to the students as a treat. The teacher will hand out a worksheet for the students to answer

to reinforce the concepts they have learned. The students will answer the following five questions:1. How long did it take to make the butter by shaking it in the

jar?2. How long did it take to make the butter by mixing it with

the electric mixer?3. Which method required more work?4. Did the electric mixer make the work easier and quicker?

How?5. Name another machine that helps make work easier.

See attached handout.


As the teacher is teaching the lesson, the teacher will write all the vocabulary words on the board for the students to have another way of learning the concepts in the lesson.


descriptive in the words that they use. The teacher will also go over the vocabulary words verbally and visually as well.

o Kinesthetic Students: As the teacher is teaching the lesson, the teacher will use the

butter making activity to understand the concept of mechanical energy.

Name ___________________________________________

Making Butter Worksheet Answer each question in a complete sentence.

1. How long did it take to make butter by shaking it in the jar?

2. How long did it take to make the butter by mixing it with the electric mixer?

3. What method required more work?

4. Did the electric mixer make the work easier and quicker? How?

5. Name another machine that helps make work easier.

(Name)

Science

Journal

Title:o Conserving Energy (Lesson #7)

Subject/Grade Level:o Students will understand how to conserve energy in their day to day life.o 2nd or 3rd grade

Rationale/Purpose:o Students should learn how to conserve energy because our lack or

renewable resources is an important topic for our future. The value of this lesson is for students to recognize what we use a lot of energy in our day to day life. It’s important that the students learn how to conserve energy and that it is possible to regulate our consumption.

o Second Grade GLCE’s S.IR.02.02. The learner will generate questions based on




Objectives: o The learner will create a list of ways to conserve energy.o The learner will retell how conserving energy is important in our everyday

life.o The learner will explore and understand that regulating our resources

allows them to last longer.


Energy cannot be created or destroyed. Many appliances use electricity in our homes, like refrigerators

and televisions. Our nation is rapidly running out of nonrenewable resources.

o Concepts: Fossil fuels are nonrenewable resources because they are limited

in supply. Nonrenewable resources cannot be replaced or created after they

are gone. Coal, oil and natural gas are examples of non-renewable

resources.

We need to conserve the natural resources that we have. It’s important to conserve our natural resources.

Materials:o Two cookies or crackers for each child in classo Overhead projectoro Two transparencies with a graph drawn on themo Marker to write on transparencieso Journal page for each childo Pencils for each child


The teacher will begin the lesson by asking the students if they could live in their homes without electricity for two hours. What would their lifestyle be like? Ask them if they think they are dependent on electricity? Why or why not? How would it affect people if the nation ran out of the energy resources needed to produce electricity?

o Explore: The teacher will give each student a cookie or a cracker. Give

them a signal to begin eating and tell them to raise their hands when they are finished. The teacher will use a stopwatch and count the raised hands every 15 seconds until all the cookies or crackers are eaten. The teacher will create a graph like the one below and have one or two students help her graph it on the transparency. It should show how many students finished eating every 15 seconds.

Each student will then receive a second cookie or cracker. The teacher will tell the student that they can only take a bite when she says, “Take a bite.” The teacher will say this every 15 seconds and use her stopwatch to time it. the students will again raise their hands after the cookie or cracker is eaten and the teacher will count the hands raised every 15 seconds. The teacher will create a graph like the first one and use one or two students to help her graph it out on the transparency. This graph should show that the second cookie or cracker lasts longer.

o Explain: After the graphing is done with, ask the students how the two

graphs are the same. How are they different? Why did the cookies/crackers last longer when their consumption was regulated?

The teacher will then explain how this relates to conserving energy. Write the words “Conserving Energy” on the board. Ask the students to give you a definition for conserving energy. After the students respond, tell them that Conserving Energy is the practice of decreasing the quantity of energy used. The teacher

will explain to the students that fossil fuels, such as oil, natural gas, and coal, are called non-renewable resources because they are in limited supply. Stress that it is important to conserve these natural resources so that they will last longer. Explain to the students that the purpose of their experiment they did was to demonstrate the impact that regulating the consumption of a resource has on making it last.

o Evaluate: After the lesson, the teacher will have the students write in their

science journals. They need to respond to either of the writing prompts.

1. Can we, or should we, conserve nonrenewable sources of energy, such as oil? Do individuals have a responsibility to conserve energy? Why or why not?

2. What measure do you believe that individuals can take to conserve energy, such as oil? What, if any, measure should the government take to regulate individual rates of consumption

For homework, ask the students to try and survive without using any electricity for two hours. Discuss the items as a class that students will have to abstain from using. Some might include:

3. radio4. computer5. microwave6. TV7. washing machine8. lights


As the teacher is teaching the lesson, the teacher will write all of the vocabulary words on the board for the students to have another way of learning the concepts in the lesson. The teacher also showed the graphs on the projector so the students could see how many cookies were eaten each 15 seconds.


descriptive in the words that they use. They will also go over the vocabulary verbally and visually as well.

o Auditory Students: As the teacher is teaching the lesson, the teacher will repeat the

terms and concepts over and over so the students will hear them repeated and can learn them in the way that best suits them.

Picture of what should be drawn on two transparencies:

My Name Is_____________________Today’s Date Is__________________

Science Journal

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

______________

Title:o Atomic Energy (Lesson #8)

Subject/Grade Level:o Students will understand how nuclear energy is formed through splitting

atoms and have an electric charge

o 2nd or 3rd grade

Rationale/Purpose: o Students should learn what atomic energy (nuclear energy) is because it

will help them to be aware of the energy that is used in the world around them

o The value of this lesson is for students to recognize what atomic energy is and the different areas that this energy is used

o Second Grade GLCE’s S.IR.02.02. Generate questions based on observations. P.PM.02.1. Understand that all objects and substances have

physical properties. P.PM.02.14. Describe objects and substances according to their

properties.

Objectives: o The learner will analyze the sources of atomic energy o The learner will compare the source of atomic energy to other sources of

energyo The learner will describe the process of how atomic energy is used in

everyday life. o The learner will identify the nucleus on a given object.o The learner will describe their understanding of nuclear energy and the

sources.o The learner will explain the sources of nuclear energy


Nuclear energy is formed from splitting atoms, the energy is released when the atoms split, the center of the atom also known as core or nucleus releases the energy.

Atoms are the smallest parts or units and have an electric charge. When the atoms split they release large amounts of energy (fission). We cannot see the atoms unless we have especial equipment.

Energy can also be released when atoms join together. This is called (fusion)

Nuclear energy is used for a variety of purpose, such as source of electricity, to operate machines and to create atomic bombs

o Concepts: Nuclear Energy is a form of Energy Nuclear Energy is also Atomic Energy Split Atoms create Nuclear Energy Nuclear Energy are created by Atoms Protons are in the Nucleus Neutrons are in the Nucleus

Atoms are in the Nucleus Atoms are the smallest Elements

Materials:o An orange for each studento Papero Pencilso Crayons o Pealing the Orange Worksheeto Nuclear Energy Worksheet


The teacher will begin the lesson by showing a video of nuclear energy going off in a form of bombs. The teacher will announce that today the students will be learning about the different types of energy that could create bombs.

o Explore: The teacher will divide the students into groups of three. The

teacher will give an orange to each student in the group. The students will first explore the oranges and record their observations. The groups will discuss what happens when they peel the orange. While the students are pealing the oranges, the teacher will ask the groups what is in the center. After the student peal the orange, they will draw and explain three different ways the orange changed on the Pealing the Orange Worksheet.

o Explain: After the groups draw the changes the orange went through, the

teacher will ask a student in each group to come to the board and draw their observations. The teacher will ask a few students to explain what they found. The students will explain why they think those changes occurred. The teacher will have the students to compare and contrast the information presented from the different groups.

The teacher will explain to the students that an orange is like nuclear energy. The teacher will write the word “atom” and “nuclear energy” on the board. The teacher will ask the students what they think nuclear energy is. The teacher will explain that Nuclear Energy is energy that is directly released from the atomic nucleus .The teacher will explain that atomic energy is another word for nuclear energy. The teacher will then explain that an Atom is the smallest element of something. The teacher will explain to the students that the smallest unit of the orange would be the atom. Nuclear Energy is what comes from breaking the small, parts. The teacher will explain that when the pieces were taken apart, they were for example, while if they press on the smallest piece of the orange, juice will come out of it. If this were atoms

they will produce nuclear energy. The teacher will draw on the board what the nuclear reaction will look like.

o Evaluation: After the lesson, the teacher will hand out a worksheet for the


Plans for Individual Differences:o Visual Students:

As the teacher is teaching the lesson, the teacher will write all of the vocabulary words on the board for the students to have another way of learning the concepts in the lesson


descriptive in the words that they use. They will also go over the vocabulary verbally and visually as well


different activities for the students to understand the concept of atomic energy

Name: ____________________________

Pealing the Orange

1. Draw the orange before you peal it.

2. Draw the orange halves.

3. Draw an orange slice.

4. How did the orange change when it was pealed?

Name: ____________________________

Nuclear Energy

1. What is the definition of nuclear energy?

2. Nuclear energy contains ____________________ or the smallest element of something.

3. True or False: Atoms are big. ___________________________

4. In the orange, where is the nucleus?

5. What is another word for nuclear energy?

Part V. Assessment Strategies

1. Understand the value of energy and where it is present in their everyday life.a. Write a poem entitled “I see energy….” This poem will discuss where you see

energy and how you use energy as you go about your day. This poem does not need to rhyme but needs to be at least ten lines.

i. Weight of evaluation: 20% of grade for Unitb. Create a collage about the value of energy. Cut out pictures, words, and letters

and glue them on a posterboard or piece of construction paper. The words and pictures should describe energy and its value. Another good idea for your collage is to show how we use energy in our homes and in our lives. Make sure to use terms that we’ve discussed!

i. Weight of evaluation: 20% of grade for Unitc. Test on Energy

i. Energy that you can hear is ____________.ii. Heat is one kind of ___________________.

iii. When light hits an object, some of it bounces off or ________________.

iv. A musical instrument makes sound when its parts_________________.

v. The highness or lowness of a sound is its ___________________.vi. A kind of energy that moves in straight lines is called

_________________.vii. Name two ways that you can use heat.

viii. Name two sources of life.ix. How is sound made?x. Weight of evaluation: 50% of grade for Unit

2. Know and define the different parts of SCREAM.a. Write a song using the acronym for SCREAM. The words: sound, chemical,

radiant, electric, atomic, mechanical and energy must be used. The lyrics to the song should be put to a popular song that everyone would know, for example “Jesus Loves Me.” The song must have a length of at least 20 lines.

i. Weight of evaluation: 20% of grade for Unitb. Draw a picture of the different parts of SCREAM. Be creative in your

drawing. You could draw different examples of SCREAM if that’s easier for you.

i. Weight of evaluation: 20% of grade for Unitc. Write a research paper on one of the six parts of SCREAM. This paper should

discuss the definition of the term. It also should include three examples of the type of energy. An important part to the paper is to relate this type of energy to your daily life.

i. Weight of evaluation: 25% of grade for Unit3. Question their use of energy and how it is present in their everyday life

a. The student will write a story about the day that the world lost energy. Students need to make sure and use proper grammar and spelling. Use descriptive words while writing and make sure and use the terms that we’ve

discussed in our unit. The story should be two pages: typed and double spaced.

i. Weight of evaluation: 25% of grade for Unitb. The student will write a letter to their congressman with a list of ways that our

state can better conserve energy. Make sure you use the correct letter format. Proper spelling and grammar is important!

i. Weight of evaluation: 20% of grade for Unitc. Test on conserving energy

i. Why is it important to save energy?ii. What are three ways you can conserve energy at your house?

iii. How do we use up the earth’s supply of fossil fuels?iv. Weight of evaluation: 50% of grade for Unit

My Name is ________________________

Conserving Energy

1. Why is it important to save energy?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. What are three ways you can conserve energy at your house?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

3. How do we use up the earth’s supply of fossil fuels?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

My name is_____________________

Energy Test

1. Energy that you can hear is ____________.

2. Heat is one kind of ___________________.

3. When light hits an object, some of it bounces off or

________________.

4. A musical instrument makes sound when its

parts_________________.

5. The highness or lowness of a sound is its ___________________.

6. A kind of energy that moves in straight lines is called

_________________.

7. Name two ways that you can use heat.

___________________________________________________________

__________________________________________________________

_

8. Name two sources of life.

___________________________________________________________

___________________________________________________________

9. How is sound made?

___________________________________________________________

___________________________________________________________

___________________________________________________________

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