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energy
and toys
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teacher notes |
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Energy is the capacity to do some work eg. Muscles in your arms are able to lift things. Energy causes movement or changes or makes things happen. There are several forms of energy but all energy in the world comes from the sun and minerals. The sun's energy reaches us in heat and light. Minerals give us energy in chemical form. Energy can be transferred from one thing to another. There are 2 types of energy: kinetic -energy that is moving, and potential energy -stored energy waiting to be used. These take many different forms that cause changes to things. The different forms of energy: chemical energy, mechanical energy, electrical energy, light, heat, sound, solar energy, wind wave and tidal energy, geothermal energy and nuclear energy. |
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Beforehand ask children to bring in any toys from home that move -try to bring different ones with a variety of Energy Sources. After initial collection of baseline data share the different toys and discussing their energy sources. |
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Have children feel the heart beating. Compare after exercise. Do you think you use more or less food energy when you are exercising? How do you know when you have used up most of the food energy your body has stored? Think about things in the classroom/ home that use energy. Rotate around three different stations to experiment with balloons, balloon cars/ helicopters, rubberband models and solar kits. |
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Use Question Matrix or the following question starters. What if...? Can...? What will happen if...? Do...? Do you think...? Why do you think...? Does. when...? How far...? Which is...? If.will...? What happens when...? What happens if...? How long...? How far...? Where does energy come from? Classify questions under research or investigation. Review questions -look at links/ areas of interest. Form the question from these links or interests. Make it a "What happens "... question. CRITICAL QUESTION: WHAT VARIABLES EFFECT THE TRANSFER OF MOTION ENERGY? |
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Planning the investigation Consider the following processes when students are doing experiments: 11. What do we predict/hypothesise will happen? Choose one object. 12. What steps, space and equipment are needed? 13. How can we make it a fair test? (variables and controls) 14. How will we collect and record our findings? 15. Safety issues/ concerns 16. Negotiate criteria for team and task success -behaviours that will support success. 17. Generate a checklist to evaluate your planned investigation -Science Record 18. Share plans with another team and refine your investigation according to feedback. Doing the investigation Follow the plan Organise and record your data Repeat the test a number of times to ensure accuracy and talk about your hypothesis and fair testing Analyse the data and draw conclusions. Publish conclusions.
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Evaluating the investigation: How successful was you investigation? How do you know? What problems occurred during your investigation that you hadn't expected? How would you improve your investigation plan? Was your hypothesis accurate? What did you find interesting? Do you have any further questions generated by your investigation? What did you learn? Reflect on your groups "Criteria for Success" and discuss how you went. |
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Through teacher observation, students discussions, presentation of student findings and completion of the Rubric Assessment there should be clear evidence of students reaching the outcomes of this unit. |
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