TITLE: ENERGY UNIT

GRADE LEVEL: 5th Grade (SPED Inclusion)

TIME FRAME & SETTING: Unit will take approx. 1 week or 5 Days
Lessons/Activities will take place during the 3rd Block at 12:15 PM
Time Frame: 1 Hour 30 min for each day
Classroom: A-2
CONCEPTUAL/PROCEDURAL KNOWLEDGE: Energy, Energy Transformation, Forms of Energy, Potential
Energy, Kinetic Energy, Mechanical Energy, Radiant Energy (Electromagnetic), Sound Energy, Chemical Energy,
Heat Energy (Thermal), Electrical Energy, Nuclear Energy, Engineering Design Process, Hypothesis, Data, Law of
Conservation of Energy, Renewable Resource, Non-Renewable Resource
STANDARD(S):
Hawaii Content & Performance Standards
Strand

Physical, Earth, and Space Sciences

Standard 6: Physical, Earth and Space Science: NATURE OF MATTER AND ENERGY: Understand the nature of matter and
energy, forms of energy (including waves) and energy transformations, and their significance in understanding the
structure of the universe
Topic

Energy and its Transformation

Benchmark SC.5.6.1

Identify different forms of energy (e.g., potential, kinetic,

thermal, electrical, nuclear, wind, light, sound) and how
they can change and transfer energy from one form to
another

Sample Performance Assessment (SPA)

The student: Describes different examples showing energy

transformation.

Rubric
Advanced

Proficient

Compare the different ways

that energy can change
forms and transfer energy

Identify the different forms of Identify a few forms of

energy and how they can
energy or ways that energy
change and transfer energy can change forms
from one form to another

Partially Proficient

Novice
Recognize that energy can
change forms

Next Generation Science Standards

Matter & Energy in Ecosystems and Organisms

o
5-PS3-1. Use models to describe that energy in animals food (used for body repair, growth, motion,
and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of
models could include diagrams, and flow charts.]

Energy can be transferred in various ways and between objects. (5-PS3-1)

PS3.D: Energy in Chemical Processes and Everyday Life
o
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). (5-PS3-1)

OBJECTIVES:
By the end of this unit, students will be able to:
Provide the scientific definition of energy
State the Law of Conservation of Energy
Identify several different forms of energy
Provide examples of how Energy can change and transfer energy from one form to another
Familiarize themselves with renewable (Wind, Sun, Water) and non-renewable (Fossil Fuels, Natural Gas)
energy resources
MATERIALS:
Day 1
o 1 Poster Paper per Group (Brain Dump)
o Colorful Markers

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Science: Energy Notes

Harcourt Science Textbooks
Harcourt Chapter Worksheets
Basketball or other bouncy balls
Energy Kit (Transformation Demonstrations)
Hand-generated flashlight
Hand-warming pack
Solar Fan
Radiometer
Wind Energy Experiment
Pencils with erasers
Thumbtack
Thread 25 cm
Paper
Protractor
Compass
APV Activity Worksheets
Measuring Tape (Track)
Dry Eraser Board / Markers (Collect Data)
Per Design Team:
Scissors
3 straws
4 lifesavers candies
1 piece of cardstock paper
2 paper clips
2 feet of tape
Energy Transformation Scavenger Hunt (Photos)
Energy Unit Test

TECHNOLOGY: Computer, Projector, Multimedia Video, Prezi

PROCEDURES:
DAY 1 MONDAY
Energy, Kinetic/Potential, Forms

ENGAGE & MOTIVATE:

Brain Dump Desks should be cleared, everyone should have a marker in their hand. A poster
paper with the word ENERGY should be on their table tops. Allow the students 3 minutes for
this activity (set timer.)
o Ask students: What do you think about when you hear the term ENERGY?
o Students (working in their table groups) will write anything and everything that comes to
their mind on a poster paper
o Encourage everyone to write on the poster, and not to worry about organization. Students
should dump everything they know about energy onto the paper
o Possible questions to ask as they are doing their Brain Dump:
Where/how do you use energy in your lives?
Name a few things that we do that use energy?
Is all energy the same? Are there different kinds of energy?
o After 3 minutes, have each group pick a representative to share their Brain Dump results.
EXPLORE & EXPLAIN:
Energy Note-Taking Use overhead projector so students can follow along
o Pass out Science: Energy Notes
Have students take notes on this paper throughout the presentation
Tell them to keep and use these notes throughout the week (on Friday they will
have a unit test)
o Energy = ability to do work or cause change

Potential (stored) vs Kinetic Energy (motion)

Potential & Kinetic Energy:
A car parked in the driveway is example of A car driving is an
example of
Basketball / Dodgeball example
o Different types of PE and KE = Energy Forms (MRS.CHEN)
Energy can take on many different forms that scientists group into categories:
Mechanical potential + kinetic combined, energy that moves an
object
Radiant (Electromagnetic) -- light, sunlight, x-rays
Sound -- radio, music, whistle, thunder, causes air molecules to vibrate
Chemical -- stored in food, batteries, fuels, gasoline
Heat (Thermal) -- fire, stove, microwave
Electrical -- electronic devices, T.V., computers
Nuclear nuclear bomb, power plants, weapons
Energy Transformation / Law of Conservation of Energy: Energy cannot be made or destroyed,
Energy can only be transformed
Energy Transformation Demonstration:
Rubbing hands together (Radiant Chemical Mechanical
Thermal)
Student Example If I rub my hands together I can make (heat)
thermal energy.
Teacher Response
o What did you have to do to make the thermal energy? (Rub
your hands)
o What kind of energy is associated with the movement of any
object? (Kinetic / Mechanical energy)
o Where did your body get the energy to rub your hands
together? (From the food we eat).
o What kind of energy is stored in food? (Chemical energy)
o Where did the food get its stored chemical energy? (The sun)
o And, what kind of energy comes from the sun? (Light energy)
o See how most forms of energy can be traced back to some
other form of energy! Most examples can ultimately be traced
back to the energy from the sun.
REINFORCE & WRAP-UP:
Group Work Students will work in pairs/groups to create a Flow Map of at least 5examples of
energy transformation happening in the classroom. These might be a light bulb, overhead
projector, computer, fan, etc.
o Note to students everything is either capable of providing energy or has energy, until it
has been transformed to something else
o Have the students share their flow maps to the rest of the class
Students will continue their learning by reading Ch. 15 Energy (page 468-477) in their textbooks
and complete worksheet for homework assignment
DAY 2 TUESDAY (VETERANS DAY)
NO SCHOOL NO LESSONS

DAY 3 WEDNESDAY
Energy Forms, Conservation, Transformation

ENGAGE & MOTIVATE:

Collect science homework -- worksheet on Potential/Kinetic Energy
REVIEW Forms of Energy: Show pictures and have them state what form of energy it is
Energy Transformation Scavenger Hunt

Demonstrate: Energy Flow - Provide additional examples using the Energy Kit (transformation of
energy)
o Have students state what type of energy transformations are going on:
Hand-generated flashlight
Hand-warming pack
Solar Fan
Radiometer
Music player
Electromagnet
Introduce Renewable & Non-Renewable sources of Energy
o PREZI: Discuss renewable and non-renewable energy resources with students.
Most of the energy we use today comes from coal, oil, and natural gas. They are
fossil fuels. They take millions of years to form. We cant make more quickly.
They are nonrenewable. We need to save energy whenever we can and try to use
more renewable energy resources: sunlight, wind, water.
EXPLORE & EXPLAIN:
Sort Renewable & Non-Renewable Resource Activity:
o Students will sort sources of energy and categorize them into the appropriate resource
labeling them renewable or non-renewable
REINFORCE & WRAP-UP:
Review with students the concepts of renewable/non-renewable resources and discuss the
importance of conservation
o The things you do every day make a difference. If everyone saves just a little energy, it
adds up to a lot. When you save energy, you save money, too. You have more money to
spend on other things. Saving energy also helps protect the environment.
Homework Assignment: Students will continue their learning on Energy by reading Ch.
15(renewable/non-renewable energy p. 496) in their textbooks and complete p. 503 #1-6
DAY 4 THURSDAY
Transformation, Renewable, Real-World Application

ENGAGE & MOTIVATE:

Engage in a discussion with students about what they learned about Energy Transformations,
Renewable & Non-Renewable Resources
ASK: What is Energy Transformation? What is a renewable resource of energy? (Sun or Solar,
Wind, etc.)
EXPLORE & EXPLAIN:
Today we will be using what we learned about energy, energy transformations, and renewable
energy resources to make AIR POWERED VEHICLES
o Have the students work in groups of 2 to 3 (assign or have them choose)
Students will be given the APV (Air-Powered Vehicle) Activity Worksheet
Teacher will share a video demonstration of the APV activity
Go over the instructions (on worksheet) and pass out materials
Set the timer for 30 min. Most of the class time will be spent on students designing their AirPowered Vehicle which uses the renewable energy resource of wind/air to generate the mechanical
energy that will (hopefully) make their vehicles move along on a track (we will be measuring
distance)
REINFORCE & WRAP-UP:
End the class in a discussion about:
o The forms of energy / energy transformation that was used in this activity (wind,
mechanical, potential, kinetic, etc.)
o what design features were the most successful, what were not as successful
o Talk about the real-life application of using renewable resources of energy.
Share video of real air-powered car

Share with the students that they will be taking a Unit Test tomorrow and advise them to study
their Energy notes/worksheets.
DAY 5 FRIDAY
Energy Review, Unit Test

REINFORCE & WRAP-UP:

ENERGY REVIEW: Have the students play a jeopardy game or interactive activity to
help review for their Unit Test (Energy Transformation Scavenger Hunt)
o Review the concepts of Energy that was taught in the unit:
Definition of Energy
Law of Conservation of Energy
Potential & Kinetic Energy
Forms of Energy (MRSCHEN)
Energy Transformation
Renewable / Non-Renewable Energy Resources
Pass out their Energy Unit Test, provide students with 35 minutes to complete

ASSESSMENT(S):
1. Energy Transformations Scavenger Hunt Worksheet
2. Chapter Worksheets
3. APV Activity Worksheet
4. Energy Unit Test
RESOURCES:
Harcourt Science Textbook
Harcourt Science Reading Support & Homework Book
Energy Forms & Changes (Java Application)
Teacher Tube Videos:
o http://www.teachertube.com/video/176547 (Energy Transformation - Stop Motion Video)
eSchool Today: Energy (www.eschooltoday.com/energy/kinds-of-energy)