All About Energy Third grade STEAM Inquiry Unit Plan Mahmoona Aslam Aqsa Naureen Edu 7204T Summer 2012

All About Energy

Third grade STEAM Inquiry

Unit Plan Mahmoona Aslam

Aqsa Naureen Edu 7204T

Summer 2012

TABLE OF CONTENTS

Title SlideMST-NYC Inquiry Unit Overview……………………………….….3

Lesson 2: Solid, Liquid, and Gas, OH MY!!...................................4 - 19

Lesson 4: Float Away or Sink and Stay………………………...…..20- 33

Lesson 6: Density Ladder……………………………………………34- 50

Filamentality………………………………………………………….51- 53

Follow -Up……………………………………………………….......54

Energy Jeopardy……………………………………………………...55-82

MST-NYC Inquiry Unit Overview

All About Energy

Lesson 1

Different Types of Energy

Lesson 2

Sound Energy: What do you hear?

Lesson 3

Heat Energy Transfer

Lesson 4

The Properties of Light Energy

Lesson 5

Energy Transformers

Lesson 6

Energy & Conservation

Lesson 2:Sound Energy-

What do you hear?

Lesson 2 Summary Day 1:For their motivation, students will hear Mozart music and describe what they hear.Students will complete a Performance Task (Task 5-Unkown Object). The unknown object will be a maraca.Students will visit the class Filamentality page: http://www.kn.att.com/wired/fil/pages/listenergyma1.html#cat6. Through this page they will access the website on sound energy: http://www.sciencekidsathome.com/science_topics/what_is_sound.htmlStudents will learn about high frequency waves, low frequency waves, and pitch.The students will be doing another Performance Task (Task 1- Liquids) in which they will make water glass xylophones and will also see how the amount of water in a glass can affect the pitch of a sound.The students will make charts and bar graphs to represent the amounts of water in the glasses. They will also complete charts and draw the sound waves to represent the pitch of the different water glasses.The students will also make bar graphs representing the change of pitch in the sound as the amount of water decreases.Day 2:Teacher will read the book All About Sound by Lisa Trumbauer.The students will review the concepts they learned from the previous day.The students will make their own instruments from everyday household supplies and will complete worksheets.

http://www.kn.att.com/wired/fil/pages/listenergyma1.html

http://www.sciencekidsathome.com/science_topics/what_is_sound.html

Standards

Inquiry Skills: Classifying – arranging or distributing objects, events, or information representing objects or events in classes

according to some method or system

Communicating- giving oral and written explanations or graphic representations of observations

Creating models – displaying information, using multisensory representations

Gathering and organizing data – collecting information about objects and events which illustrate a specific situation

Observing- becoming aware of an object or event by using any of the senses to identify properties

Predicting- making a forecast of future events or conditions expected to exist

Making decisions- identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons

Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively

Measuring – making quantitative observations by comparing to a conventional or nonconventional standard

Process Skills: Manipulate materials through teacher direction and free discovery.

Select appropriate standard and nonstandard measurement tools for measurement activities.

Use and record appropriate units for measured or calculated values.

Observe, analyze, and report observations of objects and events

Generate appropriate questions (teacher and student-based) in response to observations, events, and other experiences.

Make predictions based on prior experiences and/or information.

Compare and contrast organisms/objects/events in the living and physical .

NYC Scope and Sequence

NCTM Math Skills

Process Standards:Communication:

Organize and consolidate their mathematical thinking through communication

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Analyze and evaluate the mathematical thinking and strategies of others;

Use the language of mathematics to express mathematical ideas precisely.

Connections:

Recognize and use connections among mathematical ideas

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole

Recognize and apply mathematics in contexts outside of mathematics

Representation:

Create and use representations to organize, record, and communicate mathematical ideas.

Select, apply, and translate among mathematical representations to solve problems.

Use representations to model and interpret physical, social, and mathematical phenomena.

Content Standards:Number and Operations: Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Number and Operations: Understand meanings of operations and how they relate to one another.

Number and Operations: Compute fluently and make reasonable estimates

Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement

Data Analysis and Probability: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Data Analysis and Probability: Select and use appropriate statistical methods to analyze data

Data Analysis and Probability: Develop and evaluate inferences and predictions that are based on data

http://www.nctm.org/standards/content.aspx?id=7564







Creativity and Innovation:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processes.

b. Create original works as a means of personal or group expression

c. Use models and simulations to explore complex systems and issues

Communication and Collaboration:Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

Communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve problems

Critical Thinking, Problem Solving, and Decision Making:?Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. Identify and define authentic problems and significant questions for investigation.

Collect and analyze data to identify solutions and/or make informed decisions

Use multiple processes and diverse perspectives to explore alternative solutions.

ISTE NETs Standards for Literate Students

NYS Common Core Standards

Writing Standards (Grade 3):With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Speaking and Listening Standards: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

Language Standards: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

Standard 1:

Creating, Performing, and Participating in The Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Visual Arts: Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Standard 2:

Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in arts in various roles.

Visual Arts: Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

Music: Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Standard 3: Responding To and Analyzing Works of Art

Music: Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.

NYS Art Standards

1. To explain the difference in pitch and sound waves of glasses filled with different amounts of water using charts and graphical representations.

2. To distinguish between different types of sound waves including high frequency and low frequency waves which can alter pitch.

3. To demonstrate their knowledge of sound energy by constructing their own musical instruments.

Behavioral Objectives

Completed Sound Frequency Wave Chart

Glass Amount of Water

Picture of Frequency Wave

Glass 1 240 ml

Glass 2 220 ml

Glass 3 200 ml

Glass 4 180 ml

Glass 5 160 ml

Glass 6 140 ml

Glass 7 120 ml

Glass 8 100 ml

Completed Water Bar GraphGlass Water (ml)

Glass 1 240

Glass 2 220

Glass 3 200

Glass 4 180

Glass 5 160

Glass 6 140

Glass 7 120

Glass 8 100

0

50

100

150

200

250

milliliters

Glass1

Glass3

Glass5

Glass7

Glass

Water (ml)

Water (ml)

Completed Pitch Bar Graph

Glass Pitch (Hertz)

Glass 1 20

Glass 2 30

Glass 3 40

Glass 4 50

Glass 5 60

Glass 6 70

Glass 7 80

Glass 8 90

020406080

100

Pitch

Glass1

Glass3

Glass5

Glass7

Glass

Pitch of Water Xylophone

Pitch (Hertz)20

NYS Performance Task 1: Liquids

Students will use measuring equipment to measure out different amounts of water and observe how this can affect the pitch of the

sound made by tapping the glasses filled with water.

NYS Performance Task 5: Unknown Objects

Student will determine the unknown object in the mystery box using their sense of touch and hearing. The unknown object will

be a maraca.

Students make their own musical instruments made out of everyday household supplies in order to explore different sounds and pitches.

Musical Instruments

Assessment for lesson 2Assessment Rubric

Behavioral Objective Target

3

Satisfactory

2

Unsatisfactory

1

Student Rating

1) To explain the difference in pitch and sound waves of glasses filled with different amounts of water using charts and graphical representations.

Student was able to correctly explain the difference in pitch and sound waves resulting from the different amounts of water within their charts and graphical representations with great precision.

Student was able to vaguely explain the difference in pitch and sound waves of the glasses filled with water and their chart and graphical representations are somewhat accurate.

Student was unable to explain the difference in pitch and sound waves of the glasses filled with different amounts of water. The charts and graphical representations are incomplete and inaccurate.

2) To distinguish between different types of sound waves including high frequency and low frequency waves which can alter pitch.

Student was able to accurately draw the difference between high and low frequency waves and explain what these waves sound like in terms of pitch.

Student somewhat accurately drew and distinguished between high and low frequency waves and gave some explanation of the difference in pitch but with some details only.

Student was unable to draw the difference between high and low frequency waves and explain what these waves sound like in terms of pitch.

3) To demonstrate their knowledge of sound energy by constructing their own musical instruments.

Student was able to create a complex musical instrument out of everyday household items and wrote at the procedure with details along with an explanation describing the sound of the instrument

Student was able to create a simple musical instrument and wrote some steps of the procedure and explained the sound of their instrument with some details.

Student was not able to create a musical instrument and was not able to explain their procedure along with the sound that their instrument makes.

The Properties of Light Energy!

Lesson 4 Summary

Day 1:On the first day, the teacher will begin by activating student’s prior knowledge about light being a type of energy as they briefly discussed on the first day. The students will discuss the difference between natural and artificial light. Students will complete three different light experiments. During the first experiment, students will observe how light refracts. Day 2:On the second day, students will discuss how light reflects and refracts. The second experiment will allow students to work hands on with several objects to use a glass of water as a magnifying glass and observe how objects bend and enlarge in water. Day 3:On the third day, students observe dark and light color absorption. Students will keep a glass of water wrapped with a white piece of paper and a second glass wrapped with a white piece of paper. These glasses will be left in the sub for several hours before the students revisit them and check their temperature.

Standards





Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc.


Inferring – drawing a conclusion based on prior experiences

Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data

Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons




Process Skills: Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.).

Manipulate materials through teacher direction and free discovery


Collect and organize data, choosing the appropriate representation








Connections:




Representation:




Content Standards:Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement

understand that measurements are approximations and how differences in units affect precision;

Measurement: Apply appropriate techniques, tools, and formulas to determine

measurements

select and use benchmarks to estimate measurements

NCTM Math Skills

Creativity and Innovation:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

Apply existing knowledge to generate new ideas, products, or processes.

Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Student:

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

Identify and define authentic problems and significant questions for investigation.

c. Collect and analyze data to identify solutions and/or make informed decisions

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

ISTE NETs Standards for Literate Students Sequence


Speaking and Listening Standards:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.






Standard 1:

Creating, Performing, and Participating in The Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2:

Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

NYS Art Standards


1. To experiment with sunlight refraction to create rainbows.

2. To demonstrate how light refracts when it passes from water to air.

3. To distinguish between how dark and light surfaces absorb light.

Video Incorporation Throughout the Lesson

Students will be visiting a YouTube video as an introduction to light and color; the link to the video is http://www.youtube.com/watch?v=SP3EY2tToQs&feature=related. Students discuss and define the differences sources of light after watching the video. Click play to watch the video below!

http://www.youtube.com/watch?v=SP3EY2tToQs&feature=related

http://www.youtube.com/watch?v=SP3EY2tToQs&feature=related

Light Experiment # 1

Students create a rainbow in the classroom using a glass of water, natural sunlight and a white piece of paper. The light from the sun bends or refracts as it enters the water.


Students will be use a glass of water as a magnifying glass. They will place a ruler, pencil, straw and a spoon and observe how the objects bend and

become enlarged.


Students conduct an experiment using a white and black piece of paper wrapped around glasses of water. The

glasses are placed in the sun for several hours. Students then observe and discuss the concept of dark objects, such as clothing, absorbing more heat than light colored ones.

Assessment RubricBehavioral Objective Target

3

Satisfactory

2

Unsatisfactory

1

Student Rating

1) To experiment with sunlight refraction to create rainbows.

Student provided a detailed illustration of the rainbow experiment and was able to correctly explain the concept of refraction using appropriate vocabulary.

Student was able to provide a somewhat accurate illustration of the rainbow experiment and explains the concept of refraction but did not use accurate vocabulary.

Student was unable to illustrate the results of the rainbow experiment and did not provide an explanation on the concept of sunlight refraction.

2) To demonstrate how light refracts when it passes from water to air.

Student listed, illustrated and described the four objects and accurately explained how light refracts when it passes from water to air after the objects are placed in the glass of water.

Student listed and illustrated the four objects but only explained how light refracts when it passes from water to air of one or two objects.

Student listed and illustrated only one or two of the objects during the experiment and was unable to give any explanation about how light refracts when it passes from water to air.

3) To distinguish between how dark and light surfaces absorb light.

Student was able to accurately explain how darker surfaces absorb more light and identifies which items would absorb the most light.

Student was able to explain how dark and light surfaces absorb light but is unable to identify which item would absorb the most light.

Student was not able to distinguish how darker surfaces absorb more light and does not identify which items would absorb more light.

Assessment for Lesson 4

Lesson 6:Energy and Conservation

Lesson 6 SummaryDay 1:On the first day of their introduction to energy conservation, students will use a graphic organizer and take notes and make suggestions as the read aloud is conducted. After a completion of a double sided handout, students create a poster using information from the graphic organizer to educate others about energy conservation. Day 2:On the second day, students continue raising energy awareness by writing letters to a person of their choice telling them why energy conservation is important. Students also draw a picture illustrating ways in which they are energy efficient citizens.Day 3: On the final day of the unit, students revisit the filamentality webpage and complete their scavenger hunt. The students receive fifteen questions in the form of a word document; each question has a hint with a hyperlink which takes them to the specific category on the filamentality webpage in which they will find their answer.

Standards




Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc.


Inferring – drawing a conclusion based on prior experiences

Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data

Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons




Process Skills: Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.).

Manipulate materials through teacher direction and free discovery


Collect and organize data, choosing the appropriate representation









Connections:




Representation:




Content Standards:Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement

understand that measurements are approximations and how differences in units affect precision;

Measurement: Apply appropriate techniques, tools, and formulas to determine

measurements

select and use benchmarks to estimate measurements

NCTM MATH SKILLS

Creativity and Innovation:Students demonstrate creative thinking, construct knowledge, ad develop innovative products and processes using technology. Students:

Apply existing knowledge to generate new ideas, products, or processes.

Research and Information Fluency:Students apply digital tools to gather, evaluate, and use information. Student:

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

Critical Thinking, Problem Solving, and Decision Making:Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

Identify and define authentic problems and significant questions for investigation.

c. Collect and analyze data to identify solutions and/or make informed decisions

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

ISTE NETs Standards for Literate Students


Speaking and Listening Standards: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.






Standard 2:

Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

NYS Art Standards


1. To create posters which educate others about energy conservation.

2. To illustrate and describe different ways we waste energy and ways we conserve energy.

3. To complete an internet based scavenger hunt.

Graphic OrganizerStudents completed a double sided graphic organizer in the form of a t-chart. The students take notes and use critical thinking skills to discuss

energy conservation skills in response to the text, classroom/school environment and the overall community’s response to energy

conservation. Throughout the completion of the graphic organizer, students discussed ways to be become energy efficient citizens. Students

then used their completed graphic organizers to create posters to raise energy awareness and educate others about energy conservation.

Why Should I Save Energy

How is energy wasted in the book?

How can energy be saved?

Eye Witness to Energy Waste

Energy waste in our community

How can this energy be saved?

Why Should I Save Energy

How is energy wasted How can energy be saved?

1. The bath tub is filled all the way! 2. ALL the lights are on. 3. The family drives everywhere. 4. The heat is turned all the way up. 5. The family has the television,

laptop and I-pod all plugged it at the same time.

1. Filling the bath tub all the way is wasting water. The water should only be opened while the person is taking a shower and shut off right away. Make sure you do not have any leaking or dripping faucets because this also wastes water!

2. Whenever you leave the room, you should always turn the light off. Not only are you wasting electricity, but you are wasting money.

3. Try to use the car as little as possible. If you are going to a store or place close by, walk or ride your bike.

4. Instead of turning the heat all the way up and leaving it on the whole day, you can make sure all your windows and doors are closed tightly. Put on a warm sweater. This will cost you a lot less than having the heat on all day.

5. Instead of leaving all these items plugged in when they do not need charging and are not in use, turn them off and unplug their chargers. Only plug these items in and turn them on when you need them. Even if the chargers are plugged but not in use, they are still using energy.

Completed Graphic Organizer Side A

Completed Graphic Organizer Side B

Eye Witness to Energy WasteEnergy waste in our community How can this energy be saved?

1. We leave our lights on all the time, even when we are not in the room.

2. Leaving the water running while I brush my teeth.

3. Leaving the television on all the time, even when we are not watching it.

4. When my parents come to pick me up, they will leave the car running while they wait for me.

5. The yellow telephone book directories that they send in the mail.

6. Our school puts the heat on really high in the winter.

7. The supermarkets and delis near our school are open all night. They use neon signs.

8. Office buildings that leave their lights on all night. I always see the bank close to my house with their lights on all the time.

9. Sometimes, I see my parents using the dryer for a few shirts.

10. Leaving the air conditioner on when you are not home or in class.

1. Leaving our lights on wastes a lot of energy. Only turn the light on when you are in the room and you need the light. If it is sunny out, open your windows and move the curtains out of the way. The sun is a natural and beautiful source of light.

2. Instead of leaving the water running the whole time, I will turn it on when I need to rinse my mouth.

3. We should not leave the television on because it is using unnecessary energy and it wastes our money when our electrical bill comes every month.

4. We learned today that we should use drive as little as possible. Instead of having my parents drive to pick me up, I can tell them to walk. Leaving the car running is wasting energy and resources. It takes a lot of energy to make petroleum and to keep the car running.

5. Every year they send us the phonebook directories in the mail but nobody uses them. They should take all the information and place it on a website that people can access for free. It is such a waste of nature to see so much paper go to the garbage.

6. We can use the heat less if we all wear warm sweaters and leave the windows and doors closed tightly.

7. These neon signs are a waste of light and heat energy. It would be matter for our environment if they only used one sign. It would also save them money.

8. These offices could incorporate eco-friendly habits and leave only a few of the lights on instead of the lights in all the rooms. In the daytime, they could leave their lights off and use the light from the sun as a light bulb.

9. Next time, I will tell them to hang these clothes outside to dry in the sun. We should only use the washing machines when we have a full load or else we are wasting electricity, water and heat.

10. Sometimes we leave our air conditioner on when we go to lunch or gym. We are wasting energy and harming our resources. We should turn off the air conditioner when we leave, just like we should turn off the lights.

Scavenger HuntFollowing the completion of the graphic organizers, the teacher will introduce the scavenger hunt to the students. The students will discuss what a scavenger hunt and each child will go to a computer that has a

Microsoft Word document downloaded onto the desktop. The scavenger hunt consists of 15

questions from links on the filamentality webpage. Throughout the lessons, students have been visiting the filamentality webpage for several video(s) and

website(s) incorporated throughout the lesson. Under each question students will see a hint with a

hyperlink for the category on the filamentality webpage. Students will go through the categories and find the answer to the question and then copy

and paste the name of the website creating a hyperlink along with an answer to the question.

Completed Scavenger Hunt Page 1



Assessment for Lesson 6Assessment Rubric

Behavioral Objective Target

3

Satisfactory

2

Unsatisfactory

1

Student Rating

1) To create posters which educate others about energy conservation.

Student used the graphic organizer and listed at least five items on side “A” and at least ten on side “B”. Student used the graphic organizer and created a detailed poster educating others about energy conservation.

Student used the graphic organizer and least at least 3 items on side “A” and at least five items on side “B”. Student used the graphic organizer and created a poster using at least two details from the graphic organizer to educate others about energy conservation.

Student listed two or less items on side “A” of the graphic organizer and three or less items on side “B”. Student did not use details from the graphic organizer to create a poster to educate others about energy conservation.

2) To illustrate and describe different ways we waste energy and ways we conserve energy.

Student followed proper letter writing format and wrote a persuasive letter about energy conservation asking for change within the school, home or community. The student presented a detailed illustration depicting his or herself as an energy efficient citizen.

Student followed proper letter writing format but forgot to address or sign the letter in the correct format. Student wrote a persuasive letter about energy conservation and drew a picture depicting his or herself as an energy efficient citizen.

Student did not follow proper letter writing format and did not provide a persasive argument for energy conservation. Student added only one or two details in the illustrating and was unable to depict his or herself as an energy efficient citizen.

3) To complete an internet based scavenger hunt.

Student completed the scavenger hunt and correctly answered all fifteen questions and copy and pasted the correct corresponding link in the space provided.

Student completed 75% of the scavenger hunt and correctly answered at least ten questions and copy and pasted the correct corresponding link in the space provided.

Student completed less than 50% of the scavenger hunt and answered six or less questions correctly. The student did not correctly copy and pasted the corresponding link in the space provided.

Filamentalityhttp://www.kn.att.com/wired/fil/pages/listenergyma1.html


The filamentality webpage is used in lesson six of the STEAM INQUIRY Unit. Students access the website throughout the week and focus on the

website for this lesson to complete their scavenger hunt. Students implement technology and critical thinking skills to find the answers to the

fifteen questions for the scavenger hunt. Students are exposed to a variety of informational and interactive links which they use to expand their

knowledge of energy. The filamentality webpage targets diverse learners. Students are encouraged to take advantage of the website throughout the

unit and to involve their parents, friends and members of the community to visit the website and learn the importance of energy and energy

conservation. The Teacher and Parent Resources category contains specific websites with resources to aid parents in teaching their children about

energy and educating themselves as well. Overall, the filamentality webpage provides students access to free, educational, and most of all fun websites

on energy!

Filamentality Rationale

Energy FilamentalityAll about Energy

An Internet Hotlist on Energy

created by Mahmoona Aslam and Aqsa NaureenBrooklyn College

Introduction | Informational | Videos and pictures | Interactive | Games | Quizzes-Test your knowledge | Teacher and Parent Resources

IntroductionThroughout our unit of study, we have learned about energy, the different types of energy, how it transforms and its many uses in our environment. We have been using books and magazines to learn about energy, let’s use the power of the internet to learn even more about energy! Use the pictures, informational and interactive section to refresh your skills and gain more knowledge about energy. The videos, games and quizzes are an excellent way for you to assess your own skills. Don’t forget to invite your parents to go through our Teacher and Parent Resources to enhance their own knowledge of energy. Remind your parents about the unlimited renewable sources that nature provides and encourage them to browse through these links to learn about saving energy and money! The links below will help you complete your scavenger hunt. Good luck and good hunting!

http://www.brooklyn.cuny.edu/web/home.php








Follow-UpAfter the completion of the

scavenger hunt and a wrap up at the end of the lesson, students will

be told to review for their end of the unit formal assessment. In

order to incorporate a hands-on review, the teacher will play a game

in the form of Jeopardy. The following slides present the game.

Enjoy!

Welcome!The Topic For Today Is Energy

Presented to you by Mahmoona Aslam & Aqsa

Naureen

Energy Review Light Heat Sound Energ

y Transfer

True or False

200 200 200 200 200

400 400 400 400 400

600 600 600 600 600

800 800 800 800 800

1000 1000 1000 1000 1000Bonus Question: 2000 pts

Topic 1: 200• Question:• Light travels in this form; some are

short and some are long. • Answer• What is a wavelength?

Back

Topic 1: 400• Question:• The sun, moon, starts and lightning

are all sources of…• Answer• What is natural light?

Back

Topic 1: 600• Question:• In this object or substance, no light

goes through. It is either reflected or absorbed.

• Answer• What is opaque?

Back

Topic 1: 800• Question:• When light bounces off a smooth,

shiny surface, this process has occurred.

• Answer• What is reflection?

Back

Topic 1: 1000

• Question:• This object reflects light rather than

refracts light.• Answer• What is a mirror?

Back

Topic 2: 200• Question:• This type of heat transfer occurs

when a material comes in direct contact with something else.

• Answer:• What is conduction?

Back

Topic 2: 400• Question:• A certain type of decorative lamp

contains colored liquids. These liquids form globs that break off and rise to the top of the liquid. The glob rises due to….

• Answer• What is convection?

Back

Topic 2: 600• Question:• You are in the top bunk of a bunk bed

and you want to turn the air conditioner on while your friend on the bottom bunk is fine. This is caused by….

• Answer• What is convection?

Back

Topic 2: 800• Question:• A huge rock at the state park gets so

hot during the day that you can not sit on it from….

• Answer• What is radiation?

Back

Topic 2: 1000

• Question:• This picture is:

• Answer• What is conduction?

Back

Topic 3: 200• Question:• These types of sound waves vibrate

very fast and have a high pitch.• Answer:• What are high frequency waves?

Back

Topic 3: 400• Question:• These types of sound waves vibrate

very slow and have a low pitch.• Answer:• What are low frequency waves?

Back

Topic 3: 600• Question:• A glass filled with a very small

amount of water will make this kind of pitch.

• Answer:• High pitch tones

Back

Topic 3: 800• Question:• As you increase the amount of water

in a glass, the pitch of the sound will become…

• Answer:• What is a low pitch tone?

Back

Topic 3: 1000

• Question:• These types of instruments produce

sound when air particles move back and forth creating sound waves.

• Answer:• What is wind instruments?

Back

Topic 4: 200• Question:• A toaster changes this form of

energy into heat and light energy.• Answer• What is electrical energy?

Back

Topic 4: 400• Question:• Energy is always transformed from

one form to another, but it is never….

• Answer• What is destroyed?

Back

Topic 4: 600• Question:• Mechanical energy is being

transformed into this form of energy when we rub our hands together. You can ask a question here, it has to relate to the topic, as # get higher, Q’s get harder!

• Answer• What is heat (or thermal) energy? Back

Topic 4: 800• Question:• When we overeat, the energy in the

food becomes stores as this type of energy.

• Answer• What is potential energy?

Back

Topic 4: 1000

• Question:• This is the energy of motion, the

higher the speed of the object that it is moving, the more it has of this energy.

• Answer• What is kinetic energy?

Back

Topic 5: 200• Question:• A car has both potential and kinetic

energy. • Answer• What is true?

Back

Topic 5: 400• Question:• For any type of change to happen,

energy is required. • Answer• What is true?

Back

Topic 5: 600• Question:• The chemical energy in the batteries

is transformed into thermal energy which is then transferred into light and heat energy.

• Answer• What is false?

Back

Topic 5: 800• Question:• Cold air moving into your house

through an open door in the winter is an example of the movement of heat energy to objects.


Back

Topic 5: 1000

• Question:• Sound can travel under water as

much as eight times faster through water than through air.


Back

Bonus Question: 2000 pts.

• Question:• Batteries and food are examples of

this type of energy.• Answer• What is chemical energy?

Back

Documents

All About Energy Third grade STEAM Inquiry Unit Plan Mahmoona Aslam Aqsa Naureen Edu 7204T Summer 2012