Energy Is ElementaryBuilding Understanding to Use Energy as a Driving

Force in Elementary Teaching and Learning

CPE Energy Is Elementary –Project Objectives

Build understanding of regional, national, and global energy socio-scientific issues related to energy in elementary teachers and their students.

Enhance the energy literacy of participating elementary teachers and their students.

Utilize energy concepts as a unifying theme across the curriculum and across grades.

Increase understanding of energy concepts and support development of students’ critical thinking skills through the Use the Claims-Evidence-Reasoning (CER) framework.

Increase awareness of STEM career pathways (particularly those related to energy production) and increase the interest of students in pursuing those pathways.

Rocking Your Energy Understanding

What ideas about energy do you see represented in this video?

Energy Literacy Principles

Energy in the World

Dr. Rodney Andrews, Director, Center for Applied Energy Research

What Is Energy?Energy web resources:

http://energy.gov/eere/education/energy-literacy-essential-principles-and-fundamental-concepts-energy-education

http://energy.ky.gov/Pages/default.aspx (click on Energy in Kentucky Timeline)

http://www.eia.gov/kids/

http://www.ftexploring.com/energy/energy.html

http://www.energyquest.ca.gov

http://www.livescience.com/42881-what-is-energy.html

Connecting to Literature

Hunting for Energy – Forms of Energy

Identifying Energy Transfers

Can you identify the kinds of energy transfers that occur in the objects you have been given?

Energy in the Next Generation Science Standards

“The performance expectations in fourth grade help

students formulate answers to questions such as:

“What are waves and what are some things they can

do? How can water, ice, wind and vegetation change

the land? What patterns of Earth’s features can be

determined with the use of maps? How do internal and

external structures support the survival, growth,

behavior, and reproduction of plants and animals?

What is energy and how is it related to motion? How is

energy transferred? How can energy be used to solve a

problem?”” –NGSS Grade 4 Storyline and Standards

The Energy PEs – Kindergarten

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]

The Energy PEs – 4th Grade

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

4-PS3-2. Make observations to provide evidence thatenergy can be transferred from place to place by sound, light, heat, and electric currents.

4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

The Energy PEs – 5th Grade5-PS3-1. Use models to describe that energy inanimals’ food (used for body repair, growth,motion, and to maintain body warmth) wasonce energy from the sun. [ClarificationStatement: Examples of models could includediagrams, and flow charts.]

The Energy Standards –The Fine Print

RI.4.9. Integrate information from two texts on the same topic inorder to write or speak about the subject knowledgeably.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Outstanding Trade Books

Let’s generate ideas about ways in which we could use tradebooks with elementary students …

A Victim of …

• What do you think of the analogy at 00:50?

• What do you think students would predict about Galileo’s experiment at 1:18?

• What is the significance of the idea presented at 1:38?

• What ideas about gravity are discussed starting at 2:22?

Two Trade Books

“This month’s book for grades K–2poses questions that can be answeredby doing activities like droppingobjects and observing them fall.”

“To get students thinking about this, thesecond lesson for grades 3–6 suggeststhat they try some simple toys and games.Students then predict how the toys andgames would work in a weightlessenvironment: the space shuttle or ISS.”

Exploring This Concept

“How do you think the game of hockey would work in space?”

Your group will be given a toy. Play with it, then describe how gravity affects it. Finally, predict how the toy would work in space.

Categorizing Forces

The Fantastic Four Are …

The Human Torch He is analogous to the heat resulting

from friction produced by the Electromagnetic

force.

The Thing He is analogous to the Strong force that keeps particles in the nucleus from

flying apart.

The Invisible Woman She is analogous to the Weak force in that we only see its

effect during radioactive decay.

Stretch He is analogous to Gravity in that this is the only

force that stretches over

great distances.

Guiding Principle for Teaching and Learning

Literacy requires both knowledge and practice:“The social and natural sciences are not justbodies of knowledge; they are also a set ofpractices used to establish, extend, and refinethat knowledge. Effective teaching infuses thesesame practices into the learning experience,engaging learners in inquiry-based, authenticexperiences that rely on credible information,data, and evidence as the foundation for taking aposition, forming conclusions, or making claims.”

Gaining a 3-D Vision

Susan Barry taught herself to see in 3-D at

the age of 48; we can teach ourselves to

think of learning experiences in 3-D

wherever we are in our career.

What initial ideas do you have about what is meant by ‘three-dimensional learning’?

The First Dimension

Finding the Venn in the Practices

What Is Happening in This 5th-Grade Classroom?

Let’s first discuss your answer to the teacher’s question

Then, let’s describe what happens as students explore this question

What Is Emmanuel Vincent Doing in This Article?

Is what is happening in the two contexts similar? Should it be?

CER Framework

• What does CER mean?

• How can we scaffold students’ use of this framework?

A Focus on Argumentation

The first four minutes of the video will show how the teacher (from N KY) thought about the 3 dimensions of NGSS. The next three minutes

will show students engaging in argument from evidence. What is effective about what happens in this second segment?

Claim

Relevant

Stands Alone

Evidence

Appropriate

Sufficient

Reasoning

Stands Out

Link Between Claim and Evidence

Use of a Scientific Principle or Knowledge

Getting Cl-Ev-R

A Resource for Supporting Argumentation

A Recap of Day 1Grant Objectives and Bigger Picture

Energy Literacy Principles

Forms and Types of Energy

Conservation of Energy and Energy Transfer

Contact & Non-contact Forces and Gravity

Newton’s Cradle

Science & Engineering Practices

Argumentation and CER Framework

K – What do we think we know?

L – What are we learning?

[claims]

E – What is our evidence?

W – What do we still wonder about?

S – What scientific principles / vocabulary help explain the phenomena?

Looking Ahead to Tomorrow

Energy Conservation and Sustainability

Flick a Switch Measuring Energy in Our Homes

The Energy Lens Systems Thinking and Representing Energy

Solar Power Module Energy Transfers and Energy Production

Scaffolding for the CER Framework

The KLEWS Chart as a graphic organizer