A3

= = = 7th Grade Unit on Energy =

Stage 1 -- Desired Results
 * Science Content Standard Addressed**

S7.PHS.5 The learner will be able to explain the conservation of energy during energy conversions.

S7.PHS.7 The learner will be able to explain the transfer of energy utilizing simple machines.

S7.PHS.8 The learner will be able to explain the various ways in which energy can be transferred.


 * Other Content Area Standards Addressed**

M7.CES.2 M7. CES.1 M7.DPS.1


 * NETS-S Standards Addressed**

THESE SHOULD BE NOTED (Embedded) ALONG WITH EACH RELEVANT ACTIVITY in the lesson/unit plan. That's much more explanatory than just listing them in a big chunk here. ALSO remember that if the technology being used is not IN THE HANDS OF STUDENTS then it does not constitute a NETS-S skill. E.g. teachers using a Pboard to show something to students IS NOT a NETS-S skill!


 * Enduring Understanding/Goal**
 * Understand the law of conservation of energy that energy cannot be created or destroyed but changes form.
 * Know how energy, work, and power are related
 * Know the difference between kinetic and potential energy


 * Essential Questions**
 * What is energy and where does it come from?
 * How can all forms of energy be traced to the sun?
 * What energy sources will improve the conservation and efficiency in the Virgin Islands?


 * Student Objectives (Learning Outcomes)**
 * Students will perform an energy conversion (example: heating water, stretching elastic band)
 * Students will calculate the cost of a kilowatt hour using their electric bill
 * Using a simple machine, students will demonstrate an energy conversion (PH Motion, Forces & Energy chapter 2,5)
 * Students will work with pendulums to demonstrate kinetic and potential energy
 * Using a real-world design, students will demonstrate understanding of energy transfer (build a roller coaster, etc)

Stage 2 -- Assessment Evidence
 * Performance Tasks**
 * Design a roller coaster demonstrating transfer from potential to kinetic energy
 * Use the properties of simple machines to synthesize a series of potential to kinetic energy transfers (Rube Goldberg Machine search on Google)
 * Students will apply mass, velocity, and kinetic energy to a manipulative to show energy transfer.
 * Students will identify pendulums/simple machines in real life
 * Follow the sun’s energy through the conversions necessary to heat water in a 40 gallon tank to 160 degrees Fahrenheit (physics4kids.com, resources from local VI Energy Office, guest speakers from Energy department)


 * Other Evidence of Student Understanding**

Stage 3 -- Learning Plan
 * Learning Activities**

The Students will:
 * View video clips of roller coasters and ask students how energy is utilized and expended while teacher asks questions for students to identify the kinetic and potential energy changes
 * Calculate power with lab from text book (Can You Feel the Power, pg 156m)
 * Create and analyze data table that measures energy savings over time
 * Use different types of balls and drop from 1 meter height, count number of bounces, and graph the results (energy and falling motion, use video camera, probe, sensor, etc.)


 * Unit Overview**


 * Lesson Plans**

__Lesson 1__

Essential Question(s):

What is energy and where does it come from?

Lesson Plan/Activities:

Day 1
 * View roller coaster video and have discussion with guiding questions
 * For the teacher, [|a good video] that demonstrates the roller coaster in the context of conservation of energy.. helpful for explanation to students.
 * The student roller coaster video (still looking)
 * [|Good site] for students understanding how roller coasters work in relation to energy
 * Pre-assess students with graphic organizer (mind map, mindomo.com using Promethean board)
 * Here is a web quest URL http://www.glencoe.com/sec/science/webquest/content/rollercoast.shtml#introduction, that students can use to observe roller coasters in action,design their own, and submit for approval on the site. Just and idea to add a technology project.

Day 2 and 3
 * Team Activity: Demonstrate kinetic and potential energy and practice equations. (build simple pendulums and manipulate length and mass to calculate kinetic energy.Record results, graph, and draw conclusions.

Day 4 and 5
 * Discussion of power and units used to calculate power.(Feel the Power lab, Text pg 156m)

Day 6 and 7
 * Discussion of WAPA billing showing KWH consumption and how to calculate the cost per kilowatt hour.Students will be provided with real-world data on amps used by refrigerator, lamps (compact florescent and incandescent) and calculate Watts.
 * HW students go find 5 appliances that list amp use and multiply by volts and hours of use per day

Day 8
 * View video demonstrating the sun as the source of all radiant energy formed from the thermonuclear reaction of turning hydrogen into helium and have discussion brainstorming all forms of the sun’s energy that it transfers into after reaching the Earth’s surface. (example heat energy, chemical energy, and all energy of the electromagnetic spectrum)
 * Solar water heating demonstration.Construct simple unit and measure water temperature before and after to find heat absorbed.Then convert calories to Watts to KWH and how much would that cost from WAPA

Day 9-12
 * View Rube Goldberg Machine (rubegoldberg.com) videos and provide students with materials to synthesize components of simple machines and build similar apparatus (which might be a roller coaster, or perhaps some other machine) to demonstrate transfer of energy from potential to kinetic energy.Student products will keep marble or ball in motion for at least 15 seconds and they will complete the building in two days.They must include simple machines. (Examples, inclined planes, levers, and pulleys.)

Resources:
 * Text book
 * Web resources
 * materials for constructing simple machines, pendulums, Rube Goldberg machines,

Portions derived from Understanding By Design Worksheet Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) and Creating 21st Century Classrooms III: Connecting the Dots unit template (VT Department of Education, 2010)