Sample Pages from
Discovering Science through Inquiry:
Energy
The following sample pages are included in this download:
• Teacher’s Guide Cover, Table of Contents, How To Use
This Product, and Lesson 4: Mechanical Energy lesson plan
• Inquiry Handbook Cover and Lesson 4: Mechanical Energy
student activity sheets
• Inquiry Card for Lesson 4: Wrecking Ball Mayhem
For correlations to Common Core and State Standards, please
visit http://www.teachercreatedmaterials.com/correlations.
www.tcmpub.com
.
800.858.7339
. 5301 Oceanus Drive, Huntington Beach, CA
92649
Table of Contents
Introduction and Research
About Inquiry-based Learning . . . . . . . . 4
Inquiry-based Learning for the
21st Century . . . . . . . . . . . . . . . . . . . 4
Qualities of an Inquiry-based
Classroom . . . . . . . . . . . . . . . . . . . . . 5
Making the Transition to
Inquiry-based Instruction . . . . . . . . 6
Using the 5 Es in a Science
Classroom . . . . . . . . . . . . . . . . . . . . . 7
Asking Good Questions . . . . . . . . . . . . 9
Teaching Scientific Vocabulary . . . . . 10
Differentiating Science
Instruction . . . . . . . . . . . . . . . . . . . . 11
Using Technology in the
Inquiry-based Classroom . . . . . . . . 14
Assessment . . . . . . . . . . . . . . . . . . . . . 15
How to Use This Product . . . . . . . . . . . .
Why Use Discovering Science
through Inquiry? . . . . . . . . . . . . . . .
Teacher’s Guide . . . . . . . . . . . . . . . . .
Inquiry Handbook . . . . . . . . . . . . . . .
Inquiry Cards . . . . . . . . . . . . . . . . . . .
Teacher Resource CD . . . . . . . . . . . . .
Using the Video Clips . . . . . . . . . . . . .
Sample Pacing Plans . . . . . . . . . . . . .
18
18
18
25
26
27
27
29
Standards Correlation . . . . . . . . . . . . . . 31
Content Overview . . . . . . . . . . . . . . . . . . 34
© Teacher Created Materials
Lessons
Lesson 1: What Is Energy? . . . . . . . . . 35
Lesson 2: Potential Energy . . . . . . . . 43
Lesson 3: Kinetic Energy . . . . . . . . . . 51
Lesson 4: Mechanical Energy . . . . . . 59
Lesson 5: Thermal Energy . . . . . . . . . 67
Lesson 6: Heat Transfer:
Conduction . . . . . . . . . . . . . . . . . . . 75
Lesson 7: Heat Transfer:
Convection . . . . . . . . . . . . . . . . . . . 83
Lesson 8: Heat Transfer: Radiation . 91
Lesson 9: Electrical Energy . . . . . . . . 99
Lesson 10: Chemical Energy . . . . . . 107
Lesson 11: Energy
Transformations . . . . . . . . . . . . . . 115
Lesson 12: Renewable Energy
Sources . . . . . . . . . . . . . . . . . . . . . . 123
Lesson 13: Wind Energy . . . . . . . . . . 131
Lesson 14: Solar Energy . . . . . . . . . . 139
Lesson 15: Light Energy . . . . . . . . . . 147
Lesson 16: Sound Energy . . . . . . . . . 155
Culminating Activity: Energy Expo . . . . 163
Appendices
Appendix A: References Cited . . . . 167
Appendix B: Differentiation
Suggestions . . . . . . . . . . . . . . . . . . 168
Appendix C: Contents of the
Teacher Resource CD . . . . . . . . . . 174
#15534—Energy Teacher’s Guide
3
Introduction and Research
How to Use This Product
Why Use Discovering Science through Inquiry?
This series was developed to provide teachers with an engaging and interesting way to present
science concepts to students. In addition to providing students with rich, scientific experiences,
teachers are provided with background and additional information about each topic covered
within the kit so that they can provide accurate content-related instruction to students. Each kit
focuses on a specific scientific concept and provides 16 lessons that support the instruction of
that concept.
This kit contains a Teacher Resource Guide, a Teacher Resource CD, an Inquiry Handbook, and
16 Inquiry Cards. The following pages provide specific information for how to use each of the
components within the kit.
Teacher’s Guide
Lesson Overview Page
Both content and
process standards are
identified for the lesson.
A standards correlation
chart (pages 32–33)
lists these standards.
Essential vocabulary
words are identified
and defined. Students
will study these words
throughout the course
of the lesson.
The Essential Question
identifies the “big
idea” covered in the
lesson. By the end of
the lesson, students
should be able to clearly
answer this question.
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#15534—Energy Teacher’s Guide
Lesson 1
What Is Energy?
Standards
Overview
Content Standard
Engage
Understands the sources and properties
of energy
In this section, students are introduced
to various forms and sources of energy.
Each lesson is divided
into the following
sections: Engage,
Explore, Explain,
Elaborate, and Evaluate.
This overview provides
a brief synopsis of the
activities that students
will complete in each
section of the lesson.
Process Standard
Knows that scientists’ explanations about
what happens in the world come from
observations and inferences
Explore
In this section, students research
different sources of energy and create a
visual representation of their findings.
Vocabulary
absorb: to take in (energy)
energy: a source of usable power
kinetic energy: the energy possessed by an
object due to its motion
Explain
potential energy: the energy possessed by an
object due to its position; stored energy
In this section, students discuss forms
of energy and sources of that energy in
their everyday lives.
?
Each title identifies the
topic of study for the
lesson.
Elaborate
In this section, students learn about
the availability of energy sources.
Essential Question
What is energy and what are
the different forms in which
it exists?
© Teacher Created Materials
Evaluate
In this section, students examine the
Essential Question of the lesson and
reflect on their learning. Students also
take the What Is Energy? Assessment.
#15534—Energy Teacher’s Guide
35
© Teacher Created Materials
Introduction and Research
How to Use This Product
(cont.)
Teacher’s Guide (cont.)
Background Information Pages
This page provides a written
overview of the lesson topic.
Use this information as a way
to prepare for instruction and
classroom discussion.
Lesson 1
What Is Energy?
Background Information for the Teacher
Energy is a fundamental part of the universe.
It is a source of usable power used to do work.
It is used to light cities, as well as to power
planes, trains, and automobiles. Energy is
required to heat homes, power machinery, and
cook food. Energy is not only found in these
processes, but also in the objects themselves.
When an object is at rest it has potential
energy, or stored energy. When that resting
object begins to move, the potential energy
transforms into kinetic energy. Between the
energy that objects possess and the energy
found in processes, energy can be found all
around us.
In fact, there are many forms of energy. Some
of which include:
• Mechanical Energy: This is the energy
objects have as a result of their motion and
position. Simply put, potential energy plus
kinetic energy equals mechanical energy.
This is the energy that makes wheels turn
and motors spin.
• Solar Energy: This is energy from the sun
that provides heat and light. Solar energy
has become a popular alternative to other
nonrenewable resources in recent years.
• Thermal Energy: This is energy produced by
heat. We use heat to keep warm. We use
heat to cook food.
• Chemical Energy: This is the energy stored
in food, fuel, and other matter. Chemical
energy is released and absorbed, or taken in,
during chemical reactions, such as digestion.
When we eat food, our bodies store the
nutrients as chemical energy. Our bodies
need this energy to move and do work.
Chemical energy is also found in batteries.
• Electrical Energy: When people think of
energy, this is most often what comes to
mind. Electrical energy powers many things
in our homes and offices. It provides light,
entertainment, and heat. Even a gas stove
requires electrical energy!
• Light Energy: This is the energy that allows
us to see objects in a range of vibrant colors
and shades.
• Sound Energy: This is the energy that allows
us to hear our favorite songs and babies
crying. Waves of sound energy vibrate
through rock concerts and movie theaters on
a nightly basis.
The Law of Conservation of Energy states that in
any of these forms, energy cannot be created,
nor can it be destroyed. Energy can only be
transferred or transformed. Therefore, the sum
of all the energy in a system is constant. For
example, if a student is at a resting position on
a swing and her potential energy equals twenty
joules (units of energy), then her kinetic energy
would equal zero joules. As she swings, her
potential energy converts to kinetic energy and
back again. At all points in the pendulum of
her swing, her potential and kinetic energy will
add up to twenty joules. Energy has not been
created or destroyed.
Lesson 1
Energy is everywhere. It is in our bodies, the
earth, and even the sun. Energy is necessary
for life, and at the same time, allows us to
live comfortably. Without energy, life would
not exist.
What Is Energy?
More to Know
Additional Vocabulary
Btu: abbreviation for British thermal unit; unit for heat in the imperial system
joule: unit for heat in the International System of Measurements
Measuring Energy
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#15534—Energy Teacher’s Guide
This page provides additional
vocabulary and information that may
be necessary for classroom discussion.
This information is not intended to be
directly taught to students, but can be
shared with them if the need arises.
In addition to vocabulary, this page
may include interesting facts, data and
statistics from around the world, helpful
websites, and diagrams or photos to
support the topic.
Energy is measured using a few different methods. One of the basic measuring units is called
for British thermal unit. One Btu is the amount of heat energy it takes to
increase the temperature of one pound of water by one degree Fahrenheit, at sea level. One Btu
is equal to the energy contained in one blue-tip kitchen match. The energy in one thousand Btus
roughly equals the chemical energy in about four-fifths of a peanut butter and jelly sandwich or
the energy burned during one hour of bicycling.
a Btu,
which
stands
© Teacher
Created
Materials
Energy also can be measured in units called joules. The term joule is named after James Prescott
Joule and is the unit for energy in the International System of Measurement. How are Btus and
joules related? The approximate conversion between units is as follows:
1,055 joules = 1 Btu
1,000 joules = 1 kilojoule
Energy to Burn
If you eat a blueberry muffi
n that has 360 calories,
approximately 1,428 Btus,
you have energy to burn!
In order to burn that amou
nt of energy you could:
• jog for 21 minutes
• bicycle for 1 hour 17
minutes
• mow the lawn for about
1 hour
• vacuum the house for 1
1 2 hours
© Teacher Created Materials
© Teacher Created Materials
#15534—Energy Teacher’s Guide
37
#15534—Energy Teacher’s Guide
19
Introduction and Research
How to Use This Product
(cont.)
Teacher’s Guide (cont.)
Engage Activity
This section of the lesson is always a demonstration or quick, engaging activity to be completed
as a class. It will grab students’ attention and get them excited about the lesson.
The materials are listed
at the top of the page.
Lesson 1
What Is Energy?
Engage
Materials
• Sunimage(sun.jpg)
• physicalexamplesof
energy sources
• Lightningimage
(lightning.jpg)
In this sec
tion,
students are
introduced
to various
forms and
sources of
energy.
This overview provides
a brief synopsis of the
activity that students
will complete in this
section of the lesson.
Procedure
1. Write the word energy on the board. Ask
students to think about what this word
means to them. Ask them to think about
where they have seen the word, what
it means, and what they associate with
the word.
The procedure provides
step-by-step instruction
for completing the
Engage activity with
students. Appropriate
organizational
suggestions, leading
questions, and
instructional strategies
are provided here.
2. Have students share their ideas with a
neighbor and explain what it means.
3. Ask student volunteers to share their
ideas with the rest of the class. Record
their responses on a large sheet of
chart paper.
4. When all volunteers have shared, look
at the ideas as a group. Have students
share what they think about other
students’ responses and what they have
learned from this discussion.
5. Explain to students that energy is
a source of power used to do work.
Tell students that they are going
to look at examples of the sources
of energy— things that have and
transfer energy.
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#15534—Energy Teacher’s Guide
6. Point to the Sun or hold up a picture
of the Sun. Introduce the term solar
energy and discuss how all other energy
forms stem from solar energy. Hold
up an apple, orange, or other fruit or
vegetable. Ask students how solar
energy is responsible for food growth.
7. Hold up a container of motor oil
(preferably in clear plastic so students
can see the oil). Petroleum products,
similar to motor oil, are sources of
chemical energy that are used to power
motor vehicles and heat homes.
8. Hold up a lighter and light it. The
flame represents thermal energy that is
produced by heat.
9. Hold up a pinwheel and blow on it.
Wind is a valuable energy source.
10. Hold up a lightbulb and a picture
of lightning. Light energy is a very
common source of energy.
11. As a class, discuss other possible sources
of energy. Discuss what form of energy
the source has and how that energy
might change to another form.
© Teacher Created Materials
Technology Tips
• If a video clip is used in this section of the lesson, that clip can be displayed on the computer
or the interactive whiteboard.
• Other video clips from this kit, your school library, or the Internet can also be shown here to
further engage the students and activate their prior knowledge about the lesson concept.
20
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Introduction and Research
How to Use This Product
(cont.)
Teacher’s Guide (cont.)
Explore Activity
This section of the lesson provides students with the opportunity to explore the lesson concept by
conducting an experiment or investigating a question.
Lesson 1
The materials are listed
at the top of the page.
What Is Energy?
Explore
Materials
• InquiryHandbook:
Energy Quest (page 11)
• booksonenergysources
• Internetaccess(optional)
• posterboard(oneper
student)
• markersorcoloredpencils
In this sec
tion, stude
nts
research dif
fer
of energy an ent sources
d
visual repres create a
entation of
their findin
gs.
Procedure
The procedure provides
step-by-step instruction
for leading students
through the Explore
activity. Appropriate
organizational
suggestions, leading
questions, and
instructional strategies
are provided here.
1. Write the following list of energy forms
on the board:
•mechanical
•solar
•electrical
•light
•sound
•thermal
•chemical
5. Students should then formulate
hypotheses in response to the questions
and conduct research related to their
chosen energy source to determine if
their hypotheses are correct.
2. As a class, discuss sources that might
have or produce each form of energy.
List these sources on the board as
bubble maps for each form of energy.
6. After the research has been conducted,
instruct students to illustrate their
findings by creating a poster. Each
student or group should include their
hypotheses, overview of research, and
conclusion on their poster.
3. Distribute copies of the Energy Quest
activity sheet to students. Allow
time for students to read through the
instructions and ask any questions they
may have.
7. Once posters have been created, have
students or groups present their findings
to the class. Each student or group
should share his or her hypothesis,
research, and conclusion.
Note: A list of
experiments is
included on the
Teacher Resource CD.
4. Instruct students to choose an object
from home or school that uses or
transfers energy. Students may work
alone or in groups to research their
chosen energy sources. Ensure that each
student has chosen an energy source and
that there is a variety amongst students.
© Teacher Created Materials
This overview provides
a brief synopsis of
the activity that will
occur in this section of
the lesson.
#15534—Energy Teacher’s Guide
39
Technology Tips
• Allow students to take digital pictures during the different stages of their experiments. These
pictures can be made into classroom posters or posted online to document their findings.
• Allow students to create a Microsoft PowerPoint® slide show to document their experiments. The
slides can include information about their questions for investigation, hypotheses, experimental
designs, observations, and conclusions.
© Teacher Created Materials
#15534—Energy Teacher’s Guide
21
Introduction and Research
How to Use This Product
(cont.)
Teacher’s Guide (cont.)
Explain Activity
This section of the lesson involves explaining the information that students have been discovering
within the Engage and Explore sections.
Lesson 1
The materials are listed
at the top of the page.
What Is Energy?
Explain
Materials
• InquiryHandbook:
Energy Makes the World Go ‘Round (page 12)
Energy in My Community (page 13)
What Is Energy? Vocabulary (page 14)
The procedure
provides step-by-step
instruction for leading
students through the
Explain activity. It
includes appropriate
organizational
suggestions, leading
questions, and
instructional strategies
to help students
read the background
information and
complete the graphic
organizer and
vocabulary activity.
In this sec
tion,
students dis
cu
forms of en ss
ergy
and source
s of that
energy in the
ir
everyday liv
es.
Procedure
1. Ask students to think about how energy
affects their daily lives. Write the
definition of energy on the board: a
source of power used to do work.
2. Have a class discussion about forms and
sources of energy. Review the energy
sources students researched and discuss
their findings. Did multiple sources use
and transfer that same form of energy?
Write the forms and sources of energy on
the board.
3. Distribute copies of the Energy Makes
the World Go ‘Round background page to
students. Ask students to think about
energy forms and sources in their own
lives as they read the information.
This overview provides
a brief synopsis of the
activity that students
will complete in this
section of the lesson.
5. Distribute copies of the Energy in My
Community activity sheet to students.
Allow time for students to complete
the activity sheet in pairs. Students
should use the background page to help
complete the activity sheet.
6. Discuss the forms of energy and
the sources of that energy that
students found.
7. Distribute copies of the What Is Energy?
Vocabulary page to students and allow
time for them to complete it. Have
students discuss possible answers with
peers if they need help.
4. Discuss the forms and sources of energy
that were mentioned in the text. Add
any new information that is not already
on the board.
40
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Technology Tips
• Use the PDFs from the Teacher Resource CD to project the student background information and
activity sheets onto an interactive whiteboard. As a class, use text and/or image features of the
interactive whiteboard to annotate and highlight the text and complete the activity sheets.
• Use a document projector to display the student background information and the activity sheets. As a class, annotate and highlight the text and complete the activity sheets.
22
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Introduction and Research
How to Use This Product
(cont.)
Teacher’s Guide (cont.)
Elaborate Activity
This section of the lesson involves elaborating on the information that students have been
learning throughout the lesson.
Lesson 1
The materials are listed
at the top of the page.
What Is Energy?
Elaborate
In this sec
tion,
students lea
rn
the availabil about
ity of
energy sou
rces.
Materials
• InquiryCard:SoManySources!
• InquiryHandbook:SoManySources!
(page 15)
Using the Card
The procedure provides
step-by-step instruction
for helping students
analyze the information
provided on the Inquiry
Card. It also includes
suggestions for how to
help students complete
the information found
on the back of the card.
1. Display the So Many Sources! Inquiry
Card and distribute copies of So Many
Sources! from the Inquiry Handbook
to students.
2. Tell students that the card shows
examples of energy sources that are
renewable and nonrenewable. Explain
the difference between renewable and
nonrenewable sources of energy. Discuss
what students already know about
these sources.
3. Read the background information to
students and help them identify sources
of energy in the home and school that
are renewable and nonrenewable. Use
the Inquiry Discussion Questions to
further this discussion.
4. Use the differentiation suggestions for
students to complete the Analyzing
Science questions.
5. Allow students time to complete the
Nonfiction and Fiction Writing Prompts
and the Scientific Challenge. These
activities can be completed in centers or
workstations, if desired.
Inquiry Discussion Questions
• Whichenergysourceisinhighestdemand?
Why do you think so?
• Howaremostenergysourcesrelated?
• Whatmustoccurtoincreasetheamount
of solar, wind, and hydropower used
for energy?
Use these questions to
facilitate inquiry‑based
discussions about
content related to the
image, diagram, photo,
chart, or map found on
the Inquiry Card.
Differentiation
Above-Level Learners
Have students complete the triangle
Analyzing Science question.
On-Level Learners
Have students complete the square
Analyzing Science question.
Below-Level Learners
Have students complete the circle
Analyzing Science question.
English Language Learners
Explicitly link renewable and
nonrenewable resources with students’
background experiences. Provide
students with an outline to guide their
research. Allow students to work in
pairs or small groups.
© Teacher Created Materials
This overview provides
a brief synopsis of the
activity that students
will complete in this
section of the lesson.
#15534—Energy Teacher’s Guide
41
Use the differentiation
suggestions provided to
help students complete
the Analyzing Science
questions on the back
of the Inquiry Card.
Technology Tips
• Use the PDFs from the Teacher Resource CD to project the Inquiry Cards onto an interactive
whiteboard. Use the text features of the interactive whiteboard to point out key features of the
images, diagrams, or charts included on the cards.
• Use a document projector to display the backs of the Inquiry Cards for the students. This will
enable all students to see the information and complete the activities independently or during
centers or workstations.
• Have students use word processing or slideshow presentation software to record their responses
for the Fiction and Nonfiction Writing Prompts and the Scientific Challenges. Students can then
publish their work online.
© Teacher Created Materials
#15534—Energy Teacher’s Guide
23
Introduction and Research
How to Use This Product
(cont.)
Teacher’s Guide (cont.)
Evaluate Activity
This section of the lesson allows students to reflect on their learning and their understanding of
the lesson concepts. Students also take an assessment that provides the teacher with formal data
documenting student understanding.
Lesson 1
The materials are listed
at the top of the page.
What Is Energy?
Evaluate
Materials
• InquiryHandbook:
What Is Energy? Journal (page 16)
What Is Energy? Assessment (pages 17–18)
This section procedure
provides step-by-step
instruction for helping
students discuss the
Essential Question of
the lesson. There are
also procedures for
utilizing the science
journal pages and
the assessment.
This is the answer
key for all of the
student pages utilized
throughout the course
of the lesson.
In this sec
tion, stude
nts
examine the
Essential
Question of
the
reflect on the lesson and
ir learning.
Students als
o take the
Wh
Is Energy?
Assessment. at
This overview provides
a brief synopsis of the
activity that students
will complete in this
section of the lesson.
Procedure
1. Ask the class to reflect on what they
have learned. Discuss the concepts and
information that have been shared.
2. Discuss the Essential Question (page 35)
of the lesson. Students should be able to
articulate what energy is and share ideas
about forms of energy and sources of that
energy.
3. Distribute copies of the What Is Energy?
Journal activity sheet to students and
have them use it as a way to reflect on
the lesson and synthesize the major
concepts studied. This can also serve as
a review for the final assessment.
4. Distribute copies of the What Is Energy?
Assessment to the students and allow
them adequate time to complete it.
Answers for the assessment, as well as
the other activity sheets used in this
lesson, are provided below.
Answer Key
Energy Quest (Page 11)
Posters and presentations will vary.
What Is Energy? Journal (page 16)
Responses and illustrations will vary.
Energy in My Community (page 13)
Responses will vary. Possible answers include:
solar, electrical, thermal, chemical, sound,
heat, light, sun, and food.
What Is Energy? Assessment (pages 17–18)
1. C
2. A
3. D
4. D
5. C
Open Response
What Is Energy? Vocabulary (page 14)
1. potential energy
2. absorb
3. energy
4. kinetic energy
Illustrations will vary.
42
#15534—Energy Teacher’s Guide
Responses will vary.
© Teacher Created Materials
Technology Tip
Use an interactive whiteboard or document camera to display the journal pages. Have a class
discussion about the topic of the lesson and generate a class journal using the functions of
an interactive whiteboard. Or, record a class journal under the document camera. As a class,
annotate and highlight the text and complete the activity sheets.
24
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Introduction and Research
How to Use This Product
(cont.)
Inquiry Handbook
The Inquiry Handbook contains all of the student pages that are used throughout the kit.
Directions on how to use the student pages with each lesson are found in the Teacher’s Guide.
Each lesson includes the following pages:
Lesson 1
Lesson 1
Name: ___________________________________ Date: ________________
What Is Energy?
What Is Energy? Vocabulary
Energy Makes the World Go ‘Round
Energy in My Community
Directions: Follow the steps below to answer the questions. Formulate your
hypotheses and complete your research. Use the materials your teacher has
provided. Record your observations and draw your conclusions. Present your
research on a separate sheet of paper.
Energy is a source of usable power used to do work. Work is done when one object
transfers energy to another object. When an object is at rest it has potential energy,
or stored energy. When an object that is standing still begins to move it has kinetic
energy, or energy of motion. These are not the only forms of energy, however.
Energy is all around us.
Directions: Look at the picture below. Circle the different energy forms and
sources. Then, list all of the forms and sources of energy you found.
Hypotheses
Word Box
absorb
2.
3.
• Mechanical Energy: This is the energy objects have because of their motion or
position. This is the energy that makes wheels turn and motors spin.
• Solar Energy: This is energy from the Sun. This form of energy provides heat
and light.
Exploring the Research
1. Research the questions above using the Internet, school library, or books
your teacher has provided you. Write down the sources where you find
your information.
2. Choose an object that either uses or produces energy.
3. Create a poster that includes your hypotheses, observations, conclusion,
and answers the following questions:
• Whydidyouchoosethisobject?
energy
kinetic energy
Vocabulary Word or Phrase
1.
There are many forms of energy, such as the following:
Formulate your hypotheses. (What are the answers to the questions?)
Record your hypotheses.
4.
• Thermal Energy: This is energy produced by heat. We use heat to keep warm.
We use heat to cook food. The food we eat helps our bodies stay warm.
potential energy
Definition
the energy possessed by an object due
to its position; stored energy
to take in (energy)
a source of usable power
the energy possessed by an object due
to its motion
Directions: Illustrate each vocabulary word or phrase in the space provided.
Energy Forms and Sources
• Chemical Energy: This is the energy stored in food, fuel, and other matter.
When we eat food, our bodies store the nutrients as chemical energy. Our
bodies need this energy to move and do work. This type of energy is also found
in batteries.
Forms of Energy
Source
Forms of Energy
absorb
energy
kinetic energy
potential energy
Source
• Electrical Energy: This energy powers many things in our homes. It provides
light at night. It can heat our stoves. It also powers toys.
• Whatformofenergydoesithave?
• Canyourobject’senergychangetoadifferentformofenergy?
Describe that change.
• Light Energy: This energy travels in waves and allows us to see.
• Sound Energy: This energy travels in waves and allows us to hear.
4. Present your poster to the class.
5. Demonstrateyourobject’schangeinenergytoyourclass.
The Law of Conservation of Energy says that energy cannot be created or destroyed.
Energy can only be changed. It changes from one form to another. For example,
plants can absorb, or take in, energy from the Sun. They use this energy to create
sugars. When plants do this, they are changing solar energy into chemical energy.
Another change occurs when you turn on the lights in your classroom. You are
changing electrical energy into light energy. These changes happen all around us.
Observations
What interesting facts did you discover during your research?
Conclusion
Energy is everywhere. It is in our bodies. It is in the earth. It is even in the Sun.
Energy is necessary for life. It helps us live more comfortably. It is everywhere.
What are the answers to your questions? Write your conclusions. What did
you learn from your research?
#13657—Energy Inquiry Handbook
Directions: Write the vocabulary word or phrase next to its definition. Choose
words from the Word Box below.
Energy makes planes fly, cars move, and machines run. It lights our homes and
buildings. Energy powers our computers and other appliances we use every day.
Plants and animals need energy to grow. Energy in food helps your brain function
and your body move.
Where do you see energy in the world around you? How is it used?
© Teacher Created Materials
What Is Energy?
What Is Energy?
Energy Quest
Questions
Lesson 1
Name: ___________________________________ Date: ________________
Lesson 1
Name: ___________________________________ Date: ________________
What Is Energy?
11
experiment
designing page
12
#13657—Energy Inquiry Handbook
© Teacher Created Materials
© Teacher Created Materials
background
information
(4.0–4.9 reading level)
Lesson 1
What Is Energy?
So Many Sources!
Lesson 1
Name: ___________________________________ Date: ________________
Lesson 1
Name: ___________________________________ Date: ________________
What Is Energy?
What Is Energy? Assessment
Multiple Choice
Directions: Write a question you have
about energy here.
Question: What did you learn from
your research about energy?
Directions: Fill in the bubble next to the correct answer for each question below.
_______________________________
_______________________________
_______________________________
_______________________________
Finish this sentence about energy.
_______________________________
I am surprised that _______________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________.
_______________________________
Energy Vocabulary
Drawings and Illustrations
Directions: Write any new
words related to the term
energy here.
Directions: Draw an example of a source
of energy in your classroom. Include your
vocabulary terms in your drawing.
2. Energy cannot be ___________ or ____________.
A
created, destroyed
B
stretched, compressed
C
shrunk, enlarged
D
potential, kinetic
3. What is energy used to do?
A
turn on a light
B
go down a slide
C
heat water
D
all of the above
Comprehension
All Out of Energy
Buzz!Jarrett’salarmwokehim.Hewassotired!Allhewantedwasahealthy
breakfast. Jarrett dragged himself to the kitchen and opened the cabinet. It
was empty! He wondered where the food had gone. Jarrett decided he would
makehimselfhotteainstead.Butthestovewouldn’twork.Thingsdidnotseem
normal. Jarrett raced outside. The sun was not up. Jarrett hopped on his bike.
But the wheels would not turn. What was going on? The world had lost all of its
energy! Jarrett started to panic. Suddenly he heard a buzzing sound. He sat up
in bed. It had been a nightmare. Jarrett happily enjoyed a morning full of energy.
______________________
______________________
______________________
#13657—Energy Inquiry Handbook
1. All of the following are forms of energy EXCEPT:
A
mechanical energy.
B
chemical energy.
C
genetic energy.
D
thermal energy.
Directions: Read the paragraph below. Then answer questions 4 and 5 on the
following page. Fill in the bubble next to the correct answer for each question.
______________________
16
© Teacher Created Materials
vocabularydevelopment activity
Thinking About Energy
______________________
front of the
Inquiry Card
#13657—Energy Inquiry Handbook
Questions and Notes
______________________
15
14
What Is Energy?
What Is Energy? Journal
#13657—Energy Inquiry Handbook
13
graphic organizer
______________________
© Teacher Created Materials
#13657—Energy Inquiry Handbook
© Teacher Created Materials
science
journal page
© Teacher Created Materials
#13657—Energy Inquiry Handbook
17
assessment
Digital versions of these pages are included on the Teacher Resource CD. Additional copies of
the background information page are also included. These copies are written at various reading
levels to support the needs of all learners. (See page 27 for reading-level ranges of the alternate
background information pages. See page 176 for specific TCM reading levels of each passage.)
© Teacher Created Materials
#15534—Energy Teacher’s Guide
25
Introduction and Research
How to Use This Product
(cont.)
Inquiry Cards
The front of the card
contains photos, charts,
diagrams, images, or
maps pertaining to
the topic studied in
the lesson.
Background information is for
the information found on the
front of the card.
The Analyzing Science section
provides differentiated
questions to help the students
analyze the information
on the card at a level that
is appropriate for them.
Differentiation suggestions
for this section of the card
are provided in the Elaborate
section of the lesson.
The Nonfiction Writing
Prompt provides students
with a scenario to research
or investigate that directly
pertains to the information
on the Inquiry Card. Students
can complete this activity
individually, in pairs, in small
groups, or in centers
or workstations.
26
#15534—Energy Teacher’s Guide
The Fiction Writing
Prompt provides
students with a
creative scenario
that relates to the
information on the
Inquiry Card. Here,
students are invited to
use their imaginations
and creativity to write
things like stories,
poems, journals, and
comics.
The Scientific Challenge provides students with
an extension activity related to the information
provided on the Inquiry Card. Often this activity
invites students to complete additional research and
investigate related ideas.
© Teacher Created Materials
Introduction and Research
How to Use This Product
(cont.)
Teacher Resource CD
The Teacher Resource CD includes the following
types of resources:
• pre-/post-test
• student reproducible pages
• digital copies of both sides of the
Inquiry Cards
• alternative versions of the student
background information pages written at
additional reading levels: 2.0–2.4, 2.5–3.4,
and 6.5–7.4
• video clips to help engage students or
supplement their understanding of the
scientific concepts being studied
Using the Video Clips
There are eight video clips included in this kit. They are located on the Teacher Resource CD
and can be shown as the teacher deems necessary throughout the lessons included in the
kit. Depending on the available technology, these clips can be shown on the computer or the
interactive whiteboard. These clips can also be placed in slideshow presentation software. Each
clip is saved as an .mov or a .gif file. These files can be shown using QuickTime® Player. A Read
Me file is included in the video clips folder that provides instructions for downloading a free
version of QuickTime® Player. It is recommended that you download these clips to your hard drive
instead of playing them from the Teacher Resource CD. This will allow the clips to run as smoothly
as possible. Below are the filenames and a brief description of each clip.
NASA Now: Green Biofuel
(greenbiofuel.mov)
This video provides a great overview of the characteristics of green energy sources. It also shows
how the next generation of biofuels is being generated.
Water Slide
(waterslide.mov)
This clip shows the relationship between the potential and kinetic energy of water park
enthusiasts. Students will observe potential energy as the sliders sit at the top of the water slide.
Then, students will see the potential energy convert to kinetic energy as the sliders push off to
start their rides.
Video Credits: greenbiofuel.mov, NASA; waterslide.mov, Shutterstock
© Teacher Created Materials
#15534—Energy Teacher’s Guide
27
Introduction and Research
How to Use This Product
(cont.)
Using the Video Clips (cont.)
Bike
(bike.mov)
This clip shows how the parts of a bicycle work together in a system to transfer kinetic energy to
help a bicycle move.
Thermal Camera
(thermalcamera.mov)
A thermal imaging camera displays the thermal energy of a man.
Lightning Bug
(lightningbug.mov)
This clip shows a close-up look of the night-life behaviors of a lightning bug.
Water Wheel
(waterwheel.mov)
This clip shows a bamboo water wheel that is using water to power an irrigation system
in Vietnam.
NASA’s Real World Mathematics: Solar Power
(solarpower.mov)
This video takes students behind the scenes at the Solar Decathlon to explore the benefits of
solar energy. It provides an explanation of photovoltaic cells and how “conventional systems can
be used to create an unconventional house.”
NASA Kids Science News Network: What Is Sound?
(sound.mov)
This video explains and demonstrates how vibrations and sound energy are related.
Video Credits: bike.mov, Shutterstock; thermalcamera.mov, Shutterstock; lightningbug.mov, Shutterstock;
waterwheel.mov, Shutterstock; solarpower.mov, NASA; sound.mov, NASA
28
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Introduction and Research
How to Use This Product
(cont.)
Sample Pacing Plans
When designing a pacing plan for your classroom, it is important to consult the standards for your
grade level to see which lessons are most appropriate in helping you meet those expectations.
Additionally, you must take into consideration the readiness levels of your students and their
understanding of the scientific concepts that must be taught. Administer the diagnostic pre-test
to decide which lessons need to be taught most.
The following are sample pacing plans for the lessons included in this kit.
Sample Pacing Plan for Two-Hour Daily Science Block
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson 1:
What Is Energy?
Lesson 2:
Potential Energy
Lesson 3:
Kinetic Energy
Lesson 4:
Mechanical
Energy
Lesson 5:
Thermal Energy
Lesson 6:
Heat Transfer:
Conduction
Lesson 7:
Heat Transfer:
Convection
Lesson 8:
Heat Transfer:
Radiation
Lesson 9:
Electrical Energy
Lesson 10:
Chemical Energy
Lesson 11:
Energy
Transformations
Lesson 12:
Renewable
Energy Sources
Lesson 13:
Wind Energy
Lesson 14:
Solar Energy
Lesson 15:
Light Energy
Lesson 16:
Sound Energy
Culminating
Activity:
Energy Expo
Culminating
Activity:
Energy Expo
© Teacher Created Materials
#15534—Energy Teacher’s Guide
29
Introduction and Research
How to Use This Product
(cont.)
Sample Pacing Plans (cont.)
Sample Pacing Plan for One-Hour Daily Science Block
Monday
30
Tuesday
Wednesday
Thursday
Friday
Lesson 1:
What Is Energy?
(Engage, Explore,
and begin Explain)
Lesson 1:
What Is Energy?
(finish Explain,
Elaborate, and
Evaluate)
Lesson 2:
Potential Energy
(Engage, Explore,
and begin Explain)
Lesson 2:
Potential Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 3:
Kinetic Energy
(Engage, Explore,
and begin Explain)
Lesson 3:
Kinetic Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 4:
Mechanical Energy
(Engage, Explore, and
begin Explain)
Lesson 4:
Mechanical Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 5:
Thermal Energy
(Engage, Explore,
and begin Explain)
Lesson 5:
Thermal Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 6:
Heat Transfer:
Conduction
(Engage, Explore,
and begin Explain)
Lesson 6:
Heat Transfer:
Conduction
(finish Explain,
Elaborate, and
Evaluate)
Lesson 7:
Heat Transfer:
Convection
(Engage, Explore,
and begin Explain)
Lesson 7:
Heat Transfer:
Convection
(finish Explain,
Elaborate, and
Evaluate)
Lesson 8:
Heat Transfer:
Radiation
(Engage, Explore,
and begin Explain)
Lesson 8:
Heat Transfer:
Radiation
(finish Explain,
Elaborate, and
Evaluate)
Lesson 9:
Electrical Energy
(Engage, Explore, and
begin Explain)
Lesson 9:
Electrical Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 10:
Chemical Energy
(Engage, Explore,
and begin Explain)
Lesson 10:
Chemical Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 11:
Energy
Transformations
(Engage, Explore,
and begin Explain)
Lesson 11:
Energy Transformations
(finish Explain,
Elaborate, and
Evaluate)
Lesson 12:
Renewable
Energy Sources
(Engage, Explore,
and begin Explain)
Lesson 12:
Renewable
Energy Sources
(finish Explain,
Elaborate, and
Evaluate)
Lesson 13:
Wind Energy
(Engage, Explore,
and begin Explain)
Lesson 13:
Wind Energy (finish Explain,
Elaborate, and
Evaluate)
Lesson 14:
Solar Energy
(Engage, Explore, and
begin Explain)
Lesson 14:
Solar Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 15:
Light Energy
(Engage, Explore,
and begin Explain)
Lesson 15:
Light Energy
(finish Explain,
Elaborate, and
Evaluate)
Lesson 16:
Sound Energy
(Engage, Explore,
and begin Explain)
Lesson 16:
Sound Energy
(finish Explain,
Elaborate, and
Evaluate)
Culminating
Activity:
Energy Expo
Culminating
Activity:
Energy Expo
Culminating
Activity:
Energy Expo
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Lesson 4
Mechanical Energy
Standards
Overview
Content Standard
Engage
Knows that heat is often produced as a
byproduct when one form of energy is
converted to another form
In this section, students watch a video
and participate in a discussion about
mechanical energy.
Process Standard
Knows that although the same scientific
investigation may give slightly different
results when it is carried out by different
persons, or at different times or places,
the general evidence collected from
the investigation should be replicable
by others
Vocabulary
mechanical energy: the energy objects have
because of their motion and position
pull: a force applied by an object that draws
another object towards it
Explore
In this section, students demonstrate
how hills affect the mechanical energy
of a roller coaster.
Explain
In this section, students learn about
mechanical energy transfers and the
work that results.
push: a force applied by an object that repels
another object away from it
?
work: when one object transfers energy to
another, causing the second object to move
Essential Question
How is mechanical energy
related to the work done by
an object?
© Teacher Created Materials
Elaborate
In this section, students discover
the relationship between mechanical
energy and the destructive power of a
wrecking ball.
Evaluate
In this section, students examine the
Essential Question of the lesson and
reflect on their learning. Students also
take the Mechanical Energy Assessment.
#15534—Energy Teacher’s Guide
59
Lesson 4
Mechanical Energy
Background Information for the Teacher
An airplane flies through the clouds. A
pitcher throws a baseball. A hammer drives
a nail into a piece of wood. In each of these
scenarios, potential and kinetic energy combine
in a system that does work. This is called
mechanical energy. Mechanical energy is the
energy objects have because of their motion
or position.
Work is done on an object when one object
transfers energy to another object, causing
the second object to move. The first object
exerts a force that causes the second object to
move. That force could be a twist, turn, pull,
push, or throw. A push is a force applied by
y
kin
eti
c
e
rg
ne
force
(push)
work is done
mechanical energy at work
60
#15534—Energy Teacher’s Guide
an object that repels another object away from
it. A pull is a force applied by an object that
draws another object towards it. For example,
mechanical energy allows a hammer to apply
force to a nail. The force of the hammer causes
the nail to move and be driven into a piece of
wood. Because the hammer has mechanical
energy in the form of kinetic energy, it is able
to do work on nails.
We are able to see examples of mechanical
energy in many of our everyday actions. This
includes riding the bus to school and riding a
roller coaster.
Mechanical energy can also be seen in more
complicated systems. A bicycle is composed of
a variety of parts, each of which has its own
potential energy. The pedals, chains, gears, and
wheels all possess potential energy. When an
outside force, such as a person pushing a pedal,
acts on one object in the system, that potential
energy is converted into kinetic energy. As the
pedal turns, the kinetic energy transfers to the
chain and gears, causing them to turn. It is in
this transfer that work is done and mechanical
energy can be seen. Work continues to be done
as the chain and gears transfer kinetic energy to
the wheels, causing them to spin, sending the
bike speeding down the road.
Mechanical energy is one of energy’s most basic
forms. It is often converted into other useful
forms, such as electrical energy and thermal
energy. Often, mechanical energy produces heat
in addition to other forms of energy. When this
heat is not used to do work, it is called waste
heat. These energy conversions can be seen
in systems as complicated as a hydroelectric
power plant or as everyday as a matchstick. As
long as there is work being done, you will know
mechanical energy is there. Mechanical energy
keeps things moving.
© Teacher Created Materials
Lesson 4
Mechanical Energy
More to Know
Additional Vocabulary
entropy: a measure of the energy that is not available for work during a thermodynamic process
thermodynamics: the study of the connection between heat and work and the conversion of one
into the other
Thermodynamics
Thermodynamics is the study of the connection between heat and work and the conversion of one
into the other. Two major laws govern this study:
1.The First Law of Thermodynamics is the Law of the Conservation of Energy. This law states
that energy cannot be created or destroyed, only converted from one form into another.
2.The Second Law of Thermodynamics states:
•Although energy cannot be created or destroyed, some energy in a conversion may not be
used to do work—it is wasted. For instance, you may notice that your laptop computer
emits heat after you have used it for a while. The computer is not using that heat energy
to do any work—it is wasted heat.
•Heat will normally flow from areas of high temperature to areas of low temperature.
•A system that is closed, preventing new energy from being introduced, will eventually reach
a state of maximum entropy in which all energy is lost as heat and no energy is available
to do work.
Examples
of Thermo
dynamic
Systems
• greenho
use
• car eng
ine
• refrigera
tor
• compute
r
• video g
ame system
© Teacher Created Materials
#15534—Energy Teacher’s Guide
61
Lesson 4
Mechanical Energy
Engage
Materials
• paper
• pencil
• Bike video clip (bike.mov)
In this sec
tion,
students w
atch
a video and
participate
in a
discussion
about
mechanical
energy.
Procedure
1.Ask students to take out a piece of paper
and a pencil. Explain that they will be
shown a short video clip.
2.Show the Bike video clip found on
the Teacher Resource CD. Explain to
students that they will watch this video
clip twice. The first time, they will
watch and observe, and the second time,
they will record their observations on a
sheet of paper.
7.Show the video a third time. Narrate
over the video and point out how the
parts of the bicycle work together in a
system to transfer kinetic energy and
help the bicycle wheels spin.
8.Ask students if they can think of other
systems of moving parts that use
mechanical energy.
3.Show the video clip a second time
and allow students to record their
observations during this showing.
4.Have students discuss their observations
with partners and compare their notes.
Instruct them to identify all the forms
of energy that were in the video and the
source of each energy form.
5.Discuss student observations and make
a class chart of the forms and sources
of energy.
6.Tell students that the video shows a
bicycle that is using mechanical energy.
On the board, write the definition
of mechanical energy: the energy
objects have because of their motion
and position.
62
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Lesson 4
Mechanical Energy
Explore
Materials
• Inquiry Handbook:
Marble Roller Coaster (page 35)
• 1 45 m (6 ft.) section of 3 45 cm
(1 12 in.) diameter foam
pipe insulation
• utility knife
• masking tape
• meter stick
• 1 marble
In this sec
tion
students de ,
monstrate
how hills a
ffect the
mechanical
en
a roller coa ergy of
ster.
Procedure
1.Before the lesson, cut the foam pipe
insulation in half (the long way) to make
U-shaped channels. Each student group
will receive two U-shaped channels.
6.Divide the class into small groups
and distribute a set of materials to
each group.
2.Discuss mechanical energy. Ask students
to recall how potential and kinetic
energy combined to form mechanical
energy and do work in the video clip
from the Engage activity.
7.Ask students to complete their
hypotheses and allow them time to
conduct the experiment. Remind
students to carefully record their
observations and then use the
observations to formulate a conclusion.
3.Tell students that they are going to
conduct an experiment to test how hills
affect the mechanical energy of a roller
coaster and its ability to send an object
through a loop—its ability to do work.
8.Compare group results. Ask students if a
general pattern still exists even though
individual results may not be identical.
Ask students to write a conclusion based
on their findings.
4.Distribute copies of the Marble Roller
Coaster activity sheet to students. Have
students read the activity sheet. Answer
any questions students may have.
5.Display the materials that students will
use in the experiment. Discuss as a class
what each material is and how it is used.
© Teacher Created Materials
#15534—Energy Teacher’s Guide
63
Lesson 4
Mechanical Energy
Explain
Materials
• Inquiry Handbook:
Moving, Moving, Moving (page 36)
Let the Mechanical Energy Flow (page 37)
Mechanical Energy Vocabulary (page 38)
• chart paper
• highlighter
In this sec
tion,
students
learn abou
t
mechanical
energy tran
sfe
and the wo rs
rk
that results
.
Procedure
1.Write the definition of mechanical
energy on the board. Ask students to
recall the Engage and Explore activities
and how those activities demonstrated
mechanical energy.
6.Distribute copies of the Let the
Mechanical Energy Flow activity sheet to
students. Have students work in small
groups to list three examples of how
mechanical energy is used to do work.
2.Distribute copies of the Moving, Moving,
Moving background page to students.
Tell students that the background
information gives everyday examples of
mechanical energy.
7.Have groups share their ideas and add
ideas to a class chart. Highlight energy
transfers that result in thermodynamic
heat loss.
3.Have students read the background
information. It can be read as a whole
class, independently, in pairs, or in
small groups. Ask students to look
for examples of mechanical energy in
the passage.
8.Distribute copies of the Mechanical
Energy Vocabulary activity sheet to
students. Allow time for students to
complete it and discuss possible answers
with peers.
4.As a class, discuss the examples of
mechanical energy provided in the text.
5.Ask students to brainstorm mechanical
systems that make waste heat. Record
student ideas on the board.
64
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Lesson 4
Mechanical Energy
Elaborate
Materials
• Inquiry Card: Wrecking Ball Mayhem
• Inquiry Handbook: Wrecking Ball Mayhem (page 39)
In this sec
tion, stude
nts
discover th
e relationsh
ip
between m
echanical e
nergy
and the de
stru
of a wreckin ctive power
g ball.
Using the Card
Inquiry Discussion Questions
1.Display the Wrecking Ball Mayhem
Inquiry Card and distribute copies of
Wrecking Ball Mayhem from the Inquiry
Handbook to students.
• How is mechanical energy demonstrated
with a wrecking ball?
• At what point(s) is the mechanical
potential energy the greatest?
• What other devices work like a
wrecking ball?
2.Have students review the picture
independently. Then, ask them
to discuss the operation of a
wrecking ball and its relationship to
mechanical energy.
3.Read the background information to
students and help them identify the
potential energy of the wrecking ball
that makes its mechanical energy
possible. Use the Inquiry Discussion
Questions to further this discussion.
4.Use the differentiation suggestions for
students to complete the Analyzing
Science questions.
5.Allow students time to complete the
Nonfiction and Fiction Writing Prompts
and the Scientific Challenge. These
activities can be completed in centers or
workstations, if desired.
Differentiation
Above-Level Learners
Have students complete the triangle
Analyzing Science question.
On-Level Learners
Have students complete the square
Analyzing Science question.
Below-Level Learners
Have students complete the circle
Analyzing Science question.
English Language Learners
Use visuals and physical examples, such
as a pencil sharpener, to demonstrate
mechanical energy. Explicitly link
mechanical energy to kinetic and
potential energy. Provide students with
an outline to help guide their research.
© Teacher Created Materials
#15534—Energy Teacher’s Guide
65
Lesson 4
Mechanical Energy
Evaluate
Materials
• Inquiry Handbook:
Mechanical Energy Journal (page 40)
Mechanical Energy Assessment (pages 41–42)
In this sec
tion, stude
nts
examine th
e Essential
Question o
f th
reflect on th e lesson and
eir learning
.
Students als
o take
the Mechan
ica
Assessment. l Energy
Procedure
1.Ask the class to reflect on what they
have learned. Discuss the concepts and
information that have been shared.
2.Discuss the Essential Question (page 59)
of the lesson. Students should be able
to articulate the properties of mechanical
energy and how it allows a system of
objects to do work.
3.Distribute copies of the Mechanical
Energy Journal activity sheet to students
and have them use it to reflect on the
lesson and synthesize the major concepts
studied. This can also serve as a review
for the final assessment.
4.Distribute copies of the Mechanical Energy
Assessment to students and allow them
adequate time to complete it. Answers
for the assessment, as well as the other
activity sheets used in this lesson, are
provided below.
Answer Key
Marble Roller Coaster (page 35)
Students should conclude that hills increase
the mechanical energy of a roller coaster.
66
Mechanical Energy Journal (page 40)
Responses and illustrations will vary.
Let the Mechanical Energy Flow (page 37)
1.hand; pull; door; door opens
2.bowling ball; push; pin; pin falls
3.wrecking ball; push; building; building
falls
Mechanical Energy Assessment (pages 41–42)
1.B
2.C
3.D
4.B
5.B
Mechanical Energy Vocabulary (page 38)
3.mechanical energy
1.push
4.work
2.pull
Open Response
Responses will vary.
#15534—Energy Teacher’s Guide
© Teacher Created Materials
Table of Contents
Diagnostic Pre-test . . . . . . . . . . . . . . . 5
Lesson 1: What Is Energy?
Energy Quest . . . . . . . . . . . . . . . . . . . . . . . 11
Energy Makes the World Go ‘Round . . . . . 12
Energy in My Community . . . . . . . . . . . . . 13
What Is Energy? Vocabulary . . . . . . . . . . . 14
So Many Sources! . . . . . . . . . . . . . . . . . . . . 15
What Is Energy? Journal . . . . . . . . . . . . . . . 16
What Is Energy? Assessment . . . . . . . . . . . 17
Lesson 2: Potential Energy
Launching to New Heights . . . . . . . . . . . . . 19
Real World Potential Energy . . . . . . . . . . . 20
Everyday Potential Energy . . . . . . . . . . . . 21
Potential Energy Vocabulary . . . . . . . . . . . 22
Feel the Potential! . . . . . . . . . . . . . . . . . . . . 23
Potential Energy Journal . . . . . . . . . . . . . . 24
Potential Energy Assessment . . . . . . . . . . 25
Lesson 3: Kinetic Energy
Kinetic Competition . . . . . . . . . . . . . . . . . . 27
Energy on the Move! . . . . . . . . . . . . . . . . . . 28
Understanding Kinetic Energy . . . . . . . . . 29
Kinetic Energy Vocabulary . . . . . . . . . . . . 30
Kinetic Energy in Sports . . . . . . . . . . . . . . 31
Kinetic Energy Journal . . . . . . . . . . . . . . . . 32
Kinetic Energy Assessment . . . . . . . . . . . . 33
Lesson 4: Mechanical Energy
Marble Roller Coaster . . . . . . . . . . . . . . . . 35
Moving, Moving, Moving . . . . . . . . . . . . . . 36
Let the Mechanical Energy Flow . . . . . . . . 37
Mechanical Energy Vocabulary . . . . . . . . . 38
Wrecking Ball Mayhem . . . . . . . . . . . . . . . . 39
Mechanical Energy Journal . . . . . . . . . . . . 40
Mechanical Energy Assessment . . . . . . . . 41
© Teacher Created Materials
Lesson 5: Thermal Energy
Moving Molecules . . . . . . . . . . . . . . . . . . . . 43
Heat It Up, Cool It Down . . . . . . . . . . . . . . . 44
Thermal Energy in Action . . . . . . . . . . . . . 45
Thermal Energy Vocabulary . . . . . . . . . . . 46
Geothermal Generators . . . . . . . . . . . . . . . 47
Thermal Energy Journal . . . . . . . . . . . . . . . 48
Thermal Energy Assessment . . . . . . . . . . . 49
Lesson 6: Heat Transfer: Conduction
Hot Stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Transferring Heat . . . . . . . . . . . . . . . . . . . . 52
Controlling the Heat . . . . . . . . . . . . . . . . . . 53
Heat Transfer: Conduction
Vocabulary . . . . . . . . . . . . . . . . . . . . . 54
The Vacuum Flask . . . . . . . . . . . . . . . . . . . . 55
Heat Transfer: Conduction Journal . . . . . 56
Heat Transfer: Conduction Assessment . 57
Lesson 7: Heat Transfer: Convection
Convection Snake . . . . . . . . . . . . . . . . . . . . 59
Moving Heat Through Currents . . . . . . . . 60
An Ongoing Cycle . . . . . . . . . . . . . . . . . . . . 61
Heat Transfer: Convection Vocabulary . . 62
Convection and Extreme Weather . . . . . . 63
Heat Transfer: Convection Journal . . . . . . 64
Heat Transfer: Convection Assessment . . 65
Lesson 8: Heat Transfer: Radiation
Radiation Simulation . . . . . . . . . . . . . . . . . 67
Heat Wave . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Facts About Radiation . . . . . . . . . . . . . . . . 69
Heat Transfer: Radiation Vocabulary . . . . 70
Thermal Imaging . . . . . . . . . . . . . . . . . . . . . 71
Heat Transfer: Radiation Journal . . . . . . . 72
Heat Transfer: Radiation Assessment . . . 73
#13657—Energy Inquiry Handbook
3
Lesson 4
Name:____________________________________ Date: _________________
Mechanical Energy
Marble Roller Coaster
Directions: Read the question below and formulate a hypothesis. Use the
materials your teacher has provided to test your hypothesis. Create a record of your
experiment on a separate sheet of paper.
Question
How do hills affect the mechanical energy of a roller coaster?
Hypothesis
Formulate and record a hypothesis. (What is the answer to your question?)
Experimental Design
1. Make your track by taping two u-shaped channels end-to-end.
2. Choose and record a loop diameter between 30-50 cm (about 12-20 in.).
3. Curl the end of the track into a loop of the desired diameter. Tape the
loop together where the two tracks meet at the bottom.
4. Tape the other end of the track to a bookshelf to make a ramp.
5. Now, you can tape the loop to the floor.
6. Measure and record the starting point of the track.
7. Run a marble down the track three times. Did it make it through the
loop each time? Record which result happened most often (the mode).
8. Change the height and repeat trials. If the marble makes it through the
loop most of the time, lower the height. If it does not, raise the height.
Observations
How did the height of the ramp affect the ability of the marble to complete
the loop? Record your observations.
Diameter of loop (centimeters) =
Did the marble complete the loop?
Height of starting point of track (in cm) Trial 1
Trial 2
Trial 3
Mode
Conclusion
What is the answer to the question? Write your conclusion. Do your findings
support your hypothesis? What did you learn from this experiment?
© Teacher Created Materials
#13657—Energy Inquiry Handbook
35
Lesson 4
Mechanical Energy
Moving, Moving, Moving
Mechanical energy is the energy objects have because of their motion or position.
A moving car has mechanical energy. This is due to its motion. A moving baseball
has mechanical energy. This is because of its high speed and its position above the
ground. A book at rest on the top shelf of a bookcase has mechanical energy. This
is due to its position above the ground.
Mechanical energy also involves the ability to do work. Work is done on an object
when one object transfers energy to another object. The transfer of energy
causes the second object to move. That move could be a twist or turn. It could
be a push or pull. It could even be a throw. A push is a force from an object that
repels another object away. A pull is a force from an object that draws another
object closer. For example, mechanical energy is present when a hammer pushes
a nail into wood. The force of the hammer makes the nail move. The hammer has
mechanical energy. It is able to do
work on nails.
ne
rg y
k in
e ti
ce
Mechanical energy is all around us.
Your hand pulls a door. The door
opens. A bowling ball pushes a pin.
The pin falls. A wrecking ball hits
a building. A hit is like a push. The
building falls.
Mechanical energy can be changed
into other forms of energy to do
work. Mechanical energy can be
changed into electrical energy.
Mechanical energy may also produce
heat. When the heat is not used to
do work, it is called waste heat.
Whenever work is being done,
you know mechanical energy is
there. Mechanical energy keeps
things moving.
force
(push)
work is done
mechanical energy at work
36
#13657—Energy Inquiry Handbook
© Teacher Created Materials
Lesson 4
Name:____________________________________ Date: _________________
Mechanical Energy
Let the Mechanical Energy Flow
Directions: Can you think of examples of how mechanical energy is used to
perform work? Look at the example below. Then, use the information on the
background page to list more examples of mechanical energy in action.
Mechanical Energy Transfer
1st Object
hammer
© Teacher Created Materials
Force
push
2nd Object
nail
Work
The nail is
pushed into
a piece of
wood.
#13657—Energy Inquiry Handbook
37
Lesson 4
Name:____________________________________ Date: _________________
Mechanical Energy
Mechanical Energy Vocabulary
Directions: Write the vocabulary word or phrase next to its definition. Choose
words from the Word Box below.
Word Box
mechanical energy
Vocabulary Word or
Phrase
pull
push
work
Definition
1.
a force applied by an object that repels another object
away from it
2.
a force applied by an object that draws another object
towards it
3.
the energy objects have because of their motion and
position
4.
when one object transfers energy to another, causing
the second object to move
Directions: Write a sentence using each of the vocabulary words or phrases.
mechanical energy: ___________________________________________________
____________________________________________________________________
pull: ________________________________________________________________
____________________________________________________________________
push: _______________________________________________________________
____________________________________________________________________
work: _______________________________________________________________
____________________________________________________________________
38
#13657—Energy Inquiry Handbook
© Teacher Created Materials
Lesson 4
Mechanical Energy
Wrecking Ball Mayhem
© Teacher Created Materials
#13657—Energy Inquiry Handbook
39
Lesson 4
Name:____________________________________ Date: _________________
Mechanical Energy
Mechanical Energy Journal
Questions and Notes
Thinking About Mechanical Energy
Directions: Write a question you
have about mechanical energy here.
Question: What did you learn about
mechanical energy that surprised you?
______________________________
_________________________________
______________________________
_________________________________
Finish this sentence about
mechanical energy.
_________________________________
I’d like to know more about________
______________________________
______________________________
______________________________ .
Mechanical Energy
Vocabulary
Directions: Write any new
words related to the term
mechanical energy here.
_________________________________
_________________________________
_________________________________
_________________________________
Drawings and Illustrations
Directions: Draw an example of mechanical
energy in your life. Include your vocabulary
terms in your drawing.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
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#13657—Energy Inquiry Handbook
© Teacher Created Materials
Lesson 4
Name:____________________________________ Date: _________________
Mechanical Energy
Mechanical Energy Assessment
Multiple Choice
Directions: Fill in the bubble next to the correct answer for each question below.
1.Which of the following is true about energy?
A Energy is destroyed over time.
B Energy cannot be created or destroyed.
C Energy is created throughout the day.
D none of the above
2.Which is an example of work being done?
A a book sitting on a table
B a car parked in a garage
C a girl throwing a ball
D a key in a backpack
3.The total amount of potential and kinetic energy in a system is called:
A thermal energy.
B complete energy.
C energy maximum.
D mechanical energy.
Comprehension
Directions: Read the paragraph below. Then answer questions 4 and 5 on the
following page. Fill in the bubble next to the correct answer for each question.
Thinking Is Hard Work
Every day, students read, write, listen, and speak. Parents often ask about all the
work done at school. But what is work? Work is done on an object when one
object transfers energy to another. So if you are reading a textbook, what energy
is being transferred? You may think work is not being done If you are not lifting
a book or turning a page. But work is being done! Parts of your brain called
neurons (nOOr-ohns) receive energy signals from your eyes and transfer those
signals to other parts of your brain. So the next time you want to get some work
done at school, pick up a book and let your brain do the rest.
© Teacher Created Materials
#13657—Energy Inquiry Handbook
41
Lesson 4
Mechanical Energy
Mechanical Energy Assessment (cont.)
Comprehension (cont.)
4.In order for work to be done, what has to happen?
A You have to sweat.
B Energy needs to be transferred from one object to another.
C Chemical energy must be involved.
D all of the above
5.What are two objects that transfer energy between themselves when you read?
A hands and eyes
B eyes and brain
C brain and mouth
D mouth and hands
Open Response
Directions: Read the statement below and respond on the lines provided.
Describe two ways mechanical energy is used to do work.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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#13657—Energy Inquiry Handbook
© Teacher Created Materials
BRUCE CHAMBERS, THE ORANGE COUNTY/Newscom
+
pear-shaped
wrecking ball
potential energy
Newscom
kinetic energy
=
mechanical energy
Lesson 4
TIM BRADLEY
Wrecking Ball Mayhem
Background Information
A wrecking ball is a heavy steel ball. It hangs from a crane. A wrecking ball can destroy an
entire building. It does this with mechanical energy. Mechanical energy is the energy that
an object has because of its motion or position. An object that has either of these forms of
mechanical energy is able to do work. A wrecking ball works to break apart a structure.
The wrecking ball has potential energy at its highest point in the air. The heavy ball has
kinetic energy as it falls. The ball hits a building. It applies a force that does work to destroy
the building. The wrecking ball continues to swing back and forth as the crane is raised and
lowered. This allows the ball to keep hitting the building. Eventually, the wrecking ball hits
its target enough times to destroy the building.
Today, larger machines and special explosives are used to demolish buildings. Fewer people
use wrecking balls. Demolishing buildings with explosives is faster. It is more precise.
However, using explosives takes careful planning. It also requires more safety precautions
than do wrecking balls.
Today, wrecking balls are often used to remove structures in tight spaces. They are used on
smaller buildings where explosives should or cannot be used. Or, they are used to knock
buildings down to a height where explosives can be used safely.
Analyzing Science
●● What
are two types of energy involved in
mechanical energy?
■■ What
is another example of an object that
uses mechanical energy to do work?
Fiction Writing Prompt
Imagine you are a crane operator and
your main job is to use a wrecking ball to
demolish old structures. Write a story about
your job.
▲▲Describe
a possible hazard of using a
wrecking ball instead of explosives when
demolishing a building.
Nonfiction Writing Prompt
Research the history of the wrecking
ball. Answers to the following questions
may be included in your summary: Who
invented the device? How large were the
first wrecking balls? How long does it take
for the wrecking ball to do the work of
destroying an old building?
© Teacher Created Materials
Scientific Challenge
Research current ways of
demolishing structures and
summarize your findings. What
types of machines or explosives
are used? What hazards are
involved? Create a poster to
display your findings.
#15535—Inquiry Cards