Energy+and+EarthSystems


 * Standards **
 * Standard 5.2 Physical Science:** Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

** Content Statements ** **Strand D. Energy Transfer and Conservation:** The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.
 * Strand C. Forms of Energy:** Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable//.//
 * Strand E. Forces and Motion**: It takes energy to change the motion of objects. The energy change is understood in terms of forces.

5.2.6.C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples.
 * CPI # Cumulative Progress Indicator (CPI)**

5.2.6.C.2 Describe how to prisms can be used to demonstrate that visible light from the Sun is made up of different colors.

= Unit Essential Questions =

· How do we know that things have energy?
= ** Unit Enduring Understandings ** =

· Energy takes many forms.
== · These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). ==

** Unit Learning Targets- Strand C - Forms of Energy (lessons and activities) ** // Students will ... //

media type="youtube" key="vl4g7T5gw1M" width="425" height="350" · **C1-Demonstrate how light** travels in a straight line until it interacts with an object or material. __[|Stations of Light]__ [|Exploring the Path of Light] [|The Path of Light] [|Light and Angles]
 * · C1-Demonstrate how light can be absorbed, redirected, bounced back, or allowed to pass through. **


 * · C1-Predict the path of reflected or refracted light can be predicted. **

** · C2-Demonstrate how visible light from the Sun is made up of a mixture of all colors of light**. [|Colors of Light] [|The Science of Light]

** · C2-Explain that to see an object, light emitted or reflected by that object must enter the eye**. [|Human Vision] [|How the Eye Works] [|Sight and the Human Eye] [|BrainPop Eyes] [|Eyes - SmartExchange]

**Strand C- Assessments: These example assessments were included on the state website. The pictures did not copy, so we will set up a direct link in the near future.**

 * ** Summative Assessment **
 * 1) New iPods often have a shiny smooth side that you can use as a mirror. After a couple of months, the smooth shiny surface becomes scratched and dented. The used iPod no longer works well as a mirror. Explain why a person can see an image so clearly on the smooth mirrored surface but not on the scratched surface.


 * 1) Students bump into each other when they turn the corner in the hallway shown. They plan to place a mirror in the hall so that they can see one another before reaching the corner.

Where should they place the mirror?

(OH)
 * 1) position A
 * 2) //position B//
 * 3) position C
 * 4) position D

(NAEP)
 * 1) When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
 * 2) They are made of a special material that gives off its own light.
 * 3) They are hooked up to batteries that allow them to produce light.
 * 4) //They bounce light back from other sources.//
 * 5) They are covered with paint that glows in the dark.
 * 1) The picture shows a pencil that is lying on a shelf in front of a mirror. Draw a picture of the pencil as you would see it in the mirror. Use the patterns of lines on the shelf to help you.

(TIMMS)


 * 1) You are headed to the shore on a sunny afternoon in July. You are trying to choose between your black t-shirt and white t-shirt. In which shirt will you most likely remain cooler, explain your reasoning citing scientific principles.

(TIMSS) ||
 * 1) While at the shore, your pesky little cousin looks at you and asks “why is the sky blue?” How would you explain the color of the sky to your little cousin?
 * 2) Which pair together could cause a rainbow?
 * 3) Fog and clouds
 * 4) Rain and snow
 * 5) Clouds and ice
 * 6) //Sunshine and rain//
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// Students will ... //
=== · D1- Systematically compare circuits that can be used to power bulbs, bells/buzzers, and small motors with dry cells. === === · D1- Given a diagram showing a circuit that includes bulbs or small motors, construct a functioning circuit matching the diagram, compare the current flow in two parts of the circuit, and relate the observed currents to the series/parallel configurations in the circuit. === === · E1- Describe an object’s position by locating the object relative to other objects or a background. === === ·  E1- Explain why the description of an object’s motion from one observer’s view may be different from that  ===

reported from a different observer’s view.
=== · E2- Make measurements of the force between magnets as a function of distance (for example, use small circular magnets with a hole that are slid over a vertical dowel or pencil). === === · E3- Make qualitative observations of the electrostatic force between two small objects as the distance between them is changed. ===

** Unit Essential Questions **

· What happens to a material when energy is transferred to it?
** Unit Enduring Understandings **

· Different forces are responsible for the transfer of the different forms of energy.
=__** - Strand D - Energy Transfer and Conservation - **__** (Lessons and Activities) **=

[|Electricity and Circuits smart exchange]
 * 5.2.6.D.1 Use simple circuits involving batteries and motors to compare and predict the current flow with different circuit arrangements.**

Science textbook Ch. 4 Electrical Energy: Exploring Electric Charges Lab Testing Electrical Conductivity lab Making a Dimmer Switch Making a Current Detector

=**Strand E - Forces and Motion (Lessons and Activities)**=
 * 5.2.6.E.1 Model and explain how the description of an object’s motion from one observer’s view may be different from a different observer’s view.**

Activity: Science textbook pgs. B46 - B48 Textbook Instructional Resources: Identifying Cause and Effect pg. 48 Textbook Lesson Assessment: Main Idea Crossword pg.69


 * 5.2.6.E.2 Describe the force between two magnets as the distance between them is changed.**

[|How Strong is your Magnet #1]

[|How Strong is Your magnet #2]


 * 5.2.6.E.3 Demonstrate and explain the frictional force acting on an object with the use of a physical model.**

[|Physics4Kids]

[|Friction in Our Lives]

[|Slide Friction]

[|Marble Roll Online Challenge]

Friction Rocket Lab - textbook lab B69

Textbook Friction Lab pg. B54-B55

Newton's Tool Box(in science closet) - a variety of Energy activities


 * 5-2 Strand D-E Assessments: Example assessments from state website**.

Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up along the side of your car. This truck seems to stand still for a moment, and then it seems to be moving backward.
 * ** Summative Assessment **

(NAEP)
 * 1) Tell how the truck can **//look//** as if it is standing still when it is really moving forward.


 * 1) Explain why astronauts on the International Space Station look down at NJ and observe that we are rotating at a speed of almost 795 mph. Explain why you do not feel as though you are moving at all?

The picture above shows the positions of two runners at __one-second intervals__ as they move from left to right.


 * 1) For each runner, indicate whether the runner's speed seems to be constant, increasing, or decreasing.

(NAEP) || []
 * 1) Explain how you can tell this from the pictures.
 * ** Formative Assessments ** ||
 * * Engage in [|Changing Circuits] and develop explanations for the outcomes of the online simulations. Resource can be found at:
 * ** Formative Assessments ** ||
 * * Engage in [|Changing Circuits] and develop explanations for the outcomes of the online simulations. Resource can be found at:
 * The pictures below show a light bulb connected to a battery. Which bulb will light?

A. B. //C.// D. (TIMSS)
 * A wire between the battery and the light bulb was removed. What will happen to the light bulb after the change?

http://scithon.terc.edu/marbleroll/index.cfm
 * 1) //It will go out.//
 * 2) It will stay on.
 * 3) It will get brighter.
 * 4) It will start flashing.
 * Engage in [|Marble Roll Day] to collect and record data to share with other students doing the challenge. Analysis of their data and data collected by others allows participants to formulate explanations and to check these explanations against scientific knowledge and the explanations and experiences of others. Resource can be found at:

The picture shows a way you could hook up a battery, three wires, and a light bulb.


 * Explain how you could use these things to test an item to see if it is a conductor of electricity.


 * How could you tell? || *
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** Strand D. Tectonics:** The theory of Plate Tectonics provides a framework for understanding the dynamic processes within and on the Earth.
== **Strand G**. **Biogeochemical Cycles:** The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by human activity. ==

**5.4.6.D.3** Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering challenge.
Lesson on magnetic fields: @http://www.brainpop.com/educators/lp-magneticfields/ (USE NON-LATEX GLOVES AND GOGGLES FOR THIS EXPERIMENT)

Brain Pop: Compass

Model how to use a compass and hand held GPS system

[|Geocaching]

5.4 strand D and G Assessments: Example assessments from state website.

 * ** Summative Assessment (X days) **


 * Use a compass to follow a set of directions.


 * Create an orienteering challenge on school grounds or in a local park. See [|Orienteering] located at: []
 * ** Note: ** Orienteering courses present a variety of safety issues that need to be considered when selecting an appropriate location for an orienteering course.


 * ** Note: ** Students should be engaged in developing strategies for managing risks associated with their unique course. The risks may include, but are not limited to: flora, fauna, weather, topography, and human activities.


 * Students create and participate in a Geocaching event. See [|Geocaching - The Official Global GPS Cache Hunt] Site located at: []


 * Describe **two** of the hidden costs of purchasing a peach grown in California rather than in New Jersey.


 * Identify and explain **two** ways in which a city could reduce the use of artificial fertilizers on the grass in a community park. ||

** · Energy flow and movement of material from the Earth’s interior causes geologic events on the Earth’s surface. **
==**Earth’s components form systems that have cycles and patterns that allow us to make predictions. These systems continually interact at different rates of time, affecting the Earth locally and globally**==

=**Unit Assessments :**=

Magnets in Water Batteries, Bulbs, and Wires
 * PROBES**: Light Energy: Birthday Candles, Apple in the Dark, Can it Reflect Light, Mirror on the Wall