Learning Goals and EPE Table

Unit Plan Part 1

Name: Lauren Brown Unit Topic: Energy Transfer Grade Level: 4th Targeted Learning Goals 1. Heat is a form of energy. 2. Heat can transfer from one substance to another. 3. Evidence of energy is change.

Standards: (GLCEs) Content P.E .E.1 !orms of Energy" Heat# e$ectricity# $ight# and sound are forms of energy P.E .%4.12 &dentify heat and e$ectricity as forms of energy P.E .E.4 Energy and Tem'erature" &ncreasing the tem'erature of any substance re(uires the addition of energy P.E .%4.41 )emonstrate how tem'erature can be increased in a substance by adding energy P.E .%4.42 )escribe heat as the energy 'roduced when substances burn# certain *inds of materia$s rub against each other# and when e$ectricity f$ows through a wire P.E . %4.43 )escribe how heat is 'roduced through e$ectricity through e$ectricity# rubbing# and burning

Performance Sources Used: East Lansing Pub$ic +choo$s use the Batt$e .ree* /rea ,athematics 0 +cience .enter .urricu$um. This curricu$um su''orts the ,ichigan +cience 1"2 content e3'ectations. This unit is s'ecifica$$y designed for 4 th grade and inc$udes a student 4ourna$# teacher guide# assessments# and unit *it for e3'eriments. This entire Energy transfer unit is su''osed to ta*e the month of !ebruary and into ,arch that covers $essons and activities on heat# magnetism# and e$ectricity as energy transfers. 5ane 6ice# Ph.)# wrote a boo* 7+cience for E$ementary +choo$s8 that & used in &+E 32%. This boo* brea*s down B&- scientific conce'ts into sim'$er# easy to understand terms. This boo* wi$$ aid in my understanding and discussions that wi$$ ta*e '$ace with my students. +.&P.E.1 &n(uiry invo$ves generating (uestions# conducting investigations# and deve$o'ing so$utions to 'rob$ems through reasoning and observation +.&P.%4.11 ,a*e 'ur'osefu$ observations of the natura$ wor$d using the a''ro'riate sense +. &P. %4.12 -enerate (uestions based on observations

Bibliography
Rice, J. (2013). Science for Elementary Schools. East Lansing: Mic igan !tate "ni#ersit$. !ta%%, &. '. (200(). Energy Transfer. &attle 'ree): &attle 'ree) *rea Mat e+atics and !cience 'enter .

EL!TE" #N$%LE"GE !N" S#&LLS: +tudents need to 1 9: ;. List the critical science concepts, patterns and explanations +tudents need to be ab$e to )9 ;. List the critical skills, practices and strategies )efinition of energy Energy transfers from one '$ace to another /s* (uestions P$an and carry out investigations 6ecord thoughtfu$ observations

%'at prere(uisite )no*ledge and s)ills do students need +E,$ E -our unit to engage *it' t'ese performance e.pectations/

%'at 0uilding 0loc) )no*ledge and s)ills do students need to get , $1 -our unit lessons to master t'ese performance e.pectations/

Energy is usab$e heat or 'ower Energy is conserved and the tota$ amount of energy does not change Energy can be e3changed or transformed Energy transfer is associated with changes that occur in substances <substances are made u' of are made u' of atoms and mo$ecu$es= /s the atoms and mo$ecu$es that

-ather data and ana$y>e resu$ts P$an further investigations and as* more detai$ed (uestions E3'$ain and give e3am'$es of heat energy transfers

ma*e u' the substance vibrate and rotate# they e3change or transfer energy and their movements increase or decrease. This occurs when movement# chemica$ reactions# heating# e$ectricity# magnetism# nuc$ear reactions# $ight radiations# and sound waves are invo$ved. Energy transformation is used to e3'$ain when the energy associated with one source is transformed or becomes associated with another source.

" &2&NG 3UEST&$N:

How do & get the heat from my stove to heat u' my s'aghetti sauce for dinner?

E4PE &ENCES5 P!TTE NS 6 E4PL!N!T&$NS:

E.perience EP PE s
,--ort.nities to collect obser#ations or /data0 abo.t t e 1orld2 +a$ in#ol#e in3class acti#ities as 1ell as recollection o% st.dents4 e#er$da$ e5-eriences ! aring and re-resenting data to %acilitate -attern3 recognition

Patterns
Relations i-s and generali6ations across e5-eriences 1 ic clari%$ and re-resent /1 at a--ened0 Ma)ing generali6ations %ro+ s-eci%ic - eno+ena to / o1 t e 1orld 1or)s0

E.planatio ns
Grade3le#el a--ro-riate state+ents 1 ic generali6e be$ond s-eci%ic ob7ects8e5-eriences described in t e -atterns to ans1er 9.estions abo.t / o1 or 1 $0 - eno+ena occ.r in t e nat.ral 1orld

How does so$ar energy warm the earth activity" students wi$$ use a $am' on white and dar* 'oc*ets to ca$cu$ate the average tem'erature change for each 'oc*et. 6ubbing# burning# and e$ectricity activity"students ref$ect the different ways heat is 'roduced and

)iscuss what *ind of energy the $am' was giving off@ and# what ha''ens to the $ight when it stri*es the different 'oc*ets )iscuss different ways that heat is

Light energy is transferred to heat energy that warms the earth. Heat energy can be 'roduced through rubbing# burning# and e$ectricity. Heat energy is energy transferred between ob4ects due to a difference in their tem'erature. E$ectrica$ energy runs e$ectrica$

:hat are the different forms of energy? How does energy transform to another form energy by $isting some e3am'$es? How does energy transfer from one

Energy is conserved and the tota$ amount does not change@ and# it can be transferred from one '$ace to another.

discover heat transfer through a burning cand$e# a cur$ing fish# and an e$ectrica$ set"u'. 7Energy ma*es things ha''en8 boo*"teacher reads out $oud boo* to he$' define energy and e3am'$es in the rea$ wor$d. Heat energy investigation" students investigate what ha''ens when ice is added to a beverage. &ndividua$ e3'eriences of how current e$ectricity is transferred to a usefu$ form of energy

'roduced and how do you *now there is heat transfer? .reate a chart in student 4ourna$ showing difference in tem'eratur e 6eview teacher given e3am'$es and have students identify the transfer.

a''$iances.

'$ace to another@ s'ecifica$$y $oo*ing at heat energy?

1$"EL

ESP$NSE T$ T7E " &2&NG 3UEST&$N:

E$ectrica$ energy is fist transformed into heat energy. The heat from the stove is then transferred from the stove to the 'an. Heat a$ways transfers from the warmer ob4ect <the 'an= to the coo$er ob4ect <the sauce=. /s heat transfers from the 'an to the sauce# the mo$ecu$es ma*ing u' the sauce move faster"they have more therma$ energy. ,ore therma$ energy means the sauce warmed u'. The 'an that donated the therma$ energy now has mo$ecu$es that are moving a $itt$e s$ower.

Grading Criteria: "esired ,eatures elated #no*ledge and S)ills Prere9.isite )no1ledge and s)ills re%lect care%.l consideration o% 1 at st.dents need &E:,RE engaging in t e .nit (e5-ectations abo.t 1 at st.dents alread$ )no1 and can do). &.ilding bloc) )no1ledge and s)ills re%lect care%.l consideration o% 1 at st.dents 1ill need to learn ;"R<=G t e .nit lessons. (T is is not a restate+ent o% t e GL'Es t e+sel#es, b.t state+ents abo.t s+aller /b.ilding bloc)0 )no1ledge and s)ills t at lead .- to +astering t e GL'Es.) M.lti-le E5-eriences are identi%ied. E5-eriences, Patterns and E5-lanations are consistent 1it bot t e EPE +odel o% science teac ing and t e GL'Es identi%ied %or t e .nit. ,#erall, t e E5-eriences Patterns and E5-lanations see+ li)el$ to lead st.dents to +aster t e content GL'E. 'onnections bet1een E5-eriences8Patterns and Patterns8E5-lanations contain grade3 le#el a--ro-riate sca%%olding acti#ities t at 1o.ld reasonabl$ lead st.dents to identi%$ -atterns and de#elo- e5-lanations. ;ri#ing >.estion +eets t e criteria in t e ?ra7ci) et al. table (see belo1). Model Res-onse is stated in /)id %riendl$0 lang.age. Model Res-onse is scienti%icall$ acc.rate and de+onstrates a dee- .nderstanding o% t e .nit conce-t.al learning goals. Points

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EPE Ta0le

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"riving 3uestion and 1odel esponse

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