I. Grade Level/Unit Number: Grade 6 Unit Six

I. Grade Level/Unit Number: Grade 6 Unit Six

II: Unit Title: Energetic Waves of Energy

III. Unit Length: 5 weeks

IV.  Major Goals and Learning Outcomes:

·  How is energy transferred through waves?

·  How does sound behave as a wave?

·  How is energy transferred between objects?

·  How can you examine/measure energy transfer?

·  In a closed system, how does energy react according to the Law of Conservation of Energy?

·  How is energy transformed not created or destroyed?

·  How is energy conserved?

·  How is energy transferred through convection?

·  How is energy transferred through radiation?

·  How is thermal energy transferred between objects at different temperatures?

·  How does light absorb or scatter matter?

·  Why do you see color?

·  How does the human eye work?

·  Why do different materials conduct heat at a different rate?

·  How does change in temperature cause expansion or contraction?

V.  Objectives Included:

Number / Competency or Objective / RBT Tag
1.01 / Identify and create questions and hypotheses that can be answered through scientific investigations. / A1
1.02 / Develop appropriate experimental procedures for:
·  Given questions.
·  Student generated questions. / B3
1.03 / Apply safety procedures in the laboratory and in field studies:
·  Recognize potential hazards.
·  Manipulate materials and equipment.
·  Conduct appropriate procedures. / A3
1.04 / Analyze variables in scientific investigations:
·  Identify dependent and independent.
·  Use of a control.
·  Manipulate.
·  Describe relationships between.
·  Define operationally. / B4
1.05 / Analyze evidence to:
·  Explain observations.
·  Make inferences and predictions.
·  Develop the relationship between evidence and explanation. / C3 (c4)
1.06 / Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:
·  Measurement.
·  Analysis of data.
·  Graphing.
·  Prediction models. / A2
1.07 / Prepare models and/or computer simulations to:
·  Test hypotheses.
·  Evaluate how data fit. / B2
1.08 / Use oral and written language to:
·  Communicate findings.
·  Defend conclusions of scientific investigations. / A1
1.09 / Use technologies and information systems to:
Research.
·  Gather and analyze data.
·  Visualize data.
·  Disseminate findings to others / A1
1.10 / Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:
·  Scientific text.
·  Articles.
·  Events in the popular press. / B4
2.01 / Explore evidence that "technology" has many definitions.
·  Artifact or hardware.
·  Methodology or technique.
·  System of production.
·  Social-technical system. / B3
2.02 / Use information systems to:
·  Identify scientific needs, human needs, or problems that are subject to technological solution.
·  Locate resources to obtain and test ideas. / B3
2.03 / Evaluate technological designs for:
·  Application of scientific principles.
·  Risks and benefits.
·  Constraints of design.
·  Consistent testing protocols. / B4
2.04 / Apply tenets of technological design to make informed consumer decisions about:
·  Products.
·  Processes.
·  Systems. / B3
6.01 / Determine how convection and radiation transfer energy / B4 (C3)
6.02 / Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium. / B4
6.03 / Analyze sound as an example that vibrating materials generate waves that transfer energy.
·  Frequency.
·  Amplitude.
·  Loudness.
·  How sound travels through different material.
·  Form and function of the human ear. / B4
6.04 / Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation. / B6 (B5)
6.05 / Analyze the physical interactions of light and matter:
·  Absorption.
·  Scattering.
·  Color perception.
·  Form and function of the human eye. / B4
6.06 / Analyze response to heat to determine the suitability of materials for use in technological design:
·  Conduction.
·  Expansion.
·  Contraction. / B4
6.07 / Analyze the Law of Conservation of Energy:
·  Conclude that energy cannot be created or destroyed, but only changed from one form into another.
·  Conclude that the amount of energy stays the same, although within the process some energy is always converted to heat.
·  Some systems transform energy with less loss of heat than others. / B4 (B5)

VI. LEP

VII. Materials:

1

·  Prism set

·  Mirror

·  Sturdy rope

·  Slinky

·  Overhead

·  Medicine dropper

·  Clear plastic container with flat bottom

·  Markers

·  Construction paper

·  Water

·  Cotton cord/ yarn

·  Metal coat hangers

·  Set of tuning forks

·  Rubber mallets

·  Water

·  Paper cups (various sizes)

·  Kite string

·  Tin cans

·  Wire

·  Yarn

·  Plastic cord

·  Aluminum electrical tubing

·  Glass bottles with narrow mouth (Identical- at least 3)

·  ruler

·  Recycled items

·  Clear plastic cups (3 per group)

·  Foam cups

·  Thermometers and/or computer temperature probes if available

·  Hot water or hot plate to heat water

·  Ice

·  Graduated Cylinders

·  Computer and computer graphing program

·  500 ml beaker

·  Piece of wood

·  Food coloring

·  Small bottles with small openings

·  Printer- at computer station

·  Computer lab with internet access

·  Cardboard

·  Black markers

·  Magnifying glasses

·  Window or light source

·  Paper towel or tissue “empty” roll (can also use a paper cup)

·  Wax paper

1

VIII. Big Idea

Heat flows through materials or across space from warm objects to cooler objects, until both objects are at equilibrium. Heat travels through solids, primarily by conduction. Heat is circulated in fluids, both liquids and gases, through the process of convection. Most fluids expand when heated, causing the volume of the fluid to increase but without changing the mass of the material in the fluid. Similarly, the cooling of fluids increases the density of a portion of a fluid due to these changes in density. These cells rotate and help change the temperature of the entire fluid.

Light is a form of energy emitted by the Sun as well as light-producing objects on Earth. Light can be absorbed or reflected by objects depending upon the properties of the object and the type and angle of light when it hits the object. Some materials scatter light and others allow light rays to pass through, but refract the light by changing its speed. The structure of the human eye can detect many colors in visible light that are reflected by objects.

Sound is a form of energy that is caused when vibrating materials produce waves that move through matter. These waves have different characteristics such as frequency and amplitude, which will determine the properties of sound such as pitch and loudness. The form of the human ear can receive sound waves as vibrations and convert them to signals that are processed by the brain.

There are many forms of energy such as thermal, mechanical, light, sound, electrical, solar, chemical, and electromagnetic. Energy can not be created or destroyed, but only changed from one form into another. This means that the total amount of energy in a system stays the same. Energy conversion is never perfect and usually heat is released in the process.

Humans have learned to use these forms of energy in many ways to meet our basic needs and enrich our lives. Humans have developed many tools and instruments that detect the many forms of energy. These instruments help us understand the properties of materials, which determine their suitability for technological design.

IX. Notes to Teacher:

This unit can be one of the most interesting and exciting of any in sixth grade. There are so many opportunities to really get student’s hands on and mind’s wrapped around important science concepts related to energy and energy transfer. With very simple and inexpensive materials, students can do some engaging lab activities with heat, light, and sound.

There are two reasons to teach this unit as the last one in the year. First, it can be used to review, summarize and connect concepts in astronomy, geology, and ecology studied in sixth grade. Energy and waves serve as the common denominator for all these topics.

The second reason to plan on teaching this unit at the end of the school year is that the content tends to be more abstract than some of the others in this grade level. This does not mean that it is too difficult or challenging for sixth graders. The way the content is approached makes all the difference. Teaching from the textbook will be difficult and probably boring for the teacher and student. The activities in this unit connect abstract concepts to the lives of students and the things students care about. For example, sound is taught through music and the study and construction of musical instruments. Heat insulation and conduction is taught with a “Save the Ice Cube” contest.

There is a heavy reliance on line material as there are so many great websites with animations that make abstract ideas more accessible to concrete learners. These websites explored either in whole class or individual settings will greatly enhance understanding of key concepts in this unit. With this reliance on technology and hands on learning, the textbook becomes what it was designed to be – a resource to support learning. The textbook is a great source of pictures, diagrams, and definitions but is not effective in exciting learners about energy!

The lessons in this unit are:

·  Heat Energy on the Move

o  This lesson explores convection and reviews radiation and the conservation of energy from an earlier unit. Heat insulators and conductors and the movement of heat from warmer to cooler materials are all explored in high interest activities.

·  How Your Brain Understand What Your Ear Hears

o  This lesson is an NIH module with some great on line activities to explore the workings of the human ear and sound as a powerful means of communication.

·  The Symphony of Sound

o  This lesson explores the physics of sound through music and the study and construction of homemade musical instruments.

·  Lighting Up Science

o  This lesson combines the study of the eye with general concepts on the nature of light. An on line dissection of a cow eye is a lesson sixth graders will not forget.

·  Energetic Waves of Energy

o  A summary lesson on heat, sound, and light waves that ends with a rousing wave rap that enables students to review major concepts.

X. Global Content

NC SCS
Grade 6 / Activity title / 21st century goal
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04, 6.01, 6.02, 6.04, 6.06, 6.07 / Heat Energy on the Move / §  Organizing and relating ideas when writing- Language Skill/writing
§  Conveying thought or opinions effectively- Communication skills
§  Explaining a concept to other-communication skills
§  Identifying cause and effect relationships- Language skills /reading
§  Working independently- Employability Skills
§  Working on a teams- teamwork
§  Taking initiative- teamwork
§  Synthesizing information form several sources- Language skills/ writing
§  Develop visual aids for presentations- Computer knowledge
1.01, 1.02, 1.04, 1.05, 1.07, 1.08, 1.09, 2.02, 2.03, 2.04, 6.03 / How Your Brain Understands What Your Ear Hears / §  Organizing and relating ideas when writing- Language Skill/writing
§  Conveying thought or opinions effectively- Communication skills
§  Explaining a concept to other-communication skills
§  Identifying cause and effect relationships- Language skills /reading
§  Working independently- Employability Skills
§  Working on a teams- teamwork
1.01, 1.02, 1.04, 1.05, 1.07, 1.08, 1.09, 1.10, 2.02, 2.04, 6.03, 6.04 / The Symphony of Sound / §  Organizing and relating ideas when writing- Language Skill/writing
§  Conveying thought or opinions effectively- Communication skills
§  Explaining a concept to other-communication skills
§  Identifying cause and effect relationships- Language skills /reading
§  Working independently- Employability Skills
§  Working on a teams- teamwork
1.01, 1.02, 1.04, 1.05, 1.07, 1.08, 1.10, 2.02, 2.03, 2.04, 6.05 / Lighting Up Science / §  Organizing and relating ideas when writing- Language Skill/writing
§  Conveying thought or opinions effectively- Communication skills
§  Explaining a concept to other-communication skills
§  Identifying cause and effect relationships- Language skills /reading
§  Working independently- Employability Skills
§  Working on a teams- teamwork
§  Taking initiative- teamwork
§  Synthesizing information form several sources- Language skills/ writing
§  Develop visual aids for presentations- Computer knowledge
§  Learning new software programs- Computer knowledge
1.01, 1.02, 1.04, 1.05, 1.06, 1.07, 1.09, 1.10, 2.02, 2.04, 6.01, 6.03, 6.04, 6.05 / Energetic Waves of Energy / §  Organizing and relating ideas when writing- Language Skill/writing
§  Conveying thought or opinions effectively- Communication skills
§  Explaining a concept to other-communication skills
§  Identifying cause and effect relationships- Language skills /reading
§  Working independently- Employability Skills
§  Working on a teams- teamwork
§  Taking initiative- teamwork
§  Synthesizing information form several sources- Language skills/ writing
§  Develop visual aids for presentations- Computer knowledge

Heat Energy on the Move

Objectives:

1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04, 6.01, 6.02, 6.04, 6.06, 6.07

Materials

·  Clear plastic cups (3 per group)

·  Foam cups

·  Thermometers and/or computer temperature probes if available

·  Water

·  Hot water or hot plate to heat water

·  Ice

·  Graduated Cylinders

·  Computer and computer graphing program

·  500 ml beaker

·  Piece of wood

·  Food coloring

·  Small bottles with small openings (See Engage)

Engage

1. Convection in a Beaker

Teacher Demo only! Be very aware of safety with this demo. Students should not be in a position to encounter boiling hot water or touch the hot beaker.

Place a 500ml beaker on a hot plate. Slide half of the beaker off the burner and rest on a pencil or small block of wood whichever is appropriate for the hot plate you have. Whatever is used should support the side of the beaker not on the burner of the hot plate to the same height as the side that rests on the hot plate. Be sure that the beaker is very stable before you start this demo!