What Is Energy? What Are the Different Forms Is Takes?

Project Overview/Thoughtful Classroom
Step One: Identify the Title and Core Concept
Name of Project: / Energized & Engaged / Duration: 4 Weeks
Subject/Course: Science/Math/ELA / Teacher(s): Paul Kaczanowicz, Jenny Boyce, John Dunn, Bob Sampson / Grade Level:4
Other subject areas to be included, if any: / Art/Social Studies/Geography
Electricity: A Study in Energy and Conservation
(Unit Topic) (core concept)
Step Two: Identifying Standards to Be Addressed
Project Idea
Summary of the issue, challenge, investigation, scenario, or problem: / During the electricity unit, students will be given a choice to research and defend the “Best” energy source for the future. They will create products to demonstrate their understanding of power source and be able to support their opinion in a variety of ways.
Driving Question

Philosophical or Debatable
Product-Oriented
Role-Oriented

/ How can we as advertisers persuade others to make smart energy choices for the future of our planet?
Guiding Questions: /

What is energy? What are the different forms is takes?
What is electricity and how is it used?
What are renewable and non-renewable resources? What are the advantages and disadvantage of each?
How is energy produced?
What is “Green” energy?
What is sustainable energy?

CCSS to be taught and assessed: / RI.4
1.Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
WI.4
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
6. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
7. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
8. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
9. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.4
1. 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
3. Identify the reasons and evidence a speaker provides to support particular points.
4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Additional Standards to be taught and assessed: / NGS: Grade 4: Physical Science: Energy
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment
Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and
electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement:
Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include
quantitative measurements of energy.]
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification
Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater
that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited
to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses
affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; nonrenewable
energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to
surface mining, and air pollution from burning of fossil fuels.]
Identify Learning Targets and/or ”I can…” statement /

I can research and explain the importance of alternative forms of energy for the future.
I can compare renewable and non-renewable resources and explain the advantages and disadvantages of them.
I can write an opinion/persuasive proposal to support claim of the best energy source for the future.
I can use key vocabulary terms to explain my thinking in relation to alternative forms of energy.

Key Academic Vocabulary: / Energy, Renewable, Non-Renewable, resources, fuel, coal, distribution, efficiency, electricity, hydro-electric, solar, turbine, generator, nuclear, carbon dioxide, hydrofracking, conservation, demand, self-sustaining, fossil fuels
Step Three: Develop Your Learning Window
Knowledge Goals
(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary)

See Academic Vocabulary

PS3.A: Definitions of Energy
The faster a given object is moving, the more energy it possesses. (4-PS3-1)
Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)
Light also transfers energy from place to place. (4-PS3-2)
Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)
PS3.C: Relationship Between Energy and Forces
When objects collide, the contact forces transfer energy so as to change the objects’ motions. (4-PS3-3)
PS3.D: Energy in Chemical Processes and Everyday Life
The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)
ESS3.A: Natural Resources
Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)
ETS1.A: Defining Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria).Different proposals for solutions can be compared on the basis of howwell each one meets the specified criteria for success or how well eachtakes the constraints into account. (secondary to 4-PS3-4) / Behavioral Goals/Habits of Mind
(Habits of mind/attitudes that will foster success in the unit)

Helping to solve problems facing our planet

Habits of Mind:

Thinking and Communicating with clarity and precision
Listening with understanding and empathy
Thinking Flexibly
Questioning and posing problems
Applying past knowledge to new situations

Understanding Goals
(Big ideas, generalizations, principles)
Humans are responsible for understanding the importance of alternative forms of energy and their impact on our community, country and planet. / Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Reading & Study Skills:

Reading for information
Note-taking
Vocabulary
Reading & Writing 2 or more documents

Reasoning & Analysis Skills:

Compare/Contrast
Data analysis

Production & Communication Skills:

Producing informational writing
Write clear coherent explanations
Public Audience Presentation

Reflection & Relating Skills:

Peer Critique/Reflection
Rubric skills

21st Century Skills
Competencies to be taught and assessed / Collaboration / Creativity & Innovation
Communication (Oral Presentation) / Other: Media Literacy (Advertising) / X
Critical Thinking / X
Presentation Audience:
Culminating Products and Performances / Group: / Groups will create a PSA ad (ie. radio, TV (Photostory), Print ad (Glogster) , Podcast) to defend and argue their chosen energy source.
Public Audience: Votes on which persuaded them the most. Which ad had the biggest persuasive nature? / Class: / X
School: / X
Community:
Individual: / After listening and viewing group presentations, students will write an opinion based essay to persuade or endorse a particular group of their choice.
(letter to the editor, government official, corporation, community, Organization, news agency; blog to the public)
-Lucy Caulkin Units / Experts: / ? AD
Web:
Other: Board of Ed?
Project Overview
Entry eventto launch inquiry, engage students: / -Videos of Environmental commercials
-Fictional Letter asking advertiser to help the energy cause for the future
-ESF?
Assessments
And Benchmarks / Formative Assessments
(During Project) / Quizzes/Tests / Practice Presentations / X
Journal/Learning Log / Notes
Preliminary Plans/Outlines/Prototypes / X / Checklists
Rough Drafts / X / Concept Maps
Online Tests/Exams / Other:
Summative Assessments
(End of Project) / Written Product(s), with rubric:
Persuasive Essay (Individual) / X / Other Product(s) or Performance(s), with rubric:
Advertisement (GROUP) / X
Oral Presentation, with rubric / X / Peer Evaluation / X
Multiple Choice/Short Answer Test / Self-Evaluation / X
Essay Test / Other:
.
Resources
Needed / On-site people, facilities: / Teresa Henderson,
Equipment: / Flip cameras, green screen, laptops, photoshop, photostory, ipods and iPads,
Materials:
Community resources: / SUNY ESF?, Local Ad agency: Eric Mower or Pinckney Hugo (Arron Hugo) ,
Webpages: / Future of Energy:
Greenmountain.com alternative Energy: ECONO-KIDS
NEO-KIDS:
GLOSTER:
Reflection
Methods / (Individual, Group, and/or Whole Class) / Journal/Learning Log / X / Focus Group
Whole-Class Discussion / X / Fishbowl Discussion / X
Survey (Public Audience)? / X / Other:

Project Teaching and Learning Guide
Project:
Refer to Step 3: Developing Your Learning Window
Major Product(s) and Presentation
Student needs to complete / Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments / Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Written & Advertising pieces / Note-Taking for Research / 
Persuasive Writing: (Individual) / 
Advertising Techniques /  / Whole Group/Compare contrast video examples through discussion
Science Content: Energy /  / BOCES KIT on Electrical Circuits
Technology / 


PROJECT CALENDAR
project: / Start Date:
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
PROJECT WEEK ONE
PROJECT WEEK TWO
PROJECT WEEK THREE