TEKS Resource System Simple Storage Service (S3)
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
UNIT OVERVIEW This unit bundles student expectations that address the transformation of energy into different forms and transfer of energy from one system to another in order to introduce the law of conservation of energy. Prior to this unit in Grades 3–5, students have explored different forms of energy including mechanical, light, sound, and heat / thermal energy. During this unit, students demonstrate energy transformations, such as the energy in a flashlight battery changing from chemical to electrical and then to light (and heat) energy. Potential and kinetic energy is introduced and explored as well. Additionally, students investigate predictable patterns in the movement of thermal energy, such as in an ice cube melting (6.2A). Finally, students investigate methods of thermal energy transfer in a system, including conduction, convection, and radiation (6.2A). Students demonstrate safe practices according to the Texas Safety Standards and utilize appropriate safety equipment during the implementation of comparative and descriptive investigations. Students analyze data from investigations to communicate valid conclusions supported by the data and predict trends. Students use conceptual models to demonstrate energy transformations and the transfer of thermal energy. After this unit, with the exception of transformation of energy within photosynthesis and within the digestive system, this content is not taught again in Grades 7 or 8. Although 6.9A and 6.9B are not identified as Supporting or Readiness Standards, they build content for High School Physics. Next, students will explore force and motion concepts including potential and kinetic energy, speed, acceleration, balanced and unbalanced forces, measuring and graphing motion, as well as pulleys and inclined planes. STAAR Note: This is an important foundational piece for the understanding of transformation and transference of energy. It is the first time students have been directly introduced to both predictable patterns in thermal energy transfer and the transformation of energy from one form to another. This content is not addressed specifically in Grades 7 or 8, but 6.9C is marked as a Supporting Standard and will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion and Energy. According to research: “At this level students should be introduced to energy primarily through energy transformations. Students should trace where energy comes from (and goes next) in examples that involve several different forms of energy along the way: heat, light, motion of objects, chemical, and elastically distorted materials. To change something's speed, to bend or stretch things, to heat or cool them, to push things together or tear them apart all require transfers (and some transformations) of energy.” American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online
OVERARCHING UNDERSTANDINGS AND QUESTIONS A system is a collection of interactive, interrelated, or interdependent cycles, structures, and / or processes.
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 1 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
How are the components and framework of a system defined? How are the functions of the components in a system related to the cycles, structures, and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system?
Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness?
Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)?
A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed? In what ways do interactions affect the basic properties of a system?
Scientific processes are used to explore and understand a system. What makes a process scientific? In what ways can a system be scientifically examined? Which scientific processes are most appropriate when studying a system and why? What significant conclusions can be drawn from investigating a system? Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 2 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate? How does scientific decision-making affect the quality of our lives? What distinguishes decision-making in science from decision-making in other areas of study?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 6 Unit 06 PA 01 Click on the PA title to view related rubric. Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. Standard(s): 6.2E , 6.3B , 6.9C ELPS.c.1A , ELPS.c.1C
UNIT UNDERSTANDINGS Energy can be transformed from one form to another.
Energy
How is energy transformed (converted) from one form to another within a given system?
Properties Energy cannot be created or destroyed. Matter Energy Processes
In what ways does the law of conservation of energy apply to energy transformations (conversions)?
Constancy
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 3 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy PERFORMANCE ASSESSMENT(S)
Science Grade 6 Unit 06 PA 02 Click on the PA title to view related rubric. Investigate methods of thermal energy transfer in order to develop a podcast or other presentation describing the transfer of thermal energy. Include conduction, convection, and radiation and how they relate to the law of conservation of energy. Demonstrate that thermal energy moves in a predictable pattern. Standard(s): 6.1A , 6.2A , 6.2E , 6.4A , 6.4B , 6.9A , 6.9B ELPS.c.3B , ELPS.c.3C , ELPS.c.3E
SUGGESTED DURATION : 14 days OVERARCHING CONCEPTS UNIT CONCEPTS Conservation of Energy
Change Energy Systems
UNIT UNDERSTANDINGS Thermal energy can be transferred within a system, or from one substance to another. In what ways is thermal energy transferred within a system, or from one substance to another? What patterns exist within the transfer of thermal energy?
Energy cannot be created or destroyed. Models Systems Processes
In what ways does the law of conservation of energy apply to the transfer of thermal energy within a system, or from one substance to another?
Patterns Systems
Associated Scientific Investigation and Reasoning Processes Demonstrate safety Plan and implement investigations Collect data using tools and equipment
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 4 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 14 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
Organize data Think critically Analyze, interpret, and evaluate Communicate conclusions and / or make predictions Develop / analyze / evaluate models
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think temperature is the measure of heat, rather than the movement of particles in a substance. Students may think that "cold" is being transferred from a colder to a warmer object, rather than thermal energy moving in a pattern from warmer to cooler. Students may think energy transformations involve only one form of energy at a time, rather than one form of energy being changed into a different form of energy. Students may think that the transformation of energy and the transference of energy are the same thing, rather than energy transfer being the movement of energy from one object or substance to another.
UNIT VOCABULARY Key Content Vocabulary: Chemical energy – energy stored in the bonds of atoms and molecules of substances (e.g., food, biomass, petroleum, natural gas, and propane contain stored chemical energy) Conduction – transfer of heat through direct contact from a warmer substance to a cooler substance Convection – transfer of thermal energy, in a liquid or gas, in which the warmer substance rises and the cooler substance sinks; forms a current Elastic energy – stored in objects by force (e.g., stretched rubber band or balloon) Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 5 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
Electrical energy – movement of electrons (e.g., electrons moving through wires is electricity, lightning) Energy – the ability to cause change or do work Energy transfer – transfer of energy from one object or substance to another Energy transformation (conversion) – process of energy changing from one form to another Heat (thermal) energy – transfer of thermal energy between substances that are at different temperatures Kinetic energy – energy of motion Law of conservation of energy – states that energy is neither created or destroyed; it only changes forms Light (radiant) energy – energy from light waves (e.g., solar, light bulb) Mechanical (motion) energy – movement of objects or substances from one place to another Potential energy – stored energy of an object because of its position or shape Radiation – the transfer of energy from a light source (e.g., Sun, fire, light bulb, burner) to an object or substance Sound energy – movement of waves through a substance or object caused by vibrations Temperature – measure of the average kinetic energy of the particles in a substance Transform – changing from one form to another (e.g., energy transformation)
Related Vocabulary: Conversion Convert
Equilibrium
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Nuclear energy
Page 6 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES
OTHER RESOURCES
Science Notebooking: A Reflective Tool for Assessing Student Understanding (Secondary - G. 6) Grade 6 Unit 06 Sample Guiding Questions: Conservation of Energy
State: Texas Education Agency - Texas Safety Standards: Kindergarten Through Grade 12, 2nd Edition http://www.tea.state.tx.us/index2.aspx? id=5483 (look under Documents) General: The NEED Project. National Energy Education Development Project http://www.need.org/ (look under Students – Energy Infobooks)
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue text: Supporting information / Clarifications from TCMPC (Specificity) Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061
Page 7 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
(TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061 6.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
6.1A
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS Including, but not limited to: Wear appropriate safety equipment Know the location of safety equipment Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards Possible examples may include: Read or study the science activity or laboratory investigation prior to conducting the investigation Know and follow all safety rules prior to the investigation Be alert during the laboratory time Do not attempt unauthorized activities If a chemical spill occurs, report it immediately, and follow the instructions of the teacher Keep your area clean
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 8 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Do not enter preparatory or equipment storage rooms or chemical storerooms Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory Use lab equipment appropriately Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Texas Safety Standards: Kindergarten Through Grade 12, Edition. http://www.tea.state.tx.us/index2.aspx?id=5483 Project 2061: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, or community residents to health or property risks without their prior knowledge and consent. 1C/M5b* TxCCRS: I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. I. Nature of Science – C3 —Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
6.2A
Plan and implement comparative and descriptive investigations by making observations, asking
Plan, Implement
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 9 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
well-defined questions, and using appropriate equipment and technology
COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS Including, but not limited to: Comparative and descriptive investigations Making observations Asking well-defined questions Using appropriate equipment and technology Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Comparative and descriptive investigations ((Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined. Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. * A fair test is conducted by making sure that only one factor (variable) is changed
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 10 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
at a time, while keeping all other conditions the same. TxCCRS: I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 6.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends
Analyze DATA Including, but not limited to: Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b
6.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 11 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 6.3B
Use models to represent aspects of the natural world such as a model of Earth's layers.
Use MODELS Including, but not limited to: Representing aspects of the natural world Possible examples may include: Conceptual models Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
6.4A
Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes,
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 12 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.
Including, but not limited to: Journals / (science) notebooks Thermometers Computers Timing devices Other equipment as needed to teach the curriculum Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
6.4B
Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
Use SAFETY EQUIPMENT Including, but not limited to: Preventative safety equipment Chemical splash goggles Note(s): STAAR:
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 13 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 6.9
Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:
6.9A
Investigate methods of thermal energy transfer, including conduction, convection, and radiation.
Investigate METHODS OF THERMAL ENERGY TRANSFER Including, but not limited to: Thermal energy can be transferred from one system to another (or from a system to its environment) in different ways Conduction – transfer of heat through direct contact from a warmer substance to a cooler substance Convection – transfer of thermal energy, in a liquid or gas, in which the warmer substance rises and the cooler substance sinks; forms a current Radiation – the transfer of energy from a light source (e.g., Sun, fire, light bulb, burner) to an object or substance Note(s): STAAR: Although not identified as a Supporting Standard, this student expectation builds the
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 14 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
foundation for the content of Supporting Standard 8.10A. Although students have been introduced to conductors and insulators of heat and electricity beginning in Grade 4 (4.6B), this is the first time students have been introduced to convection and radiation. Project 2061: By the end of the 8th grade, students should know that: Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves. 4E/M2* Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, the thermal energy tends to spread out through a material and from one material to another if they are in contact. Thermal energy can also be transferred by means of currents in air, water, or other fluids. In addition, some thermal energy in all materials is transformed into light energy and radiated into the environment by electromagnetic waves; that light energy can be transformed back into thermal energy when the electromagnetic waves strike another material. As a result, a material tends to cool down unless some other form of energy is converted to thermal energy in the material. 4E/M3* TxCCRS: V. Cross-Disciplinary Themes – B1 – Understand the Laws of Thermodynamics. V. Cross-Disciplinary Themes – B2 – Know the processes of energy transfer. VIII. Physics – H1 – Understand the gain and loss of heat energy in matter. VIII. Physics – H2 – Understand the basic laws of thermodynamics. 6.9B
Verify through investigations that thermal energy moves in a predictable pattern from warmer to
Investigate, Verify
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 15 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
cooler until all the substances attain the same temperature such as an ice cube melting
THERMAL ENERGY MOVES IN A PREDICTABLE PATTERN Including, but not limited to: Thermal energy movement From warmer to cooler Until all the substances attain the same temperature Ice cube melting Additional possible examples may include: Convection tanks / tubes Note(s): STAAR: Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Supporting Standard 8.10A. Project 2061: By the end of the 8th grade, students should know that: Thermal energy carried by ocean currents has a strong influence on climates around the world. Areas near oceans tend to have more moderate temperatures than they would if they were farther inland but at the same latitude because water in the oceans can hold a large amount of thermal energy. 4B/M9* TxCCRS: V. Cross-Disciplinary Themes – B1 – Understand the Laws of Thermodynamics. V. Cross-Disciplinary Themes – B2 – Know the processes of energy transfer VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer. VII. Chemistry – H2 – Understand energy changes and chemical reactions. VIII. Physics – H1 – Understand the gain and loss of heat energy in matter. VIII. Physics – H2 – Understand the basic laws of thermodynamics.
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 16 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.9C
Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting Standard
Demonstrate ENERGY TRANSFORMATIONS Including, but not limited to: Transformations between forms of energy Chemical Thermal Light (radiant) Mechanical Electrical Example of energy transformation Energy in a flashlight battery changes from chemical energy to electrical energy to light energy Possible additional examples may include: Hot air balloon rising An engine causing a car to move A wind turbine system A hydroelectric power plant One animal consuming another animal An animal consuming a plant (producer) Note(s): STAAR: This student expectation builds the foundation for the content of photosynthesis, (7.5A) and digestion (7.7B), as well as Supporting Standard Biology 9.B. The terms “transformation” and “conversion” may be used interchangeably.
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 17 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Project 2061: By the end of the 8th grade, students should know that: Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible. 4E/M1*
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. Last Updated 08/31/2015
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 18 of 18
SUGGESTED DURATION : 14 days
UNIT OVERVIEW This unit bundles student expectations that address the transformation of energy into different forms and transfer of energy from one system to another in order to introduce the law of conservation of energy. Prior to this unit in Grades 3–5, students have explored different forms of energy including mechanical, light, sound, and heat / thermal energy. During this unit, students demonstrate energy transformations, such as the energy in a flashlight battery changing from chemical to electrical and then to light (and heat) energy. Potential and kinetic energy is introduced and explored as well. Additionally, students investigate predictable patterns in the movement of thermal energy, such as in an ice cube melting (6.2A). Finally, students investigate methods of thermal energy transfer in a system, including conduction, convection, and radiation (6.2A). Students demonstrate safe practices according to the Texas Safety Standards and utilize appropriate safety equipment during the implementation of comparative and descriptive investigations. Students analyze data from investigations to communicate valid conclusions supported by the data and predict trends. Students use conceptual models to demonstrate energy transformations and the transfer of thermal energy. After this unit, with the exception of transformation of energy within photosynthesis and within the digestive system, this content is not taught again in Grades 7 or 8. Although 6.9A and 6.9B are not identified as Supporting or Readiness Standards, they build content for High School Physics. Next, students will explore force and motion concepts including potential and kinetic energy, speed, acceleration, balanced and unbalanced forces, measuring and graphing motion, as well as pulleys and inclined planes. STAAR Note: This is an important foundational piece for the understanding of transformation and transference of energy. It is the first time students have been directly introduced to both predictable patterns in thermal energy transfer and the transformation of energy from one form to another. This content is not addressed specifically in Grades 7 or 8, but 6.9C is marked as a Supporting Standard and will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion and Energy. According to research: “At this level students should be introduced to energy primarily through energy transformations. Students should trace where energy comes from (and goes next) in examples that involve several different forms of energy along the way: heat, light, motion of objects, chemical, and elastically distorted materials. To change something's speed, to bend or stretch things, to heat or cool them, to push things together or tear them apart all require transfers (and some transformations) of energy.” American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online
OVERARCHING UNDERSTANDINGS AND QUESTIONS A system is a collection of interactive, interrelated, or interdependent cycles, structures, and / or processes.
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 1 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
How are the components and framework of a system defined? How are the functions of the components in a system related to the cycles, structures, and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system?
Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness?
Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)?
A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed? In what ways do interactions affect the basic properties of a system?
Scientific processes are used to explore and understand a system. What makes a process scientific? In what ways can a system be scientifically examined? Which scientific processes are most appropriate when studying a system and why? What significant conclusions can be drawn from investigating a system? Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 2 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate? How does scientific decision-making affect the quality of our lives? What distinguishes decision-making in science from decision-making in other areas of study?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 6 Unit 06 PA 01 Click on the PA title to view related rubric. Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. Standard(s): 6.2E , 6.3B , 6.9C ELPS.c.1A , ELPS.c.1C
UNIT UNDERSTANDINGS Energy can be transformed from one form to another.
Energy
How is energy transformed (converted) from one form to another within a given system?
Properties Energy cannot be created or destroyed. Matter Energy Processes
In what ways does the law of conservation of energy apply to energy transformations (conversions)?
Constancy
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 3 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy PERFORMANCE ASSESSMENT(S)
Science Grade 6 Unit 06 PA 02 Click on the PA title to view related rubric. Investigate methods of thermal energy transfer in order to develop a podcast or other presentation describing the transfer of thermal energy. Include conduction, convection, and radiation and how they relate to the law of conservation of energy. Demonstrate that thermal energy moves in a predictable pattern. Standard(s): 6.1A , 6.2A , 6.2E , 6.4A , 6.4B , 6.9A , 6.9B ELPS.c.3B , ELPS.c.3C , ELPS.c.3E
SUGGESTED DURATION : 14 days OVERARCHING CONCEPTS UNIT CONCEPTS Conservation of Energy
Change Energy Systems
UNIT UNDERSTANDINGS Thermal energy can be transferred within a system, or from one substance to another. In what ways is thermal energy transferred within a system, or from one substance to another? What patterns exist within the transfer of thermal energy?
Energy cannot be created or destroyed. Models Systems Processes
In what ways does the law of conservation of energy apply to the transfer of thermal energy within a system, or from one substance to another?
Patterns Systems
Associated Scientific Investigation and Reasoning Processes Demonstrate safety Plan and implement investigations Collect data using tools and equipment
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 4 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 14 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
Organize data Think critically Analyze, interpret, and evaluate Communicate conclusions and / or make predictions Develop / analyze / evaluate models
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think temperature is the measure of heat, rather than the movement of particles in a substance. Students may think that "cold" is being transferred from a colder to a warmer object, rather than thermal energy moving in a pattern from warmer to cooler. Students may think energy transformations involve only one form of energy at a time, rather than one form of energy being changed into a different form of energy. Students may think that the transformation of energy and the transference of energy are the same thing, rather than energy transfer being the movement of energy from one object or substance to another.
UNIT VOCABULARY Key Content Vocabulary: Chemical energy – energy stored in the bonds of atoms and molecules of substances (e.g., food, biomass, petroleum, natural gas, and propane contain stored chemical energy) Conduction – transfer of heat through direct contact from a warmer substance to a cooler substance Convection – transfer of thermal energy, in a liquid or gas, in which the warmer substance rises and the cooler substance sinks; forms a current Elastic energy – stored in objects by force (e.g., stretched rubber band or balloon) Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 5 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
Electrical energy – movement of electrons (e.g., electrons moving through wires is electricity, lightning) Energy – the ability to cause change or do work Energy transfer – transfer of energy from one object or substance to another Energy transformation (conversion) – process of energy changing from one form to another Heat (thermal) energy – transfer of thermal energy between substances that are at different temperatures Kinetic energy – energy of motion Law of conservation of energy – states that energy is neither created or destroyed; it only changes forms Light (radiant) energy – energy from light waves (e.g., solar, light bulb) Mechanical (motion) energy – movement of objects or substances from one place to another Potential energy – stored energy of an object because of its position or shape Radiation – the transfer of energy from a light source (e.g., Sun, fire, light bulb, burner) to an object or substance Sound energy – movement of waves through a substance or object caused by vibrations Temperature – measure of the average kinetic energy of the particles in a substance Transform – changing from one form to another (e.g., energy transformation)
Related Vocabulary: Conversion Convert
Equilibrium
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Nuclear energy
Page 6 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES
OTHER RESOURCES
Science Notebooking: A Reflective Tool for Assessing Student Understanding (Secondary - G. 6) Grade 6 Unit 06 Sample Guiding Questions: Conservation of Energy
State: Texas Education Agency - Texas Safety Standards: Kindergarten Through Grade 12, 2nd Edition http://www.tea.state.tx.us/index2.aspx? id=5483 (look under Documents) General: The NEED Project. National Energy Education Development Project http://www.need.org/ (look under Students – Energy Infobooks)
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue text: Supporting information / Clarifications from TCMPC (Specificity) Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061
Page 7 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
(TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061 6.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
6.1A
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS Including, but not limited to: Wear appropriate safety equipment Know the location of safety equipment Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards Possible examples may include: Read or study the science activity or laboratory investigation prior to conducting the investigation Know and follow all safety rules prior to the investigation Be alert during the laboratory time Do not attempt unauthorized activities If a chemical spill occurs, report it immediately, and follow the instructions of the teacher Keep your area clean
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 8 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Do not enter preparatory or equipment storage rooms or chemical storerooms Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory Use lab equipment appropriately Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Texas Safety Standards: Kindergarten Through Grade 12, Edition. http://www.tea.state.tx.us/index2.aspx?id=5483 Project 2061: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, or community residents to health or property risks without their prior knowledge and consent. 1C/M5b* TxCCRS: I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. I. Nature of Science – C3 —Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
6.2A
Plan and implement comparative and descriptive investigations by making observations, asking
Plan, Implement
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 9 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
well-defined questions, and using appropriate equipment and technology
COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS Including, but not limited to: Comparative and descriptive investigations Making observations Asking well-defined questions Using appropriate equipment and technology Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Comparative and descriptive investigations ((Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined. Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. * A fair test is conducted by making sure that only one factor (variable) is changed
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 10 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
at a time, while keeping all other conditions the same. TxCCRS: I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 6.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends
Analyze DATA Including, but not limited to: Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b
6.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 11 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 6.3B
Use models to represent aspects of the natural world such as a model of Earth's layers.
Use MODELS Including, but not limited to: Representing aspects of the natural world Possible examples may include: Conceptual models Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards.
6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
6.4A
Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes,
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 12 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.
Including, but not limited to: Journals / (science) notebooks Thermometers Computers Timing devices Other equipment as needed to teach the curriculum Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
6.4B
Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
Use SAFETY EQUIPMENT Including, but not limited to: Preventative safety equipment Chemical splash goggles Note(s): STAAR:
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 13 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – C3 – Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 6.9
Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:
6.9A
Investigate methods of thermal energy transfer, including conduction, convection, and radiation.
Investigate METHODS OF THERMAL ENERGY TRANSFER Including, but not limited to: Thermal energy can be transferred from one system to another (or from a system to its environment) in different ways Conduction – transfer of heat through direct contact from a warmer substance to a cooler substance Convection – transfer of thermal energy, in a liquid or gas, in which the warmer substance rises and the cooler substance sinks; forms a current Radiation – the transfer of energy from a light source (e.g., Sun, fire, light bulb, burner) to an object or substance Note(s): STAAR: Although not identified as a Supporting Standard, this student expectation builds the
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 14 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
foundation for the content of Supporting Standard 8.10A. Although students have been introduced to conductors and insulators of heat and electricity beginning in Grade 4 (4.6B), this is the first time students have been introduced to convection and radiation. Project 2061: By the end of the 8th grade, students should know that: Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves. 4E/M2* Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, the thermal energy tends to spread out through a material and from one material to another if they are in contact. Thermal energy can also be transferred by means of currents in air, water, or other fluids. In addition, some thermal energy in all materials is transformed into light energy and radiated into the environment by electromagnetic waves; that light energy can be transformed back into thermal energy when the electromagnetic waves strike another material. As a result, a material tends to cool down unless some other form of energy is converted to thermal energy in the material. 4E/M3* TxCCRS: V. Cross-Disciplinary Themes – B1 – Understand the Laws of Thermodynamics. V. Cross-Disciplinary Themes – B2 – Know the processes of energy transfer. VIII. Physics – H1 – Understand the gain and loss of heat energy in matter. VIII. Physics – H2 – Understand the basic laws of thermodynamics. 6.9B
Verify through investigations that thermal energy moves in a predictable pattern from warmer to
Investigate, Verify
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 15 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
cooler until all the substances attain the same temperature such as an ice cube melting
THERMAL ENERGY MOVES IN A PREDICTABLE PATTERN Including, but not limited to: Thermal energy movement From warmer to cooler Until all the substances attain the same temperature Ice cube melting Additional possible examples may include: Convection tanks / tubes Note(s): STAAR: Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Supporting Standard 8.10A. Project 2061: By the end of the 8th grade, students should know that: Thermal energy carried by ocean currents has a strong influence on climates around the world. Areas near oceans tend to have more moderate temperatures than they would if they were farther inland but at the same latitude because water in the oceans can hold a large amount of thermal energy. 4B/M9* TxCCRS: V. Cross-Disciplinary Themes – B1 – Understand the Laws of Thermodynamics. V. Cross-Disciplinary Themes – B2 – Know the processes of energy transfer VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer. VII. Chemistry – H2 – Understand energy changes and chemical reactions. VIII. Physics – H1 – Understand the gain and loss of heat energy in matter. VIII. Physics – H2 – Understand the basic laws of thermodynamics.
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 16 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.9C
Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting Standard
Demonstrate ENERGY TRANSFORMATIONS Including, but not limited to: Transformations between forms of energy Chemical Thermal Light (radiant) Mechanical Electrical Example of energy transformation Energy in a flashlight battery changes from chemical energy to electrical energy to light energy Possible additional examples may include: Hot air balloon rising An engine causing a car to move A wind turbine system A hydroelectric power plant One animal consuming another animal An animal consuming a plant (producer) Note(s): STAAR: This student expectation builds the foundation for the content of photosynthesis, (7.5A) and digestion (7.7B), as well as Supporting Standard Biology 9.B. The terms “transformation” and “conversion” may be used interchangeably.
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 17 of 18
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 06: Conservation of Energy
SUGGESTED DURATION : 14 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Project 2061: By the end of the 8th grade, students should know that: Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible. 4E/M1*
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. Last Updated 08/31/2015
Last Updated 08/31/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Page 18 of 18
