7. What changes occur with the objects
in the pictures?
Where does the girl get her energy?
How is she using energy?
Look around the classroom and point
out things that are using energy?
Energy makes change
8. It takes energy to grow -
chemical energy stored in simple
sugars.
Energy to make these sugars
comes from light energy. Most
of this light energy comes from
the sun. When we eat the
plants, we absorb the chemical
energy.
Chemical Energy
9. Look around you. Many things
are moving.
They are in motion.
Motion is a change in an object’s
position
Mechanical Energy
11. Sound waves are everywhere.
Even on the quietest night you
can hear sounds.
Close your eyes, hold very
still, and listen for a moment.
Sound Energy
12. We cannot see heat, but we
can feel it.
Our bodies make heat, and
our stoves and lights do too.
We heat our houses, our
food, and our water.
Heat Energy
13. Power Plants use fuels to
make electricity.
Electricity comes to our
homes through power lines
held up by power towers.
Electrical
Energy
14. Uranium is a mineral found in rocks
in the ground.
To use its energy we have to split
the atoms that are stored in the
nucleus.
This energy creates heat.
Nuclear Energy
17. Science Fusion text
Unit 4: Lesson 1 (How Do We Use Energy?)
https://www-k6.thinkcentral.com/ePCEval/evalLogin.do
18. What is hot and what is cold?
AIMS page 103
Sort the picture cards and glue them into
the chart.
Thermal (Heat) Energy
19. Thermometer
A thermometer is a tool for measuring temperature.
Build Your Own Weather Tool!
Use the materials and follow the directions below.
MATERIALS:
• clear, plastic bottle (11oz. water bottle works)
• water
• rubbing alcohol
• clear plastic drinking straw
• modeling clay
• Food coloring
20. Experiment!
PROCESS:
Fill about 1/4 of the bottle full with equal parts of water and rubbing alcohol.
Add a few drops of food coloring.
Put the straw in the bottle, but don't let it touch the bottom.
Use the modeling clay to seal the neck of the bottle, so the straw stays in
place. (Make sure the straw does not touch the bottom of the bottle.)
Hold your hands on the bottom of the bottle and watch the mixture move up
through the straw.
EXPLANATION:
Why does this happen? Just like any thermometer, the mixture expanded
when it was warmed. This made the mixture no longer fit in the bottom of
the bottle. As the alcohol expanded the colored mixture moved up through
the straw. If they bottle were to get extremely hot, the mixture would have
come up through the top of the straw.
24. 1. What was the shortest time it took to melt the ice
cube? What did the group do to melt the ice cube?
2. How did the shortest time compare to the time it took
for the ice cube to melt on its own?
3. What was the longest time it took for an ice cube to
melt? Why do you think it took so long?
4. What information does our graph tell us?
5. Why would we want to melt ice quickly?
Connecting Learning
Part 1: Melt an Ice Cube
26. Connecting Learning
Part 2: Keep an Ice Cube
1. How long did your group’s ice cube remain frozen?
2. How did this compare to the times of other groups?
3. What method kept the ice the longest? What materials
were used?
4. What could we have done to keep the ice cubes frozen
even longer?
5. How did this graph compare to the graph for Part One?
6. When would you want to keep ice frozen?
7. What are you wondering now?
29. http://www.learner.org/vod/vod_window.
html?pid=76
Can We Believe Our Eyes?
Why is it that students can graduate from MIT and Harvard, yet not know how to solve a simple third-grade
problem in science: lighting a light bulb with a battery and wire? Beginning with this startling fact, this
program systematically explores many of the assumptions that we hold about learning to show that education
is based on a series of myths. Through the example of an experienced teacher, the program takes a hard look
at why teaching fails, even when he uses all of the traditional tricks of the trade. The program shows how new
research, used by teachers committed to finding solutions to problems, is reshaping what goes on in our
nation's schools.
Minds of Our Own
30. Engage:
AIMS Light Sources page 63
Sort the picture cards and glue them into
the chart
Radiant (Light) Energy
31. ● Absorbed
● Reflected
● Refracted
(It can also be transmitted, diffracted, or scattered.)
Light can be...
32. AIMS page 67
Stand back to back to another person.
Position the mirror so that you can only see
yourself.
Then move the mirror so you can see the
person behind you.
Mirrors Reflect
33. Now you need a student page and a Teddy
bear counter. Color the lines on the page
and put the teddy bear on the footprints.
Mirrors Reflect
34. Use either two mirrors or a hinged mirror
and place on the red line. What do you see?
Try the green lines, then the blue lines.
Why do you see what you see?
Mirrors Reflect
35. Use colorful magazine pages,
fabric or the “Make
a Kaleidoscope” page on page
70 with mirrors to make additional
observations.
Use a mirror and page 71 to decode the secret
message.
Mirrors Reflect
36. How are shadows made?
Part 1
What makes a shadow?
Shadow Makers
37. -Allow students to use different objects to
make shadows. Use flashlight with
different objects to make shadows.
-Take students outside to look for shadows.
Use objects collected outside to make
shadows.
What Makes a Shadow?
38. Material:
3 sheets heavy cardstock
construction paper
waxed paper
clear film
scotch tape
Scissors
Use heavy cardstock to cut out 3 frames.
Use construction paper, waxed paper, and clear film to make each shadow
frame.
Making Shadow Frames
39. In dark room use light source to cast shadows using
material below. Use Shadow Frames to observe what
happens when placed in front of light source.
Using Shadow Frames
40. In dark room use light source to cast shadows using material below. Use
Shadow Frames to observe what happens when placed in front of light source.
Make a pyramid foldable to display material that can viewed using the
vocabulary words - transparent, opaque and translucent.
Pyramid Foldable
Material:
Heavy Cardstock
Waxed paper, Construction paper, and Transparency film
Scissors
Yarn
Explore
41. What determines the shape
of a shadow?
Part 2
Shapes of shadows?
Shadow Makers
42. Display a soup can and ask students to
predict what shape the shadow will be
when placed in front of the light source.
Use the following material:
styrofoam cups, toothpicks, clay, paper
cups, craft sticks
Shapes of Shadows
43. -What is needed to make a shadow?
-What kinds of materials produce good
shadows?
-What determines the shape of the shadow?
-Where/When do you see the best shadows?
Evaluation
45. Place a coin on a desk and cover with clear
plastic.
*Can you see the coin through the material?
Materials that allows the light from the object
to pass through them so the object is clearly
seen are call transparent material.
Observing Transparent
46. Place a coin on a desk and cover with wax
paper.
*Can you see the coin through the material?
Materials that allow some light from the
object to pass through, but transmit no clear
image are called translucent material.
Observing Translucent
47. Place a coin on a desk and cover with
construction paper.
*Can you see the coin through the material?
Materials that block light so that none gets
through are called opaque material.
Observing Opaque
48. -Light travels in a straight line
- Light encounters opaque, they are blocked, absorbed
or reflected.
- light encounters transparent objects, they pass
through and sometimes bent.
-light encounters translucent object they diffused.
How Light Travels
49.
50. How can you show that certain
objects block light?
Flashlight Shadows
51. Preparation
-Set up chart paper on
wall
-Place flashlight on
table about 3 meters
from chart paper
Key Question: How can you show that certain
objects block light?
Procedure
-Let students create
shadows
-Observe Shadows
-Move objects closer
and farther
What happens?
52. Connecting Learning
1. How can you show that certain objects block light?
2. What did you notice when you held an object in the bright central
beam of the flashlight?
3. What happened when you moved the object casting the shadow
closer and farther from the screen.
4. How does this activity show that light travels in a straight line until
an object blocks it?
* * Use these questions to answer page 91
55. The following demos/activities will show
students that light can be “bent” under
certain circumstances.
Observing Refraction
56. Set a lighted candle on a table about 2 feet
away from a wall in a dark room.
Shine a flashlight (cell phone flashlights
work well) across the room on the wall so
that the beam is above the candle flame.
Observe the beam.
Candle light refraction
58. Place a straight pencil, stick, or ruler in an
empty, clear, thin glass. Observe from all
sides.
Half-fill with water and look again.
Water refraction
59. Place a glass of water at the edge of a
table. Look upward through the side of the
glass at the top surface of the water. While
looking, have someone else stick the
pointed end of a pencil down into the
water. (The point should look larger than
it actually is.)
More water refraction
60. A PRACTICAL APPLICATION OF
REFRACTION USING JUST
WATER , BLEACH & 2 LITER
SODA PLASTIC BOTTLE:
See the video below:
https://www.youtube.com/watch?v=a9fpolCvM
-8
Bringing light to the poor, one liter at a time
62. 1. Could you see a reflection of the picture on the
blank page through the CD case? (Yes, it was a faint
reflection)
ƒ2. How was the reflection different from the
picture? (It was reversed)
ƒ3. Can you explain why you could see the reflection of
the picture at the same time you could see the
actual picture? (Some of the light from the picture
was reflected back to your eyes, while some of the
light passed through or was transmitted through
the CD case.)
Copy Cat CD
63. Half the class has inflated balloons outside.
The other half stands about 200 yards
away.
As balloons are popped, students should
see it before they hear it. (Light travels
faster than sound.)
Light Speed
64.
65.
66. Engage
Make a sound on various instruments (include
different kinds such as wind, percussive and
string instruments).
Ask students what makes the sound.
71. 1. Salt Dance
2. Water Xylophone
3. Rubber Band Guitar
4. Egg Shakers
5. Kazoos
6. Straw Horn
Sound Stations (10 min. each)
72. What makes the salt “dance?”
How does the size/thickness of the tuning
fork affect the dancing?
Is there a difference if you hit the tuning
fork harder or softer?
Explain
73. How does the amount of water affect the
pitch?
How does the amount of force used with
the mallet affect the sound?
What would change if you used smaller
containers or larger containers?
Explain
74. How does the size and tension of the
rubber band affect the sound on the
“guitars”? What about the container or
object used?
Thick vs. thin rubber bands?
Explain
75. How does the material used in the eggs
affect the sound made?
What happens to the sound if you shake
hard and fast? Slow and gentle?
What else could you use for shakers?
Explain
76. What is vibrating in each kazoo?
Which kazoo do you prefer? Why?
How does your body help make the kazoo
work?
Explain
77. Does the type of straw used make a
difference?
Explain how to use your mouth to play the
straw horn.
What happened to the pitch when you cut
Explain
