Key Concepts in Science ENERGY TRANSFORMATIONS TEACHER GUIDE Sally Ride Science

Transcription

1 Key Concepts in Science ENERGY TRANSFORMATIONS TEACHER GUIDE 2015 Sally Ride Science

2 ENERGY TRANSFORMATIONS: CONTENTS Student handouts are at the back of the Teacher Guide. Correlation to Standards Sally Ride Science Teacher Guides... 5 Energy Transformations: About the Book... 6 Getting Started: In Your World...7 Preview Energy Transformations, read the introduction, and discuss key concepts. Chapter 1: Energy Model making an outline as you read, read Chapter 1, and elaborate on key concepts in the chapter. Students: Chapter 1 handout Chapter 2: The Sun s Energy Model asking questions as you read, read Chapter 2, and elaborate on key concepts in the chapter. Students: Chapter 2 handout Read Chapter 3: Putting Energy to Use...12 Model taking notes as you read, read Chapter 3, and discuss key concepts in the chapter. Students: Chapter 3 handout Thinking Like a Scientist...13 Read Thinking Like a Scientist and answer the questions about wind turbine energy output. Students: Thinking Like a Scientist handout Analyze a Science Feature...14 Analyze how the author presented information and write an introductory paragraph. Students: Analyze a Science Feature handout How Do We Know? > Read How Do We Know?...15 Read about microbiologist Eric Knoshaug and answer the questions. Students: How Do We Know? handout > Making Connections...16 Brainstorm and make a plan for producing diesel fuel from algae. Students: Making Connections handout Science Writing Write a science essay about energy transformations. Students: Science Writing handout Study Guide: Hey, I Know That!...18 Complete study guide questions. Students: Hey, I Know That! handout 2015 Sally Ride Science 2

3 CORRELATION TO STANDARDS Correlation to Science Standards For information on alignment to state science standards and NGSS, visit Correlation to Common Core Sally Ride Science s Key Concepts and Cool Careers book series provide students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Energy Transformations: Transformers at Work and the accompanying activities align to the following standards: Reading Standards for Literacy in Science and Technical Subjects 6-12 (RST), Grades 6-8 Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 (WHST), Grades 6-8 Text Types and Purposes 1. Write arguments focused on discipline-specific content. a.-e. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b., d., f. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration Sally Ride Science 3

4 CORRELATION TO STANDARDS 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening Standards 6-12 (SL), Grades 6-8 Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6, grade 7, and grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. a.-d. Presentation of Knowledge and Ideas 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Grade 6 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Grade 7 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Grade 8 Language Standards 6-12 (L), Grades 6-8 Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6, grade 7, and grade 8 reading and content, choosing flexibly from a range of strategies. a.-d. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression Sally Ride Science 4

5 SALLY RIDE SCIENCE TEACHER GUIDES The Sally Ride Science Key Concepts in Science and Cool Careers book series are available as print books and ebooks.* A Teacher Guide accompanies each of the 36 Key Concepts books and 12 Cool Careers books. More information: sallyridescience.com/learning-products *Book pages pictured in the Teacher Guides are from ebook editions. Some pages in the print books have different images or layouts. Cool Careers Cool Careers in Biotechnology Cool Careers in Earth Sciences Cool Careers in Engineering (Upper Elementary) Cool Careers in Engineering (Middle School) Cool Careers in Environmental Sciences (Upper Elementary) Cool Careers in Environmental Sciences (Middle School) Cool Careers in Green Chemistry Cool Careers in Information Sciences Cool Careers in Math Cool Careers in Medical Sciences Cool Careers in Physics Cool Careers in Space Sciences Key Concepts in Science Adaptations Biodiversity The Biosphere Cells Earth s Air Earth s Climate Earth s Energy Earth s Natural Resources Earth s Water Elements and Compounds Energy Basics Energy Transformations Flowering Plants Food Webs Forces Genetics Geologic Time Gravity Heat Life Cycles Light Motion Organic Molecules Photosynthesis and Respiration Physical Properties of Matter Plant and Animal Systems Plate Tectonics The Rock Cycle Solids, Liquids, and Gases Sound Space Exploration Sun, Earth, and Moon Units of Measurement Vertebrates The Water Cycle Weathering and Erosion Sally Ride Science provides professional development and classroom tools to build students passion for STEM fields and careers. Founded by Dr. Sally Ride, America s first woman in space, the company brings science to life for upper-elementary and middle school students. Visit us at SALLYRIDESCIENCE.COM for more information Sally Ride Science 5

6 ENERGY TRANSFORMATIONS: Transformers at Work About the Book Energy Transformations: Transformers at Work explains that energy is all around us and inside us. Students learn how energy changes form and how it is used. They discover how energy can travel and, most importantly, cause changes. They learn about various types of energy, including chemical energy, electrical energy, and the energy of motion. At the end of each two-page spread, a brief statement called The Bottom Line reinforces students understanding by summing up the key ideas about energy covered in those pages. In Your World uses descriptions of amusement park rides to engage students interest in the ways that changes in energy affect their lives. Chapter 1 defines energy as the ability to cause change and make something happen. Students read about different forms of energy and ways energy can cause change. Students learn that energy can be used, transferred, and transformed, but it can never be created or destroyed. Chapter 2 identifies the Sun as the source of almost all of the energy we use on Earth. Students learn how producers such as plants transform energy from the Sun into chemical energy that can then be transferred to other organisms through food webs. Students also learn how their cells use this energy to power everything their bodies do, from maintaining a constant temperature to pedaling a bike. Chapter 3 describes how the wind s energy can be used to spin a turbine to generate electricity. Students learn that heat is a by-product of any energy transfer or conversion. Thinking Like a Scientist explains units used to measure energy and work. Students analyze a graph and a data table and then compare the energy output of different sizes of turbines. How Do We Know? introduces students to Eric Knoshaug, a microbiologist investigating the use of algae to produce oil. In Making Connections, students calculate the number of acres of algae required to produce the diesel fuel a school bus uses in one year. Hey, I Know That! allows students to assess their own learning through a variety of assessment tasks related to the key concepts covered in Energy Transformations Sally Ride Science 6

7 ENERGY TRANSFORMATIONS: GETTING STARTED In Your World Preview the book Divide the class into small groups. Instruct students to skim through the book and look at the headings and pictures. Tell each group to make a list of three questions they have about energy transformations. Then have groups exchange questions and write answers to the questions they receive. Afterward, keep the questions and answers, and explain that you will give them back for groups to evaluate after they read the book. Use the questions that groups write as a guide in teaching the book. Review the answers to identify any misconceptions or concepts that students find confusing. Read In Your World (pages 4 and 5) and discuss key concepts Tell students to read In Your World. Then ask students to consider this question: How would the activities at the amusement park change if the amount of available energy increased or decreased? [Sample answer: If there was more energy, rides might be able to go faster. There might be brighter lights and more noise in the amusement park. If the amount of energy decreased, rides likely would slow down or maybe even stop. Lights would dim and there would not be as many sounds.] Allow time for several students to share their ideas with the class Sally Ride Science 7

8 ENERGY TRANSFORMATIONS: CHAPTER 1 Energy 101 Read Chapter 1: Energy 101 Before reading: Model making an outline as you read Tell students they can use outlines to prepare for reading or to review what they have learned. Give students the Chapter 1 handout and point out that it has a space for them to make an outline of the chapter. Use the title and headings of Chapter 1 to model making an outline. As you write the outline on the board, have students copy it on their handouts. Say, The title of the chapter can be the title of my outline. I will use each of the headings in the chapter as the main points of my outline. As the title of the outline, write Energy 101. Put a Roman numeral I under the title and then write the section title It All Takes Energy as the first heading in the outline. Explain to students that you want to include some detail under each heading. Call on a student to read page 6 aloud. Say, What are one or two main points we learned from reading this page? Write these points on the board under the heading I. It All Takes Energy: A. Any change requires energy. B. Energy causes changes all around us. Then say, The next heading is Ready, Set, Energy! Write it as the second main point of the outline. Say, What are some important points under this heading? Write the important points. Here s a possible start to the outline: Energy 101 I. It All Takes Energy A. Any change requires energy. B. Energy causes changes all around you. II. Ready, Set, Energy! A. Energy can travel as sound waves by vibrations of molecules. B. Gasoline stores chemical energy. C. Light is another form of energy. SCIENCE BACKGROUND Two main forms of energy are kinetic energy (the energy of motion) and potential energy (stored energy). An object s kinetic energy is proportional to the product of its mass and its velocity. For example, a large truck moving at 30 km/h has more kinetic energy than a small car moving at the same speed. The car, however, could have greater kinetic energy if it were traveling much faster than the truck. There are different types of potential energy. Students are often most familiar with gravitational potential energy, which is the product of an object s mass, its height above a surface, and the acceleration due to gravity. Other types include chemical potential energy, electrical potential energy, and elastic potential energy. Tell students to finish the outlines independently on their Chapter 1 handouts. Explain that outlines are a good way to review concepts after reading the entire book. Students can use them to make connections between the chapters Sally Ride Science 8

9 ENERGY TRANSFORMATIONS: CHAPTER 1 Energy 101 Read Chapter 1: Energy 101 (pages 6-11) Ask students to read Chapter 1: Energy 101, taking notes on the handout and completing their outline as they read. After reading: Elaborate on key concepts Have pairs of students share their notes, discuss the main ideas of Chapter 1, and refine their notes if they wish. Then ask students to name their hobbies as you make a list of them on the board. Ask these questions about each hobby: ADDRESS MISCONCEPTIONS Emphasize to students that energy can change form, and it can be transferred within an object or to another object, but it is never lost. Sometimes we say energy is lost when it is changed into a form that has no practical use, like the heat generated by a computer. But the energy still exists in another place or another form. How does this hobby use energy? [Sample answer: My hobby, robotics, uses energy in a lot of ways. I use energy to build the robot. The computer on which I program the robot runs on electricity. The robot runs on energy from a battery.] What are some energy transformations that occur in the hobby? [Sample answer: In robotics, the chemical energy inside a battery is transformed into electrical energy that powers the robot. That electrical energy is transformed into energy of motion when the robot moves.] What are some ways energy is transferred? [Sample answer: My energy of motion is transferred to the robot when I push it and make it move. The robot s energy of motion is transferred to the blocks that it knocks down.] What happens to the energy that is lost during the hobby? [Sample answer: Some heat energy from the computer and from the robot s battery moves into the air. The energy is not really lost ; it just moves somewhere else.] 2015 Sally Ride Science 9

10 ENERGY TRANSFORMATIONS: CHAPTER 2 The Sun s Energy Read Chapter 2: The Sun s Energy Before reading: Model asking questions as you read Use Chapter 2 to model asking questions as you read. Have students look at page 12. Explain that headings can provide clues about what concepts will be presented in a section. This can help you develop questions about the section. Say, The title of the chapter is The Sun s Energy, and the subtitle is From the Sun to You. This first page must be about how energy moves from the Sun to me. I wonder how it does that. I m going to write down that question. On the board, write, How does energy move from the Sun to me? Explain to students that once they have developed questions, they should try to identify answers as they read. Read aloud the first paragraph on page 12. Then say, What did this paragraph say about how energy moves from the Sun to me? I get energy through the food I eat. Energy goes from the Sun to plants to animals and/or to me. Explain to students that they should continue reading Chapter 2 using this method of asking questions before they start a section and then trying to identify answers as they read. Go over these strategies of active reading, perhaps projecting them on the board. During reading... > Ask questions as you read. > Stop reading once in a while to check your comprehension. > Reread confusing passages at a slower pace. > Mark confusing passages to review and clarify later. > Jot down notes about the big ideas and how they connect to each other. SCIENCE BACKGROUND Energy moves from the Sun to the Earth as electromagnetic waves. Electromagnetic waves are also called electromagnetic radiation because the waves radiate, or spread out, in all directions. Electromagnetic waves are composed of alternating electric and magnetic fields. These fields can move through both matter and empty space. After reading... > Think about what you ve read. What was the main idea? What was interesting, strange, or completely new to you? > Review and clarify your notes so that they ll help you recall the big ideas and how they connect. Read Chapter 2: Energy from the Sun (pages 12-17) Ask students to read Chapter 2: The Sun s Energy. Provide students with a copy of the Chapter 2 handout. Tell them to use the handout to write down questions that they think of and any answers that they find as they read. After reading: Elaborate on key concepts Divide the class into small groups. Instruct each group to first discuss the way that energy moves from the Sun to producers and then to consumers. Have each group make a poster that explains this process. Students can draw pictures, diagrams, or graphic organizers. Have magazines available, too, that students can use as a source of pictures for their examples. Students can write labels or captions for the images on their posters. Have each group 2015 Sally Ride Science 10

11 ENERGY TRANSFORMATIONS: CHAPTER 2 The Sun s Energy present its poster to the class. Have students look back at the questions they wrote on their Chapter 2 handout. Instruct them to use what they learned in the chapter to answer the questions. Invite several students to read their questions and answers aloud, and discuss them with the class. ADDRESS MISCONCEPTIONS Students might think that plants use energy directly from the Sun. Emphasize that chlorophyll in green plants absorbs energy directly from the Sun, but this energy must be converted to chemical energy within plant cells before plants can actually use it. Plants do this through photosynthesis they use the energy from sunlight to combine carbon dioxide from the air and water from the soil into sugars, which have chemical energy stored in the bonds of their molecules. Oxygen is released as a byproduct of this process Sally Ride Science 11

12 ENERGY TRANSFORMATIONS: CHAPTER 3 Putting Energy to Use Read Chapter 3: Putting Energy to Use Before reading: Model taking notes as you read Model how to take notes by figuring out the gist of a paragraph. Begin by reading aloud page 18 while students read along with you. After reading the first paragraph, tell how you could summarize it. This paragraph is about one way to light up a light bulb. The main idea is in the last sentence: Turning on a switch lets electricity flow through the bulb and light it up. I ll write this in my notes. Read aloud the second paragraph and say, The main idea here is that there are many ways to transform energy to the electricity needed to light a bulb. I will write this in my notes. Give students the Chapter 3 handout. Tell them that they can use it for taking notes while reading Chapter 3. Read Chapter 3: Putting Energy to Use (pages 18-23) Ask students to read Chapter 3: Putting Energy to Use. Tell them to take notes on their Chapter 3 handout as they read. Point out that the handout has a space for students to draw a flowchart showing how electricity coming from the Sun ends up providing electricity for a home. After reading: Discuss key concepts Divide the class into small groups. Provide an opportunity for students to demonstrate what they have learned by asking these questions. After each question, instruct groups to discuss the answers. Then call on one group to share their answer with the class. Allow time for other groups to comment or expand on the answer before proceeding to the next question. What happens to sunlight that hits Earth s surface? [Some sunlight is absorbed by plants that use it to produce food. Some is absorbed by water, soil, and other materials on Earth. Some is radiated back to the air.] How can energy from the Sun cause wind? [Earth s land and oceans absorb the Sun s energy and warm up. Then they radiate some of that energy back into the air, warming it. As the air warms, it becomes less dense and rises, allowing cooler, denser air to sweep in. This moving air is wind.] How can the energy of wind be used to produce electricity? [The wind is used to spin the blades of a turbine. The turbine turns a shaft, spinning a coil of wire in a magnetic field. This produces a flow of electricity in the wire.] 2015 Sally Ride Science 12

13 ENERGY TRANSFORMATIONS: THINKING LIKE A SCIENTIST Wind Turbines Read Thinking Like a Scientist (pages 24-25) and answer the questions Ask students to read Thinking Like a Scientist. Give them the Thinking Like A Scientist handout and tell them to answer the questions on page 25. Have students work in small groups to discuss the questions and agree on answers. Then have each group present and explain the answer to one question to the class. Encourage groups to discuss any differences in their answers. Interpreting Data The graph shows some of the different sizes of wind turbines. The larger the propellers, or rotors, the more electricity they generate. The data table compares the annual energy output of the turbines. ANSWER KEY 1. How many times more power does the 225-kW turbine generate each year than the 15-kW turbine? [The 225-kW turbine generates 15 times more power. ( = 15)] 2. If a typical household uses 10,500 kwh of energy a year, how many households could the 1.5-MW turbine supply? [The 1.5-MW turbine could supply 409 households. (4,300,000 10,500 = 409.5)] 3. A small city of 8,000 households wants to build wind turbines to supply half of its electricity. The city wants to build two 5-MW turbines. Will that be enough to meet their goal? Explain. [No, the two turbines would not be enough. The electricity required by 4,000 households would be 10,500 kwh 4,000 = 42,000,000 kwh. The two 5-MW turbines could only produce 28,000,000 kwh.] 4. The 2.5-MW wind turbine and the 5-MW wind turbine have rotors of similar sizes. Why do you think the 5-MW turbine generates more energy? [Sample answer: The 5-MW generates more energy because it is higher off the ground and can capture more wind.] 2015 Sally Ride Science 13

14 ENERGY TRANSFORMATIONS Analyze a Science Feature Techniques for effective writing Point out to students that science writers use different methods for presenting information and making it interesting. Recognizing these methods can increase understanding of a text. Give students the Analyze a Science Feature handout and ask them to answer the questions about the writing of Thinking Like a Scientist feature. For each question, call on several students to share their answers and guide the class in comparing the ideas. ANSWER KEY 1. How did the writer transition from the previous chapter to this feature in the first paragraph? [The writer referred back to how a wind turbine works. The previous chapter was all about the energy transformations that happen when a wind turbine generates electricity.] 2. What did the writer do in the first paragraph to capture your interest? [The writer asked questions about how much electricity a wind turbine generates and how engineers know if the amount of energy will be sufficient.] 3. Why are the facts presented in the last paragraph of page 24 helpful? [Sample answer: The paragraph helps the reader to understand what a kilowatt-hour is. The author relate the amount of electricity produced by turbines to the amount used by households.] 4. Why do you think the writer used a picture graph on page 25, shown here, instead of presenting the information in a paragraph? [Sample answer: The graph presents a lot of information in a visual way that makes comparing data easier and more interesting than reading the information in the text.] 5. This science feature focuses on using wind turbines to generate electricity. Brainstorm other alternative fuel sources used to generate electricity. Working with a partner, pick one source and write an introductory paragraph for a science feature of your own. [Answers will vary. Other alternative fuel sources that students may write about include solar, biomass, hydropower, and geothermal.] 2015 Sally Ride Science 14

15 ENERGY TRANSFORMATIONS: HOW DO WE KNOW? Meet microbiologist Eric Knoshaug Read How Do We Know? (pages 26-29) Give students the How Do We Know? handout. Have them look at the questions for The Issue section (page 26) and then have them read that section in the book and answer the questions. Have them complete the rest of the sections (The Expert, page 27; In the Field, page 28; Technology, page 29) in the same way. Tell students to share their answers in pairs. Then go over each question as a class. Call on two or three students to share their answers to each question. ANSWER KEY 1. How did the science writer capture your interest at the beginning of the feature? [Sample answer: The writer started the feature with the words Glug, glug, glug.] 2. How did the picture on page 26 help present the topic of the feature? [Sample answer: The feature describes how oil is produced. The picture shows that the oil is now obtained from underground sources that formed millions of years ago.] 3. Why do you think the writer mentioned that Eric Knoshaug rides a bicycle to work? [Sample answer: It shows that he cares about reducing our dependence on imported oil.] 4. What does it mean if the green algae Eric Knoshaug is working with starts to turn yellow? [When the algae turn from green to yellow, it means they are producing more oil.] SCIENCE BACKGROUND 5. How does Eric Knoshaug use a laser in his work? [The laser light causes the algae cells to fluoresce. He can use the fluorescence to estimate how much of the cell is taken up by the stored energy in the form of oil.] Today about a dozen alternative vehicle fuels are in use or under development. One of the most popular is electricity. A hybrid vehicle can use both a gasoline engine and an electric motor to run the vehicle. All-electric vehicles run only on electricity and require charging from an outlet. Although an all-electric vehicle produces no tailpipe pollution, the electricity must still be generated at a power plant. Both types of electric vehicles are more expensive than conventional vehicles, though they save money in the long run. Improved battery technology will bring the price down. Alcohol-based fuel such as ethanol is becoming more popular. Some gas stations have pumps that deliver E85 a blend of 85 percent ethanol and 15 percent gasoline. Ethanol, made from starch crops such as corn, is domestically produced and creates less pollution than gasoline. But E85 can be used only in flex-fuel vehicles, and it drops fuel mileage by about 25 percent (due to ethanol s lower energy content). One of the most exciting alternative fuels is hydrogen. It produces no pollution when burned in a fuel cell. Currently hydrogen fuel cells are much too expensive to produce in large numbers. And there are only a few fueling stations, mostly in California. Improvements in technology, though, could make hydrogen the fuel of the future Sally Ride Science 15

16 ENERGY TRANSFORMATIONS: MAKING CONNECTIONS Brainstorm and Explain Answer the Making Connections questions (page 29) Give students the Making Connections handout. They will do a calculation and write a paragraph about how they could grow enough algae to make diesel fuel for all of America s school buses. Making Connections America s school buses burn 2.12 billion liters (560 million gallons) of diesel fuel a year. Imagine you want to produce that much diesel from algae. ANSWER KEY 1. With a partner, calculate how many acres of algae you would need to grow. [You would need about 885,917 acres of algae to make enough diesel fuel for America s school buses. (2,120,000,000 liters (1 acre /2,393 liters) = 885,917 acres.)] 2. Brainstorm where you could grow the algae. Write down your ideas. [Sample answer: An area that is good for growing algae should be flat and should receive plenty of water and sunlight. The area also needs to be vacant and not in use or in demand for another purpose.] 3. Now write a paragraph explaining your choice. [Sample paragraph: A good place to locate algae ponds might be on farmland that is not longer in use because the soil is depleted. Farmland is usually flat, and it gets sunlight and has a source of water. I would not be able to find one tract of vacant farmland that would be big enough for more than 800,000 acres of algae ponds. My algae-growing operation would have to be divided among many smaller plots of land.] 2015 Sally Ride Science 16

17 ENERGY TRANSFORMATIONS Science Writing Write a science essay Give students the Science Writing handout. Have students use the information they have learned to write a two- or three-paragraph essay about energy transformations. Remind them to > come up with a title that identifies their topic. > write an opening sentence that grabs the reader s interest. > include facts that are interesting or unusual. > include drawings with labels or subtitles, if helpful. > write a conclusion that connects the big ideas of the essay. To help students brainstorm ideas, tell them they might choose to describe energy transformations that occur within the school, or they could write about the importance of energy transformations in nature. Before students start working independently, write these sentence frames on the board. Review key concepts by calling on students to answer. Energy is the ability to cause and to make something. [change; happen] An example of an energy transformation is:. [Sample answer: Electrical energy changes to light energy in a lamp.] Most energy on Earth comes from. [the Sun] Wind can spin the blades of a. [turbine] 2015 Sally Ride Science 17

18 ENERGY TRANSFORMATIONS: HEY, I KNOW THAT! Study Guide Complete the Hey, I Know That! study guide (page 30) Give students the Hey, I Know That! handout and tell them to use it to answer the questions on page 30 of Energy Transformations. Have pairs of students discuss their answers and note any misunderstandings they may have. Then have students share and refine their answers in small groups. Finally, have groups share their answers with the class and clarify any misunderstandings. ANSWER KEY 1. What is energy? (page 6) [Energy is the ability to cause change and make something happen.] 2. Reread In Your World on page 5. What different forms of energy are mentioned? Explain one energy transformation that takes place at an amusement park. [Sample answer: The text mentions energy of motion, sound energy, electrical energy, and light energy. One energy transformation that takes place at an amusement park is electrical energy being transformed into the energy of motion by a Ferris wheel.] 3. Is it correct to say that a wind turbine creates energy? Explain your answer. (pages 20 and 21) [No, energy is never created or destroyed. It only moves from place to place and is transformed from one form to another. Energy of the moving wind is transferred to the spinning blades of the turbine, and this energy changes to electrical energy in the generator. No energy is created.] 4. Create a flowchart that shows how energy is transferred from the Sun to you. (pages 16 and 17) [Students flowcharts might include these steps: Fusion in the Sun releases energy. The Sun releases light energy, which is absorbed by plant cells. Plants change the energy to chemical energy during photosynthesis. People get energy by eating the plants or by eating other animals that have eaten the plants.] 5. What would happen to an ecosystem if all of the plants and other producers in the ecosystem died? (pages 14 and 15) [Without producers, the ecosystem would die because it could not get energy. Ecosystems depend on the ability of plants and other producers to capture the energy in sunlight and then convert it to stored energy during photosynthesis. Other organisms called consumers get this energy when they eat the plants or eat other organisms that have eaten plants. Consumers depend on producers to convert the Sun s energy into a form that powers the whole ecosystem.] 6. Provide an example from your everyday life that shows how energy is transformed. Include at least three transformations in your example. You can describe them or explain them in a diagram with captions and labels. [Sample answer: When I turn on a hair dryer, some of the energy changes to light energy of the coils, some changes to heat, and some changes to sound energy.] 2015 Sally Ride Science 18

19 Key Concepts in Science ENERGY TRANSFORMATIONS STUDENT HANDOUTS 2015 Sally Ride Science 19

20 ENERGY TRANSFORMATIONS Chapter 1 Energy 101: Notes for Chapter 1 As you read each section of Chapter 1, write down the most important information you come across. Resist the urge to write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading. IT ALL TAKES ENERGY READY, SET, ENERGY! SAY IT LIKE JEWEL A BETTER MOUSE TRAP? TRANSFORMERS NEVER LOST 2015 Sally Ride Science 1

21 PICTURE THIS ENERGY TRANSFORMATIONS Chapter 1 Review your notes for Chapter 1. Summarize your notes by developing an outline of the chapter. The title of the chapter can be the title of the outline. Then use the headings in the chapter as the main points of the outline. PUT IT ALL TOGETHER Use your notes and outline to help you identify and list the most important ideas the key concepts in Chapter Sally Ride Science 2

22 ENERGY TRANSFORMATIONS Chapter 2 The Sun s Energy: Notes for Chapter 2 As you read, take time to stop and think about any questions that come to mind. Write them down starting your questions with who, what, where, when, why, or how. Then make connections between what you ve read, what you already know, and what interests you. Questions As I read this chapter, I thought of these questions. As I read, I found this information, which helped answer my questions. page page page page Connections As I read this chapter, I remembered because of in the chapter. I thought was interesting because 2015 Sally Ride Science

23 Putting Energy to Use: Notes for Chapter 3 ENERGY TRANSFORMATIONS Chapter 3 As you read, write down the most important information you come across. Resist the urge to write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading. HOW TO LIGHT A LIGHT BULB GIVING BACK A WINDY FORECAST BLADES OF GLORY FROM HERE TO THERE AN UNWANTED BYPRODUCT 2015 Sally Ride Science 1

24 PICTURE THIS ENERGY TRANSFORMATIONS Chapter 3 Review your notes for Chapter 3. Summarize your notes by developing a flowchart that makes sense to you. Start with Energy from the Sun. Continue with arrows and phrases extending from this point to describe the sequence of events that allows the Sun s energy to be used to move the wind and ultimately transfer electricity to your home. PUT IT ALL TOGETHER Use your notes and flow chart to help you identify and list the most important ideas the key concepts in Chapter Sally Ride Science 2

25 Thinking Like a Scientist: Wind Turbines Read Thinking Like a Scientist on pages of Energy Transformations. Then use the information on those pages and in the data table to answer the questions. Interpreting Data The graph shows some of the different sizes of wind turbines. The larger the propellers, or rotors, the more electricity they generate. The data table compares the annual energy output of the turbines. 1. How many times more power does the 225-kW turbine generate each year than the 15-kW turbine? ENERGY TRANSFORMATIONS Thinking Like a Scientist 2. If a typical household uses 10,500 kwh of energy a year, how many households could the 1.5-MW turbine supply? 3. A small city of 8,000 households wants to build wind turbines to supply half of its electricity. The city wants to build two 5-MW turbines. Will that be enough to meet their goal? Explain. 4. The 2.5-MW wind turbine and the 5-MW wind turbine have rotors of similar size. Why do you think the 5-MW turbine generates more energy? 2015 Sally Ride Science

26 Science writers use different methods for presenting information and making it interesting. Recognizing these methods can increase understanding of a text. Reread the Thinking Like a Scientist feature on pages 24 and 25 in Energy Transformations. Then work with a partner to answer the questions. 1. How did the writer transition from the previous chapter to this feature in the first paragraph? 2. What did the writer do in the first paragraph to capture your interest? 3. Why are the facts presented in the last paragraph of page 24 helpful? ENERGY TRANSFORMATIONS Analyze a Science Feature Analyze a Science Feature: Techniques for Effective Writing 4. Why do you think the writer used a picture graph on page 25, shown here, instead of presenting the information in a paragraph? 5. This science feature focuses on using wind turbines to generate electricity. Brainstorm other alternative fuel sources used to generate electricity. Working with a partner, pick one source and write an introductory paragraph for a science feature of your own Sally Ride Science

27 ENERGY TRANSFORMATIONS Faster Fuel How Do We Know? Faster Fuel Review the questions below for each section of How Do We Know? Then read each section in the book and answer the questions. THE ISSUE As you read, analyze the writing by thinking about these questions: 1. How did the science writer capture your interest at the beginning of the feature? 2. How did the picture on page 26 help present the topic of the feature? THE EXPERT 3. Why do you think the writer mentioned that Eric Knoshaug rides a bicycle to work? IN THE FIELD 4. What does it mean if the green algae Eric Knoshaug is working with starts to turn yellow? TECHNOLOGY 5. How does Eric Knoshaug use a laser in his work? 2015 Sally Ride Science

28 Making Connections: Brainstorm and Explain America s school buses burn 2.12 billion liters (560 million gallons) of diesel fuel a year. Imagine you want to produce that much diesel from algae. An acre of algae can produce 2,393 liters (632 gallons) of oil a year. Answer the questions. Be sure to show your work. 1. With a partner, calculate how many acres of algae you would need to grow. 2. Brainstorm where you could grow the algae. Write down your ideas. 3. Now write a paragraph explaining your choice. ENERGY TRANSFORMATIONS Making Connections 2015 Sally Ride Science

29 Science Writing: Write a Science Essay Use the information in Energy Transformations to write a two- or three-paragraph essay about energy transformations. You might describe energy transformations that occur within the school or write about the importance of energy transformations in nature. Remember to: > come up with a title that identifies your topic. > write an opening sentence that grabs the reader s interest. > include facts that are interesting or unusual. > include drawings with labels or subtitles, if helpful. > write a conclusion that connects the big ideas of the essay. ENERGY TRANSFORMATIONS Science Writing Brainstorm and record your ideas here. Use the back of this paper or a separate piece of paper to write your first draft Sally Ride Science

30 Hey, I Know That! Study Guide Use this sheet to answer the Hey, I Know That! questions on page 30 of Energy Transformations. 1. What is energy? (page 6) 2. Reread In Your World on page 5. What different forms of energy are mentioned? Explain one energy transformation that takes place at an amusement park. 3. Is it correct to say that a wind turbine creates energy? Explain your answer. (pages 20 and 21) 4. Create a flowchart that shows how energy is transferred from the Sun to you. (pages 16 and 17) ENERGY TRANSFORMATIONS Hey, I Know That! 5. What would happen to an ecosystem if all of the plants and other producers in the ecosystem died? (pages 14 and 15) 6. Provide an example from your everyday life that shows how energy is transformed. Include at least three transformations in your example. You can describe them or explain them in a diagram with captions and labels Sally Ride Science