G3+Sci+U2+-+Energy


 * P.S. 208- The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * GRADE 3 SCIENCE: **November 14th, 2012 – February 1st, 2013
 * UNIT 2: Energy **


 * Essential Question: **How can we continue to depend on the earth’s resources and sustain our existence the way we want?
 * Enduring Understanding: **We are interdependent on the earth and its natural resources, and we cannot survive without them.

Alternative Energy: Due to weather conditions in Puerto Rico, students as energy conservationists will create a poster or brochure advertising alternative energy sources in case of a power outage (wind, solar, water).
 * End of Unit Performance Task: ** Due February 1st, 2013

3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., <span style="font-family: 'Lucida Grande','serif';">where, when, why, and how key events occur). <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. <span style="font-family: 'Lucida Grande','serif';">3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.W.7 - Conduct short research projects that build knowledge about a topic. <span style="font-family: 'Lucida Grande','serif';">3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. <span style="color: #17a238; font-family: 'Lucida Grande','serif';">3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. <span style="font-family: 'Lucida Grande','serif';">3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. <span style="font-family: 'Lucida Grande','serif';">3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. <span style="font-family: 'Lucida Grande','serif';">3.L.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. <span style="font-family: 'Lucida Grande','serif';">a. Use sentence-level context as a clue to the meaning of a word or phrase. <span style="font-family: 'Lucida Grande','serif';">b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, <span style="font-family: 'Lucida Grande','serif';">comfortable/uncomfortable, care/careless, heat/preheat). <span style="font-family: 'Lucida Grande','serif';">c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). <span style="font-family: 'Lucida Grande','serif';">d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. <span style="font-family: 'Lucida Grande','serif';">3.L.6 - 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
 * <span style="font-family: 'Lucida Grande','serif';">Common Core State Standards ****<span style="color: #17a238; font-family: 'Lucida Grande','serif';">(Green = Assessed) **
 * <span style="font-family: 'Lucida Grande','serif';">Common Core Learning Standards: **

<span style="font-family: 'Lucida Grande','serif';">Classifying – arranging or distributing objects, events, or information representing objects or events in classes according to some method or system <span style="font-family: 'Lucida Grande','serif';">Communicating – giving oral and written explanations or graphic representations of observations <span style="font-family: 'Lucida Grande','serif';">Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc. <span style="font-family: 'Lucida Grande','serif';">Gathering and organizing data – collecting information about objects and events which illustrate a specific situation <span style="font-family: 'Lucida Grande','serif';">Generalizing – drawing general conclusions from particulars <span style="font-family: 'Lucida Grande','serif';">Inferring – drawing a conclusion based on prior experiences <span style="font-family: 'Lucida Grande','serif';">Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons <span style="font-family: 'Lucida Grande','serif';">Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively <span style="font-family: 'Lucida Grande','serif';">Measuring – making quantitative observations by comparing to a conventional or nonconventional standard <span style="font-family: 'Lucida Grande','serif';">Observing – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties <span style="font-family: 'Lucida Grande','serif';">Predicting – making a forecast of future events or conditions expected to exist
 * <span style="font-family: 'Lucida Grande','serif';">New York State Scope and Sequence: **
 * <span style="font-family: 'Lucida Grande','serif';">Inquiry Skills **

<span style="font-family: 'Lucida Grande','serif';">i. Follow safety procedures in the classroom, laboratory, and field. <span style="font-family: 'Lucida Grande','serif';">ii. Safely and accurately use the following tools: hand lens, ruler (metric), balance, spring scale <span style="font-family: 'Lucida Grande','serif';">iii. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.). <span style="font-family: 'Lucida Grande','serif';">iv. Manipulate materials through teacher direction and free discovery. <span style="font-family: 'Lucida Grande','serif';">v. Use information systems appropriately. <span style="font-family: 'Lucida Grande','serif';">vi. Select appropriate standard and nonstandard measurement tools for measurement activities. <span style="font-family: 'Lucida Grande','serif';">vii. Estimate, find, and communicate measurements, using standard and nonstandard units. <span style="font-family: 'Lucida Grande','serif';">x. Classify objects according to an established scheme. <span style="font-family: 'Lucida Grande','serif';">xiii. Observe, analyze, and report observations of objects and events. <span style="font-family: 'Lucida Grande','serif';">xiv. Observe, identify, and communicate patterns. <span style="font-family: 'Lucida Grande','serif';">xv. Observe, identify, and communicate cause-and-effect relationships. <span style="font-family: 'Lucida Grande','serif';">xvi. Generate appropriate questions (teacher- and student-based) in response to observations, events, and other experiences. <span style="font-family: 'Lucida Grande','serif';">xviii. Collect and organize data, choosing the appropriate representation: journal entries, drawings/pictorial representations <span style="font-family: 'Lucida Grande','serif';">xix. Make predictions based on prior experiences and/or information. <span style="font-family: 'Lucida Grande','serif';">xx. Compare and contrast organisms/objects/events in the living and physical environments. <span style="font-family: 'Lucida Grande','serif';">xxiii. Communicate procedures and conclusions through oral and written presentations.
 * <span style="font-family: 'Lucida Grande','serif';">General Skills **

<span style="color: #17a238; font-family: 'Lucida Grande','serif';">Observe, identify, anddescribe a variety of formsof energy: Sound, Heat, Chemical PS 4.1a
 * <span style="font-family: 'Lucida Grande','serif';">Unit 2 Major Understandings **

<span style="color: #17a238; font-family: 'Lucida Grande','serif';">Identify the evidence forenergy transformationsand how humans use theseenergy t <span style="color: #17a238; font-family: 'Lucida Grande','serif';">ransformations: Heat to light, chemicalto electrical, electrical tosound, etc.PS 4.2a,b

<span style="color: #17a238; font-family: 'Lucida Grande','serif';">Observe and describe howheat is conducted and can betransferred from one placeto another. PS 4.1b,c,d

<span style="color: #17a238; font-family: 'Lucida Grande','serif';">Observe and describedifferent ways in which heatcan be released: Burning, rubbing (friction),or combining onesubstance with another.PS 4.1f

<span style="color: #17a238; font-family: 'Lucida Grande','serif';">Interactions of matter andenergy (e.g., electricitylighting a bulb, dark colorsabsorbing light, etc.). <span style="color: #17a238; font-family: 'Lucida Grande','serif';">Sound energy: Pitch (frequency), Vibrations, Volume, How sound travels throughsolids, liquids, gases PS 4.1d

<span style="font-family: 'Lucida Grande','serif';">A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.** <span style="font-family: 'lucida grande','serif';">1. Discuss the inter-relationships between healthy people and healthy ecosystems.
 * <span style="font-family: 'Lucida Grande','serif';">EfS Standards: **

<span style="font-family: 'Lucida Grande','serif';">B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation. <span style="font-family: 'lucida grande','serif';">2. Demonstrate individual and collective respect for themselves and others, and for the things that they all share, depend on and are responsible for (the commons). <span style="font-family: 'lucida grande','serif';">6. Demonstrate their awareness that our choices have consequences that can be good or bad for people and for all living systems, and practice making good choices. <span style="font-family: 'lucida grande','serif';">11. Develop a sense of self-empowerment ad ability to advocate for what is important to them by using authentic voice as a tool.

<span style="font-family: 'Lucida Grande','serif';">C. The Dynamics of Systems & Change: A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. <span style="font-family: 'lucida grande','serif';">3. Be able to step back and look at the big picture. <span style="font-family: 'lucida grande','serif';">4. See and be able to describe the interrelatedness of at least two variables and tell a story about it. <span style="font-family: 'lucida grande','serif';">25. Know what the difference is between long and short term goals. <span style="font-family: 'lucida grande','serif';">28. Define how their own (or other peoples’) actions affect the systems they are in. <span style="font-family: 'Lucida Grande','serif';">29. Demonstrate an understanding of how one event can influence another. <span style="font-family: 'lucida grande','serif';">50. Fully consider an issue about sustainability and resist the urge to come to a quick conclusion.

<span style="font-family: 'Lucida Grande','serif';">D. Sustainable Economics: The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. <span style="font-family: 'lucida grande','serif';">2. Understand the difference between materials produced in the natural world and materials produced by people. <span style="font-family: 'lucida grande','serif';">4. Articulate how our health and the health of the natural world is affected by our consumption choices, and use critical thinking and questioning to understand the media’s role in shaping and influencing our consumption patterns. <span style="font-family: 'lucida grande','serif';">7. Envision how their choices and actions can contribute to a sustainable future.

<span style="font-family: 'Lucida Grande','serif';">E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons. <span style="font-family: 'lucida grande','serif';">1. Define “The Commons” in their own words and in relation to their own experiences. Know the difference between private, and common areas. <span style="font-family: 'lucida grande','serif';">2. Articulate the distinguishing characteristics of a commons and the types of measures required to keep different types of commons healthy. <span style="font-family: 'lucida grande','serif';">3. Identify several examples of commons in their classroom, school, town and in our world and explain how those commons function. <span style="font-family: 'lucida grande','serif';">5. Develop and agree on the criteria they can use to reconcile when someone’s individual rights conflict with their responsibilities for the commons.

F. Natural Laws and Ecological Principles:The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities and the places in which they live. <span style="font-family: 'Lucida Grande','serif';">1. Describe the role and interconnections among those subcomponents (terrestrial, aquatic, marine, and atmospheric) of our environmental system that support life on earth. This includes the relation of high quality and abundant water, soil, and air essential to support all life. <span style="font-family: 'Lucida Grande','serif';">3. Provide examples of the ultimate dependence of humans on our shared natural resource base for life, sustenance and a suitable quality of life (e.g. food, shelter, health, aesthetics, etc.). <span style="font-family: 'Lucida Grande','serif';">6. Articulate the implications of the distribution, acquisition, depletion, and renewal of natural resources on the nature of societies and on the rate and character of economic and social development.

G. Inventing and Affecting the future: The vital role of vision, imagination and intention in creating the desired future. Students will design, implement and assess actions in the service of their individual and collective visions. <span style="font-family: 'Lucida Grande','serif';">1. Develop visioning skills to create a healthy and sustainable future. <span style="font-family: 'lucida grande','serif';">6. Demonstrate the habit of turning problems into opportunities to make positive change. <span style="font-family: 'lucida grande','serif';">9. Develop a vision and a set of sustainable community indicators for their own community.

H. Multiple Perspectives:The perspectives, life experiences and cultures of others, as well as our own. Students will know, understand, value and draw from multiple perspectives to co-create with diverse stakeholders shared and evolving visions and actions in the service of a healthy and sustainable future locally and globally.

I. Sense of Place:The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological and architectural history of that place and contribute to its continuous health. 4. Identify and map human habitats by overlaying development/settlement patterns across the bio-region. Assess the consequences over time and recommend and evaluate alternatives when necessary. <span style="font-family: 'Lucida Grande','serif';">5. Identify and describe livelihoods associated with the development of the bio-regional economy. <span style="font-family: 'Lucida Grande','serif';">6. Map assets (i.e. commons, gardens and green spaces, local food, safe zones, etc.) and liabilities (i.e. blight sights, high crime areas, high rates of asthma, noise, etc.) in their local community (example, Green Map).

<span style="font-family: 'Lucida Grande','serif';">Resources <span style="font-family: 'Lucida Grande','serif';">Fossils fuels <span style="font-family: 'Lucida Grande','serif';">Nonrenewable resources <span style="font-family: 'Lucida Grande','serif';">Renewable resources || <span style="font-family: 'Lucida Grande','serif';">Students learn why natural resources are important to our everyday lives. || <span style="font-family: 'Lucida Grande','serif';">Insta-Lab. 423 <span style="font-family: 'Lucida Grande','serif';">Partners read pages 422-424 as review of natural resources. <span style="color: #002939; font-family: 'Lucida Grande','serif';">Review pages 430-431 || <span style="color: #002939; font-family: 'Lucida Grande','serif';">EfS: C, D, F <span style="color: #002939; font-family: 'Lucida Grande','serif';">What is the connection between energy and the environment? <span style="color: #002939; font-family: 'Lucida Grande','serif';">Why do we need to conserve our natural resources? || <span style="font-family: 'Lucida Grande','serif';">Energy <span style="font-family: 'Lucida Grande','serif';">Kinetic <span style="font-family: 'Lucida Grande','serif';">Potential || <span style="font-family: 'Lucida Grande','serif';">What is energy? <span style="font-family: 'Lucida Grande','serif';">Students demonstrate examples of potential and kinetic energy. || **<span style="font-family: 'Lucida Grande','serif';">Day 1: **<span style="font-family: 'Lucida Grande','serif';"> SMART Board lesson: Potential and Kinetic energy <span style="font-family: 'Lucida Grande','serif';">Insta-Lab p. 411, then <span style="font-family: 'Lucida Grande','serif';">students will observe and record the amount of work done by marbles rolling down a plane and more fully understand the relationship between potential and kinetic energy. <span style="font-family: 'Lucida Grande','serif';">Why is energy important to us? || <span style="font-family: 'Lucida Grande','serif';">Sound <span style="font-family: 'Lucida Grande','serif';">Light energy <span style="font-family: 'Lucida Grande','serif';">Heat/Thermal energy <span style="font-family: 'Lucida Grande','serif';">Electrical energy <span style="font-family: 'Lucida Grande','serif';">Chemical energy <span style="font-family: 'Lucida Grande','serif';">Mechanical energy || <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Students observe, identify and describe a variety of forms of energy such as: sound, heat, chemical, mechanical, electrical || <span style="font-family: 'Lucida Grande','serif';">Continue SMART Board lesson on types of energy. <span style="font-family: 'Lucida Grande','serif';">Students are given picture cards showing each of the types of energy. Students explain each type according to the picture. <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Students hold up the appropriate card when asked certain type of energy. ** || <span style="font-family: 'Lucida Grande','serif';">Finish class work. || <span style="font-family: 'Lucida Grande','serif';">EfS: C, D, F <span style="font-family: 'Lucida Grande','serif';">Where do we see heat/light/chemical, etc. in our natural environments? How do we use these types of energy and do we always use them efficiently? Why or why not? || <span style="font-family: 'Lucida Grande','serif';">Vibrations <span style="font-family: 'Lucida Grande','serif';">Loudness <span style="font-family: 'Lucida Grande','serif';">Pitch || <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Students learn about sound energy || <span style="font-family: 'Lucida Grande','serif';">Continue SMART Board lesson on types of energy. Or optional - partners read pages 482-484 & Insta-Lab p. 484. <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';"> Students make the sounds for pitch, loud, and show vibration movement with an object. ** || <span style="color: #002939; font-family: 'Lucida Grande','serif';">What effect does vibrating air have when it reaches your ears? || <span style="font-family: 'Lucida Grande','serif';">How does sound and noise affect us? || <span style="font-family: 'Lucida Grande','serif';">Reflection <span style="font-family: 'Lucida Grande','serif';">Refraction <span style="font-family: 'Lucida Grande','serif';">Shadow || <span style="font-family: 'Lucida Grande','serif';">Students learn about light energy. || <span style="font-family: 'Lucida Grande','serif';">Partners read pages 468-470 before conducting the Investigate on p. 467. <span style="font-family: 'Lucida Grande','serif';">Also do Insta-Lab p. 469. <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Students show reflection and refraction with mirror/flashlight. Do SS writing p. 471. ** || <span style="font-family: 'Lucida Grande','serif';">Why can you see your reflection in a mirror but not on a brick wall? <span style="font-family: 'Lucida Grande','serif';">Read p. 426-7 (prep for tomorrow) ||  || <span style="font-family: 'Lucida Grande','serif';">Electricity <span style="font-family: 'Lucida Grande','serif';">Static <span style="font-family: 'Lucida Grande','serif';">Current <span style="font-family: 'Lucida Grande','serif';">Circuit || <span style="font-family: 'Lucida Grande','serif';">Students identify the difference between static electricity and electric current; (static electricity doesn’t move, electric currents flow through a circuit) || <span style="font-family: 'Lucida Grande','serif';">Ask: What creates electricity? <span style="font-family: 'Lucida Grande','serif';">Demonstrate SMART Board circuit <span style="font-family: 'Lucida Grande','serif';">Investigate p. 435 (maybe use balloons instead of a comb as option) <span style="font-family: 'Lucida Grande','serif';">Partners read pages 436-438 <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Draw what you learned from the lesson on a post-it. || <span style="font-family: 'Lucida Grande','serif';">Electricity that is used the wrong way can be dangerous. Research ways to be safe around electricity. || <span style="font-family: 'Lucida Grande','serif';">EfS: C,D, F <span style="font-family: 'Lucida Grande','serif';">How do we use our natural resources to create electricity? || <span style="font-family: 'Lucida Grande','serif';">1. Build their own circuits and test materials for conductivity. <span style="font-family: 'Lucida Grande','serif';">2. Use a lemon to make a voltaic battery and even power a digital watch. <span style="font-family: 'Lucida Grande','serif';">Option - p. 454 Edith Clarke mini-biography <span style="font-family: 'Lucida Grande','serif';">How can electricity damage our natural resources? || <span style="font-family: 'Lucida Grande','serif';">Thermal <span style="font-family: 'Lucida Grande','serif';">Heat <span style="font-family: 'Lucida Grande','serif';">Conduction <span style="font-family: 'Lucida Grande','serif';">Conductor <span style="font-family: 'Lucida Grande','serif';">Insulator || <span style="font-family: 'Lucida Grande','serif';">Students learn about heat energy. || <span style="font-family: 'Lucida Grande','serif';">Investigate p. 461 <span style="font-family: 'Lucida Grande','serif';">Read pages 462-464 <span style="font-family: 'Lucida Grande','serif';">Tasha had a foam cup of hot cocoa. The cocoa stayed hot, and the cup didn’t get too hot to hold. Explain why? <span style="font-family: 'Lucida Grande','serif';">Chemical <span style="font-family: 'Lucida Grande','serif';">Photosynthesis <span style="font-family: 'Lucida Grande','serif';">Pigments <span style="font-family: 'Lucida Grande','serif';">Cycle <span style="font-family: 'Lucida Grande','serif';">Chloroplast <span style="font-family: 'Lucida Grande','serif';">Chlorophyll || <span style="font-family: 'Lucida Grande','serif';">How do plants change solar energy into chemical energy through the process of photosynthesis? || <span style="font-family: 'Lucida Grande','serif';">Watch BrainPop videos on photosynthesis and take quiz in teams. <span style="font-family: 'Lucida Grande','serif';">Partners read pages 74-76 <span style="font-family: 'Lucida Grande','serif';">Alternative energy <span style="font-family: 'Lucida Grande','serif';">Solar <span style="font-family: 'Lucida Grande','serif';">Sustainable || <span style="font-family: 'Lucida Grande','serif';">Students learn about alternative forms of energy and that solar energy can be use in two different ways: as a heat source and a light source. || <span style="font-family: 'Lucida Grande','serif';">Partners brainstorm all the ways the sun’s energy can be used then categorize them into heat/light. <span style="font-family: 'Lucida Grande','serif';">Sketch a picture of what we would have to do to create heat and light if we could not depend on the sun’s energy. <span style="color: #001445; font-family: 'Lucida Grande','serif';">All living things on earth depend on the sun for their energy. Solar energy is non-polluted and is free. || <span style="font-family: 'Lucida Grande','serif';">Wind energy <span style="font-family: 'Lucida Grande','serif';">Geothermal energy || <span style="font-family: 'Lucida Grande','serif';">Students learn about 2 other alternative types of energy that are sustainable || <span style="font-family: 'Lucida Grande','serif';">Videos on National Geographic <span style="font-family: 'Lucida Grande','serif';">Photo share and description of wind turbines in Puerto Rico <span style="font-family: 'Lucida Grande','serif';">Class discussion and questions <span style="color: #002939; font-family: 'Lucida Grande','serif';">How do alternative energy sources help us sustain our way of life? || <span style="font-family: 'Lucida Grande','serif';">Nuclear <span style="font-family: 'Lucida Grande','serif';">Radiation || <span style="font-family: 'Lucida Grande','serif';">Understand that nuclear energy doesn't add much to global warming — but it does create other types of wastes which are particularly nasty because they are radioactive. || <span style="font-family: 'Lucida Grande','serif';">SMART Board picture of nuclear plant <span style="font-family: 'Lucida Grande','serif';">Watch video - ? <span style="color: #002939; font-family: 'Lucida Grande','serif';">If nuclear power is so dangerous, how might it help? || <span style="font-family: 'Lucida Grande','serif';">Barometer <span style="font-family: 'Lucida Grande','serif';">Thermometer || <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Students will understand that energy changes forms: heat to light, chemical to electrical, electrical to sound, etc. and we use tools to measure energy. || <span style="font-family: 'Lucida Grande','serif';">Insta-Lab. P. 417 <span style="font-family: 'Lucida Grande','serif';">Partners read pages 416-418. Class discussion about how we convert mechanical energy into electrical energy,etc.
 * **<span style="font-family: 'Lucida Grande','serif';">Lesson ** ||  **<span style="font-family: 'Lucida Grande','serif';">Objectives/KBAD **  ||  **<span style="font-family: 'Lucida Grande','serif';">Investigate/Activity **  ||  **<span style="color: #002939; font-family: 'Lucida Grande','serif';">Homework **  ||  **<span style="color: #002939; font-family: 'Lucida Grande','serif';">Environmental Ties—ins **  ||
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Nov 13th
 * <span style="font-family: 'Lucida Grande','serif';">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">On 3 separate post-its- Jot: What are two ways communities use energy and one way to save energy. || <span style="color: #002939; font-family: 'Lucida Grande','serif';">p. 425 1, **3, 5**
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Nov 19th
 * <span style="font-family: 'Lucida Grande','serif';">Day 2: **<span style="font-family: 'Lucida Grande','serif';"> Read pages 408-412
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Each student physically shows potential and kinetic energy. || <span style="font-family: 'Lucida Grande','serif';">Write a letter to your parent explaining the difference between kinetic and potential energy. Give examples. || <span style="font-family: 'Lucida Grande','serif';">EfS: C, D, F
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Nov 26th
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Dec 3rd
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Cont’d Week of Dec 3rd
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Dec 10th
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Cont’d Week of Dec 10th || <span style="font-family: 'Lucida Grande','serif';">Students create circuits using various materials. || <span style="font-family: 'Lucida Grande','serif';">Insta-Lab p. 437
 * 1) <span style="font-family: 'Lucida Grande','serif';">static electricity
 * <span style="font-family: 'Lucida Grande','serif';">CFU: ** || <span style="font-family: 'Lucida Grande','serif';">p. 453 || <span style="font-family: 'Lucida Grande','serif';">EfS: C, D, F
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Dec 17th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">p. 465 #5 - students write their answer on slate || <span style="font-family: 'Lucida Grande','serif';">p. 465 1, 2 & writing exercise || <span style="font-family: 'Lucida Grande','serif';">Efs: C, D, F ||
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Jan 2nd
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">“Say Something” about photosynthesis || <span style="font-family: 'Lucida Grande','serif';">What is the sun’s role in photosynthesis? || <span style="font-family: 'Lucida Grande','serif';">Photosynthesis takes in carbon dioxide and releases oxygen. How does photosynthesis influence our environment? ||
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Jan 7th
 * <span style="font-family: 'Lucida Grande','serif';">CKU: **<span style="font-family: 'Lucida Grande','serif';">Slate - write another word for alternative || <span style="color: #002939; font-family: 'Lucida Grande','serif';">How is heat energy from the sun different from the heat energy from fire? || <span style="color: #001445; font-family: 'Lucida Grande','serif';">EfS: C, D, F
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Jan 14th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';"> Slate - write the word that is associated with geothermal that create the energy needed || <span style="color: #002939; font-family: 'Lucida Grande','serif';">Sketch and describe wind turbines and how they can positively affect a community. || <span style="color: #002939; font-family: 'Lucida Grande','serif';">EfS: C, D, F, I
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Jan 22nd
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Write the word that describes wind, solar, etc types of energy on slate. || <span style="color: #002939; font-family: 'Lucida Grande','serif';">Why do you think most environmentalists are against nuclear power? || <span style="color: #002939; font-family: 'Lucida Grande','serif';">EfS: C, D, F
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Cont’d Week of Jan 22nd
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Show energy changes on SMART Board - students hold up 1,2,3 fingers to show which is which. || <span style="font-family: 'Lucida Grande','serif';">p. 419 1, 3, 4, 5 ||  ||
 * <span style="display: block; font-family: 'lucida grande','serif'; text-align: center;">Week of Jan 28th ||   || <span style="font-family: 'Lucida Grande','serif';">Project ||   ||   ||

<span style="font-family: 'Lucida Grande','serif';">Informal observations (checklist) - vocabulary use, participation, partner work, homework <span style="font-family: 'Lucida Grande','serif';">Formal – vocabulary quizzes, class application questions, final project
 * <span style="font-family: 'Lucida Grande','serif';">Assessments: **

<span style="font-family: 'Lucida Grande','serif';">Energy changes PPT from 2010-11 <span style="font-family: 'Lucida Grande','serif';">SMART Board
 * <span style="font-family: 'Lucida Grande','serif';">Resources: **<span style="font-family: 'Lucida Grande','serif';">Harcourt Science

<span style="font-family: 'Lucida Grande','serif';">Field trip: El Museo del Barrio, Liberty Science Center


 * <span style="font-family: 'Lucida Grande','serif';">Plan for who? **
 * <span style="font-family: 'Lucida Grande','serif';">What does the plan look like? **


 * <span style="font-family: 'Lucida Grande','serif';">You've been living in PR, notice power issues, **


 * <span style="font-family: 'Lucida Grande','serif';">Mayor plans to use coal burning- but not sustainable so what are other ideas for alternate sources - solar, water, wind - pulls in persuasive writing standard **


 * <span style="font-family: 'Lucida Grande','serif';">Use diffeerent communities such as by the river, city, and suburban - which energy source is best for that community OR focus on Urban setting for implementing better use of resources in their current living place- depends on how they can put themselves in that setting **