Stage+3+-+Learning+Plan

=Learning Plan=

** NEED TO ADD TECHNOLOGY COMPONENTS **
1. **Launching the Unit** (W, H): //Hook students with the idea that energy can never be destroyed and exists in many forms. Preview topics to be covered; discuss culminating activities and how students will be assessed. Students will be introduced to interactive science journals using Google Docs.// 2. **Exploring Energy's Forms** (E1, R, O, T): //Introduce students to energy's two primary forms: kinetic and potential energy. Discuss common misconceptions to help students develop solid base of knowledge. Technology used: Energy Webquest, Google Docs, iMovie// 3. **Exploring Potential Energy: The Food Web** (H, E1, R, O): //Students will discover that food contains potential energy that has been transferred from another potential energy source, the sun. Technology used: Inspiration software or an online mind mapping software such as Mindmeister or Mindmodo// 4. **Exploring Kinetic Energy: Physical Motion through Dance** (H, E1, R, E2, T, O): //Students will use traditional forms of dance to explore how kinetic energy differs from the potential energy found in food and how their bodies use food's potential energy to create the kinetic energy of movement. Technology used: iMovie and GarageBand// 5. **Exploring Potential and Kinetic Energy: Electricity** (E1, R, O): //Students will discuss how the potential and kinetic energy in the natural world is used to create electricity. Students will explore how food can be used to create the kinetic energy of electricity in use. Discuss misconceptions about "saving" electricity and conserving energy to help students revise understanding of the principle of the conservation of energy. Discuss the difference between potential energy in a fuel source and the potential energy of "unused" electricity. Technology used: GarageBand/podcasting// 6. **Applying the Principle: Home Heating and Heat Transfer** (H, E1, R, E2, T, O): //Students will// //explore the role of insulation in heat transfer. Discuss misconceptions about insulation and heat "loss" to help students revise understanding of the principle of the conservation of energy.// //Technology used: GarageBand/podcasting// 7. **Wrapping Up: What Do We Know About Energy?** (W, R, E2, T): //Students discuss experience during unit & understanding gained through exploration. Remind students of required final products. Form groups for culminating activities around interest areas. Technology used: Google Docs, iMovie and GarageBand// 8. **Experimental Design and You** (W, H, R, E2, T, O): //Explain Energy Fair in greater detail; equip students to design their own experiments and displays for fair. Provide students time and guidance to brainstorm ideas for multimedia presentation of data for fair. Technology used: GarageBand, iMovie, Keynote or Powerpoint// 9. **Planning the Energy Fair** (W, H, E1, R, E2, T, O): //Student groups collaborate to design layout of energy fair, ensure fair allocation of resources, and finalize group topics and assignments.// 10. **Student Work Sessions** (R, E2, T, O): //Guide students as they prepare their exhibits and experiments for the Energy Fair. Meet with groups to ensure plans fit students' desired outcome, resources, and available time.Technology used: GarageBand, iMovie, Keynote or Powerpoint// 11. **Take Me to the Energy Fair** (H, E2, T, O): //Students present work showcasing their understandings about the principle of the conservation of energy.// //Technology used: GarageBand, iMovie, Keynote or Powerpoint// 12. **Final Evaluation** (T, E2): //Self, peer, and teacher evaluation using unit rubrics. Students discuss how Energy Fair presentations were received and why, assess their own and peer participation in culminating activities, and conduct good/better/how analysis of the unit overall. Technology used: Google Docs and SurveryMonkey//

Potential Energy - [EK]

Kinetic Energy - [EK] - dance & food sharing

Heat Energy - [IR] - Heat transfer (preventing - mukluks) - Heat transfer from fuel source (home heating)

Growth & Energy - [FP] - food web / cycle

Electricity - [CF] - ways to create

1. Having students recreate a model of mountains or glaciers and then watching to see how ice melting affects land around then (erosion, flooding, etc) and how that ties into global warming.

Dance/food sharing = energy cycle; model for electron-swapping(?)

- Student-created Energy Fair; students present information, apply knowledge of scientific method & conservation of energy reteach experiments to fair visitors