Stage+2+-+Assessment+Evidence

Performance Tasks
 * Oral presentation of data/results
 * Reflective essay re: conservation of energy
 * Design experiment to demonstrate principle of conservation of energy
 * Podcasts to discuss/illustrate 5 examples of conservation of energy (w/peer assessment) - -do 6 activities and podcast about your favorite

Other Evidence
 * Teacher observation
 * Science notebook (notes, illustrations)
 * Self- and peer-evaluation
 * Vocabulary use

//Essential Questions//
 * //What is energy?//
 * //Where does energy come from?//
 * //Are there different forms?//
 * //Do I have energy?//
 * //How does energy work?//

//Students will know....//
 * //That scientific knowledge is advanced by recognizing differences in results of repeated experiments (Indirect) (SG 2.1)//
 * //The steps of the scientific method (Question, Hypothesis, Procedure, Results, Conclusion) (SE 2.2).//
 * //How energy can be transformed, transferred, and conserved (SB 2.1).//
 * //That energy can exist in many forms(i.e., heat, light. Chemical, electrical, mechanical) (SB 2.1)//

//Students will be able to....//
 * //Define key vocabulary terms//
 * //Use vocabulary appropriately in a sentence//
 * //Use the scientific method as a tool for their inquiry process.//
 * //Investigate the effectiveness of different insulating and conducting materials with respect to heat flow and record the results (SB 2.1)//
 * //Classify the changes (i.e., heat, light, sound, and motion) that electrical energy undergoes in common household appliances (i.e., toaster, blender, radio, light bulb, heater) (SB 2.1)//
 * //Compare the student’s work to the work of peers in order to identify multiple paths that can be used to identify a question or problem (SE 2.2)//