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Energy Encounters!

Energy Encounters!. What is Energy?. Circle Map. Energy!. Circle Map. Energy!. Reading is fun!. Circle Map. Energy!. What is Energy?. Energy is the ability to do work, meaning moving, growing, warming, or lighting something. Let’s Investigate!. Is the clock using energy?.

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Energy Encounters!

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  1. EnergyEncounters!

  2. What is Energy?

  3. Circle Map Energy!

  4. Circle Map Energy!

  5. Reading is fun!

  6. Circle Map Energy!

  7. What is Energy? Energy is the ability to do work, meaning moving, growing, warming, or lighting something.

  8. Let’s Investigate! Is the clock using energy? I’m using energy to walk!

  9. Categorize!

  10. Categorize!

  11. Vocabulary! waste wind energy solar energy fossil fuel electrical energy electricity • energy • oil • gas • renewable • conservation • nonrenewable

  12. Modifications • K-2 and ELL:   The teacher will bring in items that use different types of energy to demonstrate to the students. • All grades:  Vocabulary cards with pictures will be used on a word wall. • K-1:  The circle map will be done as a whole group with pictures and labels. • K-2:  The walk around the building will be a walk and talk with the teacher taking notes and students drawing pictures.  When students return to the classroom, the teacher will help them generate a class list of items that use energy.

  13. Future lessons • Energy Sources • Renewable vs Non-Renewable • Consequences of Waste • How to Reduce Waste

  14. Adams 50 Learning Targets • Science • Level R • SC.00.08.01.01 Makes simple observations, predictions, explanations, and generalizations based on real-life experiences (e.g., size, shape, color) (CMCS)(CAS Pr.1.1b) • SC.00.10.01.01 Investigates and participates in cause and effect activities (e.g., scales, pull-push, sink-float, kick-roll). (CMCS • SC.00.11.01.01 Uses senses and tools to make and record information through discussions, drawings, and charts scientific (e.g., magnifying glasses, scales). (CMCS)(CAS Pr1.1c) • Level 1 • SC.01.08.01.02 Determines if a change has occurred in a physical property of a substance/object based on observations (CMCS 2.2a,b)(CAS K.1.2.a) • SC.01.10.01.01 Describes how objects can be moved by pushing or pulling (CMCS 2.7a) (CAS K.1.1) • SC.01.11.01.01 Demonstrates how to make observations using simple tools to gather information (CMCS 1.1e, 1.2a,b, 2.2a, 5.2a)(CAS PK.3.1.b) • Level 2 • SC.02.08.01.02 Describes various ways to classify objects based on physical properties (CMCS 2.4a) (CAS K.1.2) • SC.02.10.01.01 Differentiates between the effects of various forces (CMCS 2.7a) (CAS 2.1.1 • SC.02.11.01.01 Generates basic questions about the physical world based on observations (CMCS 1.1c) (CAS PK.1.1)

  15. Adams 50 Learning Targets • Science • Level 3 • SC.03.03.01.01 Describes the events that occur as a result of the motions of the Earth (CMCS 4.9a) (CAS 4.3.1.c) • SC.03.08.01.01 Compares and contrasts the physical properties of each physical state of matter (CMCS 2.4.a,b) (CAS 1.1.1) • SC.03.08.02.01 Recognizes that changes in the physical state of matter do not change the composition of the substance (CMCS 2.4c) (CAS 3.1.1) • SC.03.11.03.01 Generates hypotheses based on observations (CMCS 1.1c) (CAS K.1.3) • Level 4 • SC.04.01.02.01 Compares and contrasts climate and weather (CMCS 4.4a) (CAS 5.3.3.a) • SC.04.02.01.02 Forms conclusions about the processes that constantly change the Earth’s surface (CMCS 4.2b) (CAS 5.3.2) • SC.04.02.04.01 Explains how Earth's materials are broken down or combined in nature and by human activity (CAS 3.3.1) • SC.04.07.01.02 Forms conclusions based on fossil evidence about prehistoric environments and organisms (CMCS 4.1a) (CAS 4.2.2) • SC.04.11.04.01 Performs a simple experiment to answer a question (CMCS 1.1c,d,e; 1.2a,c) (CAS 3.1.1)

  16. Adams 50 Learning Targets • Math • Level R • MA.00.K11.06.03 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (CAS: K.1.1.c.i) (CCSS: K.CC.6) • MA.00.K42.03.03 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. (CAS: K.4.2.a.iii) (CCSS: K.MD.2) • MA.00.K42.05.03 Classify objects into given categories. (CAS: K.4.2.b.i) (CCSS: K.MD.3) • MA.00.K42.06.03 Count the numbers of objects in each category. (CAS: K.4.2.b.ii) (CCSS: K.MD.3) • MA.00.K42.07.03 Sort the categories by count. (CAS: K.4.2.b.iii) (CCSS: K.MD.3) • Level 2 • MA.02.131 Visual displays of information can used to answer questions • MA.02.131.01.03 Organize, represent, and interpret data with up to three categories. (CAS: 1.3.1.a.i) (CCSS: 1.MD.4) • MA.02.131.02.03 Ask and answer questions about the total number of data points how many in each category, and how many more or less are in one category than in another. (CAS: 1.3.1.a.ii) (CCSS: 1.MD.4) • Level 4 • MA.04.331.01.03  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.  (CAS:  3.3.1.a.i.) • MA 04.331.02.03 Solve one and two step “how many more”  and “how many less” problems using information in scaled bar graphs.  (CAS:  3.3.1.a.ii)

  17. Adams 50 Learning Targets • Literacy • Level R • LI.00.P11 Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities Capacity Matrix LI.00.P11 • LI.00.P11.01.03 Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications (CAS: PS.1.1.a) • LI.00.P11.02.03 Begin to identify and use special concepts (first/last, over/under, etc.) (CAS: PS.1.1.b) • LI.00.P11.03.03 Demonstrate use of vocabulary in oral language to express ideas and events (CAS: PS.1.1.c) • LI.00.P11.04.03 Begin to understand that everyday words such as "cold" relate to extended vocabulary words such as "chilly" (CAS: PS.1.1.d) • LI.00.P12.03.03 Listen with comprehension, and follow two-step directions (CAS: PS.1.2.c) • LI.00.P12.04.03 Remember spoken information for a short period of time (CAS: PS.1.2.d) • LI.00.K12.03.03 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood (CAS: K.1.2.b) (CCSS: SL.K.2) • LI.00.K12.04.03 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CAS: K.1.2.c) (CCSS: SL.K.3) • LI.00.K12.05.03 Listen with comprehension to follow two-step directions (CAS: K.1.2.d) • LI.00.K12.06.03 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CAS: K.1.2.e) (CCSS: L.K.6) • LI.00.K12.01.03 Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion) (CAS: K.1.2.a.i) (CCSS: SL.K.1a)

  18. Adams 50 Learning Targets • Literacy • Level 1 • LI.01.P21.06.03 Generate a picture or written response to a read-aloud that identifies the who or what of the story or text (CAS: PS.2.1.f) • LI.01.P31.03.03 Use shapes, letter-like symbols, and letters to represent words or ideas (CAS: PS.3.1.c) • Level 2 • LI.02.K11.01.03 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CAS: K.1.1.a) (CCSS: SL.K.4) • LI.02.K11.02.03 Add drawings or other visual displays to descriptions as desired to provide additional detail. (CAS: K.1.1.b) (CCSS: SL.K.5) • LI.02.K22.01.03 With prompting and support, ask and answer questions about key details in a text. (CAS: K.2.2.a.i) (CCSS: RI.K.1) • LI.02.K22.02.03 With prompting and support, identify the main topic and retell key details of a text. (CAS: K.2.2.a.ii) (CCSS: RI.K.2) • LI.02.K22.03.03 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CAS: K.2.2.a.iii) (CCSS: RI.K.3)

  19. Adams 50 Learning Targets • Literacy • Level 3 • LI.03.112.01.03 Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CAS: 1.1.2.a.i) (CCSS: SL.1.1a) • LI.03.112.02.03 Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CAS: 1.1.2.a.ii) (CCSS: SL.1.1b) • LI.03.112.03.03 Ask questions to clear up any confusion about the topics and texts under discussion. (CAS: 1.1.2.a.iii) (CCSS: SL.1.1c) • LI.03.112.04.03 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CAS: 1.1.2.b) (CCSS: SL.1.2) • LI.03.112.05.03 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CAS: 1.1.2.c) (CCSS: SL.1.3) • LI.03.122.01.03 Ask and answer questions about key details in a text. (CAS: 1.2.2.a.i) (CCSS: RI.1.1) • LI.03.122.01.03 Ask and answer questions about key details in a text. (CAS: 1.2.2.a.i) (CCSS: RI.1.1) • LI.03.122.02.03 Identify the main topic and retell key details of a text. (CAS: 1.2.2.a.ii) (CCSS: RI.1.2)

  20. Adams 50 Learning Targets • Literacy • Level 4 • LI.04.211.06.03 Use content-specific vocabulary to ask questions and provide information.  (CAS:  2.1.1.f) • LI 04 212.04.03  Recount or describe key ideas from text read aloud or information presented orally or through other media.  (CAS:  2.1.2.b) • LI.04.232.04.03  Organize ideas using a variety of pictures, graphic organizers, or bulleted lists. (CAS:  2.3.2.d)

  21. Extending “What is Energy” to Middle School Cory Jensen, PE Colorado School of Mines GK-12 Fellow

  22. Elementary Concepts • D1 – Define Energy • D2 – Energy Sources • D3 – Renewable vs. Non-Renewable • D4 – Consequence of Energy Waste • D5 – How to Reduce Energy Waste

  23. Extended Concepts • Units of Energy (unit analysis) • Specifics of Renewables (excite!) • Solar • Biomass • Geothermal • Wind • Wave • Efficiency ($) • Importance of Policy and Law (..how we get there, really) • Nuclear • Standards • Renewable Portfolio • Research, National Laboratories

  24. Cool Future Extended Concept Pic

  25. Science of Energy Backcheck • Units of Energy (unit analysis) • Energy, Light, Heat, Motion, Sound, Growth {lesson 1} • Specifics of Renewables (excite!) • Framework for; Wind {5} & solar {12} • Efficiency • K-2, reuse plastic, save gasoline {lesson 20} • Importance of Policy and Law (..how we get there, really) • Does not exist • …climatewire website

  26. Standards Based Education • Colorado Department of Education (CDE) • Aurora Standards

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