Solar Energy Field Trip

Science Field Trip
Solar
Energy
A Visit to a Solar Power Plant
with a Special Guest
A Lesson
on Energy Transfers
from the Energy Module
Student Reference Book Pages
www.sciencecompanion.com
Science Companion Field Trips
A “Science in Real Life” Series
Come on a virtual field trip matching
module sample lessons with current events!
Solar Energy in Florida!
On October 29, 2009,

the world’s largest
solar power installation
was opened at Florida
Power and Light, a
utility company in
Sarasota, Florida.
90,000 solar panels!
A special guest
was invited for
the opening,
to celebrate
how solar
energy can
change
America...
Can you see all of the solar panels behind the podium?
Not this guy!
(But he came with the
special guest...)
We’ll give you a hint!
Rita, Science Companion’s

director, was there to
greet him, waiting in
front of this sign...
“It’s an honor to be here

on a very big day not just
for Arcadia but for the
cause of clean energy
in America,” President
Obama told the crowd...
“With the flip of a switch, Florida Power and Light has

moved the solar panels behind me into a position where
they can catch the sun’s rays. And now, for the very
first time, a large-scale solar power plant...will deliver
electricity produced by the sun to the citizens of the
Sunshine State.” http://www.sun-sentinel.com/business/sfl-obama-fpl-102809,0,81543.story
Solar power works through the transfer of energy --
turn the page and find out how!
Levels 4-6
Science Companion ®
Energy
Teacher Lesson Manual
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Developers
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Editors
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Technical Art and Graphics

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Book Production
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Pedagogy and Content Advisors

Jean Bell, Max Bell, Cindy Buchenroth-Martin, Nick Cabot*, Debbie Clement*, Josie Grotenhuis*,
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* Indicates a scientist or science educator who contributed advice or expertise, but who is not part of the Chicago
Science Group. Ultimately, responsibility for what is included or omitted from our material rests with the
Chicago Science Group.
Field Test Teachers

Joyce Berry, Suze Bodwell, Jim Elwell, Nancy Florig, David Grelecki, Matt Laughlin, Lisette Mirabile,
Valerie Powell, Jen Ryan, Chris Sanborn, Kitty Skow, Jane Stephenson, Will Whitlock, and Nancy Zordan
2009 Edition
Copyright © 2005 Chicago Science Group.
All Rights Reserved
Printed in the United States of America. Except as permitted under the United States Copyright Act, no part
of this publication may be reproduced or distributed in any form or by any means or stored in a database or
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Chicago Science Group and Chicago Educational Publishing.
ISBN 1-59192-284-4
1 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
Table of Contents
Suggested Full Year Schedule . . . . . . . . . . Inside Front Cover
Welcome to Science Companion

Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Finding What You Need in Science Companion. . . . . . . . . . . . . . . . . . . 8
Cross-Curricular Integration and Flexible Scheduling . . . . . . . . . . . . 10
Differentiating Instruction for Diverse Learners. . . . . . . . . . . . . . . . . . 12
Unit Overview
Introduction to the Energy Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lessons at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Integrating the Student Reference Book. . . . . . . . . . . . . . . . . . . . . . . . . 32
Preparing for the Unit

Energy Science Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Science Library and Web Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Before You Begin Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lessons
1 Energy Is All Around Us*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
2 Energy’s Many Forms* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
3 Energy Transfers: How Energy Makes Things Happen* . . . . . . . 80
Teacher Directions: Setting Up the Energy Stations . . . . . . . . . . 95
4 Energy Transfers: Making Boats Go. . . . . . . . . . . . . . . . . . . . . . . . . 100
Teacher Directions: Making a Solar Pulley. . . . . . . . . . . . . . . . . . . 112
5 Hot Water, Cold Water: Transferring Heat Energy*. . . . . . . . . . . 116
6 Conductors: Testing the Transfer of Heat Energy*. . . . . . . . . . . 132
7 Building a Better Water Bottle: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Slowing the Transfer of Heat Energy*
8 Getting More for Less: Energy Efficiency. . . . . . . . . . . . . . . . . . . . 164
9 Inventions: Getting Energy to Work for Us*. . . . . . . . . . . . . . . . . 180
* Indicates a core lesson
| ENERGY | Table of Contents

Skill Building Activities
Reading Science Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Measuring Temperature Accurately. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Making Line Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Designing a Fair Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Teacher Background Information. . . . . . . . . . . . . . . . . . . . 234
Standards and Benchmarks

Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Benchmarks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Teacher Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
ENERGY | Table of Contents |

Philosophy
Science C ompa n ion
W elcome to
Almost anyone who has spent time with children is struck by the
tremendous energy they expend exploring their world. They ask
“why” and “how.” They want to see and touch. They use their minds
and senses to explore the things they encounter and wonder
about. In other words, children are already equipped with the basic
qualities that make a good scientist.
The goal of the Science Companion curriculum is to respond to

and nourish students’ scientific dispositions by actively engaging
their interests and enhancing their powers of inquiry, observation,
and reflection. Learning by doing is central to this program.
Each Science Companion lesson incorporates interesting and

relevant scientific content, as well as science values, attitudes,
and skills that children in the elementary grades should begin
to develop. These “habits of mind,” along with science content
knowledge, are crucial for building science literacy and they are
an integral part of the Science Companion program. Be aware
of them and reinforce them as you work with students. With
experience, students will develop the ways they demonstrate
and use the following scientific habits of mind.
Habits of Mind
Wondering and thinking about the natural and physical world
Students’ curiosity is valued, respected, and nurtured. Their
questions and theories about the world around them are
important in setting direction and pace for the curriculum.
Children are encouraged to revise and refine their questions and
ideas as they gain additional information through a variety of
sources and experiences.
Seeking answers through exploration and investigation

Students actively seek information and answers to their questions
by trying things out and making observations. They continually
revise their understanding based on their experiences. Through
these investigations, children learn firsthand about the “scientific
method.” They also see that taking risks and making mistakes are
an important part of science and of learning in general.
Pursuing ideas in depth

Students have the opportunity to pursue ideas and topics fully,
revisiting them and making connections to other subjects and
other areas in their lives.
| ENERGY | Philosophy
Observing carefully
Science C ompa n ion

Students are encouraged to attend to details. They are taught to
W elcome to
observe with multiple senses and from a variety of perspectives.
They use tools, such as magnifying lenses, balance scales, rulers, and
clocks, to enhance their observations. Students use their developing
mathematics and literacy skills to describe, communicate, and record
their observations in age-appropriate ways.
Communicating clearly
Students are asked to describe their observations and articulate
their thinking and ideas using a variety of communication tools,
including speaking, writing, and drawing. They learn that record
keeping is a valuable form of communication for oneself and
others. Children experience how working carefully improves one’s
ability to use one’s work as a tool for communication.
Collaborating and sharing

Students come to know that their ideas, questions, observations,
and work have value. At the same time, they learn that listening
is vitally important, and that exchanging ideas with one another
builds knowledge and enhances understanding. Children discover
that they can gain more knowledge as a group than as individuals,
and that detailed observations and good ideas emerge from
collaboration.
Developing critical response skills

Students ask, “How do you know?” when appropriate, and are
encouraged to attempt to answer when this question is asked of
them. This habit helps develop the critical response skills needed
by every scientist.
ENERGY | Philosophy |
E n ergy
C luster 2
32
Energy Transfers
Lesson Energy Transfers:

How Energy Makes
Things Happen
A Quick Look
Big Idea Overview

Students operate a variety of toys to figure out the type of energy
Energy can move, or
transfers that occur in each one. They work in small groups,
transfer, from place to place.
rotating through a series of “energy stations.”
Sometimes it changes form
as it transfers.
Process Skills Key Notes

• Reasoning • Schedule three sessions for this lesson.
• Explaining • For the exploration, set up nine stations with enough space
• Communicating for small groups of students to gather around and operate
each toy. See the Teacher Directions “Setting up the Energy
Stations” on pages 95–98 for details.
• A solar-powered propeller and solar-activated colored beads
are used in this lesson. If sunlight is not readily available in your
classroom, use the compact florescent light bulb and clamp lamp
provided in the ExploraGear to activate these items instead.
• For more information about the science content in this lesson,
see the “Transfer of Energy” section of the Teacher Background
Information on page 242.

80 | Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen

Standards and Benchmarks
Lesson
32
As they move through the energy stations, students deepen
Notes
their understanding of Atlas of Scientific Literacy Benchmark
4E/E4: “Many events involve transfer of energy from one object
to another,” and Atlas of Scientific Literacy Benchmark 4E/M2:
“Most processes involve the transfer of energy from one system
to another. Energy can be transferred in different ways.”
When the children identify the various energy forms being
transferred as the toys are operated, they also expand their
awareness of Physical Science Standard B (Transfer of Energy):
“Energy is a property of many substances and is associated with
heat, light, electricity, mechanical motion, sound, nuclei, and the
nature of a chemical,” and Atlas of Scientific Literacy Benchmark 4E/
M4: “Energy appears in different forms. Motion energy is associated
with the speed of an object. Heat energy is associated with the
temperature of an object. Gravitational energy is associated with
the height of an object above a reference point. Elastic energy is
associated with the stretching of an elastic object. Chemical energy
is associated with the chemical composition of a substance.”
Lesson Goal
Recognize that energy moves from place to place and changes
forms to make things happen.
Assessment Options
• Prior to the lesson, have students use their science notebook
journal section to respond to this question: Can energy move
from one object to another? If so, give some examples.
• After the lesson, have students revisit the writing assignment
to demonstrate how their understanding of energy transfers
has grown. Consider using criterion B on Assessment 1 to note
students’ progress.
• Review the Family Link Homework “Toy Box Science” to see
whether students were able to independently trace the
flow of energy in one of their own toys. Use criterion B on
Assessment 1 to document their understanding at this time.
Teacher Master 3, Assessment 1
Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen | 81

Materials
Item Quantity Notes
ExploraGear
Clamp lamp (optional) 1 Use with a compact fluorescent light bulb to
activate the solar propeller if sunlight is not
available. Also used for magic bracelet beads.
Compact fluorescent light bulb (CFL), 26W 1 Use with clamp lamp to energize the solar
propeller.
Solar kit To make solar propeller.
Classroom Supplies
Box or block, small 1 To prop up solar propeller.
Energy stations 9 For Session 2 exploration.
Hair dryer (optional) 1 To demonstrate that the solar panel is not
activated by heat.
Overhead marker 1 To map energy transfers on an overhead
transparency.
Overhead projector 1 To show overhead transparency.
Curriculum Items
Overhead Transparency “Mapping Energy Transfers”
Energy Science Notebook, pages 4–13
Energy Student Reference Book, pages 13–24 and 129-146
Teacher Directions “Setting up the Energy Stations”
Teacher Master “Energy Station Directions”
Energy Assessment 1 “Energy Forms and Transfers” (optional)
Family Link Homework “Toy Box Science”
Notes

Preparation
Schedule three sessions for this lesson. Conduct the introductory
Notes
demonstration in Session 1, rotate groups through the nine energy
stations in Session 2, and follow up with the reflective discussion in
Session 3.
Session 1
q Locate the ExploraGear solar kit and make the solar-powered
propeller:
a. Attach the propeller to the shaft projecting from the motor.

b. Connect the wires of the solar panel to the wires of the motor.
q Prop the motor and propeller up on a small box or block as

shown so that the propeller can spin freely without obstruction.
q Since light energy activates the solar propeller, position the solar
panel towards a source of light energy. If enough sunlight is not
available in your classroom, use the compact florescent light
bulb and clamp lamp provided in the ExploraGear instead. Allow
several minutes for the light bulb to warm up before doing the
demonstration.

Session 2
Notes q Set up the nine energy stations as described in the Teacher
Directions “Setting up the Energy Stations” on pages 95–98.
Follow these steps before setting up the stations:
a. Make a copy of the Teacher Master “Energy Station

Directions.” Cut along the dotted lines to create separate
toy operation directions for each station.
b. Bright, direct sunlight is needed to activate the magic

bracelet at Energy Station 9. They will not activate using an
incandescent bulb or out of direct sunlight. If sunlight is
not available, use the compact fluorescent light bulb and
clamp lamp provided in the ExploraGear. Allow time for
the light bulb to warm up before sending students to the
station.
c. Allow ample time to run through each station after set-up

to troubleshoot any problems and ensure that the toys are
working properly.
q Copy the Family Link Homework “Toy Box Science” to send

home with the students.
Using the Student Reference Book

• After Session 1, use Chapter 2 of the student reference book to
reinforce the concept of energy transfers.
• (Optional) At the end of this lesson, refer students to the

timeline “A Walk Through Energy History” on page 129–146 of
the student reference book. Challenge the class to identify the
energy transfers associated with several of the timeline events.
Vocabulary
energy transfer. . . . . . When energy moves from one object or
place to another or changes from one form
to another.
solar energy. . . . . . . . . Energy transferred from the sun. Solar
energy travels to Earth through space and
provides warmth, light, and energy for
plant growth.

Teaching the Lesson
Notes
Session 1
Have the students reflect on
Engage the “I Wonder” circle as they
observe the solar propeller
Sensory Observation
responding to sunlight. Help
1. Show the class the solar propeller. Without explaining how it them see how observations
works, allow students to see how sunlight striking the solar (the propeller spins when
panel makes the propeller spin. Cover up the solar panel with sunlight hits the panel, but
your hand to make it stop. stops when sunlight is absent)
lead to discovery (light energy
Teacher Note: If it is a sunny day with patchy clouds, simply set the is being transferred from
unit in a window and allow students to figure out on their own that the the sun to activate the solar
propeller spins rapidly when the sun shines and slows down or even stops panel).
when passing clouds block the sun.
2. Discuss where the propeller gets the energy to spin. (Students

should recognize that when light shines on the panel the propeller
has the energy to spin and when the light is blocked the propeller
no longer has the energy to spin.)
Teacher Note: If some students believe that the sun’s or the lamp’s heat
rather than its light powers the propeller, you can direct hot air from a hair
dryer onto the solar panel to show that heat energy alone does not cause
the propeller to spin.
3. Introduce the term energy transfer to describe instances where

energy moves from one place or object to another (such as
from the sun to the solar panel), or changes from one form to
another (such as in the solar panel itself, where light energy
is changed to electrical energy). Tell the class that they have
three fun science sessions to look forward to—they get to
explore energy transfers using toys.

Introductory Discussion—Modeling How to Map
Energy Transfers
Notes
1. Show students the main components of the solar propeller:
a solar panel, a set of wires, a propeller, and a motor that
produces a spinning motion.
2. Solicit students’ ideas while you describe how energy transfers
through the components, changing from one form to another
to make the propeller spin. Questions to encourage critical
thinking include:
• What forms of energy are evident as the solar propeller
operates?
• Does energy change from one form to another? If so, in
what order?
(Light energy from the sun transfers to the solar cells in the solar
panel; in the cells, the light energy is transferred to electrical
energy; the electrical energy travels through the wires to the
Overhead Transparency: “Mapping motor, where it is transferred into motion energy.)
Energy Transfers”
3. Using the Overhead Transparency “Mapping Energy Transfers”
and an erasable overhead marker, show students how to
map the energy transfers that made the solar propeller spin.
As you connect the different energy forms on the overhead
transparency, have students mirror your mapping on page 4 of
their science notebooks. Use the following steps and sample
energy map to help with this task.
a. Label shapes with the type of energy involved.
b. Draw arrows to map how energy transfers from one form
to another as the solar propeller operates.
c. Write a brief description next to your arrows to add details

about the forms of energy involved and how they transfer.

Notes
4. Wipe off the overhead transparency and ask for volunteers

to map some additional examples of energy transfers. Let
students use their own ideas of examples of energy transfers or
choose from a list you provide.
• Provide at least one example that could be interpreted a
variety of ways, such as a hammer raised to drive in a nail.
Encourage alternative interpretations. (Some students might
see gravitational energy as the energy source that transfers
to motion energy which drives the nail in. Others may cite
muscle power—chemical energy—transferring to motion
energy to drive the nail in. A few students may suggest that
sound energy should be included on the map because of the
sound the hammer makes as it hits the nail.)
• Use this activity as an opportunity to reinforce the idea
that there isn’t one “correct” answer. The objective is for
students to notice how energy changes as things happen.
5. Assign Chapter 2 of the student reference book to reinforce the

concept of energy transfers.

Session 2
Notes
Explore
Mapping Energy Transfers in Toys
Teacher Note: Familiarize yourself with the explanations on
pages 97–98 of how the more complex toys work.
1. Explain the energy mapping activity and answer any questions.

Outline these steps:
a. Take turns with other groups visiting nine energy stations,
each set up with a different toy and instructions for
operating the toy.
b. At each station, operate the toy, figure out what kinds of

energy transfers make the toy work, and create a map of
those transfers with the group. (Emphasize the importance
of observing the toys in action, taking the time needed to
think carefully about what the toys do, and considering
the opinions of other group members before mapping the
energy transfers.)
c. Complete the energy maps on science notebook

pages 5–13. Point out that the students need to fill in the
name of the toy being operated at the top of each science
notebook page.
d. Use the glossary in the science notebook as needed to

review descriptions of any of the energy forms.
Science Notebook pages 5–13 Management Note: Before dividing the class into groups, decide on a
rotation strategy. You can have groups rotate in unison after a set amount
of time or allow groups to operate at their own pace, moving on to open
stations as they become available.
2. Divide the class into nine groups and direct them to the
appropriate stations.
Teacher Note: Rotate through the stations as groups visit them. Listen
for particularly interesting debates regarding the energy transfers that
occur. You may wish to revisit these debates during the reflective discussion.
3. Send home the Family Link “Toy Box Science” to provide

students with an opportunity to independently trace the flow
of energy through a toy of their choice.
Teacher Master 41, Family Link

Session 3
Notes
Reflect and Discuss
Teacher Note: Students’ understanding of energy transfers, as evidenced Big Idea
by their energy maps, may vary greatly. Some students may simply map
Energy can move, or
the first and last forms of energy noted rather than any intermediary forms.
Others may extend their thinking far beyond the basics, including things transfer, from place to place.
like the transfer of the chemical energy in the food they eat to the motion Sometimes it changes form
energy of their muscles, which in turn was transferred to the toy during as it transfers.
operation. Accept all reasonable explanations and focus on each student’s
rationale rather than highlighting a single “correct” energy map for each toy.
Sharing
Initiate reflections on the energy mapping activity and encourage
groups to share their findings.
• What was their favorite toy?

• Which toy was most difficult to figure out? Why was it hard to
figure out what kinds of energy transfers made this toy run?
• When was it most clear that energy was being transferred?

What made it so obvious?
• Was it always possible to know for sure what kinds of transfers

occurred? Why or why not? (No! Students were not directed to
open the energy ball, for example, to see what was happening
inside.)
• Could they still tell that energy was transferred even when the
parts were hidden from view or too hard to understand? How?
(Students should recognize that the new forms of energy they
observed while operating the toys must mean that energy was
transferred—even if the mechanism was unclear.)
• Did they observe energy changing forms at any of the stations?

(Yes) Did it always change form? (No) Does energy sometimes
change into more than one form? (Yes)
• Were there any stations where the members of their group

could not agree on the energy transfers that occurred?
(Walk the class through any disputed energy transfers. Allow
students to explain their reasoning; dispel misconceptions and
help them grasp alternative explanations when appropriate.)

Synthesizing
Notes 1. Have the class reflect on the exploration and answer the
following questions to reach the conclusion that every time
something happens, energy is being transferred:
• Do they think that energy can make something happen
(such as making toys work) without being transferred?
• What do their observations indicate?
2. Help students think of energy transfers outside their classroom
experiences. Where else do energy transfers occur? Remind
them of the energy transfers they read about in their student
reference books, if necessary.
3. (Optional) Build on students’ curiosity and questions about
the appearance of energy loss to create a foundation for
standards and understanding the conservation of energy in more advanced
benchmarks science classes:
connection
Having students begin • Did the energy seem to run out of any toys at some
thinking about how “energy stations? (The spinning top, bouncing ball, and dominoes
can change from one form may seem to “run out of energy.)
to another, although in the • If a toy’s energy seemed to run out, why do they think this
process some energy is always happened? Where did the energy go? (Some students may
converted to heat” provides be able to describe what friction does—“the air slowed down
an opportunity to introduce the spinning top.” Reinforce this awareness, pointing out other
students to The Designed instances where friction occurs—when they rub their hands
World Standard C (Energy back and forth, for example. Help them see that, instead of
Sources and Use) for grades “running out,” the energy is transferred to heat energy.)
6–8. Children will build on this
introduction in later grades.
Teacher Note: Consider teaching the Further Science Exploration
“Friction Produces Heat Energy” to help dispel the notion that energy
disappears.

Ongoing Learning
Notes
Science Center
• Place additional toys that run as a result of energy transfers in the Materials: Additional toys
Science Center. Possibilities include a pinwheel, a rubber band- that run as a result of energy
transfers, living organism
powered airplane, a pull-back car, eye poppers (flexible, vinyl half
setups that demonstrate the
balls that pop up when you flip them inside-out), a Jack-in-the-
transfer of energy, and copies
box, a hand-powered flashlight (with a tiny electrical generator of the overhead transparency
inside instead of batteries) that is activated when the flashlight “Mapping Energy Transfers”
handle is squeezed, a toddler’s wooden pounding-bench, wind-
up toys, and a lava lamp. Provide extra copies of energy maps
for students to fill in as they operate the toys. (Use the Overhead
Transparency “Mapping Energy Transfers” with a blank piece of
paper placed behind it to make extra copies.) Encourage the class
to bring in “energized” toys from home to add to the collection.
• Provide several setups that demonstrate how energy transfers

in living things, such as a plant in the sunlight, mushrooms on
a log, and a leaf-eating insect in a jar full of leaves. Have extra
copies of energy maps available for students to map the energy
transfers that occur in each of the setups. (Plant = light to chemical;
mushroom = chemical to chemical; leaf-eating insect = chemical [leaf
matter] to chemical [insect matter] and motion [insect’s movements])
Family Link
In the Family Link Homework “Toy Box Science” students are asked to
describe the energy transfers that occur when they operate one of
their own toys. This Family Link can be used as a formative assessment.
A bonus activity is also described, which encourages interested

students to chew a wintergreen-flavored Lifesaver® in a dark room.
They observe the light emitted as the candy breaks apart and
consider the energy transfer involved, which is motion energy (of
the teeth) to light energy.
Teacher Note: The actual process is really much more complex and
involves molecules and the electric charges within them. As you chew,
the chemical bonds of the sugar molecules in the lifesavers are torn apart,
producing electrical energy among the pieces. This energy is transferred
to other molecules which then give it off as light. This happens with most
sugars, but the molecule that supplies the wintergreen flavor causes the
process to produce more visible light than usual. Producing light energy by
rubbing or crushing certain molecules is known as triboluminescence.
Maintenance
Collect and review the Family Link Homework “Toy Box Science” to
see whether students were able to trace the flow of energy in one
of their own toys independently.

Extending the Lesson
Notes
Further Science Explorations
Energy Toys from Scratch
Provide students with the materials and instructions for several
handmade toys, such as whirligigs, button spinners, and tops. See
www.sciencecompanion.com/links for links to web sites that
offer simple directions for making these and other toys.
Chemical Energy Fun

• Demonstrate the chemical-to-heat energy transfer that occurs
when baking yeast and hydrogen peroxide are mixed:
Safety Note: The chemical component (hydrogen peroxide)

used in this extension is a common household item and is not hazardous
if used with care. Please check with your supervisor about OSHA or state
regulations regarding laboratory practice and chemical storage. Use caution
and have the children wear goggles and protective gloves when working
with hydrogen peroxide.
a. Pour two ounces of hydrogen peroxide in a medium-sized jar.
b. Place a thermometer into the jar to take an initial

temperature reading.
c. Add a teaspoon of granular baking yeast to the jar and

provide a continuous report to the class of the change
(rapid increase) in temperature.
d. Discuss the increase in temperature. Has the energy in the

jar changed forms? How can they tell? (Students should
recognize that some of the chemical energy of the yeast and
hydrogen peroxide has been transferred to heat energy; this
accounts for the increase in temperature.)
e. Talk about anything else the children may notice. What other
signs indicate that changes have occurred in the jar? (The
mixture will immediately begin to bubble and rise up in the jar.)
• Explore a chemical-to-motion energy transfer that’s a blast!

Take students outdoors to make and launch pop rockets. Visit
www.sciencecompanion.com/links for links to web sites that
offer simple directions for making pop rockets using water,
Alka-Seltzer®, and a film canister.
Safety Note: Make sure that students wear safety goggles during
this pop rocket activity.

Energy Transfers and the Food Chain
Provide opportunities for students to trace the transfer of chemical Notes
energy through the food chain. Focus on the decrease in available
chemical energy at each stage in a food chain. Discuss some of the nature’s recyclers
energy transfers that account for this decrease. (Living organisms connection
generate heat—a chemical-to-heat energy transfer. This heat energy
Exploring food chains with
is in turn transferred to the organisms’ surroundings, making it a focus on energy is an ideal
unavailable to the next level of the food chain. Some chemical energy way to build upon a key
is also transferred to motion energy in organisms that move.) See the concept from the Science
“Energy Science Library and Web Links” section on pages 42–49 and Companion Level 4 Nature’s
visit www.sciencecompanion.com/links for a list of suggested Recyclers Unit—the recycling
books and web sites to support this inquiry. of matter through ecosystems.
While the total amount of
Friction Produces Heat Energy matter at each level of a food
chain remains constant, the
1. Have students observe the heat that is produced when moving
energy available at each level
parts rub against each other and discuss the transfers of heat that
diminishes as some chemical
take place: energy is transformed into
a. Tell them to rub their hands back and forth against each forms such as heat and
other. What is happening to their hands? motion that are no longer
available to the next level.
b. Direct them to rub together two sheets of sandpaper in
a circular motion, without stopping, for several minutes.
Have them compare how the sandpaper feels before and
after rubbing. What has changed?
2. To help children understand the significance of friction, discuss

why a roller coaster seems to “run out of energy.” Post a picture
of a roller coaster (or have students build one!) to further the
discussion. Consider questions such as these:
• Why does a roller coaster start at the highest hill?
• Why do the hills of a roller coaster get smaller and smaller?
• What causes the roller coaster to slow down?
• Do the cars “rub” against the air?
• Do the wheels “rub” against the track?
• Based on the earlier hand-rubbing and sandpaper rubbing
activities, what should happen to the air and tracks as they
“rub against” the cars?
• Would anyone be able to see if the air and the tracks were
getting hotter? Could this explain why many things seem
to run out of energy?
• Does the roller coaster really “run out of energy” or use
energy up, or has its energy just been transferred to less
useful forms?

Language Arts Extension
Notes Have children interview an older family member or neighbor
to find out about the mechanical toys they played with as a
child. What energy forms were used to make their toys move?
What energy forms are commonly used today to make toys run?
Consider organizing the students’ findings into a Venn diagram,
comparing and contrasting the toys of “Then” and “Now.”
Social Studies Extension

Research toys of the 19th century. See the “Energy Science
Library and Web Links” section on pages 42–49 and visit www.
sciencecompanion.com/links for a list of suggested books and
web sites to support this research.
Art Extensions
• Have students create flip-books depicting an energy transfer
such as a sailboat propelled by the wind, a chain of dominoes
falling, or a baseball bat hitting a ball.
• Reinforce the concept of wind energy by having students

create their own kite designs. Submit students’ designs to
the Franklin Institute’s Current Creations Archive. Visit www.
sciencecompanion.com/links for further details.
Planning Ahead
For Lesson 4
Give yourself enough time in advance of Lesson 4 to collect the
materials you’ll need, particularly the large, shallow basin for class
demonstrations of the boats and the nine smaller basins individual
groups will be using to test their boats. Consider sending home the
Teacher Master “Request for Materials” to help you get everything
you need to conduct this lesson.
For Lesson 5
Collect empty 2-liter soda bottles. You will need one per group
during Session 1.

Teacher Directions
Setting Up the Energy Stations
Materials
Item Quantity Notes
ExploraGear
Ball 1 (3 extra) To demonstrate the transfer of energy.
Chenille wire 1 To make magic bracelet.
Clamp lamp and bulb (optional) 2 To light magic bracelet or radiometer.
Dominoes 1 set To demonstrate the transfer of energy.
Energy ball 1 To demonstrate the transfer of energy.
Hand-held electrical generator 1 To demonstrate the transfer of energy.
Pop-up toy 4 To demonstrate the transfer of energy.
Radiometer 1 To demonstrate the transfer of energy.
Solar energy beads 1 package To make magic bracelet.
Sparking-wheel toy 1 (3 extra) To demonstrate the transfer of energy.
Spinning tops with lights 2 To demonstrate the transfer of energy.
Toy car, pull-back type (optional) 1 (2 extra) To demonstrate the transfer of energy.
Classroom Supplies
Gift box top, large 1 To contain spinning top.
Light source 1 To power radiometer.
(flashlight, lamp, or sunlight)
Paper bag, opaque, medium 1 To shield energy-bead bracelet from light. A
lunch bag or gift bag works well.
Screwdriver, small, Phillips head 1 To dismantle one of the spinning tops.
Tape 1 roll To tape shut the energy ball.
Preparing the Toys

1. Make the magic bracelet for Energy Station 9. Locate the energy beads and chenille wire provided in the
ExploraGear. Thread the beads through the chenille wire and twist together the ends to create a bracelet
large enough for children to slip their hands through.
2. Take apart one of the spinning tops using a Phillips head screwdriver. Save all the pieces so students
can see and manipulate the top’s working parts at station 6. Leave it unassembled throughout the
exploration.

Setting Up the Stations
Set up the nine energy stations for Session 2 as follows:
• Stagger stations throughout the room, using student desk tops, available counter space, and even open
floor space. Any space will do as long as there is enough room for small groups to gather around each
toy and operate it.
• Place each toy, along with its directions and any of the additional supplies described in the table below,
at the appropriate station.
• After the stations are set up, conduct a trial run through each to make sure that the toys are operating
properly. Troubleshoot problems as necessary and feel free to make replacements to ensure student
success. (For example, you can trade the pull-back car for a problematic toy.)
Teacher Note: The basic energy transfers the children are likely to notice at each station are listed in the following
table. While these transfers may be the most obvious, students may notice and include others in their energy maps as
well, such as the background noise produced by several of the toys (sound energy).
Station Type of Toy Additional Supplies/Notes Energy Transfers

Number (Most Evident)
1 Pop-up toy Four pop-up toys are provided. Test Motion to elastic to motion
these out and select one that pops
up consistently and in a reasonable
amount of time.
2 Dominoes Motion to motion to gravitational to
motion…
3 Sparking- Four sparking wheels are provided. Motion to heat and light
wheel Only put out one at a time that
consistently generates sparks when
operated. Make sure the students
follow the directions for the
sparking wheel. If used improperly,
the wheel will quickly break.
4 Energy ball Tape the energy ball shut Chemical (battery) to electrical to
before use. light and sound
5 Hand-held Make sure light bulb is inserted and Motion to electrical to light; also
electrical working. motion to sound
generator
6 Spinning tops Place the intact spinning top Motion to elastic to motion and
with light (one in a large gift box lid and the light
intact, one disassembled top off to the side.
taken apart)
7 Radiometer Set up this station in sunlight or Light to heat to motion
under the clamp lamp. Mark the
station with a “Fragile, Handle with
Care” sign.
8 Ball Set up this station on an open area Gravitational to motion to elastic to
of the floor so that students can motion
bounce the ball.

Station Type of Toy Additional Supplies/Notes Energy Transfers
Number (Most Evident)
9 Magic bracelet Set up this station in an area Light to chemical
with ample sunlight. If sunlight is
inadequate on the day you conduct
this portion of the lesson, set up
this station with a clamp lamp fitted
with a compact fluorescent bulb.
Make sure to turn the lamp on at
least five minutes before students
visit this station so that the bulb will
be adequately warmed up. Place
the pre-assembled bracelet in an
opaque paper bag.
Optional Pull-back Motion to elastic (spring) to motion
replacement toy car
Explaining How Some Toys Work

Offer the following explanations for the more complex toys if Notes
students want to know more about how they work. You don’t need
to present this information to the entire class, unless they are all
interested.
• Sparking Wheel—Pumping the wheel creates friction. The

friction breaks off tiny pieces of a flammable metal alloy.
The friction also generates enough heat (motion to heat) to
ignite these metal chips, creating sparks. The sparks are only
visible momentarily since they quickly cool down. The sparks
may lead some students to conclude that the energy transfer
includes electrical energy. You can dispel this notion at your
discretion.
• Energy Ball—Inside the energy ball are two batteries

connected to a light and sound system. When both metal
strips (electrodes) are touched, the electric circuit is completed,
allowing electrons to flow through the batteries, the person
holding the ball, and the light and sound systems. This flow of
electricity makes the ball light up and hum.
• Hand-held Electrical Generator—When a bundle of copper

wire (or any other conductor) is moved through a magnetic
field, electrical current will start to flow along the wire. Peek
through the slots in the metal cylinder inside the generator
toy; you can see the copper wire bundles that rotate when the
handle is turned. The magnets cannot be seen.

• Spinning Top—There is a small metal ball inside the top that
acts as a switch. When the top spins, the ball is forced outward,
Notes
completing the electrical circuit that turns the light on.
• Radiometer—The sealed glass bulb maintains a partial

vacuum, to reduce air friction. When light hits the metal vanes
it reflects off the white sides, but is absorbed as heat energy on
light connection the black sides. Air molecules flow around the edges of each
Build on students’ vane, from the cooler white side toward the warmer black side,
understanding of sunlight causing the top to spin.
from the Science Companion
Level 3 Light Unit by giving • Magic Bracelet—The beads in this bracelet are solar energy
them the opportunity to beads. Each bead contains a type of pigment that changes
test and discover that solar color when exposed to ultraviolet light. Sunlight and the
beads do not change color light produced by compact fluorescent bulbs contain both
when exposed to visible light ultraviolet and visible light; the ultraviolet light they contain
alone (indoor lighting) but activates the beads. Visible light alone (such as that provided
do change when exposed by typical incandescent lighting) will not change the color of
to sunlight, suggesting that the beads.
sunlight contains forms of
radiation beyond just visible
light.
Overhead Transparency: “Mapping Energy Transfers” Science Notebook page 5–13

Teacher Master 3, Assessment 1 Teacher Masters 15–16
Teacher Masters 17–18 Teacher Master 41, Family Link

Teacher Background
T eacher B ackgrou nd
In formatio n
Information
This section provides a detailed overview of energy—its
significance in the world around us; the forms it takes; how it
transfers from one object to another; how easily it passes through
different materials; and how it is harnessed in everyday machines.
This introduction is intended to give you background information
you may need as you teach the unit; however, it is not necessary
to master or present all the content that is offered here. The Key
Notes section of each lesson indicates which portion to review
prior to teaching the lesson. A preliminary read-through before
teaching the unit—to get the big picture—followed by more
focused readings before each lesson should help you guide the
children in their discoveries about the role of energy in the world
around them.
Introduction
Energy: A Unifying Concept
Energy is integral to our understanding of the world around us.
It is at the root of all change. Every time something happens,
energy is involved. It is the energy in gasoline that makes an
automobile run; the energy added to water that makes it boil;
the energy in food that allows us to move and grow; the energy
of an exploding stick of dynamite that blasts through solid rock;
the energy in the sun’s rays that drives weather and life itself;
and the energy of moving water, air, sand, and ice that reshapes
the surface of the earth.
What Is Energy?
Energy is something we understand through experience. We can
feel, see, and hear the energy of a thunderstorm. We know what
foods to eat when we need a boost of energy. We are amused
by the boundless energy of a puppy. We realize that our garden
needs the sun’s energy to grow. Intuitively, we understand that
energy makes things happen. Doing work is one way to “make
things happen” so it is not surprising that the word energy is
derived from the Greek word energeia, meaning “at work.”
Scientific definitions for energy also incorporate the idea of work.

One common definition for energy is “the ability to perform
234 | Energy | Teacher Background Information

work.” While this definition is meaningful to scientists, it can be
T eacher B ackgrou nd
problematic for students. For scientists, the concept of “work” has
In formatio n
a special meaning—“force applied over a distance.” For students,
however, many of the things that energy “makes happen,” such as
the soaring of a soccer ball, the flash of a bolt of lightning, or the
bounce of a trampoline, are not likely to be considered work.
A common misconception held by students is that energy is a

“thing” rather than a property of something. Properties, such as
energy, are inherently harder to explain and grasp. Energy has
no mass, shape, taste, or odor but it can be measured. It can be
felt but not touched. Nonetheless, we can recognize, appreciate,
explore, and understand energy without a formal definition. In
this unit, children will develop their own “working definition” of
energy as they explore the role that energy plays in the world
around them.
Forms of Energy
Energy is best described to children in terms of how they
experience it in everyday life. While physicists employ a much
stricter and more complex standard for distinguishing energy
forms, this unit introduces energy in terms of forms that are
accessible to students. Don’t be concerned by the variations you
encounter in how energy forms are defined and presented in
resource books and videos. In this unit, designed specifically for
5th graders, keeping the categories of energy forms simple and
recognizable will help students focus on energy’s importance in
the world around them.
Two Major Kinds of Energy: Energy in Action and

Stored Energy
One basic way to think about energy is to categorize it into two
major forms: energy in action and stored energy (energy not yet
in use).
Energy in action is energy in the “act” of bringing about change.

Where there is action there is motion. To account for the many
different ways that motion is manifested, a variety of energy forms
can be considered forms of energy in action.
Stored energy, also referred to as potential energy, is the energy

possessed by something but not yet bringing about change.
Stored energy results from the position of an object and the forces
which are acting on it. Like energy in action, stored or potential
energy can be considered to exist in several forms.
Energy | Teacher Background Information | 235

As discussed, these two major forms of energy—energy in action
and stored energy—can each be broken down into several
representative energy forms. The table below shows the two major
categories and their representative energy forms.
Energy in Action Stored Energy

Motion energy Chemical (potential) energy
Heat energy Elastic (potential) energy
Light energy Gravitational (potential) energy
Electrical energy Nuclear energy
Sound energy
While “energy in action” and “stored energy” are used in the introductory
and final lessons as “umbrellas” for students to group examples of energy
under, the children are not expected to accurately specify each form as
energy in action or stored energy. At this level, the children do not have
the background necessary to understand why certain forms (particularly
electrical, heat, sound, and light energy) are representative of one category
or another. However, in this teacher’s introduction, we have categorized
each form of energy in this way so you can relate the material to other
sources, and have this broader understanding as you teach.
The frequently used terms “kinetic energy” and “potential energy” are
not used in the lessons though you are likely to encounter them in other
books and resources about energy. Kinetic energy, however, should
technically not be applied to all forms of energy associated with motion. It
is exclusively the energy of motion of matter (objects with mass or weight).
Several of the energy forms presented under “Energy in Action” involve the
movement of “mass-less” entities, such as waves and fields, and cannot be
accurately categorized as kinetic energy. Furthermore, chemical energy and
nuclear energy involve behavior of things at the atomic level and cannot be
described by the usual concepts of kinetic and potential energy.
Energy in Action
Motion Energy
common Motion energy, often referred to as kinetic energy, is the energy
misconceptions present in moving objects or materials, such as the wind or
Students usually understand falling water. Motion energy is the most easily recognizable form
how moving things are of energy. When you see a speeding car, a soaring baseball, a
energized and how their own rushing river, or a towering twister, the energy they possess is
bodies have energy. They unmistakable. These examples embody change—energy is clearly
have a more difficult time at work.
recognizing more abstract
forms of energy, such as light, We depend on motion energy to get us from place to place, chew
electricity, and elastic energy. our food, drive nails into walls, and power windmills and water
turbines.

Heat Energy
The terms “heat,” “heat energy,” and “thermal energy” are synonymous. As
you teach, whenever possible, reinforce that heat is energy to help dispel
the common misconception that heat is a thing rather than a property of a
substance. Using the term “heat energy” may help make this distinction but
students should be aware that the term “heat,” so widely used in everyday
life, also refers to “heat energy.”
For the students we define “heat energy” as the energy which an

object has as a result of its temperature. At a more sophisticated
level, heat, also known as thermal energy, is a consequence of
motion. In this case, the particles moving are the minute atoms
and molecules found within all substances. The faster these
particles move the more heat energy a substance possesses.
Since the students may not know about atoms and molecules or the
connection between their motion and heat, they are unlikely to associate
heat energy with motion. For them, heat energy will be just a form of
energy associated with an object’s temperature.
We depend on heat energy to cook our food, warm our homes

and dry our clothes. In engines (gas, diesel, or steam) heat energy
produced by burning fuels is transferred into energy of motion.
Heat energy is also used in many power plants to generate
electricity.
Students may confuse the terms heat energy and temperature. Whenever
possible, reinforce to children that the heat energy of an object is not
the same thing as its temperature. The amount of heat energy an object
possesses depends not only on temperature—a measure of how hot or
cold something is—but also on the mass of the object and on the type of
matter from which it is formed. It is clear, for example, that a bathtub of
water at 35oC (95oF) holds more heat energy than a glass of water at the
same temperature. Comparing, or asking children to compare, how much
heat energy would have to be added to a cold glass of water and a bathtub
full of cold water to allow each to reach a temperature of 35oC may help to
clarify this point.
One common source of heat energy is friction—the resistance

that occurs whenever two substances rub against each other. While
the heat energy resulting from friction is desirable when you are
rubbing your hands together to stay warm, it is less desirable when
the moving parts of your car’s engine heat up.

Light Energy
For the students we define “light energy” as the energy carried by
light rays. On a more sophisticated level, light energy, also known
as radiant energy, is the energy carried by electromagnetic
waves—waves of energy traveling through matter or empty space.
While there are many types of electromagnetic waves—such as radio waves,

microwaves, infrared waves, visible light, ultraviolet light, and x-rays—in
this unit, light energy will primarily be equated with visible light, since
that is the type most likely to be recognized by students. For example, the
energy from the sun is referred to simply as light, even though it is actually
a more complex combination of visible light, ultraviolet light, and infrared
waves. If students in your class studied the Science Companion Level 3
Light Unit, you can refer back to what they learned about visible light in
that unit and pursue discussions about other types of electromagnetic
waves if the children bring them up.
All life ultimately depends on light energy. Plants harness the

energy in sunlight to produce the food that supports all other
living things, and sunlight warms the earth, maintaining surface
temperatures that sustain life. The energy in light also makes
photography possible and, when concentrated into special beams
of light called lasers, is powerful enough to drill through metals
and cut through tissue during surgery.
Electrical Energy
All matter consists of minute building blocks called atoms.
Atoms are composed of even smaller particles: a central nucleus
consisting of protons (each with a positive electric charge) and
neutrons (with a “neutral” charge—no electric charge), that is
surrounded by a cloud of electrons (with negative electric charges).
Electrically charged particles operate under an “opposites attract”
principle.
Since (negatively charged) electrons are attracted to substances or

regions with a net positive electric charge (which just means there
are more protons than electrons in the region), they will naturally
flow toward these regions when free to do so. In conductors—
most metals, for example—some electrons are free to flow through
the material because they are held loosely by their atoms. These
flowing electrons possess electrical energy—they are capable of
performing work and bringing about change.
Since the children have not yet learned that an electric current is a stream
of moving particles, they are not likely to associate electrical energy with
motion. At this stage, it’s sufficient for them to know that electrical energy is
a type of energy associated with electric current.

The electricity (electrons flowing through a wire or another
conductor) that powers household appliances—toasters,
lights, refrigerators, computers, dishwashers, televisions, etc.—
demonstrates the work that can be performed by electrical energy.
A tree felled by a bolt of lightning is another familiar reminder
of the power of electrical energy. In this case, there is so much
electrical energy in the lightning bolt that it overcomes wood’s
natural resistance to the flow of electrons (wood is usually an
“insulator,” or non-conductor).
Children merely need to recognize examples of electrical energy in this unit.

They should not be expected to know what is happening on a molecular
level.
Sound Energy
Sound is carried through substances in waves of vibrating (back
and forth moving) molecules. Where there is movement there
is energy—the vibrating molecules that make up sound waves
therefore possess energy. When sound waves hit the ear drum,
they energize the eardrum which causes it to vibrate. The vibrating
eardrum ultimately triggers messages to the brain (as vibrations
pass from the eardrum to the bones of the middle ear to the
fluid and tiny sensory hairs of the inner ear) that are the basis for
hearing.
If students in your class studied the Science Companion Level 2 Sound Unit, you
can refer back to what they learned about sound and vibrations in that unit.
Stored Energy
Chemical (Potential) Energy
Chemical energy is the energy stored in chemical substances,
such as fuel or food. All substances are made up of atoms and
molecules. These atoms and molecules are connected to one
another (held together) by attractive forces known as chemical
bonds.
The attraction between positively and negatively charged particles is the

“glue” that holds all matter together, allowing atoms to bind together to
form molecules ranging from relatively simple molecules (such as pure
metals) to very complex structures (such as proteins and DNA).
When the bonds between atoms and molecules rearrange, as they

do during chemical reactions (such as burning), there is frequently
a net release of energy. This potential for bond rearrangement and
net energy release via chemical reactions is the basis for chemical
energy. Even though it takes energy to break chemical bonds,

if new, more stable (less energetic) bonds form, more energy is
released than is used.
Substances, such as dynamite, made up of atoms and molecules

bound together by high-energy, less stable bonds, are a rich
source of chemical energy. As their high-energy bonds are broken
and more stable, lower-energy bonds form, significant amounts
of energy are freed up and released. Burning (combustion) is a
familiar chemical reaction that results in the release of chemical
energy. When the chemicals in materials such as wood “burn.” their
chemical bonds rearrange—high-energy bonds (in the wood)
are broken and more stable, lower-energy bonds (in the products
of burning such as CO2 and H2O) form. The difference in energy
between these low and high energy bonds accounts for the release
of energy you feel when wood is burned.
common Petroleum, natural gas, coal, and propane are burned to release the
misconception stored chemical energy that powers our cars, planes, and trains,
Students may find it strange heats and cools our homes, and generates the electricity that
to consider food a chemical, keeps our lives “humming.” We depend on the chemical energy in
since—in general usage—a food to allow our bodies to grow and function. We blast through
chemical may be something mountains using the chemical energy in dynamite and harness the
they are warned never to eat. chemical energy in gunpowder to light up the skies on holidays.
Elastic (Potential) Energy

Elastic energy is the energy stored when elastic materials are
stretched or compressed. Materials that demonstrate elasticity,
such as rubber bands and springs, can be deformed but naturally
revert to their original shape when the force causing the
deformation is removed. As the materials return to their original
shape, the energy that was used to stretch or compress them is
released and can be used to perform work (although some of the
energy is released as heat).
Slingshots, bows and arrows, wind-up toys, bungee cords, winding

clocks, and balloons demonstrate some of the ways that the
energy of deformed (compressed or stretched) materials is stored
and then used to produce motion or do work.
Gravitational (Potential) Energy

All matter is attracted to other matter by the force of gravity.
The more massive and closer one object is to another, the more
gravitational force it exerts. On Earth, it is the planet itself—as
a consequence of its massive size and proximity—that is the
predominant source of gravitational attraction. Earth exerts a
continuous pull on all objects within its domain or gravitational
field. (In addition to Earth’s pull, all objects at or near Earth’s
surface—by virtue of their mass—also exert gravitational pull on

each other. However, because the Earth is so massive relative to
these objects, their gravitational pull is negligible.)
Energy is required to move an object against Earth’s gravitational

pull. When you push a large boulder up a hill or throw a ball in the
air, you use energy to move against Earth’s gravitational attraction.
The energy expended to move the ball and boulder away from
Earth’s center of gravity is now “stored” by virtue of the object’s
new position relative to Earth’s gravitational field. Give the boulder
a slight nudge and you will see its stored gravitational energy put
to work clearing a path as it thunders down the hill. The heavier an
object is and the higher it is raised, the more gravitational energy
it possesses (and the more energy it took to get it there). A massive
boulder teetering at the top of a hill has much more gravitational
energy than a pebble poised at the same spot, and a ball raised to
a height of 100 meters (109.4 yards) has more gravitational energy
than it would have if it was raised to a height of only10 meters
(10.94 yards).
Water behind a dam represents a huge “reservoir” of gravitational

energy. Hydroelectric power plants capitalize on this potential
energy, releasing the water behind a dam in controlled flows to
spin huge turbines that produce electricity. Gravitational energy
also gives raised hammers their extra “punch” and provides the
“thrill” that people seek when they board a roller coaster.
Nuclear Energy
Students are not explicitly introduced to nuclear energy in this unit. If you
live in an area supplied by a nuclear power plant or have students who
are interested in nuclear energy, you may want to introduce the following
information, in a simple form, to the class.
Nuclear energy is the energy stored in the dense central region

of atoms known as the nucleus. It is released whenever heavy
unstable nuclei (the plural form of nucleus) break down (fission) or
whenever light nuclei combine (fusion). During fission and fusion
a minute quantity of the atom’s mass is actually changed into a
very large amount of energy. Einstein’s famous equation E = mc2, in
which E stands for energy, m for mass, and c for the speed of light
(about 300,000 kilometers per second or 186,000 miles per second)
describes this phenomenon.
The energy from the sun that sustains life on Earth is based on the
fusion of nuclei in the sun’s core and the subsequent release of
nuclear energy. The controlled fission of uranium nuclei provides
electricity at nuclear power plants and the uncontrolled chain-
reaction fission of uranium and plutonium nuclei gives atomic
bombs their destructive power.

Transfer of Energy
Energy is constantly moving from place to place and changing
forms to make things happen.
Transformation of Energy
Some of the energy transfers students explore will demonstrate energy
changing from one form to another—energy transformations—while
others will simply show energy moving from one object to another
without changing form. Children are not asked to distinguish between
these different types of transfers, so the term “transformation” is not
presented as a unit student vocabulary word.
Transfers of energy involving change of form are referred to

as energy transformations. (In this unit, they are simply called
energy transfers.) Energy transformations are a constant in the
world around us. Discussing some of the following examples will
help children see that energy transfers and transformations are
fundamental to almost everything that happens.
Energy Example(s)
Transformation
Light to Heat Children know that a blazing sun makes their
popsicles melt, the asphalt “burn,” and the
inside of their cars stifling. They intuitively
understand that the light energy in the sun’s
rays is transformed to heat energy at Earth’s
surface.
Heat to Light The glow that results when the metal coils of
stovetops, ovens, toasters, and incandescent
light bulbs are heated is a familiar example
of the transformation of heat energy to light
energy.
Heat to Motion The warmth provided by the sun is the
driving force behind Earth’s winds—
demonstrating a familiar example of the
transformation of heat energy to the motion
energy of air. Likewise, heat energy from
deep within the Earth’s core is the driving
force between such violent events as
earthquakes and volcanic eruptions.
When heat energy moves from a burner
to a pan to the water in the pan, the water
eventually boils. The movement apparent
in the boiling water again demonstrates the
transformation of heat energy to motion
energy.

Energy Example(s)
Transformation
Motion to Heat The moving parts of your car’s engine
heat up as they slide past each other. This
phenomenon results from friction, the force
that resists movement. It demonstrates how
motion energy can be transformed to heat
energy.
Chemical to Light Glowsticks, fireworks, and matches
demonstrate the transformation of chemical
energy to light energy.
Light to Chemical The energy in sunlight is transformed into
chemical energy by plants through the
process of photosynthesis. Special pigments
in plant leaves absorb the sun’s energy and
use it to create the sugars the plants need to
grow and function. (Plants, in turn, provide
food [chemical] energy for humans and other
organisms.)
Light energy also makes photography
possible. Light, entering the camera as a
picture is “shot,” strikes the film causing the
silver salts coating the film to turn black (a
chemical change) and produce a negative
image.
Light to Electrical Solar panels are devices that harness
light’s energy to produce electricity. Solar
panels function like batteries, providing
the electrons necessary to create an
electric current. Solar panels are essentially
collections of solar cells (referred to as
photovoltaics, meaning “light-electricity”)
that function by giving up electrons when
struck by light. The “free” electrons provide
the electrical current that powers an ever-
expanding array of solar devices including
calculators, parking meters, refrigerators,
home heating and cooling systems, and
satellites in space.
Electrical to Light Fluorescent lamps and LED lights are familiar
examples of the transformation of electrical
energy into light energy.

Energy Example(s)
Transformation
Sound to Electrical/ A microphone converts sound energy to
Electrical to Sound electrical energy. When you speak into a
microphone the energy possessed by the
sound waves “carrying” your voice causes a
membrane within the microphone to move.
The moving membrane causes an attached
magnet to move within a coil, resulting in the
generation of an electric current. The reverse
process occurs to translate this electric
current to the amplified sound of your voice
emanating from a loudspeaker.
Sound waves of high frequencies, known
as ultrasound, allow us to peer inside the
human body or find hairline cracks in the
metal of an airplane’s wing. Ultrasound
machines direct high-frequency sound
waves towards a tissue, organ, or object
under analysis. The sound waves, bouncing
back from the structure like an echo,
are converted into electrical energy by
a computer and then translated into a
detailed image for study.
Motion to A baseball hit high into left field, a football
Gravitational/ kicked over a field goal, and a child pushed
Gravitational to to the high point of a swing all show the
Motion gravitational energy that can be gained
through motion.
A sled descending a hill, a kayak riding the
rapids, and a tree falling in the forest are
examples of gravitational energy being
converted to motion.
Swings and pendulums demonstrate the
cyclic transformation of energy from motion
energy to gravitational energy and from
gravitational energy back to motion energy,
over and over again.

Energy Example(s)
Transformation
Motion to Elastic/ Children have abundant firsthand experience
Elastic to Motion (plus with the transformation of motion energy
Gravitational) to elastic energy and elastic energy back to
motion energy. Rubber bands and rubber
band gliders, slingshots, catapults, and pop-
up toys are some of the ways that children
discover how stretching or compressing
elastic objects stores elastic energy that
produces motion when released.
(With bouncing toys and equipment such as
trampolines and pogo sticks, gravitational
energy also plays a role. A cycle of energy
transformations repeats with each bounce:
elastic energy is transformed to motion
energy [the bounce]; motion energy is
transformed to gravitational [potential]
energy [the child rising]; gravitational energy
is transformed to motion energy [the child
falling]; motion energy is transformed
to elastic energy [the child landing and
compressing the pogo stick spring or
stretching the trampoline]. This process
repeats itself again and again.)
Electrical to Heat Toasters, electric ranges, and ovens
demonstrate how the energy in electricity
can be converted to the heat energy that
cooks our food.
Electrical to Motion The moving parts of household appliances,
such as the blades of a fan, the beaters of a
mixer, or the agitator in a washing machine,
demonstrate how the energy in electricity
can be converted into the energy of motion.
Motion to Sound Plucking a guitar string, tapping a drum,
vibrating our vocal chords, and playing the
piano are some of the ways that motion is
transformed into sound.
Chemical to Electrical The batteries in our cars, cell phones,
flashlights, and portable MP3 players
demonstrate how chemical energy can
be converted to electrical energy. Within
batteries, a chemical reaction supplies
free electrons. The electrons collect on the
negative end or terminal of the battery. If a
connection is made between the negative
and positive terminals—in many devices,
this occurs when a switch is flipped—the
electrons will flow from the negative to the
positive terminal, creating the electrical
current that makes cell phones and other
battery-operated devices run.

Energy Example(s)
Transformation
Chemical to Motion The transformation of chemical energy to the
energy of motion gets us from place to place.
From the fuels that power our cars, buses,
trucks, planes, and trains, to the “fuel” that
powers our muscle cells, chemical energy is
being harnessed to get us where we want to
go. In most engines the chemical energy is
first turned to heat; the heat energy is then
transformed into motion energy.
Chemical to Heat (to The burning of wood or fuel (coal and oil, for
Motion to Electrical) example) demonstrates how energy stored in
chemical bonds can be converted to heat.
(Many power plants use the heat energy
produced when fuels such as coal, oil, and
natural gas are burned to boil water and
create steam. In turn, the steam is used to
turn huge turbines. These turbines are used
to generate electricity.)
Transforming Energy from One Form to Several

common Many transfers of energy involve the transformation of energy from
misconception one form to several forms. Some of the examples listed in the table
Students often think that one above demonstrate this point. Burning a log converts the chemical
form of energy can only be energy possessed by its wood into light, heat, and even sound energy
changed to one other form (the sound of a crackling fireplace). The electrical energy of a toaster is
rather than to multiple forms. transformed not only into the heat energy that toasts your bread, but
also into the light energy evident in its glowing coils. The gravitational
energy possessed by a roller coaster at the top of a hill is converted
into the motion energy of its descending cars, the heat energy
(resulting from friction) of its tracks and wheels, and the sound
energy of its rattling cars and rails.
In Lesson 3, students discover this phenomenon firsthand as

they map the energy transfers that occur when they operate a
variety of toys. A number of these toys will show energy being
transformed from one form to several. (In fact, since some of the
energy used to operate each toy is transformed to heat energy, all
the toys actually demonstrate the transformation of energy from
one form to several. Students, however, are unlikely to make this
connection since the amount of heat energy generated is virtually
imperceptible.)

Machines: Making Use of Energy Transfers
Many of the examples of energy transformations cited in the table
involve machines. Toasters, ovens, ranges, fans, washing machines,
refrigerators, computers, calculators, and engines are just some
of the many machines that we rely on to make our lives easier.
Machines are designed to facilitate the energy transfers necessary
to make something specific occur. In Lesson 4, students will design
boat “machines” that transfer a variety of energy forms (chemical,
elastic, and motion) to make their boats “go.” They will also read in
their student reference books about the energy transfers that occur
to make some real boats “go.”
Sailboats work by capturing the wind in their sails. As the wind is caught,
its motion energy is transferred to the motion energy of the boat, moving it
across the water.
Rowboats, canoes, and kayaks rely on muscle power (and the water’s
current) to propel them forward. The chemical energy in a paddler’s or
rower’s muscles are used to move their arms. The motion energy of their
arms is transferred to the oars and paddles, and eventually to the boat itself,
moving it where they want it to go.
Power boats operate by burning fuel (gasoline or diesel). As the fuel is

burned in the motor, the heat energy produced is usually transferred to the
motion energy of a spinning propeller. As the propeller spins, it pushes the
water backwards, moving the boat forward.
Machines and the Spirit of Invention

Another theme running through this unit is the spirit of invention.
Over the course of this unit, students contemplate the design
of various machines, become familiar with several well-known
inventors, build machines that utilize energy transfers themselves,
and even design their own inventions.
Heat Transfer
Energy does not always change form as it moves from object
to object or place to place. This is particularly evident with heat
energy. To bring about the chemical changes we associate with
“cooked” food, heat flows from the burner on your stove to the
pan resting upon it, and then to the food it contains. Heat flows
from campfires to campers’ marshmallows. It flows from the sand
warmed by the sun to the air above it, creating onshore
sea breezes.

How Does Heat Flow?
common Heat energy spontaneously flows from hot items to cold ones. If
misconception two objects are at different temperatures, heat will naturally flow
Students often think that from the warmer object to the cooler one until both objects are at
cool objects such as ice the same temperature.
transfer their “coolness”
The transfer of heat from a warmer object to a cooler one occurs
to warmer objects, instead
in one (or more) of three different ways: conduction, convection,
of realizing what actually
happens—that warmer and radiation.
objects transfer some of their • Conduction is the most common way heat is transferred
heat energy to cooler ones.
through solid materials. When a metal spoon is placed in a
bowl of hot soup, it is through conduction that the exposed
handle heats up. On a microscopic level, heat energy is being
transferred by direct contact, from one molecule to the next,
through the spoon all the way up to the handle. The molecules
in the spoon closest to a heat source—those in the portion
of the spoon submerged in the hot soup—vibrate faster
and collide more frequently with nearby molecules, causing
heat energy to be transferred up the spoon to the top of the
handle with each collision. Substances that allow heat to travel
through them are called conductors. Good conductors tend
to be dense and include metals such as copper, silver, gold,
and aluminum. Poor conductors, known as insulators, include
plastic, rubber, air, and wood.
• Convection is the transfer of heat that occurs when the

common heated material itself moves from one place to another. Heat
misconception is transferred through fluids—liquids and gases (in a positive
Some children may think gravitational field such as Earth’s) through convection. The
that heat rises. It is hot air molecules in fluids (remember, this means gases too!) are
that rises, not heat. While free to move about. This means that energized molecules can
students are not expected move from one location to another, “carrying” their heat energy
to understand that it is with them. When the molecules of a fluid gain heat energy,
the energized particles
they move faster and “spread out.” As these heated molecules
(molecules) of “heated” air
spread out they become less dense than nearby “unheated”
or a liquid that are rising
and not “heat” itself, try molecules. Cooler, denser regions of the fluid settle beneath
to avoid using terms and the warmer, less dense regions, pushing the warm regions up
phrases that might reinforce and out of the way. The temperature difference between a
this misconception. home’s attic and basement demonstrates this phenomenon—
warm air rises and collects in the attic, while cooler, denser air
settles in the basement.
In the presence of a constant heat source, such as the burner

of a stove or the sun’s light, heat is transferred and ultimately
circulated through convection currents. Fluids warmed by
the heat source become less dense and rise; they are replaced
by cooler, denser fluids which, in turn, are warmed and then
replaced. This cycle continues, generating the convection
currents that redistribute heat from its source. The impact

of convection currents on Earth is far-reaching, with wind,
ocean currents, and the movement of Earth’s tectonic plates
ultimately resulting from this kind of cycle.
• Radiation is the transfer of heat from a distance through

electromagnetic waves (infrared, visible, or ultraviolet
radiation). All objects (above 0 degrees Kelvin) possess some
heat energy and thus emit electromagnetic radiation. Very
hot objects like the sun emit higher energy waves—visible
and ultraviolet light. Cooler objects emit lower energy infrared
radiation. Electromagnetic waves travel without molecular
“couriers” (in a vacuum—in the absence of matter) at the speed
of light through space. When we bask in the warmth of the sun
from a distance of 150 million kilometers (93,205,700 miles), we
experience this phenomenon.
The properties of an object—such as its color, texture, and

reflectivity—determine whether the radiation striking it will
be absorbed or reflected. Radiated heat, commonly referred to
as radiant heat, is transferred most readily to and from objects
that are dull, dark in color, and rough in texture. Conversely,
objects that are shiny, smooth, and light-colored are more
likely to reflect radiant heat.
Heat Transfer and Efficiency

The transfer of heat, flowing from hotter objects or areas to colder
ones, cooks our food, warms and cools our homes, and dries
our clothes. The fact that heat is always on the move also means
that the heat energy tends to dissipate, meaning it spreads out,
becoming unavailable for useful purposes. When you tell children
to close the door on a cold winter’s day to keep the heat in, or to
do the same on a hot summer’s day to keep the heat out, you are
acknowledging this fact.
All devices produce heat. Some do it by design, such as toasters

and ovens. Others, such as light bulbs and gas-powered engines,
do so unavoidably; the heat produced serves no useful function.
The heat released by these devices eventually dissipates and is not
recaptured for further use. Dissipated heat represents inefficiency.
Since no machine is 100% efficient (not even close!), ultimately
some of the energy cycled through a machine will dissipate as
heat energy. Devices that minimize heat loss are considered more
energy-efficient than those that don’t. Because they waste less
heat, energy-efficient devices use less energy overall to perform
the same job.
Friction is the force that resists movement. Since all machines have moving
parts, all machines are subject to friction. Friction results in the transfer of
some of a machine’s motion energy to heat energy. This heat usually serves
no purpose and is considered “wasted” energy.

In Lesson 8, students will investigate energy efficiency as they
Incandescent bulbs contain compare compact fluorescent bulbs and incandescent bulbs.
a filament that glows, They will discover that incandescent bulbs release more heat
producing light when energy than comparable compact fluorescent bulbs using the
heated. Electricity is used to same amount of electrical energy.
heat the filament. Compact
fluorescent bulbs contain a
gas that becomes energized as
electricity passes through it.
10
The energized gas reacts with
0w
a coating on the inside of the
bulb to produce light. w
27
Compact fluorescent bulbs transform electrical energy into light

more efficiently. If the same amount of energy input is supplied
to both bulbs, a compact fluorescent bulb will produce more light
output, or lumens, and less heat than an incandescent light bulb.
In fact, about 90% of the electricity used by incandescent bulbs
is “lost” as heat. Comparing the relative wattage—a measure of
the electrical energy a light bulb uses per second—and lumens
shows that compact fluorescent bulbs use about one-fourth
the energy of incandescent bulbs while delivering the same
amount of light. An 18-Watt compact fluorescent, for example,
produces the same amount of light as a 75-Watt incandescent light
bulb—meaning 57 fewer watts are used. Not only are compact
fluorescent bulbs more efficient, they also last about ten times
longer than incandescent bulbs. While compact fluorescent bulbs
may cost more than incandescent light bulbs to purchase, their
overall savings—in terms of operating expenses and energy
conservation—should be weighed.
While CFLs are presented as the energy-efficient light bulb alternative

in Lesson 8, they are not the only alternative. LEDs, for example, are also
becoming widespread. LED stands for Light Emitting Diode. LEDs last a very
long time (tens of thousands of hours). They are also extremely energy-
efficient and durable. While LEDs are still too expensive for everyday use,
they are often used in locations where it’s hard to change a light bulb, such
as traffic signal lights, tail lights of automobiles, and business signs.

Limiting the Transfer of Heat
Maximizing energy efficiency translates into lower operating
expenses and a “cleaner” environment.
The current reliance on fossil fuels to “run” our homes, offices, cars, planes,
and trains has an environmental cost—the burning of fossil fuels is a major
source of air pollutants such as carbon dioxide, carbon monoxide, sulfur
dioxide, and nitrogen oxides. Mining practices also have a detrimental
environmental impact. Strip mining practices used to extract coal, for
example, have led to filling in wetlands; and drainage of acid runoff from
these mines harms nearby rivers and streams.
New technologies, such as compact fluorescent light bulbs, limit

the dissipation of heat, saving consumers money, decreasing the
demand for electricity, and resulting in less environmental damage.
While CFLs use less electricity, they are not totally environment “friendly.”
They contain the heavy metal mercury which can pose an environmental
threat if not disposed of properly. Students are presented with the pros and
cons of many energy alternatives in their student reference books.
The relative heat conductivity of the materials used to make various

items is also a key factor in limiting heat dissipation. Students
discover this in Lesson 7 as they test a variety of materials to see
which material or combination of materials is most effective at
keeping heat energy from escaping a bottle of warm water.
Using Insulators to Limit Heat Transfer

As indicated earlier, materials that are conductors (primarily metals)
allow heat to flow through them easily, while materials that are
insulators (rubber, wood, air, and plastic) limit the transfer of heat.
Trapping Air to Limit Heat Transfer

Trapped air is a particularly effective insulator—trapped air cannot Gases are good insulators
circulate and, consequently, cannot transfer heat by convection. because they are not dense
Many insulating materials are designed to capitalize on this quality. and their molecules are
relatively far apart. This is
• Fiberglass insulation is made of glass spun into very fine, why humans will suffer from
air-trapping fibers. (Think of the air pockets in spun cotton hypothermia after just a few
candy.) While glass is a relatively good conductor, fiberglass, minutes in 50oF water, but not
which is made of long thin pieces of glass, does not conduct in 50oF air. (Water is about
well. This characteristic, combined with fiberglass’ ability to trap 1,000 times as dense as air
air between its fibers, makes fiberglass an excellent insulator. and is much more effective at
conducting away body heat.)
Fiberglass blankets are sandwiched between the walls of most
homes to keep them cool in the summer (keeping heat energy
out) and warm in the winter (keeping heat energy in).
• Like fiberglass, foam makes use of trapped air to keep our

hot drinks hot, and our cold drinks cold. Foam is formed

by blowing air into plastic (an insulator) to create a solid
substance filled with air pockets.
• The high-tech insulators known as aerogels (also known as

frozen smoke due to their appearance) are extremely porous
silica structures made almost entirely of air (99.8 percent),
making them phenomenal insulators.
• Wintry fabrics such as wool, fur, and synthetic fleece are

valued for their ability to trap the air that keeps body heat
from escaping. Layering clothing also effectively traps air
(pockets of air get trapped between each layer of clothing)
and limits the loss of body heat.
• Wood, a natural insulator with millions of tiny pores and air

pockets, is a common insulating material used in windows,
doors, and cooking utensils.
Using Reflective Materials to Limit Heat Transfer

Reflectivity is another important characteristic that influences the
degree of heat transfer. Reflective materials are incorporated into
many products because they reflect rather than absorb radiated heat:
• People often wear white clothing to stay cool in the summer.

Light colors reflect more radiant heat and visible light than
dark colors, which absorb radiant heat and light.
• Fiberglass insulation frequently comes wrapped in a thin

reflective foil of aluminum. The aluminum reflects heat back
into the home during the winter months and back out of the
home during the summer.
• Certain brands of extreme-weather clothing feature a thin

plastic film lining that is highly reflective. The film reflects body
heat back towards a person’s body rather than allowing it to
escape into the surrounding air.
• Thermoses, particularly older models, also feature a reflective

coating to limit the transfer of heat between the contents of
the thermos and its surroundings.
Conservation of Energy
The awareness that energy changes from one form to another and
common
that heat energy dissipates is the key to understanding one of the
misconception most basic principles of energy: energy can neither be created nor
Students often think that destroyed. This principle, known as the Conservation of Energy or First
energy is a fuel-like quantity
Law of Thermodynamics, dispels the notion of energy loss. Many items
which is used up, and see
seem to run out of energy—a kicked ball eventually stops, spinning
machines as one of the ways
that energy gets “used up.” tops eventually fall over, and bikes screech to a halt when we slam on

the brakes. Encouraging students to trace the flow of energy will help
them realize that energy was not lost, but transferred to other places
and forms. This realization will provide the foundation for exploring
the conservation of energy in later years.
Energy Conservation
If energy is never lost, why do we need to conserve energy? The
need to conserve energy is a consequence of the forms of energy
available at a given time rather than the total amount of energy
present. The current “energy crisis” is due to the fact that energy
is being transformed from easy-to-use forms, such as coal and
petroleum, into harder-to-use forms, such as heat (which dissipates).
At the current rate of consumption, most of the “easy-to-use”
fossil fuels that we depend on will be depleted some time in this
century. (While coal reserves are larger and not expected to run
out for 200 years at the current rate of extraction, once the other
fossil fuels are depleted, the rate of coal extraction is expected to
increase significantly, thereby accelerating the depletion of coal
as well.) Fossil fuels are not considered renewable. They take too
long—millions of year!—to re-form. It will ultimately be necessary
to shift our dependence from non-renewable forms of energy to
renewable forms such as solar (light energy), wind (motion energy),
hydropower (gravitational and motion energy), and geothermal
(heat and motion energy).
The shift to renewable forms of energy is also seen as a means to

protect the environment. The air pollutants produced by fossil-fuel
burning power plants and automobiles (including carbon dioxide,
methane, sulfuric, and nitrous oxides) contribute to acid rain,
global warming, and smog.
Global warming is considered a consequence of the greenhouse effect.

When sunlight (light energy) travels through the glass of a greenhouse (or
the windows of a car), it is transferred to heat energy—warming up the
air and surfaces inside. Unlike light energy, heat energy does not move
through glass easily. The glass traps heat energy inside, keeping plants
warm enough to live in the winter. Greenhouse gases, such as carbon
dioxide, methane, and water vapor, form a layer in the atmosphere that
acts in a similar way—allowing sunlight to pass through, but trapping
heat energy inside. This is good to a degree—Earth’s average temperature
would be much colder without these gases. But problems arise if this layer
is allowed to get thicker and thicker, trapping more and more heat, and
causing Earth’s temperature to gradually rise. Even a slight rise in Earth’s
temperature can have huge consequences.
Acid rain forms when oxides of nitrogen and sulfite—produced primarily

by burning fossil fuels—combine with moisture in the atmosphere to
make nitric and sulfuric acids. The result is precipitation with a pH level
less than 5.6 that adversely affects the regions receiving it. The associated
environmental damage over time can be great, including the destruction

of lake, stream, and forest habitats. Acid rain also damages man-made
materials and structures, dissolving marble, limestone, and sandstone and
corroding metals, paints, textiles, and ceramics.
Smog—the dark, hazy atmosphere that covers many major cities

(particularly in the summer time)—is a combination of the words smoke
and fog. Smog consists of over 100 chemicals, but the two most harmful
components are ground-level ozone and fine airborne particles. Coal-fired
power plant and automobile emissions account for much of the smog
produced. Smog is a serious health concern, especially to children and the
elderly—causing respiratory infections and chronic lung diseases such as
asthma.
The methods used to extract fossil fuels are also problematic—

disrupting native habitats and contaminating local waters with
harmful run-off.
Energy sources that can be used instead of fossil fuels to generate

electricity are called alternative energy sources. While many are
considered less harmful to the environment, each nonetheless
has a cost, environmental and otherwise. In the student reference
book, the children are presented with the following table outlining
the pros and cons of various energy sources. Developing a sense of
the tradeoffs involved in using these energy sources should help
foster critical thinking as today’s students prepare to address the
energy needs of the future.
Energy Sources—Pros and Cons

Source of Pros Cons
Energy
Fossil Fuels Abundant (though a Produce air pollution
non-renewable source); associated with
somewhat inexpensive; smog, acid rain, and
used to produce many global warming;
products; technologies require storage
are already in place and transportation;
that rely on them (e.g., drilling, mining,
gasoline- powered cars, and exploration is
coal- burning power expensive, destructive
plants) to local habitats, and
often dangerous; can
raise the temperature
of local waters when
water used to cool
power plants is
released into them

Energy Sources—Pros and Cons
Source of Pros Cons
Energy
Solar Energy Unlimited supply; no air Depends on sunlight; a
or water pollution; no backup energy source
fuel is needed is needed; solar panels
are expensive; requires
lots of land; some toxic
chemicals are used to
manufacture solar cells
and batteries
Wind Energy No air or water Requires steady winds;
pollution; no fuel lots of land is needed;
is needed; not very some wind farms
expensive to build; land cause noise pollution;
around wind farms some consider them
can be used for other unsightly; bats and
purposes migrating birds are
often killed by spinning
turbines and wires
Geothermal No pollution; power Only a few places
Energy stations do not take are suitable to build
up much room—less a geothermal power
impact on the station; geothermal
environment; no fuel sites sometimes stop
is needed; once you’ve producing steam; at
built a geothermal some sites, hazardous
power station, the gases and minerals
energy is almost free come up from
underground that
require safe disposal
Hydropower Abundant; no pollution; Requires a water
no fuel is needed; easily supply; the necessary
stored in reservoirs; dams and reservoirs
somewhat inexpensive disrupt native habitats;
the best sites are
already developed
Nuclear Energy No air pollution; fuel Costly to build; many
(uranium) is abundant safety regulations are
and somewhat involved; risk of the
inexpensive; reactors escape of dangerous
need to be refueled radioactive material
only about once a year; raises public concern;
the energy obtained requires long-term (at
from one pound of least 10,000 years), safe
uranium is equal to the disposal of dangerous
amount of energy in radioactive waste;
approximately three raises the temperature
million pounds of coal of local waters when
water used to cool the
reactors is released
into them

Measuring Energy
As stated in the beginning of this review, energy is a measurable
property, not a substance. So how is energy measured? It turns
out that energy is measured in many different ways using many
different units. It helps to remember that each unit is simply a
measure of energy and, as such, can be converted from one unit to
another, just as energy itself is converted from one form to another.
Closely related to the measurement of energy is the measurement

of temperature. Temperature is a measure of the average energy of
motion of the atoms or molecules that make up a substance. It
is important, however, to distinguish between average energy
and total energy. Two objects could have the same temperature
(meaning the average energy of their atoms and molecules is the
same) but their total energy could be quite different. Total energy
depends on the number of atoms and molecules present (the
more atoms or molecules, the higher the total energy), as well as
the type of atoms and molecules themselves. If, for example, you
have two glasses of water in front of you, both registering the same
temperature, and one has twice the volume as the other, the larger
glass of water will have twice the total energy as the smaller one.
This is why we are careful to say that “temperature is connected to
the amount of heat energy in an object” but do not say that it is “a
measure of the amount of heat energy in an object.”
There are three commonly used systems or scales for measuring

temperature: Fahrenheit, Celsius, and Kelvin. Temperatures can be
converted from one scale to another using the following equations:
• Fahrenheit to Celsius o
C = (5/9) (oF - 32)
• Celsium to Fahrenheit o
F = (9/5) oC + 32
• Celsius to Kelvin K = oC + 273
In the United States, a common unit of measure for comparing

fuels is the British thermal unit (Btu). A Btu is the amount of
energy required to raise the temperature of one pound of water
one degree Fahrenheit at sea level. One Btu is roughly equivalent
to the amount of heat given off when one match head is burned.
The following are the Btu equivalents of some familiar fuels:
• 1 gallon of gasoline = 124,000 Btu

• 1 gallon of diesel fuel = 139,000 Btu
• 1 gallon of home heating oil = 139,000 Btu
• 1 cubic foot of natural gas = 1,026 Btu

• 1 gallon of propane = 91,000 Btu
• 1 barrel (42 gallons) of crude oil = 5,800,000 Btu
Scientists around the world measure energy in joules. A joule
(designated with a capital “J”) is the basic unit of energy in the
metric system—representing the amount of energy it takes to lift
100 grams (.1 kg) of anything one meter. One thousand joules is
the approximate equivalent of one Btu.
The energy potential of food is measured in Calories. A food

Calorie (noted with a capital “C”) is actually a kilocalorie—
equivalent to 1000 calories (small “c”). A calorie is the quantity
of heat required to raise the temperature of one gram of water
one degree Celsius at a pressure of one atmosphere (an arbitrary
representative value for air pressure at sea level). One calorie is
equivalent to 4.19 joules. Since one joule represents the amount of
energy it takes to lift 100 grams of anything one meter, you can see
that to “burn” one (little) calorie, you’d have to lift a 100 gram mass
up and down a distance of one meter a little over four times. To
burn one food Calorie, you’d have to do it about 4000 times!
Electrical power is measured in watts. Watts indicate the rate at

which electricity is used. The amount of energy used by household
appliances is usually described in kilowatt-hours. One kilowatt-hour
(kWh), for which you are charged about $.10 - $.20, is equivalent to
1000 watts sustained for one hour. Energy-efficient refrigerators use
about 1.4 kilowatt-hours per day, and about 500 kilowatt-hours per
year. One kilowatt-hour of electricity is equivalent to 3,412 Btu.
“Energy” Impact Statement

Clearly “energy” is an immense topic. Every discipline of science
(biology, geology, ecology, physics, medicine, chemistry, meteorology,
astronomy, and so on) seeks to understand energy and its impact—on
life, molecular behavior, the movement of Earth’s plates, weather
patterns, chemical behavior, the lives of stars, and more.
At work (remember that scientists define energy in terms of its

ability to perform work), doctors, engineers, scientists, gardeners,
nutritionists, politicians, construction workers, and athletes rely
on energy. At play, budding soccer stars, musicians, gazers of
fireworks, and riders of swings have fun thanks to energy’s ability
to make things happen.
Energy is inescapable! We hope that this unit opens students’

eyes to the energy all around them, helping them recognize the
enormous role that energy plays in their lives and their world,
and providing them with the foundation to further explore and
understand the significance of energy as they progress through
school, work, and life.

Sta ndards an d
B enchmarks
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Standards (Page 1 of 8)
LEGEND: F =Focus in Lesson O=Ongoing Development

LESSON
E=Early Introduction
Energy
STANDARD 1 2 3 4 5 6 7 8 9 SBA1 SBA2 SBA3 SBA4 SRB
|
A. Science as Inquiry
Abilities Necessary to do Scientific Inquiry
Ask a question about objects, organisms, and
O O O O O O O O O
events in the environment. (Grades K-4)
Plan and conduct a simple investigation.
F
Standards
(Grades K-4)
Communicate investigations and explanations.
O O O O O O O
(Grades K-4)
Use appropriate tools and techniques to gather,
O O F
analyze, and interpret data.
Develop descriptions, explanations,
O O O O
predictions, and models using evidence.
Think critically and logically to make
the relationships between evidence and O O O O O O
explanations.
Understandings About Scientific Inquiry
Scientific investigations involve asking and
answering a question and comparing the
F O
answer with what scientists already know
about the world. (Grades K-4)
Scientists use different kinds of investigations
depending on the questions they are trying
to answer. Types of investigations include
F
describing objects, events, and organisms;
classifying them; and doing a fair test
(experimenting). (Grades K-4)
Scientists make the results of their
investigations public; they describe the
O O O
investigations in ways that enable others to
repeat the investigations. (Grades K-4)
National Research Council. National Science Education Standards. Washington, D.C.: National Academy Press, 1996

LESSON
Scientists review and ask questions about the
O O O O
results of other scientists’ work. (Grades K-4)
Different kinds of questions suggest
different kinds of scientific investigations.
Some investigations involve observing and
describing objects, organisms, or events; some
involve collecting specimens; some involve O O O O O O O O O O O O
experiments; some involve seeking more
information; some involve discovery of new
objects and phenomena; and some involve
making models.
Current scientific knowledge and
understanding guide scientific investigations.
Different scientific domains employ different
O
methods, core theories, and standards
to advance scientific knowledge and
understanding.
Technology used to gather data enhances
accuracy and allows scientists to analyze and O
quantify results of investigations.
Scientific explanations emphasize evidence,
have logically consistent arguments, and use
scientific principles, models, and theories. The
scientific community accepts and uses such O
explanations until displaced by better scientific
Energy
ones. When such displacement occurs, science
|
advances.
Standards
|
Benchmarks
259
Sta ndards an d
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LESSON
Energy
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Science advances through legitimate
skepticism. Asking questions and querying
other scientists’ explanations is part of scientific
inquiry. Scientists evaluate the explanations
proposed by other scientists by examining
O
evidence, comparing evidence, identifying
Standards
faulty reasoning, pointing out statements
that go beyond the evidence, and suggesting
alternative explanations for the same
observations.
Scientific investigations sometimes result
in new ideas and phenomena for study,
generate new methods or procedures for an
O
investigation, or develop new technologies
to improve the collection of data. All of these
results can lead to new investigations.
B. Physical Science
Transfer of Energy
Energy is a property of many substances
and is associated with heat, light, electricity,
mechanical motion, sound, nuclei, and the F F F F O O O O F F
nature of a chemical. Energy is transferred in
many ways.
Heat moves in predictable ways, flowing from
warmer objects to cooler ones, until both reach F F F O
the same temperature.
Electrical circuits provide a means of
transferring electrical energy when heat, light, E O O
sound, and chemical changes are produced.

LESSON
In most chemical and nuclear reactions, energy
is transferred into or out of a system. Heat,
O O
light, mechanical motion, or electricity might
all be involved in such transfers.
The sun is a major source of energy for changes
on the earth’s surface. The sun loses energy
by emitting light. A tiny fraction of that light
reaches the earth, transferring energy from the O
sun to the earth. The sun’s energy arrives as
light with a range of wavelengths, consisting of
visible light, infrared, and ultraviolet radiation.
C. Life Science
Populations and Ecosystems
For ecosystems, the major source of energy
is sunlight. Energy entering ecosystems as
sunlight is transferred by producers into
O
chemical energy through photosynthesis. That
energy then passes from organism to organism
in food webs.
D. Earth and Space Science
Earth in the Solar System
The sun is the major source of energy for
phenomena on the earth’s surface, such as
growth of plants, winds, ocean currents, and
Energy
the water cycle. Seasons result from variations O
|
in the amount of the sun’s energy hitting the
surface, due to the tilt of the earth’s rotation on
its axis and the length of the day.
Standards
|
261
|262

LESSON
Energy
|
E. Science and Technology
Abilities of Technological Design
Design a solution or product. F
Implement a proposed design. O
Understandings about Science and Technology
Standards
People have always had questions about
their world. Science is one way of answering
O O
questions and explaining the natural world.
(Grades K-4)
Scientists and engineers often work in teams
with different individuals doing different
things that contribute to the results. This
understanding focuses primarily on teams O
working together and secondarily, on the
combination of scientist and engineer teams.
(Grades K-4)
Many different people in different cultures have
made and continue to make contributions to O
science and technology.
Science and technology are reciprocal.
Science helps drive technology, as it addresses
questions that demand more sophisticated
instruments and provides principles for better
instrumentation and technique. Technology
is essential to science, because it provides
O
instruments and techniques that enable
observations of objects and phenomena that
are otherwise unobservable due to factors
such as quantity, distance, location, size, and
speed. Technology also provides tools for
investigations, inquiry, and analysis.

LESSON
Perfectly designed solutions do not exist. All
technological solutions have trade-offs, such
as safety, cost, efficiency, and appearance.
Engineers often build in back-up systems to O
provide safety. Risk is part of living in a highly
technological world. Reducing risk often results
in new technology.
Technological designs have constraints. Some
constraints are unavoidable, for example,
properties of materials, or effects of weather
O
and friction; other constraints limit choices
in the design, for example, environmental
protection, human safety, and aesthetics.
F. Science in Personal and Social Perspectives
Personal Health
Food provides energy and nutrients for growth
and development. Nutrition requirements vary
O O
with body weight, age, sex, activity, and body
functioning.
Natural environments may contain substances
(for example, radon and lead) that are harmful
to human beings. Maintaining environmental
O
health involves establishing or monitoring
quality standards related to use of soil, water,
and air.
Energy
|
Science and Technology in Society
Science influences society through its knowledge
and world view. Scientific knowledge and the
procedures used by scientists influence the
way many individuals in society think about O
themselves, others, and the environment. The
Standards
effect of science on society is neither entirely
|
beneficial nor entirely detrimental.
263
|264

LESSON
Energy
|
Science and technology have advanced
through contributions of many different
people, in different cultures, at different
times in history. Science and technology have F
contributed enormously to economic growth
and productivity among societies and groups
Standards
within societies.
G. History and Nature of Science
Science as a Human Endeavor
Women and men of various social and ethnic
backgrounds-and with diverse interests, talents,
qualities, and motivations-engage in the
activities of science, engineering, and related O
fields such as the health professions. Some
scientists work in teams, and some work alone,
but all communicate extensively with others.
Science requires different abilities, depending
on such factors as the field of study and type
of inquiry. Science is very much a human
endeavor, and the work of science relies on
basic human qualities, such as reasoning, O O
insight, energy, skill, and creativity-as well as
on scientific habits of mind, such as intellectual
honesty, tolerance of ambiguity, skepticism,
and openness to new ideas.
History of Science
Many individuals have contributed to the
traditions of science. Studying some of these
individuals provides further understanding of
O
scientific inquiry, science as a human endeavor,
the nature of science, and the relationships
between science and society.

LESSON
In historical perspective, science has been
practiced by different individuals in different
cultures. In looking at the history of many
peoples, one finds that scientists and engineers O
of high achievement are considered to be
among the most valued contributors to their
culture.
Tracing the history of science can show how
difficult it was for scientific innovators to break
through the accepted ideas of their time to O
reach the conclusions that we currently take for
granted.
Unifying Concepts and Processes
Evidence, models, and explanation O O O O O
Energy
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Standards
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265
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Benchmarks (Page 1 of 10)

LESSON
Energy
BENCHMARK 1 2 3 4 5 6 7 8 9 SBA1 SBA2 SBA3 SBA4 SRB
|
1. The Nature of Science
A. The Scientific World View
Results of similar scientific investigations
seldom turn out exactly the same.
Sometimes this is because of unexpected
differences in the things being investigated,
sometimes because of unrealized differences
Benchmarks
O O O
in the methods used or in the circumstances
in which the investigation is carried out, and
sometimes just because of uncertainties
in observations. It is not always easy to tell
which.
B. Scientific Inquiry
Describing things as accurately as possible
is important in science because it enables
O O O O F
people to compare their observations with
those of others. (Grades K-2)
Scientific investigations may take many
different forms, including observing
what things are like or what is happening
somewhere, collecting specimens O O O O O O O O O O O O
for analysis, and doing experiments.
Investigations can focus on physical,
biological, and social questions.
Results of scientific investigations are
seldom exactly the same, but if the
differences are large, it is important to try
to figure out why. One reason for following O O O O
directions carefully and for keeping records
of one’s work is to provide information on
what might have caused the differences.
American Association for the Advancement of Science (Project 2061). Benchmarks for Science Literacy. New York: Oxford University Press, 1993.

LESSON
Scientists’ explanations about what
happens in the world come partly from
what they observe, partly from what
they think. Sometimes scientists have
F O O O O O
different explanations for the same set of
observations. That usually leads to their
making more observations to resolve the
differences.
If more than one variable changes at the
same time in an experiment, the outcome
of the experiment may not be clearly O O F
attributable to any one of the variables.
(Grades 6-8)
C. The Scientific Enterprise
Science is an adventure that people
everywhere can take part in, as they have for O
many centuries.
Clear communication is an essential part of
doing science. It enables scientists to inform
others about their work, expose their ideas
O O O O O O O O O F O O O
to criticism by other scientists, and stay
informed about scientific discoveries around
the world.
Doing science involves many different kinds
Energy
of work and engages men and women of all O
|
ages and backgrounds.
2. The Nature of Mathematics
A. Patterns and Relationships
Mathematical ideas can be represented
O O O O
concretely, graphically, and symbolically.
Benchmarks
|
267
|268

LESSON
Energy
|
3. The Nature of Technology
A. Technology and Science
Throughout all of history, people
everywhere have invented and used tools.
Most tools of today are different from those O
of the past but many are modifications of
very ancient tools.
Benchmarks
Measuring instruments can be used to
gather accurate information for making
scientific comparisons of objects and events O O F O
and for designing and constructing things
that will work properly.
Technology extends the ability of people
to change the world: to cut, shape, or put
together materials; to move things from
one place to another; and to reach farther
with their hands, voices, senses, and minds. O
The changes may be for survival needs
such as food, shelter, and defense, for
communication and transportation, or to
gain knowledge and express ideas.
B. Design and Systems
There is no perfect design. Designs that are
best in one respect (safety or ease of use,
for example) may be inferior in other ways
(cost or appearance). Usually some features
O O
must be sacrificed to get others. How such
trade-offs are received depends upon which
features are emphasized and which are
downplayed.

LESSON
Even a good design may fail. Sometimes
steps can be taken ahead of time to reduce
O
the likelihood of failure, but it cannot be
entirely eliminated.
C. Issues in Technology
Technology has been part of life on the
earth since the advent of the human
species. Like language, ritual, commerce,
and the arts, technology is an intrinsic
O
part of human culture, and it both shapes
society and is shaped by it. The technology
available to people greatly influences what
their lives are like.
Any invention is likely to lead to other
inventions. Once an invention exists, people
O
are likely to think up ways of using it that
were never imagined at first.
Transportation, communications, nutrition,
sanitation, health care, entertainment, and
other technologies give large numbers of
people today the goods and services that O
once were luxuries enjoyed only by the
wealthy. These benefits are not equally
available to everyone.
Energy
Technologies often have drawbacks as well
|
as benefits. A technology that helps some
people or organisms may hurt others-
either deliberately (as weapons can) or O
inadvertently (as pesticides can). When harm
occurs or seems likely, choices have to be
made or new solutions found.
Benchmarks
|
269
|270

LESSON
Energy
|
4. The Physical Setting
B. The Earth
Things on or near the earth are pulled
O O
toward it by the earth’s gravity.
When liquid water disappears, it turns into
a gas (vapor) in the air and can reappear as
Benchmarks
a liquid when cooled, or as a solid if cooled O
below the freezing point of water. Clouds
and fog are made of tiny droplets of water.
Air is a substance that surrounds us, takes
up space, and whose movement we feel as O
wind.
E. Energy Transformation
Things that give off light often also give off
heat. Heat is produced by mechanical and
F O
electrical machines, and any time one thing
rubs against something else.
When warmer things are put with cooler
ones, the warm ones lose heat and the cool
ones gain it until they are all at the same F F F F
temperature. A warmer object can warm a
cooler one by contact or at a distance.
Some materials conduct heat much better
than others. Poor conductors can reduce F F F
heat loss.
Many events involve transfer of energy from
F F O O O O F F
one object to another.
Most processes involve the transfer of
energy from one system to another.
F F O O O O F F
Energy can be transferred in different ways.
(Grades 6-8)

LESSON
Energy appears in different forms. Motion
energy is associated with the speed of an
object. Heat energy is associated with the
temperature of an object. Gravitational
energy is associated with the height of
an object above a reference point. Elastic
E F F F O O O O F F
energy is associated with the stretching
of an elastic object. Chemical energy is
associated with the chemical composition
of a substance. Within a system, energy can
be transformed from one form to another.
(Grades 6-8)
G. The Forces of Nature
The earth’s gravity pulls any object toward it
O O
without touching it.
5. The Living Environment
E. Flow of Matter and Energy
Almost all kinds of animals’ food can be
O
traced back to plants.
Some source of “energy” is needed for all
O O
organisms to stay alive and grow.
6. The Human Organism
C. Basic Function
Energy
From food, people obtain energy and
|
materials for body repair and growth. The O O
indigestible parts of food are eliminated.
Benchmarks
|
271
|272

LESSON
Energy
|
E. Physical Health
Food provides energy and materials for
growth and repair of body parts. Vitamins
and minerals, present in small amounts
in food, are essential to keep everything O O
working well. As people grow up, the
amounts and kinds of food and exercise
Benchmarks
needed by the body may change.
8. The Designed World
B. Materials and Manufacturing
The choice of materials for a job depends on
their properties and how they interact with F O
other materials. (Grades 6-8)
C. Energy Sources and Uses
Moving air and water can be used to run
F F O
machines.
The sun is the main source of energy for
people and they use it in various ways. The
energy in fossil fuels such as oil and coal O O
comes from the sun indirectly, because the
fuels come from plants that grew long ago.
Some energy sources cost less than others
F O
and some cause less pollution than others.
People try to conserve energy in order
to slow down the depletion of energy O F
resources and/or to save money.
Energy can change from one form to
another, although in the process some
energy is always converted to heat. Some F O
systems transform energy with less loss of
heat than others. (Grades 6-8)

LESSON
9. The Mathematical World
A. Numbers
When people care about what is being
counted or measured, it is important for
them to say what the units are (three
O O O O
degrees Fahrenheit is different from three
centimeters, three miles from three miles
per hour).
Measurements are always likely to give
slightly different numbers, even if what is O O F
being measured stays the same.
B. Symbolic Relationships
Tables and graphs can show how values
of one quantity are related to values of F O F O
another.
C. Shapes
Graphical display of numbers may make
it possible to spot patterns that are not
F O F F
otherwise obvious, such as comparative size
and trends.
D. Uncertainty
Some predictions can be based on what
is known about the past, assuming that O O O
Energy
conditions are pretty much the same now.
|
E. Reasoning
One way to make sense of something is to
O
think how it is like something more familiar.
Benchmarks
|
273
|274

LESSON
Energy
|
11. Common Themes
A. Systems
In something that consists of many parts,
O
the parts usually influence one another.
B. Models
Geometric figures, number sequences,
Benchmarks
graphs, diagrams, sketches, number lines,
maps, and stories can be used to represent
O O O O O O O O
objects, events, and processes in the real
world, although such representations can
never be exact in every detail.
C. Constancy and Change
Things change in steady, repetitive, or
irregular ways-or sometimes in more than
one way at the same time. Often the best
O O O
way to tell which kinds of change are
happening is to make a table or graph of
measurements.
12. Habits of Mind
A. Values and Attitudes
Keep records of their investigations and
observations and not change the records O O O O O O O O O O O O
later.
Offer reasons for their findings and consider
O O O O O
reasons suggested by others.
C. Manipulation and Observation
Keep a notebook that describes
observations made, carefully distinguishes
actual observations from ideas and O O O O O O O O O O O
speculations about what was observed, and
is understandable weeks or months later.

LESSON
D. Communication Skills
Write instructions that others can follow in
O
carrying out a procedure.
Make sketches to aid in explaining
O F
procedures or ideas.
Use numerical data in describing and
O O O O O
comparing objects and events.
Organize information in simple tables and
graphs and identify relationships they F F O
reveal. (Grades 6-8)
Locate information in reference books,
back issues of newspapers and magazines,
F O
compact disks, and computer databases.
(Grades 6-8)
E. Critical-Response Skills
Recognize when comparisons might not be
fair because some conditions are not kept O O O F
the same.
Energy
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Benchmarks
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275
Energy Unit Teacher Masters:
Table of Contents
Introductory Letter to Families
Welcome to the Energy Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–2
Assessments
Energy Assessment 1: Energy Forms and Transfers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Energy Assessment 2: Heat Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Energy Assessment 3: Energy Efficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Energy Assessment 4: Cooperative Group Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Energy Assessment 5: Planning and Designing an Invention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Energy Assessment 6: Recording and Analyzing Data and Making Conclusions . . . . . . . . . . . . . . 8
Note Recording Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9–10
Teacher Masters
Request for Materials (Lessons 1, 4, and 9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Energy Walk Reference Sheet (Lesson 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12–13
Identifying Energy Forms (Lesson 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Energy Station Directions (Lesson 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15–18
Identifying Energy Transfers (Lesson 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
How to Build a Balloon Boat (Lesson 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20–21
How to Build a Rubber Band Boat (Lesson 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22–23
How to Build a Secret Potion Boat (Lesson 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24–26
Consumer Math (Lesson 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27–29
Automatic Sunscreen Applicator and Alarm (Lesson 9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30–31
Measuring Accurately (SBA 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Calibrating Thermometers (SBA 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33–34
Graphing the Height of a Fern (SBA 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Setting Up a Fair Test (SBA 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36–39
ISBN 1-59192-287-9
2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
2009 Edition. Copyright © 2005 Chicago Science Group. All Rights Reserved.
Energy Unit Teacher Masters: Table of Contents, page 1 of 2

Family Links
Energy Log (Lesson 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Toy Box Science (Lesson 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Heat Energy Transfers (Lesson 5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Kitchen Conductors (Lesson 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Criteria for Insulators (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Insulator Scavenger Hunt (Lesson 7). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Is Your Home Energy-Efficient? (Lesson 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
My Invention (Lesson 9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Energy Unit Teacher Masters: Table of Contents, page 2 of 2 Energy Teacher Master
Energy Assessment 1: Energy Forms and Transfers
As you evaluate students’ discussions and work, determine how well they understand the
following concepts.
Assessment Criteria:
A. Energy is observable all around us B. Energy moves from place to place
and can take many forms. and sometimes changes forms to
Students’ Names make things happen.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Assessment 1: Energy Forms and Transfers Energy Teacher Master

Energy Station Directions
------------------------------------------------------
Station 1: Pop-up Toy

1. Press down gently on the toy’s head until the suction cup sticks to the base.
2. Watch and wait.
------------------------------------------------------
Station 2: Dominoes
1. Line up the dominoes—with dominoes placed upright on their shortest end—
so that the space between every two dominoes is slightly less than the length of
one domino.
2. Gently tap the first domino in the line so it falls in the direction of the second
domino.
------------------------------------------------------
Station 3: Sparking Wheel

1. Hold the stem of the toy between your index and middle fingers.
2. Pump the base several times with your thumb.
3. Observe what happens.
------------------------------------------------------
Station 4: Energy Ball

1. Touch both metal strips on the ball at the same time.
2. Look and listen.
------------------------------------------------------
Energy Station Directions (Lesson 3), page 1 of 4 Energy Teacher Master 15

------------------------------------------------------
Station 5: Hand-held Electrical Generator

1. Hold the generator firmly in one hand.
2. Use your other hand to turn the crank handle.
3. Observe.
------------------------------------------------------
Station 6: Spinning Top

1. Begin by looking at the top that has been taken apart. Can you make its light
turn on?
2. Now look at the top that has not been taken apart. Fit the top into its base so
there is no gap between the two pieces.
3. Twist the base clockwise four times.
4. Hold the top upright (with the button on top) slightly above the center of the
box lid and push the button to release the top.
5. Watch what happens. How do you explain what you see?
------------------------------------------------------
Station 7: Radiometer
1. Place the radiometer on a flat surface under a light source.
2. What happens?
------------------------------------------------------

------------------------------------------------------
Station 8: Ball
1. Hold the ball in your hand at about waist level.
2. Drop the ball.
3. Catch the ball. (This is a very important step!)
------------------------------------------------------
Station 8 (alternative): Pull-back Toy Car

1. Hold the car in one hand and place the wheels on a flat, level surface.
2. Pull the car backwards about 1/2 meter, or until you hear a clicking sound. DO
NOT OVERWIND.
3. Release and observe.

------------------------------------------------------
Station 9: Magic Bracelet

1. Place your hands in the paper bag and slip the beaded bracelet onto your wrist.
2. Remove your hand from the bag and notice how the bracelet looks.
3. Position your wrist so that sunlight or the clamp light shines on the bracelet.
Keep your hand a safe distance from the clamp light to prevent burns.
4. Look carefully at the beads on the bracelet. What is happening?
5. Place the bracelet back in the paper bag for the next group.
------------------------------------------------------

Name: Date:
Family Link with Science—Homework
Toy Box Science

Today in class you mapped the energy transfers that occurred when you operated
several different toys. Now think about your own toys. Do any of them require an
energy transfer in order to work?
Select a toy that runs as a result of energy transfers and answer the following
questions.
1. What is your toy called? _________________________________________
2. What does your toy do? _________________________________________
_____________________________________________________________
3. Describe, or use arrows to map, how energy is transferred to operate your toy.
Bonus Activity “Wintergreens in the Dark”

1. Bring wintergreen-flavored Lifesavers® for you and a friend or family member
into a dark room such a closet. Allow your eyes to adjust to the dark. Look
carefully at each other’s mouths as you both chew your Lifesaver. Use the space
below to describe what happened.
2. Describe the energy transfer(s) that took place as you chewed the Lifesaver.
Please return to class by ____________________________.
Family Link: Toy Box Science (Lesson 3) Energy Teacher Master 41

Energy Unit Visuals:
Table of Contents
Overhead Transparencies
Energy Talk (Lesson 1). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Energy Cards (Lesson 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–3
Mapping Energy Transfers (Lessons 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Exploring How Well Different Materials Slow Heat Energy Transfer (Lesson 7). . . . . . . . . . . . . . . . 5
100W and 25W Light Bulbs (Lesson 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
25W and 26W Light Bulbs (Lesson 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
100W and 26W Light Bulbs (Lesson 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Automatic Sunscreen Applicator and Alarm (Lesson 9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9–10
Comparing Graphs (SBA 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Graphing the Height of a Fern (SBA 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Photo Cards
Photo “Energy” Cards (Lesson 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–28
ISBN 1-59192-288-7
2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
Mapping Energy Transfers
Demonstration:
Use arrows and words to show what types of energy transfers occurred as your teacher
operated the item listed above.
Energy Forms
Electrical Chemical Motion Elastic Gravitational Heat Light Sound
Overhead Transparency: Mapping Energy Transfers (Lessons 3 and 4)

2009 Edition. Copyright ©
Energy Visual 4 2005 Chicago Science Group.
All Rights Reserved.
Table of Contents
Introduction
Assessment Philosophy........................................................................ 5
Assessment Materials........................................................................... 8
Content Rubrics and Opportunity Overviews

Energy Forms and Transfers Rubric 1................................................ 16
Energy Forms and Transfers Opportunities Overview........................ 17
Heat Energy Rubric 2.......................................................................... 18
Heat Energy Opportunities Overview.................................................. 19
Energy Efficiency Rubric 3.................................................................. 20
Energy Efficiency Opportunities Overview.......................................... 21
Skills and Attitudes Checklists and Self-Assessments

Cooperative Group Work: Checklist.................................................... 24
Working in a Group: Self-Assessment ................................................ 25
Recording and Analyzing Data and Making Conclusions: Checklist .. 26
Collecting Data and Making Conclusions: Self-Assessment .............. 27
Planning and Designing an Invention: Checklist................................. 28
Performance Tasks and Evaluation Guidelines

What is Energy? Cluster (Lessons 1-2):
Lighting Up the Sky .................................................................... 30
Energy Transfers Cluster (Lessons 3-4):
Johnnie’s Bat .............................................................................. 31
Riding Bikes................................................................................ 32
Heat Energy Transfers Cluster (Lessons 5-7):
Hot Chocolate............................................................................. 33
Baking Cookies........................................................................... 34
What to Wear?............................................................................ 35
Applying Energy Smarts Transfers Cluster (Lessons 8-9):
Household Lighting..................................................................... 36
Unit Assessment:
Chain Reaction Invention ........................................................... 37
Quick Check Items and Answer Keys

What is Energy? Cluster (Lessons 1-2) .............................................. 40
Energy Transfers Cluster (Lessons 3-4) ............................................. 41
Heat Energy Transfers Cluster (Lessons 5-7) .................................... 43
Applying Energy Smarts (Lessons 8-9) .............................................. 46
Assessment Masters
What is Energy? Cluster:
Lighting Up the Sky .................................................................... 50
Quick Check Items ..................................................................... 51
ENERGY | TABLE OF CONTENTS| 3

Energy Transfers Cluster:
Johnnie’s Bat .............................................................................. 52
Riding Bikes................................................................................ 53
Heat Energy Transfers Cluster:
Hot Chocolate............................................................................. 56
Baking Cookies........................................................................... 57
What to Wear?............................................................................ 58
Applying Energy Smarts Cluster:
Household Lighting..................................................................... 62
4 | ENERGY | TABLE OF CONTENTS

Rubric 1: Energy Forms and Transfers
Criterion A Criterion B
(Lessons 1—2, 9) (Lessons 3ȩ4, 9)
Energy is observable all around us Energy moves from place to place

and can take many forms. and sometimes changes forms to
make things happen.
4 - Exceeds Understands at a secure level (see Understands at a secure level (see
Expectations box below) and can give examples box below) and can apply their
of objects that possess more than understanding to new situations
Explores content one form of energy. (e.g., toys brought from home,
beyond the level improvements on boats).
presented in the
lessons.
3 - Secure Can identify many specific forms Recognizes that energy moves from
(Meets of energy in their environment. place to place and sometimes
Expectations) changes form to make things
happen.
Understands content
at the level
presented in the
lessons and does not
exhibit
misconceptions.
2 - Developing Intuitively knows that certain Has an incomplete understanding of
(Approaches objects have energy but doesn’t how energy transfers make
Expectations) identify the energy as any specific something happen(e.g., knows that
form. energy transfers but not that
Shows an increasing sometimes energy changes form)
competency with
lesson content.
1 - Beginning Cannot observe or identify energy Does not know that energy is
in one’s surroundings. required to make things happen.
Has no previous
knowledge of lesson
content.
16 | ENERGY | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS

Opportunities Overview: Energy Forms and
Transfers
This table highlights opportunities to assess the criteria on Rubric 1:
Energy Forms and Transfers. It does not include every assessment
opportunity; feel free to select or devise other ways to assess various
criteria.
Criterion A Criterion B
(Lessons 1—2, 9) (Lessons 3—4, 9)
Lesson 1: Lesson 3:
- Journal writing - Introductory discussion
Pre and Formative
Opportunities
- Reflective discussion - Exploration

Lesson 2: - Science notebook pages 4–13
- Teacher Master “Identifying Energy - Family Link “Toy Box Science”
Forms” - Journal writing
- Synthesizing discussion Lesson 4:
Lesson 9: - Science notebook page 15
- Exploration, Session 2 Lesson 9:
- Journal writing - Exploration, Session 2
- Journal writing
Performance Tasks
Summative Opportunities
What Is Energy? Cluster Energy Transfers Cluster

Lighting Up the Sky, page 30 Johnnie’s Bat, page 31
Unit Assessment Riding Bikes, page 32
Chain Reaction Invention, page 37 Unit Assessment
Chain Reaction Invention, page 37
Quick Check Items

What Is Energy? Cluster Energy Transfers Cluster
Page 40: items 1, 2 Pages 41-42: items 1-5
Heat Energy Transfers Cluster
Page 43: item 1
ENERGY | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS | 17

Johnnie’s Bat
Energy Transfers Cluster (Lesson 3-4)
Each year, Mr. Dracula throws a Halloween party. He asks every student to bring a
toy to share. This year, Johnnie’s flying bat was the hit of the party. When he
arrived at Mr. Dracula’s classroom, he hung the bat from the center of the ceiling
with a piece of string. Once turned on (it ran on batteries), the bat flew around in
circles, flashed its lit up red eyes, and screeched loudly.
After several flashing and screeching events, the string broke and the bat crashed to
the floor.
Use words from the word bank and arrows to map what types of energy transfers
occurred with Johnnie’s bat.
Energy Forms
electrical chemical motion elastic
gravitational heat light sound
TEACHER NOTES:
Use this assessment after teaching Lesson 3.
You might encourage your students to use different kinds of lines to represent two
different maps. For example, they could use a solid line for the flying bat and a dotted
line for the falling bat. They could also use different colors—one for the flying bat and
one for the falling bat.
EVALUATION GUIDELINES:
When evaluating student answers, consider whether they include some of the following
elements in their written explanations:
x There are many different energy transfers taking place at the same time. For
example, when the bat is flying, chemical energy (from battery) transfers to motion
energy (bat flying), light energy (eye’s flashing), and sound energy (bat screeching).
When the bat falls, gravitational energy transfers to motion energy and possibly ends
with sound energy (as it hits the floor).
gravitational
motion
chemical
light sound
ENERGY | PERFORMANCE TASK EVALUATION GUIDELINES | 31

Riding Bikes
Energy Transfers Cluster (Lessons 3-4)
Hallie loves riding bikes. She loves how she can pedal really hard to go fast, or not
pedal at all, and just gently coast along. She loves being in control of how long it
takes her to get somewhere. Hallie thinks of her bike as one of the most amazing
machines because it uses no energy to get her from place to place.
Do you agree with Hallie that a bike is a machine? Explain your answer.
Do you agree that it uses no energy? Explain your reasoning.
TEACHER NOTE:
Use this assessment after teaching Lesson 4.
EVALUATION GUIDELINES:
When evaluating student answers, consider whether they include the following elements
in their written explanations:
x Yes, the bike is a machine.
x The bike does use energy because a bike could not move without energy transfers.
All change requires energy.
x Muscles or bodies use chemical energy (from the food we eat) and transfers it to the
motion energy of our legs to make the bike move. Bikes on a hill or slope have
gravitational energy that transfers to motion energy when a bike coasts downhill. All
of these transfers help Hallie get from one place to another.
32 | ENERGY | PERFORMANCE TASK EVALUATION GUIDELINES

Energy Transfers Cluster
Quick Check Items
TEACHER NOTE: The following questions relate to the Energy Transfers cluster. Use
them after teaching the entire cluster, or select the applicable questions immediately
following each lesson. You can also compile Quick Check items into an end-of-unit
assessment.
1. (Lesson 3) True or False? If false, rewrite the statements to make them true.
a. Energy is required for change to happen. ___________ true
b. Energy cannot move from place to place. ___________ false
Energy moves from place to place, or object to object, all of the time.
2. (Lesson 3) Which sequence best describes the energy transfers in a solar propeller?
a. light chemical sound
b. light chemical motion
c. light electrical motion
d. no transfers take place
3. (Lesson 3) In question 2, what happened to the energy during each transfer?
a. The energy changed form as it transferred.
b. Nothing happened. The energy form stayed the same.
c. The energy moved but did not change forms.
4. (Lesson 4) Put an “X” next to any item that is a machine.
X_______ car
X_______ rowboat
X_______ scissors
X_______ lamp
ENERGY | QUICK CHECK ANSWER KEYS | 41

Date:
ANNOTATED TEACHER GUIDE

Hello Scientist,
Welcome to the Energy unit. This notebook is your place to

record discoveries about energy. Like all scientists, you will
wonder, think, try, observe, record, and discover. As you do
so, it is important to keep a record of your work. Your ques-
tions, investigations, answers, and reflections can then be
shared and returned to at any time.
We know much about science, but there is much more to be

learned. Your contributions start here.
Enjoy, take pride in, and share your discoveries—science

depends on scientists like you!
Teacher Guide Annotations supplied in RED for ease of use.

ISBN 1-59192-286-0
2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
ISBN 1-59192-285-2
2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
Hello Scientist
Date:

Demonstration: Solar Propeller
Use arrows and words to show what types of energy transfers occurred as your teacher oper-
ated the item listed above.
Students can start their map from any star on the page.
motion
electrical energy powers

the motor, making the
propeller spin
electrical
light energy from the

sun hits the solar panel
light
Energy Forms
Mapping Energy Transfers (Lesson 3)

Example responses for each
toy station are included on the
following pages, although the Date:
students will not necessarily
complete the stations in the Mapping Energy Transfers
order presented in this guide.
Type of Toy: Pop-up toy
Use arrows and words to show how energy was transferred in this toy. You can use as many of
the shapes as you need for your map. You can also draw more shapes if you need them.
motion
the spring in the pop-up toy

extends, making the toy
move and pop into the air
elastic
hand moves and pushes

down on pop-up toy to
store elastic energy
motion
Energy Forms

Date:
Type of Toy: Dominoes
gravitational
falling domino
hits next domino
domino falls
motion motion
hand knocks
down domino
motion
Energy Forms

Date:
Type of Toy: Sparking-wheel
heat
tiny glowing pieces of the
surfaces fly off as “sparks”
surfaces in toy rub

against each other
motion light
hand pumps wheel
motion
Energy Forms

Date:
Type of Toy: Energy ball
light
electricity makes
ball light up
electricity
creates sound
electrical sound
connection of electrical
circuit allows chemical
energy from the battery to
transfer to electrical energy
chemical
Energy Forms

Date:
Type of Toy: Hand-held electrical generator
light
electricity makes the

bulb light up
electrical
hand turns crank,

generating an electrical
current
motion sound
gears rub together as
crank handle is turned
Energy Forms

There is a chemical energy to electrical energy component in the spinning
top. The spinning causes the battery’s electrodes to connect, which
Date: transfers the battery’s chemical energy to electrical energy and then to light
energy. However, students may not identify all of these energy transfers.
Type of Toy: Spinning top
motion
spinning causes
top to light up
top is released
and spins
elastic light
top is twisted
motion
Energy Forms
10 Mapping Energy Transfers (Lesson 3)

Date:
Type of Toy: Radiometer
motion
top spins
heat
black surfaces absorb heat
light
Energy Forms
Mapping Energy Transfers (Lesson 3) 11

Date:
Type of Toy: Ball
elastic
ball bounces up
ball hits floor
motion motion
ball is dropped
gravitational
Energy Forms
12 Mapping Energy Transfers (Lesson 3)

Date:
Type of Toy: Magic bracelet
chemical
light energy from the sun

hits the beads, making
them change color
light
Energy Forms
Mapping Energy Transfers (Lesson 3) 13

Energ y
Student Reference Book
Writers
Belinda Basca and Martha Sullivan
Developers
Colleen Bell, Diane Bell, Cindy Buchenroth-Martin, and Catherine Grubin
Editors
Rachel Burke and Wanda Gayle
Pedagogy and Content Advisors

Jean Bell, Max Bell, Nick Cabot*, Debbie Clement*, Josie Grotenhuis*, Tim Strains*, and Robert Ward
*Scientists or teachers who gave advice but are not part of the Chicago Science Group.
Field Test Teachers

Joyce Berry, Suze Bodwell, Jim Elwell, Nancy Florig, David Grelecki, Matt Laughlin, Lisette Mirabile,
Valerie Powell, Jen Ryan, Chris Sanborn, Kitty Skow, Jane Stephenson, Will Whitlock, and Nancy Zordan
Book Design and Production

Happenstance Type-O-Rama; Picas & Points, Plus (Carolyn Loxton)
2009 Edition
Copyright © 2005 Chicago Science Group.
All Rights Reserved
Printed in the United States of America. Except as permitted under the United States Copyright Act, no
part of this publication may be reproduced or distributed in any form or by any means or stored in a
database or retrieval system without the prior written permission of the publisher.
SCIENCE COMPANION®, EXPLORAGEAR®, the CROSSHATCH Design™ and the WHEEL

Design® are trademarks of Chicago Science Group and Chicago Educational Publishing.
ISBN 1-59192-397-2
2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
Table of Contents
Chapter 1: Recognizing Forms of Energy . . . . . . . . . . . . . . . . . . . . . . . . . 1

Where Can You Find Energy? . . . . . . . . . . . . . . . . . . . . 1
Forms of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Motion Energy . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Chemical Energy . . . . . . . . . . . . . . . . . . . . . . . . . 3
Gravitational Energy . . . . . . . . . . . . . . . . . . . . . . . 4
Elastic Energy . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Heat Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Light Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Electrical Energy . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sound Energy . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Energy Makes Things Happen . . . . . . . . . . . . . . . . . . . 10
Chapter 2: Recognizing Energy Transfers . . . . . . . . . . . . . . . . . . . . . . . . 13

Energy Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Energy Transfers and the Natural World . . . . . . . . . . . . . . 14
Energy Transfers from the Sun . . . . . . . . . . . . . . . . . 14
Energy Transfers from Inside the Earth . . . . . . . . . . . . . 17
Energy Transfers Between Living Things . . . . . . . . . . . . 19
Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . 21
Does Energy Change When It Is Transferred? . . . . . . . . . 21
How Can I Tell That Energy Is Being Transferred
in the Natural World? . . . . . . . . . . . . . . . . . . . . . 22
iii
iv Table of Contents
Chapter 3: Putting Energy Transfers to Use . . . . . . . . . . . . . . . . . . . . . . 25

Machines and Energy Transfers . . . . . . . . . . . . . . . . . . 26
Floating Machines—Boats and Energy Transfers . . . . . . . . . 28
How Do Boats Transfer Energy to Carry People and
Things Across Water? . . . . . . . . . . . . . . . . . . . . . 28
Machines of Today and Yesterday . . . . . . . . . . . . . . . . . 30
Household Chores in the 18th Century . . . . . . . . . . . . . . . 31
Testing Your Energy IQ . . . . . . . . . . . . . . . . . . . . . . . 36
Chapter 4: Heat Energy and Temperature—What’s the Difference? . . . . . . . 39

Temperature and Heat Energy . . . . . . . . . . . . . . . . . . . 39
How a Thermometer Works . . . . . . . . . . . . . . . . . . . . 41
Thermometers Are All Around You . . . . . . . . . . . . . . . 41
How a Bulb Thermometer Works . . . . . . . . . . . . . . . . 42
Temperature Scales . . . . . . . . . . . . . . . . . . . . . . . 43
Chapter 5: Heat Energy Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Identifying Heat Energy Transfers . . . . . . . . . . . . . . . . . 45
Heat Energy Transfers from Warmer to Cooler Objects . . . . . . 50
Chapter 6: Conductors of Heat Energy . . . . . . . . . . . . . . . . . . . . . . . . . 57

Kitchen Conductors . . . . . . . . . . . . . . . . . . . . . . . . . 57
Scientific Inventions in Your Kitchen! . . . . . . . . . . . . . . 57
Cooking—Harnessing Heat Energy Transfers
to Meet Our Needs . . . . . . . . . . . . . . . . . . . . . . . . 62
How Well Do Materials Conduct Heat Energy? . . . . . . . . . 63
Chapter 7: Insulation to Keep Us Warm . . . . . . . . . . . . . . . . . . . . . . . . . 69

Insulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
The Many Types of Insulators . . . . . . . . . . . . . . . . . . 69
Table of Contents
How Homes Stay Warm . . . . . . . . . . . . . . . . . . . . . . 70

Insulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
The Dangers of Fiberglass . . . . . . . . . . . . . . . . . . . . 73
Alternatives to Fiberglass . . . . . . . . . . . . . . . . . . . . 74
How Humans Stay Warm . . . . . . . . . . . . . . . . . . . . . . 75
Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Layer Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
How Animals Stay Warm . . . . . . . . . . . . . . . . . . . . . . 76
Hair Traps Air . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Blubber or Fat . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Down Feathers . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Chapter 8: Using Energy Efficiently . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

What Makes Something Energy‑Efficient? . . . . . . . . . . . . . 83
Automobiles and Energy Efficiency . . . . . . . . . . . . . . . 83
Household Appliances and Energy Efficiency . . . . . . . . . 84
Light Bulbs and Energy Efficiency . . . . . . . . . . . . . . . 86
Chapter 9: Why Energy Efficiency Matters . . . . . . . . . . . . . . . . . . . . . . . 95

Why Is It Important to Use Things that Are Energy-Efficient? . . . 95
Using Energy-Efficient Machines Saves You Money! . . . . . . 95
Using Energy-Efficient Things Means Our Energy
Resources Will Last Longer! . . . . . . . . . . . . . . . . . . 97
Using Energy-Efficient Machines Means a
Healthier Planet! . . . . . . . . . . . . . . . . . . . . . . . 98
How Else Can We Use Energy Wisely? . . . . . . . . . . . . . . 102
Using Renewable Energy Sources . . . . . . . . . . . . . . . 102
Energy Sources—Pros and Cons . . . . . . . . . . . . . . . . 107
Thinking “Green” When Building . . . . . . . . . . . . . . 109
How Can I Be Energy-Efficient? . . . . . . . . . . . . . . . . . . 110
Some Easy Things You Can Do . . . . . . . . . . . . . . . . 110
vi Table of Contents
Chapter 10: The Spirit of Invention . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Getting Energy to Work for You . . . . . . . . . . . . . . . . . .113
What Does It Take to Be an Inventor? . . . . . . . . . . . . . . 114
The Inventive Mind . . . . . . . . . . . . . . . . . . . . . . . . 120
Thinking Like an Inventor . . . . . . . . . . . . . . . . . . . . 121
Chapter 11: Graphs—Part of a Scientist’s Toolbox . . . . . . . . . . . . . . . . . . 123

Finding the Right Tool for the Job . . . . . . . . . . . . . . . . 123
Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Line Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Reading Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Appendix A: A Walk Through Energy History . . . . . . . . . . . . . . . . . . . . . 129
Appendix B: Automatic Sunscreen Applicator and Alarm . . . . . . . . . . . . . 147
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
2
Recognizing Energ y Transfers
Energy Transfers
Every time something happens energy is involved. In fact, it
is the movement of energy from one object to another, one
form to another, or one place to another that brings about all
change. Scientists use the term energy transfer to describe
the movement of energy.
13
14 Chapter 2
Energy Transfers and the

Natural World
Energy transfers are a natural part of our world.
Energy Transfers from the Sun

As the third planet from the sun, the Earth receives a steady
Energy Fact
supply of energy from the sun.
The Earth receives
only half a billionth
of the energy that
leaves the sun.
The transfer of energy from the sun to the Earth is responsible

for many of the changes that take place around us.
Recognizing Energy Transfers 15
Weather changes…
The Sun and Its Energy Transfers—The

Source of All Weather
• Clouds and precipitation As the sun heats up the
Weather Facts
Earth’s waters, some water evaporates and rises into the
• Millions of tons of
atmosphere. Eventually, it cools and condenses on tiny dust
water vapor are
particles to form clouds. The size of the droplets grows until evaporated into
they are so large that they fall as precipitation. the air daily.
• Even the “cleanest”

• Wind The sun does not heat all parts of the Earth equally.
air found on Earth
The areas around the equator—the tropics—receive more of contains about
the sun’s energy and are warmer than other parts of the Earth. 1000 dust particles
per cubic meter
Unequal heating leads to the movement of air—wind—from
of air.
cooler (higher pressure) regions to warmer (lower pressure)
• About one million
regions. cloud droplets are
contained in one
• Storms Storms such as hurricanes also result from the
drop of rain.
transfer of the sun’s energy to Earth. As large bodies of water
are warmed by the sun, more and more of their water evap-
orates and eventually condenses in the air above. A huge
amount of energy is released into the air as this occurs. The
released energy sets the air in motion, spinning it faster and
wider until a hurricane forms.
16 Chapter 2
…and plants grow

Photosynthesis—
How the Transfer of Energy from
the Sun Feeds the Planet
Almost all living things depend on food created by green plants.
Green plants contain a special pigment (a colored substance) that
captures the sun’s energy. Plants use this energy (light energy) to
create food (chemical energy). The transfer of energy from sun-
light to plant food is called photosynthesis. Plants use the food
they create to grow. When other organisms eat plants, the chemi-
cal energy from the plants is transferred to them.
Energy Transfers from Inside the Earth

Energy is also transferred from deep within the earth’s piping
hot center (4300° C to 7200° C), causing changes that we see
on the surface, such as earthquakes and volcanic eruptions.
These changes are so dramatic that it is very obvious that
energy is being transferred. Heat energy from deep within the
earth is being transferred to the motion energy that literally
“shakes” our world.
Inner Core Crust

4300C to Air Temperature
7200C to 870C
(7772F to (1598F)
Mantle
12992F)
870C to 3700C
(1598F to
6692F)
Outer Core
3700C to 4300C
(6692F to 7772F)
0 km 1228 km 3500 km 6340 km 6378 km

(0 mi) (763 mi) (2174 mi) (3939 mi) (3963 mi)
18 Chapter 2
Heat Transfer from Earth’s Core—

The Driving Force Behind
Earthshaking Events
The center of the earth—its core—is very, very hot! Heat energy
is transferred from the core out towards the earth’s surface. This
heat energy makes a layer of rock beneath the surface—the lower
mantle—so hot that it is semi-molten (able to flow slowly). The
earth’s crust (the thin surface layer of the earth that we walk on)
and solid upper mantle rest on the semi-molten lower mantle. As
the lower mantle slowly flows, shifts occur above it. When there
are big shifts, earthquakes happen.
A fracture (crack) in the ground caused by an earthquake.
Volcanic eruptions are also the result of heat transfers from earth’s
core. When heat from the core is transferred to rock beneath the
earth’s surface, the rock melts. Periodically, this melted (molten)
rock escapes out of cracks in the earth’s surface, sometimes explo-

sively, as when a volcanic eruption occurs.
Lava erupting from a volcano.
Energy Transfers Between Living Things

Some energy transfers happen so slowly, or on such a small
scale, it is hard to see them at all. For example, logs slowly
decompose as their chemical energy transfers to the living
organisms—mushrooms, bacteria, and worms—that feed on it.
For a large log, this can take decades.
A decomposing log.
20 Chapter 2
The Food Chain—

Energy Transfers Between Living Things
The transfer of energy from one organism to another is called
a food chain. Food chains show how energy is passed from
one organism to another. The arrows between the organisms
show the direction of energy flow. The plant is eaten by the
mouse; the mouse is eaten by the snake; the snake is eaten by
the hawk.
An example of a food chain.

Frequently Asked Questions
Does Energy Change When It Is Transferred?

• Sometimes energy changes form when it is
transferred.
For example, when sunlight falls on green plants, energy

is transferred from light to chemical energy.
• Other times energy moves but does not change form.

When a spoon is placed in a bowl of soup, heat energy is
transferred up the spoon handle without changing form.
22 Chapter 2
How Can I Tell That Energy Is Being Transferred in the

Natural World?
Easy, wherever you find change, energy is being transferred!
Seasons Change

The Earth Changes

Living Things Change

A
A Walk Through
Energ y History
Energy has been making things happen since the dawn of

time. Take a walk through time and see how energy has been
used to change our world.
Not all the dates listed in this timeline are exact. Dates that are
approximations will have a “c.” in front of them. The “c.” stands
for “circa” meaning “around” and lets you know that the event
happened around that time.
129
130 Appendix A
4.5 billion years ago Our sun begins shining, warming Earth with solar energy.
3.4 billion years ago Blue-green algae appear on Earth. They are the first plants—
organisms that convert the sun’s energy to food for growth.
1 million years ago Early humans (Homo erectus) use fire for warmth, protection,
and food preparation. Learning how to control fire was one of
the first great energy inventions.
A Walk Through Energy History 131
Humans invent the bow and arrow, harnessing the elastic c. 9000 b.c.
energy of a bow to send arrows flying.
People put animals to use pulling wheeled vehicles in c. 3500 b.c.

Mesopotamia (present-day Iraq).
People use solar energy to dry out their crops and collect salt
(which is made by evaporating salt water).
Early drawings show Egyptian sailboats with a mast and a c. 3200 b.c.
single square sail hung from it. Oars are needed when not
traveling in the direction of the wind.
Humans begin using petroleum (oil from the earth). In c. 3000 b.c.
Mesopotamia, rock oil is used in medicines and in the glue
that holds ships and buildings together.
Polynesian canoes—canoes made of two hulls connected by c. 1500 b.c.

crossbeams—carry explorers over the vast waters of the Pacific
Ocean where they establish “new lives” on the Polynesian
Islands.
A lighthouse is built at Alexandria in Egypt. The light from a c. 285 b.c.

fire is reflected off a mirror and can be seen 30 miles away.
Windmills are used to grind grain in Persia (present-day Iran) c. 200 b.c.
and other countries in the Middle East.
132 Appendix A
c. 100 b.c. Waterwheels are used in what is now central Turkey.
One-wheeled carts (wheelbarrows) are invented in China.
a.d. 79 Mt. Vesuvius erupts in Italy and buries the towns of

Herculaneum and Pompeii.
c. a.d. 800 Vikings use longboats—boats with long hulls (longer hulls
provide more room for oars and rowers than short hulls)—to
carry warriors and weapons swiftly over the waters of the North
Atlantic and northern Europe. The Vikings invade Northern
Europe for hundreds of years with the help of these ships.
c. a.d. 1000 Natural gas wells are drilled in China. The gas flows through
bamboo tubes (the first known “pipelines”), possibly providing
the heat needed to make porcelain.
A man named Wu Ching Tsao Yao of China writes the first a.d. 1044
known recipe for making saltpeter, the main ingredient in the
gunpowder still used in today’s fireworks.
The deadliest earthquake in history, which killed 1.1 million a.d. 1201
people, strikes Egypt and Syria.
Leonardo da Vinci, an Italian artist and inventor, sketches c. 1470–1510

plans for inventions hundreds of years before they are actually
made. They include a bicycle, a flying machine, a helicopter, a
propeller, and a parachute.
Despite its smoke and fumes, coal replaces wood as the most c. 1600–1700
common way of heating homes in Europe.
Galileo Galilei describes the motion of the planets around 1610

the sun.
134 Appendix A
1687 Isaac Newton publishes the Principia—thought to be one of the

greatest scientific books of all time—in which he presents his
theory of gravitation (every particle of matter attracts every other
particle). He also publishes his three Laws of Motion—laws that
describe and predict the motion of all objects on Earth. Newton
also wrote about the behavior of light, including how it can be
divided into colors by a glass prism.
1690 The clarinet, one example of sound energy being used to make
music, was invented in Germany.
1714 The mercury thermometer is introduced by Gabriel Fahrenheit.

Earlier thermometers, which used air instead of mercury, were
not as dependable since they were affected by atmospheric
changes. Atmospheric changes had no effect on the mercury
used to indicate temperature in Fahrenheit’s thermometer.
Benjamin Franklin figures out that lightening is actually static c. 1750

electricity. He also invents a very efficient stove for heating homes.
James Watt patents the first efficient steam engine. 1769
The stagecoach carries passengers from place to place 1781

throughout the world.
On the Delaware River, John Fitch makes the first successful 1787
steamboat voyage.
The first iceboxes (the earliest “refrigerators”) are used in 1800s

homes. They are wooden boxes lined with tin or zinc and
insulated with materials such as cork, sawdust, and seaweed.
These early iceboxes are used to hold blocks of ice and “refrig-
erate” food. A drip pan underneath, which collects melted ice
water, has to be emptied daily.
Allesandro Volta creates the first electric battery. 1801

136 Appendix A
1821 Michael Faraday demonstrates that a moving magnet causes

electricity to flow through wires. This paves the way for the
electric motor and generator to be invented.
1827 The first photographic picture was produced by a French man

named Nicephore Niepce. He put a metal plate coated with
a special chemical into a camera box and took a picture—
exposing the plate to the sun’s energy (this took eight hours!).
When he washed it off he discovered that a permanent picture
remained.
English chemist John Walker invents the wooden match.

The first regular steam train passenger service starts. 1830
In America, Samuel F. B. Morse sends messages over wires with 1836

the first telegraph.
James Prescott Joule conducts a series of experiments to dem- 1843

onstrate the law of conservation of energy: energy can neither
be created out of nothing nor destroyed into nothing, but
can be changed from one form to another.
138 Appendix A
1845 The rubber band is patented by Stephen Perry of London.
1859 Edwin L. Drake strikes oil at his homemade drilling rig in Titus-
ville, Pennsylvania. This is the first oil well in the United States.
It marks the beginning of the modern oil industry, which now
fuels the transportation and energy needs of the world.
1860s The booming steel industry greatly increases the demand

for coal.
1863 In the city of London, the first subway is built.
1865 James Clark Maxwell presents his electromagnetic theory,

which other inventors use to invent electric power, radios,
and television.
1876 Alexander Graham Bell invents the telephone.
1877 Thomas Edison invents the phonograph.

Thomas Edison patents an incandescent light bulb. 1879
Wabash, Indiana becomes the first town completely illumi- 1880

nated by electric lighting.
The world’s first hydroelectric plant opens in Appleton, 1882

Wisconsin, demonstrating that moving water can generate
electricity.
The “Rover” bicycle, the first to have all the major features of 1884
today’s bicycles, is introduced in Great Britain.
The first long-distance telephone call is made between Boston

and New York City.
Gottlieb Daimler and Karl Benz of Germany invent gasoline 1885

engines similar to those still used in cars today.
Wilhelm Roentgen x-rays his wife’s hand to produce the first 1895
“x-ray picture.”
Guglielmo Marconi sends and receives the first radio signal,

which leads to the invention of the radio.
140 Appendix A
1902 Willis Carrier builds the first air conditioner.
1903 The Wright Brothers fly the first engine-powered airplane near
Kitty Hawk, North Carolina. Their machine flies for 59 seconds,
and reaches an altitude (height) of 852 feet.
1905 Einstein links mass with energy through his famous formula
E=mc2.
This theory eventually led to nuclear power, nuclear weapons,

nuclear medicine, and the field of astrophysics.
The first “portable” electric vacuum cleaner is produced. It

weighs 92 pounds!
The first electric washing machine is sold.

Thomas Edison demonstrates “talking” pictures—the first 1910

movies with sound “blended” in.
The first flight powered by a jet engine takes place over Paris,
France.
Marie Curie wins the Nobel Prize in Chemistry for her work 1911
isolating radium, a substance which gives off radioactive
energy. Years later, radium is used to treat cancer.
The first “non-icebox” refrigerators (made with compressors) 1913

for home use are manufactured in Chicago.
142 Appendix A
Henry Ford thinks of a way for workers to use a conveyor belt

to speed up production of the Model T Ford. Soon most manu-
facturers use this method to make large quantities of their
products, including cars.
1919 The modern pop-up toaster, which uses a timer to toast bread
to the desired doneness, is introduced by Charles Strite.
1926 First liquid-fuel rocket is launched by Robert Goddard.
1927 Philo T. Farnsworth successfully transmits a television signal.

The picture on the television screen is black and white.
1935 Major league baseball games are played at night for the first
time. Night games are made possible by electric lighting.
1936 The Hoover (Boulder) Dam is completed.
1938 The first color television is demonstrated in London.

A helicopter is invented by Igor Sikorsky—more than 400 years 1940

after Leonardo da Vinci first describes this invention.
Scientists demonstrate the first controlled production of 1942

nuclear energy.
The first atomic bomb is tested. 1945
The microwave oven, invented by Percy Spencer, is introduced 1947

by Raytheon Corporation.
The United States explodes the first hydrogen bomb. 1952
Scientists show that the sun’s energy can be converted to elec- 1954
tric current using silicon solar collectors.
The United States launches the USS Nautilus—the world’s first

nuclear-powered submarine.
The first commercial nuclear power plant begins operating in 1957

Shippingport, Pennsylvania.
144 Appendix A
1958 Scientists at AT&T Bell Laboratories invent the laser.
1963 The Clean Air Act is passed to protect Americans from harmful
air pollutants, such as those released by coal power plants and
steel mills.
1966 The first hand-held pocket calculator is invented.
1974 University City, Missouri is the first city to pick up recycling

from homes (newspapers only).
Edward Hammer presents an idea for a fluorescent “spiral 1976

lamp.” Because of its high cost, compact fluorescent light
bulbs do not appear in stores until 1995.
The first cell phones are tried out in Chicago by two thousand 1977
customers.
Texas Instruments patents the microchip for use in computers. 1978
The first wind farms are built in the United States, providing 1980s
an alternative to power plants that burn fossil fuels.
146 Appendix A
1982 The compact disc is available in stores.
1984 The first modern tidal power plant in North America opens
in Nova Scotia, demonstrating that the motion energy of the
tides can be used to generate electricity.
2004 Hybrid electric cars become widely available at car dealerships.

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Welcome to Science Companion

Preparing for the Unit

* Indicates a core lesson

 | ENERGY | Table of Contents

Teacher Background Information. . . . . . . . . . . . . . . . . . . . 234

Standards and Benchmarks

Teacher Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

ENERGY | Table of Contents | 

The goal of the Science Companion curriculum is to respond to

Each Science Companion lesson incorporates interesting and

Seeking answers through exploration and investigation

Pursuing ideas in depth

Science C ompa n ion

Collaborating and sharing

Developing critical response skills

Lesson Energy Transfers:

Big Idea Overview

Process Skills Key Notes

80 | Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen

Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen | 81

82 | Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen

a. Attach the propeller to the shaft projecting from the motor.

q Prop the motor and propeller up on a small box or block as

Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen | 83

a. Make a copy of the Teacher Master “Energy Station

b. Bright, direct sunlight is needed to activate the magic

c. Allow ample time to run through each station after set-up

q Copy the Family Link Homework “Toy Box Science” to send

Using the Student Reference Book

• (Optional) At the end of this lesson, refer students to the

84 | Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen

2. Discuss where the propeller gets the energy to spin. (Students

3. Introduce the term energy transfer to describe instances where

Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen | 85

c. Write a brief description next to your arrows to add details

86 | Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen

4. Wipe off the overhead transparency and ask for volunteers

5. Assign Chapter 2 of the student reference book to reinforce the

Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen | 87

1. Explain the energy mapping activity and answer any questions.

b. At each station, operate the toy, figure out what kinds of

c. Complete the energy maps on science notebook

d. Use the glossary in the science notebook as needed to

3. Send home the Family Link “Toy Box Science” to provide

Teacher Master 41, Family Link

88 | Energy | Lesson 3 | Energy Transfers: How Energy Makes Things Happen

• What was their favorite toy?

• When was it most clear that energy was being transferred?

• Was it always possible to know for sure what kinds of transfers

• Did they observe energy changing forms at any of the stations?

| ENERGY | Table of Contents

ENERGY | Table of Contents |