Working Toward Content Understanding

Students observed, analyzed, and discussed examples of objects in motion and the way changes to those objects and their motion produce changes in the amounts of kinetic energy harnessed by that object.  Students first engaged in an online experiment involving a pendulum which they controlled, and participated in a discussion of how gravity, friction, and speed impact the level of kinetic energy exerted by the pendulum.  Then, students furthered their observations by performing an experiment in which they tested the speed and distance traveled of pull-back cars under different circumstances.  In this experiment, students discovered that when a car has more potential energy (pulled back farther) it gains more speed, and by extension, more kinetic energy.  Then, students explored Rube Goldberg machines and how energy transfers from one object to another.  To expand on this exploration, students performed another experiment with tuning forks to determine how the energy exhibited by the vibrating tuning fork transfers to other objects, including a glass of water. After developing a solid understanding of energy itself, our discussion turned to where the energy we use comes from.  The class analyzed several renewable and nonrenewable sources of energy by filling out an “Energy Sources Pros and Cons Chart” which was then used to facilitate their evidence-based opinion writing.

Powerful Learning Practices

In this unit, not only did students observe energy and its properties, but they were given the opportunity to manipulate and experiment with energy in a variety of ways, including through the use of online platforms and real life experiments.  As a critical part of each experiment, students contributed their own ideas about how the energy of objects can be tested, and hypothesized about the results of those tests (for example, students shared their own ideas about speed and energy by developing new conditions under which to test their pull-back cars, such as on a rug instead of a hardwood floor).  Students worked together to develop their own conclusions about energy based off of the results of their observations and experiments.  They also formed opinions about the use of renewable and nonrenewable resources, and discovered the power of their own writing by using what they learned to craft letters to the principal.

This unit encouraged astute observation about how different factors including speed, gravity, and friction impact the energy of an object in motion.  Students shared their observations and analysis through written work, and they collaborated by sharing and discussing their observations to come to a conclusion about the relationship between speed and energy, the ways that energy can transfer between objects, and the appropriate ways to use renewable and nonrenewable resources.  They harnessed their creative potential by developing and testing new hypotheses about the transfer of energy, as well as creating their own virtual Rube Goldberg Machines. They also completed their own original writing assignments using the information they learned throughout the unit as evidence.

Literacy Skills, Including Digital Literacy

Students defined and used several key vocabulary words related to energy, including potential energy, kinetic energy, speed, gravity, energy transfer, and others. They also became familiar with resource related vocabulary, including renewable vs nonrenewable resources, pollution, fossil fuels, conservation, and others.  They were tasked with sharing their thoughts regarding the relationship between speed and energy, the ways that energy can transfer from one object to another, and the manner in which we use resources to provide energy to our cities and towns.  They shared and discussed their thoughts aloud with their peers and develop conclusions based on their collaboration, and completed evidence based opinion writing.  Throughout their discussion and writing, students were encouraged to use the vocabulary words associated with the unit.

Students also utilized online platforms including Nearpod, Jamboard, and Google Docs to conduct virtual experiments and share their observations with the class.  The Nearpod included in LAP One allowed students to interact with an online pendulum experiment that gave them measurements of potential and kinetic energy.  Students used what they have learned to submit written responses to questions regarding the experiment, and those responses will be read aloud by the class.  They also used Jamboards to document their observations during other experiments, and commonalities between students’ observations that were shown on these Jamboards were discussed by the class so they could come to conclusions about energy together.  Students used Google Docs to accumulate information about renewable and nonrenewable resources on an “Energy Sources Pros and Cons Chart” which was then used to help them fill out a graphic organizer and writing assignment.