In this unit, students observed energy at work and collaborated to build an understanding of potential and kinetic energy, as well as the relationship between speed and energy.  Students also engaged in work to understand the transfer of energy between objects and how energy can cause motion in one or several objects.  Finally, students analyzed several common energy resources, including renewable resources like wind and solar power, as well as nonrenewable resources such as coal and petroleum.  My essential question for this unit was How can we analyze the energy of an object?  I wanted to explore energy in relation to speed and movement with my class, and create an understanding of how the energy of one object can transfer to another object.  I wanted my students to think about the ways in which the amount of energy changes when we increase or decrease the speed of an object, and how the energy of a single object impacts other objects upon an interaction or collision of some kind.  Additionally, I wanted students to understand where the energy we use in our daily lives comes from, and think critically about the resources that power our devices, homes, and schools. The real “meat” of my lessons focused on student analysis and discussion, rather than on material that they read in order to understand the concepts. This unit was an experience of scientific discovery for my students, in which they teach themselves about energy through investigation.