Agenda

• Welcome to our Energy chapter – Potential and Kinetic demos and images

• Developing our new language (aka vocab)• For the following words, DEFINE AND USE IN A

SENTENCE:• Convert (home/dictionary),Conserve (home/dictionary), Law of

Conservation of Energy, Energy, Work, Power, Potential Energy, and Kinetic Energy

AIM: Students will demonstrate understanding of energy concepts by observing demonstrations, images, and developing content specific language

Agenda

• Develop an energy poster with your group• Review the poster explanation/check off sheet• Your group will have 3 periods ONLY to compete this

poster so plan your time wisely!!!• Split up responsibility for the project and place notes in

your “BOB” notebook before they go onto the poster

AIM: Students will apply energy concepts by creating a cooperative group poster illustrating learned vocabulary

• AIM: Students will construct a poster in cooperative groups by applying content specific language and concepts

Include the following on our ENERGY

poster

Definition of Energy (in your own words) – 10 pts

3 facts about your group’s form of energy – 10 pts.

Write a quiz question

– 5 pts.

2 examples of how your form of energy can be transferred to another form – 15 pts.

1 example of your energy as Potential Energy AND 1 example as Kinetic Energy – 10 pts

Define the Law of Conservation of Energy in your own words – 10 pts.

How is your energy used? – 10 pts.

Every group member signed their work – 10 pts.

2 detailed sketches – 10 pts

Cite your sources

– 10 pts.

Table 3:Light Energy

Table 2:Renewable Energy

(Alternative Energy)

Table 4:Thermal (Heat) Energy

Table 5:Electrical EnergyTable 6:

Nuclear Energy

Table 1:Mechanical Energy

SMART BOARD

Agenda• Welcome to the Gallery Walk• Take notes and answer the following questions

• Compare two forms of energy

• Explain Potential and Kinetic Energy relating to a specific form of energy• Glow – 2 Compliments – specific• Grow – 2 suggestions – specific• POST IT – 1 per person – 1 Glow comment AND 1 Grow comment

• AIM: Students will synthesize what they have learned by taking part on a gallery walk activity

Agenda (in “Sally”) – February 6, 2013• Welcome to our Energy Conservation Project• WATT are you talking about?• Watt matching game – 10 minutes to play, 10

minutes to review• Review the project letter, information, and

expectations

• AIM: Students will review and apply the Watt by using it in real life and by playing a matching game

Watt Matching game*Directions: Match the appliance with the correct number of Watts of electrical

energy it uses

Appliance Watts

800 W1000 W

25 W

750 W

60 W

200 W

100 W

“Sally” page 71

Do Not Glue In! – Tape above your 4 appliances

How can you reduce electricity reading (Double sided)

4 Easy Steps

“Sally” page 72

“Sally” page 73

Student Signature: _______________________ Date: _____________________

Parent Signature: _________________________

Dear Parents and Guardians,

This past week we learned all about different forms of energy. We learned that energy cannot be created or destroyed only transferred from one form to another.

To apply and make real world connections to these concepts, we will have students look at and understand their energy use at home.

By watching energy use over a one week period, from February 6th – February 13th we hope to have our students and their families realize how energy is wasted and can be conserved.

You will choose 4 appliances around your home and attach tally sheets to these items. We would ask the members of your household to indicate on the tally sheet when items were used. This data will be tabulated and the total energy used will be calculated. Beyond the financial implications of becoming more energy aware, these lessons will help our students better appreciate energy use and conservation.

We look forward to involving you with these lessons and having your child teach you all about energy and ways to conserve.

Thank you,

Mr. Blum and Mr. Dominguez (6-321 teacher)

1.) At home, explain to your family that you need their help for the next 7 days.

2.) Using the Energy Tally sheets, record “on and off” times of 4 electronics or appliances around your house. (*Hint – tape it above the electronic or appliance to make it easy to remember)

3.) Discuss with your family what your “action plan or next step” will be to reduce your energy use.

4.) Put your plan into action

Homework• “Sally” p. 71 – parent signature• “Sally” p. 72 – read over with your family tonight• Watt reading assignment – DO NOT glue in• We need Co Ed bills if you’d like to bring yours in –

PLEASE cross out any information you do not want to share!!!

Agenda (in “Sally”) – February 7, 2013• Check p. 71 signature AND hand in reading assignment• Investigating common classroom electronics – 7 stations

• Station #1 – PrinterWatts – predict before turned on – Watts – predict after turning power onWhat do you notice about cost?What else do you notice?• Station #2 - Fan • Station #3 - DVD/VCR stereo• Station #4 - Refrigerator• Station #5 – Air Purifier• Station #6 - SMART board• Station #7 - Grow Light

• “Sally” page 74 – For each station answer the following:• Watts – predict before turned on – • Watts – predict after turning power on• What do you notice about cost?• What else do you notice?

• AIM: Students will apply their knowledge of electrical energy and the Watt by using common electronics to clarify their understanding of electrical energy

Agenda (in “Sally”) – February 11, 2013• Review and grade the James Watt reading

assignment – 15 minutes• Follow the rubric for each section

• (2 points – Got it 1 point – Tried it 0 points – Nope)

• 7 sections X 2 points = 14 points for a PERFECT score!

• AIM: Students will evaluate their understanding of the James Watt assignment by using a peer check rubric and discussing what they have learned

Agenda (in “Sally”) – February 12, 2013• Review for the Energy Quiz – Read over textbook

pages and answer questions• Take notes from the textbook

• Science Fair conferences – Projects due into school 2/25

• AIM: Students will extend their knowledge of Energy by using the Science textbook, reading, answering questions, and group/class discussions

Agenda – February 13, 2013• Energy Quiz • When you reviewed your answers and submitted

your quiz go back to my home page• Click on the Energyville game and follow the

instructions. Please note that the RED writing is what you have to write in your “Sally”

• AIM: Students will extend their knowledge of Conserving Energy by using the an interactive online game called Energyville

Homework – February 13th, 2013• Tally Sheets must be brought to class tomorrow • ALL Ecosystem readings are due Friday, February

15th

• Science Fair Project – due 2/25 – I’m available tomorrow during lunch

• Extra Display boards for sale today ONLY

Agenda (in “Sally”) – February 14, 2013• Take out your data tally sheets from home (p.77)• Take a look at the Data Collection Sheet you’ll be

working on today (p. 78-79)• What looks familiar? What looks new?• Today, you will be calculating your 4 appliances

using this data sheet (25 minutes)• IMPORTANT INFO• Con Ed’s electricity supply rate is $0.83 (Column G)• Cross out column I, we’re not using it today

• AIM: Students will apply energy conservation concepts to every day appliances by calculating use and cost using heir collected data

$0.083

Humidifier 150 90 3780 63 5670 5.67 $0.47 $171.77

Cable Box 5 25 10080 168 4200 4.2 $0.3486 $127.24

Homework – Thursday, 2/14• Write your “Action Plan” on page 73 in “Sally”• Ecosystem readings are due tomorrow!• Science Fair Project – due 2/25