Energy Heat, Light, & Sound
Supplies Needed iv
Lesson 1 - What is Heat? 1
Lesson 2 - The Sun: Heat & Light Source 4
Lesson 3 - Heat Sources and Production 11
Lesson 4 - Heat Transfer 17
Lesson 5 - Heat Transfer Continued 25
Lesson 6 - Heat Conductors and Insulators 30
Lesson 7 - Temperature 36
Lesson 10 - Reflection, Refraction, and Absorption 49
Lesson 11 - Light and Color 55
Lesson 12 - Sound 61
Lesson 14 - Unit Project 70
Heat, Light, & Sound EnErgy
©2017 Jenny Phillips | www.Jennyphillips .com
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Science Journal All of The Good & the Beautiful science units include activities for a science journal. For each child, prepare a 1"-2” 3-ring binder to function as their “science journal.” Have wide-ruled paper and blank white paper on hand for science journal activities. All completed journal activities are to be kept in the science binder. You may also consider having the children create a cover for their science journals, which they insert under the clear cover of the binder.
Science Wall All The Good & the Beautiful science units include vocabulary words to be placed on your “science wall,” which is a wall in your learning area on which you can attach the vocabulary words and other images. Print and cut out the vocabulary cards at the beginning of the unit. The course will indicate when to place them on the wall.
Lesson Mini Books Many of the lessons included in this unit incorporate science mini books. The mini books are included with the lesson and require very little assembly. To make your mini books, simply print the pages single-sided,
cut them in half along the dotted lines, and then stack the pages together and staple twice along the left side.
Lesson Preparation All The Good & the Beautiful science units include easy-to-follow lesson preparation directions at the beginning of each lesson.
Experiments Many of The Good & the Beautiful science lessons involve hands-on experiments and teacher demon- strations. Always supervise the children as they participate in the experiments to ensure that they are following all necessary safety procedures.
Teaching Older Children? This unit study is designed for Grades K-6. If you are teaching older children (Grades 7-12), look for the “older children” symbol at the end of each lesson. There you will find ideas for guiding older children through more in-depth research and study.
Unit Information
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Lesson 1 - What is Heat? • three glass jars • red food coloring • blue food coloring • hot water • cold water
Lesson 2 - The Sun: Heat & Light Source In this lesson you will be given the option to choose between three different experiments. The following supplies are grouped according to the experiment chosen.
• a muffin tin • plastic wrap • 12 small items (Choose some that will melt and some
that will not. Items may include crayon pieces, chocolate chips, ice, a marshmallow, a small scoop of coconut oil, shortening or butter, a piece of candle wax, a toy car, a rock, a piece of bread, some salt or sugar, an orange slice, a damp napkin, etc.)
OR
• three plastic cups • potting soil • three dry beans to plant
OR
• a shoe box • tape (masking or packaging tape) • a small plate (optional) • aluminum foil • two graham crackers per child • a dozen chocolate chips per child • five mini marshmallows per child • plastic wrap • a ruler, pencil, or stick to prop box open
Lesson 3 - Heat Sources and Production • a steel wool pad (optional) • one cup vinegar (optional) • a mason jar with lid (optional) • a food thermometer (optional)
• a small bowl (optional) • a computer that has been turned on for awhile (optional) • a hair dryer (optional) • a light bulb in a light socket (optional) • a toaster (optional)
Lesson 4 - Heat Transfer • a candle, any size • one marshmallow per child, any size (optional) • one skewer per child (optional) • one pair of scissors • tea bags, at least four • a lighter or matches • a metal spoon • a glue stick or liquid glue
Lesson 5 - Heat Transfer Continued • four to six crayons for each child (offer the children a
variety of colors) • two sheets wax paper for each child (at least 4.25"x5.5") • a cheese grater or vegetable peeler (to shave crayons
with) • scissors • clear tape • microwave • a birthday candle • a metal butter knife • a lighter or matches • a medium or large candle in a glass jar (the top of the
candle should sit only an inch or two below the top of the glass)
• a hot pad • an ice cube tray • red and blue food coloring • a small bottle with a narrow opening (see picture of
brown bottle shown in Lesson 5) • a large clear tub • water
Lesson 6 - Heat Conductors and Insulators • 10-15 objects from the home that are examples of heat
conductors and insulators (see lesson for examples)
Heat, Light, & Sound EnErgy
Absorption Absorption occurs when a ray of
light lands on a material and the light energy is absorbed into the material. As the light energy is absorbed by the material, it is converted into
heat energy.
Refraction Refraction occurs when a ray of
light passes through a material that causes the light ray to bend.
The Visible Spectrum the portion of light energy that we can see
Science - Elementary
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Preparation
o Print The Sun and Solar Radiation mini book and assemble.
o Read to the children: Today we are going to learn about the sun. The sun is absolutely essential for life on earth. In what ways do you think we need the sun?
o Science Journal Have the children open to a blank page in their science journals and title the page “Why We Need the Sun.” Have the children create a
list of reasons why we need the sun. After they have listed as many reasons as they can, continue with the lesson. Have them add to this list throughout the lesson as they discover new reasons.
o Lesson Mini Book Read the mini book included in this lesson: The Sun and Solar Radiation.
o Science Wall Place the vocabulary card: Solar Radiation on the science wall.
o Discussion After reading The Sun and Solar Radiation, discuss the final question at the end of the mini book: How do you use solar radiation in your life?
Items of discussion may include:
• Ultraviolet radiation (UV) from the sun provides the energy needed for our bodies to convert specific chemicals in our skin into vitamin D. Vitamin D is used by the body to build bones along with other important functions.
• In a process called photosynthesis, plants use the sun’s energy to produce sugars and starches that allow the plants to grow and develop. We then use plants for many things, such as food, shade, shelter, paper, and more.
• We can hang towels or clothing out in the sun to dry.
• We put windows in our homes, and sometimes skylights in the roofs of our homes, to let in light.
• Some people cook food in solar ovens using the heat from the sun.
Objective
• Help the children identify the sun as the main source of heat and light for the earth, and that it is essential for life on earth.
• Help the children understand that solar radiation is the process in which heat and light from the sun come to earth.
Lesson 2
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Solar radiation comes to the earth in the form of waves called electromag- netic waves. Electromag- netic waves are special kinds of waves that include both electric and magnetic energy. These waves travel at the speed of light (299,792,458 meters per second) through space and reach all the way to the earth. Some of these waves we see as sunlight, but many of these waves are invisible.
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The scientific name for sunlight is solar radiation. Solar radiation travels millions of miles through space all the way to the earth and beyond. So how does solar radiation travel through space all the way to the earth?
This heat and light energy created within the sun shines down upon the earth. We call this sunlight.
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Lesson 4
Radiation Radiation is heat energy given off as rays. Heat from a hot object is passed in electromag- netic waves in every direction. As a lamp radiates light, so does a hot object radiate heat. Radiation is the transfer of heat through waves rather than molecules.
The waves of heat emitted from the sun radiate all the way to the earth and beyond.
As a fire burns, the rays of heat are emitted outward in all directions, and heat radiates to all that is near.
Microwaves rely on radiation to cook food. When a microwave is turned on, it emits waves that cause the water molecules within the food to shake and move vigorously. As the molecules begin to move vigorously, they generate heat, which in turn cooks the food.
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Science - Elementary Lesson 5
crayons have melted. If they have not, continue to microwave them 30 seconds at a time until the crayon shavings are all melted.
5. Carefully remove from the microwave. Caution: Wax paper and crayon wax will be very hot!
6. Allow the wax to cool for several minutes until it has hardened.
7. Ask the children what form of heat transfer caused the crayon shavings to melt. If necessary, remind them that microwaves heat the contents by means of radiation.
8. Allow the children to cut the cooled wax paper art into any shape they desire. Have them tape the edges of the shape shut (in case the wax is heated and melts again) with clear tape.
9. Display artwork by taping them to a window where the light will shine through the colors.
o Conduction Experiment: Melting Wax 1. Before Lesson Preparation: Light a birthday
candle and allow drops of wax to drip a long the sharp end of a butter knife. (While the soot that collects on the knife during the experiment should easily wash off, it is suggested that you do not use your best silverware!)
2. Experiment: Ask the children what they think will happen if you lay the handle of the knife over a candle flame. Place the handle of the butter knife across the candle flame or flames. (NOTE: Use a hot pad from this point on to handle the knife.) Have the children watch closely as the first drop of wax begins to melt, followed by the next drop, and so on until all of the wax has melted.
3. Ask the children how the heat of the flame transferred to the wax. Explain that this is an example of conduction. The heat from the flame is transferred to the knife and slowly moves down the knife. For this reason, the wax does not melt all at once, but rather as the heat reaches it as it moves down the knife.
o Convection Experiment: Hot and Cold Water Before Lesson Preparation:
1. In one empty section of an ice cube tray, drop ten drops of blue food dye. Fill the same section with water and carefully stir the water and the food dye together. Place in the freezer long enough for the liquid to freeze through.
2. Fill a large clear, rectangular container full of water, and let it sit so that it will reach room temperature.
Experiment:
3. Fill a small bottle with a narrow opening (such as the brown bottle shown in the picture on the next page) with very hot water. Add 10 drops of red food dye to the water. NOTE: The bottle does not need to be glass. However, if it is not glass, it may float at the top of the water. This is fine and will not change the effects of the experiment.
4. Remove the blue ice cube from the ice cube tray,
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In some elements the atoms give and take electrons, transferring electrons to each other. These specific electrons are called free electrons, and they move from the outer most part of an atom's shell. Elements that have these free electrons are good conductors. The free electrons in these types of elements allow heat to move easily through them.
Metal is one of the best conductors of heat. The free electrons within the atoms of metal allow the transfer of heat to move quickly. Of all the metals, silver is the very best conductor. However, less expensive metals such as copper, aluminum, brass, and others are excellent conductors and are used in many products that we use daily.
Copper Silver Brass Aluminum
Science - Elementary Lesson 10
metal pans, computer or tablet screen, metal bathroom fixtures, DVDs and CDs, etc.
Ask the children what characteristics they notice to be similar between the most reflective items. Remind them, if necessary, that smooth surfaces reflect far better than rough surfaces. Also explain that aluminum and silver are the two most reflective materials on earth.
o Science Wall Place the vocabulary card Reflection on the science wall.
o Absorption Experiment Have the children bring the black and white rocks back inside. Have the children feel the temperature of the two rocks with their hands
and against their cheeks. Ask them which rock feels warmer. [black rock] Next ask them why they think the black rock is warmer.
o Read to the children: Absorption occurs when a ray of light lands on a material and the light energy is absorbed into the material. As the light energy is absorbed by the material it is converted into heat energy. This is the reason why the black rock was warmer than the white rock. It absorbed more of the light, and the white rock reflected a lot of the light. Black objects absorb more light than other colored objects.
o Science Wall Place the vocabulary card Absorption on the science wall.
o Demonstration Hold a small pebble two feet above the table. Drop the pebble. Now place a large clear glass full of water on the table. Holding the pebble two feet above the glass, drop the pebble into the water.
o Read to the children: What was different when I dropped the rock in the water verses just through the air? [The water slowed the fall of the rock.] Water is more dense than air, so
it slowed down the fall of the rock. Light has the same reaction in water. When light passes through water, it slows down. The same thing happens when light passes through glass and plastic.
o Refraction Experiment Have the children watch as you place a pencil in the same glass of water. Ask the children what they notice about the pencil. Ask them
what happens to the appearance of the pencil when it is in the water.
o Read to the children: Refraction occurs when a ray of light passes through a material that causes the light ray to slow and bend. Because water slows the travel of light, the light bends as it passes through it. So when we look at the pencil in the water, it appears distorted or warped because of the bending of the light rays.
o Science Wall Place the vocabulary card Refraction on the science wall.
o Activity Cards Have the children complete the activities listed on the lesson "Activity Cards." (An additional activity for card number one is listed under the "Older Children - Lesson Extension" section.)
Answer Key:
Card #1: refraction Card #2: absorption Card #3: reflection Card #4: refraction Card #5: reflection Card #6: refraction
o Older Children - Lesson Extension Have the older children (Grades 7-12) research and define the following terms:
• angle of incidence • angle of reflection • convex • concave • specular reflection
#3 - Hold the metal spoon with the rounded back of the spoon towards your
face. What do you see?
Is this an example of reflection, refraction,
or absorption?
Activity Cards
#4 - Look at the picture of the lion. Then place a clear glass of water directly in front of the lion. What happened? Now,
move the glass forward three or four inches. What happened to the direction of the lion's face?
Is this an example of reflection, refraction, or absorption?
2 © Jenny Phillips
Our world is full of beautiful, vibrant colors. Whether in the oceans below, the skies above, or somewhere in between, color is a wonderful part of our world. God has blessed us with color. He has designed a way in which we can see the many different colors. Let's discover how!
Light and Color
Preparation
o Fill a shallow baking dish (such as a rectangular cake pan) with one-inch of water. Have this on hand, along with a straw, for the third "Read to the children" section in this lesson.
o For each child, print one copy of the What Is Sound? page included in this lesson.
o Optional Read-Aloud At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud section at the beginning of the unit.
o Read to the wchildren: So far in this unit we have learned about different types of energy, some that can be felt, some that can be seen, and some that are seemingly invisible. Today we will be learning about another form of energy that cannot be seen. However, this form of energy can be heard and, in some cases, felt. This form of energy is called sound.
So what is sound? How is sound created? How does sound travel? Today we are going to experiment with sound and discover answers to these questions.
o Science Journal Give each child a copy of the "What is Sound?" recording page. Tell the children that as they complete today's activities, they will record their observations and answers on this page.
Children may record their answers as drawings or written explanations, depending upon their ability level.
o Activity Have the children walk around the home (inside and outside) and make a list of things that make sound. Have them record their answers on #1 of the
"What is Sound?" page and categorize their answers accordingly.
o Experiment Give each child a balloon, and have them blow it up and tie it.
Have the children turn the balloon so the knot faces away from their faces. Then have them place their balloons about one-fourth inch away from their mouths. Have them place the palms of their hands on each side of the balloon, then begin to talk. Ask the children what they feel. [the balloon vibrates] Have them try talking in a loud voice or soft voice.
Objective
• Help the children understand how sound is created and how sound travels. • Define the vocabulary words: vibration, medium, and sound waves.
Lesson 12
c
c Why does a violin create a higher sound and a cello create
a lower sound?
Some sounds are very high in sound. Some sounds are very low. Most sounds are somewhere in between. The degree to which a sound is high or low is called pitch. Pitch is determined by how fast or slow the specific
vibrations are. In this example, the length of the strings and the size of the instrument affect how fast the vibrations are.
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Sound waves can be big and small. The larger the vibration, the larger the sound wave. And the larger the sound wave, the louder the sound is. Which
sound wave indicates the loudest sound? Which indicates the quietest?
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Depending on the vibration of an object, sound waves can be fast or slow (frequent or less frequent). The more frequent a vibration, the higher the pitch.
The less frequent a sound wave is, the lower the pitch. Of the two orange arrows, which shows a higher pitch?
Information Cards