CONCEPT: Energy exists in many types and must be conserved.
CONTENT OBJECTIVE: 2I2.00 To understand how energy is used in our environment
INSTRUCTIONAL OBJECTIVES: The learner will:
2.01 describe daily activities that required energy.
2.02 match some daily activities with their source of energy.
2.03 identify the energy sources in cars and other means of transportation.
OUTLINE OF CONTENT:
I. What energy is
II. What gives us energy
III. Energy in the home
TN COMPONENT OF SCIENCE: Science In Society
TN GOAL:
To enable students to demonstrate attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
TN THEME:
4.1 ATTITUDES - The progress of science and the attitudes of society influence one another.
TN STANDARD(S): The learner will understand that:
4.1c The perceived value of any technology may vary for different groups of people and at different times.
BENCHMARK: Individual and collective needs and the influence of societal pressures have motivated technological advances throughout our history.
CLASSROOM CONNECTOR
TIME REQUIRED:
30 minutes
MATERIALS:
Pictures of machines, vehicles or people using energy
SET:
Children, just for a minute I would like for you to think about how you arrived at school this morning. (pause) Please stand if you rode the bus (pause) now stand if you came in a car (pause rode a bike (pause) walked (pause) other (pause) Now, sit back down. Well, as you can see all of us made it to school this morning, but we all didn't get here the same way. However, we used some form of energy to get us here. Today we are going to learn about some forms of energy and their sources.
INSTRUCTION:
A person requires energy to walk, sit, sleep, run and play. More energy is needed to run, less for sleep. Can you tell me what we have to have for our bodies to have energy to do any activity? (Hint: as much as is needed to get the children to tell you FOOD.) A car or truck, even a bus, has to have a form of fuel to make energy so it can go. When your daddy or mother mows the yard, the mower uses the same type of fuel. Can you tell me what we call this fuel? (Gasoline) Now, think about your home and right here in this room. Do we still use candles or lamps like people used to do? (No) We have many new kinds of machines and uses of this kind of energy. Our lights, CD and tape players, TV, hair dryer, mixer, toaster, all use this same form of energy. Can you tell your neighbor what this is? (Electricity) Out on the ocean, what form of energy does a sailboat have to have in order to sail through the water? Please tell your neighbor. (Wind) Food, gasoline, electricity and wind are all forms of energy. Without them, people would not be able to do the activities they do, nor would motor vehicles go, or sailboats sail.
SUPERVISED PRACTICE/ACTIVE PARTICIPATION:
(Have the children get a partner. Ask these questions. Children are to discuss with their partners, then give an oral response to the teacher.)
1. Does it take energy to eat, sleep, sit or play? (response)
2. Does energy come from electricity? (response)
3. Does a car use energy in the form of wind or in the form of gasoline? (response)
4. If you are really tired, would mother suggest a nice glass of gasoline or of milk? (response)
5. For the lamp, toaster and TV to work, would they need energy in the form of wind or of electricity? (response)
6. What does a sailboat need to operate out on the water? response) electricity? (response) wind? (response) gasoline? (response)
CLOSURE:
Today we have talked about some ways energy is used. (Show a picture of an object using energy.) Tell your neighbor what type energy is needed. (response) What type of energy has changed the way we wash and dry our clothes? (electricity)
INDEPENDENT PRACTICE:
(Have all the children make posters, showing objects and the type of energy used by the objects.)
ENRICHMENT OPTIONS:
(The following activities are suggested:
1. Activity cards from TVA
2. Make kites and/or pin wheels
3. Make twirley-birds and/or flying saucers
4. Construct windsocks
5. Create or illustrate a new machine that needs energy)
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time this file has been accessed since 04/20/97.
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