MySci Unit 20 – What Energy Does (PREVIEW)

 

 

Physical Science:
Natural Resources, Transferring and Transforming Energy

What is the relationship between energy and forces? Exploring the forces applied from natural resources, (solar, hydro and wind), the students expand their understanding of the many different meanings of “energy”.


Download Instructional Materials

MySci Unit 20 Preview

Suggested Grade Level: 4th Grade

36 pages
2017-2018 edition

Developed with primary support from the Monsanto Fund.

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  • Melissa

    Students found Section 1, Lesson 2 very engaging and high-interest.
    I found it helpful from a classroom management and time management perspective to break the “Explanation” Stations into two parts. The class did all the stations together, but they were in small groups of 3 students.
    Part 1: After reading the book aloud, make and place the wind plates outside. Because you have to wait 30 minutes to get the plates, you can conduct the feather activity and observations/discussion during this wait time. After the feather activity, get the plates from outside and use magnifying glass to observe. Discuss.
    Part 2: Reflect again on the wind activities. Then conduct the solar paper activity. During the 5 minutes of wait time, students can create a chart (teacher models) from the “Evaluate” questions. View solar paper. Complete water turbine by watching teacher. Watch videos. Complete “Evaluate” chart that was created earlier.

    • skyler wiseman

      Melissa, thank you for your detailed explanation of this lesson. We are always interested in how teachers implement the lessons.

    • skyler wiseman

      That makes good sense. We can use your feedback for the next iteration. Thanks!

  • Lesli Henderson

    I think I am going to try to have the students collect data about the type of wind they used to move the feather on lesson 2. I thought they could try blowing it and measure how far it went. Then they could try fanning it with paper and measure. Then they can try fanning it with a book or cardboard. They could make a graph of the results. They could do three trials of each (or some other type of wind they think of) They could graph the average.

  • Dytania Harris

    The students really enjoyed moving the feather in lesson two. I set the lesson up as a relay and the students were split up into teams of 3. I had a starting line (using tape) and an ending line set up in the hallway and they thoroughly enjoyed using wind energy to move the feather all while racing their peers.

  • M. Burgess

    My class is really enjoying this MySci unit. The lessons are also closely aligned to the labs this time. My only concern is the unit test. The one posted on our school’s website has 11 questions and the one given to us during professional development only has 10 questions.

    • skyler wiseman

      Let me check with Christina and see what got lost in translation. Thanks for the heads up.

  • Lesli Henderson

    My students really enjoyed the feathers as well. We timed how long it took them to get it from one place to another. We competed and used various ways to create wind.

    • skyler wiseman

      I’d love to see pictures of that, lol!

  • Lesli Henderson

    The students did the design challenge. I asked them to decide how we could design this lesson better. They suggested a few things. They thought maybe they could use different sized hockey pucks to reduce the amount of rolling around. The floors at school are not level so that was frustrating to them. Also they said maybe if we had some kind of friction like a tight carpet they could control the ball rolling a little better.

    • skyler wiseman

      Give that student a gold star! What a great idea. it would also be so much easier to set a disc at the end of the ramp than a ball that keeps rolling around. Let me confer with the kit development team and see what we can come up with for the next iteration of Unit 20.