| Subject: Science Energy

| | Enduring Understanding (6 ) facets of understanding) | Students will understand about energy that helps humans’ activities in our daily lives.

Students will understand different forms of energy (light, sound, heat, electrical interact and transform in predictable ways.

Students will understand that energy can be transferred and transformed from one form to another.

Students will understand that renewable and nonrenewable energy sources.

| | Evidence- Performance Task/ Summative Assessment: | the discussion from each energy should be per lesson and on just from students presentation:

1. identify/classify 4 different forms of energy from real world examples
2. explain how light energy causes change and motion
3. model how sound energy travels and creates change
4. examine how heat energy causes changes in matter
5. describe how electrical energy creates motion and change then you still can ask them to demonstrate one form of energy causes change and motion Group presentation (dividing 4 groups)

•      Group-1 (present about “Light”)
  

•      Group-2 (present about “Sound”)
  

•      Group-3 (present about “Heat”)
  

•      Group-4 (present about “Electrical” |
  

| Knowledge (at least 2) Facts | 1.      Students will know the different forms of energy (Sound, light, heat, and electric currents) Describe how they are transformed.   2.      Students will know real-life examples of energy transfer (sunlight – electric energy)   3.      Students will know about the importance of energy in life. | | Skills (at least 2) | 1.      Students will able to identify the different forms of energy (Sound, light, heat, and electric) 2.      Students will able to analyze objects based on the type of energy produce or transfer.   3.      Students will able to conduct simple experiment and explain by themselves. | | Objectives (at least 4)  ****  **** | 1.      Objective: Students will able to recall the definition of energy in classroom.   Evidence- Formative Assessment (1): pair works (discussion) | | | 2.      Students will able to classify between the differences of energy (sound, light, heat, and electric currents) within the classroom activities.  Evidence- Formative Assessment (2):  quizzes | | | 3.      Students will able to draw a diagram by themselves, showing energy transferred from one to another (e.g., light bulb) in the classroom Evidence- Formative Assessment (3): drawing own diagram | | | 4.      Students will able to analyze the experiment with different materials to observe the transfer of energy (heat transfer with a metal spoon in hot water) Evidence- Formative Assessment (4): observed experiments and answered the questions (on papers).

| | | 5.      Students will able to compare the effectiveness of different energy (critique which energy use is the best for humans) Evidence- Formative Assessment (5): essay

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Gaining attention or opening class

Unit Plan

Opening (3-5 minutes)

Lesson (1)

Objective (1): Students will able to classify between the differences of energy (sound, light, heat, and electric currents) within the classroom activities.

Assessment: quizzes and match

Activity (1):  physical activity and show pictures

ask students to clap, turn around, clap- connect to energy (why they can move their body?)

Slide 1: PPT Slide

Title: Understanding Energy: Heat, Sound, Light, and Electrical

Image: Showing A colorful collage of a sun, a speaker, a light bulb, and a lightning bolt.

Ask them “Where do we see energy in action?”

I will give Hook - What Do These Have in Common?

Images:

1. The sun shining brightly
2. A speaker playing music
3. A glowing light bulb
4. A phone charging

Question: "What do all these pictures have in common?"(Hint: They all involve different types of ENERGY!)