Energy Unit bundle NGSS aligned STEM CER
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Description
This bundle includes everything you need to teach an NGSS aligned middle school energy unit. These highly engaging lessons (GOOGLE and PDF versions) align with the philosophy of the NGSS, including a focus on deeper understanding of content as well as application of content, student performance expectations, and integration with mathematics. The lessons are classroom tested and ready for immediate implementation.
This bundle supports the NGSS standards MS PS3-1, MS PS3-2, MS PS3-3, MS PS3-4. MS PS3-5, HS PS3-3, MS ETS1-2, MS ETS1-3, and MS ETS1-4.
KINETIC ENERGY, MASS, AND SPEED INVESTIGATIONS NGSS MS PS3-1 CER
These two investigations allow students to develop an understanding of the relationship between kinetic energy and mass of an object, and kinetic energy and speed of an object.
A review (or introduction) of some of the key terms such as mass, kinetic energy, speed, energy transformations, and conservation of energy is given including a short activity where students “discover” the formula for speed.
In the two investigations students will be creating a collision between a ball (representing a meteorite) and a container of flour (representing the Earth). The kinetic energy of the ball (meteorite) will deform the flour surface (Earth’s surface) and the amount of deformation can be used to determine the kinetic energy of the ball.
Students will be designing and performing their experiment, collecting data, graphing and analyzing the data to see the relationship between mass, speed, and kinetic energy.
They will use the CER (claim, evidence, reasoning) structure to write their conclusion.
INVESTIGATING POTENTIAL ENERGY AND ENERGY TRANSFER NGSS MS PS3-2 CER
These engaging lessons allow students to develop an understanding of the relationship between gravitational potential energy, the mass of an object, and the height of the object, and also how energy is transferred when two objects interact.
A review (or introduction) of the key terms kinetic energy, potential energy, the law of conservation of energy, the connection between force and energy, and mass is given.
Students will prepare a simple teeterboard and will investigate how to maximize the potential energy of an action figure placed on the board. Students will be designing and performing their experiments, collecting data, and analyzing the data to see the relationship between gravitational potential energy, mass, and height of object.
They will use the CER (claim, evidence, reasoning) structure to write their conclusion.
Students will complete summary statements after a guided questioning session.
HEAT TRANSFER (CONDUCTION, CONVECTION, RADIATION) INVESTIGATIONS NGSS MS PS3-3
These engaging lessons allow students to develop an understanding of how heat is transferred by conduction, convection, and radiation.
These lessons are introduced with an anchor phenomenon which is revisited at the end of the unit.
Common misconceptions about heat transfer are also addressed in these activities.
The following key questions are answered by performing a number of activities:
What is the difference between thermal energy and temperature?
What is heat?
What is conduction and what materials are good conductors?
What materials make good insulators?
What is convection?
What is radiation?
What are the misconceptions that we hold about hot and cold objects?
Students will complete three hands-on activities related to conductors and insulators.
Students will complete three stations related to convection.
Students will be designing and performing their experiments, collecting data, and analyzing the data to see how different colored surfaces are affected by light radiation.
Students will complete summaries on conduction, convection, and radiation.
A written assessment on heat transfer is included.
DESIGNING AND CONSTRUCTING A SOLAR OVEN STEM MS PS3-3 MS ETS1-2,3,4
This highly engaging project is an engineering and design activity that allows students to apply their knowledge of heat transfer to build an effective solar oven.
Students are introduced to the project with a video outlining why solar ovens are very useful in poorer countries.
Students will first be designing and performing an experiment, collecting and analyzing data, to see which insulating material is the most effective for their oven. Students then design, construct, test, and redesign their solar oven (made of simple materials) to see if it reaches the desired temperature.
A written assessment is included which allows for students to critique their design and offer ideas for improvements. It also allows students the opportunity to explain how the solar oven works using scientific principles, and assesses their understanding of the thermal energy vocabulary in relation to the solar oven.
INVESTIGATING CONNECTIONS BETWEEN ENERGY TRANSFER, MASS, MATERIAL, & TEMPERATURE
These highly engaging lessons will allow students to develop an understanding of the relationship between thermal energy transfer, the mass, the type of matter, and the change in the average kinetic energy of the matter as measured by the temperature.
These lessons are launched with an anchor phenomenon which is revisited during the unit.
A review (or introduction) of some of the key terms such as mass, kinetic energy, temperature, thermal energy, and heat is given.
Instructions and answers for four investigations are given in order for you to select some or all to use, depending on your time and requirements.
The first investigation has students designing and implementing an experiment to determine the relationship between thermal energy transfer, mass, and the change in temperature (average kinetic energy) of the materials. They use the CER (claim, evidence, reasoning) structure to write their conclusion.
The second investigation answers the question of how heating different masses of the same material affects the final temperature of the material.
There is a choice of two investigations to answer the question of how equivalent heating of the same mass of different materials affects the final temperature of the two materials.
Two of these investigations use a simulation and easily obtainable materials are used for the other two activities.
ENERGY CONVERSIONS, TRANSFERS, ARGUMENTS, AND A RUBE GOLDBERG MACHINE CER STEM
These highly engaging lessons allow students to gain a greater understanding of energy conversions, kinetic energy transfer, and the application of energy conversions and energy transfer when building a Rube Goldberg machine.
These lessons are launched with an anchor phenomenon which is revisited during the unit.
Students initially learn about the difference between kinetic energy and potential energy, the law of conservation of energy, and the nine types of energy.
Energy transformations (conversions) are then discussed and demonstrated in detail before the students are introduced to stations where they need to identify the corresponding energy conversions.
Instructions and answers for ten stations are given in order for you to select some or all to use, depending on your time and requirements.
Students then perform a simple investigation to collect evidence to support the NGSS standard MS PS3-5:
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
They use the CER (claim, evidence, reasoning) structure to write their conclusion.
Students are assessed on their understanding of energy conversions and energy transfer by using the design process to construct a Rube Goldberg machine that completes a specific task.
A written assessment is included which allows for students to identify the energy conversions, energy transfer, and energy losses occurring in their machine, and also to critique their design and offer ideas for improvements.
Easily obtainable materials are used for all these lessons.
Answers (when appropriate) are given in the detailed teacher notes and rubrics are included.
The science and engineering practices below are incorporated in this unit:
Developing and using models.
Engaging in argument from evidence.
Planning and carrying out investigations.
Analyzing and interpreting data.
Constructing explanations and designing solutions.
Using mathematics and computational thinking
The students will encounter the Cross-cutting concepts:
Energy and matter
Systems and system models
Teacher slides (228 slides)
Detailed teacher notes including all materials needed (97 pages)
Printable student worksheets with activity instructions, analysis questions, and formative assessments (57 pages)
Sample answers for student worksheets
Rubrics are given when appropriate
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Forces and Interactions Unit Bundle NGSS Aligned STEM CER
Email any questions you have with the subject line “Energy Unit Bundle” to us at engagersinscience@gmail.com and we’ll be happy to answer them.
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