ITL 518 Unpack NGSS Standard Discussion 2 (1) (1)

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National University College *

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518

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Electrical Engineering

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May 10, 2024

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docx

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Uploaded by nanamel

Unpack NGSS Standard Domain Energy Grade Level Grade Level Fourth Performance Expectation 4-PS3-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Science and Engineering Practice SEP-1 Asking Questions and Defining Problems SEP-2 Developing and Using Models SEP-3 Planning and Carrying Out Investigations SEP-4 Analyzing and Interpreting Data SEP-5 Using Mathematics and Computational Thinking SEP-6 Constructing Explanations and Designing Solutions SEP-7 Engaging in Argument from Evidence SEP-8 Obtaining, Evaluating, and Communicating Information Discipline Core Ideas PS3.A-E2 Energy can be moved from place to place by moving objects or through sound, light, or electric currents. Cross Cutting Concepts CCC-2 Cause and Effect CCC-5 Energy and Matter CCC-6 Structure and Function Student understandings (What students will understand; big ideas) Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. Light also transfers energy from place to place. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. Student knowledge and skills (What will students be able to know and do) Define energy and identify the different types that exist. Define potential and kinetic energy. Relate specific energy types to different engineering projects. Describe the role of engineering in finding and testing various energy sources for electricity production. How will you apply/include other disciplines Evidence of energy being transferred to or from an object at stations with toy cars or bouncy balls. A yo-yo that produced light

Students making their cars move Students’ cars colliding with other objects. Make your thinking clear as you review each one. Remind students of their work with collisions in Module 1, and ask them to think about the different ways that they transferred energy to their cars. Common Misconceptions Energy is made or lost (created or destroyed). Energy is a thing or a substance. The energy stays in one object forever. The object with energy is the energy (the Sun is energy). Technology Presenting PowerPoint slides. Watch video Spark-energy-unc-trailer video https://app.twigscience.com/video/sparks-energy-inc-trailer-video/VVNFTlRXRTAwMTA 2 The Sparks Energy, Inc. website provides information about energy. In order to write for the website, students will investigate: How people use energy resources Where do these energy resources come from How using different energy resources affects the environment. Ms. Gomez needs students to provide real data and evidence to support their energy claims, and to use scientific reasoning to explain these claims. Share with students that, in this module, they will: Conduct research Carry out investigations and document results. Perform interviews. Write reports, advertisements, and articles, and create artwork for Sparks Energy, Inc. Vocabulary (Vocabulary that relates to the content i.e., mitosis) Solar, environment, energy transfer, atmosphere Academic Language (Academic relates to the process and practices i.e., interpret data. Suitcase words: you can pack them up and use them in other curricular areas.) Investigate, identify, research, apply, solar, environment. energy transfer, atmosphere

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