Aubrey Henneke Unpacking Physics Function Words Template 1 Use function words below to begin the unpacking process

of teaching. Physics Function Words About Above Across Beside Between By In Itself Inside Into None Nothing On Since Several Through Toward Under Until After Down Like Onto That Up Around Except Little Out of Them Upon At Each Many Outside These With All Either Most Over They Within Another For Must One This What Any From Much Other Those Which Both Few Near To

Topic: Potential and Kinetic Energy Sub-question 1: How does a trebuchet work? Sub-question 2: What is potential energy Sub-question 3: What is kinetic energy Sub-question 4: What type of energy is electricity? Sub-question 5: Is sound energy? Sub-question 6: What is the difference between conduction and convection? 1. Students select from the word list to describe what they discovered about ENERGY. Having students look at the function words will help them understand the language used in science. a. You can see both convection and conduction with a boiling pot of water on the stove. (CONVECTION) can be seen inside as the boiling water. (CONDUCTION) is found outside, in the form of the pot. This form of kinetic energy is called (HEAT ENERGY.) (POTENTIAL ENERGY) can be seen through forms of electromagnetic energy, gravitational energy, and nuclear energy. Class Discussion: i. Did all of the groups come up with the same words or are there different patterns? ii. What do these patterns reveal? iii. Record student responses.

b.

2. Vocabulary

Introduce a text about Eyes; include any new vocabulary students need to know to understand what they are reading.

Potential energy Kinetic energy Gravitational potential energy Electromagnetic potential energy Nuclear potential energy Heat Light Sound Convection Conduction

Baines, F. (2004). e.encyclopedia science. New York, NY: DK. Fullick, A. (2005). Turning up the heat : energy. Chicago, IL: Heinemann Library, A division of Reed Elsevier, Inc. Geiger, B. (2006). Energized!. Washington, D.C.: National Geographic Society. Mason, P. (2006). Wackiest machines ever! : Forms of energy. Chicago, IL: Raintree, A division of Reed Elsevier, Inc. Stockley, C., Oxlade, C., Wertheim, J., & Tomlins, K. (2007). Illustrated dictionary of physics. Usborne Pub Ltd. 3. Discuss and choose the appropriate text structure.

E. encyclopedia by project manager Fran Baines provided many examples and definitions about potential and kinetic energy. It also provided a more in-depth study of the various sub-types of each. I would keep this source in the classroom for students to explore examples of various scientific units. Turning up the heat : energy by Ann Fullick had is an excellent source for definitions and examples about the types of energy. The text is for more advanced readers, but can be manipulated to work for various levels of readers. The glossary and text features make this a flexible and usable source for teachers and students. Energized! by Beth Geiger was my favorite resource. I would keep this book available at all times during the unit for students to browse. The book is simple to read, it is uncluttered, has meaningful visuals and examples, key ideas for each section, language integration at the end, a glossary, and many other useful elements for teachers and students. Wackiest machines ever! : Forms of energy by Paul Mason is a wonderful hook for students regarding this topic. Using sequence charts of wacky and fun machines, the author explains how types of energy, potential and kinetic, are applied during the process of using machines such as trebuchets, jet-packs, and steam powered cars! This book could be used to make connections between history and science lessons, while encouraging student critical thinking. Illustrated dictionary of physics may be helpful to upper level readers, and ELL students. It is a little over-bold typed, but the authors provide many visual examples, charts, and picture diagrams of how physics concepts work. I would use this book as a teacher led tool or in a center. 4. Apply what we know about the chosen text structure to begin confirming or adjusting student thoughts from the initial activity. (This also helps with prediction skills) a. Also, remind students to look for the function words provided in the initial activity - these are clues. 5. a. Class discussion to find out what students discovered. Record student responses.

Begin the: activity - experiment, or class project.....

Science

Semantic Map Template 2Description: There are two types of energy, potential energy and kinetic energy. Kinetic energy is energy associated with movement, or motion. There are many types of kinetic energy. One type of kinetic energy is sound energy. Sound energy is created when sound waves move in the air. Examples of sound waves that you can see or feel are guitar string and vocal chords. Light energy is another form of kinetic energy. Light energy travels in waves from a light source. Examples of light energy include the sun and light bulbs. Kinetic energy can also be seen in the form of heat energy. Heat energy is the movement of atoms from a high temperature to an area of low temperature, and it is found in two ways, conduction and convection. Conduction is the movement found in solids, such as aluminum pots. Convection is the movement of heat across liquids and gasses. You can find convection in hot air balloons, boiling water, or sea breezes. Sources: Baines, Geiger and Fullick

Key Words: is, has, does, for example How I will use: This will be used as part of our science concept word wall. Every time my class starts a new science lesson, the students build their own word walls to help them throughout the lesson. With teacher guidance, students will pick out the most important words in the lessons and arrange them on their word wall. While we work on vocabulary, each student will be collecting/ creating concept cards. At the end of the unit, students will use sidewalk chalk and their concept cards to link definitions on the sidewalk outside or on a posterboard, make connections across the unit, and reinforce/organize the information from across the unit so that they can build their schema. This may look like the image above.

Sequence Graphic Organizer 3- How does a trebuchet work? Description: First, the weight at the bottom of the trebuchet is moved up and forward using kinetic energy. Second, the weight has potential energy as the weights are in place and ready to be launched. Next, the weight is drops stored potential energy, turning it into kinetic energy. Finally, the trebuchet is in full motion as it swings the arm over and throws the stone. Source: Mason ** Correction on the chart. On #3, the word is should be dropped.

Key Description Words: First, second, next, finally How I will use: This will actually be an introduction/ modeling lesson to an activity in which the students will make their own miniature trebuchets in groups. The students will be asked at the end of the activity to explain how potential and kinetic energy works while demonstrating their trebuchets to the class.

Compare and Contrast Graphic Organizer- Heat Energy Description: Heat energy is the movement of atoms from a high temperature to an area of low temperature, and it is found in two ways, conduction and convection. Conduction is the movement found in solids, such as aluminum pots. Some solids make better conductors than others. An insulator is a conductor that does not transfer energy very well such as rubber and glass. Metals, such as aluminum, conduct energy better than other solids, which is why most pots and pans are made from metals. This allows for the pot to heat up quicker, so the food can cook more quickly. Convection is the movement of heat across liquids and gasses. You can find convection in hot air balloons, boiling water, an ice cube in a drink, or sea breezes. Source: Baines, Fullick, Stockley

Key words: One, another, both, alike, different, similar How I will use: This will be used as an assessment tool. The students will be asked to independently fill in the compare/contrast chart with at least bullets for each category.

Cause/Effect and Problem/Solution Template 5 Description Potential and Kinetic energy comes in many forms. When different forces are acted upon an object, it affects what type of energy is used. Electromagnetic potential energy is created due the position of a body in a force field by an electromagnetic force. Gravitational potential energy is created due the the position of an object relative to a mass in which it exerts gravitational force on it. Nuclear potential energy is created due to stored energy in an atomic nucleus, and is released during radioactive decay. Light kinetic energy travels in waves from a light source. Electrical kinetic energy is created when electrons move. Heat kinetic energy is the movement of atoms. Sound kinetic energy is created when sound waves move/vibrate through the air. Sources: Fullick, Geiger, Stockley **Nucleus

Key Words: Cause, become, due to How I will use: I will use the Cause and Effect Diagram as a teaching tool and center. Students will be given matching cards in the center, and will be asked to match up the type of force with the type of energy. They may also use the cards as a word sort to show that the forces cause either potential or kinetic energy.

Literature Evaluation Template 6 e.encyclopeia Science by Fran Baines Questions about the Science Topic: _______Science___________________ literature Yes No Comments Is the literature age X This book would be appropriate for teachers appropriate? and upper level elementary school students to use as a resource. What is the publication X Published in 2004 date? Is the book outdated? Is the Science material X Gives correct information about kinetic and presented accurately? potential energy and various examples of each. Is the Science material X The material is presented in organized presented clearly? categories. The illustrations are appropriate for the information provided. Does the literature add X The diagrams and information about energy to the understanding of provides meaningful applications to the topics Science? discussed. Will this literature X The illustrations are meaningful and interesting, promote interest in thus capturing the attention of children. Science? Is the literature sensitive X Generally, only people displayed in the text are to your minority scientists. students? Is the literature sensitive N/A to your low socioeconomic students? Is the minority or low N/A socioeconomic student presented negatively? Does the literature leave X The book provides illustrations and examples students ready to about potential and kinetic energy that spark participate in the science discussion and application in and out of the lesson? classroom.

Turning up the heat : energy by Ann Fullick Questions about the Science Topic: _______Energy___________________ literature Yes No Comments Is the literature age X This book would be appropriate for teachers appropriate? and upper level elementary school students to use as a resource. What is the publication X Published in 2005 date? Is the book outdated? Is the Science material X Gives correct information about energy and presented accurately? applications of energy. Is the Science material X The information is clearly organized into presented clearly? sections with specific topics, bold subheadings, bold vocabulary words and text features. Does the literature add X The visuals and information allow for teacher to the understanding of and student use for content. Some text features Science? even provide extension examples of the scientific application. Will this literature The visuals and information are modern and X promote interest in up-to-date with important applications of Science? energy and our modern world Is the literature sensitive The visuals portray individuals of many races X to your minority and genders. students? Is the literature sensitive N/A X to your low socioeconomic students? Is the minority or low X There are visuals of all people working together socioeconomic student to conserve energy in many parts of the world. presented negatively? Does the literature leave The book provides students with an expanded X students ready to knowledge about how energy works, and how it participate in the science affects the world. lesson?

Energized! by Beth Geiger Questions about the literature Is the literature age appropriate? What is the publication date? Is the book outdated? Is the Science material presented accurately? Is the Science material presented clearly?

Yes X

Science Topic: ______Energy____________________ No Comments The book would be appropriate for upper-level readers and the teacher. It may not be appropriate for visual learners. X Published in 2006 The information about energy is correct. The information is provided in many forms of visuals, simple wording, and is uncluttered. Thus, this book would be ideal for many types of learners including low-level readers and ELLs. The information is straight to the point and factual. Thevisuals provided are rich with meaning and application. The visuals and topics, such as how potential and kinetic energy applies to fireworks, draw students to inquiry. Only 3 out of 18 pictures with individuals included minorities. N/A N/A

X X

Does the literature add to the understanding of Science? Will this literature promote interest in Science? Is the literature sensitive to your minority students? Is the literature sensitive to your low socioeconomic students? Is the minority or low socioeconomic student presented negatively? Does the literature leave students ready to participate in the science lesson?

X X X

The information is factual and interesting. The information is provided in many different formats that leave the students ready to participate.

Wackiest machines ever! : Forms of energy by Paul Mason Questions about the Science Topic: _____Energy_____________________ literature Yes No Comments Is the literature age X This book would be an excellent resource for appropriate? all students. What is the publication X Published in 2006 date? Is the book outdated? Is the Science material X All of the information about energy is accurate. presented accurately? Is the Science material X The information is organized and mapped out presented clearly? with sequencing charts labeling the type of energy used with descriptive text and visuals. Does the literature add X The illustrations and charts contribute to the to the understanding of understanding of the text and content, adding Science? meaning to the text and topic. Will this literature X The visuals and text help students make promote interest in connections to the topic of energy, and allows Science? them to learn application. Is the literature sensitive X There is a timeline in the back of the book that to your minority maps out various wacky inventions from students? around the world. Is the literature sensitive N/A to your low socioeconomic students? Is the minority or low N/A socioeconomic student presented negatively? Does the literature leave X The visuals, charts, and text features urge students ready to students to apply the content in various ways. participate in the science lesson?

10

Illustrated dictionary of physics Stockley, C., Oxlade, C., Wertheim, J., & Tomlins, K. Questions about the Science Topic: _______________Human Body___________ literature Yes No Comments Is the literature age X This book would be beneficial to both students appropriate? and teacher. It has a higher level of content, so the text may be better for high-level readers, but the illustrations could easily be manipulated and used to support low-level readers and ELLs What is the publication X Published in 2007 date? Is the book outdated? Is the Science material X The information about energy is correct. presented accurately? Is the Science material X The information is organized by category and is presented clearly? guided with text features. Does the literature add X The visuals and text work together to create to the understanding of meaningful content. The main topics are boldScience? faces, and other vocabulary type words are starred to guide for foot-notes to show where their specific definitions can be found. Will this literature X The illustrations are vivid and detailed, which promote interest in will promote interest for visual learners. Science? Is the literature sensitive N/A to your minority students? Is the literature sensitive N/A to your low socioeconomic students? Is the minority or low N/A socioeconomic student presented negatively? Does the literature leave X The content is detailed and supported by strong students ready to visuals and text feature, thus preparing the participate in the science student and teacher for the lesson. lesson?

11

Mapping Template 7 Use this template for mapping vocabulary words or concepts. For add a picture, simply add a picture of the word or concept focused on in the map,

Types of Energy Kinetic Energy Potential Energy

Sound Energy

Heat Energy

Gravitational Energy

12

How I will use this: I will use as an on-going visual word wall to show the various types of energy. Vocabulary Template 8 Use this template to help students internalize the meaning of vocabulary words. Vocabulary Word: Potential Energy Energy that is stored (Geiger 35) Energy that has the potential of doing something.

Definition: In My Own Words: A Picture to Help Me Remember:

http://www.gloster.com Vocabulary Word: Definition: In My Own Words: A Picture to Help Me Remember: Kinetic Energy Energy of motion (Geiger 35) The energy used as an object is moving

chemwiki.ucdavis.edu .jpg

13

Vocabulary Word: Definition:

Gravitational potential energy Position of an object relative to a mass which exerts a gravitational pull (Stockley 8) The energy caused by gravity

In My Own Words: A Picture to Help Me Remember:

allthefinks.com .jpg Vocabulary Word: Definition: In My Own Words: A Picture to Help Me Remember: Electromagnetic potential energy The potential energy associated with the position of a body in a force field created by an electromagnetic force. (Stockley 8) When energy is being stored due to a magnetic force

www.thisoldhouse.com

14

Vocabulary Word: Definition: In My Own Words: A Picture to Help Me Remember:

Nuclear potential energy The potential energy stored in an atomic nucleus. (Stockley 8) Atoms have potential energy, because they can split or decay.

www.exponent.com Vocabulary Word: Definition: Heat energy The energy that flows from one place to another because of a difference in temperature. (Stockley 9) Energy created from a material heating up and cooling down.

In My Own Words: A Picture to Help Me Remember:

www.physicstrick.com.jpg

15

Vocabulary Word: Definition: In My Own Words: A Picture to Help Me Remember:

Light kinetic energy Travels in waves from a light source (Geiger 12) Light waves traveling to give off energy

www.blog.telecomfuturecentre.it Vocabulary Word: Definition: In My Own Words: Sound kinetic energy Sound waves moving through the air (Finnick 22) Vibrations cause waves to be pushed through the air in the form of sound.

A Picture to Help Me Remember:

smith09.wikis.birmingham.k12.mi.us .gif

16

Vocabulary Word: Definition:

Convection Transfer of heat through a fluid by currents within the fluid (Fullick 53) When heat is transferred through the medium of a liquid or gas

In My Own Words: A Picture to Help Me Remember:

tcpermaculture.blogspot.com Vocabulary Word: Definition: In My Own Words: A Picture to Help Me Remember: Conduction Movement of heat or electricity through a substance (Fullick 53) When heat is transferred through the medium of a solid

www.enerchek-insulation.com

17

Concept Circles Template 9 Use this template to promote either inductive or deductive thinking. For inductive thinking, provide examples in the four sections of the circle and allow students to come up with the concept or work. For deductive thinking, provide the concept or word and one example, allow students to fill in the rest. Inductive/ Deductive Reasoning Circles

How I will use: I will use concept circle to assess student knowledge. Student will be asked to fill in the inductive and deductive reasoning circles in a testing setting.

18

Rubric Template 11

Rubric for __________activity

Elements Graded Outstanding 4 5 Lab Book (0-5) * Is well organized, complete and clear * Includes key ideas or concepts and personal response * Exceptional Recording and Organization of Data * Exceptional Technical Drawings No Grammar Errors Writing is clear and concise, excellent mechanics Responses * Shows deep thought * Evidence of recorded thinking * Other added Elements * Includes a minimum of one graph Mechanics in writing is not always clear Responses * Shows some thought * Some evidence of recorded thinking *Very few added elements * Includes a partially completed graph = ______/10 Poor Mechanics points 3 points Lab Book * Is somewhat organized, clear * Includes key ideas or concepts and personal response but is brief * Good Recording and Organization of Data Needs Improvement 2 1 point Lab Book * Is poorly organized, unclear * Omits key ideas or concepts and personal response * Good Recording and Organization of Data _____ out of 5 possible Unsatisfactory Points Earned

* Good Technical
Drawings Some Grammar Errors

* Poor Technical
Drawings Poor Grammar

(0-5)

Responses _____ * Shows little thought out of * Poor evidence of recorded thinking * No added elements * Missing the 5 possible

graph

Comments:

Total Points: ____ + ____

19

20