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Title of Unit
Subject
Unit #:
Energy Transformation
Environmental Science and Technology
2
Grade Level
Time Frame
10
One cycle (8-10 classes)
Daniel Languay
Essential Questions: What provocative questions will foster inquiry, understanding, and transfer
(explanation, interpretation, application, perspective, self-knowledge, empathy) about the big ideas are
desired? What misunderstandings are predictable?
of learning?
- Energy Transformation
- Relationships between energy, motion, molecules and temperature
- Energy efficiency
Student will know What key knowledge and skills will student acquire as a result of this unit?
(e.g. vocabulary, terminology, definitions, key factual information, critical details, important events or people,
sequence and timelines)
Cross Curricular Competencies: How does the intended learning promote the intellectual,
Broad Areas of Learning: How does the intended learning promote Health and well-being,
personal and career planning, Environmental Awareness and Consumer Rights and
Responsibilities, Media Literacy, or Citizenship and Community Life?
- Use information
- Communicate
- Cooperate with others
- Solves problems
Universal Design for Learning: How will you present information and content in different
ways? How will you differentiate the ways that students can express what they know? How will you stimulate
interest and motivation for learning?
desired understandings? By what criteria will performance of understanding be judged? How will students
receive feedback from which to base improvement?
They will do hands-on labs and produce reports that will demonstrate their
understanding of the theory.
homework, journals) will students demonstrate achievement of the desired results? How will students receive
feedback regarding these?
How will you use assessment to promote learning? How will you show
students their strengths and suggests how they can develop further?
tools and task will you use to provide evidence of achievement for
reporting?
Lab Reports
Group Quizzes
Group Practice Exercise
Exit Cards
Energy Puzzle
Learning Focus:
Energy and its Forms
Learning Focus:
Potential Energy
Learning Focus:
Kinetic Energy
Learning Focus:
Conservation of Energy
Learning Focus:
Thermal Energy
Learning Focus:
Energy Efficiency
Learning Focus:
Summative Assessment
Key ideas:
-Definition of Energy
-Categorizing Energy into 9 forms
-The definitions of the 9 forms of energy
Key ideas:
-Factors that affect potential energy
-Relationships between the factors and potential energy
(Mass, Acceleration, Distance, Gravity; Ep=mgh)
Key ideas:
-Factors that affect kinetic energy
-Relationships between the factors and kinetic energy
(Mass, Velocity; Ek=0.5mv2)
Key ideas:
-The law of Conservation of Energy: Energy cannot be
created or destroyed, only converted from one form to
another.
-The total Energy in a closed system is constant (ET=Ek+EP)
Key ideas:
-Factors that affect thermal energy
(Mass, Change in Temperature, Nature of Substance)
-Difference between heat and temperature
[Q=mc(Tf-Ti)]
Key ideas:
-Relationship between Work and Energy (W=Ef-Ei)
-Definition and difference between useful energy and
useful work
%Eefficiency=(Useful Energy/Initial Energy) x 100
Key ideas:
Assessment:
Energy Puzzle
Exit Card on forms of
energy in my life
Assessment:
Potential Energy
Experiment Report
Assessment:
Small group quiz on Kinetic
Energy
Assessment:
Free fall Experiment Report
Assessment:
Specific Heat Capacity
Experiment Report
Group Practice Exercise
Assessment:
Lesson Quiz
Exit Card on efficient
energy practices
Assessment:
Practical Lab Exam and
Report
Theoretical Unit Test
4
Exceeding
expectations
Recognizes the
Is able to determine the
forms of All energies
different forms of
involved in a system.
Energy
Recognizes that some
energies may belong to
more than one form.
Understands the
Can manipulate the energy
relationships between laws to determine All of
the factors of interest in a
energy forms and
given energy system.
their factors
Recognizes exceptions to
the laws.
Uses appropriate
Using proper scientific
laws and principles they
scientific laws and
principles to describe can account for All of the
conversions that occur in
Energy systems.
an energy system. Is able
to predict conditions for
optimal conversions of
energy
Produces appropriate Reports follow All
scientific norms and
scientific reports.
methods. Uses appropriate
scientific terms in his/her
written vocabulary.
3
Meeting
expectations
Is able to determine the
forms of All energies
involved in a system.
2
Approaching
expectations
Is able to determine the
forms of Most energies
involved in a system.
1
Not yet meeting
expectations
Is able to determine the
forms of Few energies
involved in a system.