1. Fifth Grade
Science
Unit: 02
Lesson: 01
Suggested Duration: 14 days
The Study of Energy
Lesson Synopsis:
Students will study the forms of energy through lab activities that demonstrate how energy interacts with matter. Light,
sound, heat, and electromagnetism will be explored in this lesson.
TEKS:
5.5 The student knows that a system is a collection of cycles, structures, and processes that interact.
5.5A Describe some cycles, structures, and processes that are found in a simple system.
5.8 The student knows that energy occurs in many forms.
5.8A Differentiate among forms of energy including light, heat, electrical, and solar energy.
5.8B Identify and demonstrate everyday examples of how light is reflected such as from tinted windows, and
refracted, such as in cameras, telescopes, and eyeglasses.
5.8C Demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic effects.
5.8D Verify that vibrating an object can produce sound.
Process TEKS:
5.1 The student conducts field and laboratory investigations following home and school safety procedures and
environmentally appropriate and ethical practices.
5.1A Demonstrate safe practices during field and laboratory investigations.
5.2 The student uses scientific methods during field and laboratory investigations.
5.2A Plan and implement descriptive and simple experimental investigations including asking well-defined
questions, formulating testable hypotheses, and selecting and using equipment and technology.
5.2B Collect information by observing and measuring.
5.2C Analyze and interpret information to construct reasonable explanations from direct and indirect evidence.
5.2D Communicate valid conclusions.
5.2E Construct simple graphs, tables, maps, and charts using tools including computers to organize, examine,
and evaluate information.
5.3 The student uses critical thinking and scientific problem solving to make informed decisions.
5.3A Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their
strengths and weaknesses using scientific evidence and information.
5.4 The student knows how to use a variety of tools and methods to conduct science inquiry.
5.4A Collect and analyze information using tools including calculators, microscopes, cameras, sound recorders,
computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing
devices, magnets, collecting nets, and safety goggles.
5.4B Demonstrate that repeated investigations may increase the reliability of results.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
 Create a booklet to illustrate and explain how items in any formal setting have many forms of energy. In a short
paragraph, describe how energy flows in a circuit and goes through many transformations. Specify how light
energy occurs and how light interacts with matter to create reflections and refractions. (5.5A; 5.8A, 5.8B, 5.8C,
5.8D)
ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4D, 5B, 5G
©2009, TESCCC 07/08/09 page 1 of 66

2. th
5 Grade
Science
Unit: 02 Lesson: 01
KEY Understandings and Guiding Questions:
 Energy may occur in many forms and as it flows within a system it interacts with matter to create change.
— What is a system?
— How does the interaction of energy and matter create change?
— What causes energy to go through a transformation?
— What allows energy to flow within a system?
Vocabulary of Instruction:
 chemical energy  energy  solar energy
 circuit  heat energy  sound waves
 closed /complete circuit  light energy  system
 concave lens  mechanical energy  transfer
 convex lens  open/incomplete circuit  transformation
 electrical energy  reflection  vibration
 electromagnet  refraction
Materials:
 aluminum pie pan 4 in. (11  tape  white paper
cm)  copper wire  book
 clothespin  battery  small mirror
 10-15 chocolate chips  battery holder  protractor
 small candle  light bulb  penny
 matches  scissors  small bowl (not clear)
 solar cooker (created by the  iron nail  pencil
teacher)  paper clips  glass
 skewer (per group)  buzzer  water
 hot dog (per group)  thermometer  convex lenses
 small clear plastic cup (per  safety gloves  concave lenses
group)  iron nail  manila folder
 plastic wrap (per group)  copper wire  ruler
 pepper (per group)  small paperclips  white sheets of paper (two
 tuning fork (per group)  beach ball per student)
 straws -4  small mirrors  ruler
 scissors  index card with slit
 ruler  flashlight
Appropriate materials may be substituted as needed to incorporate district resources and availability.
Resources:
 PowerPoint: Forms of Energy
 STATE RESOURCES:
— Bridging II TAKS - Light and Optics
— Connecting to Unifying Science Concepts through Physical Science – Energy: Light on the Loose, Operation
electricity, Sound Off
— Science TEKS Toolkit: http://www.utdanacenter.org/sciencetoolkit/
Advance Preparation:
1. Create Solar Cookers for the groups that you will have. The handout: How to Create a Solar Cooker will assist
you. Make sure to make enough solar cookers for each group to have one.
2. Have a computer projector and computer ready for the Power Point: Forms of Energy.
3. Make copies of the following handouts:
 Different Energy Everywhere (1 per student)
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3. th
5 Grade
Science
Unit: 02 Lesson: 01
 The Heat is On (1 per student)
 The Heat is On Survey (1 per student)
 Transfer of Heat Energy (1 per student)
 Solar Cooker (1 per student)
 Solar Cooker Survey (1 per student)
 How to create a Solar Cooker (1 per student)
 Dancing Pepper (1 per group)
 Dancing Pepper Survey (1 per student)
 Sounds Good (1 per student)
 Electrical Energy (Light) (1 per group)
 Electrical Energy (Electromagnet) (1 per group)
 Electrical Energy (Sound) (1 per group)
 Electrical Energy (Heat) (1 per group)
 Electrical Energy Survey (1 per student)
 Electrical Energy Map (1 per student)
 Transformation of Energy (1 per student)
 Strong Electromagnets (1 per student)
 Strong Electromagnet Graph (1 per student)
 Mini-Board Picture (1 per teacher)
 Tracking Back Forms of Energy (1 per student)
 Tracking Transformations of Energy Pictures (1 set per group)
 Travel of Light Message (1 per student)
 Reflecting Light (1 per group)
 Angle of Reflection Guide (1 per student or have them copy into notebooks)
 Illusions through Refraction (1 per student)
 Light Energy Interacting with Matter Guide (1 per student)
 Travel of Light Pictures (Optional) (1 per student)
 Search for Energy in Matter (1 per group)
 Kitchen Picture (1 per student)
 Energy in the Kitchen (1 per student)
 Booklet Instructions (1 per teacher)
Background Information:
Energy is anything that has the potential to create change and work. Energy can flow and transfer from one place to
another when it interacts with matter. As energy flows it can change from one form of energy to another, such as from
light energy to heat energy. Energy can never be created nor destroyed and only flows from place to place and changes
its form. The main source of all energy comes from the sun. Some forms of energy are electricity, light, sound, and heat.
Electrical energy is what we use to turn on lights and use our microwaves. Electrical energy can flow within a system
when a circuit is completed. A complete circuit is made of conductors that allow electrons to go through. Electricity can be
used to create electromagnets, light, heat, and sound.
Light energy is a form of energy that people can see. When light interacts with matter, it can refract or reflect. When light
reflects, it bounces off matter. When light refracts, it first transmits through matter then the light bends or changes its
direction.
Sound is a form of energy that we can hear through the sound waves. The application of energy allows matter to vibrate.
These vibrations move back and fourth quickly such as when we strike the strings of a guitar. Sound energy creates
vibrations in sound waves and when these sound waves hit our ears we are able to hear. Sound waves can only travel
through matter such as air, water and solids.
Ice would not melt if heat did not exist. Heat energy is everywhere and can be transferred through the process of
conduction, convection, and radiation. Heat energy impacts the process of the water cycle, wind cycle and other important
processes here on earth.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for
this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created
electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site
for future reference.
©2009, TESCCC 07/08/09 page 3 of 66

4. th
5 Grade
Science
Unit: 02 Lesson: 01
INSTRUCTIONAL PROCEDURES
Instructional Procedures Notes for Teacher
NOTE: 1 Day = 50 minutes
ENGAGE Suggested time: Day 1
1. Open the PowerPoint, Forms of Energy.
2. Go over the PowerPoint slides as you ask the questions provided to you
Forms of Energy
on the PowerPoint and below.
3. Ask at slide 1:
 What is this form of energy?
 From where does this form of energy come? MATERIALS:
 Why do we need light?  PowerPoint: Forms of Energy
The light came from the electricity that comes from the wires out of the  Handout: Different Energy
outlet. Everywhere (1 per student)
 Handout: Different Energy
4. Ask at slide 2: Everywhere KEY
 Where did the wires from the outlets get their energy?
 Is the energy still light energy?
 What form of energy do these wires from the outlets have? Note:
The energy is electrical energy and this energy is coming from the Some students might say that energy
poles. comes from other sources such as
hydroelectric energy. Acknowledge their
5. Ask at slide 3: responses and ask them what other
 Where do electric wires on poles get their energy? energy sources may be available.
The electric wires get their energy from power plants. .
6. Ask at slide 4:
 Where did the power plants get their energy? Note:
 Is the energy still electric? Do not go into detail about how coal is
 What type of energy was it? formed. Mention to them that coal is
The power plants got their energy from coal. The type of energy is derived from dead plants, and that coal
heat energy when coal is burned. has stored energy that plants created
during photosynthesis. More details on
7. Ask at slide 5: these subjects will be covered on a later
 Where did the coal get its energy? date. The main purpose is for students
 Where does coal come from? to see how energy is being transformed
The coal comes from dead plants. from one place to another.
8. Ask at slide 6:
 Where do plants get their energy?
 Is the energy the same or different?
The energy plants get is from the sun.
9. Ask at slide 7:
 Where does the Sun get its energy?
The Sun creates its own energy and the Sun is the main source of
energy for us.
10. Distribute a copy of the handout: Different Energy Everywhere to each
student.
11. Allow students to work on the handout: Different Energy Everywhere and
look at the pictures as a guide.
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5. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
12. Have the students write down what form of energy is occurring, and the
previous form of energy.
EXPLORE Suggested time: Day 1
The Heat is On
1. Divide students into small groups and assign roles.
2. Review safety guidelines with students before starting activity.
Assign group roles.
3. Provide each group with a copy of the handout: The Heat is On and
materials they will need. Instruct groups to follow the directions from the
handout.
4. When groups complete the station, provide them with the handout: The MATERIALS:
Heat is On Survey. Each student will complete one.  Handout: The Heat is On (1 per
student)
 handout: The Heat is On Survey (1
per student)
 one 4 in. (11 cm) aluminum pie pan
(1 per group)
 one clothespin (1 per group)
 10-15 chocolate chips (1 per group)
 tea light candle (1 per group)
 matches (for teacher)
Safety note:
Instruct the students to be careful of the
candle flame. They should pin hair back
and keep clothing away from the flame
of the candle.
5. After students complete the activity, have them write what they have Science Notebook;
learned into their notebooks. Write what was learned.
Note:
Make sure to light the candle for the
students and talk to them about their
safety and about fire. Look at step 3
from the handout: The Heat is On.
Note:
The candle flame needs to be
positioned so that the first chocolate
chip in the row receives the most direct
heat. Heat should transfer slowly down
the row as the metal transfers the heat
energy to the other chips.
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6. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
EXPLAIN Suggested time: Day 1
1. Ask:
 What form of energy was applied to the pan and the chocolate
chips? The form of energy was heat.
 Why did the chocolate chips start to melt at different rates?
MATERIALS:
The front side of the row had more direct heat added to it.
 Handout: Transfer of Heat Energy
 Was there a transfer of energy?
(1 per student)
Explain or show illustration on how energy transferred from one piece of
matter to the next.
2. Say: Heat is a form of energy. Heat was transferred through matter which
was the aluminum pie pan and the chocolate chips. Heat is transferred
through radiation, conduction, or convection. In this lab, heat (energy) Note: The handout: Transfer of Heat
transferred through the process of conduction. Conduction occurs when Energy will allow students to
heat is transferred by direct contact of molecules. The molecules in hot understand how heat transfers through
substances move fast and collide with cooler slower molecules and the process of conduction, convection,
transfer energy. and radiation. Students should be able
to differentiate between the types of
3. Distribute a copy of the handout: Transfer of Heat Energy to each transfer of energy, but not necessarily
student. learn the terms until a later grade.
4. Go over the handout: Transfer of Heat Energy with students.
Ask:
 Do metals transfer heat well? Why? Why Not?
Metals are good conductors of heat and they allow heat to transfer Note: Make sure not to confuse
well; explanations may vary.. students with the terms transfer and
transformation. Transfer means that
 Does the transfer of energy allow it to flow within matter? How?
heat is transferring from one medium to
Heat energy transfers within matter allowing heat energy to flow.
another. Transformation means that the
energy transforms into another form of
energy. You many use the example of
the movie “Transformers”, in this movie
the cars totally transform into another
robotic object.
5. Each student should write what they learned in their notebooks.
Science Notebook;
Write what was learned.
EXPLORE Suggested time: Day 2
Solar Cooker
1. Divide students into small groups and assign roles.
2. Address safety guidelines before starting. MATERIALS:
 Handout: Solar Cooker (1 per
3. Provide each group with a copy of the handout: Solar Cooker and student)
materials they will need. Instruct groups to work on the activity and follow  Handout: Solar Cooker Survey (1
the directions from the handout. per student)
 Handout: How to create a Solar
4. When groups complete the station, provide them with a copy of the Cooker (1 per student)
handout: Solar Cooker Survey. Each student will complete an individual  solar cooker (created by the
survey. teacher)
 skewer (1 per group)
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7. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
 hot dog (1 per group)
5. Allow them some time to write what they have learned into their notebooks.
Science Notebook;
Write what was learned.
Safety note:
Student need to be careful handling
sharp objects. Be sure to get a skewer
that is not sharp or cut the sharp ends
before handing out. They also need to
wash hands after this activity.
This solar cooker could be done as a
teacher demonstration.
EXPLAIN Suggested time: Day 2
1. Ask:
 How long did it take for the hotdog to Cook?
 What helped the hotdog cook?
MATERIALS:
The Sun and the solar cooker helped the hotdog cook.
 Handout: Transfer of Heat Energy
 What form of energy did we use to cook the hotdog?
(1 per student)
We used solar energy.
2. Instruct the students to take out the handout: Transfer of Heat Energy.
Explain that the solar energy being produced by the Sun created heat that
allowed the hotdog to cook through the process of radiation.
Ask:
 The hotdog is a form of matter, so what happened when this form
of energy interacted with the hotdog (matter)?
There was a transformation of energy causing the hotdog to cook.
 What happened to the light (energy) when it interacted with the
foil (matter)? TAKS Strategy: LEP students will
The light reflected at an angle from the foil causing the light to create a be able to relate the word Solar to Sol.
focal point. The word Sol means Sun in Spanish.
 What transformation of energy occurred when the solar energy
interacted with the hotdog? There was a transformation of energy,
going from solar energy to heat energy.
 Is the solar cooker a system?
Allow students to respond.
 What would happen to this system if the foil was removed from
the hotdog cooker?
The hotdog would take longer to cook because there would be no
reflection of light and no focal point.
 What would happen if the Sun was blocked by clouds?
The hotdog would take longer to cook, or may not cook at all, if
enough of the Sun’s heat energy is blocked.
Science Notebook;
3. Allow the students to write what they have learned in their notebooks. Write what was learned.
EXPLORE Suggested time: Day 3
©2009, TESCCC 07/08/09 page 7 of 66

8. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
Sound
1. Divide students into small groups and assign roles.
2. Address safety guidelines before starting. MATERIALS:
 Handout: Dancing Pepper (1 per
3. Provide each group with a copy of the handout: Dancing Pepper and group)
materials they will need. Instruct groups to work on the activity and follow  Handout: Dancing Pepper Survey
directions on the handout. (1 per student)
 Handout: Sounds Good (1 per
4. When the groups complete the activity, provide them with a copy of the student)
handout: Dancing Pepper Survey. Each student will complete a survey.  small clear plastic cup (1 per group)
 plastic wrap (1 per group)
5. When the groups complete the handout: Dancing Pepper Survey, provide
 pepper (1 per group)
each student with a copy of the handout: Sounds Good. Each student will
create their own instrument and will answer the questions from the  tuning fork (1 per group)
handout.  four straws
 scissors
 ruler
 tape (scotch tape works well)
Safety note:
Student should wear goggles.
EXPLAIN Suggested time: Day 3
1. Ask:
 What did you observe when you placed the tuning fork on top of
the cup?
The pepper seemed to move.
 What made the pepper seem to move?
The vibrations of the tuning fork and the waves that traveled through
the air caused the pepper to move.
 What happened when you placed the tuning fork at the bottom of
the cup?
 What happened when you placed the tuning fork on the plastic?
The sound energy (vibrations of the tuning fork) transformed into the
cup and the peppers.
 What form of energy did we use to make the tuning fork vibrate?
 What form of energy occurred when the tuning fork vibrated?
 Was there a transformation of energy when the tuning fork
touched the plastic?
 What type of energy occurred?
Mechanical energy transformed into sound energy when the tuning
fork hit the heel of their foot. The sound energy then transformed into
mechanical energy when the peppers started to move.
 Why did the different straws have a different sound?
 What caused the straws to make a sound?
The size of the straws created a different pitch and the vibrations were
created while they blew on the straws.
 How would blowing on a flute, hitting a drum or playing a guitar
be different and similar? The similarities would be that these
instruments create sound energy by vibrating and allowing the waves
to travel through matter. The differences would be the type of matter
vibrating and the instrument itself.
©2009, TESCCC 07/08/09 page 8 of 66

9. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
EXPLORE Suggested time: Day 4
Electrical Energy
1. Divide students into small groups and assign roles.
2. Address safety guidelines before starting. MATERIALS:
 Handout: Electrical Energy (Light)
3. Provide each group with a copy of the Electrical Energy handouts and the (1 per group)
handout: Electrical Energy Map along with the materials they will need.  Handout: Electrical Energy
Instruct groups to work on the activity and follow directions on the handout. (Electromagnet) (1 per group)
 Handout: Electrical Energy
4. When groups complete the station, provide them with a copy of the (Sound) (1 per group)
handout: Electrical Energy Survey. Each student will complete a survey.  Handout: Electrical Energy (Heat)
(1 per group)
 Handout: Electrical Energy Survey
(1 per student)
 Handout: Electrical Energy Map (1
per student)
 copper wire
 battery
 battery holder
 light bulb
 scissors
 iron nail
 paper clips
 buzzer
 thermometer
 safety gloves
Safety note:
Wear goggles.
Stress safety issues when using any
form of electricity.
EXPLAIN Suggested time: Day 5
1. Ask:
 What is a complete circuit?
Explain to the students that the circuit that they created was a complete
circuit and these circuits are also called closed circuits.
MATERIALS:
 How do these circuits create a system?
Circuits are made of parts that work together to allow energy to flow.  Handout: Transformation of
Energy (1 per student)
 What form of energy is circulating in this system?
Electrical energy is circulating in this system that was transformed
from the battery.
 What happened to the items when you cut the wires from the
circuit?
Items such as the light bulb, electromagnet, etc. did not work.
Explain to the students that the reason it did not work was because there
was not a complete circuit of energy flowing.
 What forms of energy can a closed circuit produce?
Light, heat, sound, and magnetic effects can be produced.
 What is a system?
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10. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
 What are the parts of this system?
The particular item, wires, and the battery were parts of the system.
 Where did this circuit get its energy?
The battery is where this circuit got its energy.
 What would happen if I were to take this source of energy away?
The circuit would not be a complete system.
2. Distribute a copy of the handout: Transformation of Energy to each
student and allow them to complete it.
Ask:
 What Transformations of Energy occurred in these activities?
The transformations of energy that occurred on the closed circuits.
3. Instruct students to write down what they have learned in their notebooks. Science Notebook;
Write what was learned.
EXPLORE Suggested time: Day 6
Electromagnets
1. Place the students into small groups.
2. Provide each group with materials they will be using for the experiment.
MATERIALS:
3. Say: Today we will be working on an experiment. The problem that we  Handout: Strong Electromagnets
have in front of us is that we would like to make strong (1 per student)
electromagnets.  Handout: Strong Electromagnet
Graph (1 per student)
4. Address safety concerns.  Handout: Mini-Board Picture (1 per
teacher)
5. Ask:  iron nail
 What is an electromagnet?  copper wire
 What is a circuit?  battery
 What is a system?  battery holder
 How does this system work?  small paperclips
Review with the students about what they previously learned about circuits
and electromagnets.
6. Display a picture or an actual circuit with an electromagnet. TAKS Strategy:
Ask: Variable: Different amount of coils
 What makes this nail become magnetic? Results: Strength of Magnet (by number
Wrapping a wire (metal conductor) around the nail and then passing of paper clips picked up)
an electric current (electrons) through the wire causes the nail to take
on properties of a magnet.
7. Inform students that their problem for this experiment will be:
 Which electromagnets with coils of 10, 20, and 30 will pick up the Note:
most paper clips? Make sure that students create three
electromagnets with the same type of
8. Distribute materials to the groups including a copy of the handout: Strong nails. The amount of coils around the
Electromagnets for each student. nails should be the only variable.
9. Allow students to work on their hypothesis, materials, and variable.
10. Review with the students how to make coils around the nail.
11. Allow students to conduct their experiment. When conducting their
experiment, students should make a pile of paperclips and place the
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11. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
electromagnet on top of the pile while holding the head of the nail above
the pile.
12. Provide each student with a copy of the handout: Strong Electromagnet
Graph.
13. Each student will have to complete the graph by drawing bars. They will
draw the average from their results.
14. Once groups complete their experiment, allow students to complete the
handout: Strong Electromagnet, including their conclusion. Students Science Notebook;
should also write what they have learned in their notebooks. Write what was learned.
15. Optional: Allow each student to make a Mini-board from their experiment.
This should take less time since they have done some before. Give each
group a copy of the handout: Mini-board Picture as an example to view.
EXPLAIN Suggested time: Day 7
1. Ask:
 Was your hypothesis correct? Why or why not?
Allow students to respond.
 How many paperclips did the electromagnet with 10 coils pick
up?
 What about the electromagnets with 20 and 30 coils, how many
paperclips were picked up for each?
Allow students time to respond. Inform them to give you their averages
while you place their averages on chart paper.
2. Ask:
 Were these electromagnets part of a system?
Yes, they are part of a system.
 What was changed in this system?
 What was being manipulated (Changed)?
The difference in this system was that the coils were wrapped around
the nail.
 What was the variable that was being manipulated?
The coils were wrapped around the nail in different amounts.
3. Ask:
 Did wrapping different coils around the nail make a difference?
Explain.
Yes, it made a difference. The more coils, the stronger the
electromagnet.
 How else could we have made this magnet stronger?
Allow students to respond. Note:
The purpose of the handout:
4. Demonstrate in front of the class that by adding two extra batteries into the Electromagnet Graph is so that
circuit the electromagnet will have more strength. students can focus more into creating
graphs, learn more about the X and Y
5. Tell the students to take out their handout: Strong Electromagnet Graph. Axis and how they are related to the
Ask: variable and results. This will help
 What does it say on the X Axis of the graph? students develop some TAKS strategies
Point to the X Axis, the bottom of the graph. Allow students to respond. when working with graphs.
 Do the words on the graph, “amount of coils,” sound familiar to
you?
Allow students to respond.
©2009, TESCCC 07/08/09 page 11 of 66

12. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
6. Say: The X Axis says, “Amount of Coils”. This is your variable. When
you look or make a graph after an experiment you will always have
your variable on the X or Y Axis, but you will mostly have it on the X
Axis.
Ask:
 What does your Y Axis say?
It says number of paperclips.
7. Say: The Y Axis provides your results. You will always have results
when creating a graph after an experiment.
8. Allow students to present their Mini-boards if applicable.
9. Each student should write down and/or illustrate what they have learned in
their notebooks. Science Notebook;
Write what was learned.
EXPLORE Suggested time: Day 8
1. Divide students into small groups.
2. Provide students with materials they will need.
3. Distribute one copy per group of the handout: Tracking Transformations MATERIALS:
of Energy Pictures and one copy per student of the handout: Tracking  Handout: Tracking
Back Forms of Energy. Transformations of Energy
Pictures (1 set per group)
4. Each group will cut the pictures that are on handout: Tracking  Handout: Tracking Back Forms of
Transformations of Energy Pictures and tape them on the beach ball. Energy (1 set per student)
 beach ball
5. After the students tape the pictures onto the beach ball, tell them to get
into a circle.
6. Have the students pass the ball around the circle, allowing each student a
chance to catch the ball.
7. When a student catches the ball, they should look at what picture their
right thumb is on.
8. The student will then say the name of the item, talk about the forms of
energy that are being produced, and the item’s previous energy. They will
also have to explain the transformation of energy that occurs when utilizing
the specific item.
9. After the groups complete the activity, allow them time to complete the
handout: Tracking Back Forms of Energy. They only have to complete
six items from the activity.
Science Notebook;
10. Students will then have to write what they have learned in their notebooks. Write what was learned.
EXPLAIN Suggested time: Day 8
1. Review all the items that were provided to the students from the handout:
Tracking Transformations of Energy Pictures. Talk about the
transformations of energy that occurred.
Ask:
 What are the forms of energy? The forms of energy for each item.
©2009, TESCCC 07/08/09 page 12 of 66

13. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
 What are the transformations of energy? The transformations of
energy that occurred within the items.
 Why are these items a system? Explain.
 How do interactions between energy and matter cause change?
The interactions cause the transformations of matter.
 What helps energy travel and transform into different forms of
energy? Matter helps energy flow, travel and transforms different
forms of energy.
 What allows energy to flow within a system?
Matter helps energy flow within a system.
Tell the students that in order for energy to flow and transform energy, it
has to interact with matter.
Science Notebook;
Write what was learned.
2. Allow students to write what they have learned in their notebooks.
ENGAGE Suggested time: Day 9
Travel of Light Message
1. Provide each student with a copy of the handout: Travel of Light
Message.
2. Say: I am trying to read this message, but I can’t read it. MATERIALS:
Ask:  Handout: Travel of Light Message
 Can anyone help me read this message? Do you know what this (1 per student)
message says?  small mirrors
 solar cooker
3. Allow the students to try to read the message and give them time to see if
they can solve the problem about how to be able to read the message.
4. When students can’t find the message and cannot find a solution, provide
them with a hint that they might need to use a special tool to help solve the Bridging II TAKS: Light and
problem. Optics Grade 5 is also a good resource
for this concept.
5. After a five minutes or when a student suggests that they might need a
mirror, distribute the small mirrors so that students can read message.
Ask:
 What does the message say?
6. Tell students that today they will be learning the properties of light energy.
Ask:
 What do you know so far about light energy?
Allow students to respond.
7. Take out the solar cooker that you previously used.
Ask:
 What helped us cook the hot dog when we used this solar
cooker?
The light energy that was being reflected helped us cook the hotdog.
8. Say: Today we will be learning more about light.
EXPLORE Suggested time: Day 9
Reflecting Light
1. Place the students into small groups.
2. Provide each group with materials they will be using.
©2009, TESCCC 07/08/09 page 13 of 66

14. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
MATERIALS:
3. Distribute a copy of the handout: Reflecting Light to each group. Inform  Handout: Reflecting Light (1 per
groups to read the directions and complete the data table. group)
 Handout: Reflecting Light KEY (1
per teacher)
 index card with slit
 flashlight
 white paper
 book
 small mirror
 protractor
Note:
Make sure to review with students on
how to use a protractor.
4. Tell students to write down what they have learned into their notebooks.
Science Notebook;
Write what was learned.
EXPLAIN Suggested time: Day 10
1. Ask:
 Is light a form of energy? Does light travel in a straight line?
Yes. Yes, light does travel in a straight line.
 What caused the light to bounce back?
MATERIALS:
The light bounced back because of the mirror.
Tell the students that the mirror is matter and the light changed its  Handout: Angle of Reflection
direction due to light energy interacting with matter, which in this case is Guide (1 per student)
the mirror.
 What characteristics of the mirror created the light to reflect
(bounce back)?
Tell students that smooth surfaces on matter will make the light bounce Misconceptions:
back.  Students often confuse reflection
and refraction.
2. Say: Look at the floor or the white board (if white board is available).  Students think that in order to reflect
Ask: light, an object must be light and
 Can you see a reflection of yourself there? shiny.
The floor and the white board show a blurry reflection.
 Why can’t you see your reflection so well?
The floor and the white board are not as smooth as the mirror.
 If I waxed the floor, would that create a better reflection? Note:
It is up to you if you want to cover what
3. Instruct students to take out their data chart from the handout: Reflecting the angle of incidence and angle of
Light. reflection are. Students do need to
Ask: learn is that the angles are equal.
 What were the angles of the light bouncing out?
Review point B (Angle of light bouncing out). Inform students that the
angle of the light going in is called the angle of incidence and the angle TAKS Strategy: Students can
being reflected is called the angle of reflection and both angles should be learn what concave means by
equal. looking at the shape and noticing that
this type of shape (concave) has an
4. Take out the solar cooker, and rip the top portion of it (the section that has inwards shape. Convex is the opposite
the aluminum). Instruct students to take out their notes on the solar cooker of concave and has an outward shape.
from their notebooks if available.
©2009, TESCCC 07/08/09 page 14 of 66

15. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
A good way to review this is by using a
5. Bend the aluminum piece as it was with the solar cooker (concave shape). spoon to see the differences.
Ask:
 What caused the light to create a focal point?
Tell the students that the light creates a focal point due to the aluminum
piece being bent inwards. Note:
Say: This shape is called concave, causing the light to reflect You may provide a copy for the students
inwards. of the handout: Angle of Reflection
Guide so that they can paste it into their
6. Bend the aluminum piece outward (convex shape). notebooks or you may draw it on the
Ask: board so that students can draw it
 How will the light react when it interacts with this convex shape? themselves.
Allow students to respond. Inform the students that the angle of incidence
will still equal the angle of reflection, but the angle will go out.
7. Take out the handout: Angle of Reflection Guide. Provide each student
with a copy of the handout or draw it on the board for students to write it on
their notebooks. Science Notebook;
Write what they have learned.
8. Review the handout: Angle of Reflection Guide with students.
9. Allow students to write about what they have learned on their notebooks.
EXPLORE Suggested time: Day 11
Moving Coin
1. Place the students into small groups.
2. Provide each group with materials they will be using including a copy of the MATERIALS:
handout: Illusions through Refraction.  Handout: Illusions through
Refraction (1 per student)
3. Place a bowl on a flat surface.  penny
 small bowl (not clear)
4. Have students place a penny in the bowl (not in the center). Instruct them  pencil
to look at the coin from an angle, at eye-level. They should only see the  glass
outer edge of the coin  water
5. Students will make an illustration of the coin and bowl on the handout:  convex lenses
Illusions through Refraction.  concave lenses
 manila folder
Say: Try not to move and keep looking at the coin while you very  flashlight
slowly pour water into the bowl.  ruler
6. The coin will appear to move into the center of the bowl. Note:
The purpose of the moving coin is to
7. Instruct students to place their fingers into the bowl to confirm that the coin see how the refraction of light seems to
did not move. make the penny move.
8. Allow students to complete the first section of the handout: Illusions
through Refraction.
9. Allow students to write what they have learned into their notebooks.
Science Notebook;
Pencil Bend Write what was learned.
10. Instruct students to place the pencil inside the glass.
11. Have students make an illustration of the pencil and glass on the handout:
Illusions Through Refraction.
©2009, TESCCC 07/08/09 page 15 of 66

16. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
12. When they complete the illustration, students should fill the glass with
water nearly to the top.
13. Instruct students to complete the handout: Illusions Through Refraction.
Refraction Using Lenses
14. Provide students with convex lenses. Convex lenses bulge out and bring
light rays together. (Students may be grouped according to supplies
available, and each student should have an opportunity to manipulate the
lenses in order to understand the difference between concave and convex
lenses.)
15. With a piece of tissue feel the convex lens and allow them to draw it on
their notebooks.
16. In a darkened room, place a manila folder on a desk to use as a screen. Note:
You may want to add a comb in front of
17. Take a flashlight and place it about 30cm from the manila folder. the flashlight lens to make this activity
more effective.
18. Turn on the flashlight and point it toward the screen.
19. Place the convex lens between the flashlight and screen, so the light
passes through the lens.
20. Observe what happens as the lens is moved back and forth between the
light and the screen.
21. The teacher should ask the students to infer (or come to a conclusion
based on their observations) how the lens is affecting the light.
22. With the room lights on, have students extend their hands with a convex
lens. Have students look for an image in the lens. (There should be an
image that is upside down.)
23. Place the lens on an open book with text. Raise the lens slowly from the
printed words and observe the print.
24. Take a second convex lens and line up the two lenses. Move one lens Science Notebook;
back and forth. Write what they have learned.
25. Repeat the same activities (steps 15-24) with concave lenses. Students
should conclude that convex lenses refract light to a focal point and
concave lenses refract light outward.
26. Allow student to write what they have learned into their notebooks.
EXPLAIN Suggested time: Day 11
Refraction
1. Ask:
 How does light go through refraction?
Allow students to explain.
MATERIALS:
 Why did the coin seem to move when we placed water in the
bowl?  Handout: Light Energy Interacting
Explain to the students that there was no water in the bowl at first, so the with Matter Guide (1 per student)
light traveled in a straight line from the coin to their eyes. As the water was  Handout (Optional): Travel of Light
added into the bowl, the light interacted with the water and caused the light Pictures (1 per student)
to bend or refract. The angle of the light being refracted, allowed us to see
©2009, TESCCC 07/08/09 page 16 of 66

17. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
the coin.
2. Ask:
 What seemed to happen to the pencil as we added water?
The pencil appeared to bend into two pieces and looked crooked.
 How did the light react as they went through the convex lens?
The light transmitted through the lens, but then bent in.
 How did the light react as they went through the concave lens?
The light transmitted through the lens as they bent outwards.
3. Draw an illustration for the students on the board to show how light refracts
when it passes through convex and concave lenses.
4. Distribute a copy of the handout: Light Energy Interacting with Matter
Guide to each student.
5. Tell students that light interacts with matter several different ways
depending on the properties of matter. Review the handout: Light Energy
Interacting with Matter Guide.
6. You may also review light by using the handout: Travel of Light Pictures. Science Notebook;
Students will be able to practice this as you explain. (Optional) Write what they have learned.
7. Allow students to write down what they have learned into their notebooks.
ELABORATE Suggested time: Days 12 and 13
1. Place the students into small groups.
2. Provide each group with materials they will be using.
MATERIALS:
3. Each group will receive a handout: Search for Energy in Matter. They are  Handout: Search for Energy in
to find items from the internet, around campus, or around the classroom. Matter (1 per group)
4. Say: You need to find items (matter) and find some interactions that it has
with energy. Find and describe the forms of energy, transformations of
energy, how energy flows within the item, and how light energy interacts
with the item.
5. Each student will fill in their own handout: Search for Energy in Matter
Form, but will be able to work as a group.
6. Once the students complete the task, they should review and check for Science Notebook;
understanding. Write what they have learned.
7. Allow students to write in their notebooks what they have learned for the
day.
Note:
Allow students to work in groups, but
each student is to complete their own
handout. They should find items that are
examples of forms of energy,
transformations of energy, how energy
flows within the item (system), and how
light interacts with the item.
©2009, TESCCC 07/08/09 page 17 of 66

18. th
5 Grade
Science
Unit: 02 Lesson: 01
Instructional Procedures Notes for Teacher
EVALUATE Suggested time: Day 14
Performance Indicator
1. Provide each student with a copy of the handouts: Kitchen Picture and
Energy in the Kitchen.
MATERIALS :
2. Each student will complete the performance indicator by creating a booklet  Handout: Kitchen Picture (1 per
to illustrate and explain how items in a kitchen have many forms of energy student)
and how this energy flows in a circuit and goes through transformations.  Handout: Energy in the Kitchen (1
They will have to specify light energy and how light interacts with matter to per student)
create reflections and refractions.  Handout: Booklet Instructions (1
per teacher)
3. After the students are done, they will have to turn in their work.  white sheets of paper (2 per
student)
 scissors
 ruler
Note:
Students should be looking for items
such as fruit in the bowl (chemical
energy), lights are on, microwave. If you
have students with special needs some
scaffolding may be needed for students.
Handout: Kitchen Picture
©2009, TESCCC 07/08/09 page 18 of 66

19. th
5 Grade
Science
Unit: 02 Lesson: 01
Different Energy Everywhere KEY
What form
Property
of energy What was the previous
Form of Energy of Example 1
is being form of energy?
Energy
produced?
Solar Energy that Solar Solar (Sun Creates its own
comes Energy)
from our
Sun
Light Energy that Light Electrical energy was the
travels in (Some may previous form of energy.
visible respond
waves Heat)
Heat Energy that Heat Electrical or Fire energy was
creates the the previous form of energy.
movement
of matter
(molecules)
Electrical Energy that Electrical Solar energy was the
moves previous form of energy
through
matter in
charged
particles
Sound Energy that Sound (Some Electrical Energy was the
travels in students may previous energy (Some
waves that say students may say
we can mechanical mechanical)
hear due to since the
vibrations speakers
of matter. move)
Mechanical Is the Mechanical Chemical energy was the
energy of previous form of energy
work and
motion
Chemical Energy Chemical Potential energy with the
stored in a Energy combination of electrons
substance
and
released
during a
chemical
reaction.
©2009, TESCCC 07/08/09 page 19 of 66

20. th
5 Grade
Science
Unit: 02 Lesson: 01
Different Energy Everywhere
What form
What was the
Property of of energy
Form of Energy Example 1 previous form of
Energy is being
energy?
produced?
Solar Energy that Solar Solar (Sun Creates its
comes from own Energy)
our Sun
Light Energy that
travels in
visible waves
Heat Energy that
creates the
movement of
matter
(molecules)
Electrical Energy that
moves
through matter
in charged
particles
Sound Energy that
travels in
waves that we
can hear due
to vibrations of
matter.
Mechanical Is the energy
of work and
motion
Chemical Energy stored
in a substance
and released
during a
chemical
reaction.
©2009, TESCCC 07/08/09 page 20 of 66

21. th
5 Grade
Science
Unit: 02 Lesson: 01
The Heat is On!!!
(Station 1)
1. Place chocolate chips in a row across a 4 inch (11 cm) aluminum pie pan.
2. Without scattering the chocolate chips, carefully place a clothespin to one end of the row.
3. Light a candle with the use of matches. (Handle fire with care!)
4. Place the aluminum pie pan over the flame of the candle. Make sure that the front row of the
chocolate chips are on top of the fire. Continue to heat for about fifteen minutes and complete
The Heat is On Survey Handout.
©2009, TESCCC 07/08/09 page 21 of 66

22. th
5 Grade
Science
Unit: 02 Lesson: 01
The Heat is On Survey KEY
1. Draw an illustration on how the chocolate chips looked before and after heat (energy) was applied
to the aluminum pie pan and chocolate chips (matter).
Before Heat was Applied After Heat was Applied
Students will draw an illustration Students will draw an illustration
2. What type of energy was being used?
Heat energy was being used on this activity.
3. Did the chips all melt at the same time? Why did the chocolate chips start to melt at different
rates? Which part of the row of chocolate chips started to melt first? Explain?
Not all the chips melted at the same time. The chocolate chips that were closer to the fire (heat)
started to melt at a faster rate. The more energy that is applied, the faster the chocolate chip will
melt.
4. Was there a transfer of energy? Explain or illustrate how the transfer of energy occurred.
There was a transfer of energy. Heat energy transferred into the aluminum pie pan and then the
heat transferred into the chocolate chips. (Students may draw a picture here to explain.)
©2009, TESCCC 07/08/09 page 22 of 66

23. th
5 Grade
Science
Unit: 02 Lesson: 01
The Heat is On Survey
1. Draw an illustration on how the chocolate chips looked before and after heat (energy) was applied
to the aluminum pie pan and chocolate chips (matter).
Before Heat was Applied After Heat was Applied
2. What type of energy was being used?
3. Did the chips all melt at the same time? Why did the chocolate chips start to melt at different
rates? Which part of the row of chocolate chips started to melt first? Explain?
4. Was there a transfer of energy? Explain or illustrate how the transfer of energy occurred.
©2009, TESCCC 07/08/09 page 23 of 66

24. th
5 Grade
Science
Unit: 02 Lesson: 01
Transfer of Heat Energy
Radiation = Heat travels Convection = Heat
Conduction= Heat
in Waves and can go contacts liquid and gas
contacts solid molecules.
through empty space. molecules.
Ex. Sunlight Ex. Transfer of heat into pot Ex. Wind Cycle
Cooler
Warm
Ex. Microwave Ex. Iron Ex. Heating up Water
Warm
Cooler
©2009, TESCCC 07/08/09 page 24 of 66

25. th
5 Grade
Science
Unit: 02 Lesson: 01
Solar Cooker
(Station 2)
1. Look at the Solar Cooker and answer the following questions in your notebooks:
Will this Solar Cooker be able to cook this hot dog? Why or Why Not?
2. Look for the focal point by placing the solar cooker outside to get direct sunlight. You should be
able to see a bright light at the center of the solar cooker. Once you see the focal point, punch
a hole on each side of the pieces of the board. If the holes are already there then check to see
if the holes are direct to the focal point.
Focal Point
3. Place the skewer through the hotdog and mount the skewer by using the holes that are in the
side pieces of cardboard. Spin the skewer randomly until the hotdog gets cooked.
4. Answer the following questions from the handout: Solar Cooker Survey.
©2009, TESCCC 07/08/09 page 25 of 66

26. th
5 Grade
Science
Unit: 02 Lesson: 01
Solar Cooker Survey KEY
How long did it take for the (Answers may vary depending on the day and how
hotdog to cook? students placed their focal point.)
What helped the hotdog The Sun and the use of the solar cooker helped the
cook? hotdog to cook. The aluminum that was placed on
the solar cooker allowed the Sun to reflect light and
heat into the hotdog.
What form of energy did we The form of energy that cooked the hotdog was
use to cook the hotdog? solar energy.
The hotdog is a form of When the hotdog was exposed to the solar energy
matter. What happened it reacted by cooking.
when this form of energy
interacted with the hotdog
(matter)?
What happened to the light The light reflected or bounced back once it
(energy) when it interacted interacted with the foil.
with the foil (matter)?
To what form of energy did The solar energy transformed into heat energy.
the solar energy transform
when it went through the
hotdog?
What would happen to the The solar cooker would not be as effective because
System of the Solar Cooker less light would be reflected.
if I were to take away the
foil from the top portion?
©2009, TESCCC 07/08/09 page 26 of 66

27. th
5 Grade
Science
Unit: 02 Lesson: 01
Solar Cooker Survey
How long did it take for the
hotdog to cook?
What helped the hotdog
cook?
What form of energy did we
use to cook the hotdog?
The hotdog is a form of
matter. What happened
when this form of energy
interacted with the hotdog
(matter)?
What happened to the light
(energy) when it interacted
with the foil (matter)?
To what form of energy did
the solar energy transform
when it went through the
hotdog?
What would happen to the
System of the Solar Cooker
if I were to take away the
foil from the top portion?
©2009, TESCCC 07/08/09 page 27 of 66

28. th
5 Grade
Science
Unit: 02 Lesson: 01
How to Create a Solar Cooker
1. Get a shoe box and create a focal length about 1/3 deep into the box. Draw an inclined curve
up into the box to make it look like a ramp. Cut one side of the box with scissors. Make sure to
use the same piece to cut the other side so that the box can have the same sides.
2. Cut out a piece from a poster board that will fit the top of your opened box. Place the shiny part
of the aluminum foil on top of the piece of poster board.
3. Place the piece of poster board, with the aluminum, on top of the opened box and tape it from
the sides by using masking tape. Make sure that you do not leave that many opened gaps and
do not bend the foil. Keep the foil as smooth as possible with its shiny side up.
4. Cut out two pieces of cardboard and place them on the sides of the shoe box. This will support
your skewer.
©2009, TESCCC 07/08/09 page 28 of 66

29. th
5 Grade
Science
Unit: 02 Lesson: 01
Dancing Pepper
(Station 3)
1. Place plastic wrap on top of the cup. 5. Strike the tuning fork again, while you
pick up the cup, and allow the tuning
fork to touch the bottom of the cup.
Write down what you observed and
explain why this happened on the
Dancing Pepper Survey handout.
2. Add a pinch of pepper on top of the
plastic.
3. Grab a tuning fork and strike it on the
bottom of your soft soled shoe.
6. Strike the tuning fork the third time,
allow it to touch the plastic on top of the
cup. Write down what you observed and
4. Place the tuning fork right on top of the explain why this happened on the
cup (do not allow the tuning fork to Dancing Pepper Survey handout.
touch the plastic or pepper). Write down
what you observed explain why this
happened on the Dancing Pepper
Survey handout.
©2009, TESCCC 07/08/09 page 29 of 66