YOUR ENERGY OR MINE
MASTER TEACHER Gladys Tilley
GRADES K-2
OVERVIEW
This lesson provides students with the information that energy
comes in many different forms, and we use energy in many different ways.
The lesson uses the hands-on approach, learner interaction with teacher and each
other, real life, concrete experiences and a video to teach about energy and
some of its uses. Some hands-on activities include experimenting with
sound, doing a chemical experiment, using radiant energy, constructing
electrical energy collages and using mechanical energy. Atomic energy will
be mentioned only as one of the sources of energy.
ITV SERIES
Bill Nye, The Science Guy: 145 Energy
LEARNING OBJECTIVES
Students will be able to:
*name some forms of energy
*tell ways energy can be used
*demonstrate energy usage
MATERIALS
(for teacher)
1 box oatmeal
1 half pint milk
1 small bag or shaker of sugar
1 apple
1 small can of apple juice
chart and marker or chalkboard and chalk
1 rubber band
1 candle and matches
1 pair tongs
1 test tube 1/4 to 1/3 full of water
electric fan
1 book
(for learners)
rubber bands ( 1 per learner)
(for rotations/centers for 3 to 4 learners per rotation)
A. Sound Energy - Vibrations
rubber bands (1 per learner)
2 shoe boxes
2 shoe box lids
B. Chemical Energy - Balloon Blow Up
20 ounce soft drink bottles (1 per learner)
1 box baking soda
1 bottle vinegar
1 balloon per learner
4 plastic spoons
4 - 1 cup measuring cups
C. Radiant Energy - Bending Light
1 bottle cooking oil
clear plastic or glass cups (1 per learner)
2 measuring cups for measuring and pouring oil
2 measuring cups for measuring and pouring water
1 quart water
pencils, sticks, dowels, straws or any straight object that will
stand slanted in cups (one for each child)
D. Electric Energy - Do We Use All of These?
1 or 2 magazines per learner
8" x 11" sheets of construction paper (1 per learner)
4 bottles washable glue
Scissors - 1 pair per learner
E. Mechanical Energy - Dominoes
2 sets of dominoes
1 or 2 flat surfaces (tables or a rugless floor)
VOCABULARY
energy- the capacity to do work; what makes
everything move
potential energy- stored energy that can be used to
make something or someone move when needed
kinetic energy- when someone or something moves
sound energy- energy caused by vibrations
chemical energy- energy stored in the chemical make
up of certain substances
radiant energy- energy made from heat and light
electrical energy- energy used to do jobs for us
atomic energy- a very powerful energy that hold
together the smallest units of matter - atoms
mechanical energy- moving energy
PRE-VIEWING ACTIVITIES
Say, "Today we are going to begin our study of energy.
Energy is the ability or the capacity to do work. Energy is what
makes everything move. We all use energy in many ways every day.
Energy makes things happen." Divide the class in half. Say,
"Energy has many forms. Two forms are potential energy and kinetic
energy. Stored up energy, ready to use, is called potential energy. That
is what you are now. You are divided in half waiting to do something.
Moving energy is called kinetic energy. Who can suggest ways to turn you
into kinetic or moving energy?" (Accept all suggestions.)
If walking, running or jogging is mentioned, have half the
class jog in place and the other half begin to walk around the room. Set timer
for one to two minutes. When the timer rings, say, "Stop and return to your
seats." Compliment learners on how well they followed instructions.
Ask, "Which group do you think used the most energy? The walkers or
joggers?" When they have answered, ask, "What makes you think
that?" Accept their reasonings. Ask, "From where did you get the
kinetic energy to jog and walk?" (Accept all answers.) If
someone says 'food', compliment him/her for giving the correct answer. If
not, say, "The energy to walk, jog, run, etc. comes from the food we
eat." Then Ask, "From where does the food get its energy
to give to us?" If no one guesses, say, "Food gets its energy
from the sun. As I said earlier, there are many forms of energy.
Energy can pass from one thing to another. Let us see how this happened
for us today. Today, we ate breakfast." (Show the oatmeal.) If
we had oatmeal with milk, sugar and apple juice (show the milk, sugar, apple and
apple juice), they all came from plants. Plants need sunlight/warmth,
soil, air and water to grow. The sun's energy changes into chemicals
inside the plants and allows the plants to produce food. When we eat the
plants, the stored energy is passed on to us, and we use the energy in our
activities. Therefore, when we store the energy and are waiting to do
something, we are showing potential energy. But, when we actually begin
doing something, we are showing kinetic energy." Ask, "Who
can name the two kinds of energy we have demonstrated, so far, today?"
(Ans. "Potential and kinetic.") Ask, "Which energy is
waiting to be used?" (Ans. "Potential.") Ask,
"What is moving energy called?" (Ans. "Kinetic
energy.")
Say, "There are other common forms of energy. Some
are: sound energy, chemical energy, radiant energy, electrical energy,
atomic energy, and mechanical energy. The first letters of these words are
s, r, a, c, m, e." ( As you speak, write the letters on a chart or
chalkboard.) Continue by saying, "If we scramble these letters to make a
word, we get the word 'SCREAM', this word will help us to remember the different
forms of energy." Write the energy word for each letter and have
learners repeat the letter and name word after you. Say, "S-sound.
C-chemical. R- radiant. E-electrical. A-Atomic. M-Mechanical.
SCREAM." Next , return to the list and define each common energy
form, demonstrating as you do so (all except atomic). Say, "S- sound
energy is energy caused by vibrations." Demonstrate by stretching a
rubber band between two fingers on one hand and moving the rubber band sides
rapidly while listening to the sound the vibrations make. Pass out rubber
bands and have all learners do the same. Say, "C- chemical energy is stored
energy released as heat and light energy." Produce the candle and
matches. Light the candle to demonstrate heat and light. Say,
"R-radiant energy is energy made from light and heat." Light the
candle and use the tongs to hold the test tube with water in it over the candle
until the water boils to demonstrate what radiant energy can do. Say,
"E-electrical energy is energy that comes from power plants. We use
it to make things works for us so we can have things like air conditioning,
heat, sounds, motors that turn and many more. Here is a very
common form of electrical energy that we are all familiar with." Plug in
the e-lectric fan and let it run for a few moments. Say, "A-atomic
energy is a powerful form of energy that holds together the smallest units of
matter called atoms. We use these to make electricity at atomic power plants.
This energy is most helpful and can also be the most dangerous. We
will not experiment with this type of energy. I want you to know that it
is a form of energy that does exist. M- mechanical energy is moving
energy." To demonstrate this form of energy, ask a learner to come up
and push the book across a desk or table. Say, "We just saw the transfer of
energy from one source to another to show mechanical energy." Praise
learner for helping demonstrate mechanical energy.
FOCUS FOR VIEWING
Say, "You have done an excellent job today learning about
and helping to show us more about energy." To give students a specific
responsibility while viewing, say, "Watch and listen to see if Bill Nye
mentions any of the forms of energy we have talked about and if he mentions some
we have not talked about."
VIEWING ACTIVITIES
Begin video where a green car is being lifted up. Pause
video when Bill Nye says,"When we move our muscles, that takes
energy." Ask, "Can you name some forms of energy or things that
have energy Bill Nye mentioned and demonstrated?" (Ans. include
'opening a door, electrical energy, moving muscles, sound, heat, falling things,
lifting things'.) Compliment each learner for remembering and listening. Resume
video.
Pause video when Bill Nye says, "Energy is what
makes things happen." Ask, "What does energy do?"
(Ans. " Makes things happen.") Resume video.
Pause video when Bill Nye says, "kinetic
energy." Ask,"What is potential energy?" (Ans.
"Energy that is stored.") Ask, "What is kinetic
energy?" (Ans. "Energy that is moving.") Say,
"When Bill Nye was talking, he mentioned a kind of energy that we have
talked about, electrical energy. Do you remember how he said some
electricity is made?" (Ans. "By water, by falling
water.") Accept either answer. For this age group, to remember
'water' is just fine. Say, "This time when we resume the video, I
would like you to look for the kinds of things that could happen if we had no
energy." Resume video.
Pause video when the voice says, "cold,
dark, dead world." Ask, "What could happen if there was no
energy?" (Ans. "There would be no electricity, no wind, no
flags would move, no car movement or no cars would run, clouds would stop
moving, all the lights would go out, it would be a cold, dark, dead
world.") Again, compliment learners for good listening habits. Resume
video.
End video when the girl says "it makes things
go." Ask, "What kind of energy did the girl demonstrate?"
(Ans. Chemical "energy.") Ask, "What did she
use to demonstrate chemical energy?" (Ans. "vinegar
,water, baking soda in a bottle with a cork.") Ask, "What
happened?" ( Ans. "When the baking soda got to the bottom
of the bottle, it started to foam and the cork flew off of the bottle.")
Ask, "Why do you think the baking soda, vinegar and water started to
foam?" Accept all answers. Say, "That is one thing we will
find out when we go through our rotations today. You have been such
excellent listeners today that now it is time for you to do some hands-on energy
experiments."
POST-VIEWING ACTIVITIES
Say, "Now that you have information and an understanding of
energy, you are ready to move through the rotations part of the lesson to
demonstrate forms of energy."
A. Sound Energy - Vibrations
Materials: Consult materials list.
Procedure:
1. Give rotation learners 1 rubber band each.
2. Give one learner a shoe box, another a shoe box top and
the others nothing else.
3. Learners stretch the rubber bands around the box and
box top.
4. The rubber bands are plucked with their hands.
5. Listen to the sound.
6. Are the sounds alike? Different? How?
7. Have the learners with rubber bands around their hands
pluck the bands.
8. Are the sounds the same? Different? How?
Why/Why not?
B. Chemical Reaction - Balloon Blow Up
Materials: Consult materials list.
Procedure:
1. Give each learner 1 plastic soft drink bottle.
2. Give each learner 1 balloon and plastic spoon.
3. Each learner puts in 2 or 3 spoons of baking soda into
his/her balloon and sets it aside.
4. Pour about 1/4 cup vinegar and 1/4 cup water into the
soft drink bottles.
5. Very carefully fit the open end of the balloon over the mouth
of the bottle with-out releasing any of the baking
soda.
6. When this is done, hold the balloon up so that
the baking soda will fall into the soft drink bottle.
7. What happened? Is this the same kind of thing
that happened in the video? Why did it happen?
C. Radiant Energy - Bending Light
Materials: Consult materials list.
Procedure:
1. Pour 1/2 cup oil in cup.
2. Pour 1/2 cup water into cup on top of oil.
3. When oil and water have separated, place a straight
object into cup.
4. Look at the object from all different sides and angles
and see if the straight object changed looks.
5. In which position does the object appear to change
the most?
6. Look at the pencil outside the cup. Put it back
into the oil and water and observe more if needed.
7. Each learner tells what s/he saw.
8. If different straight objects are used for each cup, have
learners exchange cups and discuss the similarities and
differences of the objects in the cups.
9. Why did the objects seem to change from different vantage
points? NOTE: AS LIGHT TRAVELS THROUGHT DIFFERNT MATERIALS, IT CHANGES
SPEED AND BENDS. THEREFORE THE MATERIALS SEEM TO CHANGE.
D. Electric Energy - Electrical Collages
Materials: Consult materials list.
Procedure:
Learners use magazine pictures of different electrical
appliances, toys, or any objects that use electricity to create
electrical energy collages. When completed, learners compare collages to
see how they are alike and different. They also count the number of electrical
objects in each picture. Who has more/less?
E. Mechanical Energy - Dominoes
(Transferring energy)
Materials: Consult materials list.
Procedure:
1. Give each rotation member more than 12 dominoes
each.
2. Learners stand dominoes from 1 to 1-1/2 inches apart in a
straight line or experiment with different curved
lines.
3. Push one domino to see if the energy can be transferred
from the domino pusher to the first domino, to the
other dominoes so they will fall over one by one.
4. Have learners try different alignments of their
dominoes to see if they get the same effects.
5. Ask learners to tell where each domino got its energy from
and what happened to the last domino. Did it have
energy to transfer? Why? Why not?
ACTION PLAN
Learners will visit the local Science Museum and learn as much
as they can from their energy display. The museum curator may have someone
on staff take the learners through the energy display and explain the different
kinds of energy displays in the museum.
Visit a local middle school and high school. Have
learners paired with the science students one-on-one or two- to-one and have the
middle school or high school show some energy experiments and explain the
outcomes.
Read THE MAGIC SCHOOL BUS AT THE WATERWORKS by
Joanna Cole and Bruce
Degen. Contact the local water plant or city department
for a field trip in order to see and learn how water energy is used in the
learners' local community.
Read THE MAGIC SCHOOL BUS AND ELECTRICITY
by Joanna Cole and Bruce Degen. Contact the local electricity supplier for the
learners' city. Since a field trip to the plant may not be permissable for this
age group, they may have a video and/or a spokesperson who travels with some
electrical equipment. They may have literature to help students learn how
electrical energy works, tells how it gets to their homes and how the energy
helps the families.
Visit the local library and research some scientists. Have
students tell how their discoveries made contributions to nuclear
energy. Some of these scientists for research could be Niels Bohr, Pierre
and Madam Marie Curie, Enrico Fermi, Wilhelm K. Roentgen, Ernest Rutherford,
Antoine Henri Becquerel and others. Younger learners like kindergarteners
and first graders could be paired with upper grade buddies for this activity.
Learners may write to the following agencies to gather more
information about energy:
American Council for an Energy Efficient Economy
1001 Connecticut Avenue NW
Washington, DC 20036
Electric Power Research Institute
3412 Hillview Avenue
P. O. Box 10412
Palo Alto, California 94303
Solar Energy Research Institute
1617 Cole Boulevard
Golden, Colorado 80401
World Resources Institute
1735 New York Avenue NW
Washington, DC 20006
Environmental Defense Fund
257 Park Avenue South
New York 10010
If there is an interest in learning about energy
internationally, the following agencies
may be contacted:
International Energy Agency
2, Rue Andre-Pascal
75775 Paris Cedex 16, France
International Atomic Energy Authority
Wagramerstrasse 5
P. O. Box 100
A-1400 Vienna, Austria
Friends of the Earth International
26-28 Underwood Street
London N1 7JQ, England
Greenpeach International
Keizersgracht 176
1016 DW, Amsterdam
The Netherlands
Internet
*All episodes of Bill Nye, The Science Guy are available at billnye.com
Bill Nye Episode Guide: Energy - Episode 45 E N E
R G Y
Bill Nye Episode Guide: STATIC ELECTRICITY - Episode 25
STATIC ELECTRICITY
Bill Nye Episode Guide: ELECTRICITY - Episode 18.
ELECTRICITY
Bill Nye Episode Guide: HEAT - Episode 30. HEAT
EXTENSIONS
Science
A telephone
Have learners take two paper cups, put holes in each and tie one
string to connect each. String must be at least 15 feet to 20 feet long.
Have learners talk to each other using their telephone. How does it sound?
Have learners do the same as above using tin cans.
Compare the sounds of each. Which is the best carrier of sound?
Have learners use prisms. Have them count how many
colors they see as the light passes through the prisms.
Art
Have learners make pinwheels and experiment with how to make the
pinwheel turn faster or best - blowing on it, running with it, holding it up and
letting a breeze turn it, etc.
Look through books of master painters paintings and see how
they represented light. colors and shadows. Find an object and look at it
at differnet time of the day and see how light changes the way it looks.
Social Studies
Find out how some scientists worked with heat energy. Some
include Benjamin Franklin, James Watt, James P. Joule and others.
Music/Art
Play some favorite recordings. Give learners blank pieces
of paper. Have them paint the way the music makes them feel using paints,
crayons, markers, etc.
Updated: April 01, 2008
