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  1. All About Energy Third grade STEAM Inquiry Unit Plan Mahmoona Aslam Aqsa Naureen Edu 7204T Summer 2012

  2. Table of contents • TitleSlide • MST-NYC Inquiry Unit Overview……………………………….….3 • Lesson 2: Solid, Liquid, and Gas, OH MY!!...................................4 - 19 • Lesson 4: Float Away or Sink and Stay………………………...…..20- 33 • Lesson 6: Density Ladder……………………………………………34- 50 • Filamentality………………………………………………………….51- 53 • Follow -Up……………………………………………………….......54 • Energy Jeopardy……………………………………………………...55-82

  3. MST-NYC Inquiry Unit Overview

  4. Lesson 2: Sound Energy- What do you hear?

  5. Lesson 2 Summary Day 1: For their motivation, students will hear Mozart music and describe what they hear. Students will complete a Performance Task (Task 5-Unkown Object). The unknown object will be a maraca. Students will visit the class Filamentality page: http://www.kn.att.com/wired/fil/pages/listenergyma1.html#cat6. Through this page they will access the website on sound energy: http://www.sciencekidsathome.com/science_topics/what_is_sound.html Students will learn about high frequency waves, low frequency waves, and pitch. The students will be doing another Performance Task (Task 1- Liquids) in which they will make water glass xylophones and will also see how the amount of water in a glass can affect the pitch of a sound. The students will make charts and bar graphs to represent the amounts of water in the glasses. They will also complete charts and draw the sound waves to represent the pitch of the different water glasses. The students will also make bar graphs representing the change of pitch in the sound as the amount of water decreases. Day 2: Teacher will read the book All About Sound by Lisa Trumbauer. The students will review the concepts they learned from the previous day. The students will make their own instruments from everyday household supplies and will complete worksheets.

  6. Standards

  7. NYC Scope and Sequence Inquiry Skills: Classifying – arranging or distributing objects, events, or information representing objects or events in classes according to some method or system Communicating- giving oral and written explanations or graphic representations of observations Creating models – displaying information, using multisensory representations Gathering and organizing data – collecting information about objects and events which illustrate a specific situation Observing- becoming aware of an object or event by using any of the senses to identify properties Predicting- making a forecast of future events or conditions expected to exist Making decisions- identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively Measuring – making quantitative observations by comparing to a conventional or nonconventional standard Process Skills: Manipulate materials through teacher direction and free discovery. Select appropriate standard and nonstandard measurement tools for measurement activities. Use and record appropriate units for measured or calculated values. Observe, analyze, and report observations of objects and events Generate appropriate questions (teacher and student-based) in response to observations, events, and other experiences. Make predictions based on prior experiences and/or information. Compare and contrast organisms/objects/events in the living and physical.

  8. NCTM Math Skills Process Standards: Communication: Organize and consolidate their mathematical thinking through communication  Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely.    Connections: Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation: Create and use representations to organize, record, and communicate mathematical ideas. Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena.   Content Standards: Number and Operations: Understand numbers, ways of representing numbers, relationships among numbers, and number systems                Number and Operations: Understand meanings of operations and how they relate to one another. Number and Operations:Compute fluently and make reasonable estimates Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement Data Analysis and Probability:Formulate questions  that can be addressed with data and collect, organize, and display relevant data to answer them Data Analysis and Probability:Select and use  appropriate statistical methods to analyze data Data Analysis and Probability:Develop and evaluate  inferences and predictions that are based on data

  9. ISTE NETs Standards for Literate Students Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems Critical Thinking, Problem Solving, and Decision Making:? Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation. Collect and analyze data to identify solutions and/or make informed decisions Use multiple processes and diverse perspectives to explore alternative solutions.

  10. NYS Common Core Standards Writing Standards (Grade 3): With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Speaking and Listening Standards: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. Language Standards: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

  11. NYS Art Standards Standard 1: Creating, Performing, and Participating in The Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Visual Arts: Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in arts in various roles. Visual Arts: Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. Music: Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music. Standard 3: Responding To and Analyzing Works of Art Music: Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.

  12. Behavioral Objectives To explain the difference in pitch and sound waves of glasses filled with different amounts of water using charts and graphical representations. To distinguish between different types of sound waves including high frequency and low frequency waves which can alter pitch. To demonstrate their knowledge of sound energy by constructing their own musical instruments.

  13. Completed Sound Frequency Wave Chart

  14. Completed Water Bar Graph

  15. Completed Pitch Bar Graph

  16. NYS Performance Task 1: Liquids Students will use measuring equipment to measure out different amounts of water and observe how this can affect the pitch of the sound made by tapping the glasses filled with water.

  17. NYS Performance Task 5: Unknown Objects Student will determine the unknown object in the mystery box using their sense of touch and hearing. The unknown object will be a maraca.

  18. Musical Instruments Students make their own musical instruments made out of everyday household supplies in order to explore different sounds and pitches.

  19. Assessment for lesson 2

  20. The Properties of Light Energy!

  21. Lesson 4 Summary Day 1: On the first day, the teacher will begin by activating student’s prior knowledge about light being a type of energy as they briefly discussed on the first day. The students will discuss the difference between natural and artificial light. Students will complete three different light experiments. During the first experiment, students will observe how light refracts. Day 2: On the second day, students will discuss how light reflects and refracts. The second experiment will allow students to work hands on with several objects to use a glass of water as a magnifying glass and observe how objects bend and enlarge in water. Day 3: On the third day, students observe dark and light color absorption. Students will keep a glass of water wrapped with a white piece of paper and a second glass wrapped with a white piece of paper. These glasses will be left in the sub for several hours before the students revisit them and check their temperature.

  22. Standards

  23. NYC Scope and Sequence Inquiry Skills: Classifying – arranging or distributing objects, events, or information representing objects or events in classes according to some method or system Communicating- giving oral and written explanations or graphic representations of observations Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc. Gathering and organizing data – collecting information about objects and events which illustrate a specific situation Inferring – drawing a conclusion based on prior experiences Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively Measuring – making quantitative observations by comparing to a conventional or nonconventional standard Predicting- making a forecast of future events or conditions expected to exist Process Skills: Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.). Manipulate materials through teacher direction and free discovery Observe, analyze, and report observations of objects and events Collect and organize data, choosing the appropriate representation Generate appropriate questions (teacher and student-based) in response to observations, events, and other experiences. Make predictions based on prior experiences and/or information.

  24. NCTM Math Skills Process Standards: Communication: Organize and consolidate their mathematical thinking through communication  Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely.    Connections: Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation: Create and use representations to organize, record, and communicate mathematical ideas. Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena.   Content Standards: Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement understand that measurements are approximations and how differences in units affect precision; Measurement: Apply appropriate techniques, tools, and formulas to determine measurements select and use benchmarks to estimate measurements

  25. ISTE NETs Standards for Literate Students Sequence Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products, or processes. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Student: b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: Identify and define authentic problems and significant questions for investigation. c. Collect and analyze data to identify solutions and/or make informed decisions Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively

  26. NYS Common Core Standards Writing Standards (Grade 3): With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Speaking and Listening Standards: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. Language Standards: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

  27. NYS Art Standards Standard 1: Creating, Performing, and Participating in The Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

  28. Behavioral Objectives • To experiment with sunlight refraction to create rainbows. • To demonstrate how light refracts when it passes from water to air. • To distinguish between how dark and light surfaces absorb light.

  29. Video Incorporation Throughout the Lesson Students will be visiting a YouTube video as an introduction to light and color; the link to the video is http://www.youtube.com/watch?v=SP3EY2tToQs&feature=related. Students discuss and define the differences sources of light after watching the video. Click play to watch the video below!

  30. Light Experiment # 1 Students create a rainbow in the classroom using a glass of water, natural sunlight and a white piece of paper. The light from the sun bends or refracts as it enters the water.

  31. Light Experiment # 2 Students will be use a glass of water as a magnifying glass. They will place a ruler, pencil, straw and a spoon and observe how the objects bend and become enlarged.

  32. Light Experiment # 3 Students conduct an experiment using a white and black piece of paper wrapped around glasses of water. The glasses are placed in the sun for several hours. Students then observe and discuss the concept of dark objects, such as clothing, absorbing more heat than light colored ones.

  33. Assessment for Lesson 4

  34. Lesson 6: Energy and Conservation

  35. Lesson 6 Summary Day 1: On the first day of their introduction to energy conservation, students will use a graphic organizer and take notes and make suggestions as the read aloud is conducted. After a completion of a double sided handout, students create a poster using information from the graphic organizer to educate others about energy conservation. Day 2: On the second day, students continue raising energy awareness by writing letters to a person of their choice telling them why energy conservation is important. Students also draw a picture illustrating ways in which they are energy efficient citizens. Day 3: On the final day of the unit, students revisit the filamentality webpage and complete their scavenger hunt. The students receive fifteen questions in the form of a word document; each question has a hint with a hyperlink which takes them to the specific category on the filamentality webpage in which they will find their answer.

  36. Standards

  37. NYC Scope and Sequence Inquiry Skills: Classifying – arranging or distributing objects, events, or information representing objects or events in classes according to some method or system Communicating- giving oral and written explanations or graphic representations of observations Comparing and contrasting – identifying similarities and differences between or among objects, events, data, systems, etc. Gathering and organizing data – collecting information about objects and events which illustrate a specific situation Inferring – drawing a conclusion based on prior experiences Interpreting data – analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively Measuring – making quantitative observations by comparing to a conventional or nonconventional standard Predicting- making a forecast of future events or conditions expected to exist Process Skills: Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.). Manipulate materials through teacher direction and free discovery Observe, analyze, and report observations of objects and events Collect and organize data, choosing the appropriate representation Generate appropriate questions (teacher and student-based) in response to observations, events, and other experiences. Make predictions based on prior experiences and/or information.

  38. NCTM MATH SKILLS Process Standards: Communication: Organize and consolidate their mathematical thinking through communication  Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely.    Connections: Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation: Create and use representations to organize, record, and communicate mathematical ideas. Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena.   Content Standards: Measurement: Understand measurable attributes of objects and the units, systems, and processes of measurement understand that measurements are approximations and how differences in units affect precision; Measurement: Apply appropriate techniques, tools, and formulas to determine measurements select and use benchmarks to estimate measurements

  39. ISTE NETs Standards for Literate Students Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, ad develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products, or processes. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Student: b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: Identify and define authentic problems and significant questions for investigation. c. Collect and analyze data to identify solutions and/or make informed decisions Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively

  40. NYS Common Core Standards Writing Standards (Grade 3): With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Speaking and Listening Standards: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. Language Standards: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

  41. NYS Art Standards Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

  42. Behavioral Objectives • To create posters which educate others about energy conservation. • To illustrate and describe different ways we waste energy and ways we conserve energy. • To complete an internet based scavenger hunt.

  43. Graphic Organizer Students completed a double sided graphic organizer in the form of a t-chart. The students take notes and use critical thinking skills to discuss energy conservation skills in response to the text, classroom/school environment and the overall community’s response to energy conservation. Throughout the completion of the graphic organizer, students discussed ways to be become energy efficient citizens. Students then used their completed graphic organizers to create posters to raise energy awareness and educate others about energy conservation.

  44. Completed Graphic Organizer Side A

  45. Completed Graphic Organizer Side B

  46. Scavenger Hunt Following the completion of the graphic organizers, the teacher will introduce the scavenger hunt to the students. The students will discuss what a scavenger hunt and each child will go to a computer that has a Microsoft Word document downloaded onto the desktop. The scavenger hunt consists of 15 questions from links on the filamentality webpage. Throughout the lessons, students have been visiting the filamentality webpage for several video(s) and website(s) incorporated throughout the lesson. Under each question students will see a hint with a hyperlink for the category on the filamentality webpage. Students will go through the categories and find the answer to the question and then copy and paste the name of the website creating a hyperlink along with an answer to the question.

  47. Completed Scavenger Hunt Page 1

  48. Completed Scavenger Hunt Page 2

  49. Completed Scavenger Hunt Page 3

  50. Assessment for Lesson 6