Science Module 5: Physical Science; Definitions of Energy, Study notes of Science education

Download Science Module 5: Physical Science; Definitions of Energy and more Study notes Science education in PDF only on Docsity! 1 Science Module 5 Physical Science: Definitions of Energy 2 Module Goal The goal of this module is to provide information that will help educators increase their knowledge of grade-appropriate science concepts, knowledge, and skills to support effective planning or modification of their existing science instructional units for students with significant cognitive disabilities. The module includes important concepts, knowledge, and skills for the following instruction:  Energy (elementary) ‒ Various forms of energy are constantly being transformed into other types without any net loss of energy from the system: sources and forms.  Energy (middle) ‒ Various forms of energy are constantly being transformed into other types without any net loss of energy from the system: forms of energy involved and the properties of the materials involved influence energy transformations and the mechanisms by which energy is transferred. Module Objectives The content module supports educators’ planning and implementation of instructional units in science by:  Developing an understanding of the concepts and vocabulary that interconnect with information in the module units.  Learning instructional strategies that support teaching students the concepts, knowledge, and skills related to the module units.  Discovering ways to transfer and generalize the content, knowledge, and skills to future school, community, and work environments. The module provides an overview of the science concepts, content, and vocabulary related to Physical Science: Definitions of Energy and provides suggested teaching strategies and ways to support transference and generalization of the concepts, knowledge, and skills. The module does not include lesson plans and is not a comprehensive instructional unit. Rather, the module provides information for educators to use when developing instructional units and lesson plans. The module organizes the information using the following sections: I. Science Academic Standards and Related Alternate Assessment Targets and Underlying Concepts; II. Scientific Inquiry and Engineering Design; III. Connecting Concepts; IV. Vocabulary and Background Knowledge information, including ideas to teach vocabulary; V. Overview of Units’ Content; VI. Universal Design for Learning (UDL) Suggestions; VII. Transference and Generalization of Concepts, Knowledge, and Skills; and VIII. Tactile Maps and Graphics. 5 once released. Determine if energy was conserved as a ball rolls down a ramp by calculating and comparing values of potential and kinetic energy.  Constructing explanations (for science) and designing solutions (for engineering). Examples: Explain how heat is transferred to other objects. Explain how one source of energy is transformed into another source. Design a solar water heater using a cardboard box, aluminum foil, and plastic wrap. Design a tool that will allow an object to be pulled from one location to another.  Engaging in argument from evidence. Examples: Use reasoning to connect the relevant and appropriate evidence and construct an argument that energy can be transformed from one type to another. Connect an object’s movement (kicked soccer ball) with the directional force (pushed or pulled).  Obtaining, evaluating and communicating information. Examples: Communicate the idea that energy cannot be created or destroyed. Communicate that potential and kinetic energy do not exist in isolation. Science Practices Resources This site categorizes inquiry into three types: structured inquiry, guided inquiry, and open inquiry. Each type provides a wide range of example lessons grouped by elementary and middle school. http://www.justsciencenow.com/inquiry/ A variety of sites that provide information on experiments, models, and simulations:  Science-class has energy activities that include models and lab sheets: o http://science-class.net/archive/science-class/Physics/energy.htm o http://science-class.net/archive/science-class/Physics/force_motion.htm  The Teachers’ Cafe has a variety of energy experiments. www.theteacherscafe.com/Science/Hands_On_Activity/Energy_Activities.php  Kids and Energy provides example of sources that include images and models. http://www.kids.esdb.bg/basic.html  Scientific American provides a lesson plan that has students launch and measure the distance of rubber bands to determine potential energy. http://www.scientificamerican.com/article/bring- science-home-rubber-bands-energy/ Section III Connecting Concepts Grade-level science content includes Connecting Concepts, which are concepts that connect information between different science strands and grade levels. The Connecting Concepts are intended to work together with the science inquiry and engineering practices, in addition to core content, to enable students to reason with evidence, make sense of phenomena, and design solutions to problems. Helping students make connections between these types of concepts and new content information supports comprehension of the concepts, knowledge, and skills as well as transference and generalization (see Section VII for more information). Connecting Concepts that are specific to this module connect to content across the units within the module as well as across modules. 6 A Connecting Concepts is a common link between multiple standards and units of study. The Connecting Concepts, by being revisited and linked to multiple units of study, become a strong foundation of understanding and support the students in learning new concepts. Physical sciences focus on physical and chemical principles that explain mechanisms of cause and effect in systems and processes. For example, understanding that cause-and-effect relationships may cause change is a Connecting Concept which applies to the effect of wind and water movement on Earth’s surface, competition of organisms within an environment, applied force on the motion of an object, and the transformation of energy. Some Connecting Concepts may apply across multiple content areas and instructional emphases (e.g., cause and effect in reading science texts). This science module, Physical Science: Definitions of Energy, covers the various forms of energy that are constantly being transformed into other types of energy without any loss of energy from the system. It addresses the sources and forms of energy, the two types of energy, and the transformation and conservation of energy. Teaching Connecting Concepts The following strategies pulled from the principles of UDL (CAST, 2011) are ways in which to teach Connecting Concepts to help students understand the concepts and make connections between different curricular content. During instruction, highlight:  patterns (e.g., Recognizing patterns is a large part of working with data. Students may examine patterns of daily and seasonal use of electrical power.),  critical features (e.g., Emphasize that moving objects have energy because of their motion.),  big ideas (e.g., Energy cannot be created or destroyed.), and  relationships (e.g., Make the connection between mass and height of an object and the gravitational potential energy the object has.). For example, when learning about sources of heat energy, point out the cause and effect relationship that explains the change of energy. In addition, build connections between familiar and new information (e.g., Use everyday items such as a flashlight, hairdryer, adaptive switch to demonstrate the energy source and transfer of energy.). Following are Connecting Concepts for this Content Module - Physical Science: Definitions of Energy. Understand Patterns  Patterns can be used to determine similarities and differences.  Patterns in rates of change and cycles can be used to make predictions.  Patterns can be observed and used as evidence.  Patterns can be used to identify cause-and-effect relationships. (e.g., What features of a ramp affect the speed of a given ball as it leaves the ramp?). Cause and Effect  Events that occur together with regularity might or might not have a cause-and-effect relationship.  Some events that occur together are correlated versus causal relationships.  Some phenomena may have more than one cause.  Cause-and-effect relationships may explain change. 7 Scale, proportion, and quantity  Natural objects and observable phenomena exist from the very small to the immensely large.  Standard units can be used to measure and describe physical quantities such as weight, time, temperature, and volume.  Models using scale can be used to study systems that are too large or too small.  Models can be used to represent systems and their interactions (E.g., energy and matter flow within systems).  Proportional relationships (e.g., kinetic energy is proportional to the mass of the moving object) can be used to gather information about the magnitude of properties. Systems and System Models  A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.  System parts work together.  Energy may transfer into or out of a system and it may change forms, but the total energy cannot change. Structure and Function  Different materials have different substructures, which can sometimes be observed.  Substructures of different materials have shapes and parts that serve functions.  The function of complex and microscopic structures and systems depends on the shapes, composition, and relationships among its parts.  Different forces are responsible for the transfer of the different forms of energy. Energy and Matter  Objects may break into smaller pieces, can be put back together, and may change shape.  Matter is made of particles and energy that can be transferred in various ways and between objects.  Energy drives the motion and/or cycling of matter.  Energy may take on different forms (heat, light, chemical).  The sun is a source of energy that lights and warms Earth. Stability and Change  Some things stay the same while some things change.  Things may change slowly or rapidly.  Some systems appear stable, but change over time.  Changes in one part of a system might cause large changes in another part.  Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.  Matter is conserved because atoms are conserved in physical and chemical processes. Connecting Concept Resources: Grant Wiggins talks about “big ideas” in this article. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99 A Framework for K-12 Science Education, Appendix G explains the crosscutting concepts and how the concepts help students deepen their understanding of the information. http://www.nextgenscience.org/sites/default/files/Appendix%20G%20- %20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf 10 Table 2. General Vocabulary Words General Vocabulary – words that generalize to different animals, plants, organisms, and activities. Describe the word and provide examples (e.g., Temperature is how hot or cold something is. Example: The temperature of water gets hotter when it is on a hot stove.).  chemical  fuel  particles  conductor  heat  sound  degree  insulator  speed  electric  light  temperature  energy  mass  transfer  force  matter  velocity  friction  motion  transformation Table 3. Specific Content Words Specific Content Words – words that specify a particular thing (e.g., chemical energy) or phenomena (e.g., physical phenomenon involving electricity). Describe the word and when possible make the connection to a Connecting Concept (e.g., Chemical energy provides power such as food, batteries, and fuel. When wood in a camp fire burns, the chemical energy stored in the wood releases other forms of energy: heat and light.).  Celsius  energy transformation  law of motion  chemical energy  Fahrenheit  mechanical energy  electric current  heat/thermal energy  light/radiant energy  electrical energy  kinetic energy  potential energy/stored energy  energy transfer  law of conservation of energy  state of matter Ideas to Support Vocabulary Learning Table 4 includes ideas and examples for teaching vocabulary in ways to build conceptual understanding of the words. Table 4. Ideas to Teach Vocabulary Effectively (Marzano, 2004)1 Ideas Examples Explain, describe, and/or give examples of the vocabulary word rather than formal definitions.  Provide a description and an example of particles, “Particles are tiny bits of matter that we can’t always see. When water is heated, the water particles move more quickly and the energy increases.” Have students restate the vocabulary word in their own words. Take this opportunity to help students connect new vocabulary, especially general vocabulary, to prior knowledge.  Have students state in their own words (verbally or using alternative and augmentative communication [AAC] system) what potential energy is and give examples of potential energy such as a ball at the top of a slide. 11 Ideas Examples Have students represent vocabulary words in a variety of ways (e.g., pictures, symbols, graphic organizers, or models).  Have students complete a graphic organizer using pictures representing types and forms of energy. See Figure 1 for an example. Provide multiple exposure to vocabulary words in a variety of ways. This does not suggest mass trials, rather distributed trials in different ways or contexts. Reference http://projectlearnet.org/tutorials/learning_ trials.html for information on learning trials.  Expose students to vocabulary words by incorporating vocabulary into daily activities such as identifying different forms of energy throughout the school.  Read books or watch videos related to the vocabulary and concepts. o Online texts about energy transformation (e.g., http://www.wiley.com/legacy/Australia/PagePr oofs/SQ8_AC_VIC/c10_TransferringAndTransfor mingEnergy_WEB.pdf).  Match word, definitions, and pictures about energy (e.g., http://www.learnnc.org/lp/media/uploads/2012/07 /definition_cards_assessment.pdf).  Watch a video about potential and kinetic energy (e.g., https://www.youtube.com/watch?v=vl4g7T5gw1M). Ask students to discuss the vocabulary words with each other.  Have students use their preferred mode of communication to share their favorite content word and why they like it. Adapt by placing the vocabulary word description on a voice output device and have the student share with a classmate. Play vocabulary word games with students.  Have students use their communication system to describe a word and have peers guess what it is.  Have students match a description or representative picture to a word.  Have students play an online vocabulary game about heat energy terminology (e.g., http://www.learninggamesforkids.com/heat-energy- games.html). Have students watch a dramatization or have them act out the vocabulary term.  Act out the law of conservation of energy (e.g., https://www.youtube.com/watch?v=8GLtFNaiMH8). 1 Refer to Section VI, Universal Design for Learning (UDL) Suggestions for additional instructional strategies. Vocabulary Example Have students build an understanding of energy and types and forms of energy by completing a graphic organizer using representative pictures (see Figure 1). Educators may support, modify, or adapt steps as needed for individual students. For example, place pictures on small blocks to help students with fine 12 motor limitations and add the content terminology to the student’s AAC system, etc. Two National Center and State Collaborative (NCSC) resources are available and may prove helpful:  Use systematic instruction as described in the NCSC Instructional Guide. https://wiki.ncscpartners.org/index.php/Instructional_Resources  Reference ideas in the NCSC Vocabulary and Acquisition Content Module. https://wiki.ncscpartners.org/index.php/Vocabulary_and_Acquisition_Content_Module Figure 1. Example Energy Graphic Organizer 15 Potential and kinetic energy  This site provides a graphic showing potential and kinetic energy. http://kids.britannica.com/elementary/art-180888/Potential-energy-is-stored-energy-whereas- kinetic-energy-is-the  This has a narrated slide show on potential and kinetic energy. https://www.youtube.com/watch?v=E2pfTVcdtJ8  This site contains information, facts, and ideas for lessons. http://www.ducksters.com/science/physics/potential_energy.php  This site has lessons in potential and kinetic energy that can be done with minimal supplies. www.kidsdiscover.com/teacherresources/a-lesson-in-potential-and-kinetic-energy/ Transformation of energy and law of energy conservation  Teaching Channel has a video showing a lesson on transforming energy. https://www.teachingchannel.org/videos/middle-school-science-lesson  This site provides examples of energy transformation. https://www.reference.com/science/20- examples-energy-transformation-943fee1193194bae  This site explains the law of conservation of energy and distinguishes it from energy conservation. http://www.explainthatstuff.com/conservation-of-energy.html  This site contains information, facts, lesson ideas on energy. http://www.ducksters.com/science/energy.php Section VI Universal Design for Learning (UDL) Suggestions Three principles of UDL guide development of instruction, instructional materials, and assessments to provide access to learning to the widest range of students. Students with significant cognitive disabilities, especially students with visual and/or hearing impairments and students with complex communication needs, require additional scaffolds, adaptations, and modifications to access content and support learning. The three principles of UDL establish a framework for providing these. UDL provides guiding principles to create instructional materials and activities in a flexible manner to address the needs of different types of learners. Additionally, the flexibility allows for further individualization. Table 5 provides strategies and examples for the UDL Principle I, Multiple Means of Representation: presenting information in a variety of ways to address the needs of different types of learners. Table 6 provides strategies and examples for the UDL Principle II, Multiple Means of Action and Expression: providing a variety of ways for students to interact with the instructional materials and to demonstrate understanding. Table 7 provides strategies and examples for the UDL Principle III, Multiple Means of Engagement: providing a variety of ways to engage and motivate students to learn. These strategies can assist all students in understanding the basic concepts. Some of the examples include adaptation ideas for students with vision, hearing, and/or physical limitations. Each example has a code to indicate when it includes specific adaptation ideas for these needs: V = visually impaired (low vision, blind, or deaf-blind) 16 H = hearing impaired (deaf, hard of hearing, or deaf-blind) P = physical disability (limited use of hands) Table 5. Instructional strategy ideas using the UDL Principle: Multiple Means of Representation Multiple Means of Representation Strategies Examples Introduce information through a multi-sensory approach (e.g., auditory, visual, tactile). Create a solar-powered oven out of a pizza box to demonstrate solar energy, emphasizing the multiple sensory experiences involved (e.g., http://www.perkinselearning.org/activity- bank/create-solar-powered-oven-out-pizza-box). Demonstrate energy transformation emphasizing the new sensory that is experienced (e.g., electrical energy of a hair dryer transforms energy to heat energy when turned on). Model content through pictures, dramatization, videos, etc. Watch an animated video explaining heat energy (e.g., https://www.youtube.com/watch?v=xgOlB4TmbBY). Provide pictures, drawings, and/or diagrams along with verbal directions for completing an investigation. H Present information using modified graphic organizers (e.g., simplified organizers with pictures) and models (e.g., tactile and pictures). Use a KWHL to help students make connections between what they already Know, What they want to know, How they can find out, and finally, what they Learn. (slide show explaining the use of the KWHL chart and how it was made accessible for students with significant cognitive disabilities: http://www.cehd.umn.edu/nceo/teleconferences/tele14/Courtad eFlowers.pdf). V/H/P Adapt a graphic organizer on energy (e.g., http://science- class.net/archive/science-class/Lessons/Energy/energy_g_o1.pdf) by using pictures, or objects. V Provide appropriate and accessible text on the content for students to listen to or read. Paraphrase information from a textbook on large sticky notes. Place the sticky note over the original text, leaving the graphics. Write or type with a bold and plain font (e.g., Verdana, 18 pt. font) with good spacing between lines (e.g., 1.5 vs. single spacing). V Provide students with an online text on energy (e.g., http://tarheelreader.org/2011/04/11/energy/) or potential energy (e.g., http://www.ck12.org/physical-science/Potential- Energy-in-Physical-Science/lesson/Potential-Energy-MS- PS/?referrer=featured_content). Have students read using a screen reader. V Teach information using songs. Sing songs about:  heat (e.g., http://www.learninggamesforkids.com/heat- energy-games/heat-energy-song.html) and  law of conservation and other energy information (e.g., https://www.youtube.com/watch?v=_uLSFigtLKg). 17 Table 6. Instructional strategy ideas using the UDL Principle: Multiple Means of Action and Expression Multiple Means of Action and Expression Strategies Examples Use assistive technology to allow the student to interact with the instructional materials and content. Have students use adapted keyboard or mouse or a single switch to advance slides showing heat sources (e.g., http://www.slideshare.net/JessiLaRae/heat-sources). P Set up an adaptive keyboard or a computer access switch to allow students to record data. P Present instructional materials in a manner that provides access. Place printed text and pictures on a slant board. V/P Provide students science experiment directions that have been adapted using simple text and pictures. Measure the distance a ball rolls down different grade of ramps using photocopies of rulers, cut the ruler off at the length measured, and help students paste each ruler directly onto a chart to graph the data. Emphasize the relationship between potential energy and kinetic energy by analyzing the data on the chart. Provide voice output devices for students to select an answer. Record correct answers and distractors on a voice output multiple message switch or multiple voice output switches and have students answer questions using the switch. P Have students use three switches with generic labels (e.g., a, b, c; red, blue, green; or three different textures) to which they listen, and then select the correct answer. V/P Ask questions that can be answered with yes/no or with answer choices. Provide simulation activities. Have students observe an interactive roller coaster which shows when potential and kinetic energy occur (e.g., http://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.r ollercoaster/energy-in-a-roller-coaster-ride/ or https://phet.colorado.edu/en/simulation/energy-skate-park). Create a digital graphic organizer that allows drag and drop. Have students work with an interactive sequence graphic organizer showing energy transformation (e.g., http://www.glencoe.com/sites/common_assets/science/virtual_la bs/E04/E04.html). Use an adapted keyboard or mouse for students to independently select choices. P 20 Area Instruction Opportunity to Embed Skills quantity, size, or speed (e.g., which one has more mass; which one has more kinetic energy?), etc. Age- Appropriate Social Skills Make connections between the Connecting Concepts and real-life experiences showing how they can help students make decisions (e.g., understanding that energy can be transferred helps students understand cause and effect relationships). Provide opportunities to work alongside same age peers to practice age-appropriate social skills and serve a vital role in the group. Independent Work Behaviors Encourage and reinforce independent completion of tasks to build independent work skills. Use positive behavior supports to encourage and reinforce independent work skills. Skills in Accessing Support Systems Encourage students to ask appropriately for assistance from peers and adults when working on the content. Use this time to have the student work on behavior and communication skills. Section VIII Tactile Maps and Graphics The maps and graphics guidelines will help create tactile versions of instructional maps, diagrams, models, and timelines to use with students who are blind or deaf-blind. The tactile maps and graphics may be beneficial to other students as well. A tactile graphic is a representation of a graphic (e.g., picture, drawing, diagram, map, etc.) in a form that provides access through touch. It is not an exact copy of the graphic. The section provides basic guidance and links to more comprehensive resources. Importance of Tactile Maps and Graphics It is important to provide tactile graphics for young readers (BANA, 2010). It helps students understand and gain information when presented with science and social studies concepts, knowledge, and skills. Science instruction often presents diagrams (e.g., water cycle) and two-dimensional models of living and nonliving things (e.g., model of cell) to teach the related concepts. Social studies instruction often uses maps and timelines to illustrate where and when people existed and events occurred. The following guidance includes information to build upon when creating tactile graphics. Tactile Graphic Guidance 1. Determine need for graphic: When encountering graphics in instructional materials, determine if the graphic is essential to understanding the concept. The Braille Authority of North America (2010) provides a decision tree to help in this determination. It can be accessed online at http://www.brailleauthority.org/tg/web-manual/index.html by selecting “Unit 1 Criteria for Including a Tactile Graphic.” 21 2. Consult with the local educator trained to work with students with visual impairments. 3. Determine the essential information in the graphic. Read the surrounding information and the caption to determine which information in the graphic to exclude. For example, a map to illustrate location of key countries would not need state lines and capital cities and may not need all of the surrounding countries. 4. Reduce unnecessary detail in the graphic. Identify details that are not necessary for interpreting the information in the graphic. For example, a model of the water cycle may show crevices on the mountains, leaves on a tree, and waves in an ocean. Eliminate unnecessary details, as they are difficult to interpret tactilely. 5. Remove frames or image outlines if they serve no purpose. Ensure that all lines are necessary (e.g., line that indicates a body of water), and remove any that are not. 6. Modify the size of the graphic. Modify the graphic as needed to reduce clutter and allow a blank space between adjacent textures. Additionally, consider the size of the student’s hand. 7. Use solid shapes as feasible. When solid shapes do not clearly represent the information, use clear solid lines. 8. Systematically teach exploration and interpretation of tactile graphics. Systematic instruction and repetition are important when teaching a student to understand a tactile graphic. Pairing the tactile graphic with a 3-dimensional object may help (e.g., pair a raised line drawing of a pencil, an example of goods, with a pencil). Specific Graphic Type Guidance Following is information for specific types of graphics that may support instruction in science and social studies. Graphic Organizers/Concept Maps  It is best to present information to compare or make connections in a tactile graphic. A tactile graphic presents the information in a spatial display and aids in comparison better than a list. Diagrams/Models  Limit the number of areas, lines, and labels. Having more than five makes interpretation difficult.  Consider pairing a tactile graphic with a 3-dimensional model. Timelines  Present timelines in the same direction every time (i.e., horizontal or vertical). Maps  Distinguish water from land using a consistent background texture for the water.  Align the direction of the compass rose arrows with the lines of longitude and latitude on the map. Creating Tactile Graphics Following are some ways to create tactile graphics. Additional information can be found at www.tactilegraphics.org. Commercial products:  Capsule paper or swell paper – print 22  Thermoform Textured shapes can be made from:  Sticky back textured papers found at craft stores  Corrugated cardboard  Fabric with texture (e.g., corduroy, denim)  Silk leaves  Cork  Felt  Vinyl  Mesh tape (used for drywall)  Sandpaper Raised lines can be made from:  Glue (best not to use water-based glue)  Wax pipe cleaners Resources Creating Tactile Graphics, created by the High Tech Center Training Unit, provides basic principles of tactile graphics, characteristics of good tactile graphics, the planning process, guidelines for designs, and more. http://www.htctu.net/trainings/manuals/alt/Tactile_Graphics.pdf The Texas School for the Blind and Visually Impaired provided basic principles for Preparing Tactile Graphics, element arrangement on a tactile graphic, resources for preparing quality graphics, etc. http://www.tsbvi.edu/graphics-items/1465-basic-principles-for-preparing-tactile-graphics Perkins School for the Blind has short videos that explain the importance of tactile graphics and information on spatial relationships and graphic literacy, moving from models to graphics, and strategies for reading tactile graphics. http://www.perkinselearning.org/videos/webcast/teaching-tactile-graphics