Grade 2 Big Idea 10: Forms of Energy Energy Sources Open up discovery education on your employee portal and minimize

Grade 2 Benchmarks SC.2.P.10.1 - Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. (Cognitive Complexity/Depth of Knowledge Rating: Low) SC.2.N.1.1 - Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. (Cognitive Complexity/Depth of Knowledge Rating: High)

Energy Sources Objectives: The student will be able to demonstrate understanding of: • Explaining that energy is needed to make objects work. • Describing how people use electricity and other forms of energy at home and school. • Identifying and describing sources of energy. • Naming three different objects and the kind of energy they require.

Resources BBC Ages 6-7 Using electricity: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity.shtml Energy Activity: Motion http://www.eia.gov/kids/resources/teachers/pdfs/Motion_Energy_Primary.pdf (teacher) http://www.eia.gov/kids/resources/teachers/pdfs/PrimaryActivityMotionpdf.pdf (student) Primary Activity Racing Jars: http://www.eia.gov/kids/resources/teachers/pdfs/primary%20jars.pdf School Learning Energy Survey: http://www.eia.gov/kids/resources/teachers/pdfs/SchoolSurveyPrimary.pdf Home Learning Energy Survey: http://www.eia.gov/kids/resources/teachers/pdfs/HomeSurveyPrimary.pdf Energy and Machines pictures http://www.eia.gov/kids/resources/teachers/pdfs/energy&%20machines_prim.pdf Energy Transport http://www.eia.gov/kids/resources/teachers/pdfs/Prim_%20transport%20sort.pdf

What do you know about Electricity? Electricity is used to light our homes Electricity gives power to machines. It powers appliances such as refrigerators and microwaves. It powers computers and TV’s. It also powers the toys and games we enjoy. It’s often used to heat and cool buildings. Electricity is a kind of energy we use every day. Activate Prior Knowledge Engage: Ask the question: What do you know about Electricity? Discuss. Play the hyperlinked video: Electricity Explain: have students write and draw about their ideas. Evaluate: have students compare their ideas to the ideas listed in the bullets.

Living in an Electrical World Look around the classroom Find at least three things that use electricity. List them in your science notebook. Raise your hand to share out with the whole class. Choose two items from the class list and explain how each one of them helps us. Explore and Explain: Ask students to look around the classroom and find at least three things that use electricity. As they search the room, ask questions to guide their search such as, “What is something that plugs in to the wall? Electricity gives power to machines. Do you see something that needs power to run?” You may want to demonstrate the use of an item with and without electricity. For example, turn on a fan that is not plugged in. Point out that it does not work. Plug in the fan and turn it on. Have students describe its motion.  After two minutes, allow students to share their answers. Make a list of students’ ideas on the board or chart paper. Explain/Evaluate: Have students choose two of the objects from the class list and explain how they help us.

Explain/Evaluate: Class/Home Learning

It’s Electricity, a Kind of Energy It makes a light bulb shine. It makes a radio play. It makes an oven bake. What is it? It makes a washer wash. It makes a dryer dry. It makes a streetlight glow. It makes a wall clock tick. It makes a telephone ring. It makes a blender mix. It makes a vacuum sweep. It makes a TV play. It makes a doorbell ring. What is it? It’s electricity—a kind of energy that gives us light and heat and power. Engage: Song link - It’s Electricity, a Kind of Energy Song words link: Sing Along These are both located in the Instructional Resources Gr. 2 Quarter 2 resources.

Extend: Home Learning

OUR ELECTRICAL WORLD Write a Story Directions: Write a story about how life would be different if there were no electricity. Engage/Explain: Play the hyperlink: OUR ELECTRICAL WORLD and discuss how electricity has changed our lives. Then assign the story. Make a class book for all students share their stories and read each others.

Evaluate

Are There Other Kinds of Energy? What are they? Yes, there are other kinds of energy. Light is a kind of energy. It can come from lamps and TVs. It comes from the sun, too. The sun is a source of light. It is also a source of heat. You can see the light from the sun. You can feel the sun’s heat energy. What Kinds of Energy Do Different Things Need? Your body also has energy! You get energy from the food you eat.

Energy is all around us! Give some examples You can see energy as light from the sun or a lamp. You can feel it as heat warms things up. You can hear energy as sound when someone talks. You can see mechanical energy every time you move. Evaluation: Ask students what are some examples of energy in this room. Tell students to look at the clip art in the slide and name an energy that is all around us. Play the video by clicking on the link Energy is all around us! Ask students to give other examples of energy in their lives.

Racing Jars Primary Activity Racing Jars: http://www. eia Resource: Primary Activity Racing Jars: http://www.eia.gov/kids/resources/teachers/pdfs/primary%20jars.pdf Explain:

We Use Energy What energy do these objects use? Explore: Click on the hyperlink: We Use Energy to open a reading passage from Discovery Education. Explain/Evaluate: Ask What energy do these objects use? Electricity - Discuss

Quiz What is the source that powers each of these devices (energy users)? Part A: Device 1. ___________ 2. ___________ 3. __________ 4. ___________ Part B: Energy Source 1. 2. 3. 4. Evaluation

Hands-On Activity: Measuring Heat In this activity, students will demonstrate the following Inquiry Skills: Gather Data Using the thermometer as a tool and the metric units, Celcius. Make inferences to draw conclusions. Materials: · Lamp without a shade · Thermometer · Incandescent light bulb · Compact fluorescent light bulb Provide brief instruction on how to use a thermometer to measure temperature. Show students that the number at the top of the red line on the thermometer shows the temperature.

Measuring Heat continued: Place a thermometer near the lamp with the bulb turned off. Measure the room temperature and record it on a Data Chart. Switch on the lamp with the incandescent light bulb screwed into place. Wait 10 minutes. After ten minutes, measure the temperature near the light bulb. Be sure to take the temperature in the exact spot as before and record it on a Data Chart. Switch off the lamp and allow the incandescent light bulb to cool and remove from the lamp. Place the compact fluorescent light bulb in the lamp. Repeat steps 3. – 5.

Measuring Heat DATA #1 Incandescent Light Bulb Room Temperature ______ After 10 minutes ______ Difference _______ #2 Compact Florescent Bulb Room Temperature _______ After 10 minutes _______ Difference _______ Discuss the results of the activity with students. The incandescent light bulb produces a lot of heat and uses more electricity and energy. This has other implications. In summer, if a room is lit with incandescent bulbs that produce heat, the electric air conditioner will have to work harder to cool the room. Compare the temperature differences between the two types of bulbs. Why do you think they are different? Explain using data (evidence).

Energy Energy Sources Electrical Sun Battery What Happens? Lights on. / Machines run. Plants grow. / Air warms up. Flashlights light up. / Clocks work. Evaluate: Ask students to give examples about what happens from each of the energy forms or sources in the first column. Then show the 2nd column and compare their responses to the given ones in the 2nd column.

What are three different sources that energy comes from? Sun 2. Electricity* 3. Batteries *Be safe: Stay away from electrical outlets! Remind students that energy comes from different sources. Divide students into pairs. Then take have them explore the classroom, looking for objects that get energy from the sun, electricity, or batteries. Have them record their findings in the chart. Instruct students of safety precautions, such as not touching electrical outlets. Give students a Three-column chart with headings or show students how to make a Three-column chart with headings “Sun,” “Electricity,” and “Batteries” in their notebooks. Students work with a partner to identify objects’ energy sources and classify them under the right source.

Energy Field Studies Trip to the Media Center In this activity, you will demonstrate the following Inquiry Skills: Gather data. Use the appropriate format to record data on a chart and then make a graph. Materials: Pencil Three-column chart with headings “Sun,” “Electricity,” and “Batteries” for each pair of students (next slide)

Work with a partner to identify objects that get energy from electricity, the sun, or batteries Explain/Evaluate: Give students a Three-column chart with headings or show students how to make a Three-column chart with headings “Sun,” “Electricity,” and “Batteries” in their notebooks. Students work together in pairs for this activity. Then take have them explore the media center (classroom), looking for objects that get energy from the sun, electricity, or batteries. Have them record their findings each in their own chart. Important: Instruct students of safety precautions, such as not touching electrical outlets.

Energy Field Studies Trip Connected Learning What is something in the Media Center that gets energy from electricity? What did you see that gets energy from the sun? Did you find something that gets energy from batteries? Evaluate: After five minutes, regroup and discuss students’ charts. Ask the following questions: · What did you see that gets energy from the sun? Students may note plants or items such as solar powered calculators. If these items are not available, point out that the warmth from the sun can help to heat the room. · What is something in the library that gets energy from electricity? · Did you find something that gets energy from batteries?

Home Learning Look around your home. Make a 3 column chart labeled electricity, batteries, and solar power Work with a parent to identify things that use electricity, batteries, or solar power

Energy Review Connected Learning 1. Why is energy important? We need energy to be able to move. Machines also need energy to help us do work. 2. What do people use electricity and other forms of energy for? People use electricity for many things, such as washing their clothes, cooking their food, and making light to see at night. They use many other forms of energy, too. They use gasoline to run their cars. They use natural gas to cook their food. They use energy from the sun to power their calculators. 3. What are three sources of energy? Energy can come from the sun, electricity, batteries, or wind. 4. What kinds of energy do different things need? Different things use different kinds of energy. Cars need gasoline. Some toys need batteries. Some things need electrical energy. Evaluate

TAG Reflections Tell a fact you learned about energy. Ask a question about something you don’t understand about energy resources. Give another idea that was addressed in our study of energy resources. To explain, evaluate and extend the light content covered, students will complete the following: Instructor will set up three areas, one each for Tell, Ask, and Give. Direct students to complete TAG reflections on three different sticky notes. Have students share out in their group, placing the sticky notes in the center of their table. Then as a group choose one each of the TAG Reflections to report out to the whole group while placing these sticky notes in appropriate areas. As a whole class review the light facts that connect to their appropriate grade level benchmarks. Clarify questions students still have. Click on a light hyperlink for a site on light facts or use the ScienceSaurus light pages or SF textbook, Chapter 14, Lesson 3. Department of Science