1. Transformation of Electrical Energy
Teacher: Introduce the topic to students. Please review the information below for your own clarification.
*** Note – SC.5.P.10.4 is the annually assessed benchmark (otherwise known as the parent benchmark), the daughter benchmarks will also be addressed throughout this PowerPoint. Thus this can be used throughout the teaching of these benchmarks as well as for review after having taught all of the benchmarks. Please use it as it suits your teaching style.
Benchmark Clarifications
Students will explain that electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.
Students will explain that energy from the Sun can be used to heat objects, and that when sunlight is not present, heat may be lost.
Students will identify the flow of heat between hot and cold objects and/or that heat may cause objects to change temperature.
Students will identify common materials that conduct heat well or poorly.
Students will explain that an electrically charged object can attract an uncharged object and/or either attract or repel another charged object without any contact between the objects.
Students will determine that the flow of electricity requires a closed circuit.
Students will identify and/or classify materials that conduct electricity and materials that do not.
Content Limits
Items will not assess parallel and series circuits.
Items assessing electricity will not refer to electrons or the movement of electrons in producing electrical charge.
Items that refer to positive and negative charges in attraction and repulsion properties must be in the context of static electricity.
Items will not use more than two energy conversions.
Stimulus Attribute
Scenarios are limited to abiotic systems.
Scenarios referring to energy from the Sun will not use the term radiant.

2. Common Board configuration
Benchmark: SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
Objective: Students will explain that electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.
Essential Question: How can electrical energy be transformed into other forms of energy?
Home Learning:
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 103 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 58 for additional information. Keep in mind that this standard builds upon third and fourth grade benchmarks. Students will need to comprehend these additional benchmarks, thus addressing them with your class or small groups as needed is essential. Benchmarks listed under SC.5.P.10.4 are SC.3.E.6.1, SC.4.P.11.1, SC.4.P.11.2, SC.5.P.10.3, SC.5.P.11.1, and SC.5.P Please see the FCAT Test Specs for benchmark clarifications and content limits.

3. Word Wall Transform Insulator Closed Circuit Electrical Energy Repel
Teacher: Introduce / revisit vocabulary. Make sure these words are part of your interactive word wall.
Repel
Attract
Conductor

4. Energy Transformation
The law of conservation of energy states that the energy can neither be created nor destroyed.
Energy can move from one object to another object.
When energy changes from one form to another, it is called transformation.
Every time an energy change occurs some heat energy is released.
Teacher: Explain the concept of transformation with students. Use the example to model the think aloud process and perhaps demonstrate an energy transformation.
Example: Point to a light switch, a computer and any other item that uses electrical energy. Tell students that all of these objects transform energy.

5. transformation of electrical energy
Electricity is a form of energy that is produced when electrons move from one place to another place.
Electrical Energy can be transformed or changed into heat, light, and sound energy, as well as energy of motion.
Teacher: Address electricity / electrical energy with students and then explain that electrical energy can be transformed into heat, light, and sound energy, as well as energy of motion. Provide a think aloud about how each one of these transform from electrical to the picture displayed. During the think aloud make sure to note that in every transformation a small amount of heat is released.
Heat
Light
Sound

6. Common Board configuration
Benchmark: SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can wither attract or repel another charged object without any contact between forces.
Objective: Students will explain that an electrically-charged object can attract an uncharged object and/or either attract or repel another charged object without any contact between the objects.
Essential Question: How will an electrically charged object interact with other charged objects?
Home Learning:
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information.
SC.5.P.10.4 is the parent benchmark / annually assessed benchmark for SC.5.P Please remember students must understand this information as well to be successful.

7. + Electric Charges + + _ _ _ Attract means to pull on.
Repel means to push against. + + _ _
Like charges repel each other.
Teacher: Use this display to discuss electric charges. Relate the information to magnets as students should be more comfortable with this topic (magnets have been discussed since 2nd grade). A suggestion would be to use magnets to show the relationship of the like charges and unlike charges.
***Note: This slide relates to SC.5.P.10.3 Investigate and explain that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without contact between objects. + _
Unlike charges attract each other.

8. Electrically charged objects
An electrically charged object can attract an uncharged object and/or repel another charged object without any contact between the objects.
Attraction
Attraction
Teacher: Lead a class discussion based on the following demonstrations.
You can rub a balloon on your hair. This removes some of the electrons from your hair and gives the balloon a slight negative charge. Now put the balloon against a wall. It will stick (if the weather is dry) since the negative charges in the balloon will re-orient the atoms of the wall, and a weak electrical force will hold the balloon in place on the wall. Opposite charges attract.
*Charge a plastic comb with static electricity from your hair and use it to bend a stream of water. Again, opposites attract.
*Two like-charged balloons hang from a common point from the ceiling. The repulsion effects cause them to hang at an angle from their usual vertical alignment. A plastic tube is charged by rubbing with synthetic fur. The plastic tube is inserted into the space between the balloons, causing even further repulsion.
Items that refer to positive and negative charges in attraction and repulsion properties must be in the context of static electricity.
***Note: This slide relates to SC.5.P.10.3 Investigate and explain that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without contact between objects.
Repulsion/Repel

9. Share and Write Accountable Talk
Teacher: This slide indicates time for accountable talk. Please use a collaborative structure of your choice to determine groups of four for the discussion on the next slide.
Share and Write

10. Discussion Point Partner A Answer the following question:
What are 3 ways in which electrical energy can be transformed? Give an example of each.
Partner B
What is the difference between attraction and repulsion? What happens to like charges and what happens to unlike charges?
Teacher: Choose a collaborative strategy of your choice to pair students up.
Partner A should say: Electrical energy can be transformed into heat, light, and sound. Examples: stove, light bulb, telephone
Partner B should say: Attract means to pull on and repel means to push against. Like charges will repel and unlike charges will attract.

11. Common Board configuration
Benchmark: SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity and materials that do not.
Objective: Students will determine that the flow of electricity requires a closed circuit.
Essential Question: How can electrical energy be transformed into other forms of energy?
Home Learning:
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information.
SC.5.P.10.4 is the parent benchmark / annually assessed benchmark for SC.5.P Please remember students must understand this information as well to be successful.

12. Electric circuits
Electric current flows through a path called a circuit.
A circuit is like a big loop.
In order for the current to flow through the loop, the path must have no breaks; in other words, it must be closed.
A closed circuit has no breaks in it.
An open circuit has a break.
Teacher: Discuss the flow of electricity. Make sure to differentiate between a closed circuit and an open circuit. Circuits must be closed for the energy to flow through.
Items will not assess parallel and series circuits.
Items assessing electricity will not refer to electrons or the movement of electrons in producing electrical charge.
***Note – This slide addresses SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
Closed circuit – Light bulb is on
Open circuit – Light bulb is off

13. Common Board configuration
Benchmark: SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.
Objective: Students will identify and/ or classify materials that conduct electricity and materials that do not.
Essential Question: How will an electrically charged object interact with other charged objects?
Home Learning:
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information.
SC.5.P.10.4 is the parent benchmark / annually assessed benchmark for SC.5.P Please remember students must understand this information as well to be successful.

14. Conductors and insulators
Anything that allows heat/thermal energy or electricity to move through it easily is a conductor.
Anything that slows the movement of heat/thermal energy or electricity is an insulator.
The cookie sheet is a conductor. Metals are good conductors of heat/thermal energy and electricity.
Teacher: When creating close circuits, you must use objects that will allow the energy to flow through and complete the loop. Conductors allow energy to flow through easily where as insulators do not. Review the example displayed on the slide.
***Note – This slide discusses SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.
The oven mitt the mom is wearing is an insulator. Thick fabrics, plastics, and rubber are not good conductors of heat/thermal energy and electricity.

15. Flow of heat
Heat is the transfer of thermal energy between objects of different temperatures.
Heat travels from a warmer object to a cooler object.
The heat will continue to flow until the temperature of the two objects has equalized, or reached the same temperature.
Teacher: Explain the flow of heat between objects. Then utilize the picture to provide an example for students: Suppose you place an ice cube in a glass of water. Because the water is warmer than the ice, heat flows from the water to the ice until the two reach the same temperature. Point out the direction of the arrows. Students usually have a misconception about the direction of heat flow. Heat does not flow from the ice to the water.

16. Energy from the sun can be used to heat objects.
Solar energy mostly passes through the atmosphere and this heat is absorbed by all objects, such as humans, trees, flowers, roads, etc. These objects will then warm up. Dark objects, such as asphalt roads, will absorb and warm faster than light colored objects.
Teacher: Explain the information from the slide for energy from the sun. Discuss how dark and light objects absorb the sun’s rays differently.
When sunlight is not present, heat may be lost.

17. Share and Write Accountable Talk
Teacher: This slide indicates time for accountable talk. Please use a collaborative structure of your choice to determine groups of four for the discussion on the next slide.
Share and Write

18. Discussion Point
With your shoulder partner, have a discussion about the following:
Discuss the difference between open and closed circuits.
Discuss conductors and insulators and give examples.
Discuss what you have learned about the flow of heat.
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students. Then allow students time to discuss the three talking points presented on the slide. After allowing partners to discuss, go back to the slides and review/check answers.
Open/Closed Circuits – slide 7
Conductors/Insulators – slide 8
Flow of heat – slide 9

19. Checks for Understanding
Benny’s family bought a new electric stove. The stovetop had several large circles on it. When Benny’s father turned on the stove, the circles glowed with a red color. What can you infer about these circles?
A. The circles gave off both heat and light.
B. The circles gave off only light to show where to place the pans.
C. The circles gave off light but not heat.
D. The circles gave off light to help the cook see the stove.
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students (or simply allow students to work with their shoulder partner. Allow students time to discuss the question and determine an answer. The answer will be presented on the next slide.

20. A is correct!
The electrical energy from the stove was converted into heat energy to cook the food. When the metal rings on the stove become extremely hot, they glow a reddish orange color which is light energy.
Teacher: Refer back to slides 3-4 or the text pages p to discuss electrical transformation if students have difficulty.

21. Checks for Understanding
2. It was a hot, sunny day when Marsha’s family was visiting the beach. Marsha took off her sandals and headed for the water. The sand was so hot, she had to run so her feet would not burn. Which of the following best explains why the sand was so hot?
A. People running in the sand made the sand hot.
B. Heat and light from the Sun made the sand hot.
C. Wind blowing over the sand made the sand hot.
D. The temperature that day made the sand hot.
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students (or simply allow students to work with their shoulder partner. Allow students time to discuss the question and determine an answer. The answer will be presented on the next slide.

22. B
The solar energy (light energy) passes through the atmosphere and this heat is absorbed by all objects including the sand Marsha was walking on. Therefore, heat and light from the Sun made the sand hot.
Teacher: Refer back to slide 11 to discuss electrical transformation if students have difficulty.

23. Checks for Understanding
3. Alex turned on the light in his room so he could do his homework. What type of energy transformation is taking place in Alex’s room?
A. electrical to light
B. light to mechanical
C. mechanical to heat
D. heat to electrical
Teacher: Utilize a collaborative strategy of your choice or determine a way to partner / group students (or simply allow students to work with their shoulder partner. Allow students time to discuss the question and determine an answer. The answer will be presented on the next slide.

24. A
When the switch is flipped on, the circuit is closed allowing the electrical energy to flow to the lamp, which lights up. Electrical Energy  Light Energy
Teacher: Refer back to slides 3-4 or the text pages p to discuss electrical transformation if students have difficulty.

25. Closing
Write a summary paragraph explaining your understanding of one of the following topics:
How electricity transforms into other forms of energy?
The difference between conductors and insulators.
The flow of heat.
The difference between open and closed circuits.
Teacher: Emphasize the importance of writing when assigning this task. Encourage students to write in complete sentences and use evidence to support their thinking.