Student Logbook | Level 4 Module 2 | PhD Science Texas 2024

LEVEL 4

MODULE 2

Energy

WITH SPOTLIGHT LESSONS ON Earth and Space

Level 4 Module 2:

Energy WITH SPOTLIGHT LESSONS ON Earth and

Space

Science Logbook

Student Name:

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Printed

ISBN 979-8-88588-546-1

Module Question Log

Record the Essential Question and the Phenomenon Questions.

Name:

Notice and Wonder

Record what you notice and wonder.

I Notice

Date:

I Wonder

How does the strength of the wind affect how much flour a windmill can grind?

Reflection

What could you do if you harnessed the wind?

Name:

Model a Windmill

Date:

Draw a diagram of your model windmill and label all of the parts of your windmill system. Include how the windmill uses the wind to generate electricity. Use arrows to show the path of electricity through the windmill model.

Explain your model.

Similarities Differences

Name:

LESSON 4 ACTIVITY GUIDE

Visit Energy Stations

Date:

What do you observe at each station that indicates (or shows) the presence of energy?

Station Energy Observations

Station Energy Observations

Station Energy Observations

Name:

LESSON 6 ACTIVITY GUIDE

Investigate Moving Objects

Phenomenon Question:

Date:

Record the class prediction about the relationship between the energy of an object and its speed.

Record the class investigation plan.

Investigation Plan

Record the objects you plan to test. Predict how each object will respond to more energy or to less energy. As you test each object, record your observations.

Object 1 Object 2 Object 3

What is the relationship between energy and speed?

Name:

LESSON 7 ACTIVITY GUIDE

Investigate Speed and Energy

Investigation Question:

Initial Investigation Plan

Date:

How can you find evidence to answer the investigation question? Brainstorm an investigation plan. Explain why your test will be fair and reliable.

Ball Bearing Release Point and Travel Time to Finish Line

Reflection Questions

What patterns do you notice in your data?

Which trials did not follow the patterns, if any? What could have caused differences in the data?

Final Reflection

Look at the class prediction from Lesson 6. Does today’s investigation support or challenge our prediction? Why?

Name:

LESSON 8 ACTIVITY GUIDE

Investigate Collisions

Investigation Question:

Ball Bearing Catch Travels ( )

Release Point on Ramp (centimeters from bottom)

Date:

Name:

LESSON 9 ACTIVITY GUIDE

Develop a Model for Collisions

Date:

Which speed did your class choose to represent in a model?

With your partner, develop a model for each stage of the collision and label where energy is present in each model.

Before the Collision

During the Collision

Name:

LESSON 10 ACTIVITY GUIDE

Investigate Slowing Motion

Investigation Question:

Date:

Make a prediction that responds to the investigation question.

Fill in the first column of the data table. Follow the fair test guidelines. Then complete the investigation. Record your results for each trial in the data table.

Distance Marble Travels (centimeters)

Name:

LESSON 11 ACTIVITY GUIDE A

Graph and Interpret Data

Line Plots

Date:

Record a title for each line plot. Then create a line plot for each material to determine the typical distance value. Record each typical distance value in your data table from the previous lesson.

Title: __________________________________________________________________

Distance Marble Travels (centimeters)

Title:

Distance Marble Travels (centimeters)

Title:

Distance Marble Travels (centimeters)

Reflection Questions

What is the relationship between the material and the distance the marble travels?

What does this relationship tell us?

Name:

LESSON 11 ACTIVITY GUIDE B

Observe Energy in Systems

Date:

Video 1 Observations: Boat, Water Wave, and Shoreline System

As you watch the video, record your observations of indicators of energy or force.

Video 2 Observations: Water Wave Colliding with the Shoreline

As you watch the video, record your observations of indicators of energy or force.

Name:

LESSON 12 ACTIVITY GUIDE

Date:

Observe and Model Energy in Systems

At each station, observe the movement of energy in each system. Record your observations. Then draw a model to show what happened at each station. Label the energy indicators you observe.

Station 1: Solar Cell

Observations

Station 2: Sound Cup Observations Model

Station 3: Air Temperature Observations Model

Name:

LESSON 13 ACTIVITY GUIDE A

Compare Energy Transfer and Transformation

Date:

Record characteristics of energy transfer and energy transformation. Then list examples of each process that you observed in class.

Observations Energy Transfer Energy Transformation

Characteristics

Examples

Name:

LESSON 13 ACTIVITY GUIDE B

Construct Explanations

Date:

Use your observations and models from the previous lesson to answer the summary questions.

What energy indicators helped you observe energy transformations?

What patterns did you notice in the energy transformations?

Name:

Plan to Build a System

Date:

Draw a model of the system you plan to build. Label the materials you will use.

Draw a Model

Draw a model to show how the parts of the circuit must be connected to make the bulb light up. Label the components and use arrows to demonstrate the flow of energy in the system.

Explain your model. Describe how energy flows in the system.

Name:

Test Materials in a Circuit

Date:

Test each material to determine whether the bulb lights up.

Material Does the bulb light up?

Coin

Folded sticky note

Metal paper clip

Craft stick

Modeling clay

Steel wool

Name: Date:

LESSON 18 ACTIVITY GUIDE

Observe a Generator

What happens when you try to make the LED light up? Record your observations.

What did you do to cause the LED to light up?

What caused the LED to produce different amounts of light? Did you observe a pattern? If so, what was it?

What energy transfers and transformations did you observe in your generator investigation?

Name:

LESSON 19 ACTIVITY GUIDE

Revise Windmill Model

Key Concepts Checklist

Record the key concepts developed by the class.

Date:

Revised Windmill Model

Draw a new model to explain how the windmill changes wind into light.

Explain your model.

Compare

Similarities Differences

Name:

LESSON 21 ACTIVITY GUIDE A

Engineering Design Process

Date:

Name:

Group: LESSON 21 ACTIVITY GUIDE B

Engineering Challenge

Date:

Ask: Define the problem. Identify the criteria and constraints.

Problem: Criteria Constraints

Imagine: Research. Brainstorm solutions. Select a solution.

Brainstorm ideas about how to build your device. Record your ideas. Label the materials and identify if they are conductors or insulators.

With your group, choose one idea.

Record notes or ideas from your research about renewable energy engineers.

Plan: Gather materials. Generate a detailed design.

Create a diagram of your design. Label the materials that you need to build your device. Use a highlighter and a dashed line to trace the path where electrical energy travels and a different color highlighter to highlight where mechanical energy is present.

Work with your group to answer the following questions.

Where will there be contact forces in your device?

Where is mechanical energy being transferred in this device to make important parts of the design move?

Create: Build a prototype. Test and evaluate.

Work with your group to build your device. Test how it works. Record your results in the table.

What information do you want to collect about the light? Fill in the table headings. Design Number Force Strength

How are you transferring force?

1 Strong push

1 Weak push

What works well?

What needs improvement?

How does the electricity travel to the light?

Improve: Redesign. Our

Design

‘s Design

With your group, plan improvements for another version (Version 2) of your device.

What will you change about your device? How do you predict those changes will affect the device’s function?

Build and test your improved device. Continue making improvements by redesigning and testing updated versions. Each time you test, add a new row in the table. Record notes for each test.

Design Number Force Strength Did the light turn on?

2

Testing Notes:

Which materials in your design are conductors of electrical energy?

How are the parts of your design working together to create a path for energy to flow to the light?

Share: Receive feedback.

With your group, determine the best way to share what you created and learned. Use the checklist and the notes space provided to plan your presentation.

We can explain the materials we used in our design and why we chose them.

We can identify the materials that are insulators and conductors in our design.

We can explain changes we made to our design and why we made those improvements.

We can explain how the parts of the device work together so electrical energy can travel to the light.

We can explain how forces cause mechanical energy to transfer to our device.

We can explain the advantages of using renewable energy in our design.

We each have a role for the presentation.

Presentation Notes

Final Design Diagram: Create a diagram of your final design to share during your presentation. In the diagram, label the parts of the design that are conductors and insulators. With a highlighter, mark the contact forces and the path of electrical energy in the device.

Energy Transfer and Transformation Diagram: Create a graphic organizer that explains how mechanical energy is transferred and transformed in your device.

Name:

Group:

LESSON 26 ACTIVITY GUIDE A

Ask Questions

Date:

During presentations, ask questions about the group’s solution and design process. Choose one of the questions below or ask one of your own.

▪ What materials did you use in your design? Why did you choose those materials?

▪ What changes did you make to your design? Why did you make those changes?

▪ How do the parts of your device work together so energy travels to the light?

▪ How does a force cause mechanical energy to transfer into your device?

Or write your own question:

Name:

Group:

LESSON 26 ACTIVITY GUIDE B

Reflect on the Share Stage

Date:

Create a Venn diagram comparing your design with at least one other design.

Use this checklist to reflect on your knowledge.

I can explain which materials in our device are conductors and which are insulators.

I can explain changes we made to our design and why we made those improvements.

I can explain how the parts of the device work together so electrical energy can flow to the light.

I can explain how a force causes mechanical energy to transfer into our device.

I contributed to the presentation. Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher comments

Name:

LESSON 27 ACTIVITY GUIDE A

Key Terms About Energy

Cut out the key terms about energy.

Date:

Map

Create a relationship map. Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. Glue the terms to the page.

Name:

LESSON 27 ACTIVITY GUIDE B

Answer the Essential Question

Date:

Essential Question: How do windmills change wind to light?

Name:

LESSON 27 ACTIVITY GUIDE C

Date:

Collaborative Conversation Strategies

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas.

That idea reminds me of .

Explain your thinking.

I think that because .

Add to what someone else says.

I agree with , and I also think that .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Share a different point of view.

I politely disagree with because .

That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about .

Are you saying ?

Return to a question or idea.

Let’s go back to what was saying about .

Let’s go back to the question (or idea) that .

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

That is an interesting idea. Can you tell me more about ?

Summarize the conversation.

I think the big idea is .

Do we agree that ?

Earth and Space

Name:

LESSON 1 ACTIVITY GUIDE

Analyze a Gardener’s Notes

Date:

Can you identify patterns from the data in the table? Explain your reasoning.

Name:

LESSON 2 ACTIVITY GUIDE

Analyze Day Length Data

Date:

Observe the class data. What patterns do you notice?

Name:

LESSON 3 ACTIVITY GUIDE

Jot–Pair–Share

How does day length change in each season?

Date:

Name:

LESSON 5 ACTIVITY GUIDE

Date:

Identify Patterns and Make a Prediction

What patterns do you notice about the appearance of the Moon?

Draw what you think the Moon will look like on the first day of the next month.

How did you predict what the Moon will look like on the first day of the next month?

Name:

LESSON 6 ACTIVITY GUIDE

Make a Relationship Map

Cut out these terms about Earth and space.

Date:

Full moon Moon phase

New moon

Concept Map

Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. When you have finished your map, glue the terms to the page.

Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Debbie Hardin, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Francine Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif, Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner,

Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

How do windmills change wind to light? Build a working model of a windmill and investigate energy indicators and energy transfer and transformation as you discover how windmills harness the wind’s power. Learn how a boy built a windmill and changed his community. And take on an engineering challenge to design a light-generating device yourself.

In the Spotlight: When will strawberry plants flower? When will cactus flowers open? Analyze day length and temperature data. Identify how the Moon’s appearance changes throughout the year. Predict flowering plant behaviors by exploring patterns in nature. Along the way, ask yourself, How does my new knowledge help me understand the world?

ON THE COVER

Windmill, 1917

LEVEL 4 MODULES

EARTH FEATURES with Spotlight Lessons on Mixtures and Solutions

1 2 ENERGY with Spotlight Lessons on Earth and Space

3

PLANTS IN THE ENVIRONMENT

Piet Mondrian, Dutch, 1872–1944

Oil on canvas

© 2022 Mondrian/Holtzman Trust

ISBN 979-8-88588-546-1

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