Speed Bag Teacher Edition - Grade 5 - Preview by Educational Bootcamp

THE SPEED BAG TEACHER’S EDITION BOOKLET INCLUDES: 



Student Reading Passages - provides students with a snapshot of the benchmarks being addressed. Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation. Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons. Vocabulary Matching – allows students to apply vocabulary terms necessary for mastering the Next Generation Sunshine State Standards for science. Writing to Tie It Together – provides an opportunity for students to demonstrate an understanding of the benchmark through summary writing. Multiple Choice Practice Questions – gives students practice in answering SSA-like questions. Multiple-choice items are scored by awarding one point for each correct answer.

The Science Section of the Science Statewide Assessment (SSA) The Statewide Science Assessment (SSA) evaluates students' knowledge of scientific process/content. Students analyze and apply these principles in order to demonstrate scientific understanding. The Assessment is adapted from Florida's Next Generation Sunshine State Standard benchmarks that encompass specific concepts involving several Big Ideas. Among these concepts are items involving the following clusters: Nature of Science, Life Science, Physical Science and Earth & Space Science.

Science Speed Bag, Teacher's Edition Grade 5 Publisher: Educational Bootcamp Content Development: Educational Bootcamp Senior Editor: C L Watson Literary Services Cover Design: Sadiq Malik Copyright © 2011 by Educational Bootcamp Educational Bootcamp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp. Printed in the United States of America

ISBN: 0-85-8343001 10 9 8 7 6 5

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T A B L E Lesson

The Scientific Method

Types of Scientific Investigations Repeating Scientific Investigations

C O N T E N T S

FL Code

Florida Benchmark

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THE NATURE OF SCIENCE --Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

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Verified Observation or Personal Opinion

O F

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--Explain the difference between an experiment and other types of scientific investigation. --Identify a control group and explain its importance in an experiment. --Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. --Recognize and explain the need for repeated experimental trials. --Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. --Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.” -- Recognize and explain the difference between personal opinion/interpretation and verified observation.

Page Number

pp. 1 - 6

pp. 7 - 12

pp. 13 - 18

pp. 19 – 24

EARTH AND SPACE SCIENCE

The Sun: A Star in the Milky Way Galaxy

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Our Solar System

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The Movement of Earth

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Moon Phases

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Rocks and Minerals Renewable and Nonrenewable Resources

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--Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. --Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. --Distinguish among the following objects of the Solar System — Sun, planets, moons, asteroids, comets — and identify Earth’s position in it. --Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. --Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. --Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. --Describe the changes in the observable shape of the moon over the course of about a month. --Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). --Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. --Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. --Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

pp. 25 - 30

pp. 31 - 36

pp. 37 - 42

pp. 43 - 48

pp. 49 - 54

pp. 55 - 60

Weathering and Erosion The Water Cycle

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Factors Influencing Weather Weather in Environments and Climate Zones Properties of Matter Separating Mixtures and Forming Solutions The Effects of Temperature on Physical and Chemical Changes

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--Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). --Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. --Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes. --Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. --Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. --Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. --Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. PHYSICAL SCIENCE --Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. --Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. --Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

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--Investigate and describe that many physical and chemical changes are affected by temperature.

Forms of Energy

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--Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

Force, Motion, and Renewable Energy

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--Investigate and explain that energy has the ability to cause motion or create change.

Electric Circuits and Energy Transformations Good and Bad Conductors of Heat and Electricity Forces and Motion of an Object

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--Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. --Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

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--Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects. --Identify and classify materials that conduct electricity and materials that do not. --Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

pp. 61 - 66

pp. 67 - 72

pp. 73 -78

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pp. 85 -90

pp. 91 - 96

pp. 97 - 102

pp. 103 - 108 pp. 109 - 114

pp. 115 - 120

pp. 121 - 126

pp. 127 - 132

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The Effect of the Overall Forces on Motion

Plant Organs and Response to Stimuli

The Organs of the Human Body Comparing Physical Structures of Plants and Animals Classification of Plants and Animals

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Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

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Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion.

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Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

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Recognize that plants use energy from the Sun, air, and water to make their own food.

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Investigate and describe how plants respond to stimuli.

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Life Cycle of Plants and Animals

LIFE SCIENCE Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

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Adaptations of Organisms

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Adapting to the Environment Environmental Changes vs. Population Size

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The Flow of Energy in a Food Chain

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pp. 133 - 138

Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.

Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seedbearing plants. Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

pp. 139 - 144

pp. 145 - 150

pp. 151 - 156

pp. 157 - 162

pp. 163 - 168

pp. 169 - 174 pp. 175 - 180 pp. 181 - 186 pp. 187 - 192

THE SUN: A Star in the Milky Way Galaxy The Earth and the Sun belong to the Milky Way Galaxy. The Milky Way Galaxy is a spiral galaxy made up of over 100 billion other stars that range in size and age. The Sun is about five billion years old and considered to be a comparatively young star. The Milky Way is ten billion years old and has spiral arms and a bright center. The Sun is in the middle of one of the spiral arms far away from the galactic center. A galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. There are billions of galaxies in the Universe, ranging from a few million to over several billion stars. Galaxies are divided into three basic types based on their shape. A spiral galaxy is a disked-shaped galaxy made of gas, dust, and newly forming stars. Spiral galaxies are the brightest of the three galaxies because young stars produce more light energy than older stars. The Sun, Earth’s star, is located in a spiral galaxy called the Milky Way galaxy. An elliptical galaxy is shaped like an ellipse. Elliptical galaxies have very little gas and dust and are made up of mostly old stars. Irregular galaxies do not have regular shapes. They are full of gas and dust, and new stars are being formed, making them very bright. Stars are far away Suns that look like points of light. All stars emit light energy as a result of a process called hydrogen fusion. The hydrogen in the star acts as a giant ball of hot gas, fueling the star to shine. The hydrogen gas eventually runs out, and the star begins to die. However, a star running out of hydrogen gas takes billions of years to occur. Stars vary in color dependent upon their temperature. Stars that are cooler than the Sun appear red or orange. Meanwhile, stars that look white or bluish-white are hotter than the Sun. As stars get older, they change in size and temperature. The Sun is the closest star to the Earth and therefore appears larger and brighter than any other star. Many stars are much bigger and a lot hotter than our Sun. The Sun is a middleaged, yellow dwarf star that will probably continue to shine for another four billion years. The Sun, like all other stars, has many characteristics. It produces heat and light, it is made of hydrogen and helium gas, it is medium-sized, and its distance is measured in light-years.

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SC.5.E.5.1 The Sun makes its own energy that may be captured to generate heat and light for Earth. So, exactly how does the Sun work on Earth? Well, the Sun does quite a bit. To begin with, the Sun is the first step in the food chain for all living things. Without the Sun, we would have no food to eat. The Sun gives off huge amounts of heat and light. If there were no Sun, the Earth would be cold and dark; probably not a place you would want to live. In addition, the Sun is the primary source of energy. The Sun’s gravity keeps the planets in our solar system, including the Earth, in orbit. This means that the pull of the Sun keeps each planet going around it. The Sun also fuels the water cycle. The evaporation process in the water cycle is due to the heat from the Sun. Another way the Sun is useful to us is by providing us with solar energy, allowing us to use solar panels to warm buildings. The Sun is also required for the process of photosynthesis. Plants use the Sun to make their own food in photosynthesis. The Sun may also be used to tell time. Before we had watches and clocks, people relied on the Sun, among other things, to let them know the time of day. The Sun: A Star in the Milky Way Galaxy

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STEP 4: DRAW AND LABEL THE SUN.

STEP 3: DRAW AND LABEL THE HALO.

DRAW IN 40 SECONDS

STEP 2: DRAW AND LABEL THE SPIRAL ARMS.

STEP 1: DRAW AND LABEL THE NUCLEAR BULGE.

SPEED BAG: THE MILKY WAY GALAXY (SC.5.E.5.1)

Term Galaxy

Notes A galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. There are billions of galaxies in the universe. Galaxies are divided into three basic types based on their shape.

Spiral Galaxy

A spiral galaxy is disked-shaped galaxy made of gas, dust, and newly-forming stars. The Sun, Earth’s star, is located in a spiral galaxy called the Milky Way galaxy.

Elliptical Galaxy

An elliptical galaxy is shaped like an ellipse. Elliptical galaxies have very little gas and dust and are made up of mostly old stars.

Irregular Galaxy

An irregular galaxy does not have a regular shape. They are full of gas and dust, and new stars are being formed making them very bright.

Stars

Stars are far away Suns that look like points of light. All stars emit light energy. The hydrogen in the star acts as a giant ball of hot gas, fueling the star to shine.

The Sun

The Sun is the closest star to the Earth and, therefore, appears larger and brighter than any other star. The Sun is a middle-aged, medium-sized, yellow dwarf star. It produces heat and light.

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DIRECTIONS: Identify the statement which best matches the key vocabulary word.

KEY VOCABULARY

E 1. A unit of measure used to describe the distance in space C 2. A medium-sized star at the center of our solar system that sustains life on Earth

A 3. A large system of stars, gas, and dust held together by gravity D 4. The force of attraction that pulls bodies towards the center of the Earth or any other physical body having mass

A. Galaxy B. Stars C. Sun D. Gravity E. Light-Years

B 5. A mass of hot gases that produces its own light energy

Writing to Tie It Describe characteristics found in stars located in the Milky Way Galaxy including brightness, size, or appearance in relation to distance. Stars are balls of hot gas that are fueled by hydrogen. They are far away suns that look like points of light. Stars range in size and temperature depending on their age. The color of a star depends on its temperature. Stars cooler than the Sun look red or orange. Stars hotter than the Sun look white or bluish-white. As the hydrogen runs out, the star will begin to die.

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PRACTICE QUESTIONS SC.5.E.5.1

Which statement below best describes the characteristic that all stars have in common? A

All stars are made of hydrogen gases.

All stars are found in the Milky Way galaxy.

All stars have the same temperature.

All stars are the same distance from the Sun.

Which of the following star colors sorts its surface temperature from coolest to hottest? A

blue, white, yellow, orange, red

yellow, orange, blue, white, red

red, orange, yellow, white, blue

blue, yellow, orange, red, white

Our galaxy has hundreds of billions of stars, some of which are close, and others are so far that they are in another galaxy. The nearest star to the Sun is Proxima Centauri. Its distance has been measured. Because the distances to stars are so great, it is important to use large units of measure. What units are commonly used to measure the distance of stars?

kilometers

miles

light-years

cubic inches

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PRACTICE QUESTIONS SC.5.E.5.1

The Sun is a very important star that affects life on Earth. Fifth-grade teams were given the assignment to list characteristics of the Sun. Listed below is a table that was posted by one of the teams. CHARACTERISTICS OF THE SUN 1 medium-sized yellow star 2

primary source of energy on Earth

the largest star in our solar system

the closest star to Earth

Which characteristic listed in the table above does not belong? A

Characteristic 1

Characteristic 2

Characteristic 3

Characteristic 4

Kamara read a science article containing the following information:

The Milky Way is made up of over 100 billion stars that range in size and age. The Sun is about five billion years old and considered to be a comparatively young star. The Milky Way, ten billion years old, has spiral arms and a bright center. The Sun is in the middle of the spiral arms, far away from its center. Which term is most likely being described in the passage Kamara read?

A Solar System

The Asteroid Belt

A Galaxy

A Planet

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THE WATER CYCLE The Water Cycle is a continuous flow in which water from the Earth moves through the environment changing from one state to another. Water in the cycle can be a gas, a liquid, or a solid and can go back and forth from one state to another. The water cycle has neither a beginning nor an end; it is a continuous, never-ending process driven directly by the Sun’s energy. Evaporation, condensation, precipitation, and surface runoff are the four parts of the water cycle. Evaporation occurs when water from the oceans, lakes, and rivers is heated by the Sun. Plants also lose their internal water to the air. About 80% of all evaporation comes directly from oceans, while the remaining 20% comes from within the land and/or the plant life. This water turns into water vapor (gas) as it rises into the air. As salty ocean water evaporates, the salt is left behind, and only freshwater enters the air. As the water rises, it cools off the farther away it gets from the Earth’s surface. Condensation is the process where water vapor rises in the air, cools and turns back into its liquid state. The tiny water droplets clump together to form blankets of clouds. Condensation is the opposite of evaporation. Common examples of condensation are water droplets forming on a cold glass of water on a hot summer day, dew drops found on the lawn early in the morning, or eyeglasses fogging up when entering a warm building on a cold winter day. Condensation is also responsible for the formation of ground-level fog. Precipitation is the part of the water cycle that occurs when the droplets collected in the air get larger and heavier, eventually falling back to the Earth as liquid water or frozen ice. Precipitation may be defined as the process of moving water from the atmosphere back to the surface of the Earth. Precipitation can be in the form of rain, snow, sleet, or hail, depending on the temperature of the air. Surface Runoff occurs when the precipitation (rain, snow, sleet, or hail) meets the land and either soaks into the ground, lands in ocean water, or runs downhill, draining into rivers. When the precipitation runs down the land, it picks up salts from rocks and minerals, causing the water to become salty. Not all runoff flows into rivers; much of it soaks into the ground and is collected in the underground freshwater supply know as aquifers.

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SC.5.E.7.1/SC.5.E.7.2 FACTORS INFLUENCING THE WATER CYCLE As magnificent as it may seem, the water cycle is affected by several factors, including temperature, pressure, and topography. Temperature is determined by the solar energy received from the Sun. The Sun directly affects the water cycle by giving it power. As the temperature increases, meaning as it gets warmer outside, the water cycle speeds up. This is because water evaporates much faster at warmer temperatures. Pressure is the weight of all of the air above you. The lower the air pressure, the faster the water vapor rises. Low pressure speeds up the water cycle, whereas high pressure slows down the water cycle. Topography means the shape of the land, from flat surfaces to mountain tops. The topography of the land affects the water cycle. For example, in mountainous areas, the moist air from the oceans moves up the mountain range. The air cools, causing the water vapor to condense and eventually fall back to the Earth as rain or snow, speeding up the water cycle. Conversely, the dry air loses its moisture as it moves across and down the opposite side of the mountain, causing very little precipitation. THE IMPORTANCE OF OCEANS TO THE WATER CYCLE The ocean is an essential part of the water cycle. Evaporation and precipitation are dependent upon the availability of ocean water. High temperatures above the oceans cause freshwater to evaporate faster, which leads to thicker cloud cover causing stronger precipitation over land. The rainfall then runs into the rivers to the oceans in even greater amounts, and the water cycle begins again. Moreover, the water that is continuously moved in the water cycle is connected to all of the Earth’s water reservoirs. The Water Cycle

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STEP 4: DRAW AND LABEL THE WATER RUNNING OFF THE LAND BACK INTO THE OCEAN. LIST THE PHASE CHANGE.

STEP 3: DRAW AND LABEL THE RAIN AND LIST THE PHASE CHANGE.

DRAW IN 40 SECONDS

STEP 2: DRAW AND LABEL THE CLOUDS AND LIST THE PHASE CHANGE.

STEP 1: DRAW AND LABEL THE SUN, THE OCEAN, THE LAND, AND LIST THE PHASE CHANGE.

SPEED BAG: THE WATER CYCLE (SC.5.E.7.1)

Water Cycle FIRST

Evaporation occurs when water from the oceans, lakes, and rivers are heated by the Sun.

Condensation is the process when water vapor rises in the air, cools, and turns back into its liquid state.

Precipitation is the part of the water cycle that occurs when the droplets collected in the air get larger and heavier, eventually falling back to the Earth as liquid water or frozen ice.

THEN

Surface Runoff occurs when the precipitation meets the land and either soaks into the ground, lands in ocean water, or runs downhill draining into rivers.

Factors Influencing the Water Cycle FACTOR # 1

Temperature is determined by the solar energy received from the Sun.

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FACTOR # 2

FACTOR # 3

Pressure is the weight of all of the air above you.

Topography means the shape of the land from flat surfaces to mountain.

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KEY VOCABULARY

1. The process by which water is changed from a liquid to a gas

2. The weight of the air above the Earth’s surface

3. The shape of the land, from flat surfaces to mountain tops

C. Precipitation

4. The process by which water is changed from a gas to a liquid

D. Air Pressure

5. Tiny water droplets that clump together to form clouds

E. Topography

A. Condensation B. Evaporation

Writing to Tie It Describe the factors of the water cycle that influence the changes from one state to another. The water cycle is how water from the Earth moves through the environment and changes from

one state to another. This cycle is continuous and never ends. Factors that influence the water cycle are air pressure, topography, and temperature. Lower air pressure and higher temperatures mean more evaporation. This speeds up the water cycle. The water cycle is powered by the Sun. The temperature of the air also determines the type of precipitation. Topography affects precipitation. In mountainous areas, moist air moves up the side of the mountain closest to bodies of water and condenses to form precipitation. Drier air moves down the opposite side of the mountain causing less precipitation to form. .

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PRACTICE QUESTIONS SC.5.E.7.1/SC.5.E.7.2

Your lab team has selected an experiment to determine the effects of temperature on the rate of evaporation. They have filled four plastic cups with water at different temperatures. Each cup of water is covered with another plastic cup that is turned upside down. They then begin to observe the amount of condensation that is collected in the top cup. What is the phase change that takes place when the water collected in the top of the cup begins to fall back into the bottom cup?

precipitation

evaporation

freezing

condensation

What is the effect of temperature on the evaporation of water? A

The lower the temperature, the higher the evaporation rate

The higher the temperature, the higher the evaporation rate

The higher the temperature, the lower the evaporation rate

There is no relationship between temperature and evaporation rate.

The atmospheric pressure plays an important role in the water cycle. Which of the following best describes the outcome as a result of an increase in atmospheric pressure? A

the precipitation decreases

the rate of evaporation increases

the condensation rate decreases

the evaporation rate decreases

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PRACTICE QUESTIONS SC.5.E.7.1/SC.5.E.7.2

The water cycle is a continuous movement of water on, above, and below the surface of the Earth. The water cycle is called a "cycle" because there is no beginning or end. Water can change states among liquid, vapor, and ice at various places in the water cycle. Which of the following best explains how water is changed from one state to another as it moves through the environment?

evaporation  precipitation  condensation  run-off

evaporation  run-off  condensation  precipitation

run-off  precipitation  condensation  evaporation

evaporation  condensation  precipitation  run-off

Jenny and her family are on vacation in the Hawaiian Islands. One of the islands they visit have an area where it rains every day. Which statement below would explain how constant rain (precipitation) over a period of time would affect the landscape on this Hawaiian Island?

There would be no obvious change to the landscape.

The island would change shape due to weathering and erosion.

The island would disappear completely due to flooding

The island would collide with other islands, forming an earthquake.

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ELECTRIC CIRCUITS AND ENERGY TRANSFORMATIONS Electricity is defined as moving electrons. An electric circuit is a pathway through which electrons flow. The flow of electricity requires a closed circuit (a complete loop). If the circuit is open, the electricity is unable to flow. When a light switch is flipped on, it closes the circuit. Electrical energy produced from a closed circuit can be transformed into heat, light, sound, and energy of motion. BUILDING AN ELECTRIC CIRCUIT A circuit must include batteries or an electrical outlet to jolt the electrons. For the electrons to flow, there must be metal wires. One metal wire attaches the negative end of the battery to the switch, while the other metal wire goes from the positive end of the battery to the device it operates, such as a light bulb. Another wire connects the switch to the device it operates. A circuit must have a switch to start or stop the flow of electrons. When the switch is turned on, the circuit is closed. At this point, electrons flow from the negative end of the battery to the switch. From the switch, the electrons flow through a metal wire to the device it operates, such as a light bulb allowing the bulb to emit light and heat. The current continues to flow from the device back to the positive end of the battery. When the switch is off, the circuit is open, causing a gap between the circuits. Electrons cannot flow; therefore, the device cannot work. ENERGY TRANSFORMATIONS Electricity is a basic component of nature and a vital part of our daily lives. We rely on electric circuits to help transform electricity into heat, light, sound, and energy in motion. Energy cannot be destroyed, but it can be changed or transformed from one form into another. A gas lawnmower represents chemical energy being transformed into mechanical energy. Several transformations take place in a sewing machine. First off, the sewing machine must be plugged into an electrical outlet, meaning it uses electrical energy to operate. That energy is then turned into mechanical energy to move all the sewing machine’s parts.

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SC.5.P.10.4 /SC.5.P.11.1 There are many other energy transformations that require electricity. A lamp, a computer monitor, and a television screen all change electrical energy into light energy. A CD player, a microphone, and a telephone change electrical energy into sound energy. A toaster, a convection oven, and an iron change electrical energy into thermal (heat) energy. A blender, a power drill, and a chainsaw convert electrical energy into mechanical energy (energy of motion). Electric Circuits and Energy

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STEP 4: DRAW AND LABEL THE FINAL WIRE THAT CONNECTS THE CIRCUIT AND THE LIGHT BULB.

STEP 3: DRAW AND LABEL A LIGHT BULB AND THE WIRE CONNECTING THE TWO.

DRAW IN 40 SECONDS

STEP 2: DRAW AND LABEL A CLOSED SWITCH AND THE WIRE CONNECTING THE TWO.

STEP 1: DRAW AND LABEL A BATTERY.

SPEED BAG: ELECTRIC CIRCUITS (SC.5.P.11.1)

FLOW OF ENERGY THROUGH AN ELECTRIC CIRCUIT OBJECT # 2

Switch Copper Wires

Copper Wires

OBJECT # 1

Battery

OBJECT # 3

Light Bulb

Copper Wires

ENERGY TRANSFORMATIONS Chemical to Mechanical Energy Electrical to Light Energy Electrical to Sound Energy

Examples

A gas lawnmower

Examples

A lamp

Examples

A CD player

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KEY VOCABULARY E

1. A device that starts and stops the flow of electrons in an electric circuit

A. Energy Transformation

2. Transforming electricity into heat, light, sound, as well as

B. Electric Circuit

An electric circuit is a pathway through which electrons flow

C. Electricity

A negatively charged particle

D. Electron

5. A form of energy produced by moving electrons

energy in motion

E. Switch

Writing to Tie It Explain how electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion (give examples). Electricity can be changed or transformed into several forms of energy, including heat, light, sound, and mechanical energy. Electrical energy is changed to heat energy when you turn on a stove. Electrical energy is changed to light energy when you turn on the television. Electrical energy is transformed into sound energy when you turn on a radio. A fan transforms electrical energy into mechanical energy.

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PRACTICE QUESTIONS SC.5.P.10.4 /SC.5.P.11.1

The science activity for the week challenges students to put together an electric circuit using the items listed below. Which of the following shows the order of the flow of energy through an electric circuit using the objects below? batteries

Electrical wires with clips light bulb

switch

light bulb  switch  wires  batteries  light bulb

switch  light bulb  wires  batteries  switch

light bulb  wires  switch  batteries  light bulb

batteries  wires  switch  wires  light bulb  wires  batteries

A switch can be used to control the flow of electricity through an electric circuit. How does the position of the switch affect the current? A

When the switch is open, the path is completed, and no current flows.

When the switch is closed, the path is interrupted, and no current flows.

When the switch is open, the path is completed, the current flows, and the lamp lights.

When the switch is closed, the path is completed, current flows, and the lamp lights.

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PRACTICE QUESTIONS SC.5.P.10.4 /SC.5.P.11.1

Energy transformation is the process of changing energy from one form to another. Which of the following represents electrical energy being transformed into mechanical energy? A

burning a piece of toast in a toaster oven

cutting the grass with a lawnmower that has an electrical cord

driving a minivan across the state on a family vacation

using solar panels to generate electricity in a home

Jacob loved to go with his grandfather just before big games to turn on the lights at the stadium. His grandfather would remind him each time that games played at night required lighting so that people could see the games. Which energy transformation takes place when Jacob’s grandfather turns on the stadium lights? A

light to electrical energy

electrical to light energy

light to mechanical energy

mechanical to heat energy

Electricity can be transformed into heat, light, sound energy, as well as energy in motion. Which energy transformation is most likely seen in the picture below?

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mechanical to light to electrical energy

electrical to chemical to heat energy

light to electrical to heat energy

chemical to electrical to light energy

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