THE SPEED BAG TEACHER'S EDITION BOOKLET (GRADE 4) INCLUDES:
Student Reading Passages - provides students with practice involving the benchmarks being addressed in both Reading (grade 4) and Science (Grade 5). Making the Connection Sections – provides students the opportunity to make the science connection to real life experiences as developed in the reading passages. Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons. Vocabulary Drill – allows students to use context clues as a tool to develop definitions for key vocabulary words as they relate to the Next Generation Sunshine State Standards for science. Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation. Multiple Choice Practice Questions – gives students practice in answering SSA-like questions for the Reading Sub-test while learning Science. 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 Bootcamp Speed Bag (Reading in Science) - Teacher's Edition Booklet Grade 4 Publisher: J & J Educational Boot Camp Content Development: J & J Educational Boot Camp Senior Editor: Chantel Styles Cover Design: Sadiq Malik Copyright © 2011 by J & J Educational Boot Camp J & J Educational Boot Camp P.O. Box 824221 Pembroke Pines, Florida 33082 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 J & J Educational Boot Camp. Printed in the United States of America
ISBN: 0-85-8343001 10 9 8 7 6 5
4
3
2
1 i
T A B L E Lesson
FL Code
O F
C O N T E N T S Florida Benchmark
Page #
VOCABULARY AND THE AUTHOR’S PURPOSE THROUGH THE NATURE OF SCIENCE
INTRODUCTION: Identifying the Author’s Purpose INTRODUCTION: Analyzing Words in Text
The Scientific Method: JAKE AND ANNA’S SCIENCE PROJECTS Comparing Investigations: SIR ISSAC NEWTON: A GREAT DISCOVERER
Making and Comparing Observations: BUSY BEES
SC.4.N.1.1
Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2
Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
SC.4.N.1.5
Compare the methods and results of investigations done by other classmates.
SC.4.N.1.3
Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.
SC.4.N.1.7
Recognize and explain that scientists base their explanations on evidence.
SC.4.N.1.6
Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
pp. 1 - 2 pp. 3
pp. 4 - 11
pp. 12 - 19
pp. 20 – 27
MAIN IDEA, DETAILS, AND CHRONOLOGICAL ORDER THROUGH EARTH & SPACE SCIENCE pp. 28 - 29 INTRODUCTION: Main Idea and Supporting Details
The Movement of the Earth: I SEE DIFFERENT STARS
Moon Phases: JACK’S TELESCOPE SALE Rock Cycle: THE LUCKY ROCK Properties of Minerals: THE MINERAL MYSTERY
SC.4.E.5.4
Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
SC.4.E.5.3
Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
SC.4.E.5.1
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.
SC.4.E.5.2
Describe the changes in the observable shape of the moon over the course of about a month.
SC.4.E.6.1
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).
pp. 42 - 52
SC.4.E.6.2
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.
pp. 53 - 60
pp. 30 - 37
pp. 38 - 44
ii
Renewable and Nonrenewable Resources: GOING GREEN ON GREENLAND PARRKWAY Florida Resources: THE FLORIDAN AQUIFER Weathering and Erosion: WILL THE OCEAN SWALLOW THE BEACH HOUSE?
pp. 61 - 68
SC.4.E.6.3
Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
SC.4.E.6.6
Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
pp. 69 - 76
SC.4.E.6.4
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).
pp. 77 - 84
THEME & TOPIC, CAUSE & EFFECT, COMPARE & CONTRAST THROUGH PHYSICAL SCIENCE pp. 85 - 86 INTRODUCTION: Cause & Effect and Compare & Contrast
Physical Properties of Matter: WHAT AM I?
SC.4.P.8.1
SC.4.P.8.4
Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.
Chemical Changes: TREE HOUSE LABORATORY
SC.4.P.9.1
Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
Forms of Energy: RUN OFF THAT ENERGY
SC.4.P.10.1
Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
SC.4.P.10.2
Investigate and describe that energy has the ability to cause motion or create change.
SC.4.P.10.4
Describe how moving water and air are sources of energy and can be used to move things.
SC.4.P.10.3
Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
Energy Causes Things to Move: PARTY HEARTY SMARTY Sound Vibrations: FEELING THE SOUND
pp. 87 - 94
pp. 95 - 102
pp. 103 - 110
pp. 111 - 118
pp. 119 - 126
iii
Good Conductors of Heat: HEAT IT UP! The Speed of an Object: SPEEDY GONZALEZ
SC.4.P.11.1
Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
SC.4.P.11.2
Identify common materials that conduct heat well or poorly.
SC.4.P.12.1
Recognize that an object in motion always changes its position and may change its direction.
SC.4.L.16.1
Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
pp. 145 - 152
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.
pp. 153 - 160
pp. 127 - 134
pp. 135 - 142 Investigate and describe that the speed of an object is determined by the SC.4.P.12.2 distance it travels in a unit of time and that objects can move at different speeds. STORY STRUCTURE, TEXT FEATURES, & FIGURATIVE LANQUAGE THROUGH LIFE SCIENCE pp. 143 - 144 INTRODUCTION: Parts of a Story, Figurative Language, and Text Features
Flowering Plants: GREGOR MENDELL The Life Cycle of Plants: FLOWER POWER
SC.4.L.16.4
Learned and Inherited Traits: JUST LIKE MY DAD…ALMOST
SC.4.L.16.2
Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
SC.4.L.16.3
Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.1
Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
SC.4.L.17.2
Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
Seasonal Changes: THE ROAD TRIP The Flow of Energy: THE BIGGEST CONSUMER The Impact on the Environment: THE CHETAH FINDS A COMPROMISE
SC.4.L.17.3
SC.4.L.17.4
Science Glossary (Grade 4)
pp. 161 - 168
pp. 169 - 176
pp. 177 - 184
Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
Recognize ways plants and animals, including humans, can impact the environment.
pp. 185 - 192
pp. 193 - 196
iv
Identifying the Author’s Purpose The reason why an author writes a story or passage is called author’s purpose. There are three general reasons why an author writes: To INFORM To ENTERTAIN To PERSUADE When the author’s purpose is to inform, the author gives details about a person, place, or thing. Encyclopedias, magazines, textbooks, and newspapers all contain articles or stories where the author’s purpose is to inform. The author can also give the reader directions or tell the reader how to do something. Recipes, manuals, how-to-books, and direction guides are examples. When the author’s purpose is to entertain, the author is telling a story, joke, or adventure. Comic books, jokes, letters, and plays are written to entertain the reader. When the author’s purpose is to persuade, the author is trying to get the reader to do something, buy something, or believe something. Speeches, posters, brochures, and advertisements are examples of an author writing to persuade. DIRECTIONS: In the passages that follow the warm-up drills, have students circle all of the key words and phrases that give clues to the author’s purpose. KEY WORDS OR PHRASES IN IDENTIFYING THE AUTHOR’S PURPOSE
To Inform
To Entertain
VERY FACTUAL
VERY AMUSING
Did the author give me facts?
Did the author try to make me laugh?
Did the author try to teach me something?
Did the author tell me a story?
VERY OPINIONATED
Did the author try to amuse me?
J & J Educational Boot Camp |
To Persuade Did the author try to convince me? Did the author want to change my opinion?
Copying is strictly prohibited by law.
1
The Scientific Method
Jake and Anna’s Science Projects It was science fair time again and Jake and Anna both decided to compete in this year’s fair. Anna had won first place in the science fair for the past 5 years. Jake had never competed in the science fair before but he was excited about participating for the first time. They both wanted to win. “I’m not going to tell you what my science project is about,” Jake told Anna. “But I’ll bet I’m going to win.” Anna had decided that she was not going to work so hard on her project this year so that somebody else could finally win, but now she was more determined than ever to win the science fair. Anna marched off to the library to get started. This year’s project had to be the best one ever. Two weeks went by and everybody in the class turned in their problem statements. Mr. Matthews asked each student to stand up and read their problem statement aloud. Everybody shared their problem statement except Jake and Anna. Mr. Matthews was very disappointed and shook his head. “You two are going to get low grades for class participation if you do not read your problem statements,” warned Mr. Matthews. Both Jake and Anna were hesitant, but they both stood up and recited their problem statements, simultaneously. “Is reaction time faster in boys or girls?” Everybody was in shock. Even Mr. Matthews was surprised. Jake and Anna had the exact same problem statement! Afterschool, Jake and Anna bumped into each other. “My project is still going to win,” declared Jake. Anna walked away. She was upset with herself for allowing Jake to share in her project idea. The next day Mr. Matthews told his students they had to stand up and say what their independent and dependent variables were. “This is worth two grades,” he said eyeing Jake and Anna. Jake volunteered to be the first presenter. He explained to the class that his dependent variables were the reaction times of catching a ruler as it dropped. He had only one independent variable, but before Jake could say what it was, Anna stood up in dismay. “You stole my dependent variables!” Anna shouted and the two began to bicker back and forth. 4
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
SC.4.N.1.1 Mr. Matthews stopped the children and ordered them to his desk. Jake shivered in his shoes. He didn’t know what Mr. Matthews would say about their behavior. The other students listened in silence. “What is going on here?” Mr. Matthews began. “The object that I will drop is going to be significantly heavier than hers,” Jake explained. “My object is made of metal and hers is made of wood”. Anna was relieved. Although they had the same problem statement and dependent variables, Anna and Jake’s independent variables were different. “My object will be a wooden metric ruler,” she told Mr. Matthews. “Well then it is settled, the two of you have two different experiments and I don’t know about you, but I’m looking forward to seeing the results,” said Mr. Matthews. Both, Jake and Anna breathed a sigh of relief. Afterschool, Jake and Anna bumped into each other again. “Great presentation!” Anna said sarcastically to Jake as they walked toward the gym together. “You almost got us into big trouble!” scolded Anna. “I know it was a close one, but next time ... ,” Jake threatened, but Anna quickly cut him off. “There won’t be a next time! You will be on your own!” “Yes, but I’ve become the science project master and you will need me,” giggled Jake as Anna walked away in disgust. During the final presentation, Anna went first. She read her materials and procedures list aloud before demonstrating her experiment. She then called Jake up to assist. Anna dropped her meter stick, from a height above Jake, by standing on a chair. Jake was asked to catch the meter stick as quickly as he could. Anna repeated the process three times and explained that every experiment must have three trials. “Now let’s switch positions” said Anna. “I’ll catch the meter stick this time and you drop it from the same height as I did.” They again repeated the procedure three times. Anna’s time was a lot quicker than Jake’s time as witnessed by the class time-keepers. The students were excited about the results. After several more students presented their projects, it was time for lunch. Jake would present after lunch and all the students could hardly wait to find out whether girls have a faster reaction time than boys. “Or, more accurately speaking, does Anna have a faster reaction time than Jake,” joked one of the students. J & J Educational Boot Camp |
Copying is strictly prohibited by law.
5
Author’s Purpose INFORM A
VERY FACTUAL
ENTERTAIN B
PERSUADE C
VERY AMUSING
VERY OPINIONATED
AUTHOR’S PURPOSE: To entertain the reader by telling a story of two friends competing against each other in a science fair using similar projects.
Vocabulary & Context Clues Simultaneously Synonym
All together Context Clues
Recited their problem statements
Separately Antonym
Definition
Something that is done at the same time
6
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
PRACTICE QUESTIONS Author’s Purpose and Vocabulary
1
2
Which reason BEST tells why the author wrote this story? A
to persuade you to compete in a science fair
B
to inform you about your school’s science fair
C
to entertain you with a story about two kids competing in a science fair
D
to explain how to create a winning science experiment
Read this sentence from the story. He had only one independent variable, but before Jake could say what it was, Anna stood up in dismay. What does dismay mean?
3
A
shock
B
excitement
C
fear
D
joy
Read this sentence from the story. Both Jake and Anna were hesitant, but they both stood up and recited their problem statements, simultaneously. Which word has the OPPOSITE meaning of the word simultaneously? A
together
B
quietly
C
immediately
D
individually
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
7
PRACTICE QUESTIONS Author’s Purpose and Vocabulary
4
5
Which pair of words from the passage have almost the SAME meaning? A
recited, read
B
warned, explained
C
scolded, threatened
D
volunteered, repeated
Read this sentence from the story. He explained to the class that his dependent variables were the reaction times of catching a ruler as it dropped. Which word has the SAME meaning of the word dependent?
8
A
constant
B
reliant
C
important
D
critical
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
Making the Science Connection The Scientific Method involves a series of steps designed to help support a theory or hypothesis. It allows the results from an experiment to be repeated for validity and reliability. The first step is to define or state the problem being researched. The problem must be in the form of a question that examines what, when, where, who, or how. The second step involves researching the problem using appropriate reference materials including: books, the internet, personal experiences, initial investigations, or expert opinions on the subject. The third step is creating a hypothesis. The hypothesis is an educated guess based on the research from the previous step. The hypothesis predicts the outcome of the experiment. The fourth step of the scientific method is designing the experiment. This step involves listing and gathering materials, as well as developing and carrying out the procedures. The fifth step is to record and organize the collection of data and/or observations. The information collected is called data. This data may be organized in a journal, table, chart, or graph. The sixth step is to analyze the results. Looking at your data, you must figure out exactly what the information means. Comparative phrases such as, “more than,” “less than,” etc. are instrumental in writing a results paragraph. The final step of the scientific method is to draw a conclusion. At this stage, you must write a summary that indicates whether or not the results support your original hypothesis.
Illustrate the Science Connection Have students create this drawing on dry erase boards at least five times before transferring here.
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
9
Vocabulary Drill Hypothesis:
a predicted outcome to an experiment based on the research collected
Data:
set of collected and recorded measurements or observations
Experiment:
an investigation carried out under controlled conditions
Tie It Together How does the Science Connection relate to the story “Jake and Anna’s Science Projects”?
10
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
PRACTICE QUESTIONS Science Content Questions
1
2
Which part of the experiment summarizes the findings and and answers the problem statement?
3
Which part of the experiment requires the use of reference materials to help understand the problem?
A
forming a conclusion
A
forming a hypothesis
B
stating the problem
B
problem statement
C
analyzing the data
C
recording the data
D
collecting the materials
D
researching the problem
Which part of the experiment is in the form of a question which guides the entire experiment?
4
Which part of the experiment includes the prediction made before experimenting begins?
A
conclusion
A
forming a hypothesis
B
problem statement
B
problem statement
C
data
C
recording the data
D
research
D
researching the problem
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
11
Energy Causes Things to Move Party Hearty, Smarty! When Saniya’s friends call her “Smarty,” they don’t mean it as an insult. She was at the top of her class in reading, writing, math, and definitely, science. Saniya loved just about anything science-related, from Earth and space to physical and life science. At just six years old, Saniya knew more about science than her favorite cousin Venice, who was already nine and three grade levels ahead of her. Venice happened to be an extremely talented dancer and preferred the performing arts over science any day of the week. But Venice was secretly in awe of Saniya, though she would never admit it. Who would admit they enjoyed learning science from a six-year-old? One autumn afternoon, Venice and Saniya were upstairs playing a card game while their moms, who were sisters, gossiped downstairs in the kitchen. September was Saniya’s birthday month and the two girls could hardly wait for the party that was just on the horizon. Venice said, “It’s almost time for your birthday again. Last year’s party was super cool! A bounce house, face-painting, and pony rides! Do you really think Auntie Shannon can top that this year?” Saniya didn’t look up and she didn’t answer. She sat blankly, fiddling with her cards and Venice sensed something was wrong. “What’s the matter?” Venice asked her. “Let me be honest,” Saniya started, “everyone that came to my party had more fun than I did. I don’t mean to sound ungrateful, but I would have had more fun in the park, observing the interactions between the birds and squirrels. I would have had an even better time at the science museum. But I think I made Mom feel bad. I overheard her tell Dad that she went through all the trouble to throw me an exciting party and I seemed unappreciative. It was supposed to be a reward for me getting into the gifted class and earning straight A’s in conduct.” Venice was puzzled. “Well, why don’t you just tell her that you really want to have your party at the science museum?” “Because I don’t want to hurt her feelings. Mom is set on throwing me a princess tea party that I agreed with. I guess it will be okay,” Saniya said reluctantly. “I know you don’t want to offend your mom, but don’t you think it’s best to be honest? How do you think I ended up in dance? My parents put me in soccer, which I hated! So, I asked them to let me try dance and look at me now – Junior League Dance Champion!” Venice boasted. “Sometimes you just have to speak up for yourself, little cousin.” J & J Educational Boot Camp |
Copying is strictly prohibited by law.
111
SC.4.P.10.2/SC.4.P.10.4 Saniya knew Venice was right, but she just couldn’t bring herself to talk to her mom about what she was feeling. She always admired Venice’s boldness. Both girls were polite and respectful, but unlike Saniya, Venice said what was on her mind. Saniya often wished she were more like Venice in that regard. After leaving Saniya’s house, Venice couldn’t stop thinking about their conversation and she was convinced that her cousin would never talk with her mom about the party. Venice loved Saniya dearly and wanted her to have a memorable birthday party, one she would truly enjoy. But what could she do? She thought long and hard and decided that she should tell her mom who would surely relay the message to Auntie Shannon. So, back at home, Venice told her mom exactly what kind of birthday party Saniya wanted and sure enough, her mom immediately passed on the message to Auntie Shannon who was stunned. The next evening, Saniya’s mom asked, “Honey, how about if we have a science party this year instead of a tea party?” Saniya was speechless. “We can have the kids design and create kites and then have a contest to see whose kite moves the fastest. What do you say?” “Soooo cool, Mom,” Saniya squealed with excitement. “That demonstrates force and motion. The force of the wind is what makes the kite move, and the design of the kite controls the way the wind affects it.” “And we can have a relay bubble race,” Mom added. “That’s Bernoulli’s principle,” Saniya went on. “As the speed of moving air or a flowing liquid increases, the air or the fluid’s pressure decreases.” “How do you know all this stuff?” Mom asked. “From school, books, and science channels, I guess. Things like wind energy are easy to learn. When the atmosphere heats up, the hot air rises, and the cooler air takes its place. That makes wind. It’s not too difficult to understand.” “Easy for you, my little genius,” Mom smiled. “Not so much for the rest of us.” “Mom, I bet this year’s party is going to be the best. Thanks!” Saniya said giving her mom a great big bear hug. Saniya’s mom smiled. She was proud of her little genius and was delighted to present her with the best science birthday party in history, even if she didn’t quite understand all her daughter’s elaborate scientific terminology.
112
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
Cause & Effect Organizer CAUSE
EFFECT Saniya’s mom gave her a party with a bounce house, face-painting, and pony rides.
Saniya was placed in the gifted class and earned straight A’s in conduct.
Saniya’s mom gave her a party that did not interest her
Everyone that came to Saniya’s party had more fun than she did. Venice told her mom exactly what kind of birthday party Saniya wanted.
The next evening, Saniya’s mom asked if she would like to have a science party this year.
Compare & Contrast Venn Diagram Target 1
Target 2
SANIYA Six year old Love for science Gifted Student
VENICE cousins girls plays cards
Talented dancer Junior League Dance Champion Speaks her mind
Fails to speak her mind
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
113
PRACTICE QUESTIONS Cause & Effect and Compare & Contrast 1
2
3
How are Saniya and Venice DIFFERENT in the way that they handle situations? A
Saniya is reluctant to speak up for herself, while Venice is more likely to express her concerns.
B
Saniya is more willing to express her concerns, while Venice is more reluctant to speak up for herself.
C
Saniya is polite and respectful, while Venice is bold and rude.
D
Saniya is bold and rude, while Venice is polite and respectful.
Why did Saniya agree to have a tea party for her birthday? A
She hopes the party will be better than last year’s party.
B
She found out the science museum was already reserved.
C
She wanted to please her mom.
D
She knew her cousin would enjoy the party.
How did Venice get started in the performing arts?
114
A
Dancing was originally her parents’ idea.
B
She asked her parents to switch her from soccer to dance.
C
Her parents noticed her lack of interest in soccer and put her in dance.
D
She was encouraged to dance after she was named Junior Dance League Champion. J & J Educational Boot Camp |
Copying is strictly prohibited by law.
PRACTICE QUESTIONS Cause & Effect and Compare & Contrast 4
5
How is Saniya SIMILAR to Venice? A
Both girls excel in science.
B
Both girls have good manners.
C
Both girls love the arts.
D
Both girls have a birthday in September.
According to the story, how is wind formed? A
From pressure increases and decreases.
B
From Bernoulli’s principle.
C
From the design and force exerted on a kite.
D
From the rising of hot air and the falling of cool air.
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
115
Making the Science Connection Energy has the ability to cause motion or create change. Moving water and moving molecules of air are sources of energy and can be used to move things. Hydroelectric energy is defined as the production of electricity created from the gravitational force of falling water. A dam is built in an area where there are valleys and rivers so that the force of the water will be greater. The water is held in a reservoir, then funneled through a dam where its pressure turns a turbine, which drives a generator and produces electricity. Wind energy is the process by which the wind is used to generate mechanical energy used for producing electricity. A wind turbine is built to capture the wind’s solar energy so that the attached generator spins in order to produce electricity. Geothermal energy is produced through a process in which heat from the Earth’s crust is used to make electricity. Below the Earth's crust, is a layer of hot molten rock called magma. A stream of water is pumped down a well to the hot spots within the Earth. The hot magma heats the water, turning it into steam. The steam travels back up through the recovery well and its pressure causes the turbines to rotate. The turbine then powers the electric generator which in turn produces electricity. Solar energy is an available renewable energy source received by the Earth from the Sun. The Sun’s electromagnetic waves in the form of radiant energy are captured and converted into usable forms of heat or electricity.
Illustrate the Science Connection Have students create this drawing on dry erase boards at least five times before transferring here.
116
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
Vocabulary Drill Hydroelectric energy:
Geothermal energy:
the production of electricity from the gravitational force of falling water
use of the heat from the Earth’s crust to make electricity
Tie It Together How does the Science Connection relate to the story “Party Hearty, Smarty!”?
J & J Educational Boot Camp |
Copying is strictly prohibited by law.
117
PRACTICE QUESTIONS Science Content Questions
1
2
Which of the following changes electrical energy into mechanical energy?
3
Which of the following energy transfers takes place when grass is cut with a gas-powered lawnmower?
A
a battery
A
chemical to mechanical
B
a generator
B
electrical to mechanical
C
a screw driver
C
sound to light
D
a sewing machine
D
chemical to light
Which of the following is the result of a closed switch in an electric circuit?
118
A
non-flowing electrons
B
flowing electrons
C
moving metal wires
D
energy from the battery is loss
J & J Educational Boot Camp |
4
A solar-powered calculator uses which form of energy? A
electrical energy
B
hydroelectric energy
C
light energy
D
heat energy
Copying is strictly prohibited by law.