TEKS Addressed: 6.1A, 6.2A, 6.2B, 6.2C, 6.2D, 6.2E, 6.3A, 6.3B, 6.3C, 6.4A, 6.4B, 6.9A, 6.9B

Introduction

This unit bundles Student Expectations that address the transfer of energy from one system to another. Energy cannot be created or destroyed; only transformed from one form to another or transferred from one substance to another.

Prior to this Unit

• Grade 3

  • 3.5C – Predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor.

  • 3.6A – Explore different forms of energy, including mechanical, light, sound, and thermal in everyday life.

• Grade 4

  • 4.6A – Differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal.

  • 4.6B – Differentiate between conductors and insulators of thermal and electrical energy.

• Grade 5

  • 5.6A – Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.

• Grade 6

  • 6.7A – Research and discuss the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources.

  • 6.9C – Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

During this Unit

Students use scientific practices and a variety of tools to investigate methods of thermal energy transfer in a system, including conduction, convection, and radiation. They also investigate predictable patterns in the movement of thermal energy, such as an ice cube melting. Students describe how the transfer of thermal energy relates to the law of conservation of energy. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in Texas Education Agency-approved safety standards, and consider environmentally appropriate and ethical practices with resources during investigations.

After this Unit

In a subsequent unit, students will connect convection to plate tectonics. In Grade 8, students will connect convection to plate tectonics; explore how the Sun provides the energy that provides convection within the atmosphere and oceans, producing winds; and identify the role of oceans in the formation of weather systems such as hurricanes.