Lisay, Eugenira Jane, Villanueva

Ever thought about how light, heat, and sound energy bring change? Hello, everybody! I'm Eugenira Jane V. Lisay. Let me take you through how these energies change things in our world.

From the heat of the sun to the light of a lightbulb and the beat of music, these kinds of energy are everywhere. They can melt, they can move, or they can even send messages!

Let's go on an adventure into the fascinating realm of energy and learn how light, heat, and sound produce change in unexpected ways.

Content: Energy that causes change, including light, sound, and heat energy.

Problem: How can Light, Sound, and Heat energy cause change?

Big Idea

The total amount of energy in the universe is always the same, but energy can be transformed when things change or are made to happen.

Content Standard

Energy is present whenever there is movement, sound, light, or heat.

Learning Competency

Students should be able to identify that energy is something that can cause change, including light, sound, and heat energy.

Energy is defined as the ability to do work. It causes things to move, work, and change. There are many different types of energy, including heat, sound, and light. Heat can warm or even melt items, light allows us to see and develop plants, and sound allows us to hear and communicate. These types of energy play an important role in the changes we see every day.

Discussion of Concepts

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Heat Energy Science Presentation in Colorful Illustrative Style.pdf

Next Generation Science Standard (NGSS) Alignment

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

● Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or to test a design solution. (4-PS3-2)

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Crosscutting Concepts

Energy and Matter

Energy can be transferred in various ways and between objects.

Math Connections

Estimate and calculate the energy consumption of household appliances (e.g., compute kWh usage of a fan or TV).

TLE Connections

Use recycled materials in creating incubators to hatch eggs.

Government Thrust

Promote sustainable and renewable energy use (aligned with SDG 7) and responsible consumption (SDG 12) through environmental education and energy efficiency programs (e.g., Renewable Energy Act, Eco-Schools).

TPACK Integration

Some technology tools are introduced, like flashlights, lamps, and rubber bands, and visual aids like PowerPoint. Teaching methods using inquiry instruction, collaborative group work, and reflection, content focusing on light, heat, and sound energy will enable students to learn how any kind of energy can change things.

GRP Integration

This involves all genders; the activity has all the experiments, discussions, and design tasks being gender inclusive and free from bias. For example, the students work in mixed groups for a shared role and participation. Real-world examples demonstrate shared responsibility in accordance with shared respect and equal opportunities within science learning.

LISAY_Worksheet_Science-Pedagogies (1).docx

Science Pedagogies

I. Objectives:

After the lesson, students are expected to:

A. Cognitive: Identify how different types of energy, such as light, heat, and sound energy, cause change.

B. Psychomotor: Sketch an incubator made of recycled materials and label its parts.

C. Affective: Explain the importance of saving energy and the importance of the changes that each energy source can have.

II. Subject Matter

A. Content: Energy that causes change, including light, sound, and heat energy.

B. Reference:

1. Teacher's Guide Pages: MATATAG Curriculum Guide page 26.

2. Learner's Material Pages:

3. Additional Materials from Learning Resource:

A. Materials: PowerPoint presentation, Pictures, 1 sheet of black construction paper, 1 sheet of white paper, Desk lamp or flashlight (with warm light), Magnifying glass, Empty box, Rubber bands of different thicknesses, Metal spoon, Plastic spoon, small butter or margarine pieces, Warm water in a bowl

B. Valuing: Respect the ideas of others.

C. Subject Integrations:

EPP/TLE- Use recycled materials in creating incubators to hatch eggs.

Mathematics- Compute the right temperature of the incubator to hatch the egg.

EsP- Promote energy conservation as a responsibility at home

Elicit

Students will fill in the K and W parts of the KWL chart to activate their prior knowledge about the new topic they are about to study. There will also be a sharing session afterwards.

Engage

After sharing, the teacher will show some pictures of different appliances that can be seen at home and will ask the students a question such as:

Do you’ve these appliances at home?

What do you think is the reason why our electric bill is high?

Alright, if you have a younger sibling, what are you going to tell them so that we can save energy and prevent high bills?

Explore

During this activity, the class is split into three groups that cycle through three experiment stations. Light, Sound, and Heat, to learn about how various forms of energy bring about change. Each student documents his/her observations through three guide questions: What we did, what we observed, and what we learned.
At the Light Station, students observe how white and black papers respond to light by testing which of them gets warmer under a lamp and seeing what happens when sunlight is concentrated through a magnifying glass. Stretching rubber bands of varying thicknesses across a box, plucking them, and recording how tightness or thickness influences the sound and vibrations are covered in the Sound Station. At the heat station, the students put butter on metal and plastic spoons and put them in warm water to observe which material is better for transferring heat, as they note which butter melts sooner. These activities assist the students in understanding physical changes that light, sound, and heat energy create in materials.

Light Energy

A kinetic energy with light visible to human eyes.

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An example of how light energy changes the color.

As the black and white papers are exposed to heat from the light bulb, a minimal fade occurs on the black paper, while the white paper remains unchanged. In addition, the black paper feels hotter than the white because it absorbs the heat.

An example of how light energy causes change to the egg.

When an egg receives the right temperature and light energy, it can hatch without the mother hen. The warmth stimulates the embryo's growth, allowing the chick to develop and eventually break free from the shell.

Heat Energy

A thermal energy. It is a form of energy associated with fast and continuous movements of tiny particles in matter called molecules.

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172e8a6d-55ef-41a7-adaa-1fae744c58de.mp4

Heat energy changes states of matter

The butter melts faster on a metal spoon than on a plastic spoon because heat transfers more quickly through metal, causing the butter on the metal spoon to melt more rapidly.

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Sound Energy

A form of energy caused by vibrations. Click ->

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The sound is different depending on the thickness and the tightness of the rubber band. Sound energy causes changes in rubber band vibrations, which we can hear as a sound.

Explain

Once all students have finished their activities, the class will have a group sharing session. The teacher will start by calling on Group 1 to present their findings, followed by the other groups. After the presentation by all groups, the teacher will congratulate the students with praise and a round of applause.

The class will then discuss the issue of energy. The teacher will ask, "Does anybody know what energy is? " and lead the class towards the realization that energy is the capacity to do work and assists us in moving. The students will be encouraged to remember the various types of energy they had studied previously. The instructor will begin with light energy, defining that it is a type of kinetic energy that can be seen and requesting the examples of how it brings about change. After confirming the students' answers, the instructor will introduce heat energy, defined as thermal energy resulting from the speedy movement of small particles known as molecules. Students will be asked to provide examples again, strengthening their comprehension by being actively involved.

Elaborate

With a clearer understanding of energy, the teacher will now lead them to apply this to a real-world example: Hatching an egg without a mother hen. The teacher will ask, "What energy do you think we can utilize to hatch an egg?" and guide them to conclude that heat and light energy would be most convenient. To reinforce their learning, the teacher will introduce an activity: Solving a problem to find out how many minutes it would take to heat the interior of a vessel to 37.5°C required to hatch an egg with a 25-watt bulb.

Applying the provided formula, the class will calculate the rise in temperature, estimate the number of units, and determine the total time required, 37.5 minutes. After calculating, students will be asked to sketch their egg incubators made of recycled materials. Students will draw their designs and identify each component. Once all of them are done, the teacher will ask two to three students to present their work to the class. To conclude the activity, the teacher will ask reflective questions: "What do you think will happen if the incubator gets too cold or too hot?" and "How does light energy create change to the egg?" This promotes the students to link scientific principles with everyday application and critical thought.

Evaluate

To verify the students' comprehension of the lesson, they will complete a brief written quiz. All students will take a paper and answer multiple-choice questions on the various forms of energy, light, heat, and sound, and how these lead to changes in everyday life. The questions are prepared to evaluate comprehension, application, and practical connection with energy utilization. Upon completion of the quiz, students will complete the "L" (Learned) section of their KWL chart by listing what they have learned in the lesson. Upon completion, they will forward their papers to be collected.

Quizizz

Extend

After the sharing, students will be given an assignment activity, the "Power Patrol."

To apply what they learned, students will become part of the "Power Patrol" at home. They will observe how light, heat, or sound energy is used or wasted in their household.

Take-Home Task:

Write 2 things you noticed at home where energy is used or wasted.
Then write 1 way you or your family can save energy.