Changes In Light, Heat, And Sound Energy
Grade 2Changes in Light, Heat,and Sound Energy
AcknowledgmentsThe MOSAIC Program was made possible through a grant from the Sid W. Richardson Foundationof Fort Worth, Texas. Since 1947, the Foundation has generously supported education, healthcare,human services, and culture in Texas.MOSAIC: An Integrated Approach to Mathematics, Science, Technology, and Language represents asignificant revision and update of Integrating Mathematics, Science, and Language: An InstructionalProgram (Paso Partners), produced in 1993 by Betty J. Mace-Matluck and Norma G. Hernandez, anddeveloped by a partnership of three public schools, an institution of higher education, and SEDLspecialists.Copyright 2012 SEDLAll rights reserved. Educators and nonprofit organizations are welcome to use excerpts from thispublication and distribute copies at no cost to recipients. Such users should credit SEDL as publisherand respect the copyrights of designated illustrators, designers, and contributors. For additionaluses of this publication, including reproduction or utilization in any form or by any means, electronicor mechanical (e.g., photocopying, recording, or by any information storage and retrieval system),please request permission in writing from SEDL at 4700 Mueller Blvd., Austin, TX 78723 or by filling out and submitting a SEDL Copyright Request Permission form at http://www.sedl.org/about/copyright request.html on the SEDL website.SEDL4700 Mueller Blvd.Austin, TX 78723800-476-6861www.sedl.org
mosaicGrade 2ContentsIntroduction. 1Language Objectives for English Learners. 2The 5E Lesson Cycle. 3Background Knowledge. 6Lesson Overview. 8Big Ideas. 8Concepts. . . 8Language Support for English Learners. 8Lesson Procedures. 11Engage. 11Heat and Temperature. 11Light and Temperature. 12Discussion: Connecting to Prior Knowledge. 13Explore. 14Understanding and Reading a Thermometer. 14General Instructions for Explore Centers. 16Light Center 1: Shadows. 17Light Center 2: Sunny Stencils, Part I. 17Heat Center: How Does Your Capsule Grow?. 18Sound Center: Dancing Rice. . 18Explain. 20General Instructions. 20Light Center 1: Shadows. 20Light Center 2: Sunny Stencils, Part I. 20Heat Center: How Does Your Capsule Grow?. 21Sound Center: Dancing Rice. . 21Elaborate . 23States of Matter and Mass. 23Light Center 2: Sunny Stencils, Part II. 24Copyright 2012 by SEDLmosaic Grade 2iii
Evaluate. . 26Group Project 1. 26Group Project 2. 28Individual Assessment. 29Assessment Support for English Learners. 29Resources. 30Materials List and Details. 30Frequent English/Spanish Vocabulary Words. 34Handouts. 48Explore ResourcesFigure 1: Horizontal Number Line. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Figure 2: Vertical Number Line. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Light Center 1 Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Light Center 1 Shadow Mat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Light Center 1 Data Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Light Center 2 Data Sheet, Part I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Heat Center Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Heat Center Data Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Sound Center Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Sound Center Data Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Elaborate ResourcesLight Center 2 Data Sheet, Part II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Evaluate ResourcesGroup Project 1 Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Group Project 2 Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Energy Assessment Teacher Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Energy Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Reading Connections. 68Texas Essential Knowledge and Skills (TEKS) Focus. 69References. . 73ivmosaic Grade 2Copyright 2012 by SEDL
mosaicGrade 2Changes in Light, Heat,and Sound EnergyIntroductionThis lesson on energy is one part of a K–5 instructional cross-curriculum program that integratesscience, mathematics, and technology applications. The concepts in the lesson support theimplementation of the 2010–2011 Texas Essential Knowledge and Skills (TEKS) as well as the TexasEnglish Language Proficiency Standards (ELPS). The ELPS provide guidance for teachers workingwith English learners in the core content areas.The cross-curricular integration in this lesson includes inquiry-based activities to engage studentswith content while teaching higher-order thinking skills and facilitating understanding of the connections among math, science, and technology. The National Science Education Standards (NationalResearch Council, 1996) describes inquiry-based instruction as “the activities of students in whichthey develop knowledge and understanding of scientific ideas, as well as an understanding of howscientists study the natural world” (p. 23). Inquiry-based instruction must be carefully structured toensure that students engage in investigations that deepen and expand their scientific knowledgeas well as develop their scientific habits of mind. In A Framework for K–12 Science Education (2012),the National Research Council has redefined “inquiry” as “scientific and engineering practices.” Topromote such practices, teachers should provide learning experiences that engage students withfundamental questions and guide them in how to find the answers.In addition to the integration of math, science, and technology, this module provides a list of relatedreading resources that may be used during reading or storytelling time. The books could also beused as an additional resource during the investigations and group activities. You may want toconsult with the school librarian or a local community library to reserve as many of these books aspossible for use during this module.Copyright 2012 by SEDLmosaic Grade 21
Language Objectives for English LearnersEffective instruction in second language acquisition involves giving ELs opportunities to listen,speak, read, and write at their current levels of English development while gradually increasingthe linguistic complexity of the English they read and hear and are expected to speak and write.The ELPS and Texas English Language Proficiency Assessment System (TELPAS) define four Englishlanguage proficiency levels: beginning, intermediate, advanced, and advanced high. These levelsare not grade-specific, although there is a grade band for grades K–1 and a second for grades 2–12.ELs also may exhibit different proficiency levels within the language domains of listening, speaking,reading, and writing. The proficiency level descriptors outlined in the chart below show the progression of second language acquisition from one proficiency level to the next for each languagedomain. These descriptors serve as a road map to help content-area teachers instruct ELs in waysthat are commensurate with students’ linguistic needs.ELPS-TELPAS Proficiency DescriptorsBeginningIntermediateAdvancedAdvanced HighListeningBeginning Englishlearners (ELs) have littleor no ability to understand spoken Englishused in academic andsocial settings.Intermediate ELshave the ability tounderstand simple,high-frequency spokenEnglish used in routineacademic and socialsettings.Advanced ELs have theability to understand,with second languageacquisition support,grade-appropriatespoken English usedin academic and socialsettings.Advanced high ELshave the ability tounderstand, with minimal second languageacquisition support,grade-appropriatespoken English usedin academic and socialsettings.SpeakingBeginning Englishlearners (ELs) have littleor no ability to speakEnglish in academicand social settings.Intermediate ELs havethe ability to speakin a simple mannerusing English commonly heard in routineacademic and socialsettings.Advanced ELs have theability to speak usinggrade-appropriateEnglish, with secondlanguage acquisitionsupport, in academicand social settings.Advanced high ELshave the ability tospeak using gradeappropriate English,with minimal secondlanguage acquisitionsupport, in academicand social settings.ReadingBeginning Englishlearners (ELs) have littleor no ability to usethe English languageto build foundationalreading skills.Intermediate ELs havea limited ability to usethe English languageto build foundationalreading skills.Advanced ELs havethe ability to use theEnglish language,with second languageacquisition support,to build foundationalreading skills.Advanced high ELshave the ability to usethe English language,with minimal secondlanguage acquisitionsupport, to build foundational reading skills.WritingBeginning Englishlearners (ELs) have littleor no ability to use theEnglish language tobuild foundationalwriting skills.Intermediate ELs havea limited ability to usethe English languageto build foundationalwriting skills.Advanced ELs havethe ability to use theEnglish language,with second languageacquisition support, tobuild foundationalwriting skills.Advanced high ELshave the ability to usethe English language,with minimal secondlanguage acquisitionsupport, to build foundational writing skills.From: Educator Guide to TELPAS: Grades K–12 (pp. 15, 22, 30, 40, 78, 84) by Texas Education Agency (TEA), StudentAssessment Division, 2011, Austin, TX: TEA. Copyright 2011 by TEA. Available from telpas. Adapted by SEDL with permission.2mosaic Grade 2Copyright 2012 by SEDL
The 5E Lesson CycleThe 5E lesson cycle provides a structure for implementing learning activities that elicit and build onstudents’ existing knowledge to expand and deepen their understanding of that knowledge. Eachof the 5Es describes a phase of learning: Engage, Explore, Explain, Elaborate, and Evaluate. Thelesson cycle should be implemented in its entirety, and educators should avoid pulling selectedactivities and using them in a piecemeal fashion. The 5Es are designed to introduce and developdeeper conceptual understanding in a carefully constructed sequence.The ELPS are embedded into the 5E lesson cycle to provide strategies and techniques for teachersto use as they shelter science and mathematics content and academic English.1ENGAGEThe introduction to the lesson should capture students’ attention and make connectionsbetween students’ prior knowledge and the new concept they will be learning.In this module: Students observe the movement of red liquid in a thermometer in differenttemperatures as well as the differences in the brightness of light sticks when they are placed inice water, hot water, and room-temperature water.English learners: English learners (ELs) at the beginning level will require significant facilitation to access prior knowledge, such as materials in their first language and gestures andpictures. ELs at the intermediate level will require opportunities to make associations betweenthe knowledge learned in the two languages, such as working in mixed-language groups withplenty of opportunities to discuss the content in both languages as well as additional time oropportunities to express their understanding orally or in writing. ELs at the advanced and advanced high levels will require practice with the appropriate expression of the content’s mastery(oral or written).2EXPLOREStudents receive opportunities to interact socially as they acquire a common set of experiences by actively exploring the new concept through investigations or activities. Studentsshould have common experiences before they are asked to explain their understanding of anew concept. After the initial use of the activities, you may find it helpful to leave the Explorematerials out in the classroom to allow students to revisit the centers for further reinforcement of the introduced concept.In this module: Students rotate through centers to observe and measure the effects ofchanging the amount of light, heat, and sound energy.Copyright 2012 by SEDLmosaic Grade 23
English learners: Because they must process both content and academic language, ELs usuallyneed more time to explore at the centers than English-proficient speakers. Grouping ELs withstudents who speak their first language and have higher levels of English proficiency will helpELs understand content concepts in their native language while learning English. As ELs explorethrough hands-on experiences at the centers, the teacher should monitor conversations tocheck for understanding of concepts and engagement.3EXPLAINStudents share information about their observations at the Explore centers and engage inmeaningful discussions with one another and the teacher to clarify any misconceptions anddeepen their understanding of the concept they are studying. After students have had adirect experience with the concept and the chance to communicate their operational definitions, the teacher uses targeted questioning strategies to connect student experiences andobservations with the concept being taught and to introduce correct terminology.In this module: Students explain the activities at the Explore centers and participate in ateacher-led discussion as a formative assessment of student understanding.English learners: Beginning and intermediate ELs may have difficulty explaining or sharingtheir understanding from the Explore activities without prior practice or preparation. To helpthem prepare, allow ELs to practice sharing out in pairs before sharing with the whole class.One strategy might be to pair students who have different language proficiency levels. Thenhave the pairs discuss their personal understanding and use language frames (e.g., “Today Ilearned . . .”) to prepare a response in English to share with the class.4E L A B O R AT EStudents have the opportunity to apply the concept in a new context through additionalactivities, such as reading to learn, or investigations. Providing additional active learningexperiences allows students to strengthen and expand their understanding of the concept.In this module: The teacher reads Melting and Freezing (2010) by Lisa Greathouse after a prereading activity in which students list materials they commonly see freeze or melt, such as icecream, water, and chocolate. Students then investigate and measure the effects of changing theamount of light energy applied to construction paper.4mosaic Grade 2Copyright 2012 by SEDL
English learners: The goal during the Elaborate phase is to minimize the language demandsand optimize content understanding. While building content knowledge through activities suchas reading Melting and Freezing, explicitly share illustrations and vocabulary for ELs. When possible, allow ELs to practice additional investigations and present their findings with an Englishproficient partner to help them learn the concepts and demonstrate their understanding.5E VA LUAT EStudents demonstrate their mastery of the concept and process skills, allowing both theteacher and the students to monitor and reflect on the progress made as an outcome ofinstruction.In this module: Using technology such as digital cameras and a collaborative storytellingwebsite, students work in groups to develop a presentation about how energy causes change.Teachers may also elect to have each student complete a multiple-choice assessment.Englis
fundamental questions and guide them in how to find the answers. In addition to the integration of math, science, and technology, this module provides a list of related reading resources that may be used during reading or storytelling time. The books could also be used as an additional resource during the investigations and group activities.
2.12 Two-shells pass and two-tubes pass heat exchanger 14 2.13 Spiral tube heat exchanger 15 2.14 Compact heat exchanger (unmixed) 16 2.15 Compact heat exchanger (mixed) 16 2.16 Flat plate heat exchanger 17 2.17 Hairpin heat exchanger 18 2.18 Heat transfer of double pipe heat exchanger 19 3.1 Project Flow 25 3.2 Double pipe heat exchanger .
J. Brake System Warning Light K. Malfunction Indicator Lamp (Check Engine Light) L. Fog Lamps Light M. Upshift Light N. Airbag Readiness Light O. Safety Belt Reminder Light P. Antilock Brake System Warning Light Q. Tire Pressure Warning Light R. StabiliTrak Light Note: The instrument panel cluster is designed to let you know about many
heat, a heat pump can supply heat to a house even on cold winter days. In fact, air at -18 C contains about 85 percent of the heat it contained at 21 C. An air-source heat pump absorbs heat from the outdoor air in winter and rejects heat into outdoor air in summer. It is the most common type of heat pump found in Canadian homes at this time.
HEAT CHANGE OVER VALVE B C R L2 L1 (HOT) Typical 3H/2C or 2H/1C Heat Pump System System: Indicates current mode of operation. AUXILIARY HEAT RELAY EMERGENCY HEAT RELAY Terminal 2 Heat 2 Cool Conventional System 2 Heat 2 Cool Heat Pump System 3 Heat 2 Cool Heat Pump System RC RH C B O G W/E W2 Transformer power (cooling) Transformer power .
Science Journal: Grade 4 Light Unit Name: _ Natural Vs. Artificial Light Date: _ Light that occurs in nature is natural light. Light that is created by people, and does not occur naturally is artificial light. Artificial Light Natural Light . In the Chart are objects of sources of light. .
USB: Light is not used. DSL: This is your DSL sync system light. The light will flash at first and eventually become a solid green light when your DSL modem is talking with our DSL equipment. INTERNET: Light will become a solid green light after the ADSL light is a solid green light. Light becomes a solid green light once modem receives an IP .
These kinds of changes are called physical changes. Physical changes are changes in the way matter looks. Changes in size and shape, like the changes in the cut pieces of paper, are physical changes. Physical changes are changes in the . Give two examples of a chemical change and EXPLAIN why they are a chemical
Both temperature and heat transfer can change with spatial locations, but not with time Steady energy balance (first law of thermodynamics) means that heat in plus heat generated equals heat out 8 Rectangular Steady Conduction Figure 2-63 from Çengel, Heat and Mass Transfer Figure 3-2 from Çengel, Heat and Mass Transfer The heat .
