Grade 2

Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days

Science Grade 02 Unit 03 Exemplar Lesson 03: Investigating the Effects of Energy

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only
a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of
State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis
Students will investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

2.6 Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The
student is expected to:
2.6A Investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy
such as how the color of an object appears different in dimmer light or how heat melts butter.

Scientific Process TEKS

2.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in
classroom and outdoor investigations. The student is expected to:
2.2C Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard
measurement tools.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Science Unit 03 PI 03

Use a tri-fold to record the effects of increasing or decreasing amounts of light, heat, and sound energy on an object. Include pictures and words in the
descriptions.
Standard(s): 2.2C , 2.6A
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.5B

Key Understandings

Increasing or decreasing the amount of energy on an object causes change.

—   How can increasing or decreasing heat energy affect objects?
—   How can increasing or decreasing light energy affect objects?
—   How can increasing or decreasing sound energy affect objects?

Vocabulary of Instruction

heat hot sources of sound

sources of heat light loud
touch sources of light soft
temperature bright high
cool dim low
warm sound

Materials

book (about sound, 1 per class)

chart paper (per class) – Optional
cloth (colored, cut into 4”x4” pieces, to cover flashlight, see Advance Preparation, 1 piece per group)

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
cloth (dishcloth­type, cut into 2”x2” pieces, dampened, see Advance Preparation, 1 piece per group)
cups – from previous activity (plastic, 9–12 oz., with hole in bottom, see Advance Preparation, 1 per group)
cups (plastic, 9–12 oz., with hole in bottom, see Advance Preparation, 1 per group)
flashlights (1 per group)
glue (sticks or white liquid, per group)
lamp (heat or Goose-neck lamp, see Advance Preparation, 1 per class)
markers or colored pencils (per group)
muffin tray (6 or 12 compartments, see Advance Preparation, 1 per class)
objects (already in the classroom for students to feel/touch, per class)
objects (for heating and cooling, see Advance Preparation 2–3 pieces per compartment per class)
paper (construction, large, for student groups to create poster. (1 per group)
paper (drawing, for planning, 1 sheet per group)
paper (plain, for tri-fold, 1 sheet per student)
pencil (unsharpened, for winding string, see Advance Preparation, 1 per group)
posters – from previous activity (student created, 1 per group)
rubber bands (to hold items on flashlight, see Advance Preparation, 1 per group)
string (such as kite string, 3 feet, see Advance Preparation, 1 piece per group)
T-chart (1 per class)
washers (1 per group)
wax paper (1 piece per group)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.

Handout: Changes from Increasing and Decreasing Heat (1 per student)

Handout: Light May Change How Color Appears (1 per student)
Teacher Resource: Light May Change How Color Appears KEY
Handout: A Listening Walk (1 per student)
Handout: Sound Cups (1 per student)
Teacher Resource: Sample Performance Indicator
Teacher Resource: Instructions for Performance Indicator

Resources
None Identified

Advance Preparation

1. Prior to Day 2, gather a heat lamp or goose neck lamp (with a 65–100 watt, clear, incandescent light bulb), muffin tray, and materials to
go in the compartments: chocolate chips, piece of butter, and ice cube. (1 set for the teacher demonstration needed)
2. Prior to Day 3, set the muffin tray with the butter, chocolate, and water in the fridge.
3. Gather drawing paper and large sheets of construction paper (1 sheet each per group).
4. Gather flashlights, 4”x4” pieces of solid colored cloth (enough to cover the front of the flashlight), rubber bands to hold the cloth on the
flashlight, wax paper, and a selection of 2–3 objects of varying colors (1 set of materials per group).
5. Gather a plastic cup (9–12 oz.) with a small hole in the bottom, 3 ft. of string (such as cotton kite string), one washer, and an
unsharpened pencil (for winding string and as a ”handle”) for each pair of students.
6. Construct the cups for student use: Tie one end of the string onto the washer. Push the other end of the string through the hole in the
plastic cup. The washer will be on the inside of the cup and anchor the string. Tie the other end of the string around the pencil, and wind
the string up. A picture of the setup is in the teacher note section of the lesson.
7. Prior to Day 7, cut a 2”x2” dishcloth­type material for each pair of students. Dampen just before (Day 7) activity.
8. Prior to Day 7, select books about sound.
9. Gather paper for the Performance Indicator tri-fold activity. Each student needs one sheet.
10. Prepare attachment(s) as necessary.

Background Information
Prior to this lesson, students have identified and discussed how different forms of energy, such as light, heat, and sound, are important to everyday life. During the
lesson on energy, students will investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy.

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher

ENGAGE – Hot or Cold? NOTE: 1 Day = 50 minutes
Suggested Day 1

1. Students will use their sense of touch to explore the temperature of objects in
the classroom. Materials:

2. Instruct students to feel a variety of objects in the classroom such as

objects (already in the classroom for students to
the top of their desk, the metal leg of their chair, something plastic (chairs), a
feel/touch, per class)
window, carpeting, tile, and a piece of paper.

3. Ask:

In what way would you order these objects if you were ranking them
from coolest to warmest? This question will not be answered orally, but
rather students should be given time to record their observations in their
science notebooks. Encourage students to use pictures and words.
Instructional Notes:
Objects in the room are actually at room temperature (probably
72° F or whatever your room temperature is set at). An object
feels cooler or warmer depending on the object’s ability to
conduct or insulate heat.

4. Ask:
Science Notebooks:
What is heat? Allow students time to compare their thinking with the others
in their group. The vocabulary template should be recorded in the science
notebook either in a glossary or on the pages as the content
being learned.
5. Engage in a class discussion; record students’ thinking.
6. Begin a vocabulary template with students for the word “heat” using a
vocabulary model with which your students are familiar. Students should be able
to list characteristics of heat and give examples, but they may need more time to
come up with a formal definition.
EXPLORE – Changes From Increasing and Decreasing Heat Suggested Day 2

1. Introduce the lesson:

Materials
In what ways do objects change when they get hot?
lamp (heat or Goose-neck lamp, see Advance
2. Engage in a class discussion; record students’ thinking. Preparation, 1 per class)
muffin tray (6 or 12 compartments, see Advance
3. Show students a heat lamp that you have had on for a few minutes. (Note* a Preparation, 1 per class)
goose-neck lamp with a 65-100 watt clear incandescent light bulb is a much objects (for heating and cooling, see Advance
more inexpensive way to go if your school doesn’t already have heat lamps.) Preparation 2–3 pieces per compartment per
4. Ask: class)

Have you ever seen a light like this? Some responses may include in the
garage (working on cars), at restaurants/fast food establishments (used to Attachments:
keep food warm), at a zoo (in an incubator), greenhouses (to provide heat
Handout: Changes from Increasing and
and light).
Decreasing Heat (1 per student)

5. Review briefly what was demonstrated in the last unit when objects were left in
the sun.

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
Setup Notes:
6. Ask:

How is this lamp similar to and different from the sun? Allow time for
students to respond; this could be a time to review the concept of compare-
contrast.

7. Teacher demonstration:
Show students a muffin tin with three different foods in the compartments. You
are using ice, a chocolate chip and butter piece. (Students have already
observed the results when ice and a chocolate chip were left in the sun in a
previous lesson.)
8. Ask students to predict, using pictures and words, what is going to happen when
you place the tray under the lit lamp. Predictions should be recorded in the
science notebook.
9. While students are recording predictions in science notebook, set the tray under
the lamp for about 10 minutes. (*By the time students have completed the
illustration and explanation in their science notebook, the items should have
melted.)

10. Students should add a second drawing of what the melted materials look like.
11. While students are completing their drawings of the melted materials,
Ask:
The heat source should be 6”–8” from the muffin tray.
How can increasing or decreasing heat energy affect objects?
How might we cool these objects down? (If no one suggests the fridge,
Instructional Notes:
lead them to this understanding.)
In this portion of the lesson the term “cool down” has been
What do you predict will happen when we cool these objects down?
used. Explain to students that the common term is “cool down”
Again, have students record their predictions in their science notebook.
whereas the scientific explanation is “remove heat.”

12. Be sure to put the tray in a refrigerator overnight.

EXPLAIN/ELABORATE – Observing Changes Suggested Day 3

1. Remove the tray from the fridge, and place it where students are able to observe
the materials.
Materials:

2. Allow students to observe the changes.

muffin tray – from previous activity, retrieved
3. Discuss and record the changes. Allow students to describe the changes they from refrigerator, 1 per class)
see. Some may need to touch the material in order to understand the changes.
(The butter and chocolate will have solidified again; the water is just cold.)

4. Ask: Check For Understanding

How can we change the water into a solid again? Allow students to
share their thinking. (If no one suggests it, mention a freezer.) Science Notebooks:
Students should have the opportunity to record their reflections
5. Say:
about increasing and decreasing the amount of heat applied to
When we decrease the amount of heat energy on an object, it cools an object and the changes that might occur.
down.

6. Lead a class discussion about the effect on objects when heat is decreased.
Ideas for the discussion include, but are not limited to: materials cool down,
gaseous state changes to liquid, liquid state changes to solid state.
7. Remember to put the tray in the freezer overnight. At some point during the next
science lesson allow a few moments for students to observe that the water has
changed into a solid because the heat applied to the water was decreased even
further.
ENGAGE – Sources of Light Suggested Day 4

1. Facilitate a discussion:
Materials:
In the last few lessons, we have been exploring the effect of

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
increasing and decreasing heat on objects. paper (drawing, for planning, 1 sheet per group)
What were the two sources of heat we explored? (Students should paper (construction, large, for student groups to
recall it was the Sun and the lamp.) create poster. (1 per group)
Both the Sun and the lamp provide us with another form of energy markers or colored pencils (per group)
other than heat. Discuss with your partner what you think the other
form of energy is called.

2. Allow 1–2 minutes for students to share with each other, and then choose a few
to share their thinking with the class. Students may guess, but some students will
know that the Sun and a lamp both provide light- acknowledge this as a correct
response.
3. Say:

You will be working in your table groups to create a poster that

shows other sources of light.
Begin by having a discussion in your group the sources of light that
you already know about.
Use the piece of paper I give to your group as a planning sheet.
When you have made a rough sketch of your ideas, raise your hand,
and I will bring you the paper for your poster.
You will have _____minutes to plan and then ____ minutes to
complete your poster.
Remember to include both pictures and words.

4. Allow students time to work.

EXPLORE – Light May Change How Color Appears Suggested Days 4 (continued) and 5

1. Put the posters up where students can easily see them. Conduct a “Gallery
Walk”. Materials:

2. Facilitate a discussion with students about the different sources of light (energy)
posters – from previous activity (student created,
that were represented on the posters
1 per group)
3. Say: flashlights (1 per group)
cloth (colored, cut into 4” x 4” pieces, to cover
We now know there are different sources of light. Now we will flashlight, see Advance Preparation, 1 piece per
explore what happens to an object when the amount of light shining group)
on it is increased or decreased. rubber bands (to hold items on flashlight, see
Advance Preparation, 1 per group)
4. Provide each group of students with a selection of 2–3 objects. Each group does wax paper (1 piece per group)
not need to have the same items. The objects should be a variety of colors. Also objects (variety, see Advance Preparation, 2–3
provide each group with one flashlight, a 4”x4” piece of cloth in a solid color, a per group)
rubber band, and a piece of wax paper. Safety Note: Remind students of safety glue (sticks or white liquid, per group)
rules and behavioral expectations.

5. Allow students time to explore how different amounts of light may change how Attachments:
the color of an object appears to us. Some possible scenarios or stations might
be: Handout: Light may Change How Color
Appears (1 per student)
Classroom lights on, flashlight off. Teacher Resource: Light may Change How
Classroom lights on, flashlight on Color Appears KEY
Classroom lights off, flashlight on
Classroom lights off, flashlight off
Colored cloth covering the screen of the flashlight Check For Understanding
Wax paper over the screen of the flashlight

6. Provide time for students to complete the Handout: Light may Change How
Color Appears. Remind them to use pictures and words.
7. Give each group the opportunity to share the explanation of their observations.
Instructional Notes:
If you see any pictures that represent a misconception such as
a picture of the Moon as an object that provides light, make sure
you have conversation with the students about this.

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
Ask students to consider the other sources of light they included on their poster;
would increasing or decreasing the light from these sources have an effect on
objects?
Ask:

How can increasing or decreasing light energy affect objects?

Students shine the flashlight onto the object and make

observations about how color changes with the increase or
decrease of light. To the greatest extent possible, allow
students to explore without directing their experimentation. You
might suggest just one of the above scenarios to get students
going.

At this stage in a child’s cognitive ability, the scientific
explanation detailing why an object’s color appears different in
dimmer light is more complex than they will understand. We
simply want students to take away the understanding that a
change in the amount of light energy produces a visible
change. The students’ explanation will likely be enough
information; Assist students with coming up with an explanation
they can record in their science notebook.

Science Notebooks:
Record observations from exploration. Students should glue the
Handout: Light may Change How Color Appears into science
notebook.

ENGAGE – A Listening Walk Suggested Day 5 (continued)

1. Take students outside where they can be safely seated.

Materials:
2. Distribute the Handout: A Listening Walk.

3. Students will sit quietly for about 5–10 minutes listening to the sounds they hear glue (stick or liquid, per group)

in the outdoor environment. While still outside, students complete the Handout:
A Listening Walk. The teacher may need to model one example for students.
Attachments:
4. Return to the classroom. When back in the classroom,
Ask: Handout: A Listening Walk (1 per student)

What were some sounds you heard? Answers will vary.

Were some sounds easier to hear? Which ones? Answers will vary.
Safety Note:
Were some sounds harder to hear? Which ones? Answers will vary.
Check if students are allergic to grass, insect stings such as
5. Glue student Handout: A Listening Walk into the science notebook.
bees or wasps, Review safety rules.

Instructional Notes:
This lesson is to encourage students to listen carefully to the
sounds they hear. Many children will not be as familiar with
"outdoor” sounds, so they will need to concentrate on hearing
the differences.

Science Notebooks:
Complete Handout: A Listening Walk.

EXPLORE/EXPLAIN – Sound Cups Suggested Day 6

1. Students will explore increasing and decreasing sound (high, low, loud, soft)
through the plucking of a string. Materials:

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
2. What you will need (per 2 students):
cups (plastic, 9–12 oz., with hole in bottom, see
A plastic cup (9–12 oz.), with a small hole at the bottom. Advance Preparation, 1 per group)
3 feet of string (such as cotton kite string) string (such as kite string, 3 feet, see Advance
1 washer Preparation, 1 piece per group)
an unsharpened pencil (for winding string and as a ‘handle’) washers (1 per group)
pencil (unsharpened, for winding string, see
Advance Preparation, 1 per group)
3. What to do (advanced preparation): T-chart (1 per class)
chart paper (per class) – Optional
Tie one end of the string onto the washer.
Push the other end of the string through the hole in the plastic cup. The
washer will be on the inside of the cup and anchor the string. Attachments:
Tie the other end of the string around the pencil and wind the string up.
Handout: Sound Cups (1 per student)
4. Hold up one of the sound cups for students to see.
Say:
Instructional Notes:
Think of ways you could use this string and holder to make sounds. Examples:
Ask:
What do you think you could do with the cup?
How could you make the string vibrate?
*Note: These are “think about it” questions to engage students in the activity.
They are not being answered at this time.

5. Distribute the sound cups and the Handout: Sound Cups to student pairs.
(Each student should get a handout to complete.)
6. Allow time (about 10 minutes) for student pairs to explore the apparatus and the
sounds it could make. T-chart:

7. Facilitate the students’ exploration by asking questions about plucking harder,
softer, higher up on the string, and lower down on the string. These might be
asked as “What would happen if…?” questions.

8. Have students place the apparatus on their desks (in order to have a
discussion). Allow each pair of students the time to share one way they made a
Science Notebooks:
sound with their sound cup apparatus.
Continue completing the Handout: Sound Cups.
9. Say:

In the next part of the exploration, you will take turns gentlyholding
the cup against the floor or the top of your desk with one hand while
your partner plucks the string. (See Handout: Sound Cups for
theillustration on how to do this.)
Change the length of the string by winding more of it around the
pencil.
Pluck the string to hear the differences in pitch. (high or low sounds)
Let some string out and pluck the string again to hear the differences
in pitch. (high or low sounds)
Change roles so that each of you has the chance to pluck the string
and listen to the sounds produced.

10. Have students record their observations on their data recording sheet (Handout:
Sound Cups) using words and illustrations with labels, and then glue the sheet
in their science notebook.

11. Have students talk within their groups about how they were able to make the
sounds louder, softer, higher, or lower.

12. Prepare a T­chart to record each group‟s thinking.

13. Discuss, as a whole group, how sound energy can be added to make higher,
lower, louder, or softer sounds.
ELABORATE – Sound Cups Suggested Day 7

1. Use the cup and string from the previous activity. (Set up is shown in the
Instructional Notes.) Materials:

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 Grade 2
Science
Unit: 03
Lesson: 03
Suggested Duration: 8 days
2. Take the string off the pencil, and tie the end in a knot, so it doesn’t slip through
cups – from previous activity (plastic, 9–12 oz.,
the hole.
with hole in bottom, see Advance Preparation, 1
3. Take the washer off the other end (save for future science activities). per group)
string – from previous activity  (such as kite
4. Say: string, 3 feet, see Advance Preparation, 1 piece
per group)
You will be receiving some materials to investigate sound.
cloth (dishcloth­type, cut into 2” x 2” pieces,
One person will hold the cup, on the edges, upside down while the
dampened, see Advance Preparation, 1 piece
other person will pull the damp cloth slowly down the string.
per group)
Explore if going slowly, going quickly, squeezing gently, or pinching
T­chart – from previous activity (1 per class)
tightly makes a difference in the sound.
book (about sound, 1 per class)

5. Distribute one cup and one piece of string to each pair of students. In addition,
distribute a small square (about 2”X2”) of damp dishcloth­type material. Attachments:

6. Allow students time to explore. Handout: Sound Cups (1 per student)

7. Discuss observations and add to T-chart form the Explore/Explain Sound Cups
activity. Reflect on the questions from the Engage activity (Were some sounds
easier to hear? Were some sounds harder to hear?)
Instructional Notes:
8. Read a book about sound.

9. Student reflection in science notebook: Come up with a few sentences to

summarize what they have learned about sound in terms of “high,” “low,” “loud,”
or “soft”.

10. Ask:

How can increasing or decreasing sound energy affect objects? This activity can be loud. You may want to do this outside. In
addition, you may want to establish a signal of some sort when
you want the students to put materials down.

Check For Understanding:

Ask students to come up with a few sentences to summarize
what they have learned about sound in terms of “high,” “low,”
“loud,” or “soft”.

Science Notebooks:
Record reflections about sound.

EVALUATE – Performance Indicator Suggested Day 8

Grade 02 Science Unit 03 PI 03 Materials:

Use a tri-fold to record the effects of increasing or decreasing amounts of light, heat, and
sound energy on an object. Include pictures and words in the descriptions.
Standard(s): 2.2C , 2.6A paper (plain, for tri-fold, 1 sheet per student)
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.5B
Attachments:
1. Refer to the Teacher Resource: Instructions for Performance Indicator for
information on administering the performance assessment. Teacher Resource: Sample Performance
Indicator
Teacher Resource: Instructions for
Performance Indicator

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 Grade 2
Science
Unit: 03 Lesson: 03

Changes from Increasing and Decreasing Heat

Illustration Claims Evidence
Room Temperature

Heat Increased
(Tray set under lamp)

Heat Decreased
(Tray put in the refrigerator)

Heat Decreased Further

(Tray put in freezer)

Reflections:

©2012, TESCCC 06/29/12 page 1 of 1

 Grade 2
Science
Unit: 03 Lesson: 03

Light May Change How Color Appears

Illustration Claims and Evidence

©2012, TESCCC 06/29/12 page 1 of 1

 Grade 2
Science
Unit: 03 Lesson: 03

Light May Change How Color Appears KEY

Illustration Claims and Evidence

When the class room light was turned off and the
flashlight was turned off, the red horse appeared
darker.
When the classroom light was on, the horse was
bright red. With the lights off and the flashlight
off, the horse looked kind of dark brown.

When the class room light was turned on and the

flashlight was turned on, the red horse appeared
lighter.
When the classroom light was on, the horse was
bright red. With the lights on and the flashlight
on, the horse looked kind of pink-orange.

©2012, TESCCC 04/17/13 page 1 of 1

 Grade 2
Science
Unit: 03 Lesson: 03

A Listening Walk
I heard a________________sound. I heard a ________________sound.
It might be a It might be a

I heard a________________sound. I heard a ________________sound.

It might be a It might be a

I heard a________________sound. I heard a ________________sound.

It might be a It might be a

Other observations

©2012, TESCCC 06/29/12 page 1 of 1

 Grade 2
Science
Unit: 03 Lesson: 03

Sound Cups

Sounds We Could Make With Our Cup

Sounds We Could Make by Plucking the String

Sounds We Could Make by Using the Damp Cloth

©2012, TESCCC 04/17/13 page 1 of 1

 Grade 2
Science
Unit: 03 Lesson: 03

Sample Performance Indicator

Increasing and Decreasing Heat Increasing and Decreasing Light Increasing and Decreasing Sound

No light

When we pulled hard, the sound got louder.

When we squeezed the cloth tight, the
sound was louder than when we only
squeezed a little.

1. Before heat is added When we plucked the string and the string
2. After heat is increased - melted was loose, the sound was lower than when
3. After heat is decreased - solid the string was pulled tight.

The sound was louder from the cup when

When the chocolate chip, butter, and
we held it and pulled on the string with the
ice cube were put under the heat, they cloth than when it was on the floor and we
melted. The ice changed to water. plucked it.
When the heat was decreased by the
It was really loud and squawky when we
tray going in the fridge, the chocolate pulled hard with the damp cloth!
chip and butter became a solid again.
The water was just cold. When the tray Objects will look
brighter when
was put in the freezer and even more the Sun shines
heat was taken away, the water on them.
changed to a solid: ice.

©2012, TESCCC 04/17/13 page 1 of 1

 Grade 2
Science
Unit: 03 Lesson: 03

Instructions for Performance Indicator

Performance Indicator:

Use a tri-fold to record the effects of increasing or decreasing amounts of light, heat, and sound energy on an
object. Include pictures and words in the descriptions.
(2.2C; 2.6A)
1A, 1C; 5B

1. Say and write the expectations of the Performance Indicator. Place in a location visible to students.

Create a tri-fold.

Make sure there is information on the tri-fold describing the effects on an object of increasing or decreasing
amounts of light, heat, and sound energy

Make sure there are pictures to go with the descriptions.

Include observations from the experiments you have done in this lesson.

2. Distribute a piece of paper to each student. (Either have these pre-folded for students, or demonstrate how to fold
them.)

3. Assist by providing a word-bank as necessary.

©2012, TESCCC 04/17/13 page 1 of 1