How can energy

EB

8 Energy and Its Forms

TH IG
Unit
change?

Lesson Plan
Unit Opener & Lesson 1 What are some forms of energy?
Activity Pages Time
• Unit Opener: Think! How does this runner use energy? SB p. 88 5 min
• Unit Opener: Identify and discuss the different kinds of energy represented. SB p. 88 10 min
Engage • Unit Opener: Discuss where the energy your body uses comes from. SB p. 88 10 min
• Think! How does the sun’s energy affect humans? SB p. 89 10 min
• Think! How does the cable car gain potential energy? SB p. 94 10 min
Explore • Digital Activity: Blog: Energy (ActiveTeach) TB p. 89 15 min
• Energy SB p. 89 20 min
• Household energy SB p. 90–91 30 min
Explain • Ways energy can be stored, change form, and travel SB p. 92–93 30 min
• How energy is transformed SB p. 94 15 min
• Got it? 60-Second Video TB p. 94 5 min
• Energy-Efficient Appliances Posters TB p. 90 30 min
• Science Notebook: Mechanical Energy TB p. 91 15 min
• Think! Do we hear all sound energy? TB p. 91 5 min
• Science Notebook: Food Chain Potential TB p. 92 15 min
Elaborate
• Potential or Kinetic? TB p. 93 15 min
• Think! How are potential and kinetic energy related? TB p. 93 10 min
• Science Notebook: Energy in Sports TB p. 93 10 min
• Go Green: Reduce Energy Usage SB p. 94 10 min
• Lesson 1 Check (ActiveTeach) TB p. 99a 10 min
• Assessment for Learning TB p. 94 10 min
Evaluate • Review (Lesson 1) SB p. 99 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 99b 10 min
• Got it? Quiz (ActiveTeach) TB p. 99b 10 min

Lesson 2 What are heat and light energy?

Activity Pages Time

• Think! What causes the candles to melt? SB p. 95 5 min
Engage • Think! Can food fuel cars? TB p. 97 5 min
Explore • Digital Activity: Misconception: Heat (ActiveTeach) TB p. 95 20 min
• Thermal energy SB p. 95 15 min
• Heat and light SB p. 96 15 min
Explain
• Making electricity from light SB p. 97 15 min
• Got it? 60-Second Video TB p. 97 5 min
• Thermal Clothing TB p. 95 15 min
Elaborate • Science Notebook: Household Heat TB p. 96 15 min
• Flash Lab: Heat and Colors SB p. 97 10 min
• Lesson 2 Check (ActiveTeach) TB p. 99a 10 min
• Assessment for Learning TB p. 97 10 min
Evaluate • Review (Lesson 2) SB p. 99 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 99b 10 min
• Got it? Quiz (ActiveTeach) TB p. 99b 10 min
Lab • Let’s Investigate! How does heat cause motion? (ActiveTeach) SB p. 98 30 min

T87e Unit 8 • Unit Overview • Lesson Plan

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 Flash Cards
energy electrical energy mechanical energy Lesson 1

Key Words ELL Support

energy, Vocabulary: sports: go

electrical energy, jogging, do karate, run
mechanical energy, Present Tense Verb Forms
sound energy, with Adverbs: I go jogging
potential energy, every morning. I take karate
kinetic energy classes twice a week.
sound energy potential energy kinetic energy

Lesson 2

Key Words ELL Support

matter, particles, Conditional Statements

thermal energy, Using Present Tense Forms:
spacecraft, solar When we turn on a lamp,
thermal energy heat solar panel panel, generator electrical energy changes to
light energy.

Unit 8 • Unit Overview • Lesson Plan T87f

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 Unit
Energy and
8 Its Forms
Unit

8
Energy and Its Forms
How can energy change?

I will learn
Unit Objectives 1 Look and label.
• about different forms of

Lesson 1: Students will identify different forms of

recorder smartphone light bulb energy.
candles sun solar panel • what heat and energy are.
energy and will explain that energy causes motion
and creates change.
Lesson 2: Students will explain how heat and light
affect matter and how heat and light can be produced. sun candles smartphone

Vocabulary: candles, recorder, smartphone,

solar panel

Introduce the
EB
TH IG recorder light bulb solar panel

Big Question 2 What kinds of energy does each

object in the pictures represent?
Discuss with a partner.
T hi nk !
How can energy change? 3 Where does the energy your How does this
body uses come from? Discuss runner use
Build Background Explain to students that there is as a class. energy?
energy all around them, but they may never have noticed
it. Have them close their eyes and listen quietly for 30
seconds. Have students share what they hear. Elicit or 88 Unit 8

explain that they heard things because of sound energy.

Ask students to brainstorm other kinds of energy. Accept
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all logical answers and write them on the board.

Think! Again!
Engage Revisit the question How does this runner use energy?

Think!
Have students look at the picture. Ask them to describe what
the woman is doing. How does this runner use energy? Ask
students to think about how they feel when they run or play
hard. Explain that, when they do these things, they use a lot
of energy just like the runner. Then have pairs discuss how
the runner is using energy.
1 Look and label.
Use the photos to elicit vocabulary and teach new
words. Have students label the photos and check
answers in pairs.
2 What kinds of energy does each object
in the picture represent? Discuss with a
partner.
Have pairs discuss the kinds of energy represented in
each picture. Remind students that there may be more
than one type of energy represented in each picture.
Then have pairs discuss their answers with other pairs.
Invite volunteers to share their answers with the class.
3 Where does the energy your body uses
come from? Discuss as a class.
Point to the picture of the runner again. Activate prior
knowledge by asking Where does the runner get her
energy? Write students’ ideas on the board. (Possible
answers: food, nutrients, the sun’s energy/food chain)
Invite pairs to share their answers with the class. (Possible
answer: Her muscles use energy to run.) Guide students to
describe how energy from the sun is transferred along a
food chain and how the runner gets energy from food.
ELL Content Support
The food we eat changes to a form of energy that
the body can use through the process of digestion.
Mechanical digestion occurs in the mouth, as food
is chewed, and in the stomach, as food is massaged
by the muscular movements of the stomach. Chemical
digestion occurs in the mouth, stomach, and small
intestine. The food, now in fluid form, is absorbed
into the blood through the walls of the small intestine
and is carried to the liver. Food needed right away
is used by the body for all its functions, including
movement. Food not needed right away is stored as
an energy source for future use.
ELL Language Support
Have students write in their notebooks how they
think they use most of their energy. Write some
adverbs and example sentences on the board for
students to use as a guide. I go jogging every
morning. I do yoga on Saturdays. I take karate
classes twice a week.

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 Lesson 1
What are some
forms of energy?
Objective: Understand what energy is.
Vocabulary: energy, turn off the lights, be
responsible, blinds, use less energy, save energy,
work (n), light, fruit, vegetables, microwave, force,
source, canisters/containers, cause, effects
Digital Resources: Flash Card (energy), Explore
My Planet! Digital Activity
Unlock the Big Question
LOCK
UNHE BIG Write the following text on the board: I will
T Effects
learn about different forms of energy.
Build Background Invite students to give an example of
something that uses energy to get them to school. (Possible
answers: their legs, a bike, a car, a bus) Write their answers
on the board. Then have students think about where these
different ways to come to school get their energy. Finally,
ask students which of the different ways they come to school
saves the most energy and to explain why.
Explore
Explore My Planet! Blog: Energy
Objective: Students will read a blog and write a blog
entry about saving energy.
Digital Resources: Explore My Planet! Digital Activity,
Explore My Planet! Activity Card (1 per student)
• Show the Explore My Planet! Ask students to
compare Maddie’s and Jordyn’s blog entries and list
the kinds of energy they each try to reduce.
• Have students complete the Activity Card.
• Then invite volunteers to share their responses with
the class.
• Hold a class discussion about the kinds of energy
students included in their blog entries and why it is
important to save energy.
Explain
1 Read and circle any place you see energy
in this photo.
Focus students’ attention on the photo. Have students
name the items in the picture. Then have students
circle the items. Invite volunteers to share their
answers and explain why they selected an item. It
does not matter at this point if students did not select
any of the food items. If that is the case, return to the
exercise after students complete exercise 2.
M08_SUS_TB_04GLB_4795_U08.indd 89
Lesson 1 . What are some forms of energy? Key Words
1 Read and circle any place you see energy in this photo. •
•
energy
electrical energy
• mechanical energy
• sound energy
• potential energy
• kinetic energy
2 Read and complete the graphic organizer. Write
the effects of the sun’s energy. Then compare your
answers with a partner.
Energy
The ability to do work or to cause change is called
energy. Work is done when a force moves an object.
The sun is the main source of energy on Earth’s surface. T hi nk !
Energy from the sun causes many effects. Energy from the
sun makes Earth a place where we can live. Light from
How does the
sun’s energy
the sun helps plants grow. Energy from the sun causes
affect humans?
winds to blow and water to move through the water cycle.
Cause
Winds blow.
Water moves through the water cycle.
Explore My Planet! Unit 8 89
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2 Read and complete the graphic organizer.
Write the effects of the sun’s energy. Then
compare your answers with a partner.
Have students read and fill in the graphic organizer.
Pair students and have them compare answers.
Next, ask a volunteer to read aloud the definition of
energy. Remind students that, in this unit, they will be
talking about many different forms of energy.
Finally, refocus students’ attention on the photo and
ask if there are other items they could circle. Display
the energy Flash Card and remind students where the
runner gets her energy. Guide volunteers to explain
that the food items in the pictures are sources of
energy, too.
Think!
How does the sun’s energy affect humans?
Remind students what they learned about food chains.
Invite a volunteer to the front to draw a simple food chain
on the board and another volunteer to read the caption.
Then ask the question and have students discuss. Next,
draw a noonday sun on the board and a stick figure below
it. Ask students how the sun’s energy affects the person in
the picture. (Possible answers: The person is warmed by the
sun’s heat. The sun’s rays might burn their skin.)
Unit 8 • Lesson 1 What are some forms of energy? T89
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 Lesson 1
What are some 3 Read and look at the pictures. With a partner, list five things that use

forms of energy?
electrical energy.

Energy at Home
You use many forms of energy every day in your home. The living and nonliving
things in the home below use many forms of energy.

Objective: Understand kinds of energy we use Electrical energy is the

movement of electric charges.
at home. It powers things that use
electricity, such as a lamp.
Vocabulary: electrical energy, light energy, heat, Things that use electrical

appliances, energy-efficient, carbon footprint, air energy:

1. Possible answers:
conditioner, furnace 2. television, electric guitar,
3. air conditioner, lamp,
Digital Resources: Flash Cards (electrical energy, 4. smartphone, refrigerator,
heat), I Will Know… Digital Activity 5. microwave, toaster, clock,
blender
Light energy is energy
we can see. Light energy

Build Background Display the electrical energy and heat comes through windows
and brightens rooms.
Flash Cards. Ask students how they know the toothbrush Heat is the transfer of
uses electrical energy and how the candles represent heat. energy from a warmer
object to a colder object.
Then ask students to define electrical energy. Also solicit Heat is used to cook food
definitions for light energy and heat. Accept all logical in the kitchen.

answers and write the definitions on the board. 4 Read and draw an ✗
on three things that
use heat energy.

Explain 90 Unit 8 I Will Know...

3 Read and look at the pictures. With a

partner, list five things that use electrical
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energy. ELL Vocabulary Support

As a class, look at the pictures and name as many
of the items as possible. Provide vocabulary support
as necessary. Read the first and second paragraphs
aloud. Then pair students and have them make their
lists. Have pairs share their lists with the class. Count
how many different items the class has found.
4 Read and draw an on three things that
use heat energy.
Have students read the paragraphs on light energy
and heat. Have students complete exercise 4 and
compare their answers in small groups. Then ask
questions related to individual items in the pictures.
Do all clocks use electrical energy? (Possible answer:
No, some clocks are wind-up clocks.) How do we
use heat to make toast? (Possible answer: Heat
energy makes a cold piece of bread warm.) What
kind of energy do the flowers use? (Possible answer:
Light energy from the sun!)
I Will Know...
Have students do the I Will Know… Digital Activity.
Divide the class into pairs. With books closed, have one
student in each pair write as many items in a bedroom
as they can that use energy, and the other student write
as many items in a kitchen as they can that also use
energy. Have pairs compare their lists and explain how
energy is used. Provide support as necessary.
ELL Content Support
Explain to students that today there are efficient
appliances that not only help people save money,
but also are good for the environment because they
save energy. The less energy we use, the lower our
demand on power plants, which means less pollution.
Elaborate
Energy-Efficient Appliances Posters
Explain that some people are trying to reduce the amount
of electrical energy they use by buying high-efficiency
appliances whenever possible. Then organize students in
pairs. Assign each pair a major appliance—air conditioner,
refrigerator, stove, washing machine, furnace, and so
on—to research on the Internet. Ask students to find three
different companies that make the appliance, identify
the most efficient model that each company makes, and
determine which of those three models is the most energy
efficient. Have students make a poster comparing the
brands and present the information to the class.

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 Lesson 1
What are some 5 Read and look at the four rooms in the house. 6 Mark (✓) the things

forms of energy?
Circle five things that use mechanical energy. that produce sound
energy.
Mechanical energy is energy that motion or position
gives to an object. You use mechanical energy every plant lamp
time you move or lift an object or use a machine with
✓ clock ✓ guitar
moving parts.
Objective: Learn about mechanical and sound Sound energy is energy we can hear. Musical bed ✓ recorder
energy. instruments produce sound energy.
✓ cat towel

Vocabulary: mechanical energy, sound energy, 7 With a partner, list

musical instruments some common forms
of energy used in

Digital Resources: Flash Cards (mechanical your school.

Possible answers:
energy, sound energy, electrical energy) mechanical energy,
electrical energy,
sound energy,
heat energy
ELL Vocabulary Support

Write the word mechanical on the board. Explain

8 Why is a simple
to students that mechanical means affecting or toothbrush considered
involving a machine. Activate prior knowledge about a machine? Discuss
as a class and write
machines by having students recall the six simple the answer.
machines and some examples of complex machines. Because it uses mechanical
energy to do work.

Build Background Display the mechanical energy Flash Unit 8 91

Card. Ask students what kind of machine it is. (Possible
answers: a complex machine, a can opener) Then display SCI_SB4_U8.indd 91 28/01/16 16:58

the sound energy Flash Card. See if students can identify

the instrument (recorder). Explain that students are going
to learn about two additional kinds of energy in this
lesson, sound and mechanical energy.
Explain
5 Read and look at the four rooms in the
house. Circle five things that use mechanical
energy.
Invite a volunteer to read the first paragraph
aloud. Then have students circle five things that use
mechanical energy. Invite volunteers to share their
answers and explain how the items they selected use
mechanical energy.
Then display the mechanical energy Flash Card
again. Ask students how the can opener represents
Elaborate
mechanical energy. (Possible answer: It’s a machine
7 With a partner, list some common forms
of energy used in your school.
Pair students and have them make their lists. Have
them compare lists with another pair.
8 Why is a simple toothbrush considered
a machine? Discuss as a class and write
the answer.
Point to the toothbrush in the picture and read the
question aloud. Have the class discuss. Students then
write their answers in their books individually. Finally,
show the electrical energy Flash Card and have the
class discuss the advantages and disadvantages of
using an electrical vs. a manual toothbrush.
BOOK

Science Notebook: Mechanical Energy

with moving parts.)
6 ✗
Mark ( ) the things that produce sound
energy.
Invite another volunteer to read the second
paragraph aloud. Discuss answers as a class.
Encourage students to explain their answers. Only
the most likely answers are marked. Encourage
students to think about other possibilities they may
not select. Can plants produce sound energy if the
wind makes them move? Have pairs look at the four
rooms again and make a list of all the objects that
produce sound energy.
Divide the class into small groups. Have groups look at
the pictures again and make a list of as many items that
use mechanical energy as they can. Then have groups
discuss which item would make a good choice to use as
a mechanical energy Flash Card and why. Have students
write a paragraph in their Science Notebooks explaining
their choice. Invite groups to present their selections and
reasoning to the class.
Think!
Do we hear all sound energy?
Ask the question and have students discuss. (Possible
answers: No, some sounds are too high or low to hear.
Some sounds are too soft.)

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 Lesson 1
What are some
forms of energy?
Objective: Understand and identify forms of
potential energy.
Vocabulary: potential energy, gravity,
snowboarder, stretching, compressing, spring,
fuels (n), fuel (v), strikes
Digital Resources: Flash Card (potential energy)
Materials: a few balls, a few rubber bands,
a battery, a battery-operated toy or other item
Build Background If possible, take students outside;
alternatively, clear a small space at the back of the room.
Tell students they are going to run a race. Have students
line up and say Ready! Set! but stop there. Ask students
what it felt like waiting for the Go! signal. Have students
line up again, but, this time, give them the Go! signal.
Next, give a few students a ball and a few others a rubber
band each. Have the first group hold out the balls as if
they were going to drop them and the others stretch the
rubber bands as if they were going to shoot them. Count
ten seconds. Then allow students to drop the balls and shoot
the rubber bands. Repeat with other students until everyone
has had a turn. Finally, invite students to guess what today’s
lesson will be about. Accept all logical answers.
Explain
9 Read and answer the questions with
a partner.
Read the first paragraph aloud for students. Have
them say which exercise they did in the playground is
relevant to the paragraph. Then elicit how the stored
energy they had when waiting for Go! changed in the
second race when they got the signal.
Then have students read the second paragraph
and discuss how the balls and rubber bands had
potential energy.
Next, hold up the battery and battery-operated toy.
Have students explain what will happen when you
put the battery in the toy. Test their hypothesis by
putting the battery in the toy and turning it on. Then
allow students time to read the final paragraph.
Finally, have students answer the questions. Check
answers as a class and compare and contrast the
different kinds of potential energy treated in the
questions. You may wish to compare the chemical
potential energy in the food that fuels our bodies to
the chemical potential energy in the gasoline that
fuels vehicles.
T92 Unit 8 • Energy and Its Forms: How can energy change?
M08_SUS_TB_04GLB_4795_U08.indd 92
9 Read and answer the questions with a partner. 1. What kind of potential
energy do you put
Stored Energy
inside your body in
Energy can be stored. As you stand ready to jump, order to live?
run, or snowboard, your body has stored energy.
chemical energy
Stored energy makes movement possible. Stored
energy is potential energy. Potential energy changes 2. How do you use the
into another kind of energy if you use it to do work stored chemical energy
or cause a change. in batteries?
A raised object has potential energy due to gravity. Possible answer: to use
For example, the snowboarder at the top of the hill
in the photo below has potential energy because of
my smartphone
his high position. Potential energy is also gained from
stretching or compressing objects. For example, you can
3. How do people use the
stretch or compress a spring to store potential energy.
stored chemical energy
The stored energy in food, fuels, and batteries is
chemical energy. Stored chemical energy can change
in fuels?
Possible answers: in their
into a form that can do work. For example, the stored
energy in food is released to help you move. It can cars, to cook their food, to
also keep your body warm. heat their homes
10
Possible answers:
food, batteries,
firewood
92 Unit 8
92 Unit 8
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10 Write three examples of potential energy
in your home.
Have students write lists individually. Check answers as
a class. Ask questions to check comprehension. What
must happen in order for potential energy to change
into another form of energy? (Possible answer: Potential
energy must be used to do work or cause a change.)
What are some examples of stored chemical energy?
(Possible answers: food, gasoline, batteries)
ELL Content Support
The Law of Conservation of Energy states that energy
is neither created nor destroyed. This law means that,
when we use energy, it does not disappear. Instead,
one form of energy changes into another form. For
example, when a person holds a basketball before
attempting a shot, the ball has potential energy. That
potential energy is changed to kinetic energy when
the ball is released toward the hoop.
Elaborate
Science Notebook: Food Chain Potential
Display the energy Flash Card again and have students
discuss sources of food energy. Then have students turn to
page 45. Divide the class into small groups and have them
discuss how all of the items pictured are forms of potential
energy. Invite each student to draw a food chain in their
Science Notebook and write a paragraph giving some
examples of how items in the chain are potential energy
and how that potential energy gets transformed into other
types of energy.
17/02/2016 09:15
 Lesson 1
What are some
forms of energy?
Objectives: Understand how potential energy can
change into kinetic energy.
Vocabulary: kinetic energy, snowboarder, release,
stretched spring, move down, hill
Digital Resources: Flash Card (kinetic energy),
picture of a roller coaster, pictures of potential energy
and kinetic energy
Build Background Ask students what sports and other
activities they like to do. Write a list on the board. Elicit or
suggest activities like gymnastics, diving, skateboarding,
skiing, going on a water slide, bowling, and so on. Ask
What kind of energy do you have when you start (sliding
down a slide)?
Explain
11 Read and underline the words that tell you
about kinetic energy.
Have students look at the picture of the snowboarder.
Ask What kind of energy does the snowboarder have
before moving down the hill? What kind of energy
does he have when he is moving down the hill? Is
it the same kind of energy? Have students read the
paragraphs and underline the words that describe
kinetic energy. Have pairs check answers. Ask
questions for comprehension. What kind of energy
does a child at the top of a slide have? (Potential
energy.) What kind of energy does the child have
when moving down the slide? (Kinetic energy.)
12 Read the paragraph and circle with
different colors one cause and one effect.
Have students read the paragraph and circle a cause
and effect. Ask questions for comprehension. How is
some energy lost? How does the total amount of energy
stay the same?
ELL Content Support
Use a picture or board drawings of a roller coaster
to explain the following. Energy can change from
potential to kinetic and back again. When a
roller coaster is at the top of its track, it has more
potential energy than when it is at the bottom. As
the roller coaster goes down the track, it moves
faster (accelerates) due to the pull of gravity. This
changes the potential energy into kinetic energy. At
the lowest part of the track, the roller coaster is going
the fastest it will and has the most kinetic energy. As
it rolls back up, gravity slows it down and the kinetic
energy changes back into potential energy.
Unit 8 • Lesson 1 What are some forms of energy?
M08_SUS_TB_04GLB_4795_U08.indd 93
11 Read and underline the words that tell you about
kinetic energy.
Energy of Motion
Potential energy can change to kinetic energy, or
the energy of motion. A car moves when the chemical
energy stored in gasoline changes to kinetic energy.
Potential energy changes to kinetic energy when you
release a stretched spring. The potential energy the
snowboarder has at the top of the hill in the photos
changes to kinetic energy as he moves down the hill.
He moves down the hill because gravity pulls him.
Energy can be used to lift objects. When a
snowboarder carries a snowboard to the top of a hill,
he and the snowboard gain potential energy. They now have the potential to slide
to the bottom of the hill. At the bottom of the hill, the snowboarder may have
enough kinetic energy to lift him and his snowboard to the top of the next hill.
12 Read the paragraph and circle with different colors one cause and one effect.
How Energy Travels
Energy can travel from one place to another. Suppose
a moving object strikes another object. Some kinetic
energy passes to the second object. Have you ever
gone bowling? When the bowling ball hits the group
of pins, the ball slows down and the pins begin
moving. Before hitting the pins, the bowling ball has
all of the kinetic energy. The pins have no kinetic
energy. When the ball hits the pins, some kinetic
energy transfers to the pins. Heat is also produced,
which causes some energy to be lost. The total amount
of energy does not change.
Unit 8 93
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Elaborate
Potential or Kinetic?
Display pictures of potential and kinetic energy on the
board. Have volunteers write potential or kinetic under each
picture. Guide students to explain the difference between
the two forms of energy.
Think!
Write the following question on the board and have pairs
discuss the answer: How are potential and kinetic energy
related? (Possible answer: Potential energy is stored
energy that can change to kinetic energy, which is the
energy of motion.)
BOOK
Science Notebook: Energy in Sports
Divide students into groups. Have them discuss some of
the activities listed on the board and ways that energy
changes from one form to another and how energy causes
motion while playing that sport or game. Invite students
to consider, when relevant, what point during the activity
marks the most potential energy and what point marks the
least. Finally, have each student pick their favorite activity
and write a paragraph in their notebook on the topic.
Students should include illustrations that label changes
in energy. They may include points of maximum energy
where relevant.
T93
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 Lesson 1
What are some 13 Read and complete the sentences with words from the box.

forms of energy?
Then check your answers with a partner.

Objective: Learn about using energy.
Vocabulary: light switch, cable car, electric
Using Energy
Sometimes people use machines to change forms of energy. You
use kinetic energy to turn on a light switch, a common machine.
When the light switch is turned on, electrical energy changes to
light energy. A cable car, another machine, changes potential energy to kinetic energy.
An electric toothbrush is another machine. It has an electric cord that plugs into an
outlet. Electrical energy is stored as chemical energy in the battery of the toothbrush.

toothbrush, electric cord, plugs into, outlet, gasoline The chemical energy changes back to electrical energy when the toothbrush is turned
on. The electrical energy then changes to kinetic energy as the toothbrush moves.

Digital Resources: Lesson 1 Check (print out 1 per Energy does not change completely from one form to another. Energy does not go
away, either. Some energy always produces heat. After you turn on a light bulb, it
student), Got it? 60-Second Video becomes warm. This is because some of the energy produces heat.

chemical potential kinetic light

Build Background Draw a four-column chart on the 1. When we turn on a lamp, electrical energy changes
to light energy.
board with the following headings: Chemical Energy, 2. When a cable car moves, potential
Potential Energy, Kinetic Energy, and Light Energy. Elicit energy transforms into kinetic energy.

examples of each kind of energy and write them in the 3. When we turn on an electric toothbrush, chemical
energy in its battery changes to electrical energy.
corresponding columns. 4. When the electric toothbrush moves, electrical energy
changes to kinetic energy.

Explain cable car T hi nk !

How does the
13 Read and complete the sentences with cable car gain
words from the box. Then check your potential energy?

answers with a partner. 94 Unit 8 Lesson 1 Check Got it? 60-Second Video

Have students read the paragraphs about using SCI_SB4_U8.indd 94 28/01/16 16:58

energy and complete the sentences. Have pairs

check their answers. Allow students time to clarify
any discrepancies.
Then write this sentence frame on the board: When I
_______, _______ energy turns into ________ energy.
Have partners make sentences using the frame as
a model to practice the concept of how energy can
be transformed. Students may rework the sentences
in the text to fit the frame as well as make up their
own sentences. Encourage students to come up
with sentences about all of the kinds of energy they
have learned about in this lesson. (Possible answers:
When I turn on a light bulb, some of the light energy
turns into heat energy. When I eat, the food’s
chemical energy turns into stored chemical energy in
my body.)
Evaluate
Think! Lesson 1 Check Assessment for Learning
Distribute the Lesson 1 Check and allow students sufficient
How does the cable car gain potential energy?
time to complete it. Check answers as a class. Then ask
Focus students’ attention on the photo at the bottom of students to grade their progress on the topic of different
the page. Invite a volunteer to read the question. Allow forms of energy from 1 to 3: 3 = I understand different
the class to freely discuss their answers. If necessary, forms of energy; 2 = I need to study more; 1 = I need help!
turn back to page 93 and review the description of the Encourage students giving themselves a 2 or 1 to describe
snowboarder. what they found difficult and need to study more.

Got it
it?
? 60-Second Video
Review Key Words for Lesson 1 (see Student’s Book
page 89). Play the Got it? 60-Second Video to
review the lesson material.

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 Lesson 2
What are heat
and light energy?
Objective: Learn how heat and light affect matter
and how heat and light can be produced.
Vocabulary: infrared, thermogram, matter,
particles, thermal energy, sunlight, in the shade, pot
Digital Resources: Flash Cards (heat, thermal
energy), Explore My Planet! Digital Activity
Material: some thermal knit or insulated clothing
Unlock the Big Question
LOCK
UNHE BIG Write the following text on the board: I will
T
know how heat and light affect matter and
how they can be produced.
Build Background Display the thermal energy Flash
Card. What happens when you put a metal spoon in
hot water? (Possible answer: It gets hot.) Have you ever
burned your mouth when eating something hot? Explain
to students that, in this lesson, they are going to learn
more about heat and light energy.
Explore
Explore My Planet! Misconception: Heat
Objective: Learn about how heat is transferred.
Digital Resources: Explore My Planet! Digital Activity,
Explore My Planet! Activity Card (1 per student)
• Display the heat Flash Card. Ask students what
kinds of energy they think are represented. (Possible
answers: heat, light)
• Explain that students are going to watch a video
about how heat can move.
• Show the Explore My Planet! and have students
complete the Activity Card. Have pairs discuss their
answers.
ELL Content Support
An infrared camera is used to take images such as
the one of the house shown in the Explore My Planet!
These images are called thermograms. Areas that
have different temperatures have different colors in
the thermogram. The warm regions appear white
and yellow, while the cool regions appear green
and blue. Thermograms are used to see objects in
the dark. Another use for infrared cameras is by
firefighters, who use infrared cameras to find people
in a dark or smoke-filled building.
M08_SUS_TB_04GLB_4795_U08.indd 95
Lesson 2 . What are heat and light energy?
1 Read and circle T (true) or F (false). Then correct the false statements with a partner.
Thermal Energy and Heat Key Words
Matter is made of very small moving particles. Each matter
•
particle of matter moves because it has energy. The particles
•
energy of moving particles is called thermal energy.
Thermal energy is the kinetic energy and potential
• thermal energy
• spacecraft
energy of particles in matter. Energy from the sun makes
• solar panel
the particles in objects move faster. The objects become
• generator
warmer. That is why sunlight feels warm on your skin.
When the sun’s energy no longer reaches the matter, its
particles slow down and the matter cools. That is why
you feel cooler when you are in the shade.
Heat is the transfer of energy from one place to
another. Heat can take the form of thermal energy
traveling from warmer objects to cooler objects. When
you place a metal spoon into a pot of cooking food, heat
travels from the warmer pot through the cooler spoon. In
a short time, the top of the spoon will feel warm.
1. Thermal energy is produced when the particles of matter do not move. T/F
2. The sun’s energy makes the particles in objects move faster. T/F
3. Objects exposed to the sun’s energy get cooler. T/F
4. Heat is produced when energy stays in one place. T/F
Th in k!
What causes the
candles to melt?
Explore My Planet! Unit 8 95
SCI_SB4_U8.indd 95 28/01/16 16:58
Explain
1 Read and circle T (true) or F (false). Then
correct the false statements with a partner.
Invite students to read the paragraphs, taking note of
the highlighted words. Then pair students, have them
circle the answers, and correct the false statements.
(Possible answers: 1. Thermal energy is produced
when particles of matter do move. 3. Objects
exposed to the sun’s energy get hotter. 4. Heat is the
transfer of energy from one place to another.) Have
students underline the definition of heat.
Think!
What causes the candles to melt?
Display the heat and thermal energy Flash Cards. Read
the question aloud and solicit answers. Guide students
to formulate their answers in scientific terms. (Possible
answer: The heat from the flames is transferred to the
cooler wax, which makes the candles melt.)
Elaborate
Thermal Clothing
Ask students if they have ever seen or used any thermal
knit clothing or insulated clothing. If possible, bring in
some of these items to show to the class. Have students
discuss in small groups how they think those items keep
them warm. Guide them to conclude that thermal knit or
insulated clothing keeps them warm by trapping the heat
from their body.
Unit 8 • Lesson 2 What are heat and light energy? T95
17/02/2016 09:15
 Lesson 2
What are heat
and light energy?
Objective: Learn how heat is produced and ways
people heat their homes.
Vocabulary: rub, natural gas, solar panels, burn,
campfire, matches, give off light, collect, marshmallow
Digital Resources: Flash Card (solar panel), I Will
Know… Digital Activity
Build Background Have you ever sat in a car that’s
been sitting in the sun? Why does a car seat that has been
in the sun have more thermal energy than one that has
been in the shade? (Possible answer: Sunlight has made the
particles move faster in the seat that has been in the sun than
in the seat that has been in the shade.)
Explain
2 Read and underline three ways people can
heat their homes.
Ask students to read the paragraphs on heat and light
silently and then underline three ways people can heat
their homes. Check answers as a class. Ask students
how people cool their homes. (Possible answers: by
leaving windows open to catch breezes, with fans or
air conditioners that use electricity)
3 List three things mentioned that produce
both light and heat.
Have students write their answers. Invite volunteers
to share their answers. Ask students to brainstorm
other examples of things that produce both light and
heat. (Possible answers: light bulbs, firecrackers, the
sun) Invite students to explain in their own words why
sources of light are also sources of heat.
4 Why might people rub their hands
together when they are cold? Discuss
as a class, and write your answer.
Have students rub their hands together quickly to
notice the heat that is produced and then have students
discuss. What other physical things do you do to get
warm when it’s cold outside? (Possible answers: Jump
up and down. Rub your feet or face.) Why do these
things help you get warm? (Possible answer: Because
kinetic energy is transformed into thermal energy.)
I Will Know...
Have students do the I Will Know… Digital Activity.
T96 Unit 8 • Energy and Its Forms· How can energy change?
M08_SUS_TB_04GLB_4795_U08.indd 96
2 Read and underline three ways people can
heat their homes.
Heat and Light
When energy changes form, one result is
heat. For example, heat is produced when you
rub two objects together. You can investigate
heat by rubbing your hands together. Your hands
warm up because kinetic energy is transformed
into thermal energy.
Energy heats your home. Some people heat their
homes with natural gas. Some people use electricity. Other 3
people use solar panels that collect energy from the sun.
When energy changes form, some energy is always
given off in the form of heat. Think about light. Energy
candles
changes form when light is produced. This means that
sources of light are also sources of heat. campfires
Burning is a chemical change that can produce matches
light and heat. For example, candles, campfires, and
4
matches give off light that helps heat the space around
them as they burn.
Possible answer: Because
the kinetic energy is
transformed
into thermal energy.
96 Unit 8 I Will Know...
SCI_SB4_U8.indd 96 28/01/16 16:59
Elaborate
BOOK
Science Notebook: Household Heat
Have students research how people heated and cooled
their homes before the use of electricity, natural gas, and
solar panels. Ask students to write a paragraph in their
Science Notebooks to summarize the information they
find. Encourage students to consider the pros and cons of
those methods. (For example, Burning coal produces a lot
of pollution; Burning wood uses a lot of trees; etc.)
Alternatively, explain to students that a limitation of solar
energy is that we haven’t invented efficient and cost-
effective ways to store it. Have small groups research how
inventors are trying to develop ways to store solar energy.
ELL Content Support
Thermal Energy, Temperature, and Heat
The thermal energy of matter is the total energy of
all of the particles in a substance. The temperature
of matter is a measure of how hot or cold an object
is. Heat is something that is noticed when there is
a difference in temperature between two objects.
Heat is the transfer of thermal energy from a warmer
object to a cooler object. Heat causes a gain in
thermal energy and usually a gain in temperature
in the cooler object.
17/02/2016 09:15
 Lesson 2
What are heat
and light energy?
Objective: Learn how electricity can be made
from light.
Vocabulary: heat lamp, solar panel, spacecraft,
orbit, generator, flywheel, generate
Digital Resources: Lesson 2 Check (print out 1 per
student), Got it? 60-Second Video
Materials: sheets of black paper and sheets of
white paper
Build Background Ask How can scientists explore the
solar system? Focus students’ attention on the picture of the
spacecraft. Explain that scientists use spacecraft to explore
the solar system. Do you think this space station needs
energy? What for? Where do you think this space station
gets energy from? See if students can identify its solar
panels.
Explain
5 Read and circle the word that correctly
completes each sentence.
Have students read the text and then circle the
correct words in the sentences. Have students check
answers in small groups.
Then ask questions to check comprehension and
challenge students. What kind of energy does solar
energy turn into in spacecraft? Electricity. How does
a flywheel work? Why do spacecraft need a lot of
energy? Because they need to travel far into space.
Materials:
M08_SUS_TB_04GLB_4795_U08.indd 97
5 Read and circle the word that correctly completes
each sentence.
Electricity can also be a source of light and heat.
Electricity makes the wire in a light bulb get so hot that it
gives off light. Bulbs in heat lamps can be used to keep
food warm.
Making Electricity from Light
You know your home needs electricity. How do you
think a spacecraft gets electricity?
While in orbit, a spacecraft spends part of its time in
sunlight. Solar panels gather light and change it to the
electricity used to run the ship. The spacecraft spends
the rest of its time in the shadow of Earth, where there is
no sunlight. How does it get electricity then?
Spacecraft have generators that
make electricity. One kind uses a heavy
wheel called a flywheel. While in sunlight, motors make
this wheel spin quickly. The kinetic energy from the spinning
generates electricity while the spacecraft is in the dark.
1. Sunlight / Solar panels get light from the sun and transform it into electricity.
2. Flywheels / Spacecraft are generators that produce electricity.
3. Generators / Solar panels produce energy when there is no sunlight.
Lesson 2 Check Got it? 60-Second Video Unit 8 97
SCI_SB4_U8.indd 97 28/01/16 16:59
Think!
Can food fuel cars?
Read the question for students and hold a class discussion.
Students may have heard of some ways that food has
been used as fuel for cars, for example, cooking oil can
be reused to fuel specially adapted cars.
Evaluate
Lesson 2 Check Assessment for Learning
Distribute the Lesson 2 Check and allow students sufficient
time to complete it. Check answers as a class. Then ask
students to grade their progress on the topic of light and
heat from 1 to 3: 3 = I understand how light and heat
are produced and how they affect matter; 2 = I need to
study more; 1 = I need help! Encourage students giving
themselves a 2 or 1 to describe what they found difficult
and need to study more.
Got it
it?
? 60-Second Video
Review Key Words for Lesson 2 (see Student’s Book
page 95). Play the Got it? 60-Second Video to
review the lesson material.
Unit 8 • Lesson 2 What are heat and light energy? T97
17/02/2016 09:15
 Let's Investigate!
Let’s Investigate! Materials

In this unit, students learn about different forms of energy How does heat cause motion?
scissors
Spiral Pattern

and how energy causes motion and creates change. In 1. Cut out the spiral.
this lab, students will observe how heat can cause motion.

All rights reserved.

Inc., or its affiliates.
by Pearson Education,
Copyright ©
Spiral Pattern

tape

Let’s Investigate! Lab How does heat cause

motion? lamp
string

Objective: Observe how heat can cause motion.

Materials: 1 set of materials per student or small 2. Tape one end of the string to the middle of

group of students: Spiral Pattern, lamp, string, tape, the spiral.

scissors 3. Predict what will happen if you hold the spiral

over the lamp before the bulb is turned on. Record.
Digital Resources: Spiral Pattern, Let’s Investigate! 4. Predict what will happen if the bulb is turned on.
Activity Card (1 per group) Record.

Advance Preparation: Print out Spiral Patterns (1 5. Test your predictions. Record your observations.

per student or small group). Motion of Spiral

Sample Sample
• Divide the class into small groups and predictions
Predictions
data Observations

Lamp
distribute materials. off Nothing will happen. Nothing happened.

• Have students cut out their spirals and tape Lamp The spiral will move away from
on the bulb. The spiral spun around.
one end of the string to the middle.
• Invite students to predict what will happen
98 Unit 8 Let’s Investigate! Lab
if they hold the spiral over the bulb before
the lamp is turned on and to record their SCI_SB4_U8.indd 98 28/01/16 16:59

predictions on the Activity Card.

• What will happen if the bulb is turned on?
Have students record their predictions on the
Activity Card.
• Then have students test their predictions and
record their findings.
• At the end of the activity, have students share
their observations with the class.
• Make sure students understand that, in the
light bulb, electrical energy is converted into
light and heat energy. Much of the energy is
released as heat, and the heated air above
the bulb rises. This movement of air causes the
spiral to spin.
Teacher Time-Saving Option: Show the Let’s
Investigate! Digital Lab as an alternative to the
hands-on lab activity.
Unlock the Big Question
LOCK Have students refer to the Big Question on the
UNHE BIG
T Unit Opener page. In pairs, have them discuss
what they know about forms of energy and how
they can change. Invite student pairs to share
their answers to questions 6 through 8 on the
Let’s Investigate! Activity Card.
Class Project: Energy Inventions
Materials: art supplies
Instructions: Make a two-column chart labeled
Need and Energy Sources. Brainstorm with students
some of the needs for energy they discussed in this
unit and write them in the Need column. Elicit some
of the kinds of energy used to respond to those needs
in the second column. (Possible answers: Need:
refrigerator, car, air conditioning, spacecraft; Energy:
electricity, reused cooking oil, solar energy, etc.)
Divide the class into small groups or pairs. Have
students define an energy need or problem and
think of a solution. Encourage students to be
creative. For example, students might identify the
pollution cars create when they use gasoline. They
might design a car that is powered by wind energy
or magnets.
The groups create a poster to present to the class.

T98 Unit 8 • Energy and Its Forms: How can energy change?

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 Unit 8 Review Unit 8
How can energy change?
Review
VIE
RE E BI W
TH G
How can Lesson 1
What are some forms of energy?

energy change? 1 Match the sentence halves.

a) Electrical energy is used when objects are moved or lifted.

b) Mechanical energy is produced by musical instruments.

c) Sound energy powers things that use electricity.

Digital Resources: Print out 1 of each per 2 List three objects in your home that use or produce each form of energy below.

student: Got it? Self Assessment, Got it? Quiz Electrical Mechanical Sound
Possible answers: Possible answers: Possible answers:
television, microwave, blender, toaster, doorbell, telephone,
light bulb, computer toothbrush, fan television, stereo

Evaluate Lesson 2

What are heat and light energy?

Complete the sentences with the words from the box.
Strategies for Targeted Review
3

light sun heat

The following are strategies for providing targeted
a) Rubbing your hands together produces heat .
review for students if they encounter challenges with b) Candles and matches give off light heat .
and
the content. c) Solar panels collect energy from the sun .

4 Write two ways heat and light energy can affect matter.
Lesson 1 What are some forms of energy? Possible answers: Heat can cause food to cook. Light can cause
Question 1 matter to warm up.

If… students are having difficulty matching the Got it? Quiz Got it? Self Assessment Unit 8 99
sentence halves, then… direct students to pages
91 and 92 to review the passages on electrical, SCI_SB4_U8.indd 99 28/01/16 16:59

mechanical, and sound energy.

ELL Language Support
Question 2
If… students are having difficulty identifying objects Before students start working on the Review activities,
they use at home that use or produce each type of read each question aloud.
energy, then… direct students to the illustrations
on pages 91 and 92 and have them select items
that use or produce each type of energy and then
complete the review question. Got it
it?
? Self Assessment
Immediately after students have completed
Lesson 2 What are heat and light energy?
the Review activities, distribute a Got it? Self
Question 3 Assessment to each student. Have students
If… students are having difficulty completing the complete the Stop! Wait! and Go! statements for
sentences, then… have students answer by process each lesson, allowing them to look back through
of elimination. Have them rub their hands together, the lesson material if necessary.
and ask what happens. Remind them what they
learned about spacecraft and ask them where
spacecraft get their energy.
Question 4
Got it
it?
? Quiz
If… students are having difficulty writing how heat
Distribute a Unit 8 Got it? Quiz to each student.
and light energy can affect matter, then… ask
Quizzes may be used for assessing students’
questions. What is the heat doing to the candles?
understanding of unit concepts as well as for
grading purposes.

Unit 8 • Unit Review T99

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 Unit Lesson 1 Check Unit Lesson 2 Check
8 8

H IG

Unit Lesson 1 Explore My Planet! Activity Card Unit Lesson 2 Explore My Planet! Activity Card
8 8

Blog: Energy
I use a lot of energy because it
makes my life easier. However,
I try to be responsible and use
less energy.
by Maddie
Wesley Chapel, I also turn off the lights when
Florida I leave a room. Sometimes I
want the lights on. Instead, I
open the blinds, so I do not
waste energy.
Hi, Maddie. My family and I
are also committed to using less
energy. I turn off my fan and
my radio before I go to school.
by Jordyn
Daytona Beach, I save more energy at school.
Florida Whenever our class leaves
the room, we turn off the lights.
It would save a lot of energy if
every class in the school
did that!

T99a Unit 8 • Digital Resources and Photocopiables

M08_SUS_TB_04GLB_4795_U08.indd 39 17/02/2016 09:16

 Unit Let’s Investigate! Activity Card Unit Lessons 1 & 2 Got it? Self Assessment
8 8

Unit Got it? Quiz Unit Got it? Quiz

8 8

Unit 8 • Digital Resources and Photocopiables T99b

M08_SUS_TB_04GLB_4795_U08.indd 40 17/02/2016 09:16

 VIE VIE
RE E BI W RE E BI W
TH G TH G

Unit 8 Study Guide

How can energy change? Review the

Lesson 1
What are some forms of energy?
• Energy is the ability to do work or cause
change.
• People use many forms of energy every day.
• Some forms of energy include mechanical,
chemical, light, thermal, kinetic, and
potential energy.
Big Question
How can energy change?
Encourage students to answer the following
question in their own words:
How has your answer to the Big Question
changed since the beginning of the unit? What
are some things you learned that caused your
answer to change?

Lesson 2 Make a Concept Map

What are heat and light energy? Have students make a concept map like the
one shown on this page to help them organize
• Things that give off light also give off heat. key concepts.
• Heat affects the temperature of matter.
• Heat is produced when objects rub against
each other.

VIE
RE E BI W
TH G

Unit 8 Concept Map

Energy

Forms

potential kinetic sound chemical mechanical electrical light thermal

heat

Students can make a concept map to help review the Big Question.

T99c Unit 8 • Study Guide

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 Teacher’s Notes

Unit 8 • Teacher’s Notes T99d

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