Grade 5: Unit 5: Energy Resources
This lesson bundles student expectations that address the processes resulting in the formation of sedimentary rocks and fossil fuels in order to set a foundation for understanding the need for alternative energy sources. Students will learn that past events and processes are responsible for the formation of coal, natural gas and oil (petroleum). Constancy and change allow these resources to occur.
Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and, based on new discoveries, are constantly being modified to more closely reflect the natural world.
By the end of Grade 5, students should know that:
Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains—and also contains many living organisms.
Nonrenewable fossil fuels will eventually be used up. Energy resources we won’t run out of are renewable, alternative, or indefinite energy resources. All forms of energy sources have advantages and disadvantages.
There are two major forms of alternative energy resources being used to produce electricity. About 16% of the world’s electrical energy is produced by nuclear power. There are many concerns with nuclear energy materials. It is technically not a renewable source since there is a limited amount of uranium needed by the nuclear power plants. The other major source of energy being used today is hydroelectric. Hydroelectric power plants make use of falling or running water. The water drives turbines, which drive generators to produce electricity. The potential energy of the stored water changes to kinetic energy as it falls. The kinetic energy is turned to mechanical energy to turn the turbines, and then it’s turned to electrical energy by the generators.
Oceans can be used to generate electricity. Both tidal and wave energy can be used. Ocean currents, like the Gulf Stream, can turn turbines deep underwater. Dams built across bays can allow water to flow and turn turbines as the tides rise twice a day. Special rafts rise and fall with waves and drive electric generators.
Solar collectors are relatively easy to build but large scale cells are expensive. The Sun’s energy can be turned into small amounts of electricity with a photovoltaic cell. This cell is made with silicon, which allows electricity to go in one direction.
Wind farms to produce electricity are fast becoming popular in Texas. Modern windmills turn with an eight mph wind but are turned off in a 55 mph wind to avoid damage to the blades. Wind turbines convert the kinetic energy in the wind into mechanical power. This mechanical power can be used for specific tasks, such as grinding grain or pumping water. A generator can convert this mechanical power into electricity. A wind turbine works the opposite of a fan. Instead of using electricity to make wind, like a fan, wind turbines use wind to make electricity. The wind turns the blades, which spin a shaft and in turn, connects to a generator and makes electricity.
Most of the geothermal reservoirs in the United States are located in the western states and Hawaii. California generates the most electricity from geothermal energy. Geothermal energy can come to the surface in the form of volcanoes, fumaroles, hot springs and geysers.
Biofuels are often made from crops that can be replanted. Biofuel can also be made from organic waste matter, another source that is constantly replenishing itself. The most popular type of biofuel is ethanol, typically made of corn. Biodiesel is a form of biofuel that is produced from new or used vegetable oils and animal fats.
Grade 5: Unit 4: Light and Electrical Energy
Energy is all around us in many different forms and used in many different ways. Prior to Grade 5, students have investigated forms of energy including mechanical, sound, electrical, light, and heat/thermal energy. When studying electrical energy, students explored electrical circuits and discovered that a complete circuit is necessary for electrical energy to flow. During this lesson, students will be expected to demonstrate the need for a complete circuit in order to produce heat, light, or sound. In this lesson, students will also investigate further how the various forms of energy are useful in our everyday lives. Students should have the opportunity to investigate series and parallel circuits and discuss these circuits in terms of complete (closed or working) and incomplete (open or broken).
During this lesson, students will explore the uses of light energy and behaviors of light energy. Light travels in a straight line from its source. As it travels it interacts with matter. There are four ways light interacts with matter. Light can be absorbed, reflected, transmitted, or refracted. If an object absorbs light, it generally gets warmer. An example is the warming of black clothing when in sunlight. Light can be reflected by the surface of objects. In general, the smoother and shinier an object, the more it reflects light. All objects reflect some light, even a dull surface. Another interaction between light and matter is that some transparent objects let the light travel through unaffected. This is called transmission. When light travels through one medium to another, it may bend due to a change of speed. This bending of light is refraction.
Grade 5: Unit 3: Forces
Students have been working with the concept of force for several years. During this unit, they have the opportunity to demonstrate their understanding that a force can change the direction or speed of an object. Students may have a misconception that sustained motion requires sustained force. A force is simply described as a push or pull. This push or pull may be caused by forces such as mechanical action, gravity, or magnetism. When forces are unbalanced, motion occurs. Once an object is in motion, a force does not need to be continually applied. However, friction opposes motion and will cause the object to slow and eventually stop moving. If friction could be removed, the object would continue to stay in motion.
Grade 5: Unit 2: Physical Properties of Matter
During this unit, students will classify matter according to their physical properties. During this unit, students will also focus on the physical properties of mixtures and solutions and whether those physical properties change or remain the same. In order to truly understand the differences between mixtures and solutions, students will have to be provided with experiences that include the concepts of dissolving and solubility.
This is the first time students have been introduced to the concept of mixtures that maintain physical properties of their ingredients.
For further information on properties of matter, including magnetism and conductivity, please visit the suggested websites (see above tab).
A mixture consists of two or more substances that are not chemically bonded. The ingredients in mixtures do not form new physical properties. Instead, the ingredients of a mixture retain their original properties. One of the most important concepts to relay about mixtures is that mixtures can be separated by mechanical or physical means; such as manual separation, density, magnetism, filtration, evaporation, and sifting.
Solutions are mixtures that are the result of a solute dissolving in a solvent. The solute is the substance that is dissolved in another substance. Solutes can be solids, liquids, and gases. The solvent is the substance that dissolves another substance. Water is commonly used as a solvent. It is important for students to learn which substance is being dissolved and which substance is doing the dissolving.
This is the first time students have been introduced to the concept of mixtures that maintain physical properties of their ingredients.
For further information on properties of matter, including magnetism and conductivity, please visit the suggested websites (see above tab).
A mixture consists of two or more substances that are not chemically bonded. The ingredients in mixtures do not form new physical properties. Instead, the ingredients of a mixture retain their original properties. One of the most important concepts to relay about mixtures is that mixtures can be separated by mechanical or physical means; such as manual separation, density, magnetism, filtration, evaporation, and sifting.
Solutions are mixtures that are the result of a solute dissolving in a solvent. The solute is the substance that is dissolved in another substance. Solutes can be solids, liquids, and gases. The solvent is the substance that dissolves another substance. Water is commonly used as a solvent. It is important for students to learn which substance is being dissolved and which substance is doing the dissolving.