TABLE OF CONTENTS - Lindbergh School District

Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be transferred, and transformed into various forms but is
conserved between and within systems
Major Objectives IS Suggested Activities Suggested Assessments
Concept A: Forms of energy have a
source, a means of transfer (work and
heat) and a receiver
a. Identify the source of energy that causes
an increase in the temperature of an
object (e.g. sun, stove, flame, light
bulb).
b. Compare the temperature of how hot or
cold an object is using a simple
thermometer.
C8
C1
C8
a. As a class, students will generate a chart
identifying sources of energy that give you
heat. (1.8)
b. Student will work in pairs and with a
thermometer at their desk. After a few
minutes, students read the temperature in the
room and make a graph of the temperatures.
(1.6; 1.8; 2.7; 1.4)
a. Students will together create a Venn Diagram
showing which sources give heat, or light.
b. Students will take the thermometers outside
and read the temperature. They will color in a
picture of a thermometer to match the outside
temperature.
c. Describe the change in temperature of
an object as warmer or cooler.
C1
C8
c. Place a stick of cold butter out in the
classroom. Later in the day bring out a new
cold stick of butter and compare the two.
Describe the change in temperature from the
first butter stick to the second. (1.6; 3.3)
c. As a class, students will write a story about an
object that changes temperature. Students will
identify what causes it to change and how it
changes.
Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be transferred, and transformed into various forms but is
conserved between and within systems
Major Objectives IS Suggested Activities Suggested Assessments
Concept C: Electromagnetic energy from
the sun (solar radiation) is a major source
of energy on Earth
a. Identify light from the sun as a basic
need of most plants.
C8 a. Students will place a plant in the sun and a
plant in a dark place. They will observe over
several days to see what happens to the two
plants. Students will draw and write about
what happened to the two plants. (1.8)
a. Students will create a mind map of how the
sun is important to us.
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