Grade 5: Energy and Control: Conservation of Energy |
Achievement
Level
|
Overall Expectations
|
1
|
2
|
3
|
4
|
•demonstrate an understanding of the importance of conservation
of energy in relation to the wise use of renewable and non-renewable energy
sources; |
|
|
|
|
•design and construct devices that use a form of energy
to meet a specific need or want, and investigate how the energy is transferred
to a specified output; |
|
|
|
|
•evaluate the reasons for conserving natural resources
and identify possible ways of conserving energy. |
|
|
|
|
Specific Expectations
|
|
|
|
|
Understanding Basic Concepts |
|
|
|
|
•distinguish between a renewable and a non-renewable
source of energy; |
|
|
|
|
•investigate ways energy can be stored for later use
(e.g., mechanical energy is stored in an elastic band or steel spring;
chemical energy is stored in a battery); |
|
|
|
|
•describe how energy is stored and transferred in a given
device or system (e.g., in an automobile, chemical energy stored in the
gasoline is transformed into mechanical energy upon combustion, enabling
the vehicle to move and releasing thermal energy as heat); |
|
|
|
|
•recognize that energy cannot be created or destroyed
but can only be changed from one form into another (e.g., chemical energy
in a battery becomes electrical energy); |
|
|
|
|
•operate a mechanical device or system that uses a sensory
or time-based input (e.g., a timer for lights) and describe how energy
is transferred to a specified output. |
|
|
|
|
Developing Skills of Inquiry, Design, and Communication |
|
|
|
|
•formulate questions about and identify needs and problems
related to protection of the natural environment, and explore possible
answers and solutions (e.g., investigate how local recycling efforts help
conserve energy and natural resources); |
|
|
|
|
•plan investigations for some of these answers and solutions,
identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions; |
|
|
|
|
•use appropriate vocabulary, including correct science
and technology terminology, in describing their investigations and observations
(e.g., use terms such as heat, light, sound, electrical, mechanical, magnetic,
chemical when describing forms of energy); |
|
|
|
|
•compile data gathered through investigation in order
to record and present results, using tally charts, tables, and labelled
graphs produced by hand or with a computer (e.g., list the names of some
devices used in the home that change energy from one form into another,
and record in a table the types of energy transformations for each device); |
|
|
|
|
•communicate the procedures and results of investigations
for specific purposes and to specific audiences, using media works, oral
presentations, written notes and descriptions, drawings, and charts (e.g.,
use a word processor and graphics program to create a booklet about the
design, construction, and effectiveness of a product that meets a specific
need; debate the environmental implications of using various sources of
energy); |
|
|
|
|
•design devices that can transform one form of energy
into another (e.g., an electric bell transforms electrical energy into
sound energy). |
|
|
|
|
Relating Science and Technology to the World Outside
the School |
|
|
|
|
•list various sources of energy and identify them as
renewable (e.g., sun, wind, tides, wood) or non-renewable (e.g., coal,
natural gas, oil); |
|
|
|
|
•describe the advantages and disadvantages of using renewable
energy sources as opposed to non-renewable sources; |
|
|
|
|
•identify the forms of energy (e.g., mechanical, electrical)
used in the home, school, and community and identify the energy source
for each (e.g., wood, coal, moving water); |
|
|
|
|
•describe how we use different natural resources as sources
of energy and evaluate the effect of their use on natural and human-made
environments (e.g., in using fossil fuels such as natural gas for heating
our homes we deplete natural resources but improve our quality of life); |
|
|
|
|
•explain ways in which technological innovations affect
our use of natural resources and increase or decrease our ability to conserve
energy (e.g., home insulation allows us to conserve heat and reduce consumption
of energy from non- renewable sources); |
|
|
|
|
•identify factors that determine how effectively and
economically a device can transform one form of energy into another (e.g.,
discuss the advantages and disadvantages of using solar panels for heating); |
|
|
|
|
•explain how humans rely on energy transfers from a variety
of products and systems to survive (e.g., chemical energy from food becomes
muscular energy in humans); |
|
|
|
|
•identify ways humans use energy, evaluate the economic
and environmental costs of each, and describe ways to avoid wasting energy
(e.g., lowering the thermostat during the night); |
|
|
|
|
•identify design features that improve the energy efficiency
of buildings, devices, and systems (e.g., double glazing). |
|
|
|
|
Student Name: |
|
|
|
|