8th Grade Science

Energy Unit Information

Milestones Domain/Weight: Energy and Its Transformation 40%

Purpose/Goal(s): By the end of Grade 8, students should be able to identify the kinds of
energy involved in common scenarios, explain energy transformations in terms of the
Law of Conservation of Energy, trace different forms of energy through a given system,
and distinguish between kinetic and potential energy. Heat flow is understood in terms of
conduction, convection, and radiation.

Content Map: Energy Content Map

Content from Frameworks: Energy Content from the Frameworks

Prerequisites: Elementary Standards for Energy

Unit Length: Approximately 23 days

Energy Unit Test Study Guide | Energy Unit Test Study Guide KEY

Click on the links below for resources by Essential Question:

EQ 1: How are potential and kinetic energy related?

EQ 2: How are forms of energy alike and different?

EQ 3: How does energy move from one object to another?

 TCSS 8th Energy Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
The resources below are set up in a model lesson format. The ppt  S8P2b. Sample
Essential*
Priority Standard: provides guidance for the entire lesson including activating, teaching Assessment Item
Kinetic Energy
and summarizing strategies. The activities listed below the ppt are
Potential Energy
S8P2b. Explain the used during the lesson and are identified in the ppt for use where
relationship between they are most likely appropriate. The resources can be used as an
Supplemental**
potential and kinetic entire lesson or pulled out for use separately.
Mass
energy.  Concept Attainment: Potential and Kinetic Energy [“I Do” and “We
Weight
Do”] – Activating Strategy in which the teacher provides Yes and
Height
Supplemental Standard: No examples of a concept to the class while the class tries to
Gravity
guess the concept.
Force
S8P2a. Explain energy  Kinetic and Potential Energy PPT [Includes “I Do”, “We Do”, and
Velocity
transformation in terms of “You Do”] - See “Notes” on ppt slides for suggested instructional
Stored energy
the Law of Conservation of approaches where applicable or view the Kinetic and Potential
Friction
Energy. Energy PPT Notes
Mechanical energy
 Kinetic and Potential Energy Graphic Organizer [“You Do”] -
Essential Question: Students should use the graphic organizer throughout the lesson
*Essential Vocabulary
to record important information
listed in the GPS
1. How are potential and  Formative Assessment: Kinetic and Potential Energy [“You Do”] –
Standards
kinetic energy related? Students identify potential and kinetic energy using three
diagrams. The teacher should use student responses to
**Supplemental
determine student mastery and if differentiation is needed.
Vocabulary listed in the
 Suggested Activities [select one or two activities] Some of the
state frameworks and/or
activities may also be used for differentiation:
other state document
o Watch the cartoon video clip of the Road Runner
http://www.youtube.com/watch?v=8H41zbqrwVo [”You
Do”] - Have students identify at least two examples of
kinetic energy and two examples of potential energy. Note:
the video clip is 5 minutes 42 seconds long. It does not
take the entire time to get enough examples
o Changing Kinetic & Potential Energy QR Activity [”We
Do”]: Students work in groups of 2-3. Each group scans a
QR code to see an animated picture demonstrating the
relationship between kinetic energy and potential energy.
The groups work to answer questions.
o Kinetic & Potential Energy Images [”You Do” or “We Do”] –
Use the images for students or groups of students to
identify the type of energy shown in the image
o Thrill Ride Activity [”You Do” or “We Do”] – students create
TCSS 7/8/2015 2
 TCSS 8th Energy Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
their own roller coaster. Be sure they incorporate an
explanation of kinetic energy and potential energy
o Spool Racer [”You Do” or “We Do”] - The teacher will
need to add questions about kinetic and potential energy
o Button Whizzer [”You Do” or “We Do”] - The teacher will
need to revise the questions to only include kinetic and
potential energy
o Science of NHL Hockey | Science of NHL Hockey KEY
[”You Do” or “We Do”] - Students watch a short video on
hockey and either individually or with a partner answer
questions
 Kinetic & Potential Energy Summarizer [“You Do”] - Each student
should complete the summarizer. The teacher should use the
summarizer to determine if differentiation is needed.
 Textbook Pages: 374-376, 380
 Online Resources
o Kinetic Energy and Temperature Review the movement of
particles from the Matter Unit
o Amusement Park Physics
o http://phet.colorado.edu/en/simulation/energy-skate-park-
basics
o http://phet.colorado.edu/en/simulation/energy-skate-park

TCSS 7/8/2015 3
 TCSS 8th Energy Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
The resources below are set up in a model lesson format. The  S8P2a,c. Sample
Essential*
Standard(s): ppt provides guidance for the entire lesson including activating, Assessment Items
Heat
S8P2c. Compare and teaching and summarizing strategies. The activities listed below
Light
contrast different forms of the ppt are used during the lesson and are identified in the ppt
Sound
energy (heat, light, for use where they are most likely appropriate. The resources
Electricity
electricity, mechanical can be used as an entire lesson or pulled out for use separately.
Transformation
motion, sound) and their  Forms of Energy PPT [Includes “I Do”, “We Do”, and “You
Mechanical (Motion)
characteristics. Do”] - See “Notes” on ppt slides for suggested instructional
Law of Conservation of
approaches where applicable or view the Forms of Energy
Energy
S8P2a. Explain energy PPT Notes
transformation in terms of  Energy Forms and Transformations Graphic Organizers
Supplemental**
the Law of Conservation of [“You Do”] - Students should use the graphic organizer
Solar
Energy. throughout the lesson to record important information
Wind
 Energy Forms and Energy Conversions Worksheet [“You
Nuclear
Essential Question: Do”]
Biomass
2. How are forms of energy  Energy Transformations [2] [“You Do”] – Use these
Fossil Fuel
alike and different? worksheets as reinforcement if you still see students
Wave Energy
struggling with energy conversion. Additionally, the
Geothermal
worksheet has two sections that can be used for
Tidal Energy
differentiation. The first page is easier while the second
Hydropower
page is more difficult. Struggling students can do section 1
Thermal Energy
and “on target” students can do section 2.
Radiant Energy
 Energy Transformations [3] [“You Do”] – Use this worksheet
Chemical Energy
to reinforce, remediate, or as a formative assessment tool
Electrical Energy
for energy transformations.
Magnetic Energy
 Study Jams Video: Energy and Matter [linked in ppt]
Gravitational Energy
 How is Energy like Money? Handout [“You Do” or “We Do”]
Electromagnetic Energy
 Energy Cube Review [“You Do” or “We Do”] – students roll
(Waves)
the cube and answer the question rolled
 Energy Transformations in a Car Constructed Response
*Essential Vocabulary listed
[“You Do”] – use for review or formative assessment
in the GPS Standards
 Demonstration of the Law of Conservation of Energy [“You
Do” or “We Do”]: Exploratorium: Science of Baseball –
**Supplemental Vocabulary
“Baseketball a Physicist Party Trick”
listed in the state frameworks
 Suggested Activities [“You Do” or “We Do”]:
and/or other state document
o Energy 101 Project
o Have students draw, use magazine pictures, clipart,
or use web resources to create an illustration with
TCSS 7/8/2015 4
 TCSS 8th Energy Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
energy transformations. Students then label and
identify each energy transformation. Students could
also write a story instead of drawing.
o Station Activities for Energy Conversion [from State
Frameworks task “Chaotic Toys”]
o Burn Rubber Activity to demonstrate energy
transformation
 Textbook Pages: 380, 376-378, 379-384
 Other Activities that may be extension [“You Do”]
o http://phet.colorado.edu/en/simulation/energy-forms-
and-changes

TCSS 7/8/2015 5
 TCSS 8th Energy Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
The resources below are set up in a model lesson format. The ppt  S8P2d. Sample
Essential*
Standard(s): provides guidance for the entire lesson including activating, Assessment Items
Atom
teaching and summarizing strategies. The activities listed below
Heat
S8P2d. Describe how heat the ppt are used during the lesson and are identified in the ppt for
Transfer
can be transferred through use where they are most likely appropriate. The resources can be
Currents
matter by the collisions of used as an entire lesson or pulled out for use separately.
Collision
atoms (conduction) or  Heat Transfer PPT [Includes “I Do”, “We Do”, and “You Do”] -
Conduction
through space (radiation). In See “Notes” on ppt slides for suggested instructional
Facilitate
a liquid or gas, currents will approaches where applicable or view the Heat Transfer PPT
Radiation
facilitate the transfer of heat Notes
Convection
(convection).  Heat Transfer Foldable [“You Do”] - Students should use the
Transformation
foldable to record important information during the lesson
Law of Conservation
Essential Question:  Heat Transfer Summarizer[“You Do”] - Each student should
of Energy
3. How does energy move complete the summarizer. The teacher should use the
from one object to another? summarizer to determine if differentiation is needed.
Supplemental**
 Differentiation – Based on the summarizer, divide students into
Density
two groups: Support and On Target. Students in the Support
Temperature
group will complete the Heat Transfer Image Sort [“I Do” and
Conversion
“You Do”] with teacher facilitation. Students in the On Target
Circulation
group will complete the Heat Transfer Images worksheet [“You
Electromagnetic wave
Do”].
 Additional Resources [“You Do” or “We Do”]
*Essential Vocabulary
o Solar Cooker Pringles Can - Students use a Pringles
listed in the GPS
can to make a solar cooker as a demonstration of heat
Standards
transfer by radiation
o Solar Hot Dog Cooker – Students make a solar cooker
**Supplemental
using a cardboard box and tin foil as a demonstration of
Vocabulary listed in the
heat transfer by radiation
state frameworks and/or
o Conduction Demonstration – Find an outdoor wall or
other state document
surface that has been absorbing the sun’s energy.
Have students use the palm of their hand to feel their
cheeks. Then, have students place their palm on the
wall or surface until their palm absorbs heat and feels
warmer than before. Have students then take their palm
away from the surface and feel their cheek.
o Convection Demonstration – Use a small, glass pot or
heat proof beaker (at least 500 ml), hot plate, and a

TCSS 7/8/2015 6
 TCSS 8th Energy Unit
Standard(s) and
Vocabulary Resources [Back to Top] Assessment
Essential Question
handful of paper circles from a hole punch (bright color
if possible) or very small pieces of aluminum foil rolled
into small, tightly packed balls. Boil water in the pot and
add the paper circles or foil balls to illustrate convection.
o Convection Demonstration – Students cut out a spiral
and hold it over a lit candle to demonstrate convection
as the spiral begins to spin
o Melting Ice Case Study – This activity could be used for
accelerated classes. Students read a case study about
an experiment and answer questions based on the
findings
o Hot Air Balloons – Students can make a hot air balloon
to demonstrate convection currents. Possible
Instructions:
 http://www.sciencetoymaker.org/HotAirBalloon/
 http://www.instructables.com/id/DIY-Hot-Air-
Balloons/
o Textbook Pages: 438-441

TCSS 7/8/2015 7
 TCSS 8th Characteristics of Science
S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.

S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.

S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions,
decimals, and percents.
b. Find the mean, median, and mode and use them to analyze a set of scientific data.
c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters).
d. Decide what degree of precision is adequate, and round off appropriately.
e. Address the relationship between accuracy and precision.
f. Use ratios and proportions, including constant rates, in appropriate problems.

S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific
activities utilizing safe laboratory procedures.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and
create simple files.
b. Use appropriate tools and units for measuring objects and/or substances.
c. Learn and use standard safety practices when conducting scientific investigations.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex
machines.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.

S8CS6. Students will communicate scientific ideas and activities clearly.

a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a
procedure.
b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols.
c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.

TCSS 7/8/2015 8
 TCSS 8th Characteristics of Science
S8CS7. Students will question scientific claims and arguments effectively.
a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area
of their particular expertise.
b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion,
conclusions based on insufficient evidence).
c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control.
d. Recognize that there may be more than one way to interpret a given set of findings.

S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.
Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant,
which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times
before accepting the results as meaningful.
b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further
experimentation to determine whether the results are flawed or the theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change.

S8CS9. Students will understand the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing
how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning,
devising hypotheses, and formulating explanations to make sense of collected evidence.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make
sense of collected evidence.
c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.
d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.
e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other
scientists and society.
f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research.
Scientists must adhere to the appropriate rules and guidelines when conducting research.

TCSS 7/8/2015 9