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Instructional Focus Document
IPC Chemistry First
TITLE : Unit 12: Energy Resources SUGGESTED DURATION : 5 days

Unit Overview

During this Unit

This unit focuses energy sources used for electricity production. Students analyze the processes used in various energy transformations and critique the advantages, disadvantages, impact on society, and impact on the environment.

 

Prior Content Connections

  • Grade 5
    • 5.6A – Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
  • Grade 6
    • 6.7A – Research and discuss the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources.
    • 6.9C – Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

 

After this Unit

Students will engage in discourse on energy resources and make informed and responsible ethical and social decisions. Concepts of energy conversions will be studied in greater depth in High School Physics, and the advantages and disadvantages of various energy sources and their impact on society and the environment will be studied in greater depth in High School Environmental Systems. 

 

According to Research

“By the end of the 12th grade, students should know that:

  • ...scientists can bring information, insights, and analytical skills to bear on matters of public concern. Acting in their areas of expertise, scientists can help people understand the likely causes of events and estimate their possible effects.  1C/H6ab…”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/bolintro.htm.


Scientists investigate natural phenomena in order to understand and explain each phenomenon in terms of systems.

  • What is the value of knowing and understanding natural phenomena?
  • How are the properties of systems and their components related to their classification?

 

Data is systematically collected, organized, and analyzed in terms of patterns and relationships to develop reasonable explanations and make predictions.

  • What gives meaning to data?
  • What is the value of observing patterns and relationships in data?

 

Scientists analyze, evaluate, and critique each other’s work using principles of scientific investigations in order to build on one another’s ideas through new investigations.

  • How can we know what to believe about a scientific claim?
  • In what ways have scientific explanations impacted scientific thought and society over time?
  • What is the value of scientific literacy?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The process used and byproducts made while convert energy sources into electricity determines the impact on society and the environment.

  • In what ways can useable energy be converted from an energy source?
  • In what ways do the sources of our energy provide advantages and disadvantages to our society and environment?

Systems

  • Energy sources

 

Classifications

  • Renewable
  • Nonrenewable
  • Solar
  • Wind
  • Hydroelectric
  • Nuclear
  • Geothermal
  • Coal
  • Natural gas
  • Oil

 

Properties

  • Rate of use
  • Rate of renewal
  • Process of electricity production
  • Byproducts
  • Cost
  • Infrastructure
  • Abundance
  • Location
  • Storage
  • Effect on ecosystem
  • Effect on human health

 

Models

  • Power plant diagrams
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Students may think energy resources and energy are the same, rather than energy resulting from the energy source.

Unit Vocabulary

Key Content Vocabulary:

  • Environment – the totality of surrounding conditions
  • Society – an extended social group having a distinctive cultural and economic organization
  • Sustainability – ability of a system to remain in existence - maintain; environmental sustainability can be defined as a healthy ecosystem that is productive and renewable

 

Related Vocabulary:

  • Abundance
  • Advantage
  • Biofuels
  • Chemical
  • Disadvantage
  • Fossil fuel
  • Geothermal
  • Hydroelectric
  • Inexhaustible / indefinite
  • Natural gas
  • Nonrenewable
  • Nuclear
  • Oil
  • Pollution
  • Radiant
  • Renewable
  • Solar
  • Water
  • Wind
Unit Assessment Items System Resources Other Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.

State:

Texas Education Agency – Texas Safety Standards

http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents)

 

Texas Gateway for Online Resources by TEA – OnTRACK Scientific Process Skills

https://www.texasgateway.org/binder/ontrack-scientific-process-skills

 

General:

U.S. Department of Energy – Energy Sources

http://energy.gov/science-innovation/energy-sources

 

National Energy Education Development Project – Energy Infobooks

http://www.need.org/content.asp?contentid=197


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), and American Association for the Advancement of Science (AAAS) Project 2061 is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
I.1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
I.1C Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

Demonstrate

AN UNDERSTANDING OF THE USE AND CONSERVATION OF RESOURCES AND THE PROPER DISPOSAL OR RECYCLING OF MATERIALS

Including, but not limited to:

  • Use and conservation of resources
    • Reducing pollution
    • Being a wise consumer
    • Awareness of reliance on fossil fuels
    • Preserving habitats
  • Proper disposal or recycling of materials
I.2 Scientific processes. The student uses scientific practices during laboratory and field investigations. The student is expected to:
I.2D Organize, analyze, evaluate, make inferences, and predict trends from data.

Organize, Analyze, Evaluate, Make inferences, Predict

TRENDS FROM DATA

Including, but not limited to:

  • Use appropriate standard international (SI) units
  • Use appropriate mathematical calculations
    • Possible examples may include:
      • Averaging
      • Percent change
      • Probabilities and ratios
      • Rate of change
  • Analyze data using different modes of expression (narrative, numerical, graphical)
  • Accurately predict trends from data

Note(s):

  • TxCCRS:
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
I.2E Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.

Communicate

VALID CONCLUSIONS SUPPORTED BY DATA

Including, but not limited to:

  • Communicate conclusions in oral, written, and graphic forms
  • Use essential vocabulary of the discipline to communicate conclusions
  • Use appropriate writing practices consistent with scientific writing
  • Present scientific information in appropriate formats for various audiences
  • Various methods for communicating conclusions may include:
    • Lab reports
    • Labeled drawings
    • Diagrams
    • Graphic organizers (including charts and tables)
    • Graphs
    • Journals (science notebooks)
    • Summaries
    • Oral reports
    • Technology-based reports

Note(s):

  • TxCCRS:
    • IV. Nature of Science: Scientific Ways of Learning and Thinking – E1 – Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
I.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to:
I.3A Analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student.

Analyze, Evaluate, Critique

SCIENTIFIC EXPLANATIONS, SO AS TO ENCOURAGE CRITICAL THINKING BY THE STUDENT

Including, but not limited to:

  • Use
    • Empirical evidence
    • Logical reasoning
    • Experimental and observational testing
  • Examine
    • All sides of scientific evidence of those explanations

Note(s):

  • Project 2061: By the end of the 8th grade, students should know that:
    • Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 1A/M2
    • Some scientific knowledge is very old and yet is still applicable today. 1A/M3
    • Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b*
    • If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables). 1B/M2ab
  • TxCCRS:
    • I. Nature of Science – A1 – Utilize skepticism, logic, and professional ethics in science.
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations.
I.3B Communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials.

Communicate, Apply

SCIENTIFIC INFORMATION

Including, but not limited to:

  • Review scientific information from a variety of sources
  • Summarize and communicate scientific information from a variety of sources
  • Evaluate the quality and accuracy of information from research sources
    • Current events
      • News reports
    • Published journal articles
    • Marketing materials
    • Possible additional sources may include:
      • Books
      • Interviews, conference papers
      • Science notebooks
      • Search engines, databases, and other media or online tools
I.3C Draw inferences based on data related to promotional materials for products and services.

Draw

INFERENCES

Including, but not limited to:

  • Examine data from promotional materials for products and services described in print, on television, and on the Internet
  • Evaluate data for quality and accuracy
  • Evaluate completeness and reliability of information from sources
I.3D Evaluate the impact of research on scientific thought, society, and the environment.

Evaluate

IMPACT OF RESEARCH

Including, but not limited to:

  • Read scientific articles to gain understanding of the impact of research
  • Evaluate the impact of research on society, everyday life, and the environment
  • Recognize how scientific discoveries are connected to technological innovations
  • Understand how scientific research and technology have an impact on ethical and legal practices
  • Understand how commonly held ethical beliefs impact scientific research
  • Understand how scientific discoveries have impacted / changed commonly held beliefs

Note(s):

  • TxCCRS:
    • I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
I.3E Describe connections between physics and chemistry and future careers.

Describe

CONNECTIONS BETWEEN PHYSICS AND CHEMISTRY AND FUTURE CAREERS

Including, but not limited to:

  • How physics and chemistry are used in various careers
  • Physics
    • Possible examples may include:
      • Teacher
      • Engineer
  • Chemistry
    • Possible examples may include:
      • Chemical engineer
      • Environmental chemistry
      • Teacher
I.3F Research and describe the history of physics and chemistry and contributions of scientists.

Research, Describe

HISTORY OF PHYSICS, CHEMISTRY, AND CONTRIBUTIONS OF SCIENTISTS

Including, but not limited to:

  • Conduct research on significant events in the history of physics and chemistry
  • Conduct research on contributions of various physicists and chemists
    • Possible examples may include:
      • Marie Curie (research on radioactivity)
      • Count Alessandro Volta (pioneer in study of electricity; invented the first electric battery)
I.5 Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to:
I.5H Analyze energy transformations of renewable and nonrenewable resources.

Analyze

ENERGY TRANSFORMATIONS OF RENEWABLE AND NONRENEWABLE RESOURCES

Including, but not limited to:

  • Radiant (solar)
  • Nuclear
  • Geothermal
  • Fossil fuels
    • Coal
    • Gas
    • Oil
  • Hydroelectric
  • Wind

Note(s):

  • Students in Grade 6 demonstrate energy transformations such as energy in a flashlight changes from chemical to energy to electrical energy to light energy (6.9C).
  • TxCCRS:
    • VIII. Physics – D2 – Understand Conservation of Energy.
I.5I Critique the advantages and disadvantages of various energy sources and their impact on society and the environment.

Critique

THE ADVANTAGES AND DISADVANTAGES OF VARIOUS ENERGY SOURCES AND THEIR IMPACT ON SOCIETY AND THE ENVIRONMENT

Including, but not limited to:

  • Energy Sources
    • Oil
    • Natural gas
    • Coal
    • Solar
    • Nuclear
    • Geothermal
    • Water
    • Wind
    • Chemical (e.g., batteries)
    • Biofuels
  • Advantages / disadvantages and their impacts on society and the environment
    • Possible examples may include:
      • Cost and infrastructure
      • Abundance and location
      • Difficulty to obtain, use, and transport
      • Pollution
      • Storage
      • Ecosystem disruption
      • Dangers to human health
      • Renewability
      • Sustainability

Note(s):

  • Students in Grade 6 research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources (6.7A).
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 04/29/2019
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