Unit 1 Cycle 2: Interactions and Energy



Interviewing Children about Energy

This is a group interview task. Each member of your group should conduct an interview about energy with at least two children at the same time (preferably with both children at the same grade level between 2nd and 5th grade). The goal is for you to work with the children to begin to make sense of their ideas about energy, their ideas about investigations, and how they make sense of data. If you have not done so in an earlier assignment, read the document “Conducting Interviews with Children.” (TL Extension C Reading)

You will be engaging the children in several of the NGSS practices: “Analyzing and Interpreting Data” (Practice 4), “Planning and Carrying Out Investigations” (Practice 3), and “Engaging in Argument from Evidence” (Practice 7). We will be looking at Practice 4 in greater detail in class and Practices 3 and 7 in later Teaching and Learning extension activities.

Conducting interviews with two children allows them to discuss their ideas with each other and to build off of each other’s ideas. You may see the children begin to engage in some argumentation (agreeing and disagreeing with each other and probing for understanding), and you certainly want to encourage those interactions during the interview.

On the next several pages is the Interview Protocol Form. This is what you will fill out and use to guide you as you conduct your interview. We provide you with some specific questions about energy to ask all children.

You will need to make observation notes during your interview on the Interview Protocol Form (IPF) to keep track of each child’s responses and actions. You will also need to protect each child’s identity, so do not use her/his real name. Assign a pseudonym and list the child’s age and grade on the IPF. After you conduct the interview with your own children, you will work together with your group to produce a final group report that summarizes your observations and conclusions from all the interviews. [Specific information about the content and assessment of the group report is included in another handout associated with this extension activity.]

Interview Protocol Form:

Your name ______________________________ Group # _____

Pseudonym of child #1 ___________________; Age ______ ; Grade ________

Pseudonym of child #2 ____________________; Age ______ ; Grade ________

[Add additional names as appropriate]

Interview Part 1: Energy

Ask the children if they have heard the word “Energy” and ask them to explain what they think the word means and to give some examples.

[pic] Record each child’s response.

Interview Part 2: Maria and Alex’s Soccer Ball (Motion Energy)

Read this scenario aloud to the children: One day Maria was playing soccer with her friends. One of her friends, Alex, kicked the soccer ball. The ball rolled across the grass and slowed down as it came closer to Maria. She hadn’t even touched it with her foot when the ball stopped right in front of her. Maria then kicked the ball. The ball rolled into the goal. When it hit the net, the ball slowed down and stopped inside the goal. Goal!

Make a copy of the ‘Energy and the Soccer Ball’ page near the end of this extension and ask the children to draw their diagrams/pictures and to write their ideas on the page in response to the following questions you will ask them. [If they have trouble writing, then you can write their words for them.]

Ask the children, Can you tell me about the energy in the ball throughout this story? You may want to remind them of the four events that happen during the scenario, and, if necessary, clarify what you are asking them to do (or give them a hint of the kind of response you are seeking).

Interaction 1: Ball is kicked by Alex.

Interaction 2: Ball rolls across grass and slows down to a stop.

Interaction 3: Ball is kicked by Maria and rolls toward the goal net.

Interaction 4: Ball hits the net and slows to a stop.

[pic] Record each child’s response (and/or have them write their response on the ‘Energy and the Soccer Ball’ handout).

Ask the children, How could you draw or represent the energy of the ball throughout the scenario?

[pic] Record each child’s response (and/or have them draw their response on the ‘Energy and the Soccer Ball’ handout).

Interview Part 3: Hot Chocolate (Thermal Energy) and Interpreting Data

Read the following scenario to the children: Mariah and Anne were camping with their family in the mountains. Their dad gave both girls hot cocoa but told them to wait a few minutes to let the hot cocoa cool down. A few minutes later, both girls tried to take a drink of their cocoa. Mariah’s cocoa was still too hot to drink but Anne’s had cooled down. Both girls were surprised.

Ask the children, “What are some reasons that Mariah’s cocoa might have been too hot to drink while Anne’s had cooled down?”

[pic] Record their responses.

Ideas that the children might have include that the cups were made of different materials, Mariah might have been sitting closer to a campfire (in a warmer place), Mariah might have had her hands around the cup (insulating it), Anne might have poured cold water into hers. For each response the children give, ask them why that answer explains why Maria’s cocoa was hotter than Anne’s and record their responses above.

Tell the children that Anne’s cocoa was in a regular coffee mug and Mariah’s was in a thermos with a cup for a lid, and that she poured the cocoa from the thermos to the cup when she was ready to drink it. Ask them to use this new information to explain why Anne’s cocoa was ready to drink but Mariah’s was still too hot.

[pic] Record their responses.

Ask them how they might plan an investigation to decide whether it was the type of container that mattered or something else. Make a copy of the ‘Hot Cocoa’ page near the end of this extension and ask the children to fill it out. At the appropriate time ask specifically what kind of data would they collect (or what kind of measurements they would make)?

[pic] Record their response (and/or have the children fill out the information on the ‘Hot Cocoa’ page.

Tell them that Mariah and Anne decided to measure the temperature of each cup of cocoa every five minutes (Anne put the thermometer in her mug and Mariah put the thermometer in the thermos). When they got home, however, they forgot who had which cup. Can you use the data to figure out who had Cocoa 1 and who had Cocoa 2? Remember that Mariah’s mug was in a thermos with a lid and Anne’s was in a regular coffee mug.

Provide them with data (either Representation A or Representation B) and ask them to talk about what they think the data means and how it can help them figure out whose mug was whose. Copies of both these data representations for you to print out are at the end of this extension. Have the children write down their conclusion and their ideas on the form.

Data Representation A (intended for younger children)

|Time (minute) |Cocoa 1 |Cocoa 2 |

|0 |Too hot |Too hot |

|5 |Too hot |Too hot |

|10 |Warm |Too hot |

|15 |Warm |Too hot |

|20 |Warm |Warm |

|25 |Warm |Warm |

|30 |Warm |Warm |

|35 |Cool |Warm |

|40 |Cool |Warm |

|45 |Cool |Warm |

|50 |Cool |Warm |

|55 |Cool |Warm |

|60 |Cool |Warm |

Data Representation B (intended for older children)

[pic]

[pic] Record the children’s response.

[pic] Summarize the child’s thinking, and write down any interesting quotes.

Energy and the Soccer Ball

Directions: Draw a picture and write a few sentences to explain the energy in the soccer ball.

[pic]

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Hot Cocoa

Directions: Draw a picture and write a few sentences to explain how you would investigate the reason Mariah’s cocoa was too hot to drink and Anne’s cocoa had cooled down.

[pic]

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Data Representation A

|Time (minute) |Cocoa 1 |Cocoa 2 |

|0 |Too hot |Too hot |

|5 |Too hot |Too hot |

|10 |Warm |Too hot |

|15 |Warm |Too hot |

|20 |Warm |Warm |

|25 |Warm |Warm |

|30 |Warm |Warm |

|35 |Cool |Warm |

|40 |Cool |Warm |

|45 |Cool |Warm |

|50 |Cool |Warm |

|55 |Cool |Warm |

|60 |Cool |Warm |

Whose cup was whose? Mariah had cocoa in a thermos with a cup for a lid and Anne had cocoa in a mug. Use the data to support your answer.

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Data Representation B

[pic]

Whose cup was whose? Mariah had cocoa in a thermos with a cup for a lid and Anne had cocoa in a mug. Use the data to support your answer.

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