Mrs. McClure's Physical Science

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January 14-18, 2019


  • Demonstrate how energy can change from one form of energy to another form of energy.
  • Explain the Law of Conservation of Energy.

Monday, January 14, 2019

  • Success Starter:
    • Potential and Kinetic Images – S/categorize the images to identify the type of energy. S/given examples of potential and kinetic energy. S/explain why the examples are considered potential or kinetic energy.
  • Opening:
    • StudyJams: Energy and Matter
  • Work Session:
    • Review forms of energy
    • Students complete “Kinetic and Potential Energy” foldable (comparing and contrasting kinetic and potential energy).
    • Students complete “Forms of Energy” foldable activity 1.

Tuesday, January 15, 2019

  • Success Starter:
    • Complete “Forms of Energy” picture sort graphic organizer
  • Opening:
    • “Tiny Dancer” video
      • Video shows the transformation of energy from electromagnetic to mechanical
  • Work Session:
    • Class discussion and notes on “Energy Transformations”

Wednesday, January 16, 2019

  • Success Starter:
    • Energy Transformation foldable
  • Opening: 
    • Roadrunner video on energy transformation
  • Work Session:
    • Reviewed and continued notes on “Energy Transformation”
    • Complete “Energy Transformation” INB activity 2
    • Begin “BNSG Energy” video

Thursday, January 17, 2019

  • Success Starter:
    • EduSmart – Energy Transformation
  • Opening: Go over directions for the virtual lab.
  • Work Session: Virtual Lab – Energy Transformations

Friday, January 18, 2019

  • Success Starter: Ticket in the Door
  • Opening: Discuss the directions for the lab.
  • Work Session:
    • Energy Transformation Stations Lab
      • Students will work in groups and rotate through stations. At each station, students will describe the transformations taking place in the object.





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Energy Unit Parent Letter

Dear Family Member,

Your student’s class is studying the unit “Energy.”

The learning experiences in this unit prepare students for the mastery of the following Performance Expectations:

  •    Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
  •    Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

As students work towards success with these Performance Expectations, they will learn about more than just science content. They will practice developing and using models as well as analyzing and interpreting data. They will also explore how scale, proportion, and quantity as well as systems and system models play roles in many areas of science.

To stay up to date with our progress, ask often about what’s happening in science class.

To extend the learning at home, activities you and your student can do together include:

  •    Visit or research a hydroelectric dam. Learn about how the energy in the water is transformed into electrical energy.
  •    Explore the components of a refrigerator. Identify the different systems and system boundaries of a refrigerator. With your student, trace the flow of energy into and out of the systems and within each system.
  •    Find a design for a perpetual motion machine. Build the machine if possible. Analyze the source(s) of energy in the system and any inputs or outputs of energy from the machine.

There are also many exciting online resources available for HMH Science Dimensions™, including digital lessons, interactive simulations, and more. Login information is available.

Thank you for your time and interest. Your participation in your student’s education is a sure way to encourage learning!


Mrs. V. McClure

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January 7-11, 2019


  • I am learning what energy is.
  • I am learning to compare and contrast potential energy and kinetic energy.
  • I am learning to compare and contrast the different forms of energy (chemical, electrical, nuclear, thermal, sound, mechanical, and radiant).
  • I am learning about the law of conservation of energy.
  • I am learning to explain and demonstrate how energy changes from one form to another form of energy.


Monday, January 7, 2019

  • Pre-Assessment on Unit 2 Energy
  • Reorganize Science notebooks for our new unit
  • Students were given an overview sheet of the Energy Unit
  • Students completed a self-assessment of  energy, rating their knowledge of energy between 0-4.

Tuesday, January 8, 2019

  • Students were given their reading assignments and Cornell notes for Unit 2 Lesson 1.
  • Teacher instructed students on new operation of class and how to use their ebook:
    • Students will complete reading assignments and Cornell notes for homework.
      • Cornell notes are due Friday, January 11, 2019
      • Reading assignments are due Monday, January 14, 2019
    • Students are to use their ebook to complete assignments.

Wednesday, January 9, 2019

  • Success Starter:
    • Mythbusters video: Exploding Water Heater
  • Class Activity:
    • Rubber Band Fling Lab
      • Student teams will investigate the relationship between potential energy and kinetic energy using a rubber band.

Thursday, January 10, 2019

  • Success Starter:
    • Potential and Kinetic Energy images: students categorize image to identify the type of energy.
  • Class Activity:
    • Students continue with Rubber Band Fling lab
      • Complete fling trials.
      • Complete graph (stretch of rubber band vs. distance rubber band traveled)
      • Write up their conclusion.

Friday, January 11, 2019

  • Success Starter:
    • Video – Roller Coaster Science: Energy
  • Class Activity:
    • Students create roller coaster models using foam insulation tubes.
      • Highest point must be 1 meter high.
      • Roller coaster must contain at least one loop.
      • Marble must make it through the whole coaster.


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