NewPath Learning Energy: Forms & Changes Flip Chart Set With Online Multimedia Lesson

Item # 21-2030-02

NewPath Learning

21-2030-02

791154045565

39456450052169

$49.95
In Stock

Designed for groups of 2-4 students in middle school, physical science for either in-classroom, online learning or at home learning. The NewPath Learning Energy: Forms & Changes Flip Chart Set covers 9 key concepts such as Introduction to Energy, Potential Energy, Kinetic Energy, etc. including a Vocabulary Review chart, which helps to once again reinforce what has just been learned. Online lessons and labs are included along with a Teacher's guide.

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MULTIMEDIA LESSON PREVIEW

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Make Science Come Alive with this Flip Chart Set, along with a Standards Based Online Multimedia Lesson!

This NewPath Learning Energy: Forms & Changes Flip Chart Set With Online Multimedia Lesson helps students turn this complex topic into a visually captivating and engaging activity. Guided along with an included 1-year bonus Online Multimedia Lesson, students can enjoy learning through:

  • Animated, Narrated Tutorials
  • Interactive Exercises & Activities
  • Virtual Lab Investigations
  • Illustrated, Narrated Glossary
  • Visual Resource Library
  • Inquiry-Based Student Activity Guide

All lessons are developed under sponsorship of the National Institutes of Health (NIH).

The flip chart easel features 10 double-sided and laminated charts that separate one key concept at a time. 

    1. Introduction to Energy
    2. Potential Energy
    3. Kinetic Energy
    4. Forms of Energy
    5. Energy Transformation
    6. Conservation of Energy
    7. Heat & Heat Technology
    8. Sources of Energy – Nonrenewable
    9. Sources of Energy - Renewable
    10. Vocabulary Review

Side 1 of each chart includes a colorful, visual overview of the topic.
Side 2 serves as a "write-on/wipe-off" activity chart featuring questions, labeling exercises, vocabulary review, and more! 

An included Teacher's Guide features a master copy of the activities and review questions that can be duplicated and used year after year. 

Middle School (Grades 6, 7, 8) NGSS Correlations

STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS1.Matter and Its Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS1.DCI.Disciplinary Core Ideas
ELEMENTPS3.A:Definitions of Energy
INDICATORPS3.A:1.The term “heat” as used in everyday language refers both to thermal motion (the motion of atoms or molecules within a substance) and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. (secondary to MS-PS1-4)
INDICATORPS3.A:2.Temperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (secondary to MS-PS1-4)
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS3-5.Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS3.DCI.Disciplinary Core Ideas
ELEMENTPS3.A:Definitions of Energy
INDICATORPS3.A:1.Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS- PS3-1)
INDICATORPS3.A:3.Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3), (MS-PS3-4)
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS3.DCI.Disciplinary Core Ideas
ELEMENTPS3.B:Conservation of Energy and Energy Transfer
INDICATORPS3.B:1.When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)
INDICATORPS3.B:3.Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)
STRANDNGSS.MS-PS.PHYSICAL SCIENCE
TITLEMS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-PS3.CC.Crosscutting Concepts
ELEMENTMS-PS3.CC.3.Energy and Matter
INDICATORMS-PS3.CC.3.1.Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS-PS3-5)
STRANDNGSS.MS-ESS.EARTH AND SPACE SCIENCE
TITLEMS-ESS3.Earth and Human Activity - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-ESS3.DCI.Disciplinary Core Ideas
ELEMENTESS3.A:Natural Resources
INDICATORESS3.A:1.Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)
STRANDNGSS.MS-ESS.EARTH AND SPACE SCIENCE
TITLEMS-ESS3.Earth and Human Activity - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONMS-ESS3.CETS.Connections to Engineering, Technology, and Applications of Science
ELEMENTMS-ESS3.CETS.1.Influence of Science, Engineering, and Technology on Society and the Natural World
INDICATORMS-ESS3.CETS.1.1.All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ESS3-1), (MS-ESS3-4)

High School (Grades 9) NGSS Correlations

STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS1.Matter and Its Interactions - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS1.CC.Crosscutting Concepts
ELEMENTHS-PS1.CC.2.Energy and Matter
INDICATORHS-PS1.CC.2.3.Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS1-4)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3-1.Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3-3.Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.DCI.Disciplinary Core Ideas
ELEMENTPS3.A:Definitions of Energy
INDICATORPS3.A:1.Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (HS-PS3-1), (HS-PS3-2)
INDICATORPS3.A:2.At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HS-PS3-2) (HS-PS3-3)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.DCI.Disciplinary Core Ideas
ELEMENTPS3.B:Conservation of Energy and Energy Transfer
INDICATORPS3.B:1.Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1)
INDICATORPS3.B:2.Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1), (HS- PS3-4)
INDICATORPS3.B:3.Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. (HS-PS3-1)
INDICATORPS3.B:4.The availability of energy limits what can occur in any system. (HS-PS3- 1)
INDICATORPS3.B:5.Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). (HS-PS3-4)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.DCI.Disciplinary Core Ideas
ELEMENTPS3.C:Relationship Between Energy and Forces
INDICATORPS3.C:1.When two objects interacting through a field change relative position, the energy stored in the field is changed. (HS-PS3-5)
STRANDNGSS.HS-PS.PHYSICAL SCIENCE
TITLEHS-PS3.Energy - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-PS3.CC.Crosscutting Concepts
ELEMENTHS-PS3.CC.3.Energy and Matter
INDICATORHS-PS3.CC.3.1.Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS3-3)
STRANDNGSS.HS-ESS.EARTH AND SPACE SCIENCE
TITLEHS-ESS1.

Earth’s Place in the Universe - Students who demonstrate understanding

can:

PERFORMANCE EXPECTATION / FOUNDATIONHS-ESS1.CC.Crosscutting Concepts
ELEMENTHS-ESS1.CC.3.Energy and Matter
INDICATORHS-ESS1.CC.3.2.In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS-ESS1-3)
STRANDNGSS.HS-ESS.EARTH AND SPACE SCIENCE
TITLEHS-ESS3.Earth and Human Activity - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*
STRANDNGSS.HS-ESS.EARTH AND SPACE SCIENCE
TITLEHS-ESS3.Earth and Human Activity - Students who demonstrate understanding can:
PERFORMANCE EXPECTATION / FOUNDATIONHS-ESS3.DCI.Disciplinary Core Ideas
ELEMENTESS3.C:Human Impacts on Earth Systems
INDICATORESS3.C:2.Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)

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