Thanks for visiting the Focus on Energy video!  We’re in the 3^rd year of a 4-year project.  We have spent 2 1/2 years developing, testing, and revising an innovative set of resources for teaching and learning about energy in upper elementary school (teacher workshop, classroom activities, formative and summative assessments). As the video shows, this is “three-dimensional” learning---the students are actively using science practices to reason about energy forms and flows.

This summer we begin a pilot study. We will measure students’ and teachers’ content knowledge and their ability to use the model of energy they are developing to “tell a story” about energy flow. We are also currently collecting classroom video with the aim of developing classroom video cases.  We’d welcome suggestions about how we might make the most of the pilot study both to measure and broaden the impact of the project.

What a fabulous way for students to embody the concepts of energy and energy transfer. You mentioned the students "think they are scientists."  Are there any pre/post surveys about the students' identities as scientists?

This is a question for viewers:

Teachers are using Focus on Energy in 4th and 5th grade classrooms. Do you think a framework such as the Energy Tracking Lens,representations such as "cubes" and "energy bars," and an emphasis on generating and using a model of energy, are compatible with more typical or traditional upper elementary energy units?

Sally

This project is powerful! I was impressed with the multidimensional approach to exploration and explanation. It seems the use of the cubes is an engaging way to see student understanding and allow them to share that with classmates. It also provides a quick visual formative assessment tool to teachers who can quickly scan and see where a group is at with their thinking. 

I think the use of the cubes or energy bars is a conceptual way to describe energy and its transfer. I believe it would complement typical approaches to energy transfer such as one might see with ecosystems and food webs.

I very much like the idea of the energy tracking framework being incorporated with what teachers already teach. I can also imagine curriculum developers adapting existing curricular materials to incorporate the framework and integrating the framework into new instructional materials. What would be the best way for teachers and curriculum developers outside the project to learn more about the framework and the lessons you're learning?

Excellent. I'm excited for your materials to become public. Could you provide more detail about the design of the pilot study? Are you using a pre and post format? With control groups? Or is your design perhaps more qualitative?

As a former English teacher, I loved your statement about giving the students the language to tell a story! I also loved the use of manipulatives and posters! Are there any other topics that you think might be appropriate for this pedagogical model? 

What a great tool for teachers to meet the standards and address a difficult topic-- the cubes are an interesting representation!

This is so cool, students learning by engaging, asking the questions, creating the visuals.  

I love the energy cubes that can represent a whole new dimension of change (of state of energy) so simply.  

This project does an impressive job of making something so abstract  a real, tangible experience.  I love the use of manipulatives, as well as their effectiveness in helping students grasp a truly complex concept.  Additionally, I found it exciting that the teachers were able to relinquish some of their power and let the students take responsibility of their own learning.  The project clearly broadens students understanding of complex science concepts, but also allows for rich opportunities for social interaction, communication, and so forth.  Definitely an exceptional project.

This is a great tool that can be used in many classrooms!  I was wondering if you introduce the topic of energy transfer after a unit of energy, as this would allow the students to have the knowledge readily available for this unit.  Do you talk about parallel and series circuits during this unit or before? I recently have used squishy circuits and feel this may be a good play to talk about energy and how it moves though conductors.  This is a great project and one I had not thought about until now. Teachers could even use this to talk about what in their specific community transfers energy.   Thank you for sharing this model!