Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will identify and/or describe the transformation of energy from one form to another.
2. Students will identify and/or describe examples of the Law of Conservation of Energy.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with common forms of energy such as light, heat, sound, electrical, chemical and mechanical. (SC.5.P.10.1)
Students should know that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects. (SC.5.P.10.3)
Students should know that the flow of electricity requires a closed circuit. (SC.5.P.11.1)
Students should be able to identify and classify materials that conduct electricity and materials that do not. (SC.5.P.11.2)
Guiding Questions: What are the guiding questions for this lesson?
1. How can energy change from one form to another? (Most students will already be familiar with some common energy transformation, such as electricity to light in a light bulb. They just need to guided to recognize it as a transformation.)
2. How is energy conserved when it changes from one form to another? (Have students consider what the word "conserve" means in other contexts and what it might mean in the context of an energy transformation.)
Teaching Phase: How will the teacher present the concept or skill to students?
Students will review common forms of energy and be introduced to the concept of Conservation of Energy via direct instruction using a PowerPoint presentation. It is suggested that this lesson be done over the course of two standard class periods, with direct instruction via the PowerPoint done on the first day and the laboratory activity done on the second day.
Forms of Energy and Energy Transformations.ppt
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will analyze three (3) conversion of energy scenarios which are contained in the PowerPoint with teacher guidance. If necessary, and if time permits, the teacher may discuss additional scenarios with the students to ensure that they understand how to identify energy conversions.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will have an opportunity to practice what they have learned by conducting a Voltaic Pile Laboratory Activity. It is recommended that this activity be done on the second day of a two day lesson cycle.
In this activity, students will be introduced to the first electric battery: the Voltaic Pile invented in 1800 by Alessandro Volta. Students will be given a one page reading passage which describes Volta's original voltaic pile and explains the basic chemical principals behind it.
Students will then build their own voltaic piles utilizing pennies for the copper plates and washers for the zinc plates. Students will use a voltmeter to record the voltage produced by their voltaic piles, and will experiment utilizing the voltaic piles to power small electronic devices such as LED lightbulbs or flashlights, calculators, piezo buzzers, etc.
Students will then complete five (5) Lab Journal Activities/Questions in their Lab Journals, and one Real World Challenge question on a separate sheet of paper. The Real World Challenge Question will challenge the students to apply the knowledge gained from the lesson to a life or death real world scenario.
Voltaic pile lab activity.docx
Voltaic pile lab activity-answer key.docx
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher and students will discuss the results of the lab. Students will be expected to identify differences between the voltage data obtained by different students, and propose possible explanations therefore.
Students will also discuss their proposed solutions to the Real World Challenge question, and debate the feasibility of different solutions. For example, some might propose charging the boat's battery, while others might propose charging the cell phone's battery and calling for help. Students should be able to clearly explain their solution and justify their decision.
At the completion of the Lab Activity, the students will complete five (5) Lab Journal Activities/Questions in their Lab Journals, and one Real World Challenge question on a separate sheet of paper. The Real World Challenge Question will challenge the students to apply the knowledge gained from the lesson to a life or death real world scenario.
The teacher will circulate during the lab activity and will informally observe the students. Where necessary, the teacher will ask students probing questions to gauge comprehension and to gently guide students towards proper completion of the lab activity. (See Guiding Questions)
Feedback to Students
Students will get informal feedback from the teacher throughout the lab activity as the teacher circulates through the room asking probing and guiding questions to gauge the students comprehension and to keep the students on track. The students will get more formal feedback once the teacher has graded and returned the lab worksheets.