
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
Students should be able identify the difference between a solid, liquid and gas.
Students should be able to recognize a substance’s temperature as it’s freezing, melting, or boiling point.
Students should be able to explain how energy is transferred from electrical to thermal and how it may affect the states of matter of a substance.
Students should be able to multiply or divide numbers when given Ohms equation and variables to determine current, resistance or voltage.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to identify an electrical device.
Students should be able to use a computer and access resources in a Google search engine.
Students should have general concept of electricity and how electrons flow to create a current.

Guiding Questions: What are the guiding questions for this lesson?
Using electrical energy, what device can change the current state of a substance?
What is the freezing, melting, and boiling point of a substance?
How does a complete circuit transfer electrons to power devices (in relation to Ohms Law)?

Teaching Phase: How will the teacher present the concept or skill to students?
Separate students into groups of two, students are to write in a journal as many devices that can produce energy. If reminders are needed, explain that energy can be thermal, motion, sound, electrical, thermal, etc. Allow three to five minutes to complete the activity. Be attentive to students, if students are not addressing that some energy is electrical further challenge them to come up with at least one electrical device. At the end of the opener students should be able to relate the difference between an electrical energy device and those that are not. Each device they mention can be: a computer, cell phone, radio, projector, fan, etc.
When you have given students about three to five minutes to brainstorm. Ask a pair of students to name one of their devices and explain how that device gives of energy. If some devices the students mention are not electrical energy devices (such as a ball, fire, spring, baseball bat, etc.) ask students questions to get them to understand why they are not electrical. For instance, “Does the device you mentioned have its own source of energy? Does the power source come from a battery or wall socket?”.
Use the PowerPoint Energy&ElectricalEnergy so the class will have the opportunity to discuss the meaning of electrical energy and how it can be transferred to thermal energy and how thermal energy can change the state of matter of substance is in. It should be noted that slides 1214 students will use their math skills and Ohms Law to calculate the volts, current and resistance an electrical device needs to function. The slides help the students prepare for the following game.
Key talking points about the lesson topic:
 Energy is the ability to do work. Energy has many forms: motion, sound, electrical, thermal, and more.
 Substance is anything that has a physical presence, seen or not seen.
 Energy and other Substances: encounters hot or cold temperature its particles will change their movement
 Thermal Energy: Stored energy can be transformed into thermal energy. Note: Often students do not realize that “heat” doesn’t mean warm or hot, heat is the form of energy of moving atoms and molecules.
 Where does the power source for a device come from?
 Types of Devices that need Electric Energy
 Freezing, Melting, and Boiling Points

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Instructions for setting up and leading the activity that the students will complete with teacher guidance
In pairs students are to apply their knowledge of Electrical Currents in relation to active and passive components. Using the given values, students must find the amount of resistance (R) or current (I) associated with the passive component when the Voltage (V) and one other variable (R or I) is given. Students will use Ohm’s law to determine the missing variable. For students to check their answers as they play, they are allowed to use the Scratch program CurrentElectronGame.sbx. See CurrentElecTronGameInstructions.docx, this document gives instructors details of how to play the game and all the material needed to play the game.
How will you check for student understanding?
This is a class activity. The teacher should check for understanding as the activity progresses. As a pair of students should demonstrate the correct current or resistance to complete the worksheet. Instructors can also check if students are understanding by checking if groups are able so solve the worksheet, from start to finish.
Common errors/misconceptions to anticipate and how to respond
Common Errors: Groups of two may assume they are not to verbally help their teammates, but one teammate can roll the dice and the other can solve. All pairs of two should contribute to solving the worksheet. Teamwork will help their team to win the game.
The volts are given at the top right of each path.
Misconception: At the “Start” students my roll the dice then move a number of spaces. Response: Instruct students to solve the first block before rolling the dice.
Misconception: Students may continue at their current position if they land on a “Break”. Response: Instruct students they must return to “Start”. Move to the first block and solve the equation again.
Misconception: Students may consider moving to the next space after correctly answering an equation. Response: Instruct students to roll the dice before moving to the next space.
Misconception: Students may consider moving to the next space after incorrectly answering an equation. Response: Instruct students to start at the beginning of the board, indicating “START”.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Instructions for facilitating the activity that the students will complete independently or in groups
1. Using the ChangeTheSubstanceActivity document students are to use their knowledge to answer the questions. Students will also need a computer and Internet access to research a “Fahrenheit to Celsius” calculator in the Google search engine.
How will you check for student understanding?
Check each student’s understanding by going through each section for about 5 min. At each break, the instructor can discuss as a class the correct answer. If there are any misconceptions, have the students explain their thinking and try to redirect them to understand the correct concept. When the students start on part 2 of the worksheet, make sure they have internet access for the computers and they are using the Google search engine to find the “Fahrenheit to Celsius” calculator.
Common errors/misconceptions to anticipate and how to respond
Common Errors – If a student is on part 2 of the worksheet and attempts to search for the “Celsius to Fahrenheit” calculator. Reassure them they are ok to continue using the calculator, it gives the same results.
Misconception: For part B of the worksheet, students are to use the answers they gathered from part A to identify the point which it is nearest; freezing or boiling. If students are using the temperatures in the substance’s column, freezing or boiling point, redirect them to use the data they gathered in part A.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Instructions for leading the closing discussion
In an open discussion have students identify any device that uses electrical energy “used by” a computer or “composed of” a computer. Computers have a collection of devices that use electrical energy. Allow the students to brainstorm devices that are connected to a computer; such as: usb drives, cpu fan, Bluetooth, game controllers, motherboard, mouse, keyboard, etc.
Explain that these devices are connected to a computer are used in other devices (like refrigerator, kiln, or stove top). Also, explain that devices very in size for instance: an electric stove is larger than a hotplate, a kitchen fridge is larger than a miniature fridge, or a AC Unit is larger than a small space heater. Elaborate that for larger electrical devices its components like Bluetooth sensors, or motherboards have more memory to handle the larger work load (kinetic/potential energy). The larger a device the more memory it needs to handle the work it produces; work like changing the state of a substance.

Summative Assessment
Use CircuitsAndTemperature(Lesson1of4) worksheet as a “take home” or “end of the class” assessment.

Formative Assessment
Specific suggestions for conducting Formative Assessment can be found in the Guided Practice and Independent Practice phases of the lesson where it says, “How will you check for student understanding?” The initial journal activity can provide insight into the starting level of the students.

Feedback to Students
Specific suggestions for providing Feedback to Students can be found in the Guided Practice and Independent Practice phases of the lesson where it says, “Common errors/misconceptions to anticipate and how to respond.”