Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will able to:
- Explain that energy can be transformed into heat, light, and sound energy.
- Describe the 6 forms of energy, including: mechanical, chemical, electrical, sound, light, and heat.
- Engage effectively with their peers in a whole group or small group setting.
- Summarize the points the teacher makes and be able to support those points through reasoning and evidence
*Please note that in this lesson students will be using items that require electricity and some of the items WILL GET HOT. Please ensure that students and student's parents have signed a lab safety sheet and students are well versed in the safety precautions they should be using in the lab.
Prior Knowledge: What prior knowledge should students have for this lesson?
Standards that students need to have prior knowledge of are as follows:
- SC.4.P.10.1: Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
- SC.4.P.10.2: Investigate and describe that energy has the ability to cause motion or create change.
- SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
- SC.3.P.10.2: Recognize that energy has the ability to cause motion or create change.
In addition to the standards, the students should also be able to:
- Utilize their schema (background knowledge) to make an educated prediction.
- Comprehend how to work cooperatively in a group or pair.
- Summarize information that is given to them and restate the information in another form.
Guiding Questions: What are the guiding questions for this lesson?
- How do you use energy every day? (Suggested Answer: Electrical energy everyday when the the lights are turned on, Heat energy is used every day when you cook dinner on the stove, etc )
- What are some energy transformations you see everyday? (Suggested Answer: Solar panels on the roof of a house with a pool convert light energy to heat energy to warm the water in the pool.)
- How does energy transformations affect your life? (Suggested Answer: Energy Transformation affect daily life because they are all around us, whether we are using hot water for a shower that is generated from the electrical energy in the water heater, or our bodies are converting chemical energy in food to usable energy in our bodies, etc)
Teaching Phase: How will the teacher present the concept or skill to students?
To activate the students' prior knowledge, the teacher should pose the following questions to students, correcting misconceptions and filling in gaps in knowledge where needed to ensure the students can proceed with the lesson:
- What are the two types of energy? (Suggested Answer: kinetic and potential)
- What is an example of kinetic energy?(Suggested Answer: A roller coaster in motion during the ride)
- What is an example of potential energy?(Suggested Answer: A roller coaster at the top of the first ramp on the ride)
- What are the six forms of energy? (Suggested Answer: mechanical, chemical, electrical, heat, light, and sound)
- What are some examples of the different forms of energy? (Suggested Answer: mechanical=a moving car, chemical=burning of coal, electrical=a stove, heat=a candle, light=the sun, and sound=a harp)
These questions can be asked to the whole group, the teacher could have the students turn and tell their answers with the student nearest to them, or the teacher could have the students discuss their answers in a small group.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After the teacher has activated the students' prior knowledge, they should inform the students that today they are going to be completing a lab to explore what other forms of energy electrical energy can be transformed into.
To introduce the lab, safety procedures, lab instructions, lab reports, and student jobs use the following PowerPoint: Transformation_of_Electrical_Energy_Overview_Powerpoint.pdf
This PowerPoint gives a complete explanation of the lab for the teacher to work through with the students to ensure the students know exactly what to do. In the PowerPoint you will find:
- Explanation of the lab that will be completed and a list of lab safety procedures that students need to adhere to.
- Clarification of the job roles students will need to take when in the lab.
- Instructions on how to run the lab.
- An example station to model for students to ensure they know exactly what they should be doing in the lab.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
During independent practice, students should be working through each station that is set up in the lab. To understand and read about how to set up and execute each station, download: Transformation_of_Electrical_EnergyStation_Procedures.pdf
As students are working through each station make sure the recorder in each group is writing down the team's findings, observations, and conclusions on their:Transformation_of_Electrical_EnergyLab_Report.pdf
A completed lab report has been done so the teacher can see the caliber of work that students should be striving for, it can be downloaded at: Transformation_of_Electrical_EnergyLab_Report_Answers.pdf
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After the students have worked through all the stations, call the class together for a group discussion.As the students are cleaning up their work spaces, collecting their things, and getting to their seats; get five pieces of chart paper and label the top of each with the Station Letter and the object that was under investigation at the station (i.e. Station A: Waffle Iron). Under each heading make two sub-headings: 1) Observations and 2) Transformation Predictions.
As the students seat themselves and ready for a discussion, inform them that as a class we will all be discussing our findings to see if there are correlations or contrasts between groups observations and conclusions.
Begin the discussion by asking one student from each group to go to the chart paper and either fill out an observation that their group made at the station or what energy transformation they think is occurring at the station. Continue asking students to write their observations or energy transformation predictions on the charts until you think there are a sufficient amounts of both.
After a sufficient amount of observations and predictions have been recorded for the class to see, generate a discussion on the students' findings.
Some great questions to ask students to get discussions started about the transformation of electrical energy are:
- What do you notice about the observations that were made for Station A/B/C/D/E?
- What do you notice about the transformation predictions for Station A/B/C/D/E?
- Who can explain to the class the energy transformation that is occurring at Station A/B/C/D/E?
- Can you think of another example of electrical energy transformation that we did not explore today?
As you are working through either the above questions with your students or questions of your choosing, remember to correct any misconceptions that students may have acquired during the lab. When sufficient discussion on the topic has been made, have students complete the summative assessment to see if they retained and understood the information from the lesson The Summative Assessment can be found in the Summative Assessment section of this lesson plan or by downloading it at: Transformation of Energy-Summative Assessment/Exit Slip.
After the class has engaged in discussion for the Teaching Phase, explored energy transformation during the Guided Practice stage, and conversed about findings and conclusions for the closure of the lesson have students complete an exit slip to see what knowledge they retained and gained from the lesson.
An exit slip to use for this assessment can be downloaded at Transformation_of_Electrical_Energy_Summative_AssessmentExitSlip.pdf
The teacher should gather formative assessment data throughout the lesson.
During the Teaching Phase of the lesson, the teacher should circulate the room when they pose questions for students to answer in pairs or groups. While circulating, the teacher should be assessing the level of understanding of individual students.
While students are completing the Lab in the Guided Practice section of the lesson, the teacher should be moving throughout the room to monitor the differing students' levels of understanding. During this time, the teacher should also pose questions to students to assess their understanding, like:
- Why do you think that (insert what the student is doing) is happening? (Sample Answer: I think the electrical energy from the hair dryer is transforming into heat energy because the air is hot.)
- What conclusions can you make from your observations? (Sample Answer:I have observed that when you turn the lamp on electrical energy runs through the lamp and is converted into light energy because the light bulb lights up, etc)
- Can you think of another example of this transformation of energy? (Sample Answer: We have an electric stove at home so it must have electrical energy running through through it but that electrical energy must transform into heat energy in the coils on top of the stove and that heat energy is what warms water on the stove.)
At the Closure section of the lesson, the teacher should again circulate the room when they pose questions for students to answer in pairs or groups. While circulating, the teacher should be assessing individual student's level of comprehension about transformation of energy and correct any misconceptions or fill in any gaps in understanding as needed.
Feedback to Students
Students should receive feedback from the teacher during the Teaching phase, Guided Practice phase, and Closure phase of the lesson.
For the Teaching section of the lesson, the teacher should provide feedback both to individual students and to the whole group based off the questions that are being posed to the class. The teacher should tailor their responses and feedback to the questions that are posed based off the needs of their class.
During the Guided Practice phase of the lesson, the teacher has the opportunity to provide small group and individual feedback to students. As the teacher is circulating the room and engaging students in discussion, there should be constant feedback about the student's answers and positive correction should be provided to ensure students do not have misconceptions on the activity or knowledge they should be gaining from the lab.
At the Closure section of the lesson, the teacher should again provide feedback both to individual students and to the whole group based off the questions that are being posed to the class. The teacher should tailor their responses and feedback to the questions that are posed based off the needs of their class.