Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will able to:
- Explain that energy has the ability to cause motion or create change.
- Describe 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.
*Light energy or 'radiant' energy is only the small band of visible energy found on the electromagnetic spectrum. We will not be dealing with the other parts of the EM spectrum in this lesson.
**There are many other forms of energy not covered here. Students may ask about nuclear energy or even gravitational energy, but these are not addressed in this lesson.
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior knowledge for this lesson:
- 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 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: I use 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 different forms you see energy in throughout the day? (Suggested Answer: Chemical energy is used to power cars in the form of gasoline, Sound energy is used when we watch TV, etc)
- Is there anything that different forms of energy have in common? (Suggested Answer: All energy makes something happen, Often different forms of energy are used together to power an object, etc)
- What are some differences in different forms of energy? (Suggested Answer: Light Energy is different from Sound energy because light can travel through space but sound can't.)
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
To begin the lesson, the teacher should show the class the following video: YouTube: Kinetic and Potential Energy. The video is a short overview about the two types of energy: Kinetic and Potential Energy set to song.
After showing the video, the teacher should lead a short discussion using the following questions to ensure students gathered what they needed from the video before moving on to the Explore portion of the lesson:
- What kind of energy is stored or not being used at the moment? (Potential energy)
- What is an example of Potential Energy? (example response: ball on top of a hill, a water balloon)
- What is energy that is in motion? (Kinetic energy)
- What is an example of Kinetic Energy? (example response: ball rolling down a hill, when the water balloon pops)
After questioning the students, the teacher should:
- Before handing out the rubber bands remind students to follow directions. Wait until instructed to do anything with the rubber band and always aim away from people, especially their faces.
- Hand out 1 rubber band to each student. After each student has a rubber band the teacher ask students to demonstrate Potential Energy with the rubber band (the students should pull the rubber band tight, to show that it is energy in waiting or is stored).
- After showing Potential energy the teacher should ask students to demonstrate Kinetic energy with the rubber band (the students should let the rubber band snap/fly across the room/hit the desk/etc to show that the rubber band is energy in motion or when the energy is released.
- Practice two or more times. Say potential energy. Everyone should stretch their rubber band in their hand and ready to go. Then say 'Kinetic energy!' and everyone releases their rubber band.
- Discuss other examples of potential and kinetic energy in the classroom. A pencil and a blank piece of paper are potential. Then when you pick up the pencil and start writing on it, this is now kinetic. Have students come up with ideas.
- Collect the rubber bands from students before moving on to Explore portion of the lesson.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
To begin the Explore portion of the lesson, the teacher should discuss with students that while there is stored energy (Potential) and energy in motion (Kinetic) those types of energy can come in many different forms and that they are going to explore those different forms of energy today.
After a quick introduction discussion, the teacher should move to the Explore Picture Sort activity. Instructions and materials for the activity can be found in: Forms of EnergyExplore Picture Sort.pdf.
**The teacher may want to spend more time looking through magazines or online to find a greater variety of images. For the purpose of this activity only sample images were provided. Also note, that while you may assume what type of energy students will classify the image as, they might have a completely different idea. Allow students to choose the form of energy as long as they can support it with logical reasoning. If you aren't sure with a student's idea, then look it up! For example, an image of a dolphin might lead you to think sound energy for echolocation, it could also be chemical energy for digestion, or mechanical energy for the motion of the dolphin swimming quickly through the water.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?
After students have been given sufficient time to meet with their groups, discuss the pictures, and sort them; bring the students back together whole group to begin the Explain portion of the lesson.
For the Explain section of the lesson, the teacher will work through the Forms of Energy PowerPoint. The PowerPoint contains directions, discussion topics, and definitions of each form of energy. The PowerPoint can be obtained from: Forms of EnergyExplain Powerpoint.pptx
In addition to the PowerPoint, as you work through the slides with the students, make sure to refer back to displays/charts that the students created during the Explore activity, correcting any misconceptions that students may have had for the forms of energy depicted in the pictures.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?
To apply the conceptual understanding and skills the students have gained through the lesson, have them complete a summative assessment about the six forms of energy covered in this lesson. The assessment can be found at: Forms of EnergySummative Assessment.pdf
In the assessment, students are presented with 6 pictures that they have not been exposed to in the lesson and must correctly label the pictures as mechanical, chemical, electrical, sound, heat, or light energy. The students will also need to provide a written statement of why they paired each picture with their chosen energy form.
After students have been given 10-15 minutes to complete the assessment have students trade papers with a partner or grade their own assessment with a different colored pen. Go through the assessment with students and discuss their answers to each question, making sure to clarify their understanding and clear up any misconceptions that students may have gained throughout the lesson. An answer sheet to the assessment can be found at: Forms of EnergySummative Assessment Answer Key.pdf
The students may be able to make the case for a different form of energy from the image. They must support it with their reasons why they chose that form of energy.
- Following the lesson, students will complete the Forms of EnergySummative Assessment.pdf (Teacher answer sheet can be found at:Forms of EnergySummative Assessment Answer Key.pdf
- In the quiz, students are presented with 6 pictures that they have not been exposed to in the lesson and must correctly label the pictures as mechanical, chemical, electrical, sound, heat, or light energy. The students will also need to provide a written statement of why they paired each picture with their chosen energy form.** As long as they can defend their answer they can match a picture with a form of energy that may not seem obvious at first. The power in this assignment is for them to defend their thinking with facts and/or evidence.
- Before beginning the lesson, the teacher should pose following question to students: "Think of one activity you completed today or watched someone complete today that required energy. What type of energy do you think you used to complete the activity?"
- After posing the question to the students, have students complete their answer on the worksheet:Forms of EnergyFormative Assessment.pdf under "Energy Box 1." (Teacher answer sheet of worksheet can be found at: Forms of EnergyFormative Assessment Sample Answers.pdf)
- After students successfully complete their worksheet, have them turn and talk to a peer that is close to them and discuss what they wrote on their worksheet and why. As students are writing and communicating with each other, the teacher should circulate the room to check for the amount of prior knowledge the students possess on the different forms of energy.
Feedback to Students
- After students have worked in groups to sort the provided pictures into mechanical, chemical, electrical, sound, heat, or light energy and the teacher has presented the Explain PowerPoint with discussions, the teacher should refer back to the original question they posed and again ask the students: "Think of one activity you completed today or watched someone complete today that required energy. What type of energy do you think you used to complete the activity?"
- After repeating the question, have students fill in their answer on the worksheet:Forms of EnergyFormative Assessment.pdf under "Energy Box 2" to see if the original type of energy they recorded has changed and why or why not. (Teacher answer sheet of worksheet can be found at: Forms of EnergyFormative Assessment Sample Answers.pdf
- The teacher should circulate around the room to help with any misconceptions and to formatively assess if students gained knowledge about different forms of energy from the picture sort.
- Also keep in mind that there are many types of energy that could be found in these images, but we are looking for the main example based on the discussion. Allow students to support their thinking with a logical answer. For example refer to the picture of the dolphin. This is an example of sound energy when we talk about echoloation but the dolphin is moving so it could be mechanical energy, he is also digesting food, so it could be chemical energy.