Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will able to:
- Describe the 6 forms of energy, including: mechanical, chemical, electrical, sound, light, and heat.
- Explain that energy can be transformed into heat, light, and sound energy.
- Draw inferences and be able to explain text.
- Demonstrate the ability to locate an answer quickly from the text.
Prior Knowledge: What prior knowledge should students have for this lesson?
Standards that Students need to have prior knowledge of are as follows:
- SC.5.P.10.1: Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. (SC.4.P.10.1, SC.3.10.1)
- SC.5.P.10.2: Investigate and explain that energy has the ability to cause motion or create change. (SC.4.P.10.2, SC.3.10.2)
- SC.5.P.10.4: Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
In addition to the standards, students should also be able to:
- Possess a basic understanding of how to use a QR scanner capable device (iPhone, iPad, android tablet, etc).
- 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?
- What are some unusual ways that energy is used throughout the world that you have heard of? (Sample Answer: On the Discovery Channel I watched a show where a guy was able to power all the energy in his house by transforming the energy from the river next to his house into electrical energy)
- How do you use energy every day? (Sample 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.)
- How does energy transformations affect your life? (Sample Answer: Energy transformation affects 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 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)
- What are energy transformations? (Sample Answer: Energy Transformations are when energy changes from one form of energy to another)
- Who can give me an example of energy transformations? (Sample Answer: One example of an energy transformation would be a toaster. A toaster is powered by the electrical energy running through it but the electrical energy is transformed into heat energy and the heat energy cooks the food that is placed in the toaster)
These questions can be asked to the whole group, the teacher could have the students turn and tell their answer 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 student's prior knowledge, they should inform the students that today they are going to be reading an article for information and then checking their comprehension in a fun way: a QR hunt!
- Download and work through the Solar Energy QR HuntOverview.pdf to introduce the activity to students and also get a breakdown for the teacher of what to do.
- Students read the Time for Kids article "Solar-Powered Plane." (Lexile Level 1080; see attachments for stable PDF of article.)
- Students hunt the Solar Energy QR Hunt QR Codes.pdf that contain the answers to the questions.
This introduction gives complete explanation of the guided practice the students will be working through. In the introduction, you will find instructions for the teacher on how to prepare for the lesson and a detailed description of the following steps students will need to do to complete the activity:
- Read the article.
- Answer the Questions on the summative assessment.
- Get a QR Device (iPhone, iPad, Android tablet, etc.).
- Open up the QR Scanner App on your device.
- Go on a QR Hunt around the classroom.
- Use the QR Scanner on your device to scan the codes.
- Check off on your summative assessment when you find the answer to each question.
- As you find the answer to each question make any changes your answer to ensure it is in a complete sentence and use details from the article in the answer.
- Put your QR Device back in the location you obtained it from.
- Turn in your completed summative assessment to your teacher to grade.
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 following the steps they learned from the Powerpoint during the guided practice phase of the lesson. Students should be reading through the article in pairs, then completing the questions using information from the text, and lastly they should be going on a QR hunt throughout the room to find the correct answers to their questions and fill in any gaps in their answers where needed.
As students are working through each step of the lesson, make sure they are closely reading the article, using details in their answers, and correcting any misconceptions on their summative assessment when they find the correct answer on their QR Hunt.
The summative assessment (questions that students need to answer based off the article) can be download at Solar Energy QR HuntSummative Assessment.pdf
The summative assessment with answers can be download at Solar Energy Answers QR HuntSummative Assessment.pdf
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After students have read through the article, answered the questions, hunted for the correct answers, and made any corrections needed to their answers, have them come together for a class discussion.
Some great questions to ask students to get discussions started about Solar Energy and the Transformation of Energy are:
- Did you make any text to self, text to text, or text to world connections based off the article?
- What other uses do you know for Solar Energy?
- Why do you think this is such a big deal for renewable resources?
- Can you think of another way renewable resources are being used throughout the world?
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, make sure to collect the summative assessments and grade to see if they retained and understood the information from the lesson.
The students should be given their summative assessment at the beginning of the lesson; it includes questions for students to answer based off the article. The summative assessment also gives students an opportunity to correct any answers where they may have misinterpreted the answers or not given enough details. At the close of the lesson, the teacher should collect the summative assessment and grade it to see if students gained the desired knowledge from the text.
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 reading and answering the questions from the article during the Guided Practice section of the lesson, the teacher should move throughout the room to monitor different students' level of understanding. During this time the teacher should also pose questions to students to assess their understanding, like:
- Why do you think they built a solar aircraft? (Sample Answer: I think they built a solar aircraft because solar energy is a renewable resource and as a world we need to be looking to renewable resources, etc.)
- What new information are you learning from the article? (Sample Answer: Some new information that I learned from the article is that the aircraft only flies at 40 mph and I know that is much slower than other aircrafts, etc.)
- Can you think of another example of solar energy? (Sample Answer: We have a pool at home and I know that we have solar panels on our roof, so the solar panels collect the solar energy and transform it into heat energy to warm the pool.)
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 students' 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 students' answers and positive correction to ensure students do not have misconceptions about the article or knowledge they should be gaining from the the text.
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.