Lesson Plan

# Energy Sources

students will learn about types of energy and how they work.
Anna P.
Classroom teacher
My Subjects English Language Arts, Math, Science, Social Studies
Objectives

Students will be able to...

Identify and explain types of energy and understand how they work.

Subjects
Science

#### 1 Hook

Activity: Conversing

Teacher will bring out a flashlight without batteries and ask a student to turn it on. The flashlight will not turn on and the teacher will ask "how can we make it turn on?" Students will discuss the fact that there may not be batteries. When students investigate and realize there are none, they will put them in and notice that it will work. The teacher will lead a discussion on how a battery is a source of energy. (If students have completed the magnetism and electricity unit, they will remember that batteries are sources of electric energy)

#### 2 Direct Instruction

Activity: Exploring

The discussion will be continued to talk about how energy can be stored and converted. The teacher will explain how the battery was a source of energy, more specific it was electric energy. The battery was a source of energy and it stored the energy inside it. Energy can be converted from one form to another- in this case it was stored from electricity to light.

The teacher will pose a question: "So, what is energy?"

The following is a video students can watch to get an overall idea of what energy is. After students watch the video, they will discuss what energy is (the ability to do something/the ability to work). http://www.youtube.com/watch?v=o_5oYuDY2qM

#### 3 Guided Practice

Students will work in stations to learn about different types of stored and converted energy. These stations will be equipped with the following objects: Station 1: Solar Cell, Station 2: Tone Generator, Station 3: Motor, Station 4: Candle. At each station, they will observe what energy is being used and how it is converted. Students will fill answer questions for each type of energy:

1. What action did you observe?

2. What kind of energy caused this action?

3. What was the energy source?

4. Where was the energy stored?

5. What was the stored energy converted too?

Students will write their answers to these questions on their iPads. They will use the worksheet posted in Schoology and open it via Notability to write their thoughts down. When completed, they will take a screenshot of their notes to keep them in a easily accessable location.

After the stations, a full group discussion will be needed to discuss the different ways enery is stored and converted. Students

#### 4 Independent Practice

Students will choose one of the types of energy that was discussed in the lesson (motion energy, electricity energy, sound energy, heat energy, light energy, wind energy). They will become the expert on the area of energy. The will be reseraching the form of energy and reporting on how it works, and what can be converted into it/what it can be converted into. They will access the directions on Schoology, but they are also listed below.

Directions for Energy Presentation:

Independently you will research a form of energy and create a Toontastic cartoon explaining the form of energy.

Choose which form of energy you will be researching.

Research your form of energy and find the following: what it is, how it is used, what it can be converted too, examples of this form of energy.

Create a Toontastic Video explaining your form of energy with characters and your voice.

Present your video to the class.

You will be assessed on the following:

Research

4- The research is based on your specific form of energy. It includes all of the requirements plus extras and it makes sense.

3- The research is based on your specific form of energy. It includes the requirements and it makes sense.

2- The research is based on your specific form of energy. It includes most of the requirements and it makes sense for the most part.

1- The research is not based on your specific form of energy. It is missing parts of the requirements and it does not makes sense.

Cartoon

4- The cartoon is easy to understand and it holds the viewers interest the entire time.

3- The cartoon is understandable and it holds the viewers interest.

2- The cartoon is easy to understand some of the time and it holds the viewers interest most of the time.

1- The cartoon is hard to understand and it does not hold the viewers interest the entire time.

Students will present their cartoons to the class.

#### 5 Wrap-Up

Activity: Assessing

Students will create an exit card listing the forms of energy that other students presented on. They will list everything they remember about each form of energy.