Download Energy Transformations

Energy Transformations
Resource ID#: 32073
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
In this introductory lesson, students will demonstrate potential and kinetic energy
transformations using a tennis ball and a rubber band.
Subject(s): Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector,
Speakers/Headphones, Microsoft Office
Instructional Time: 1 Hour(s)
Freely Available: Yes
Keywords: Energy, Energy Transformations, Potential Energy, Kinetic Energy
Instructional Component Type(s): Lesson Plan
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Energy Definitions Sheet.docx
Energy Transformations Exit Slip.docx
Energy Transformations Exit Slip Answers.docx
LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this
lesson?
1.
2.

The students will be able to differentiate between potential and kinetic energy.
The students will be able to demonstrate energy transformations using a tennis ball and a rubber
band.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have prior knowledge of the following standards:
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.
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.5.P.10.1: Investigate and describe some basic forms of energy, including light, heat, sound, electrical,
chemical, and mechanical.
SC.5.P.10.2: Investigate and explain that energy has the ability to cause motion or create change.
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.

Guiding Questions: What are the guiding questions for this lesson?
1.
2.
3.
4.
5.

What is energy? (Energy has the ability to cause motion or create change.)
Are there different forms of energy? (Yes, chemical, electrical, nuclear, radiant, mechanical, &
thermal).
How do we know when something has energy? (Anything that is moving has energy. The faster
the object is moving, the more energy it has. This type of energy is called kinetic energy.)
Do objects that are not moving have energy? (Yes, this type of energy is called potential energy.)
Can energy be created? (Energy cannot be created or destroyed, only transformed. This is called
the Law of Conservation of Energy.)
Teaching Phase: How will the teacher present the concept or skill to students?
1.
2.
3.
4.
5.

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
1.
2.
3.
4.
5.

Have the students write down everything that they know about energy in their science notebooks.
(5 minutes)
Provide time for the students to discuss their ideas about energy with a shoulder partner. (5-10
minutes)
Ask the students the following guiding questions:
 What is energy? (Energy has the ability to cause motion or create change.)
 Are there different forms of energy? (Yes, chemical, electrical, nuclear, radiant,
mechanical, & thermal).
 How do we know when something has energy? (Anything that is moving has energy. The
faster the object is moving, the more energy it has. This type of energy is called kinetic
energy.)
 Can objects that are not moving have energy? (Yes, this type of energy is called potential
energy.)
 Can energy be created? (Energy cannot be created or destroyed, only transformed. This is
called the Law of Conservation of Energy.)
Show the students the Wile E Coyote and Roadrunner video clip. The video clip is only 1 minute
and 22 seconds long. Make sure to only display the video by clicking on the "full screen” icon
located at the bottom right hand corner of the screen.
Lead the following discussion:
 What did you observe about energy in the video? (Energy was being transformed or
converted from potential to kinetic.)
 Explain to the students that while energy can have many forms, there are only two types.
(potential and kinetic)
 This video demonstrated energy being transformed from potential to kinetic.
 Explain to the students that they will be exploring energy being transformed from
potential to kinetic and vice versa today using a tennis ball and a rubber band.
Remind the students about the lab safety rules and that the safety glasses must remain on at all
times during the investigation.
Provide the following to each group of 4-5 students:
 A tennis ball
 A rubber band
 Safety glasses for each student
Instruct the students to demonstrate potential and kinetic energy first with the tennis ball and then
with the rubber band.
 Student groups may choose any way to demonstrate potential and kinetic energy.
 Walk around to each group and ask the students to demonstrate this to you making sure
that they are all on the right track. (Possible demonstrations for potential energy: place
the ball or rubber band on the edge of a desk, hold them above the floor, pull back on the
rubber band and hold it in place; kinetic energy: roll the ball/rubber band, drop the
ball/rubber band, throw the ball/rubber band, let go of the rubber band once it is pulled
back)
Ask the students to place all of the materials back on the table.
Instruct the students to record all of their observations in their science notebooks.
Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
1.
2.
Inform the students that you will be showing them the Wile E Coyote and Roadrunner video
clip again (Make sure to only display the video by clicking on the “full screen” icon located at the
bottom right hand corner of the screen.) and instruct them to pay close attention to how potential
energy is being transformed to kinetic.
Say to the students:
 Think about the energy transformations from the video.
 Can you create similar energy transformations using a tennis ball or rubber band? (Yes)
3.
4.

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
1.
2.
3.
4.
5.
6.

Explain to the students that they will need to demonstrate energy transformations from potential to
kinetic and vice versa using a tennis ball or rubber band.
 Remind the students about the lab safety rules and that the safety glasses must remain on
at all times during the investigation.
 Student groups may choose any way to demonstrate the energy transformations.
 Walk around to each group and ask the students to demonstrate this to you making sure
that they are all on the right track.
 Possible energy transformation demonstrations using the tennis ball:
 Place the ball at the top of a ramp, such as a book or white board (potential).
Then roll it down the ramp (kinetic).
 Roll the ball part way up a ramp, such as a book or white board (kinetic). The
ball will stop (potential) and roll back down (kinetic).
 Hold the ball above the floor (potential) and then drop it (kinetic). The ball lands
on the floor and then bounces back up (kinetic). It stops at the height of its
bounce (potential) and falls again (kinetic).
 Throw the ball vertically (kinetic). At the height of its trajectory, it stops
(potential) and falls again (kinetic).
 Possible energy transformation demonstrations using the rubber band:
 Place the rubber band on edge of the table (potential) and then push it (kinetic).
 Hold the rubber band in your hand and then stretch it (potential). Let the rubber
band go (kinetic).
Have the students record in their science notebooks a diagram of the energy transformations
identifying whether the energy is potential or kinetic.
Review the Guiding Questions with the students:
 What is energy? (Energy has the ability to cause motion or create change.)
 Are there different forms of energy? (Yes, chemical, electrical, nuclear, radiant,
mechanical, and thermal)
 How do we know when something has energy? (Anything that is moving has energy. The
faster the object is moving, the more energy it has. This type of energy is called kinetic
energy.)
 Do objects that are not moving have energy? (Yes, this type of energy is called potential
energy.)
 Can energy be created? (Energy cannot be created or destroyed, only transformed. This is
called the Law of Conservation of Energy.)
Ask the students the following:
 How many types of energy are there? (two)
 What are the two types of energy called? (potential and kinetic)
Call on a student to demonstrate potential and kinetic energy with the tennis ball and rubber band.
(See Guided Practice section for possible demonstrations)
Call on a different student to demonstrate an energy transformation using a tennis ball and then a
rubber band. (See Independent Practice section for possible demonstrations)
Ask the students the following:
 Can an object that has kinetic energy ever be transformed back to potential? (Yes, if that
object is moving uphill or into a spring)
Have all of the students complete the Exit Slip.
Summative Assessment
At the end of the lesson, the students will be asked to complete the Exit Slip. (Exit Slip Answers)

Formative Assessment
At the beginning of the lesson, the students will write down everything they know about energy in their
science notebooks. The students will then discuss their answers with a shoulder partner. The teacher will be
circulating around the room listening to the discussions noting and addressing students'
conceptions/misconceptions about energy.
The teacher should be looking for the following:
o
o
o
o
o
o
Energy has the ability to cause motion or create change.
Energy cannot be created or destroyed, only transformed (Law of Conservation of Energy).
There are many forms of energy (chemical, electrical, nuclear, radiant, mechanical, thermal)
There are two types of energy (potential, kinetic).
Potential energy is stored energy.
Kinetic energy is the energy of motion.
During the Guided Practice portion of the lesson, the students will be demonstrating potential and kinetic
energy using a tennis ball and a rubber band.
During the Independent Practice portion of the lesson, the students will be demonstrating energy
transformations from potential to kinetic and vice versa.

Feedback to Students
During the Formative Assessment, the teacher should be circulating around to all of the groups providing
feedback as needed. (See Formative Assessment)
During the Guided Practice portion of the lesson, the teacher should be providing feedback on the group
demonstrations of potential and kinetic energy with the tennis ball and rubber band. (See Guided Practice
for possible demonstrations)
During the Independent Practice portion of the lesson, the teachers should be providing feedback on the
group demonstrations of energy transformations with either the tennis ball or rubber band. (See
Independent Practice for possible demonstrations)
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Struggling students and/or English as a second language learners should be provided (as needed):
o
o

The Energy Definitions Sheet in order to assist them with further understanding.
A peer to help them with their energy transformations diagram.
Extensions:
The students can research the different types of potential and kinetic energy and identify which type of
potential and kinetic energy they demonstrated during their investigations today.

Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector,
Speakers/Headphones, Microsoft Office

Special Materials Needed:
Materials needed for each group:
o
o
A tennis ball
A rubber band (Make sure to have extra rubber bands.)
o

Safety glasses for each student
Further Recommendations:
Please Note: This is intended to be an introductory lesson on potential and kinetic energy. Students will
need to have more exposure of the concepts in order to master the standard.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.P.11.1:
Description
Explore the Law of Conservation of Energy by differentiating
between potential and kinetic energy. Identify situations where
kinetic energy is transformed into potential energy and vice
versa.