Download MSSE 470S 5E Lesson Plan

5E Template- Science
Name: Adam Bastidas
Content Area: Physical
Date: 12/2/12
Grade Level(s): 8th
Science
Topic(s): Law of Conservation
of Energy and Energy Flow
Standards (NSES or Benchmarks)
NSES Table 6.2 Physical Science Standards:
Levels 5-8: Transfer of Energy
Benchmarks


Energy can be transferred from one system to another (or from a system to its
environment) in different ways: 1) thermally, when a warmer object is in contact
with a cooler one; 2) mechanically, when two objects push or pull on each other
over a distance; 3) electrically, when an electrical source such as a battery or
generator is connected in a complete circuit to an electrical device; or 4) by
electromagnetic waves. 4E/M2*
Energy appears in different forms and can be transformed within a system.
Motion energy is associated with the speed of an object. Thermal energy is
associated with the temperature of an object. Gravitational energy is associated
with the height of an object above a reference point. Elastic energy is associated
with the stretching or compressing of an elastic object. Chemical energy is
associated with the composition of a substance. Electrical energy is associated
with an electric current in a circuit. Light energy is associated with the frequency
of electromagnetic waves. 4E/M4*
Standards (SOL)
PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
j) valid conclusions are made after analyzing data;
l) experimental results are presented in appropriate written form;
m) models and simulations are constructed and used to illustrate and explain
phenomena;
PS.6 The student will investigate and understand forms of energy and how energy is
transferred and transformed. Key concepts include
a) potential and kinetic energy; and
b) mechanical, chemical, electrical, thermal, radiant, and nuclear energy
Objectives (UKD’s)
Students will understand1. What energy is
2. The correlation between potential and kinetic energy
Students will know1.
2.
3.
4.
5.
6.
7.
The difference between potential and kinetic energy
The Law of Conservation of Energy
The six forms of energy
The variables associated with both potential and kinetic energy
How light and sound are related to energy
That energy can be transformed from one form to another
That energy lost during a transformation becomes thermal energy
Students will be able to1.
2.
3.
4.
5.
6.
Create a diagram that illustrates energy transformations
Draw examples of each form of energy
Compare and contrast the different energy forms
Distinguish how you transform energy from one form to another
Investigate energy forms in daily life
Create an example of energy transformation
Topic/Essential Question
Day 3 of Energy Unit/Review for Summative Assessment
Materials & Resources


Markers
Poster Boards
Safety Considerations
N/A
Engage – Time Estimate __10 minutes _
Show students two videos on energy transformation. Both videos allow for questions
because neither one is too in depth. Students will be prompted to ask questions dealing
with each video. I will also use these as a bit of a review because both videos include a
little bit of information that we have gone over during the past two days.
1st video- http://www.youtube.com/watch?v=i6e-KrNCe_E
2nd video- http://www.youtube.com/watch?v=o_5oYuDY2qM
Explore – Time Estimate __5 minutes _
Each student will grab a piece of paper out of a hat. Each piece will read one of the
following: chemical energy, electrical energy, mechanical energy, nuclear energy,
radiant energy, or thermal energy. There will be 3 or 4 of each one. Whichever one
they choose, they will have to try and draw that form of energy.
Explain -- Time Estimate __10 minutes _
Once they are finished, each student will give a brief presentation to the class showing
what they drew and how it makes sense with the form of energy on their piece of paper.
I do not expect these presentations to be too in depth. They are meant to be quick and
informal. After each student has gone, I will open the class up for discussion. The main
terms/concepts I want them to take away include: Law of Conservation of Energy and
energy flow.
Extend -- Time Estimate __30 minutes __
It is now time for my students to get into groups. Each group will be comprised of each
form of energy according to the pieces of paper they chose earlier. Depending on how
many students are in the class, there will be either 3 or 4 groups. The task is for each
group to illustrate an energy flow chart involving all six forms of energy. Their
illustrations must include the pictures that each student in their respective group drew
during the explore segment. This will challenge each group because not all of their
drawings will be directly related. They will be allowed to incorporate other energy forms
and pictures in order to properly connect their drawings. However, all six of their
original drawings must be included in this final illustration. This final illustration is to be
done on a large poster board. Once each group has finished, they will take turns
presenting to the class. Their explanation must have a sensible energy flow to it and it
is expected to be neat and colorful.
Evaluate -- Time Estimate ___N/A____
Students will be expected to abide by the following checklist/rubric for their posters:
Neat _____/10
Colorful _____/10
Creativity _____/10
Accuracy _____/20
Plans for Diversity
This lesson is very accommodating for ELLs because it involves videos as well as a lot
of drawing, both of which deal with visual representations. This is nice for ELLs
because it does not force them to use their words all of the time. The same principle
applies here for children with reading difficulties. This lesson involves a fair amount of
movement and transition as well. This bodes well for students with ADD/ADHD.
Connections
This lesson is basically a summarization of the past two days while throwing in a couple
more terms for the students to apply to what they have learned so far. The last 25
minutes of class will be left for students to work on a crossword puzzle. The purpose of
this crossword is for students to review all of the material we have gone over thus far in
the unit and to use it as a study guide of sorts for their test tomorrow.