TEKS 5.6.A
Force, Motion, and Energy
What TEKS objective(s) does this lesson align to?
5.6 Force, motion, and energy. The student knows that energy occurs in many
forms and can be observed in cycles, patterns, and systems. The student is
expected to: |
(A) explore the uses of energy, including mechanical, light, thermal,|
electrical, and sound energy;
Prerequisite Objectives (if applicable):
3.6.A: Explore different forms of energy including mechanical, light, sound,
and heat/thermal in everyday life.
4.6.A: Differentiate among forms of energy including mechanical, sound,
electrical, light, and heat/thermal.
Lesson Summary
The Student Will:
Use template to make a pinwheel
Sort examples of energy into its forms
Use the jigsaw method to report on their form of energy to the class
Draw a form of energy
Design an apparatus to show 2 forms of energy
Students design apparatus to show 2 forms of energy
Assessment:
What will students be able to do successfully after mastering the objective above? / Guiding Questions:
At least three questions that students should be able to answer after mastery of objective(s) listed above.
· Understand that energy has different forms.
· Give examples of different forms of energy.
· Give everyday uses of the forms of energy.
· Design, create and present a device that produces energy. / 1. What is energy?
2. What are some forms of energy?
3. Does energy always stay in the same
form?
4. What are some examples of the
different forms of energy?
Engage:
The first phase is to engage the student in the learning task. The student mentally focuses on an object, problem, situation, or event. The activities of this phase should make connections to past and future activities. The connections depend on the learning task and may be conceptual, procedural, or behavioral. Asking a question, defining a problem, showing a discrepant event, and acting out a problematic situation are always to engage the students and focus them on the instructional activities.
Teacher Resources and Handouts for Engage section:
Pinwheel template: http://ecc.hmns.org/wp-content/uploads/2013/02/pinwheel.gif
http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm
http://www.ehow.com/how_4487596_make-paper-pinwheel-craft.html
This activity activates prior knowledge, manipulatives, generating questions, sharing and responding
Lesson Engage section below:
The students will construct a pinwheel.
See the pattern attached. Directions for making a pinwheel can be found at
http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm or
http://www.ehow.com/how_4487596_make-paper-pinwheel-craft.html
Take the students outside and have them test their pinwheels.
Bring the students back inside and guide a series of questions such as:
1. What does a pinwheel remind you of? Guide the answers to wind mills or wind turbines
2. Have you ever seen a wind turbine?
3. What kind of force turns the turbine? Answer is the wind.
4. What form of energy is a moving turbine? Guide answers to mechanical or kinetic energy.
5. What form of energy do we get from wind turbines? Guide the answers to electricity.
6. How do we use electricity?
7. Can one form of energy change into another form of energy? Examples?
Explore:
Once the activities have engaged students, they need time to explore their ideas. Exploration activities are designed so that all students have common, concrete experiences upon which they continue building concepts, processes, and skills. This phase should be concrete and meaningful for the students. The aim of exploration activities is to establish experiences that teachers and students can use later to formally introduce and discuss content area specific concepts, processes, or skills
Teacher Resources and Handouts for Explore section:
http://www.kids.esdb.bg/index.html
http://www.explainthatstuff.com/electricity.html
http://www.solarschools.net/resources/stuff/solar_energy.aspx
http://discover.edventures.com/functions/termlib.php?action=&single=&word=thermal+energy
http://www.sciencekidsathome.com/science_topics/what_is_sound.html
Card templates http://ecc.hmns.org/wp-content/uploads/2013/02/5-6a-cards.docx
This activity requires double entry journaling, generating questions, sharing and responding,
and manipulatives.
Lesson Explore section below:
This activity is designed for 25 students.
Use the card templates attached. Make copies on cardstock and laminate for repeated use if possible.
5 of the cards have the 5 forms of energy (mechanical, light, thermal, electrical, sound) written on them and 20 have examples of these different forms of energy. 5 cards have explanations; the explanation cards will not be used until later, so put them away for now.
Attach a string to the 5 forms of energy cards and the 20 example cards. The string should be attached so that the card can hang from the student’s neck like a sign or long necklace. Give each student a card.
Instruct the students to form 5 groups that represent each form of energy. After the students are in their groups check to see that they have formed the correct groupings.
Ask some questions?
1. Can any of the examples fit into more that one group?
2. How are these forms of energy different from each other?
3. Can you see any of these types of energy?
4. Can you hear any of these types of energy?
5. Can you feel any of these forms of energy?
Have the students return to their seats and record the 5 types of energy in their journals. They should also give examples of each type of energy?
Explain:
Explanation means the act or process in which concepts, processes, or skills become plain, comprehensible, and clear. The process of explanation provides the students and teacher with a common use of terms relative to the learning experience. In this phase, the teacher directs student attention to specific aspects of the engagement and exploration experiences. First, the teacher asks the students to give their explanations. Second, the teacher introduces explanations in a direct and formal manner. Explanations are ways of ordering and giving a common language for the exploratory experiences. The teacher should base the initial part of this phase on the students' explanations and clearly connect the explanations to experiences in the engagement and exploration phases of the instructional model. The key to this phase is to present concepts, processes, or skills briefly, simply, clearly, and directly, and then continue on to the next phase.
Teacher Resources and Handouts for Explain section:
Card templates – Explanations
This activity requires double entry journaling, sharing and responding jigsaw activity and manipulatives.
Lesson Explain section below:
Have the students form their 5 energy groups again. Give each group of 5 the information card that you cut out earlier about their form of energy. Have them read it together and write down important information about their energy form in their journals. Jigsaw this activity by having each group present their form of energy to the class. Everyone in the class should write down important information, as it is given. The teacher corrects and expands on the information presented by the students and makes sure they receive and understand the key information.
Elaborate
Once the students have an explanation of their learning tasks, it is important to involve them in further experiences that apply, extend, or elaborate the concepts, processes, or skills.
Elaboration activities provide further time and experience that contribute to learning. The teacher should provide opportunities for students to practice their learning in new contexts.
Teacher Resources and Handouts for Elaborate section:
Materials:
Map Pencils
Journals
This activity activates prior knowledge, and drawing.
Lesson Elaborate section below:
The students should watch the Brain Pop Video – Forms of Energy
http://www.brainpop.com/science/energy/formsofenergy needs an account to watch
They can also visit this site on How to Conserve Energy at Home
http://tlc.howstuffworks.com/home/how-to-conserve-energy-at-home.htm
After visiting these websites have the students draw in their journals a picture of themselves at home using all 5 forms of energy. They should label each energy form.
Evaluate
At some point, it is important that students receive feedback on the adequacy of their explanations. Informal evaluation can occur from the beginning of the teaching sequence. The teacher can complete a formal evaluation after the elaboration phase. This is the phase in which teachers administer formative or summative evaluations to determine each student's level of understanding. This also is the important opportunity for students to use the skills they have acquired and evaluate their own understanding. At this point, the teacher also determines whether students have met the performance indicators.
Teacher Resources and Handouts for Evaluate section:
Materials:
2 pennies, a piece of sand paper, a piece of cardboard, 2 rubber bands
This activity activates prior knowledge, uses manipulatives, and involves synthesizing a new product.
Lesson Evaluate section below
Give the students a set up supplies (2 pennies, a piece of sand paper, a piece of cardboard, 2 rubber bands, etc.) You can have different supplies or add more as seen fit.
Direct the students to design and create a device that demonstrates 2 forms of the energy. They should design it on paper first before building. They should indicate on their design what form of energy is being produced and how. Then have the students present and demonstrate their products to the class.
Resources used in the creation of this lesson:
Based on the 5E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, Texas, July 2002. Adapted from description by Cornel University, 2005. Adapted from CSCOPE Curriculum.
http://discover.edventures.com/functions/termlib.php?action=&single=&word=thermal+energy
http://tlc.howstuffworks.com/home/how-to-conserve-energy-at-home.htm
http://www.brainpop.com/science/energy/formsofenergy
http://www.ehow.com/how_4487596_make-paper-pinwheel-craft.html
http://www.explainthatstuff.com/electricity.html USE FOR VDG
http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm
http://www.kids.esdb.bg/index.html
http://www.sciencekidsathome.com/science_topics/what_is_sound.html
http://www.solarschools.net/resources/stuff/solar_energy.aspx
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