Teacher/Grade Level: Libero, Barraza, Mijares, Morales1st GradeSubject: SCIENCE / Week of: Oct.3-7 / Grade Level: 1st
TEKS: 1.6A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life.
1.2A) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations For beginner and intermediate
- We will identify heat, light, and sound energy in everyday objects and describe how items produce some or all of these forms of energy.
- I will identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life
Alarm clock, digital (per group) Toy car that makes noise, or other type of noise making toy (per group) Hair dryer (per group) String of holiday lights (per group) Safety thermometers (per group) Pencil sharpener (per group)
Power strip(s) (per class)
Day / Monday / Tuesday / Wednesday / Thursday / Friday
Anticipatory Set (Question/Activity/Challenge/Video Warm-up): / What are some different forms of energy? / How do we use the different forms of energy in everyday life? / How do we use the different forms of energy in everyday life? / What are some common objects that produce energy and how do they help us? / What are some common objects that produce energy and how do they help us?
Teaching/I Do (Activity/Model/Define): /
- Discuss how these forms of energy help us in everyday life. Record in the Explore Student Journal. Refer to question prompts for other possible answers. Accept all reasonable answers:
The holiday lights- light, heat
The car- sound, light (Some may notice that rolling the car can create heat.)
The hair dryer- heat, sound (Some may see the light from the heat element.)
The pencil sharpener-
sound (Some may mention the pencil heats up after it is sharpened.)
Students- heat, sound (Students will place thermometers in the fold of their elbows or knees to see that we produce heat.) / 1. Provide each group/pair with a disassembled flashlight.
2. Have each group assemble the flashlight so that it works.
Teacher Note: Keep the flashlight on so that the heat is also observed.
Guided Practice/We Do: / Students will search for additional objects (or pictures of objects) that make light, sound, or heat energy. Encourage students to find non-electric objects.
Please note there are two ways to talk about heat and light energy in Spanish. Light energy is both energia de luz and energia luminosa (luminous energy). Heat energy is both energia de calor and energia termica (thermal energy). Because students will encounter both versions in books, some tests, and other materials, we encourage you to explain and frequently use these alternate Spanish translations for heat and light energy with first grade students. / Have each group identify the different forms of energy they can observe.
Have students walk around the classroom and identify other devices that use and produce energy we can observe.
Lead students to understanding with the following questions:
Independent Practice/You Do: /
Picture BookStudents can create a picture book about the different forms of energy discussed in this TEK (light, heat, and sound). As a class, discuss how each form is useful, why we need it, and how our lives would be different without it. Then, students can create an “Energy Picture Book” with pictures that show how they use each type of energy /
Favorite Thing Energy DescriptionsChallenge the students to identify one of their favorite objects, and describe which forms of energy they see, feel, or hear, and how the energy is used:
1. Draw a picture of one of your favorite things
2. Name of favorite thing: ______.
3. Which forms of energy do you see, feel, or hear when you play with or are around your favorite thing?
I hear ______.
I see _______.
I feel _______. / .
Closure/Review (Sum it up/Correct Mistakes/Positive Feedback): / Observation
Exit Ticket / Observation
Exit Ticket / Observation
Exit Ticket / Observation
Give additional examples as needed. One-on-one as needed Extend time (504) Reteach as needed
For beginner and intermediate ELL’s, have the materials translated to their native language as a reference for them to use during the activity. Prior to the students completing the activity, verbally say the words and have the students repeat the words.
Students can answer these sentence stems as they turn and talk with their neighbor. They can share their answers to review the types of energy and sounds they discovered in the activity. They may also write these in their journal as a reference. This activity should be used as a review or clarification, not to teach the types of energy after the Engage lesson.
Students may also draw the pieces of the flashlight and then how the put them together.
______(type of energy) gives us ______. (Have the students write a sentence for every type of energy they observe.)
____(type of energy) helps me to _______. (Have the students complete this one as an exit ticket to check for understanding.)
The students may also draw the different pieces of the flashlight and label what type of energy each piece gives the flash light to work properly.
The flashlight gave us______(type of energy) when it ______. (Have the students write a sentence for every type of energy they observe.)
____(type of energy) helps me to _______because it ______. (Have the students complete this one as an exit ticket to check for understanding.)