Name(s): Skye Powers Lesson Title: Energy Experts
Grade Level: 3-6 Science Discipline: Physical Science
Concepts to be Constructed:
Energy comes in numerous forms these can either be potential (stored energy) or kinetic (energy in motion). Energy is derived from renewable and non-renewable sources.
Sub-Concepts:
Energy sources can either be renewable (can use over and over again) or non-renewable (finite supply). Because we are often dependent on non-renewable sources such as gas, coal, and oil, we need to create a renewable source. Renewable energy sources include water, sun, wood and wind.
Materials Needed:
Energy Entertainment Cards
Potential/Kinetic Signs
Energy Explorations Demo (samples of renewable & non-renewable sources)
Energy posters
Solar & Wind energy gadgets (Locate local solar and wind energy businesses, most have interactive
demonstrations designed to educate the general public, invite them to present to your class)
Energy Feud Cards
Safety Precautions and/or Special Procedures:
Establish ground rules.
Establish clear boundaries.
Establish a quiet signal that all students can recognize, whistle or waving a bandana or arm signals.
1st E: EXPLORATION.
Process Skills :
Communication, Classification, Observation, Interpretation
EXPLORATION activity:
Duration: 20 minutes
Objective: Students will be given a brief summary of several energy sources, producers and consumers. The students will then be split into groups and asked to act out their energy source, etc. The other students will then guess what the group is acting out.
Method/Procedure:
1. Introduce the concept of energy to the students.
2. Break the students into 4 or 5 groups.
3. Each group will be given 1 or 2 energy entertainment cards with an energy source,
producer or consumer on it.
4. Within their groups they are given 2 minutes to create a charade to act out their energy
entertainment card. They may use sounds, but are not allowed to use actual words.
They may also find props from around the area, but the must not pick any living thing.
5. The groups will take turns acting out their cards. The groups that are not performing at
the time will guess what is being acted out.
6. Have each group read the back of their energy entertainment cards to the rest of the
class after they have completed their performance and guessing.
7. Wrap-up the activity with a reinforcement of energy concepts.
2nd E: EXPLANATION; construction of the concept.
Duration: 15 minutes
Key questions and desired answers:
What is Energy? Energy does things for us; it moves cars along the road and boats over the water. It bakes cakes in the oven and keeps ice frozen in the freezer. It plays our favorite song on the radio and lights our homes. Energy makes our bodies grow and allows our minds to think. Scientists define energy as the ability to do work. Energy comes in many different forms. These include light, heat, sound and motion. These forms are often put into two categories: Kinetic and Potential. Kinetic energy is energy in motion- of waves, electrons, atoms, molecules, substances and objects. Potential energy is stored energy and the energy of position- gravitational energy.
Procedures/steps toward concept construction:
Involve students in an open discussion of the activity. What types of energy were moving, what types of energy
were not moving? What is the difference between the two types of energy?
Concept Construction:
Potential energy is…
Kinetic energy is…
3rd E: EXPANSION of the Concept.
Process Skills:
Communication, Organization, Interpretation, Classification
Duration: 30-40 minutes
Activity (procedures/ steps):
1. Prepare demonstration table with examples of renewable and non-renewable energy.
2. Demonstrate the different types of energy sources.
3. Have the students determine what example is which type of energy.
4. Have the students determine another source of renewable energy.
5. Divide the group into two teams.
6. Explain the energy feud rules (just like Family Feud).
7. Play the game…both teams get a high five!
8. Allow students to experiment/explore renewable energy gadgets…solar & wind.
4th E: Evaluation of the Concept
Hands-On Assessment:
Students will demonstrate an understanding of energy concepts while playing energy feud and exploring renewable energy gadgets.
Pictorial Assessment:
Have the students use the "Where's the Energy" and "What powers the move" PLT posters, have them list all the different types of energy pictured. Fill in the assessment form listing all potential and kinetic types of energy as
well as renewable and non-renewable energy sources.
Reflection Assessment:
Have the students submit either a written or oral reflective assessment using the following sentence as a starter:
I know that energy.... Make sure the students are given clear instructions and include references to both potential and kinetic energy as well as renewable and non-renewable energy sources. OR have the students submit a story in which they are explaining to their friends why renewable energy sources and research is important to human survival on the planet.
References.
National Energy Education Department. (2003). The NEED Project: Energy Carnivals. www.need.org.
Project Learning Tree. (2002). Energy and society: Energy education pre k-8 activity guide. Washington, D.C.:
American Forest Foundation.
Adaptations for special needs: Some adaptations are embedded within the lesson for more adaptation suggestions see the Teaching Adaptation Suggestion Table in the environmental education adaptation suggestion section.