This lesson plan introduces 3rd grade students to the concept of energy transfer. Students will observe energy being transferred through contact between objects, such as rubbing a balloon on their hair or snapping fingers, and describe their observations in their science journals. Key terms like friction and heat will be defined. Students will then conduct their own experiments to demonstrate different types of energy transfer. Finally, students will complete a matching worksheet to assess their understanding of energy transfer. The goal is for students to understand that energy can be transferred between objects through contact.
This lesson plan introduces 3rd grade students to the concept of energy transfer. Students will observe energy being transferred through contact between objects, such as rubbing a balloon on their hair or snapping fingers, and describe their observations in their science journals. Key terms like friction and heat will be defined. Students will then conduct their own experiments to demonstrate different types of energy transfer. Finally, students will complete a matching worksheet to assess their understanding of energy transfer. The goal is for students to understand that energy can be transferred between objects through contact.
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Name: Anna Purser
Class: ELED 3221
Date: May 24, 2016 edTPA Indirect Instruction Lesson Plan Template Introduction To Energy _____________________________________________________________________________ Central Focus/Big Idea: Energy specifically the transfer of energy from one object to another through contact. Subject of this lesson: Transfer of energy Grade Level: Grade 3 NC Essential Standard(s): 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. Next Generation Science Standard(s): 4-PS3-2 Make observations to provide that energy can be transferred from place to place by sound, light, heat, and electric currents. 21st Century Skills: Initiative & Self Discovery Students are presented with questions and must discover the answers through their own investigations. Flexibility & Adaptability: Students will expand, revise, and sometimes disregard their theories as they explore and answer questions based on their findings. Academic Language Demand Language Function: Students will conduct a series of investigations to discover why and how energy is transferred. In their science journals, they will describe what they observed through touch, sight, and sound. Analyze
Instructional Objective: Students will be able to describe the ways in which energy is transferred between two objects. They will be able to complete a worksheet and accurately match 5 out of 6 key terms with a description/example. Additionally, students will be able to extend their understanding by conducting their own energy transfer experiments in groups.
Prior Knowledge (student): Students should be able to describe how heating or cooling changes a substance. Prior to teaching the lesson, students should be taught the term energy to have a base knowledge of the subject. This will, however, be an introductory lesson to energy. Content Knowledge (teacher): The teacher should be familiar with the definition of energy and should have a knowledge of the products of energy transfer (ie. heat and sound). The teacher should know key questions to ask concerning energy transfer and what can be observed through senses. The teacher should be familiar with the key terms, examples of them, and their definitions. Accommodations for special needs (individual and/or small group): ELL students will be provided with pictures on the final assessment to better enable them to match the correct terms. Translations and explanations of key terminology will be provided throughout the lesson. ELL students may record information in their science notebook in their native language if appropriate. Students with specific learning disabilities may receive a modified assessment with less detailed matching components. Materials and Technology requirements:
Laptop and Smart Board projector
Balloons (one per group of 6; 3 total) Worksheets (one per student; 18 total) Students should have science journals (one per student; 18 total)
Total Estimated Time: 1/2 class period(s)
Source of lesson: Drawing from ideas from classroom teacher Safety considerations: Balloons will be blown up beforehand and closely observed when in use. Students will be reminded to practice safety during the lesson.
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: Ask students if they have ever played with balloons at a birthday party. Have students share some of the things they have observed. If not mentioned, ask, Has anyone has ever seen a balloon make someones hair stand up? Clarify that what they have experienced is a transfer of energy. Define energy and display this definition on the board for students to copy in their science journals (on Smart Board if technology is available; on whiteboard if not). Ask students, Has anything else similar happened to you? Can you think of ways you have seen/heard/felt energy? Explore: Students will be divided into groups and allowed to explore several stations set up around the room. Each group will have a turn observing a form of energy transfer. (Station 1 is rubbing a balloon on your hair; Station 2 is rubbing hands together and touching face; Station 3 is snapping fingers/clapping hands). At each station, students will write a description of what they observe in their science journals. Description prompts include, I felt I saw I heard The teacher will ask, What can you feel when you rub your hands together? What do you see the balloon doing to her hair? Why do you think it is doing this? Can you hear any noises when you do this? Explanation: After students have written a description of what happened at each station, have them return to their seats with their science notebooks. Call on students to share their descriptions/observations of each station. Ask, Does anyone else have a similar description? What is something different somebody wrote about this station? How many people wrote that down? Why did you think that was important? Write several examples on the whiteboard or project them on the Smart Board for students who may need to see additional examples. Remind students that energy can be transferred in different ways and emphasize key terms. Display definitions of key terms for students to write in their science journals. Elaborate: Each table will be given an opportunity to conduct their own investigations into the transfer of energy. Ask them to come up with a way energy can be transferred. Assign each group a different key term, Friction/Sound/Heat/Static. Ask students to write a description of what they did in their science notebooks. Following this activity, have students report back to the class about what they observed about the transfer of energy. Students can respond by saying what they did similarly or what they did differently. (This activity may be modified depending on how well students do at stations.) Evaluate: Summative: Have students individually complete a matching worksheet with different key terms on one side, and pictures & descriptions on the other. Students will be expected to answer at least 5 out of 6 matching questions accurately to have met the objective.
Formative: Students answers and responses to the questions asked throughout the lesson, as well as their discussion with their peers. Informal observations throughout the lesson will serve as formative evaluation. To be completed after the lesson is taught as appropriate Assessment Results of all objectives/skills: 21st century skills were displayed by all students who participated in the activity. Students frequently asked questions, participated, and talked with one another during group activities. Formal evaluation was positive for all student excluding 2 who were non-participatory for the most part. 12 out of 18 students met the objective by matching 5 out of 6 key terms correctly to their definitions/pictures. Reflection on lesson: This lesson went smoothly and students wrote accurate descriptions in their science journals. I was unable to teach the extend portion of the lesson plan due to time restrictions, but I feel ask though more support would have been needed to extend the lesson in the way I had planned. Not all students met the objective on the worksheet, but all students demonstrated a verbal understanding of the material. I would have loved to extend this lesson over the course of several days.
