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ED 345 Calvin College Lesson Planning Form


Ms. Steiner


September 24, 2015

Subject/ Topic/ Theme:


I. Objectives
What is the main focus of this lesson?
Introduction to energy
How does this lesson tie in to a unit plan? (If applicable.)
First lesson in a 9 lesson unit
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
Define energy
Identify several forms of energy
Explain the Law of Conservation of Energy
5.II.I.II.3: Know that there are different forms of energy
5.II.I.II.4. Describe how energy can be stored and converted to a different form of energy

II. Before you start

Prerequisite knowledge and skills.
(formative and summative)

Pre-assessment was given yesterday to test knowledge & expose to new energy terms (i.e.
word bank of energy types)
Formative: monitoring partner & whole class discussion; answers written in energy journal

Universal Design for Learning Networks/Domains (see UDL Guidelines)




Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Visually- writing on the board, video
Aurally- teacher speaking, classmates

Options for action/interaction

Options for recruiting interest

Options for Language/Symbols

Options for Expression

Talking to their face/shoulder partner
Sharing with the whole class
Writing in their journals

Options for Sustaining Effort & Persistence

If students finished the assigned journal
page, they can continue adding examples
to their forms of energy database.

Options for Comprehension

Options for Executive Function

Options for Self Regulation

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.

22 Mad Science Energy Journals

Whiffle ball & string
Smart board

III. The Plan


The description of (script for) the lesson, wherein you describe teacher activities and student
Run up to the front of the classroom. Struggle to take off the cap of a dry erase marker & write ENERGY
on the board. Wow! That took a lot of energy!!
Talk with your shoulder partner about how you think I used energy. What types, what ways, etc.
Pull sticks for some kids to share.


I used:
Food energy from my breakfast
Muscle energy to make my body move
Sound energy in my footsteps
Heat energy in my warm breath
I also used:
Potential energy each time I raised my foot
Kinetic energy as I moved my body
Energy is one of the most fundamental parts of our universe. We use energy to move, to do work, and to
light our houses. Energy powers our cars, and school buses, and the trains that roll down Route 66.
Energy keeps us warm, cooks our food, plays our music & televisions.
Ill give you 3 minutes to talk with your face partner about 3 things that we use energy for.
Pause. Pull sticks. Write on the board.
Pass out energy journals. This is where we will keep all our notes for our science unit. They also explain
our experiments. DO NOT TAKE THEM HOME.
Energy is defined in a couple ways: the ability to do work OR how much stuff might happen
If someone says they are low on energy, how much do you think they feel like doing?
If a child is full of energy, how do you think they would be acting?



Energy comes in many forms. Ill give you 3 minutes to talk with your shoulder partner to brainstorm
some types of energy. Pull sticks for students to share.
Energy is not a thing, it is a concept You cant see it or touch it!
Lets think about playing music from your iPod or phone What kind of energy would that be? Sound
energy. Can you see the sound energy? Can you touch the sound energy? NO. But you experience its
effect! Because of sound energy that causes our ear drums to vibrate, we are able to hear music!
You have 5 minutes to quietly finish the first two questions on page 2 of your energy journals.
Law of Conservation of Energy
Energy cannot be created or destroyed. When we get energy, it comes from another source.
Think about when you feel really energized. Where does that energy come from? (Maybe food
energy from sugar?) You cant just pull energy out of thin air!
Energy changes forms, BUT the total amount of energy in the universe never changes. Lets
think back to when I ran around the room. The amount of food energy that I had changed into

the same total amount of sound, heat, and kinetic energy.

Roller coaster video: www.youtube.com/watch?v=LrRdKmjhOgw
Ball tied to ceiling demo: http://www.neok12.com/video/Law-ofConservation/zX0a7f7a41717c595f787f0a.htm ... Dont show video, but do this with the class.
Tie whiffle ball to ceiling. Swing back & forth to show that the total amount of energy in the
system NEVER increases!!

You have 5 minutes to finish page 2 of your energy journals.

*If at any point kids finish writing on the assigned page, they can turn to Forms of Energy Database on
the very last page of their journals. On this page, students can record examples of energy types (i.e.
lightbulb = electrical energy). A prize will be given at the end of the unit for the student(s) with the most
examples in their database.


Review the things we went over: definition of energy, forms of energy, Law of Conservation of Energy by
having kids quickly discuss each one with their shoulder partner.