Lesson Topic: Introduction to Energy

Day in the Unit: 1 of 5

Key Learning/Big Picture: - Students will demonstrate their prior knowledge by creating a word web on topic Energy in Our Lives. - Students will identify different forms of energy found in the classroom and in a variety of everyday devices. Grade 1 Science Curriculum Expectations: (Overall and Specific) Overall Expectation: 1. assess uses of energy at home, at school, and in the community, and suggest ways to use less energy; 2. investigate how different types of energy are used in daily life; 3. demonstrate an understanding that energy is something that is needed to make things happen, and that the sun is the principal source of energy for the earth. Specific Expectation: 1.1 describe their own and their familys uses of Energy; 1.2 describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer available; 2.7 use appropriate science and technology vocabulary, including explore, investigate, design, energy, and survival, in oral and written communication; 2.8 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes; 3.1 demonstrate an understanding that energy is what makes the things they do or see happen; 3.4 identify everyday uses of various sources of energy. Materials/Resources (For students and teacher): - Science & Technology Flip Chart Book and Teachers Guide - Worksheets: - Cut and Paste Activity: Different Sources of Energy - Website: - Forms of Energy Video: www.makemegenius.com - Energy Quest Room: http://www.energyquest.ca.gov/index.html Assessment/Evaluation: (Tools/strategies) - Observe and listen - Ongoing feedback - Worksheet completion checklist Lesson Sequence: Beginning: Vocabularies to be taught: - Energy: the ability to do work or make things move or change. - Different forms of energy: electricity, wind, sun, food, gas and batteries. 1. Introduce this unit by explaining to the students that the class will be learning about energy in their lives. 2. To discover some of the students impressions of the concept of energy, have the students do various tasks such as hopping on one foot or jogging on the spot for a short time and a long time. Ask the students: "What do you use when you do these kinds of activities?" If the answer (energy) is not given, then explain that when we exercise, play or do sports, we are using energy.

3. Continue the discussion by inquiring if the children have ever heard people say things like: I have no energy today." or "Where do you get all that energy?" Discuss what these sayings might mean. Ask the question: "What is energy?" Begin a word web with "ENERGY" in the centre and the students suggestions surrounding it. 4. Explain to the students that the word "energy" is the ability to do work or make things move or change. Write this definition on the word web for future reference. 5. Complete the word web by asking two questions: "Where does energy come from?" and "What things use energy?" Middle: 1. Discuss the various forms of energy (electricity, wind, sun, food, gas and batteries) and review the definition of energy, i.e., the ability to do work or make things move or change. 2. Plug in an electric kettle or popcorn popper. Tell the students that they will be observing what happens to when we use the device for what it is intended for (to "pop" popcorn or to boil water). Students will be reminded to stay a safe distance from the device. Have the students describe the popcorn before and after. Ask the question: "What is making the water or popcorn seeds change?" (heat energy). " What is the source of energy?" (electricity). "Where is it coming from?" (electrical outlet/socket). Explain that every time we use energy we need to get energy from somewhere or from something. In other words, we need a "source of energy." 3. Have students take a walk around the classroom to find things that are using energy. Students should try to discover where these devices get their energy. Possible observations might be: - Lights, computer, fan, tape player, CD player, clock - use electricity - Solar calculator - sun - Calculator, clock - batteries - People moving - food - The furnace heating the school - natural gas or oil 4. Create a chart entitled "Forms of Energy" and list the students' observations from the walk. Closure: 1. Complete the worksheet: - Cut and Paste Activity: Different Sources of Energy 2. For review, watch the following video: - Forms of Energy - Youve Got the Power Accounting for Learning Diversity: To accommodate the needs of students identified as having learning difficulties: - Provide preferential seating as necessary to assist with focusing and maintaining attention. - Pair student with a peer who can help him/her read the text. - Use visual images to help them gain information. - For students with limited motor skills, cut the pictures in advance. Reflection: - Creating Word Web as a Class: - A great graphic organizer for primary students. - Helpful with developing a framework for ideas and concepts. - For a future occasion, let each student create his/her own word web to promote his/her writing. - Raising Hand to Answer - To prevent the answering call-outs, the students were asked to raise their hands if they knew the answers. This way, I was able to create a more controlled learning environment.

- Cut and Paste Activity: - Doing hands-on activities increased the students motivation to do school work. - Persevering through a project and seeing it to completion gave the students a great sense of accomplishment. - For a future occasion, it would be a great idea to pair students so that they can work as a team. This will not only develop students social skills but also promote their discussion strategies. - Watching Energy Video: - The video clearly explained the different types of energy around us. - The kid friendly video was a great way to review the lesson.