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# Lesson title: Energy: Potential and Kinetic KLA: Science Strand: Physical World Stage: 3 Year: 6 (10-12yrs) Timing

: 60 mins Objectives: - To explore and understand the concepts of potential and kinetic energy. - To grasp the connection between potential and kinetic energy. Outcome: SC4-10PW3: Energy appears in different forms including movement (kinetic energy, heat and potential energy, and causes change within systems. Indicators: - Identify objects that possess energy because of their motion (kinetic), or because of other properties (potential). - Investigate some everyday energy transformations that cause change within systems, including motion Resources: Key Scientific Knowledge: 1. IWB – Whoahler Coaster (PBS) - Energy is the capacity to do work (Energy Quest, 2012) 2. Building blocks - Kinetic energy is the energy of motion. (The Physics 3. Cardboard Classroom, 2013a) 4. Toy cars - Potential energy is stored energy or energy as a result 5. Elastic bands of position (The Physics Classroom, 2013b). It is the 6. Lego energy of an object at rest (Discovery Education, 7. Mouse trap x2 (MB board game) 2013). 8. Dominoes - Gravitational potential energy is energy based on 9. Marble Maze position, and the potential impact of gravity. (The NEED Project, 2013) Lesson overview: Integrated 15 min: Take the students outside, to an oval or large space, and ask them to stand still. KLA’s/Skills: Then ask them to run, stop, jump, stop, etc. Ask questions to prompt thinking about PDHPE: ALS3.6: their capacity to move, their capacity to do work, and their potential energy – why can engaging in they move? What enables them to complete the task or running/jumping etc? Explain physical activity as that we have potential energy, stored energy, and when we move we transfer this into part of an active kinetic energy, the energy of movement. lifestyle 40 min (5 min explanation): Return to the classroom, and introduce the class the to materials provided. Explain that the objective is to explore as many different materials, working out how to store energy in the object, and how to transfer that into kinetic energy, to complete some form of work. 1. Lego cars – with pull back cars, elastics and lego, students experiment to make elastic powered car. See the following link for instructions if needed. Preferably allow students to explore and discover. http://technicallylearning.org/ActivityGuides/rubber_band_race_car_design.pdf 2. Mouse Trap x2 3. Rube Goldberg Machine – using marble maze, dominoes, ramps etc. 4. Make a Rollercoaster that is safe and fun, applying understanding of levels of potential and kinetic energy. http://pbskids.org/fetch/games/coaster/index.html ST3-5WT: Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.

5 min: Class Discussion: Review students explorations, what did they find, what was interesting, what was successful etc. Support and Extension: This lesson is very accessible for all learners as it is hands on, interactive and experimental. All students should be able to achieve success in some area, and experiment with the materials as they grasp the 2 energy concepts. The teacher’s role here is to support students, encourage collaboration and peer tutoring to ensure all students are engaged and exploring the concepts. Evaluation/Follow up: Observe groups as they explore and interact with the materials and one another, take note of questions, discoveries and challenges to be explored in the introduction of the following lesson. Carefully listen to students discussions in order to understand what concepts have been grasped and what concepts need clarification.