IUPUI Elementary Education Block II

Lesson Plan Template

Adapted for the Principles of Effective Pedagogy

Grade: Fourth Subject: Science Authors: Maddie N., Kara,

Amanda, Alisa

Duration: 45 minutes Date(s) 3/6/17 & 3/8/17

Title of Lesson & its Placement in the Unit:

Day 4/5 of 8

Connection to Students: This past week our students were interested in what
energy is and where it comes from. This is a broad form of topic, so we had the
students further explore energy through centers. One of the centers was a graffiti
board, on which they would write/draw/etc. anything they knew or thought about
the question of the day. Many of the students wrote or drew that energy came
from the sun, some even drew solar panels. This led us to create our centers for
this week, further exploring this topic to base their inquiry projects on. Some of
the students discussed how they have seen solar panels on houses and at the
airport. Expanding on this we hope to include all types of renewable energy
sources through discussion and our use of centers in these lessons.

Learning Objectives: What are the Assessments: How will the students
students supposed to know, understand and I know how they are progressing
and/or be able to do? on the learning objectives?

Content:
Students will be able to work through
the scientific process to create a device
that uses water power to lift a button on
a string. They will elso be exploring
wind energy through the creation of
pinwheels.
Content:
Students will show critical thinking, trial
and error, and collaboration while
working to create a water power device.
Teacher will observe students trying
things and revising their actions while
trying to create their water powered
device, and the teacher will record
quotes from students to capture their
thinking through the process.

Students will be able to form Teacher will record students follow up

meaningful follow up questions after questions and will have students record
they have created a water powered
device and pinwheels and follow
through with researching more
information on the topic to answer their
own questions.
Language:
Students will use vocabulary; force,
water power, and energy transfer when
talking about what they have discovered the experiment process.
from their experiment and their
research. They will also use terms such
as solar power and hydropower.
Social/Affective:
Students will be able to listen to other
peers ideas and respond appropriately
to their peers ideas.
Students will be able to give their own idea to the group.
ideas to the group and positively accept
feedback.
any new information they find on the
topic for use later in the groups final
product.
Language:
Teacher will record when each student
says one of these vocabulary words,
and each students should use each of
these words at least one time during
Social/Affective:
Teacher will observe students listening
to their peers and responding
appropriately 75% of the time.
Teacher will observe and mark down
when students give ideas to the group,
each student should give at least one

Standards/Indicators or Pacing Guide:

Identify content and process standards.
(Throughout all lessons)
4.PS.5 Make observations to provide evidence that energy can be transferred
from place to place by sound, light, heat, and electric currents.

Resources/Materials:

Pre-made skewer
Scissors
Sink
Duct Tape
Large Funnel
Paper clips
Paper pre-cut into squares, with diagonal cuts up to one inch from the
center
Map Pins
 Double-sided Tape
Pencils
Pinwheel Craft Instructions (below)
Fan
Conditioner
Corn Starch
Measuring Cups
Large Mixing Bowl
Spoons
Baggies
Sharpie
Paper
Sticky Notes
Kid-friendly articles/videos

Student Procedures: Describe student Teacher Procedures: Describe

actions in detail. teacher actions in detail.

Beginning: 5 min. Beginning:

Students will discuss solar energy and
other possible ways of getting energy
from things around us, like we do the
sun. The students will discuss other
possible ways of getting energy from
places such as the sun, wind, and water.
The students will listen to a brief
overview of the centers and be broken
up into their pairs from last week. Then
the students will go to their first center.
We will bring back in the graffiti board
that we made the previous week about
what energy is and where the students
think it comes from. We will show that
many of the students were thought that
energy comes from the sun. We will
ask if anyone knows what this kind of
energy is called? If they do not we will
tell them that it is called Solar Energy.
We will ask them if there are any other
ways of getting energy from things
around us, like we do the sun. We will
let them discuss and bring up
renewable energy sources-the sun,
wind, and water. We will then give a
brief overview of the centers that the
students will be working at and be
broken into the same pairs they were in
this past week. Then the students will
move on to their first center.

Middle:
CENTER 1: SOLAR ENERGY
DAY 4
Students will begin by discussing what
what they know and have experienced
with glow and the dark items. They will
then work in their pairs to create their
own glow in the dark play dough. From
here they will tell the teacher what all
they are observing while the dough is in
the light. They will then individual
charge their portion of the playdough
with a flashlight. Again they will explain
what they are seeing, this time while
the dough is in a dark area. Next the
students will ask any further questions
they have right before they begin to
connect what they just did to solar
energy and panels. Then they will listen
to the recap and prepare to move to the
next center.
30 min. Middle Explore:
CENTERS (10 MINUTES EACH)
CENTER 1: SOLAR ENERGY (Kara)
DAY 4
Much like other investigations they will
be a part of today, in this center they
will be investigating solar energy. We
will be looking at solar energy through
glow-in-the-dark, a thing we can
experience while inside. To begin the
teacher will ask the students what
experiences they have with glow-in-
the-dark items. After a small discussion
the teacher will introduce the
experiment. This experiment is making
glow in the dark playdough.
The items will be placed in front of the
students and then in pairs as the
students come to the center, they will
work together to create their own glow
in the dark playdough.
They will work together to mix the
three ingredients together in a large
mixing bowl. The ingredients are
conditioner, corn starch, and non-toxic
glow in the dark paint. They will place
in 1 cup of conditioner, 2 cups of
cornstarch, and 1 small bottle of non-
toxic glow in the dark glue in the large
mixing bowl and take turns stirring it. If
after stirring for 2 minutes the dough
remains sticky more corn starch will be
added until it is the consistency of
playdough. They then will divide the
dough in the bowl and each investigate
a bowl of it.
They will first investigate it just as it is
in the light of the classroom. I will then
present the students with flashlights to
charge up the dough. I will then have
two boxes (one for each student) to
place the bowl in and look in as they
play with it and see it glow. During this
I will ask them questions like the ones
that follow:
What do you see happening?
What part of the mix is allowing this
happen? Is it because of more than one
ingredient, a combination of more than
one?
What did the light do?
Is it still glowing as brightly as it was as
when you first placed it in the box?
What other things are you seeing or
noticing?
What would you want to do to
investigate this more? (ex. Of things
they could say: see if it goes dark, add
more glow in the dark paint, hold it up
to the light for longer to charge it
more)
Finally as they squish around on the
dough outside of the box teacher and
student will work together to relate this
to solar energies in pan. For instance
what was the sun? What is the dough?
How are the dough and solar panels
similar? How are they different. The
teacher will then tell the students that
glow in the dark products work because
of phosphor that it is gaining from the
light. The teacher will also do a recap in
saying that the light was the sun and
the dough balls were the solar panels.
It works like solar panels because they
absorb energy from the light source
and then produce energy, in this case
the glow we see. While clarifying that in
solar panels it's not a glow it emits
energy that we can use in our homes
and other appliances. Also the teacher
 will mention that their are solar panels
now that work as light at night because
they are made to absorb light to make
energy but also to store to produce
light at night.
(http://www.seeker.com/solar-panel-
by-day-light-panel-at-night-
1768399152.html)

To wrap up I will ask what further

questions they may have and let them
know that next time we will be diving
into more research to find out how solar
energy works.

DAY 5
DAY 5 The teacher will gather the questions
In this center the students will be from the end of the last center on
provided many different resources that Monday to bring in resources for the
they will be interacting with while here. students to learn on Wednesday. These
They will read and watch resources in can be through kid friendly articles,
order to learn about solar energy and videos, or other forms of media. These
panels. They will take notes however sources will be used not only to answer
they wish; plain paper, sticky notes, etc. questions, but also to provide
information about solar energy and
panels. Also the teacher will provide
ways for the students to take note of
ideas they find to be key and would like
to include in their final presentation.
These will be things like such as plain
paper and sticky notes.

CENTER 2: WIND ENERGY CENTER 2: WIND ENERGY (Alisa and

DAY 4 Maddie)
The students will receive pre-cut paper, DAY 4
instructions, double-sided tape, map
pins and a fan.
The students will create their pinwheels
and once they are finished they will test
them out with the fan.
The students will discuss what the
activity made them think of and discuss
questions brought up by the teacher,
such as the ones listed in the teacher
procedure side.
Teacher will tell students that today
were going to be doing an investigation
into wind energy.
Teacher will provide students with
materials: Pre-cut paper, instructions
for making pinwheels, double-sided
tape, map pins and fan.
Teacher will explain that the idea for
today is to create pinwheels that will be
triggered to operate by the wind, but
that they can use the materials
provided in order to create any type of
wind-operated device they want.
Teacher will tell students that
instructions for how to make a standard
DIY pinwheel are available in case they
want to just make a pinwheel according
to instructions, or for
reference/guidance.
Teacher will ask students to create their
pinwheels. They can do this in any way
they see fit, but there will be directions
available if they have no clue where to
start. When theyre finished, test them
out with the fan. Teacher will assist
if/when needed.
Teacher will ask students what
questions this activity brought to mind,
and after student questioning is done,
will prompt thinking with questions of
her own, including, but not limited to:
What forces are at work here?
What did we just replicate?
How do you think the pinwheel is alike
and/or different from a wind turbine?
The students will respond with any
other questions they may have about
wind energy.
DAY 5
The students will read/watch/listen/etc.
They will be able to choose what they
would like to look into from the
available resources in an effort to
answer their questions from the
previous center and to learn more
information about wind energy and
turbines.
CENTER 3: WATER ENERGY
How do you think a wind turbine works
to transfer energy from the wind?
Do you remember from last week how
many watts of energy we can save by
unplugging our battery chargers when
were finished with them? How many
watts of energy do you think a wind
turbine produces?
How do you think a wind turbine works
when there is no wind?
How much wind or what wind speed do
you think a wind turbine needs in order
to spin?
How much energy do you think that
wind could supply to the U.S.?
What are some things that you think
might be powered by wind energy?
Teacher will ask if any other thoughts or
questions have arisen. Teacher will
record those thoughts and questions.
DAY 5
The teacher will gather the questions
from the end of the last center on
Monday to bring in resources for the
students to learn on Wednesday. These
can be through kid friendly articles,
videos, or other forms of media. These
sources will be used not only to answer
questions, but also to provide
information about wind energy and
turbines.
DAY 4
Students will talk about different ways
they could build something to lift up the
button using the materials they have
available to them. They will work
together testing out different ways to
build the device.
CENTER 3: WATER ENERGY (Amanda)
DAY 4
(https://www.education.com/science-
fair/article/water-produce-energy/)
Teacher will pre-make the skewer
according to the directions in the
website above because it involves using
a knife.
Teacher will have the pre-made skewer,
water bottle, funnel, and paper clips
over near the sink.
Teacher will propose that the button on
the end of the skewer needs to be lifted
up somehow, using some sort of
energy.
Teacher tells students to collaborate
and try to design something with the
materials they have that will lift up the
button, encouraging them to think
about the different types of reusable
energy we were talking about earlier.
Teacher will use guiding questions to
lead students to creating something
similar to what is on the website, and
pushing them towards using water from
the sink to turn spin the wheel and lift
the button.
Questions may include, but are not
limited to:
Can we replicate all types of reusable
energy in the classroom?
What could we use to replicate solar,
wind, and water energy?
Could we build something to help the

Students will eventually use water from
the sink to spin the skewer and lift the
button on the string up. Students will
then discuss the forces at work during
the experiment and they will discuss the
energy transfer they see happening and
anything else they notice.
DAY 5
Students will interact with whatever the
teacher brings, article, video, another
experiment, or anything else they might
bring. Students will discuss, highlight,
or record any new information that they
learn about water energy.
End:
The students will come back together to
go over what they did in the centers.
They will discuss if there is anything
they would like to be done to help
deepen their understanding of
renewable energy. They will also throw
out ideas that they would like to
incorporate into their final
project/presentation. They will be
reminded that they do not have to come
up with an idea right now, but if they
wanted to start thinking about how they
want this final project to turn out.
skewer turn without us turning it?
Once students have successfully
created something that uses water
power to lift the button on the string,
the teacher will ask:
What forces are at work here?
Do we see any energy transfer? Where
do we see this happening? Why does it
happen like that?
Teacher will ask students if they have
anymore questions about water power
now that they have experimented with
it. Teacher will record the students
questions.
DAY 5
Teacher will use students questions
from the previous day and bring
articles, videos, etc that will answer
some of the students questions and
give information about water energy.
5 min.End Summarize:
We will have the students come back
together to go over what they did in
each of their centers. We will ask if
there is anything that they would like to
be doing next week that will help them
deepen their understanding and if they
yet have any ideas about what they
would like their final presentation
project to look like. We will remind
them that this is not the final idea, but
just to get their minds thinking about
what they would like to present to their
peers. These ideas will be documented
 by one of the IUPUI buddies just on a
sheet of paper, so we can reference this
later when planning.

Principles of Effective Pedagogy

Discuss when/how at least 3 of the principles of effective pedagogy (JPA, LLD,
CTX, CA) were addressed.
JPA: The students will be working with their partner at each of the centers with
an activity that will help them deepen their understanding of renewable energy.
LLD: The students will be engaged in discussion at each center about that specific
type of renewable energy source. As well, at the end, the students will be
discussing their overall ideas and takeaways from the day, as well as things they
would like to look into for next time.
CTX: The students created a graffiti board that explored where they believed
energy came from. Many of the students wrote or drew something that pertained
to solar energy. Pulling this further into similar types of energy the students will
be exploring renewable sources of energy (solar, wind, and hydropower). The
lesson overall is based on a question we have been narrowing down from the
students since the beginning of this unit.
CA: This activity is challenging because it causes the students to create ideas for
themselves about how these types of energy sources might work.

Differentiation:
Students are able to work within their own personal abilities. During exploration
centers students will work collaboratively to explore renewable energy sources.
Collaboration can help bring new ideas to the table and also aid in making sure
everyone understands the concepts being explored. The centers are also very
hands on, as well as including textual information, visual information, and in
some cases information from audio sources. All the different types of instruction
make the content very accessible to all types of learners.

Kid-friendly articles about wind energy:

http://www.sciencekids.co.nz/sciencefacts/energy/windenergy.html
http://www.culturechange.org/wind.htm

Kid-friendly wind energy video:

https://www.youtube.com/watch?v=niZ_cvu9Fts

TENTATIVE OVERVIEW
Day 4: Solar/Renewable
Day 5: Day 2 renewable
Day 6: Work on Project
Day 7: Work on Project
Day 8: Present (April 5)

DIY Pinwheels
1. Place a small piece of double sided tape in the center of the paper.

2. Youll notice you have 4 triangles. Bring the right corner of each triangle to
the center. The double-sided tape will hold it secure. Overlap each corner in
the center.
3. Poke a map pin through the center.

4. Place pencil behind pinwheel and push the pin into it. Do not poke all the
way through.