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Blair Flatt

ELED 3221
March 17, 2018

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Basic Forms of Energy

Elementary Science
_____________________________________________________________________________

Big Idea: Forms of Energy

Grade Level: Fourth

Rationale: Energy is everywhere and people are always interacting with different types of
energy. For example, the lights in the classroom are taking electrical energy and turning it into
light energy by the flip of a switch. Students are learning this to become more aware of why
certain things occur, such as why the thermal energy of a fire has the potential to cook food. It
will help students better understand certain aspects of the world around them.

NC Essential Standard(s): 4.P.3.1 Recognize the basic forms of energy (light, sound, heat,
electrical, and magnetic) as the ability to cause motion or create change.

Next Generation Science Standard(s): 4-PS3-2 Make observations to provide evidence that
energy can be transferred from place to place by sound, light, heat, and electric currents.

Instructional Objective: Students will be able to independently recognize the five basic forms
of energy with at least 80% accuracy.

Prerequisite knowledge and skills: Students should be familiar with the word energy. They
may only know it because someone told them “they have a lot of energy” but they should be
aware of the word and have a general understanding. The teacher must know the 5 forms of
energy, examples of each, and their properties. Light travels in a straight line, magnets have
polarity therefore attract or repel each other, electric circuits require a loop of energy, heat
energy can be transferred to other objects without direct contact, sound energy travels through
vibrations

Materials/Resources: Scentsy and wax cubes, battery, wire, light bulb, flashlight, magnets, 5
rubber bands, 5 paper clips, 5 pennies, 5 bobby pins, 3 cups and string, chromebooks, TV
projector, kahoot.it, 28 worksheets for individual observations, station directions
Source of your lesson: Collaboration with Clinical Educator

Estimated Time: 40 minutes

Accommodation for Special Needs/different learning styles: For student in the class with a
hearing impairment, ensure that she is seated in a location appropriate for her to hear all of the
directions the teacher is giving.
For ESL students, allow them to draw their observations on the worksheet instead of writing
everything because of the short time constraint.

Safety considerations: I will be sure to tell the students that they are allowed to observe the
scentsy with their eyes, but it is fragile and can get hot so be sure not to touch, pick up, or play
around the scentsy. Chromebooks will be put away until the end for the kahoot it so the magnets
do not get near the electronics.
Blair Flatt
ELED 3221
March 17, 2017
______________________________________________________________________________

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: To engage the students I will write MELTS on the board and ask students “Does
anyone know what this acronym stands for?” The students may take a few guesses. Teacher
will say, “I will give you a hint, each letter stands for a different type of energy.” Students may
take a few for guesses, but will most likely not get all the letters of the acronym. Teacher will
write student guesses on the whiteboard above the acronym. Teacher will say, “Today we are
going to be scientists making new discoveries and observations. To figure out what MELTS
stands for, we are going to work in stations today! Each table is a different station and you are
going to be writing observations of each station. You have 5 short minutes in each station so be
sure to use your time wisely and write down at least one thing you observed! Since it is such a
short time, I do not expect you to figure everything out so do not worry if you cannot find the
solution right away, just write what you can observe. Scientists are meant to be challenged and
often go through many many trials before they succeed. You will stay in your table groups and
rotate when you hear the bell.”

Explore: For the explore section, I will set up 5 different stations. Students will get 5/6 minutes
at each station. At the 5 minute mark, they will be notified to start wrapping up their
observations. The first station will represent Magnetic energy. Students will be given magnets
and different materials to test their magnetism. The second station will represent Electrical
energy. The students will be given a battery, wire, and light bulb and try to work out how to
make the lightbulb light up. The third station will represent Light energy. The students will be
given flashlights and asked to make shadows and what direction the light travels in. The fourth
station will represent Thermal energy. The students will observe what happens to a small wax
cube when heated in a wax melter. I am going to bring in my Scentsy wax melter. It is a wax
holder that has a lightbulb which heats up to melt the wax (a flameless candle). The fifth station
will represent Sound energy. The students will observe what happens when speaking into cup
phones attached together by strings. At each station students will be reminded to record what
they are able to observe. Throughout the students exploration, I will go around to the different
groups and ask questions such as, “What are you observing at this station? Why do you think
that is happening?” At the bottom of this plan, I have included brief instructions for each station.
In the interest of time since I will not be able to get to every group to ask questions, I have
written some basic questions to support their thinking at the stations.

Explanation: The classroom is set up in 5 tables. To facilitate a discussion, I will ask a student
from each table to share out their findings for that station. Then we will try to fill out the
MELTS acronym. Since it is an introduction I will say “Earlier, I told you that this acronym
stood for different types of energy. Each station represented a different type of energy. Energy
is the ability to do work. Table 1 represented the M part of this acronym. What form of energy
do you think that experiment was representing?” This discussion will continue for each letter of
the acronym and I will write the correct form of energy for each letter on the board. For each
letter of the acronym we will discuss which happened for that part of the station. For the
magnets I will ask, “Did the magnets attract or repel each other?” Students will say, “On one
side they attracted each other and on the other side they went away from each other.” Teacher
will clarify by saying, “Good! Magnets have different poles so on one side they attract each other
and the other side they repel each other. For the electrical energy station I will ask, “Was the
battery able to create electricity?” Students may or may not have been able to make the light
bulb light up due to this being introduction. Teacher may quickly demonstrate for clarification
that batteries are electrical energy. For the light energy station I will ask, “When you placed
your hand in front of the flashlight what happened?” Students will respond with “A shadow was
created” and the teacher will clarify by saying “Right, a shadow was created because light travels
in a straight line.” For Thermal I will ask, “What happened to the wax when the light was under
it? Why?” Students will respond with, “It melted because the light got hot.” Teacher will say,
“Good, it melted because the light created thermal energy or heat which melted the wax.” For
sound teacher will ask, “Did the cup phones work when the line was not pulled tight? Why?”
Students will respond with “No because it couldn’t travel through the string.” Teacher will
clarify by saying, “Right! Sound energy travels through vibrations and if the string isn’t pulled
tight, the vibrations can’t make it to the other side. This is the introduction so the main
vocabulary I want the students to focus on is labeling the 5 types of energy (magnetic, electrical,
light, thermal, sound).

Elaborate: To elaborate on the new knowledge, the students will complete the kahoot.it. Each
student has their own Chromebook meaning they will be able to participate individually. The
kahoot it pushes their knowledge further because it incorporates examples of types of energy
such as that a bell produces sound energy.
Kahoot.it link: https://create.kahoot.it/details/forms-of-energy/2010034f-e4f8-4e23-9950-
eee97e17ab33

Evaluate: To evaluate students knowledge, I will do an informal formative assessment by using
the kahoot.it that was used in the Elaborate portion. This is in the interest of time because the
stations and explanation will take up most of the 40 minutes. Kahoot.it does not include the
students name, but gives immediate feedback on the percentage of students that got the question
right or wrong. This is the first day the forms of energy will be introduced, giving the teacher an
informal assessment on where students are collectively in their understanding or which part they
hold misconceptions about. I will take note on the percentages of correct and incorrect responses
for each question.

Closure: To close teacher will ask, “Today we discussed 5 types of energy. Can someone name
ONE type for me?” Student responds with one of the types of energy. Teacher continues asking
until all 5 energy types are named. Teacher says, “Energy is all around us. Think about how
when you turn the switch on in the classroom and lights turn on. The electricity is doing the
work to transform electrical energy into light energy so you are able to see! There is energy in
everything if you look for it!”
NAME:____________________________________________

Station 1:
1. What materials have you been given?

2. What observations can you make about what is happening?

Station 2:
1. What materials have you been given?

2. What observations can you make about what is happening?

Station 3:
1. What materials have you been given?

2. What observations can you make about what is happening?
Station 4:
1. What materials have you been given?

2. What observations can you make about what is happening?

Station 5:
1. What materials have you been given?

2. What observations can you make about what is happening?
Station 1
There are different materials in the cups. Are they
attracted to the magnet? Think about why or why not.
Also discover if magnets are attracted to each other!
Write down your observations on your worksheet.

Station 2
You have been given a battery, wire, and light bulb. Is
it possible to make the light bulb light up with just
these materials? Write your observations on your
worksheet.
Station 3
Explore how light works with flashlights! Can you make
shadows? Which way does the light travel? Write
down some observations on your worksheet.

Station 4
What happens to the wax when the light is turned on?
What do you think is causing this to happen? Write
observations on your worksheet.

Station 5
Cup phones! One partner speaks into the cup while the
other partner holds the cup to their ear. Can you hear
even if you whisper? Does it work if the string is not
pulled tight? Write down your observations.