Name: Erin Valenzuela Minesing Central – Mr.

Donaldson
Lesson Plan
Lesson Title: Energy Conversion Grade: 5 Date: Thursday April 5
Subject/Strand: Science / Conservation of Energy Unit: Energy Location: Portable 808
Times: 1:50 – 3:20pm
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson is the third in a unit on Energy the students started before the March Break. Students will explore the concept that energy
cannot be created or destroyed but that it can be transferred from one form to another. Students have been exploring various kinds of
energy and in this lesson they will make the connection between one form of energy to another.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
2. Investigate energy transformation and conservation
3. Demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and
conserved
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
2.4 use appropriate science and technology vocabulary, including energy, heat, light, sound, electrical, mechanical, and chemical, in
oral and written communication
3.3 describe how energy is stored and transformed in a given device or system (e.g., in a portable electric device, chemical energy
stored in a battery is transformed into electrical energy and then into other forms of energy such as mechanical, sound, and/or light
energy)
3.4 recognize that energy cannot be created or destroyed but can only be changed from one form to another (e.g., chemical energy in
a battery becomes electrical energy)
3.5 explain that energy that is apparently “lost” from a system has been transformed into other energy forms (usually heat or sound)
that are not useful to the system (e.g., sound from a car’s engine does not help the car move)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today we are learning to
-identify ways that energy can be transferred from one form of energy to another
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
We will know we are successful when we
-use correct vocabulary when describing various forms of energy such as light, heat, and sound
-describe how energy is stored before it is transferred
-identify and label how energy cannot be created, destroyed, or lost
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Oral / Do Students will be given the opportunity to Students will present in their small group
explore ways in which energy can be transferred of two to three their knowledge of various
from one form to another. They will share their forms of energy and then transmit that
knowledge orally within small groups and knowledge onto an energy transferring
complete an energy changing sequence. sequence chart to be submitted at the end
of the lesson. This will assess student
understanding of how energy is
transferred and the stages it goes through
moving from one form of energy to
another.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
In previous lessons students have explored various forms of energy such as mechanical energy and electrical energy and how these
forms of energy are stored. They are familiar with much of the terminology associated with this energy unit and this lesson can serve
as a refresher.
I.E.P. program implications: Accommodations, Modifications
There is one student on modifications during in class programming for the last hundred minute of each day. This student will engage in
the social portion of the group work but will not be required to submit work of her own. Her focus and goal for the lesson with be
positive peer interactions.
The student on alternative IEP programming with also engage in the same peer based goal.
Differentiation: Content, Process, Product, Environment, Assessment
Students will work in the small groups they are already assigned to as they will present previous findings as a part of the minds on
portion of this lesson.
Students can use technology to assist with documentation or ask for support scribing.
Learning Skills/Work Habits: [X ] responsibility, [ ] organization, [ ] independent work, [ X ] collaboration, [ ] initiative, [X ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Transferred
Conversion
Energy
Mechanical. Heat, Electrical, Kinetic, Wind, Sound, Solar, Muscular, Food Energies
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Hands on Science and Technology Textbook
Chart paper
Markers
Sequence transferring sheet
Learning Goal and Success Criteria anchor chart
Technology for research if needed
Action video https://www.youtube.com/watch?v=z8a-L1lkq3w
Pencils and scrap paper
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 1:50 – 2:20 (Indicate time breakdown of instructional elements)

*This portion of the lesson is longer than typical as students will

be completing a review from the previous lesson to build
knowledge of this next step lesson.

Students will be entering the classroom from their second

nutrition break. They are expected to take their seats and turn
their attention to the front of the room to begin lesson.
“Welcome back everyone. Please find your seats quickly and we Students will be expected to enter the room and take their seats
will get started with our science exploration today. Please make with their small groups. One group member will be expected to
sure one member from your group takes your chart paper from gather their chart paper from the previous lesson and start
our previous lesson and take a minute to review your findings reviewing to share with the class.
about your form of energy. We will present your findings to
everyone after a few minutes of review”.
-teacher will wait while students gather their work on forms of
energy and review it for approximately five minutes
“Alright students. Let’s get started sharing your findings about
different forms of energy. This sharing is really going to help us
with the next part of the unit. Who would like to go first?” Students will be expected to present their findings to their peers to
-teacher will wait for a group to volunteer and if no group conclude the previous lesson and act as a builder for this lesson.
volunteers, teacher will select a group to start the small
presentations off. Student presentation should last no longer
than five minutes each as students quickly define their form of
energy and give the class examples of where this energy can be
found. Once presentations are complete, teacher will begin
introducing new lesson on energy conversion.

“Thank you everyone for sharing all of your very interesting Students will be expected to turn their attention to the learning
findings with us. Now that we have all gained a better goals and success criteria anchor chart and follow along.
understanding of some of the forms of energy we experience in
our world, it’s time to look a little deeper into how energy is
created, stored, and transformed. Our learning goals for this
lesson are that we will learn how to identify ways that energy
can be transferred from one form of energy to another. To be
successful, we will need to use correct vocabulary when
describing various forms of energy such as light, heat, and
sound, describe how energy is stored before it is transferred,
and identify and label how energy cannot be created, destroyed,
or lost. Let’s get started with our exploration”.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 2:20 – 3:00 (Indicate time breakdown of instructional elements)
“I want to show you a quick video that will help us begin to Students will be expected to turn their attention to the video being
explore what it means when we say that energy cannot be played on the overhead.
created, destroyed, or lost. This concept is called the Law the
Energy Conservation. If you want to take some notes while we
are watching, please do. We are going to have time to explore
this idea further after the video is complete”.
-teacher will start the video from the above link which helps
define the topic in more detail.
“Now that we have watched the video, let’s review a sample
energy transformation. Let’s start with a battery. What form of
energy is this again?”
-teacher will wait for students to respond with chemical energy Students will be expected to raise their hands to share their
or call on a student with their raised hand. thoughts.
“That’s right. Now if we put that battery into a flashlight, what
form of energy have we transformed it into?”
-again teacher will wait for students to say electrical or call on a
student with their hands raised to respond.
“Great work. I am going to hand out a sheet now with a few Students will be expected to work in their groups or on their own if
images on it. It is your job in your groups to uncover what forms they wish to complete the transfer worksheet.
of energy are being transferred. There are lots of spaces under
each image but not all the spaces need to be used. If you are
able to complete this before the work period is over, I challenge
you come up with some examples of your own to share with the
group when we take the answers up. I am available to answer
any questions that you may have”.
-teacher will hand out sheets to groups and wander the
classroom for students should they have any questions.
-with five minutes left in the work period teacher will give
students a warning to finish up and come back together to share
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 3:00 – 3:10 (Indicate time breakdown of instructional elements)
“Thank you for coming back together so quickly. I can see that Students will be expected to come to their seats quickly.
everyone was hard at work and I cannot wait to see what kinds
of energy transfers your groups have discovered. Which group Students will be expected to raise their hands to share their
would like to start up off?” findings.
-teacher will call on a group with their hands raised to share and
will document their discoveries on a copy of the worksheet on
the overhead. This will continue for the remaining transfers as
well.
“Great work everyone. Before we go back and review our Students will be expected to review the learning goals and success
learning goals and success criteria, does anyone have any criteria anchor chart.
questions?”
-teacher will wait for any students to raise their hands and if at
all possible with direct questions back to students to answer to
show their progress in learning about energy.
“So today we set out to learn how to identify ways that energy Students will be expected to respond to teacher prompts.
can be transferred from one form of energy to another. Do you
think we were successful in achieving this?”
-teacher will wait for students to respond with yes or call on a
student with their hand raised.
“And how do we know we were successful?”
-teacher will draw students’ attention back to learning goals and
success criteria to draw their answers from.
“That’s right. We used correct vocabulary to describe various Students will be expected to turn in their worksheets and then
forms of energy, we described how energy is stored before it is move on to completing their agenda work for the end of the day.
transferred, and we identified and labelled how energy cannot
be created, destroyed, or lost. Well done everyone. The time has
come for us to clean up and move into our end of day routine.
Please get out your agendas and add in our reminders for today.
Raise your hand when you have this complete and Mr.
Donaldson or I will come around and sign it. Let’s get started”
-teacher will be wandering classroom to sign agendas when
students are ready.
Extension Activities/Next Steps (where will this lesson lead to next)
This lesson will build on and carry over into the next lessons on energy in the unit. Students will be able to bring this energy
exploration into their lessons as well as into their day to day showing an awareness of the various forms of energy in their lives and
how they transfer from one form to another.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?
Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?