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Teacher
Date
Stephanie Haggis
3/10/2016
Electrical Energy
Grade _____4___________
I. Objectives
How does this lesson connect to the unit plan?
Students will learn about energy and how it can be transferred. This also delves into the notion that energy is not created or
destroyed, only transferred.
cognitiveR U Ap An E C*
physical
development
socioemotional
URAp
U Ap
Ap An E
C
Common Core standards (or GLCEs if not available in Common Core) addressed:
PS3.A: Definitions of Energy
Energy can be moved from place to place by moving objects or through sound, light, or electric currents (4-PS3-2).(4-PS33)
PS3.B Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred
from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the
surrounding air: as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
Energy can also be transferred from place to place by electric currents which can then be used locally to produce motion,
sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into
electrical energy. (4-PS3-2), (4-PS3-4).
PS3.D: Energy in Chemical Processes and Everyday Life
The expression produce energy typically refers to the conversion of stored energy into a desired from for practical use. (4PS3-4)
ETS1.A: Defining Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed
solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be
compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints in
to account (secondary to 4-PS3-4)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
General knowledge of batteries and lightbulbs. Previous talks on energy. Knowing that lightbulbs light
up because of an electric current.
Pre-assessment (for learning):
Ask what the students know about circuits. If time allows, have a few students draw on the board what
they think an electric circuit is.
Outline assessment
activities
(applicable to this lesson)
1-19-13
Writing in their My
Everything Journal
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
Motivation
(opening/
introduction/
engagement)
2 min
1 min
8-10
min
1-19-13
Development
(the largest
component or
main body of
the lesson)
1.
2.
3.
3-5
min
10
min
Closure
(conclusion,
culmination,
wrap-up)
1-19-13
Name __________________
Draw or write about 3 examples of the lightbulb NOT lighting up
1)
2)
3)
1-19-13
2)
3)
1-19-13