UH Lesson Plan Template

First and Last Name

Adiba Ratani

Lesson Overview
Lesson Title

Energize it!

Lesson
Description

This lesson is created to help students review their skills on heat, light and sound energy. It
is not only interactive, but also engages students in how these types of energy can actually
be seen in everyday life.

Unit Title

Force, Motion and Energy

Real world
application
s/
connection
Content
Area
Standards
Alignment

Heat energy is used in daily life just by going outside and being in the sun! Light energy is used
every day from consuming electricity. Sound energy is used by every sound a student hears,
such as listening to the radio or playing his/her instruments for magnet.

Technolog
y
Standard
s
Objectives

Grade Level
Estimated
Time
Needed
for
this Lesson

(6) Force, motion, and energy. The student knows that forces cause change and energy exists
in many forms. The student is expected to:
(A) investigate the effects on an object by increasing or decreasing amounts of light,
heat, and sound energy such as how the color of an object appears different in dimmer
light or how heat melts butter
N/A

The student is expected to investigate the effects on an object by increasing or decreasing

amounts of light, heat and sound energy.
2nd grade
One 50-minute class period

Resources/Materials/Tools
Terms/Vocabulary

Technology
resources
(hardware,
software,
websites,
TechnologyEnhanced
Lesson
Supports), and
rationale for
why each is vital
for instruction:

Light energy, sound energy, heat energy

Pinterest: This website assisted me in the development of the stations as well as find the sort
worksheet and the structure of the anchor chart. This was vital for instruction to find the best
ways to maximize the students learning.

NonTechnology
resources and
rationale for
why each is
vital for
instruction:

Materials needed: Lava lamp (to show heat energy), disco ball, music (to show light energy), three
jars (for the water), cold water, room temperature water, hot water (all waters are used to very
clearly show how heat makes a difference), an electronic kettle (for the hot water), thermometers
(placed in the water so students can see the varying temperatures), food coloring (to show how water
molecules in heated water reacts faster), three flashlights (to show light energy), foil (reflection),
clear page (to show translucent light), wax paper (to show opaque light), bowl (to serve as an amp),
saran wrap (to tightly hold the rice and show vibration), uncooked rice (to show the vibration), metal
pan and metal spoon (to bang together to produce sound), cup of water (to show vibrations), tuning
fork (to demonstrate the sound), scissors (to cut the sort), glue sticks (to neatly glue the sort), index
cards (for the exit ticket).

Lesson Procedures
Lesson
Management
Focus/
Students will walk into the room with the lights off.
Students will be seated
Anticipatory
They are to quietly sit down on the carpet. The
on the carpet and the
Set
following instructions will be given: Good morning! As teacher will question
(motivational hook) you walk in, I want you notice three types of energies students from the front
in the room so we can talk about it. Give students a of the room.
minute to think about this. Then, we will discuss how
a disco ball is light energy, a lava lamp is heat/light
energy and how the music is sound energy.
Stage of Lesson

Step-by-Step Lesson Sequence

Questions to consider:
*Notice on the disco ball, the light only goes through
these colored parts. Why is that?
*If youve ever seen a lava lamp, you know that
when its off, it stops moving. Why do you think the
lava starts to move when I turn it on?
*One time I sat in my friends car and he turned his
volume all the way up to the point where I had the
hair on my head vibrating. Why do you think that is?

Content Input
(could include
content outline,
presentation
format,
questioning,
modeling,
examples)

Together, we will create an anchor chart about the

different types of energies in four columns what we
know, why its important and examples of each. This
will be a review of what we learned about energy.

Students will still be

seated on the carpet
and the teacher will be
at the front creating
the anchor charts with
students.

Resource
Management
For this, a lava lamp
will be used to
demonstrate heat
energy and how
adding heat speeds
up molecules. A
disco ball will be
used to show light
energy. This is great
because it causes
students to think
about the black area
of the ball that
absorbs the light.
Music is used for
sound energy.

An anchor chart will

be used because it is
interactive and has
students work
together with the
teacher to
understand the
content area more
effectively.

Guided Practice
(identify
students who
failed to master
lesson
objectives)

Students will go to three different stations (for a total Students will be

All of these materials
of 6). One will be for light, one for heat and one for working at different
are essential for
sound. They will be at each station for 5-7 minutes. work stations that will demonstrating
be set up on different different types of
Sound station part 1: There will be a bowl, uncooked tables while the
energy. Although
rice, a metal pan, a metal spoon and saran wrap.
teacher will monitor
there are many ways
Students are to place the rice on the saran wrap,
and assist students.
to demonstrate this, I
hold the metal spoon and pan close to the bowl and The teacher will also be chose these specific
bang the spoon against the pan. They will record
responsible for pouring materials because
observations on their lab sheets.
the hot water for safety they allow students
considerations. The
to actually see the
Sound station part 2: There will be cup of water and teacher will notify
energies in action.
a tuning fork. Students hit the tuning fork against the students when to
desk and place it in the water immediately after.
switch with music.
Students will record in their lab sheets what
happened to the water.
Heat station: There will be three jars one with room
temperature water, one with hot water and one with
cold water. Students will drop one drop of food
coloring in each jar and see how they mix. Students
will record observations in their lab sheets
Light station: There will be three flashlights and a
sheet of foil, a sheet of wax paper and a clear page.
Students are to shine a light to each material and see
what happens.

Independe
nt Practice
(vertical
expansions of
lessons; reteaching and
enrichment)

Closure

Students will do a sort of what constitutes as heat

energy, light energy and sound energy. They can cut
this out and glue it onto the blank template. At the
bottom they are to include one new way to show
each type of energy. When theyre done they can
turn this into the red chair.

Students will be
working on this
independently at their
seats while the teacher
monitors the room and
ensure students are
working productively
and grasping the
concept.

Students will write down on an index card what they While students write
learned today and turn it in as they leave the room. this down, the teacher
will be at the door
collecting tickets.

This simple sort is

used to display
students knowledge
of different types of
energy and
categorizing these
into their appropriate
groups.

I will use index cards

because theyre
simple and small and
wont get wrinkled
up while they pack
up.

Plans for Differentiated Instruction/Accommodations

Special
Education
Students
English
Language
Learners

Gifted and
Talented
Students
Other

For special education students, I could provide pictures on their lab sheets to specifically
show what to do. I can also have them paired up with someone who works at a similar
pace so the student fully comprehends the concept.
For these students I could have lab sheets translated in Spanish as well and provide a
Spanish/English cognates list for students to have at their desk to identify vocabulary. I
could also learn the cognates to communicate that as well to students. Lastly, I can pair
the student with a student who speaks a similar language.
For gifted and talented students, I would tell students to work with their small groups
instead of table partners. I could give a separate, more challenging lab sheet for them as
well. In addition, I could have a more difficult word sort for these students and require
elaboration for the exit ticket.
For students that are hard of hearing I will create lab sheets for them to read. I think it would be
a great idea to learn a few basic sign language words to help communicate vocabulary with
them. In addition, the anchor chart will be visible to them. I will write the exit ticket prompt on
the board so theyre able to understand what to do in that area as well. Most everything they
will be able to have a visual.

Since students will be conducting their own labs, a concern I have is making sure that we have enough time to complete the l

Another concern I have is that students will not follow instructions. In a lab, its especially important to do so and more so bec

Throughout the lesson I will be monitoring the room to see if students understand the concept as formative assessment. In ad

Pre-Conference Questions to consider:

Why is this lesson/concept being taught?
This lesson is being taught as a review of heat, light and sound energy which is a concept required by the TEKS for stu
What prerequisite skills are needed for success with this lesson?
Students should already have prior knowledge about these heat, light and sound energy and why the reactions in the

What future academic skills will it support?

It will support students ability to critically think about these concepts and connect them to new concepts that go beyo

What life experience involve this concept?

This concept is directly related to life experience. Itll cause students to ponder about the sound waves that the string