1 Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Michael Gresham Subject/Grade: Science/4th Grade

Lesson # 4 Date and Time of Lesson: 11/7/13; 11am

Learning Objective: The student will be able to recognize electrical devices that transform electrical energy into light, heat, and sound. Alignment with Standards: SC Science Standard 4-5: The student will demonstrate an understanding of the properties of light and electricity. (Physical Science) SC Science Indicator 4-5.5: Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound). EEDA Standard 3: Students will explore careers and the connection of work and school 1: Identify Career Clusters Safe School Climate Act: Appropriate Behaviors (see highlighted area of lesson plan) Developmental Appropriateness or Cross-curricular connections: The students in my fourth grade class have learned about light, which is a precursor to learning about electricity. Students have been gradually exposed to the concept of electricity through educational videos such as Bill Nye the Science Guy. Students in fourth grade should know how to behave when information is being presented; especially material that is new to the students. The students also know how to act when an assessment is being given (pre and post assessment). When needing to work with others, students recognize the appropriate behaviors and voice they need to collaborate with classmates. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) PRE- students will be given the pre-assessment for this unit. The assessment consists of five multiple choice questions and one identifying question DURING- informal assessment via class discussions and responding to teacher-posed questions. POST- Exit Slip, students will respond to the following prompt: How do you think electricity can be transformed into energy? Assessment for Objective 2 Use of Formative Assessment The Pre-Assessment of this lesson will be used to see if the students already know some of the content in which is about to be presented. The Post-Assessment will be used to determine how well the students responded to the material. The teacher will use the same prompt and have the students explain How do you think electricity can be transformed into energy? in their own words, to see if they

The student will be able to recognize electrical devices that transform electrical energy into light, heat, and sound energy

Objective 2 (if applicable)

2 Lander University Teacher Education Lesson Plan Template understood the concepts. If the students can explain it, they understand it.
Rev. 2013

Accommodations: (should show use of TWS 1 data)

For the student who often does not like working with other students (found after TWS 1 was due), this student will be allowed to work on his own. For kinesthetic learners, they will be allowed to participate in the in class demonstration, to get them moving and involved with the lesson, which greatly helps their learning styles. For visual learners, there will be visual demonstrations on the smart board, provided by the teacher-candidate. For auditory learners, repeated directions and a clear voice are beneficial to these students and the teacher-candidate will ensure that all of the learning needs will be met. The student who cannot sit still, this student will be allowed to move around and work in a place to where he is quiet and can focus on his work.

Materials:
The following materials will be needed for this lesson: 1. Science Notebook 2. Pencils 3. Smartboard 5. Worksheet for Pre-Assessment

Procedures: Include motivation techniques, grouping, instructional strategies (steps in the lesson), probing questions*,
and lesson closure. Refer to rubrics for specific items that should be included in every lesson plan. *Procedures must include probing questions that will be asked during the lesson. Probing questions focus student attention on important elements of the lesson and help them think more deeply about the concepts. Introduction and Pre-Assessment Last week in science, we learned about light. This week in science we will be talking about electricity. Before we start our lesson today, I want to see what you already know. Read each question carefully and choose the best answer. Teacher-Candidate will hand out the pre-assessment and the students will have five minutes to complete the assignment, as this is just a pre-assessment. Motivation Engage Do you know what it means to transform energy? Its okay if you dont right now, because most of you havent learned it yet. But today is your lucky day, because this is what were going to learn about today in science. To start todays lesson, were going to look at a PowerPoint about the transforming of energy. I want you to raise your hand if youve used any of the following this week and keep your hands high. If you have used a lamp, raise your hand. If you have used a hair dryer, raise your hand. If you have used a radio, raise your hand. If you have used a toaster, raise your hand. For those of you who raised your hand, did you know that you have transformed electricity? How cool is that?

3 Lander University Teacher Education Lesson Plan Template Teacher Candidate will pull-up the PowerPoint on transforming energy.
Rev. 2013

Explore For this lesson, there will not be any special grouping, as this lesson is a normal introductory science lesson with information being presented by the teacher-candidate with the students facilitating and asking questions about the content knowledge. What is Electrical Energy? Electrical energy is made up of charge particles called atoms. The energy of the charged particles or atoms moving from one place to another, is called electrical energy.

Energy Transformation Think of all the things in your home that use electricity. Now think about all the things just in your classroom! We change or transform electrical energy into other forms of energy before we use it. Electrical energy can be transformed into other forms of energy, there are three types that are the most common, which we are going to learn about today.

Electrical Energy to Light Energy Do you know what happens when you turn on a light-bulb? Teacher-Candidate will pull out a light-bulb from the box in which he has brought to class. Students will answer the question (the most common answer will be that it turns on). While that is true, there is a lot more than happens when you think! Do you want to know what happens? When you turn on a light, electricity flows through the wire in the light-bulb. This wire is called a filament. The filament has something special about it. The filament has a high resistance. Have you heard that word before? What do you think it means to have high resistance? Students will be asked to raise their hands to answer the question. (all plausible answers will be accepted). Resistance means that it does not allow electricity to easily flow through it. Almost like when youre resisting something, if you resist something, youre not allowing it to happen. (Connection to RealWorld) When the filament is resisting the flow of electricity, it causes electrical energy to buld up in the filament. When this energy builds up, some of that energy transforms into light energy and that is what causes the filament to glow. Teacher-Candidate pulls out a lamp and attaches the light-bulb and switches it on. Before I show you this, I want you all to stay in your seat and do not block other people from seeing this, as they need to learn as well. Also, we are not going to touch this, as it will get hot, so I am the only one who will touch this. Based on what we just learned, can you explain what is happening?

4 Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher-Candidate will have the students think about this for a moment, then the students will be asked to raise their hands. Students will be called on to raise their hands, plausible answers will be accepted. Rather than the teacher repeating, the students will be asked to speak loud and ask Did everyone hear that? if not, the student will be asked to repeat the answer. If the student answers in-correctly, rather than the teacher I have another light-bulb, but this light bulb is already in our classroom. This light-bulb can be found right above your heads. The teacher-candidate is talking about the classroom lights. Did you know that different light-bulbs have different resistances? The light-bulb we just looked at, did you notice how much light it produced? Lets pretend that only one of the lights in our classroom was on and the rest were off. Which one would produce more light? The students would be asked to think about this before raising their hand. A student will be selected to answer the question. Thinking back to what we have learned, do you think the resistance of both light-bulbs is the same? Students will be asked to think about this before raising their hand. A student will be asked to answer the question. These two light-bulbs, are not the same light-bulb. The light-bulb in the lamp, has a lower resistance than the lights in the classroom. This explains why the classroom light is brighter than the lamp.

Electrical Energy Transformed into Heat Energy When we were talking about light energy, not all of the electrical energy in the filament of the lightbulb is changed to light energy, it is changed into another energy. When you leave a light-bulb on for a period of time, what happens to it? Students will be asked to think about it before raising their hand. A student will be asked to answer the question. The light-bulb gets hot and produced heat, which is our next form of energy, sometimes electrical energy can be transformed into heat energy. This form of energy, would explain to us, why the light-bulb gets hot. But a light-bulb is not the only item that transforms electrical energy to heat energy. Anytime one type of energy is transformed into another type, some energy is given off as heat. Think of some other things that have heat energy. Students will be asked to think before raising their hands. A student will be asked to answer the question, followed by several other students to get a variety of answers. I have an item in this box that is a great example! The teacher-candidate will pull-out a hair dryer. How many of your mothers, or even some of you, use a hair dryer in the mornings? Did you know that when you use this, it changes electrical energy into heat energy? What do you think will happen if we left the hair-dryer running for a while? A student will be asked to answer this question. Another great example, is an oven. The oven, has filaments in it as well. Like the filaments in a light-bulb, the filaments inside this oven have a high resistance. The electrical energy that builds up in the filaments, causes it to change into heat energy.

5 Lander University Teacher Education Lesson Plan Template

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This causes the filaments to get hot enough to toast or cook your food. I have a question for you and I want you think about it before you answer. Is there light energy in an oven, as well? A student will be asked to answer this question, followed by another student to get a variety of answers.

Electrical Energy Transformed into Sound Energy How many of you have pushed a doorbell? Did you know that when you push that doorbell, that you are sending electricity through the wires to the doorbell inside the house? Inside the doorbell, the electrical energy is transformed into other forms of energy. What type of energy do you think it is transformed into? We have talked about light energy and heat energy, so what do you think it is transformed into? Students will be asked to think before raising their hands. A student will be asked to answer the question, followed by another student to get a variety of answers. The electrical energy is transformed into sound energy. What do you think it means to have sound energy? Students will be asked to think about this before answering. A student will be asked to answer the question. When we ring a doorbell, the wires in the walls of the house carry the electricity from the button, to the doorbell, and the energy causes the clapper to hit the bell. (Visual provided on the smartboard). When the clapper hits the bell, it vibrates to make a sound. Like the other forms of energy, I have a gadget that is a great example of sound energy, maybe you have a pair of these? Teacher-Candidate grabs an item from the box, headphones. When we plug in headphones, the speakers vibrate when electrical energy is transformed into magnetic energy. The magnetic energy causes a metal disk to vibrate and the vibrations produce sounds, which is what you hear. Teacher-Candidate will the headphones apart so the students can see the metal disk.

EEDA Standard Did you know there are careers that deal with what we just learned? Electricians use this constantly in their job, when wiring houses and appliances. Lesson Conclusion Exit Slip Today in science we learned about how electrical energy is transformed. What are the three types of energy that electrical energy is changed into? Students will be asked to think and remember before speaking. What happens when electrical energy is changed into light energy? What is an example? What happens when electrical energy is changed into heat energy? What is an example? What happens when electrical energy is changed into sound energy? What is an example?

6 Lander University Teacher Education Lesson Plan Template

Rev. 2013

Before we end science, lets log into our science notebooks. Put the date in the right corner. I want you to write the following sentence into your notebooks. Teacher-Candidate will write the following sentence on the smartboard, Today in Science I learned about When you write, I dont want first grade sentences, I want a fourth grade response. We learned a lot today, show me what you learned. When youre done, leave your notebooks open on your desk.

Activity Analysis: (should show use of TWS 1 data)

Activity #1- Real World and Visual Connections How each activity (instructional strategy) supports the lesson objective(s). o This activity will help the students, as it is connected to their daily lives, making it meaningful to their learning experience. This also supports the learning objective, as it is helping students explain and identify how electricity can be transformed into light, heat, and sound energy. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o Many students in the class need to have visuals, as it helps them enhance their learning. With tangible items, the students can see exactly how each transformation of energy works. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. o There will be usage of the smartboard during this activity, especially during the sound energy section. I cannot physically bring a doorbell to class, however, I can place a diagram of a doorbell on the board and show them how the electricity travels through and transforms into sound energy. Activity #2- Exit Slip How each activity (instructional strategy) supports the lesson objective(s). o This activity supports the learning objective, as the students will explain in their own words how electricity can be transformed into light, heat, and sound energy, which is exactly what the indicator wants the students to do. How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o This activity is beneficial to all students. The students enjoy writing, so this should stimulate their drive to write. The students also enjoy writing to share, especially three of my students, they always raise their hands when something is to be shared, and this is used as a motivation tool for the closing. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission. o The only technology used for this section will be the smartboard and when the teacher-candidate writes the sentence he wants the students to write in their notebooks.

References:
Student Workbook, Unit 4: Properties of Light and Electricity, pages 118-121