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Energy Transfer Lesson Plan GG

Students explore how energy can transfer between different forms as it moves from place to place. They observe examples of energy transferring as light, heat, electricity, motion, and sound. Students then apply this understanding by designing a solar oven that harnesses sunlight to heat food, demonstrating how energy from one form can be converted to another.

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Raja Mae Cabrillos
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44 views

Energy Transfer Lesson Plan GG

Students explore how energy can transfer between different forms as it moves from place to place. They observe examples of energy transferring as light, heat, electricity, motion, and sound. Students then apply this understanding by designing a solar oven that harnesses sunlight to heat food, demonstrating how energy from one form can be converted to another.

Uploaded by

Raja Mae Cabrillos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN Link to Video

ENERGY TRANSFER
GRADES 3-5
SUMMARY

Students explore the transfer of energy from place to place and form to form. They observe examples of energy transfer
between light, heat, electrical, motion, and sound. Students have the opportunity to apply their understanding of energy
transfer by building a solar oven.

CORRELATION

4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light,
heat, and electric currents.

4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Science & Engineering Practices Connections to Classroom Activity

Planning and Carrying Out Investigations (4-PS3-2)


Constructing Explanations and Designing • Observe a variety of different types of energy being
transferred from place to place by sound, light, heat,
Solutions (4-PS3-4)
and electric currents.
• Brainstorm scenarios where one form of energy is
converted to another.
• Test a device that converts energy from one form to
another.
• Use what they have learned about energy transfer
to imagine ways to convert one type of energy to
another.
• Explain how energy is transformed multiple times to
solve a problem (power the singing fish).

© 2018 GENERATIONGENIUS.COM 1
Disciplinary Core Ideas Connections to Classroom Activity

PS3.A: Definitions of Energy


Energy can be moved from place to place by moving
• Observe evidence of energy being moved from
place to place.
objects or through sound, light, or electric currents.
(4-PS3-2)
• Observe and experiment with light transferring
energy.

PS3.B: Conservation of Energy and Energy Transfer


• Observe energy that was produced through motion
(human pedaling bike) being transferred from place
Energy is present whenever there are moving objects, to place through electric currents.
sound, light, or heat. When objects collide, energy • Explore where energy in power plants and batteries
can be transferred from one object to another, thereby comes from.
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)

Light also transfers energy from place to place. (4-


PS3-2)

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)

PS3.B: Conservation of Energy and Energy Transfer


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-PS3-4)

PS3.D: Energy in Chemical Processes and


Everyday Life
The expression “produce energy” typically refers to
the conversion of stored energy into a desired form for
practical use. (4-PS3-4)

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 into account. (secondary) (4-PS3-4)

2 © 2018 GENERATIONGENIUS.COM
Crosscutting Concepts Connections to Classroom Activity

Energy and Matter (4-PS3-2, 4-PS3-4)


• Recognize that energy transfer is occurring all the
time in different places in their world.

DURATION MATERIALS

One 50-minute class period • Hand-cranked flashlight (or video of a hand-


cranked flashlight)
• Plastic cup or another container
PRE-ASSESSMENT QUESTIONS • Paper
• Scissors
• Pen
Please see Discussion Questions. These can be • Computer/printer (optional)
discussed as a group or answered individually in • Science notebooks
student science notebooks. • Pencils

ENGAGE

Show students a hand-cranked flashlight. Let them take turns making it shine.

EXPLORE

Print or write the words “motion energy,” “sound energy,” “light energy,” and “heat energy” on slips of paper. You will
need to make enough for one per student. Place the slips in a cup or other container. Have each student draw one slip.
Students will get different types of energy. Facilitate a discussion about examples of motion energy, sound energy, light
energy, and heat energy. Once students are able to give examples of the form of energy they have drawn from the cup,
instruct them to find, or assign them, a partner in one of the other groups. Together, each pair must try to think of an
example where the type of energy one represents is transformed to the other. They can share their idea with the class or
write it in their science notebook. For example, if a pair consists of heat energy and light energy, the pair may think about
reading and staying warm by firelight. Or if a pair has motion and light energy, they may discuss a solar-powered car.

EXPLAIN

WATCH THE GENERATION GENIUS ENERGY TRANSFER VIDEO.


Then facilitate a discussion using the Discussion Questions.

© 2018 GENERATIONGENIUS.COM 3
ELABORATE

Students can revisit their ideas from the Explore portion of the lesson. Now they have the background to consider more
complex energy transformations. They can combine into larger groups and brainstorm ways to transform energy from
one form to another. Students can also complete the DIY Activity and create a s’mores maker for their classroom. Adding
the additional challenge described in “further exploration” provides a rich engineering component to the lesson.

EVALUATE

In their science notebooks each student should draw Dr. Jeff’s “singing fish” example (can be a simplified model). They
should then label their drawing to explain how energy is transferred from the batteries to the fish to make it sing and
move. (Chemical energy stored in the batteries flows through the wires to the lamp, where it is transformed into light
energy. Then the light energy is converted by the solar cell into electrical energy to make the fish move (motion energy),
talk, and sing (sound).

Singing Fish Solar Cell Lamp Batteries


“Next Generation Science Standards” is a registered trademark of Achieve, Inc.


A non-profit dedicated to raising academic standards and graduation requirements.
Lesson plan written by Mountain Goat Instructional Design.
4 © 2018 GENERATIONGENIUS.COM

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