All Sorts of Energy
Resource ID#: 46595
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This lesson will explore six forms of energy including mechanical, heat, electrical, chemical, sound and nuclear. Through the 5E lesson plan model,
students will become engaged in this hands-on lesson. This lesson will take place over 5 days, allowing students an introduction and summary as
well as hands-on opportunities to explore the 6 forms of energy.
Subject(s): English Language Arts, Science
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection,
Overhead Projector, Speakers/Headphones, Microsoft
Office, Computer Media Player
Instructional Time: 4 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: mechanical energy, chemical energy, sound energy, light energy, heat energy, electrical energy, forms
Instructional Component Type(s): Lesson Plan,
of energy
Assessment , Presentation/Slideshow,
Video/Audio/Animation, Text Resource, Formative
Assessment
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Forms of Energy Sort.docx
Forms of Energy PowerPoint.pptx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will recognize and compare different forms of energy.
Students will be able to share how different forms of energy are alike and/or different.
Students will determine the meaning of specific science related terms.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.3.P.8.2 - Measure and compare the mass and volume of solids and liquids.
SC.3.P.8.3 - Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.4.P.8.1 - Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste,
attraction to magnets.
SC.3.P.10.4 - Demonstrate that light can be reflected, refracted, and absorbed.
Guiding Questions: What are the guiding questions for this lesson?
Show the students a light bulb, rubber ball, apple, match and battery. Pose the following:
page 1 of 4 1. How are these items different? (possible answers: used for different purposes, different shapes, some are edible)
2. How are these items alike? (humans use all of them, they are in a typical house, they emit or store energy)
3. Tell me about a light bulb and energy. (it emits heat and light and uses electrical energy)
4. Tell me about a rubber ball. (it can be bounced to show mechanical energy, friction could cause heat energy)
5. Tell me about an apple and energy. (it gives us chemical energy, could also be thrown or rolled to show mechanical energy)
6. Tell me about energy and a match. (can emit heat and light energy)
7. Can one object demonstrate more than one form on energy? Share examples (yes. examples: match gives light and heat)
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Energy is the ability to do work. Students may need to discuss that work is not just a job or chore they have been given. Work is when an object is moved or changed.
Day 1:
Students will date and label (Forms of Energy) a page in their science notebooks. Students will divide their paper into six sections. Demonstrate to students how to
draw a line down the middle horizontally and two vertical lines (one each at 1/3 and 2/3's of the paper).
Share the Forms of Energy PowerPoint (attached). During the power point presentation, students should label each box on their paper with one form of energy. In the
box, they will also add one fact or definition.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Day 2:
Day two will be a review of the definitions of six various forms of energy and a closer look at chemical and sound energy.
Students should begin with labeling (Day Two - Forms of Energy) and dating their science notebooks.
Allow students to pair up to work on the Forms of Energy Vocabulary Sort (attached). Students may use notes from day 1, to help in sorting the vocabulary cards.
Explain to students that you are going to take a closer look at sound energy. Ask, "What causes sound"? (vibrations) Sound moves through the air in waves. Different
objects make sounds with different pitches.
Each group of students should have 4 baby food (or other glass jars of the same size), a cup of water, a tuning fork (or other metal fork). Students will place varying
amounts of water in each container. The glass containers should be lined up from least amount of water to greatest amount of water. Students will tap each jar. They
should listen for the sound and watch the vibration of the fork. Repeat tapping each jar at least three times. Safety Note: Remind students to be careful with the
glass jars when striking them with the tuning fork. If struck too hard, they could break. Students should be wearing safety glasses during this part of the investigation.
When complete, the students will participate in a think, pair, share with the following questions, one at a time:
Think: When asked a question, students will be given a specific amount of time (approximately 1 minute if thinking or 3 minutes if they are asked to write) to think
or write independently about the answer.
Pair: Students will again be given a specific amount of time to share their answers with a partner.
Share: Students will share answers whole group or with the teacher as a group.
1. What did you observe about the reaction of the fork to the tapping? (answers will vary)
2. Were the sounds different for each jar? (answers will vary)
3. How did the amount of water impact the pitch? (answers will vary)
4. Why was it important that all of the jars were the same type and size? (The jar is a controlled variable. The only changing variable was the amount of water. In
order to get accurate results, only one variable may change.)
5. Why did you test each jar a minimum of three times? (Multiple tests should be completed to check for accuracy and comparison of results.)
Next, we will take a look at chemical energy.
1. Inform students to put their safety glasses back on and ensure that they understand they are to wear them throughout this activity.
2. Students will need a test tube (or 12 ounce cup), goggles, baking soda and vinegar.
3. Students will pour 1/2 cup of vinegar into the test tube (or cup).
4. Students will add 1 tablespoon of baking soda to the test tube (or cup) with vinegar.
5. Return the lid to the test tube and observe reaction.
After activity the students will again participate in a think pair share discussing the following questions.
1. What reactions did you observe?
2. What type of energy is stored in baking soda and vinegar? (chemical, baking soda and vinegar are both chemicals)
3. What happened to the chemical energy when the substances were mixed? (it was released)
At the end of the day 2 lesson, students will write two paragraphs in their science notebooks (one each for sound and chemical energy). The purpose of the paragraph
will be for them to record their observations for the day, share what they learned and give example of the energy form.
Day 3
Day 3 will include an introduction of heat transformation and a focus on electrical and and light energy.
Label (Day 3 Forms of Energy) and date a page in science notebooks.
Share the video on energy transformations.
Discuss what eat it means for energy to transform (change from one form to another) and share examples [chemical (battery) to electrical (playing a radio), electrical
(radio) to sound (music)]
Students will need a circuit board or a wire, D battery, battery holder, and small light bulb.
Electrical energy is moving electrical charges. This site offers some great information and helpful images.
Students should recognize there is chemical energy stored in a battery. Using the wire, battery and light bulb, students will make a connection so that the light bulb
emits light (and heat). (If you have discussed open and closed circuits previously, this is a great teaching moment to review those.) Explain that the chemical energy in
the battery transforms into electrical energy that flows through the wire, which changes into light and heat energy emitted from the light bulb.
page 2 of 4 Next, allow students to explore with a flashlight and mirror. Concepts including reflection and refraction may have been previously taught in 3rd grade, but may need
to be reviewed. Share that light always travels in a straight line. Reflection is when the light bounces off on object. Refraction is when it bends.
Day 3 Think, Pair, Share
1. What observation did you make when connecting your battery and light bulb? (answers will vary)
2. Was there a transformation of energy? (from the chemical energy in the battery to the electrical energy and from the electrical energy to the light and heat energy)
3. What observations did you make with the flashlight? (answers will vary)
Students should write one paragraph in their science journals, to summarize the lesson. The paragraph should include an explanation of energy transfer and a
summary of the day's observation to include light and electrical energy. Include illustrations if desired.
Day 4
Day four will include discussion of potential and kinetic energy and focus on mechanical and heat energy.
Potential energy is stored energy or the amount of energy an object has the ability to produce. Kinetic energy is the energy of motion. Once an object is released it
produces kinetic energy. Potential and kinetic energy together form mechanical energy. Mechanical energy is the movement associated with an object.
If desired, show song and video, "Kinetic and Potential Energy".
Using a rubber ball and yard stick, demonstrate kinetic and potential energy. Hold the ball at a given height. Discuss that the ball has a certain amount of potential
energy from a given height. Release the ball and observe how high the ball bounces. Repeat the demonstration holding the ball at various heights allowing for varying
amounts of kinetic energy.
Next, students will take a closer look at mechanical and heat energy. Mechanical energy can be transformed into heat energy through friction (a force that opposes
motion through direct contact). Students will need a two pieces of sand paper. As students move the sand paper they are using mechanical energy. As students rub
the paper against one another, they are observing friction. As they are doing this, some of the mechanical energy is transforming into heat energy.
Students will participate in a think, pair, share.
1. When does potential energy change to kinetic energy? (When the stored energy is released.)
2. How can mechanical energy be transformed into heat energy? (through friction)
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Day 5:
Have students read and answer questions from the file Forms of Energy (790 Lexile). You may choose to use the attached questions if desired.
Answers:
1. C
2. C
3. B
4. A
5. D
6. A
7. A
8. C
Students will make a foldable using 'The Six Door' style as shown from Dinah Zike (page 11 of PDF). The front of each door will include one form of energy
(mechanical, electrical, heat, light, chemical, sound). The inside will include a definition and example. Students may refer to text books or notes.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Students will pair up. With a partner, they will walk outside, or around the school, and record all forms of energy they see. After students return to the classroom,
they will move to a new partner and share their findings. The teacher will rotate and listen to conversations to check for understanding. These findings should be
turned in to the teacher for feedback.
Summative Assessment
At the end of the lesson, students will create a foldable showing the forms of energy, a definition, and an example. These foldables will be collected and graded
allowing the students to receive formal, written feedback.
Additionally, students will summarize daily in their notebooks.
Students will read a non-fiction article and answer connected questions.
Formative Assessment
Begin with questions to assess prior knowledge.
1. What is energy? (the ability to do work)
2. What are some forms of energy? (mechanical, sound, chemical, electrical, thermal/heat, light/radiant)
3. List examples of each form of energy. (nuclear - sun, stars, power plant; sound - radio, thunder, talking; electrical - static, lights, lightening; chemical - food,
firecracker, fire ; mechanical - chewing, frog hopping)
Observe students as they complete the picture sort with examples of different forms of energy.
Students will be observed throughout the week as they participate in hands on learning, small group, and whole group learning.
Observe students as they are sorting vocabulary terms.
Feedback to Students
Students will receive ongoing feedback throughout the lesson. During the formative assessment, students will receive feedback from the teacher during the whole
page 3 of 4 group discussion time. After completing the discussion, the teacher will share a PowerPoint. The PowerPoint will provide more opportunity for the students to share
what they know and are learning.
Feedback will be given to students on a continual basis. The teacher will circulate during partner work to take part in paired and individual discussions.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ESE or struggling students may use the Forms of Energy Sort (attached) with illustrations to aid in their comprehension without language being a hindrance.
Additionally, ESE and struggling students should use the vocabulary words as fluency practice.
Extensions:
Gifted and high achieving students may also focus learning on nuclear energy (energy found in the nucleus of an atom) which is in the non-fiction article as well as
touched on in the videos. Additional resource: http://www.nrc.gov/reading-rm/basic-ref/students.html
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Overhead Projector, Speakers/Headphones, Microsoft Office, Computer
Media Player
Special Materials Needed:
4 baby food jars per every 2 students
water
tuning forks
batteries
wire
sand paper
test tubes
baking soda
vinegar
flashlights
mirrors
rubber ball
apple
match
safety glasses
SOURCE AND ACCESS INFORMATION
Contributed by: shelley ruiz
Name of Author/Source: shelley ruiz
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.5.RI.2.4:
SC.5.P.10.1:
Description
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5
topic or subject area.
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
Remarks/Examples:
Annually assessed on Grade 5 Science FCAT 2.0. Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4,
SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3.
page 4 of 4