5E Planning Guide for Inquiry Teaching: Current
Your Name: Allison Bailey
Unit Name: Energy
Learner outcomes: (content and inquiry – measurable). The students will:
 Test the temperature of a CFL bulb and IL bulb
 Compare efficiency of CFL and IL bulbs
 Compare cost savings of CFL and IL bulbs
Grade Level Standards, Grade, Theme, & Topic
Standard (highlight one):
Earth
Life
Grade: 7
Grade Band Theme: Order and Organization
Topic: Conservation of Mass and Energy
Condensed Content Statements
 Energy can be transformed or transferred but it is never lost.
5-E Phase
Engage (Day1)
Time: 5
min.
 Tap prior knowledge
 Focus learner’s thinking
 Spark interest in topic

Physical

•
Life
ExpectancyLight Bulb
Heat Bulb
Planned Activity/Event
Guiding Questions
Notes: Materials, Safety, Modifictions
ALL: Bell Ringer: Students are trained to fit this
social norm of having a bell ringer every day.
What is the difference between a heat bulb and
a light bulb?
Interactive Whiteboard
Students will have a paper with a place for every
day of the week where they answer the bell
ringer for the day.
What type of light bulbs does your family use at
home?
Teachers can collect these pages to make sure
students prior knowledge is being activated. The
questions for bell ringers should always relate to
the unit and activate some kind of prior
knowledge.
Explore
Time: 28 min.
(Day 1- Group 1)
(Day 2- Group 2)
 Provide learners with
common, concrete, tactile
experiences with skills
and concepts
 Observe and listen to
students
 Ask probing questions
 Act as a consultant
Lesson Name: Heat Bulbs and Light Bulbs
Academic Language:
 Heat Bulb
 Light Bulb
 Lumens
 Watts
 Kilowatt
 Kilowatt-hour
GROUP 1:
Heat Bulb/ Light Bulb Experiment
Explain all materials to students. (light bulbs,
bulb stand, radiometer, BULBS ARE HOT! DO
NOT TOUCH)
Have students complete Hypothesis question on
Experiment Sheet.
-Which light bulb do you think is hotter? The
Incandescent Light bulb (IL) or the Compact
Fluorescent Light bulb (CFL)?
What type of light bulbs do we use here at
school?
ActivInspire Software to project a slide with the Bell
Ringer question onto the interactive white board
Safety: None
Modifications: None
Which light bulb do you think is hotter?
CFL Bulb
Why do you think that bulb is so hot? What
makes it hot?
IL Bulb
Bulb Stand (2)
Is this light bulb safe enough to be used in
household items?
Is there something that can be done to make
this light bulb safer?
What is in the light bulb that puts off this heat?
Radiometer (2)
Copy of Experiment Sheet for each student
Copy of data table for each group in each class period
-Which light bulb do you think will use more
electricity?
Instruct students to skip the procedure of
assigning group roles since we will be working in
larger groups.
What does the radiometer test?
SAFETY: Bulbs may be hot. Students should not
touch bulbs unless directed by a teacher.
Modifications: None
Why does the temperature of a light bulb
matter?
Have students sketch light bulbs prior to placing
them in the bulb stands.
Place bulbs in the bulb stands and have
students record the initial temperature before
turning on the light bulb.
Turn on the bulbs one at a time and allow
students to sketch the radiometer activity while
they are turned on.
Turn both light bulbs on and record temperature
of both light bulbs by placing a thermometer 510 cm away from the light. Record the
temperature every minute for ten minutes.
Turn off the light bulbs and calculate the change
in temperature after the ten minutes are
completed.
Instruct students that they do not need to
complete step 8 on the experiment sheet.
Clean up after experiment is completed and
answer post-lab questions.
Explain
Time: 10 min.
(Day 1- Group 1)
(Day 2- Group 2)
 Encourage students to
explain concepts in their
own words
 Ask for justification
 Use students previous
experiences as the basis
or explaining concepts
 Clarify and correct
GROUP 1
With extra time students should answer post-lab
questions, students will be able to explain what
has occurred during the experiment if they
understand these follow up questions.
If a student can put the results of their
experiment into words, the instructor will see
that comprehension occurred.
Why was your hypothesis wrong/right?
Copy of post-lab questions for each student
What gives the heat bulb and light bulb their
name?
Safety: None
Modifications: None
What is their actual purpose job?
What were all the variables?
What is an independent variable?
What is a dependent variable?
misconceptions
Extend
Time: 38 min.
(Day 1- Group 2)
(Day 2- Group 1)
 Apply same concepts and
skills in a new context
resulting in deeper and
broader understanding
 Encourage the students to
apply the concepts/skills
to new situations
Evaluate (Day 2)
Time: 5 min.
 Observe as students apply
new concepts and skills
 Assess, formally and/or
informally student
progress toward achieving
the learner outcomes
 Assess students’
knowledge and/or skills
 Allow students to assess
their own learning and
group process skills
GROUP 2
Which light bulb is more cost efficient?
What’s in a Lamp?-Students are to read the article What’s in a
Lamp? And use their knowledge from this article
to complete the crossword on the back of the
page.
Which bulb saves more energy?
Let’s Compare-Students are using the sample packaging page
to find particular quantitative data about CFL
and IL bulbs. This will allow students to compare
how much it costs to purchase and power the
different bulbs. This will help them see how
much money can be saved by switching to CFL
bulbs.
ALL: Journal Entry #2 As students answer
these questions and turn in their work, the
instructor will be able to assess students
understanding of the material learned over the
two day lesson.
Homework: None either night
Color Key:
-Green: Opener Day 1 (Both Groups)
-Purple: Group 1 on Day 1, Group 2 on Day 1
-Orange: Group 2 on Day 2, Group 1 on Day 2
-Blue: Closer Day 2 (Both Groups)
Copy of What’s in a Lamp? Worksheet for each
student
Which bulb saves more money?
Copy of pricing worksheet/sample packaging page for
each student
After completing this worksheet, which light
bulb would you rather use?
Safety: None
Modifications: None
Why do you think the school chooses to use
the light bulbs they do?
Why do you use the lights bulbs you do at
home?
What would you say to your parents to
convince them to use different light bulbs in
your home?
How would this change your family’s life at
home?
Are there any downfalls to using a CFL bulb
instead of a IL bulb?
Copy of Journal Questions for each student
Safety: None
Modifications: None