Yummy, Energy Changes!
Lesson 6 of 9
Objective: SWBAT to draw a diagram to explain how energy is not lost or gained but changes.
In the lessons before now, we have read, practiced, and experimented with energy. Students are now going to take these pieces and put them together to better understand that we do not take away or add energy, but change it to use it.
To start, I ask students to tell me about the different types of energy we have read or learned about so far. Students might need their journals in order to completely discuss with the class what they know or are learning.
Draw and Act
Before we begin, I explain that energy changes from one form to another and sometimes will change into more than one form. This seems like an abstract and magical concept. To help prepare them for the activity, I start by drawing a model onto the board that shows an energy chain. I draw a lightning bolt onto the board. I ask the class to tell me what kind of energy goes into the lightning bolt. We discuss that this is electrical energy. We then talk about the lightning striking a tree and the energy that it turns into. The energy then becomes heat, light, and sound.
We draw this diagram as a reference for our lesson. I then handout a slice of apple to each student. Once they all have one, I ask them to tell me what energy we are starting out with. The class has become very good at recognizing potential energy. I draw the apple onto the white board and ask them to do the same into their journal. I then label the apple potential energy. Next we take a bite which requires kinetic energy. We draw that next with an arrow from the apple. When we swallow we then talk about the chemical energy that takes place in our stomachs so that the energy gets spread throughout our bodies. We continue to draw as we then move to show using that energy as kinetic.
To assess and conclude I ask the class to discuss their learning. I then ask them to write a few sentences into their journals trying to connect their learning. I ask students to either create a story with how energy changes through the eating of an apple, or to write down what happens to an apple (energy wise) as it is eaten.
As the assessment piece, I ask the class to think about coal and fire. I ask them to try to draw a diagram like we did to show how energy changes. I walk around and take notes on who is understanding this concept and who might need more help. After I have checked each journal, we discuss and correct our diagrams if needed.