Forms of Energy Part 2
Lesson 3 of 11
Objective: SWBAT create a foldable that helps the to identify and understand each of the main forms of energy.
This lesson is a follow up to the previous lesson, Forms of Energy. It serves as a reinforcement of the forms of energy. Students need to have a very strong grasp of the forms in order to better understand mechanical energy and its applications.
For the first part of this lesson, students reflect on what they learned in the previous lesson by writing down an example of each of the 6 forms of energy. They will answer this in their student notes sheet.
After 3-4 minutes, I solicit responses from students and complete the list on the whiteboard.
This part of the lesson is fun! Students will listen as the teacher reads aloud 6 different forms of energy riddles, one for each form of energy (mechanical, electrical, heat, sound, chemical, light). I repeat it more than once, so students have an opportunity to really take it in.
For each riddle, the students choose one form from the 6 forms of energy we have covered so far. They must support their reasoning with either evidence from the riddle or evidence from what they already know about the different forms.
They complete the answers on their student notes sheet or in their notebooks. After the riddles are read and students have recorded their responses, I move through each one having the students share their answers.
Students follow the procedure listed here to create a Forms of Energy foldable. These directions are also found on the student notes sheet and are demonstrated in this video. A sample of the completed foldable (front of foldable and inside of foldable) is included in the resources, as well. I always have a sample available to show the students so they know exactly what they're making.
1. Fold your paper in half lengthwise.
2. Draw 5 vertical lines from the fold to the edge of the paper.
3. Cut on the vertical lines. It should leave you with 6 flaps.
4. On each flap write one form of energy.
5. On the inside write the definition, 2 examples and a picture for each from your notes.
6. When finished, add color.
As students are working, I am floating from student to student, making sure they are following the procedure and helping with any questions they may have.
After the foldables are made, students exchange theirs with another student in the class. They will evaluate the work of that peer and ask any clarifying questions they may have about that student's foldable.
This lesson, although, not directly addressing the MS PS3-5 standard specifically, does provide the framework to understand more about mechanical energy. This lesson is followed up with a lesson on mechanical energy and accompanying lab activities.
This poster is something I keep in class throughout the unit in order for students to be able to easily recall the key vocabulary words.