Name: Vanessa Hunter

Class: ELED 3221

Date: 22 March 2017

edTPA Indirect Instruction Lesson Plan Template

Forms of Energy

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Central Focus/Big Idea: Forms of Energy

Subject of this lesson: Science

Grade Level: 4

NC Essential Standard(s): 4.P.3.1 - Recognize the basic forms of energy (light, sound, heat,
electrical, etc.) as the ability to cause motion or create change.

Next Generation Science Standard(s): 4-PS3-2 Energy - Make observations to provide

evidence that energy can be transferred from place to place by sound, light, heat, and electric
currents.

21st Century Skills: Critical thinking, reasoning, creativity, innovation, collaboration, Scientific
literacy and reasoning

Academic Language Demand

Language Function: The students will look at examples of different forms of energy and
categorize each example based on which form of energy they think it is. Many things could
represent more than one form of energy. Students will have to explain why they choose each
form of energy for the examples.

Analyze Argue Categorize Compare/contra Describe Explain

st
Interpret Predict Question Retell Summarize

Scientific Vocabulary: energy, kinetic, potential, light, heat, sound, electrical, mechanical,
chemical, motion, transfer

Instructional Objective: Students will name and describe the basic forms of energy and explain
everyday examples of energy causing motion or creating change.

Prior Knowledge (student): Students should know, prior to this lesson, that energy can be
transferred from one object to another.
Content Knowledge (teacher): Energy is neither created nor destroyed, but transferred from one
object to another. Kinetic energy is energy in motion. Potential energy is energy at rest. Some of
the main forms of energy are light, heat, sound, electrical, mechanical, and chemical. These
forms of energy have the ability to cause motion or create change.

Accommodations for special needs (individual and/or small group): I will verbally tell the
students the directions for each activity.
Students will be working together in groups during Explore and Explain.
Students who struggle with the written parts of assignments can ask for help from peers or
myself.
During the Explore and Explain phases, students will be given the opportunity to think deeply
about the forms of energy and argue for why they believe the examples they are given could go
under forms of energy other than the ones I have them listed under.
Visual, auditory, and kinesthetic activities will be included.

Materials and Technology requirements:

Video https://www.youtube.com/watch?v=Q0LBegPWzrg
Forms of Energy Sort pictures
Summative assessment chart copies

Total Estimated Time: 45 minutes

Source of lesson: Lesson adapted from:

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46550

Safety considerations: None

 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: I will show the Energy video on The Dr. Binocs Show on YouTube
https://www.youtube.com/watch?v=Q0LBegPWzrg. If the video does not work, Use the Forms
of Energy video on Discover
Students should write down at least 3 forms of energy shown in the video, and as a class we can
review the examples of each form that the video gave.
Questions: How can I describe the basic forms of energy? How can I compare and contrast the
different forms of energy? What are everyday examples of energy causing motion or creating
change?
(10 minutes)

Explore: I will ask students to quickly arrange themselves into groups of 4 with the people
closest to them (there should be 5 groups). I will give each group a Forms of Energy picture sort.
They will have a heading for each of the 6 forms we focus on (light, heat, sound, electrical,
mechanical, and chemical), and 18 pictures that represents those forms of energy. The students
will work with their groups to arrange the pictures so that there are 3 under each heading. I will
make sure they know that there are several pictures that could go under more than one heading,
they just need to choose one and have an explanation for it. While the students sort, I will walk
around the room, paying attention to what they are doing, answering questions they have, and
giving out hints when necessary. When a group finishes, they should discuss the pictures that can
go under multiple headings, and think about other examples of things that could use multiple
forms of energy. When all groups have finished, we will talk about it as a whole class. (15
minutes)

Explanation: I will choose a form of energy and call on a student to give me an example that
their group put under that form. I will also ask that student for one other form of energy that the
example could go under. I will do this until all examples and all forms of energy have been
discussed. I will ask students to tell me/the class one thing they learned about energy.
(10 minutes)

Elaborate: Students will complete the Forms of Energy Summative Assessment sheet. They
are given 6 pictures, and for each one they will write one form of energy they think is being
described in the picture and write a brief explanation. They can work in their table groups.
(10 minutes)
Evaluate: The Forms of Energy Summative Assessment sheet will be used for evaluation. The
sheet will be worth 18 total points. 1 point for listing a form of energy for each picture. 2 points
for each explanation.