Lesson 1: An Introduction
In this first lesson, students will be asked to record and analyse their thoughts about energy. Students will work co-operatively in groups and engage in a think, pair and share activity culminating in a class discussion about energy.
Students Prior Knowledge and Experience
This module is designed for year 8 high school students in the Western Australian Education System. Uniform prior knowledge cannot be assumed as students have come from many different backgrounds and feeder primary schools. This will be the first time energy types have been introduced as previously students have only focused on energy sources.
Learning Purposes and Links to Learning Area Outcomes and Aspects
This lesson is linked to the science learning outcome Energy and Change. This outcome states that “Students understand the scientific concept of energy and explain that energy is vital to our existence and to our quality of life".
(Department of Education and Training, 2008).
Preparation and Resources
As this is a group learning activity, students should be ideally placed in groups of 4. Resources needed include; an interactive white board, white board markers, a song or link to a song related to energy, 1 sheet of A3 paper and 4 paper strips big enough to write ideas on per group.
Learning Experiences
Introduction
Seat students in groups of 4. Ask them to think about what energy means to them and play a song related to energy.
Main Body of Lesson
At the end of the song, students will engage in a think, pair, share exercise to record what energy means to them.
Students are given time to think and record their ideas about the concept of energy as individuals (3 minutes). Students then form pairs and work together, sharing ideas, discussing, clarifying and challenging their thoughts and ideas on energy. Each pair of students take notes on their discussions. (5 minutes). Pairs are then asked to join together to form a group of 4. These groups discuss and analyse their thoughts and ideas about energy. Points discussed by the groups are recorded on an A3 sheet of paper (10 minutes). These groups will then refine their discussion to four main ideas or themes which they are to write on the 4 paper strips for later presentation to the class (5minutes).
The groups of 4 are asked to present findings to the whole class in the form of a class discussion. Each class member is asked to come forward and present one idea about energy that they have written down on their paper strip. The white board will be divided into 4 sections with the headings; energy type, energy source, energy use and miscellaneous. The class will then decide in which categories each idea is to be placed. The student will then be asked to write the idea on the interactive white board in the appropriate column. After every student has placed an idea on the board, allow 5 minutes for class reflection and the possible addition of further ideas stimulated by discussion.
Closure and Transition to next Lesson
At the conclusion of class discussion, share with class the scientific definition of energy in preparation for the next lesson.
"Energy is defined as the ability to do work.
Work is defined as the transfer of energy."
Students are then shown the video Energy at Work (How Stuff Works, 2010).
Student Evaluation
A3 sheets that groups wrote on, and a screen capture of the white board with the students’ ideas from class discussion, can be kept as a record of their pre conceptions on energy. This can be used as a focus point for revision. In addition it can be used to identify areas of misunderstanding and lessons can be focused on the areas identified.
In this first lesson, students will be asked to record and analyse their thoughts about energy. Students will work co-operatively in groups and engage in a think, pair and share activity culminating in a class discussion about energy.
Students Prior Knowledge and Experience
This module is designed for year 8 high school students in the Western Australian Education System. Uniform prior knowledge cannot be assumed as students have come from many different backgrounds and feeder primary schools. This will be the first time energy types have been introduced as previously students have only focused on energy sources.
Learning Purposes and Links to Learning Area Outcomes and Aspects
This lesson is linked to the science learning outcome Energy and Change. This outcome states that “Students understand the scientific concept of energy and explain that energy is vital to our existence and to our quality of life".
(Department of Education and Training, 2008).
Preparation and Resources
As this is a group learning activity, students should be ideally placed in groups of 4. Resources needed include; an interactive white board, white board markers, a song or link to a song related to energy, 1 sheet of A3 paper and 4 paper strips big enough to write ideas on per group.
Learning Experiences
Introduction
Seat students in groups of 4. Ask them to think about what energy means to them and play a song related to energy.
Main Body of Lesson
At the end of the song, students will engage in a think, pair, share exercise to record what energy means to them.
Students are given time to think and record their ideas about the concept of energy as individuals (3 minutes). Students then form pairs and work together, sharing ideas, discussing, clarifying and challenging their thoughts and ideas on energy. Each pair of students take notes on their discussions. (5 minutes). Pairs are then asked to join together to form a group of 4. These groups discuss and analyse their thoughts and ideas about energy. Points discussed by the groups are recorded on an A3 sheet of paper (10 minutes). These groups will then refine their discussion to four main ideas or themes which they are to write on the 4 paper strips for later presentation to the class (5minutes).
The groups of 4 are asked to present findings to the whole class in the form of a class discussion. Each class member is asked to come forward and present one idea about energy that they have written down on their paper strip. The white board will be divided into 4 sections with the headings; energy type, energy source, energy use and miscellaneous. The class will then decide in which categories each idea is to be placed. The student will then be asked to write the idea on the interactive white board in the appropriate column. After every student has placed an idea on the board, allow 5 minutes for class reflection and the possible addition of further ideas stimulated by discussion.
Closure and Transition to next Lesson
At the conclusion of class discussion, share with class the scientific definition of energy in preparation for the next lesson.
"Energy is defined as the ability to do work.
Work is defined as the transfer of energy."
Students are then shown the video Energy at Work (How Stuff Works, 2010).
Student Evaluation
A3 sheets that groups wrote on, and a screen capture of the white board with the students’ ideas from class discussion, can be kept as a record of their pre conceptions on energy. This can be used as a focus point for revision. In addition it can be used to identify areas of misunderstanding and lessons can be focused on the areas identified.
Image: jscreationzs at FreeDigitalPhotos.net
