Professional Documents
Culture Documents
Energy Unit
Energy Unit
Energy Unit
I Can . . . statement
3. ESSENTIAL QUESTIONS:
What do living things need to survive on a daily basis?
4. LESSON SUMMARY:
This lesson will begin by asking students a simple question.
What do we need to survive versus what are comforts in life that we
have? The students will discuss this question in their table groups
(demonstrating table talk). They will then come whole group after 1015 minutes and the teacher will project/draw a T Chart on the board.
One side of the T Chart will have Needs the other will have Comforts.
The students will take turns raising their hands giving examples of
what they came up with. If there are discrepencies the class will
discuss and figure out where the item belongs. This conversation
should last about 20 minutes. The students will then transition to a cut
and paste activity. The teacher will pass out the sheet and give
instructions about materials, directions, and expectations. If students
do not finish they will be able to take this activity home to finish for
homework.
5. RESOURCES:
White board/projector
Dry erase markers/pens
Scissors
Glue sticks
Science journals
6. LESSON COMPONENTS:
a.
INTRODUCTION/ READINESS
e. CLOSURE
Teacher: Wonderful job today everyone! I know we are out of
time for NRG (science) today, so if you have not finished your cut and
paste activity, you can finish it tonight at home! Tomorrow there will be
an entrance ticket on what we talked about today. Remember,
entrance and exit tickets are not given to make you nervous. If you do
not know the answer, that just shows me what we need to
review/cover more! As long as you try your best, that is all I can ask
for.
f. ASSESSMENT
Students will be assessed on the knowledge they gained through
an entrance ticket given the next day before the second lesson of the
unit. This entrance ticket will ask them to name (or draw for the Ks)
two things that living things need to survive. Once all students have
finished the entrance ticket, the teacher will collect them and bring the
students together whole group and talk about acceptable answers.
I Can . . . statement
I can tell you that all
living things need
food, water, oxygen,
and sunlight to live.
I can fill in/ draw a
food chain.
3. ESSENTIAL QUESTIONS:
How does energy flow between living things?
4. LESSON SUMMARY:
Students will begin the lesson by review what they have learned from
the day before. (What all living things need to survive such as food,
water, air, and sunlight). After reviewing the information from the day
before, the students will watch a short video on Food Chains. The
students will watch the video once, all the way through just start to
take in information. The second time the teacher will pause the video
multiple times to talk about the concepts the video is explaining. The
students will have a handout to fill out that will act as their notes. They
will be responsible for listening for the important info on their handout.
After completing the handout, the students will move into a hands-on
activity. This activity will allow the students to observe how energy
transfers from one living organism to the next. To close out the activity,
the students will complete an exit ticket to demonstrate their gained
knowledge.
5. RESOURCES:
6. LESSON COMPONENTS:
a. INTRODUCTION/ READINESS
Teacher: Yesterday we talked about what living things need in
order to survive. Can anyone name those things?
Students: Water, oxygen, sunlight, food!
Teacher: Fantastic! What do humans eat? Give specific examples.
Students: Meat, cheese, milk, bread.
Teacher: Where do all of these things/ingredients come from? Are
they just made out of thin air?
Students: No, they come from other living things such as animals
and plants.
Teacher: Lets find out more about this in our video!
g. DIRECT INSTRUCTION (I DO)
Teacher: We are going to watch this video once through and just
watch it. Listen for information you think is going to be important.
Listen for vocabulary, ideas, and things you have questions about!
Students will watch the video once through. Remind students of proper
video etiquette such as; quietly listening, sitting still, listening for
vocabulary/interesting facts.
Teacher: Now that we have watched it once through, what are things
you might want to learn more about?
Allow students to give multiple examples/ideas from the video. Write
these on the board so you can refer to them as the video is played
through again.
h. GUIDED PRACTICE (WE DO)
Teacher: I am going to play the video again. This time, I am going to
give you a sheet of notes. As we go through the video, listen for these
questions and other we have written on the board so that we can stop
and talk about them. Who would like to read the questions so we all
know what we are looking for?
Students will watch the video again. The teacher will stop the video at
small increments to answer questions. The teacher should be
reminding the students to listen for the questions on their papers so
that they can fill out the information as they go. If the teacher has to
rewind the video as they go so they can hear the information again,
the teacher should do so. This should be a constant discussion with
multiple restates from students to check for understanding.
i. INDEPENDENT PRACTICE (YOU DO)
Teacher: So our last question on our handouts is about how energy
transfers from one living organism to the next. You all are going to get
to demonstrate how that energy is transferred right now! There are a
lot of directions, and this is a fun activity. Remind yourself how your
body should be. Our ears should be open, our eyes should be on the
board for directions, and we should be quiet until the activity starts.
I am going to draw 5 popsicle sticks. Those five students are going to
come up and demonstrate how energy transfers from one organism to
the next. Each student will have a role. I have a card with a sun, plant,
mouse, snake, and hawk on them. The sun will transfer energy to the
plant, the plant will transfer energy to the mouse, and so forth. The
energy is this crumbled up newspaper. The sun will grab as much
energy as they can and run over to the plant as quickly as possible
to transfer the energy. The plant will run to the mouse and transfer
energy as quickly as possible to the mouse, and so forth.
(Teacher Directions)
1. Divide students into groups with five members.
2. Give each student a card with a picture on it to place around
his/her neck. Have students line up in order as they would
appear in a food chain. (Sun- Plants- Mice- Snakes- Hawks)
3. The Sun will take a large armful of energy (pieces of
newspaper) from the box.
4. At the command of Go the Sun (holding energy in arms) will
race to the plant and transfer the energy into the plants arms.
Some of the energy will fall to the ground.
5. The plants, in turn will race with the energy to the next
consumer and transfer the energy.
6. Each food chain member in turn receives the energy and
transfers it to the next food chain member until the end of the
food chain is reached.
7. Students should be encouraged to transfer the energy to the
end of the food chain as quickly as possible.
8. At the end, students should remain in place with the energy in
their arms. On the ground should be progressively smaller piles
of energy and the person at the end of the food chain should
have only a handful of energy.
After all the students have been able to complete the activity, the
students will talk about how the energy transferred. Make sure the
students talk about how the energy got consistently smaller. Talk about
why the energy on the floor is not waste.
a. CLOSURE
Teacher: Wonderful job today class! We now know that all energy is
used. There is no such thing as lost energy. Energy can be food, light,
heat, and waste. Animals depend on one another and the environment
around them to survive. The sun starts the chain, which allows plants
to grow, where small animals and insects can feed off the plants, and
so forth. Tomorrow we will learn how else the environment or
ecosystem can effect the living things that live in it.
b. ASSESSMENT
Students will receive an exit ticket. This exit ticket will assess what
students processed through the lesson. They will have to demonstrate
the cycle they performed in the activity. The assessment will show the
teacher whether the students were able to understand how energy
transfers from one living organism to the next and how all energy has a
job within the ecosystem.
Length of
I Can . . . statement
I can tell you that
environment are the
non living things in an
ecosystem and
organisms are the
living things in an
ecosystem
I can show you an
organism in a picture
and parts of the
environments in a
picture of an
ecosystem
I can make an
ecosystem
3. ESSENTIAL QUESTIONS:
How does energy flow between living things and how does an
ecosystem show this flow?
4. LESSON SUMMARY:
Teacher will start the class by projecting a picture of an ecosystem.
This picture will have both environment and organisms visible. The
teacher will ask the students what an environment is? What is an
organism? The class will have a brief conversation about the two. Once
they have discussed the difference between the
two, the students will list what they see in the projected picture and
5. RESOURCES:
2 Pictures of an Ecosystem
Projector
Construction Paper
Glue Sticks
Scissors
Colored Pencils/Markers/Crayons
6. LESSON COMPONENTS:
a. INTRODUCTION/ READINESS
Teacher: Yesterday we talked about how energy is transferred and
food chains. Can someone share something they learned yesterday?
Students: We all eat.
Teacher: Fantastic! Why do humans eat?
Students: Food gives us energy
Teacher: Exactly! And the food chains show how the energy is
transferred. Today we are going to learn about organisms and
environment, but first I want us to look at en ecosystem.
Project the ecosystem
Teacher: Can someone point to something living in this ecosystem?
(call on a couple students to point to different parts of the
ecosystem)
Teacher: Can someone point to something not living in this
ecosystem? (call on a couple students to point to different
parts of the ecosystem)
Provide the students with paper, markers, crayons, and colored pencils.
This activity will take about 20 minutes.
e. CLOSURE
Teacher: Wonderful job today class! We now know that organisms and
their environment are essential in ecosystems. The organisms are
included in the food chain. Tomorrow we will do more with what learned
about organisms, environments, food chains, and ecosystems.
f. ASSESSMENT
Students will turn in their write up that goes with their ecosystem. The
write up includes naming organisms and their place in the food chain.
They will also list at least two parts of the environment.
Length of
I Can . . .
statement
I can make an
ecosystem
3. ESSENTIAL QUESTIONS:
How does energy flow between living things and how does an
ecosystem show this flow?
4. LESSON SUMMARY:
Big Group Ecosystem- The teacher will provide the materials for the
students to be able to demonstrate their gained knowledge over the
last week in a hands-on interactive activity.
The teacher will lay out a very large piece of construction paper. The
students will be given large cut outs of all the parts of the ecosystem.
They will have to decide as a whole group where each piece lays on
the ecosystem.
They will have a worksheet to answer 4 questions as well:
1)
2)
3)
4)
5. RESOURCES:
6. LESSON COMPONENTS:
a. INTRODUCTION/ READINESS
Teacher: Yesterday we made our own ecosystems. In our
ecosystems we had to include some important things, what were
those things?
Students: Organisms and their environment!
Teacher: Fantastic! What is an organism?
Students: The living things in an ecosystem
Teacher: Exactly! And what is an environment?
Student: The nonliving things that surround the organisms in an
ecosystem
Teacher: Yes, that is correct! What is part of the environment, but
is also the top of the food chain?
Student: The sun!
Teacher: Yes! All the energy in our food chain starts with the sun.
Today, we are going to make an ecosystem together as a whole
class!
a. DIRECT INSTRUCTION (I DO)
Teacher: The ecosystem will be an underwater ecosystem, like the
ocean. We will have different organisms for each person and you will
get to decide where to place the organism on the ecosystem. You will
have to tell us why you placed the organism there and talk about
where it is in the food chain. If someone disagrees, they can raise their
hand and we can have a discussion about whether we need to change
the placement or not. Once everyone agrees, we will tape the
organism down to be apart of the ocean ecosystem.
1)
2)
3)
4)