Lesson MINI

LESSON MINI

Energy in Motion

Grade:

3-5

Topic:

Science

Unit:

Physical Science

Overview

In this lesson mini, students explore fundamental energy concepts by defining key terms and investigating relationships among object position, speed, and energy types. Students examine energy transformations in everyday scenarios and analyze energy transfers using cause-and-effect relationships. Through vocabulary-building exercises, visual modeling, guided research, hands-on activities, collaborative discussions, and real-world applications, students develop a comprehensive understanding of energy principles and their relevance in everyday life.

Ideas for Implementation

Science

Literacy

Library media

Learning centers

Intervention or enrichment

Interdisciplinary collaboration

Key Vocabulary & Definitions

electricity (noun): a type of energy that travels through wires and makes lights, TVs, and other machines work

energy (noun): the ability to make things move, change, or do work

energy transformation (noun): the process of energy changing from one form to another

kinetic energy (noun): the energy an object has because of its motion

mechanical energy (noun): the energy an object has because of its motion or position; a combination of kinetic energy (energy of movement) and potential energy (stored energy)

potential energy (noun): stored energy that is ready to be used

Authentic Learning Extensions

Authentic learning opportunities for studying energy in motion involve real-world experiences and practical applications that help students understand motion concepts in a meaningful way. Here are some examples:

Citizen Science Projects: Have students identify examples of potential, kinetic, and mechanical energy in their homes or neighborhoods, encouraging scientific observation in their everyday lives.

Field Trips: Organize visits to local energy facilities, science centers, or nature reserves where students can observe energy concepts in action and participate in hands-on demonstrations.

Guest Speakers: Invite engineers, environmental scientists, or energy-efficiency experts to the classroom to discuss their work on energy and motion, offering real-world applications and inspiring students to explore careers in STEM.

Choose Activity

LESSON MINI

Energy in Motion

Activity

1:

Words in Motion

By the end of the activity, students will define, illustrate, and demonstrate four key energy terms and identify real-world examples in their classroom.

<20

Minutes

Materials and Resources

Materials

Whiteboard and display

Writing utensils

Resources

Implementation

Tell students that today they will learn important words about energy and motion.

Familiarize yourself with the Vocabulary One-Pager instructional strategy procedure and four terms selected for the activity. These terms can be of your choosing or may be connected to the terms and definitions associated with this lesson mini. Consider creating a list of these terms on the board or a digital display for easy reference throughout the lesson. For example:

electricity (noun): a type of energy that travels through wires and makes lights, TVs, and other machines work

energy (noun): the ability to make things move, change, or do work

kinetic energy (noun): the energy an object has because of its motion

potential energy (noun): stored energy that is ready to be used

Distribute a copy of the four-word Vocabulary One-Pager graphic organizer to each student, or instruct them to create one by dividing a blank notebook page into a section for each vocabulary word.

Display a copy of the graphic organizer, and show students how to use it. Explain that they will write one word in each section along with pictures or other words that help them remember what the vocabulary word means.

Start with the word energy. Read a simple definition to the class. Consider acting out ”energy” with a quick movement to help students connect the word to an action. Draw a picture of energy on your paper, and ask students to do the same.

Do the same for the word electricity, accessing students’ prior knowledge. Explain that electricity is a special kind of energy that powers many objects we use every day.

Continue with the remaining terms: kinetic energy and potential energy. Explain that kinetic energy means moving energy. Have students stand up and move around to show kinetic energy. For the term potential energy, explain that it is energy waiting to be used. Have students pretend to be a stretched rubber band to show potential energy. Let students draw pictures for each type of energy on their graphic organizers.

Give students time to color the pictures on their organizers and to add more pictures as they feel appropriate.

Let students share their papers with a partner. Ask them to explain to their partners what they drew and why.

To wrap up the activity, play a short game by calling out one of the energy words and having students act it out or point to something in the room that reflects that type of energy.

Differentiation and Variations

Visual Vocabulary One-Pager: Follow the same steps above, but ask students to use only visual elements to represent each word’s meaning. This approach taps into visual learning modalities and helps students form connections by requiring them to translate verbal concepts into memorable visual representations that they personally create.

Connected Words One-Pager: Students complete the Vocabulary One-Pager graphic organizer, placing related words next to each other and noting their connections, which helps them understand and reinforce the relationships between vocabulary terms.

Collaborative Vocabulary One-Pager: Organize students into three groups, and assign each group one vocabulary word. Provide a large sheet of paper for them to visually represent their word using symbols, drawings, and other relevant words. Display the finished work on the classroom wall to create a shared visual glossary for the class to reference.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, sometimes referred to as “tag team teaching,” both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly. This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Activity Introduction: One teacher introduces the activity and demonstrates the process for the first term, energy, including the physical action associated with it. The other teacher supports students and manages classroom engagement.

Vocabulary Exploration: Teachers alternate leading the exploration of each term (energy, electricity, kinetic energy, potential energy). While one teacher explains and demonstrates, the other assists students with their graphic organizers and encourages participation in the physical demonstrations.

Creative Application: Both teachers circulate as students color and add details to their graphic organizers, offering guidance and encouragement.

Peer Sharing: Teachers divide the class, each overseeing half of the students as they share their completed organizers with partners.

Wrap-Up Game: One teacher leads the energy word game while the other facilitates student participation and provides support.

Energy in Motion

Activity

2:

Energy in Motion from Top to Bottom

By the end of the activity, students will be able to explain the relationship between an object’s speed and energy by defining key terms, creating a visual model, and writing a simple scientific explanation.

>40

Minutes

Materials and Resources

Materials

Blank paper (one sheet per student)

Colored pencils or markers

Devices (e.g., Chromebook, tablet, other approved) (one per student or pair)

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Write four terms on the board (also used in Activity 3): energy, potential energy, kinetic energy, and mechanical energy. Provide a simple definition and example for each term. For instance:

energy: the power to make things happen or change. Example: The energy from the sun helps plants grow.

potential energy: stored energy that is ready to be used. Example: A book on a high shelf has potential energy because of its position.

kinetic energy: the energy something has when it is moving. Example: A rolling soccer ball has kinetic energy.

mechanical energy: the energy an object has due to its motion or position. Example: A wind-up toy car has mechanical energy; it has potential energy when wound up and kinetic energy when it moves.

Tell students that today they will investigate the relationship between an object’s speed and energy.

Point to the terms written on the board and explain that students will research these words. Tell them that they can use both words and pictures as they record what they learn.

Working independently or with a partner, students will read the “Potential and Kinetic Energy” section of the Energy article (under “Types and Forms of Energy”). Then, continuing independently or with their partners, they will read the “Mechanical Energy” section, after which they will watch the Energy: Mechanical video together as a class. After viewing the video, discuss the following questions as a class:

How could you make a pendulum swing faster or slower?

What kind of energy does the pendulum have at its highest point?

What kind of energy does the pendulum have when it is not moving?

At what point in its swing does the pendulum move the fastest?

Distribute a blank sheet of paper to each student. Share with them that together you will draw a model of energy types. As you draw, guide students to draw concurrently as you model the following illustrations using a whiteboard or display:

Draw a ramp with a car on top. Label this “potential energy.”

Draw an arrow down the ramp. Label this “kinetic energy.”

Use this heading for the composite drawing: “potential energy” + “kinetic energy” = “mechanical energy”

Ask: How would putting the car higher or lower on the ramp change its speed?

Write key phrases on the board to guide students’ explanations, such as “The car has potential energy because…” and “As the car rolls down, it gains kinetic energy by…” Lead a class discussion to create a scientific explanation that answers the posed question.

Ask students to work with a partner to write an explanation in their own words under their drawings using their pictures as evidence. Provide a simple sentence frame for students to follow, such as this: “When the car is at the top of the ramp, it has ___. As it rolls down, it gains ___. This is an example of ___ energy.”

To conclude, discuss why learning to research and understand examples (like the car and ramp) helps us grasp scientific ideas about speed and energy. Have students share one thing they learned today and one question they still have. Emphasize that this learning method can help them explore other topics they’re curious about.

Differentiation and Variations

Simplified Drawing: Provide students with a picture of a ramp and a car. Ask them to label “potential energy” at the top of the ramp and “kinetic energy” at the bottom; then write the definition of each energy type next to its label. This supports learning by allowing students to focus on understanding and the application of energy concepts rather than drawing. It helps visual learners connect the terms to their positions on the ramp to reinforce understanding of energy transformation.

Compare and Contrast: For students who need a challenge, have them draw two ramps side by side: one steep and one gentle, with a car at the top of each ramp. Ask them to label the types of energy on both drawings and to write a short explanation comparing how the car’s energy changes on each ramp. This activity supports learning by encouraging higher-order thinking. Students must apply their knowledge to different scenarios, deepening their understanding of how ramp height affects energy transformation. It also develops critical thinking and analytical skills.

Hands-On Experiment: Before students write their explanations, set up two ramps with the same angle. Place one toy car high on one ramp and another lower on the other. Ask students to predict which car will go faster and why; then release both cars and observe. Discuss how the height of the starting position affected each car’s speed. This real-life demonstration helps students see energy changes in action, allowing them to connect abstract concepts to concrete experiences. It supports kinesthetic learners and helps all students visualize energy transformation.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. Addressing students’ unique needs and keeping them on track enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Activity Introduction and Vocabulary: One teacher introduces the activity and explains the energy vocabulary terms while the other circulates to ensure students understanding.

Guided Reading and Video Discussion: The lead teacher guides the class through the reading, video, and discussion. The assisting teacher helps individual students with comprehension and encourages participation.

Drawing Energy Models: As the lead teacher demonstrates how to draw the car-and-ramp energy model on the board, the assisting teacher circulates to help students re-create the model on their sheets of paper.

Scientific Explanation Writing: Both teachers circulate as students work with partners to write their explanations, offering guidance on using sentence frames to connect their drawings to their written explanations.

Activity Wrap-Up: Teachers switch roles for the conclusion. The teacher who assisted earlier leads the final discussion about research methods and energy concepts while the other circulates to ensure student engagement and comprehension.

Energy in Motion

Activity

3:

Energy Transformations All Around Us

By the end of the activity, students will explain the relationship between an object’s speed and its energy transformations, demonstrating understanding through collaborative discussions and group presentations.

30-40

Minutes

Materials and Resources

Materials

Blank paper and colored pencils for each student

Various small objects (e.g., toy car, ball, wind-up toy, flashlight)

Whiteboard and display

Writing utensils

Implementation

Prepare for the Activity: Write four terms on the board (also used in Activity 2): energy, potential energy, kinetic energy, and mechanical energy. Provide a simple definition and example for each term. For instance:

energy: the power to make things happen or change. Example: The energy from the sun helps plants grow.

potential energy: stored energy that is ready to be used. Example: A book on a high shelf has potential energy because of its position.

kinetic energy: the energy something has when it is moving. Example: A rolling soccer ball has kinetic energy.

Review the key energy terms on the board: energy, potential energy, kinetic energy, and mechanical energy. Add energy transformation to the list and explain its meaning and offer an example.

energy transformation: the process of energy changing from one form to another. Example: A bouncing ball changes from potential energy at the top of its bounce to kinetic energy as it falls.

Demonstrate energy transformation using a bouncing ball. Ask the following questions and discuss them as a class:

What type of energy does the ball have at the top of its bounce?

What type of energy does the ball have as it falls?

How does the energy transform as the ball bounces?

Show students various objects (toy car, ball, wind-up toy, flashlight). For each object, do the following:

Demonstrate how it works.

Ask students to identify the types of energy involved.

Discuss how energy transforms as the object is used.

Draw simple arrows on the board to show these transformations.

Divide students into small groups. Give each group a different scenario from everyday life and instruct them to

draw a simple picture of their scenario on a blank sheet of paper,

label the different types of energy involved, and

use arrows to show how energy transforms.

Example scenarios include

Playing on a swing set

Sliding down a playground slide

Kicking a soccer ball into a goal

Turning on a ceiling fan

Write key phrases on the board to guide students’ explanations, such as “The energy starts as…,” “It then changes to…,” “This is an example of energy transformation because…” Lead a class discussion to create a scientific explanation of energy transformation.

Have groups share their drawings with the class. Ask them to explain the energy transformations they identified using the key phrases. Provide an example statement for one of the scenarios in step 4. For example:

In the swing set scenario, the energy starts as chemical energy in the person’s muscles. It then changes to kinetic energy as the person pushes the swing forward. As the swing rises, the kinetic energy changes to potential energy at the highest point. When the swing falls back down, the potential energy changes to kinetic energy. At the bottom of the arc, it changes again to potential energy as the swing rises on the other side. This is an example of energy transformation because we can see energy continuously changing from one form to another—from chemical to kinetic to potential and back again—as the swing moves back and forth.

To conclude, discuss how understanding energy transformations helps students make decisions when they play.

Differentiation and Variations

Energy Transformation Flowchart: Provide students with a template featuring a series of connected boxes labeled “Starting Energy,” “Change,” and “Ending Energy” to represent each step in the swinging process. For example, for a swing at its highest point: “Potential Energy” → “Swing Descends” → “Kinetic Energy.” This visual aid helps students organize their thoughts and see the back-and-forth energy transformation process that occurs while swinging.

Energy Detective Challenge: For advanced learners, assign them the role of “Energy Detectives” in their scenarios. Ask them to identify the main energy transformation and any secondary or less obvious transformations. For instance, in the bicycle scenario they might note the transformation of chemical energy (from food) to mechanical energy in the rider’s muscles and the transformation to heat energy due to friction. This encourages deeper analysis and application of energy concepts.

Energy Transformation Theater: Have students create short skits that physically demonstrate the energy transformations in their scenarios. For example, students might act out the process of heating food in a microwave oven. One student could be the “electrical outlet” (electrical energy), another the “microwave generator” (transformation), a third the “food” (thermal energy), and a fourth the “turntable” (mechanical energy). The “outlet” student could pass a ball, representing energy, to the “microwave generator” student, who then “transforms” it and passes it to both the “food” student (who acts out getting hot) and the “turntable” student (who spins around). This kinesthetic approach helps students embody the abstract concept of energy transformation, making it more concrete and memorable. The microwave oven example demonstrates multiple energy transformations (electrical to electromagnetic to thermal, and electrical to mechanical) in a device that most students will be familiar with from their daily lives.

Transformation Sketching: For visual learners, encourage students to create a series of small, simple sketches showing the energy transformation process in their scenario, similar to a comic strip. Each frame should depict a different stage of the energy transformation. This allows students to visualize the process step-by-step and helps reinforce the idea of energy changing forms over time.

Collaborative Teaching

One Teaching, One Assisting: For collaborative teaching and learning environments, this learning activity is well suited to a One Teaching, One Assisting strategy. In this model, one teacher leads the activity while the other circulates, assisting individual students as needed. This ensures that when students encounter difficulties, they receive immediate help in the form of personalized support and answers to their questions. By addressing students’ unique needs and keeping them on track, this approach enhances individual learning experiences and fosters a supportive classroom environment. Studies indicate that immediate feedback and individualized attention can significantly enhance student understanding and retention of material.

Review of Energy Concepts: The lead teacher conducts a verbal quiz and creates physical demonstrations while the assisting teacher circulates among students, observing their responses and providing immediate feedback on misconceptions.

Introduction of Energy Transformation: The lead teacher explains the concept and demonstrates with a bouncing ball. As a complement to the lead teacher, the assisting teacher assists with the demonstration, prompting students to verbalize their understanding and addressing any confusion.

Object Demonstrations: The lead teacher shows objects and facilitates class discussion. The assisting teacher engages with individual students to help them identify energy types and transformations, ensuring they grasp the discussed concepts.

Group Activity: The lead teacher explains the task and provides overall guidance while the assisting teacher circulates among groups, offering personalized support and asking guiding questions to deepen understanding.

Group Presentations: The lead teacher manages the flow of presentations and asks probing questions while the assisting teacher supports group preparation and provides encouragement to students who need it, fostering a positive group dynamic.

Conclusion and Reflection: The lead teacher facilitates a discussion on energy efficiency and real-world applications while the assisting teacher ensures all students are engaged and addresses any final questions helping to reinforce key concepts.

Energy in Motion

Activity

4:

Minutes

Materials and Resources

Materials

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Resources

Implementation

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Differentiation and Variations

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Collaborative Teaching

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Energy in Motion

Activity

5:

Minutes

Materials and Resources

Materials

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Resources

Implementation

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Differentiation and Variations

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Collaborative Teaching

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Energy in Motion

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Lesson MINI

LESSON MINI

Energy in Motion

Overview

Choose Activity

LESSON MINI

Activity

1:

Words in Motion

By the end of the activity, students will define, illustrate, and demonstrate four key energy terms and identify real-world examples in their classroom.

<20

Materials

Resources

Activity

2:

Energy in Motion from Top to Bottom

By the end of the activity, students will be able to explain the relationship between an object’s speed and energy by defining key terms, creating a visual model, and writing a simple scientific explanation.

>40

Materials

Resources

Activity

3:

Energy Transformations All Around Us

By the end of the activity, students will explain the relationship between an object’s speed and its energy transformations, demonstrating understanding through collaborative discussions and group presentations.

30-40

Materials

Activity

4:

Materials

Resources

Activity

5:

Materials

Resources

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