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    UH Lesson Plan Template

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    api-341520690
    This lesson plan introduces 2nd grade students to different forms of energy through hands-on activities. Students will review heat, light, and sound energy by participating in three stations - one focused on each type of energy. At the sound station, students will observe rice vibrating in a bowl from sound waves. At the heat station, they will see how food coloring mixes differently in hot, cold, and room temperature water. At the light station, students will shine flashlights through different materials and observe the results. Afterwards, students will complete an energy sorting activity and exit ticket to assess their understanding. The lesson aims to engage students and help them make real-world connections to energy in daily life.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    UH Lesson Plan Template

    Uploaded by

    api-341520690
    26 views6 pages
    This lesson plan introduces 2nd grade students to different forms of energy through hands-on activities. Students will review heat, light, and sound energy by participating in three stations - one focused on each type of energy. At the sound station, students will observe rice vibrating in a bowl from sound waves. At the heat station, they will see how food coloring mixes differently in hot, cold, and room temperature water. At the light station, students will shine flashlights through different materials and observe the results. Afterwards, students will complete an energy sorting activity and exit ticket to assess their understanding. The lesson aims to engage students and help them make real-world connections to energy in daily life.

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    st2 lessonplan2 ratani

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    This lesson plan introduces 2nd grade students to different forms of energy through hands-on activities. Students will review heat, light, and sound energy by participating in three stations - one focused on each type of energy. At the sound station, students will observe rice vibrating in a bowl from sound waves. At the heat station, they will see how food coloring mixes differently in hot, cold, and room temperature water. At the light station, students will shine flashlights through different materials and observe the results. Afterwards, students will complete an energy sorting activity and exit ticket to assess their understanding. The lesson aims to engage students and help them make real-world connections to energy in daily life.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    26 views6 pages

    UH Lesson Plan Template

    Uploaded by

    api-341520690
    This lesson plan introduces 2nd grade students to different forms of energy through hands-on activities. Students will review heat, light, and sound energy by participating in three stations - one focused on each type of energy. At the sound station, students will observe rice vibrating in a bowl from sound waves. At the heat station, they will see how food coloring mixes differently in hot, cold, and room temperature water. At the light station, students will shine flashlights through different materials and observe the results. Afterwards, students will complete an energy sorting activity and exit ticket to assess their understanding. The lesson aims to engage students and help them make real-world connections to energy in daily life.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    UH Lesson Plan Template

    First and Last Name

    Adiba Ratani

    Lesson Overview
    Lesson Title

    Energize it!

    Lesson
    Description

    This lesson is created to help students review their skills on heat, light and sound energy. It
    is not only interactive, but also engages students in how these types of energy can actually
    be seen in everyday life.

    Unit Title

    Force, Motion and Energy

    Real world
    application
    s/
    connection
    Content
    Area
    Standards
    Alignment

    Heat energy is used in daily life just by going outside and being in the sun! Light energy is used
    every day from consuming electricity. Sound energy is used by every sound a student hears,
    such as listening to the radio or playing his/her instruments for magnet.

    Technolog
    y
    Standard
    s
    Objectives

    Grade Level
    Estimated
    Time
    Needed
    for
    this Lesson

    (6) Force, motion, and energy. The student knows that forces cause change and energy exists
    in many forms. The student is expected to:
    (A) investigate the effects on an object by increasing or decreasing amounts of light,
    heat, and sound energy such as how the color of an object appears different in dimmer
    light or how heat melts butter
    N/A

    The student is expected to investigate the effects on an object by increasing or decreasing


    amounts of light, heat and sound energy.
    2nd grade
    One 50-minute class period

    Resources/Materials/Tools
    Terms/Vocabulary

    Technology
    resources
    (hardware,
    software,
    websites,
    TechnologyEnhanced
    Lesson
    Supports), and
    rationale for
    why each is vital
    for instruction:

    Light energy, sound energy, heat energy

    Pinterest: This website assisted me in the development of the stations as well as find the sort
    worksheet and the structure of the anchor chart. This was vital for instruction to find the best
    ways to maximize the students learning.

    NonTechnology
    resources and
    rationale for
    why each is
    vital for
    instruction:

    Materials needed: Lava lamp (to show heat energy), disco ball, music (to show light energy), three
    jars (for the water), cold water, room temperature water, hot water (all waters are used to very
    clearly show how heat makes a difference), an electronic kettle (for the hot water), thermometers
    (placed in the water so students can see the varying temperatures), food coloring (to show how water
    molecules in heated water reacts faster), three flashlights (to show light energy), foil (reflection),
    clear page (to show translucent light), wax paper (to show opaque light), bowl (to serve as an amp),
    saran wrap (to tightly hold the rice and show vibration), uncooked rice (to show the vibration), metal
    pan and metal spoon (to bang together to produce sound), cup of water (to show vibrations), tuning
    fork (to demonstrate the sound), scissors (to cut the sort), glue sticks (to neatly glue the sort), index
    cards (for the exit ticket).

    Lesson Procedures
    Lesson
    Management
    Focus/
    Students will walk into the room with the lights off.
    Students will be seated
    Anticipatory
    They are to quietly sit down on the carpet. The
    on the carpet and the
    Set
    following instructions will be given: Good morning! As teacher will question
    (motivational hook) you walk in, I want you notice three types of energies students from the front
    in the room so we can talk about it. Give students a of the room.
    minute to think about this. Then, we will discuss how
    a disco ball is light energy, a lava lamp is heat/light
    energy and how the music is sound energy.
    Stage of Lesson

    Step-by-Step Lesson Sequence

    Questions to consider:
    *Notice on the disco ball, the light only goes through
    these colored parts. Why is that?
    *If youve ever seen a lava lamp, you know that
    when its off, it stops moving. Why do you think the
    lava starts to move when I turn it on?
    *One time I sat in my friends car and he turned his
    volume all the way up to the point where I had the
    hair on my head vibrating. Why do you think that is?

    Content Input
    (could include
    content outline,
    presentation
    format,
    questioning,
    modeling,
    examples)

    Together, we will create an anchor chart about the


    different types of energies in four columns what we
    know, why its important and examples of each. This
    will be a review of what we learned about energy.

    Students will still be


    seated on the carpet
    and the teacher will be
    at the front creating
    the anchor charts with
    students.

    Resource
    Management
    For this, a lava lamp
    will be used to
    demonstrate heat
    energy and how
    adding heat speeds
    up molecules. A
    disco ball will be
    used to show light
    energy. This is great
    because it causes
    students to think
    about the black area
    of the ball that
    absorbs the light.
    Music is used for
    sound energy.

    An anchor chart will


    be used because it is
    interactive and has
    students work
    together with the
    teacher to
    understand the
    content area more
    effectively.

    Guided Practice
    (identify
    students who
    failed to master
    lesson
    objectives)

    Students will go to three different stations (for a total Students will be


    All of these materials
    of 6). One will be for light, one for heat and one for working at different
    are essential for
    sound. They will be at each station for 5-7 minutes. work stations that will demonstrating
    be set up on different different types of
    Sound station part 1: There will be a bowl, uncooked tables while the
    energy. Although
    rice, a metal pan, a metal spoon and saran wrap.
    teacher will monitor
    there are many ways
    Students are to place the rice on the saran wrap,
    and assist students.
    to demonstrate this, I
    hold the metal spoon and pan close to the bowl and The teacher will also be chose these specific
    bang the spoon against the pan. They will record
    responsible for pouring materials because
    observations on their lab sheets.
    the hot water for safety they allow students
    considerations. The
    to actually see the
    Sound station part 2: There will be cup of water and teacher will notify
    energies in action.
    a tuning fork. Students hit the tuning fork against the students when to
    desk and place it in the water immediately after.
    switch with music.
    Students will record in their lab sheets what
    happened to the water.
    Heat station: There will be three jars one with room
    temperature water, one with hot water and one with
    cold water. Students will drop one drop of food
    coloring in each jar and see how they mix. Students
    will record observations in their lab sheets
    Light station: There will be three flashlights and a
    sheet of foil, a sheet of wax paper and a clear page.
    Students are to shine a light to each material and see
    what happens.

    Independe
    nt Practice
    (vertical
    expansions of
    lessons; reteaching and
    enrichment)

    Closure

    Students will do a sort of what constitutes as heat


    energy, light energy and sound energy. They can cut
    this out and glue it onto the blank template. At the
    bottom they are to include one new way to show
    each type of energy. When theyre done they can
    turn this into the red chair.

    Students will be
    working on this
    independently at their
    seats while the teacher
    monitors the room and
    ensure students are
    working productively
    and grasping the
    concept.

    Students will write down on an index card what they While students write
    learned today and turn it in as they leave the room. this down, the teacher
    will be at the door
    collecting tickets.

    This simple sort is


    used to display
    students knowledge
    of different types of
    energy and
    categorizing these
    into their appropriate
    groups.

    I will use index cards


    because theyre
    simple and small and
    wont get wrinkled
    up while they pack
    up.

    Plans for Differentiated Instruction/Accommodations


    Special
    Education
    Students
    English
    Language
    Learners

    Gifted and
    Talented
    Students
    Other

    For special education students, I could provide pictures on their lab sheets to specifically
    show what to do. I can also have them paired up with someone who works at a similar
    pace so the student fully comprehends the concept.
    For these students I could have lab sheets translated in Spanish as well and provide a
    Spanish/English cognates list for students to have at their desk to identify vocabulary. I
    could also learn the cognates to communicate that as well to students. Lastly, I can pair
    the student with a student who speaks a similar language.
    For gifted and talented students, I would tell students to work with their small groups
    instead of table partners. I could give a separate, more challenging lab sheet for them as
    well. In addition, I could have a more difficult word sort for these students and require
    elaboration for the exit ticket.
    For students that are hard of hearing I will create lab sheets for them to read. I think it would be
    a great idea to learn a few basic sign language words to help communicate vocabulary with
    them. In addition, the anchor chart will be visible to them. I will write the exit ticket prompt on
    the board so theyre able to understand what to do in that area as well. Most everything they
    will be able to have a visual.

    Since students will be conducting their own labs, a concern I have is making sure that we have enough time to complete the l

    Another concern I have is that students will not follow instructions. In a lab, its especially important to do so and more so bec

    Throughout the lesson I will be monitoring the room to see if students understand the concept as formative assessment. In ad

    Pre-Conference Questions to consider:


    Why is this lesson/concept being taught?
    This lesson is being taught as a review of heat, light and sound energy which is a concept required by the TEKS for stu
    What prerequisite skills are needed for success with this lesson?
    Students should already have prior knowledge about these heat, light and sound energy and why the reactions in the

    What future academic skills will it support?


    It will support students ability to critically think about these concepts and connect them to new concepts that go beyo

    What life experience involve this concept?


    This concept is directly related to life experience. Itll cause students to ponder about the sound waves that the string

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