Sharon Aitken 7/14/16

3rd Grade Level Lesson Unit on Energy

For this lesson, which I have already used before, I have added things in red to show how I can
incorporate energy into it. I am also showing how I can use the 5 Es throughout the lesson
plan.

Lesson Plan #1 - Push and Pull

Subject: Science

Grade Level: 3

Standard 3 Objective 1:
Demonstrate how forces cause changes in speed or direction of objects

Background/Problem:
Force, which is simply a push or pull, is all around us. Objects at rest will remain at rest unless
acted upon by a force. Objects in motion will remain in motion unless acted upon by a force
(push or pull).

Materials:
5 washers
4 x5 piece of paper
Music for Here We Go Round the Mulberry Bush
Science Journal

Academic Vocabulary:
Force
Energy
kinetic energy
potential energy

Pre-Assessment/Invitation to Learn: Engagement

Place the paper on the edge of a table or countertop with most of the paper off the surface
Stack the washers on top of the paper
Hold onto the loose edge of the paper and quickly pull down on the paper
Observe what happens to the stack of washers. What kind of energy is being used in this
activity?
(If you pulled quickly enough, the stack of washers will stay stacked on the table. The coins are
at rest on top of the table or countertop. When the paper is quickly pulled out from
underneath them, they try to stay put.

Instructional Procedure:

Exploration - Brainstorm with the students on the daily activities they do at home, school, and
when they are at play, that require a push and/or pull.

-Define force as a push or a pull

Energy can not be created or destroyed
Kinetic energy is energy in motion.
Potential energy is stored energy.

Explanation - Play the game Charades. Students take turns acting out an activity that involves
some kind of a force- either a push or a pull. The rest of the class guesses what action is being
shown and then tells if the force used was a push or a pull. Talk about if there was any energy
that was used for their action.
- After each gesture, use the action portrayed as new words for the song, Here We Go Round
the Mulberry Bush. Each time the students come to the last phrase in the song, end with the
words with a push or a pull in the morning. Example: This is the way we put up the flag, put
up the flag, put up the flag. This is the way we put up the flag, with a push or a pull in the
morning.

Extension- Art: Have students fold a white paper into fourths. Mark each side with push
on one side and pull on the other. Have the students draw four pictures of push with
captions on the side and draw four pictures of pull on the other with captions. (Standard
IV, Objective 3)

Science: Place a coin on your forearm. Drop your arm and catch the coin with your
hand without dropping it. The coin will remain in place for a moment after your arm is
removed. Now put two or more coins in a straight line on your forearm and try the
experiment again. You can also make a pile of coins and try it again. (ILO 1)

Stack 6 wooden blocks on the countertop. Lightly hit the top block with a ruler,
and observe what happens. Now try hitting the bottom block in the stack. Hit it hard and
straight on, following through with the ruler after impact. Observe what happens. (ILO 1)

Reflection: Evaluation

In their science journals, have students write about the difference between a push and a pull. Is
there energy that is being used with pushing and pulling? If so, what kind of energy are you
using? Write about some activities that they play and have them write down if they would
push or pull during that activity and what kind of energy they are using in the activities.
These next three lesson plans are how Im thinking of
incorporating energy into each lesson. My thinking is in the
red.

Lesson Plan #2- The Little Orange Rooster

Subject: Science

Grade Level: 3

Standard 5 Objective 2:
Demonstrate that mechanical and electrical machines produce heat and sometimes light.

Background:
Heat energy can be produced by mechanical and electrical machines and can sometimes
produce light. Mechanical machines are those which do not use electricity, such as machines
that use fuel (cars, lawnmowers), human strength (bikes, skateboards), or flowing water (water
turbine). Classroom examples of mechanical machines include using scissors, a stapler, or a
pencil sharpener.

Electrical machines include those which use electrical power and would have a plug or use
batteries. Classroom examples include an overhead projector, electric pencil sharpener,
computer, heat lamp, TV, or VCR.

Materials:
Little Orange Rooster Story
Heat Sources worksheet
4 containers
2 cups of milk
1 paintbrush per student
1 slice of toast per student
toaster
butter
jam (if desired)
Pre-Assessment/Invitation to Learn: Engagement
Ask students for some examples of heat sources - things that produce heat. Write them on the
board. If machines are not mentioned, talk about some machines that also give off heat, even if
they are used for something else. Has anyone ever felt the back of a computer? Sometimes that
is warm. Light bulbs can get so hot that you could burn yourself if you touched one while it was
still on. What kind of energy are these machines using?

After coming up with some examples of heat sources, read the story Little Orange Rooster. Tell
the students that as they listen to the story, think about all the machines that Rooster and his
friends use, and think about if those machines would get warm or not.

Instructional Procedures: Explanation

Discuss with students the different machines that rooster and his friends used. Some of those
machines were mechanical; they had motors that used gasoline. Some of the machines were
electrical; they were plugged in or used batteries. Again talk about what kind of energy these
machines are using.

Exploration: Help the students classify which were mechanical and which were electrical.
Use the Heat Sources Worksheet and have the students draw 4 examples of each type of
machine. Sometimes machines that produce heat also produce light. Have students also draw
some mechanical and electrical machines that produce light as well as heat. Make a list of
machines that use potential energy and machines that use kinetic energy.

Extension:
Have students draw a picture of their favorite electrical or mechanical machine.
Pour cup of milk into four small bowls.
Put two drops of food coloring in each bowl (one color per bowl).
Have students use a clean paintbrush and paint a picture of their favorite machine on one side
of the bread. The picture should only be outlined, so the bread wont get soggy. Then they will
paint an M for mechanical, or an E for electrical, to show what type of machine it is.
Toast the bread in a toaster. Spread with butter and jam if desired.

Reflection: Evaluation
In their science journals, have students write about machines that give off a lot of heat, and
those that give off little heat, machines that give off heat, but no light, and those which give off
heat and light. Have them also talk about what energy each machine uses.
Lesson Plan # 3 - Sunlight Necklaces

Subject: Science

Grade Level: 3

Standard 5 Objective 1:

Provide evidence showing that the sun is the source of heat and light for Earth.

Background/Problem:

The embryo inside a seed is asleep until it germinates. Some seeds are dormant and will only
become active after a certain environmental occurrence, such as fire, a certain length of time
chilled, or light. The seed first takes in a lot of water, which causes it to expand and break the
seed coat as well as signaling the embryo to start to grow again.
In a developing corn or wheat seedling (monocots), the epicotyl give rise to the stem and
leaves, while the hypocotyl and radicle give rise to the roots. The embryo is partially
surrounded by endosperm. The cotyledon stores food.
In the developing bean seedling (dicots), the epicotyl gives rise to the terminal bud, the leaves,
and the upper part of the stem. The hypocotyl gives rise to the lower part of the stem and the
radicle gives rise to the roots.

Materials:
Microcentrifuge tubes
Observing Sunlight Necklaces
Opaque film canister
Radish seeds
Potting soil
UV beads
Assorted sun screen/ lotion
Petrie dishes
Chenille stems

Academic Vocabulary:
Energy can not be created or destroyed

Solar energy the energy the Earth receives from the sun. It often refers to processes that
use this energy to generate heat or electricity for human use. Solar energy is used in various
ways. It is used as a passive source of energy, example, in the form of sunlight that comes
through a window and heats up a room, or as an active source, as in the conversion of
sunlight to electrical energy in solar cells.

Pre-Assessment/Invitation to Learn: Engagement

Hand out two UV beads per student. Do not tell them what they are, but ask students to make
observations about them. Tell students to make a bracelet for these, and they can wear them
all day while making observations.

Instructional Procedures:

Exploration:
In the lid of the canister, with a pen, place a small X in the middle of the lid. With a drill place a
hole and make the hole large enough so the microcentrifuge fits in the hole, because when the
student is not wearing the necklace it will stay in the canister stand. Now that the stand has
been completed place it to the side. Fill the microcentrifuge tube with moist potting soil or a
moist cotton ball. Fill the tube being careful not to pack the soil down otherwise the roots will
not a have a chance to grow. Now that the soil is in the tube take a very sharpened pencil and
make a depression in the soil about 0.25 cm deep. Drop one of two seeds into the depression
and cover the seeds up being careful not to pack the soil down. Place the tube into the holder.
Cut a string about 18 inches long to put through the hinges so the microcentrifuge can be worn
around the neck. Walk around the school and make observations of all the plants that need
sunlight. (Students will notice right away that their bracelets change colors.) When you go back
into the classroom discuss what happen and why. What energy was being used to change the
beads?
Use a picture journal daily, to track the progress of the plants in the sun and the plants that will
be left in the shade. Discuss ways that we protect ourselves from the harmful rays of the sun.
UV Beads- Explanation
Divide class into groups. Pass out Petrie dishes, three beads, and sun screen/lotion.
Put various sun screen products on the beads and place in Petrie dish. Label Petrie dish lid with
sun screen type and SPF. Go outside and observe what happened to the beads. Have students
record in their journals what they learned. What does the sun screen/ lotion do when we are
out in the sun? Why do we want to stop some of this energy from touching our skin?

Extension:
Place one of the living necklaces inside a cupboard and observe what happens over time.
Give one living necklace more water and observe what happens over time.
Cover one living necklace with black paper and observe what happens overtime.

Reflection: Evaluation

Have students record in their journals about the heat and light concept. Was energy used
during the lesson? If so, what kind of energy was used?

Students will also be drawing pictures of their Sunlight necklaces in their science journal.
Lesson Plan #4 Dont Marry the Mole!

Subject: Science

Grade Level: 3

Standard 5 Objective 1:
Provide evidence showing that the sun is the source of heat and light for Earth.

Background/Problem:

NASA Web site: "Our Sun"

The sun gives us heat, light, our food, and the air that we breathe. It powers the atmosphere
to give us the winds and rain. Even the coal and oil that generate electricity for light and power
come from plants and animals that lived hundreds of millions of years ago and depended on the
Sun for life.
The sun heats the land, oceans, and air. It evaporates water from lakes and oceans. When the
water vapor cools, it drops as rain or snow giving us the moisture we need for drinking water
and for plants and animals to grow.
Green plants use the Suns rays to turn carbon dioxide and water into carbohydrates. At the
same time, they release oxygen that we use to breathe. This process of production of
carbohydrates by green plants is called photosynthesis. The carbohydrates formed by plants are
used by them to grow and we use plants for our food. Without the Sun, Earth would be a dark,
cold, dead place.
The invitation to learn activity refers to the story of Thumbelina, which could be read previously
during a reading period. The bottle activity demonstrates that energy from the sun can be
collected and stored. White bottles reflect most of the suns energy. Black bottles absorb the
suns energy better. As the black bottle absorbs energy, the air inside the bottle warms up and
expands filling the balloon with air.
Making a Pizza Box Solar Oven is an engaging project for students because it shows that
sunlight is a source of energy, and demonstrates the use of insulation in trapping heat. This is
combined with something students really enjoy: making something good to eat. Solar ovens can
reach temperature of 200-275 degrees, hot enough to cook food. When cooking in a solar oven,
get the food in early and dont worry about overcooking. The cooking time will be at least twice
as long as conventional methods. Allow about 1/2 hour to preheat.

Materials:
Book:
Thumbelina by Hans Christian Andersen

Who's Blowing Up the Balloons?

Two plastic bottles, one painted white, I painted black
Two balloons

Making a Pizza Box Solar Oven

Pizza box
Black construction paper
Aluminum foil
Clear plastic sheet (clear plastic window covering)
Non-toxic glue
Tape
Ruler
Marker
Scissors
Pencil, or string
Thermometer

Making a Pizza Box Solar Oven

Plastic wrap
Corn chips
Shredded cheese
Salsa

Launching a Solar Hot Air Balloon

Solar Hot Air Balloon

Solar Balloon handout

Academic Vocabulary:
Energy can not be created or destroyed

Solar energy the energy the Earth receives from the sun. It often refers to processes that
use this energy to generate heat or electricity for human use. Solar energy is used in various
ways. It is used as a passive source of energy, example, in the form of sunlight that comes
through a window and heats up a room, or as an active source, as in the conversion of
sunlight to electrical energy in solar cells.
Thermal energy- (heat) is the internal energy in substances; it is the vibration and movement
of atoms and molecules within substances. Geothermal energy is an example of thermal
energy.

Pre-Assessment/Invitation to Learn: Engagement, Exploration,

Explanation
Read the story Thumbelina to the class. When done, ask the students why did the old mouse recommend tha
Thumbelina marry the mole? What were some of the reasons that Thumbelina was so unhappy in the moles d
home? Why would you be happier in the warmth of the sun or than in a dark cold hole? People need the sun f
reasons. Why do we need it? List them. Should Thumbelina marry the mole, students will recommend, Dont
the mole!

Exploration and Engagement

Whos blowing up the balloons?

You will need two plastic bottles, one painted black and one painted white. Place the open end of a small ballo
the mouth of each bottle. Make sure the balloon forms an air tight seal. Place both bottles with balloons in bri
sunlight.
Discuss: What do you think is going to happen? Why? Within a few minutes, you will notice the balloon on the
bottle will start to expand. The white balloon will remain limp.
Discuss: Why do you think the balloon on the black bottle expanded? Did energy help it? What kind of energy
used?
Touch the black bottle. Is it warm? Touch the white bottle. Is it cooler? Does a black object get warmer in the s
than a white object? What would be a good color to wear when playing tennis in the summer? What would be
color to paint your car for staying cooler in summer?

Making a Pizza Box Solar Oven

Discuss: Can the sun cook our food? What is solar energy? Why would we want to use solar energy? What kin
things use solar energy?
Make pizza box solar ovens and try it.
Tape foil to the inside bottom of the pizza box, shiny side up. This will create a trap to hold heat that is radia
food and air inside the box.
Cover the foil with black construction paper (you do not need to go up the sides of the box). This will help ab
incoming sunlight.
Close the box. On the top, measure and mark 1 1/2 inches from the edge, in several places. Draw a line conn
your marks and outlining the flap. Decide where the hinge of the flap will be and write Flap, Do Not Cu
Cut along the front and two sides to make the flap. (Work carefully especially around the corners. Remembe
cut along the line that will be the hinge for the flap. It may help to get adult help using an X-ACTO knif
 instead of scissors.)
Place your ruler along the line that marks the hinge of the flap. Carefully pry the flap open. Make the fold fo
hinge carefully. (It helps to do this with a partner.)
Cut a piece of foil the size of the flap. Glue it to the side of the flap that faces into the box, shiny side up. (Fla
all wrinkles and be sure to wipe off any glue smears with a damp cloth.)
Put the box on the plastic. Draw an outline of the box on the plastic with a marker. Cut the plastic about 1/4
inch inside of the outline.
Open the box and tape the plastic to the inside of the top of the box. Tape one side and then the other. Try
it tight and smooth. Seal it all around so that warm air cannot escape from the oven interior. Close the
open the flap.
Your pizza box solar oven is ready to use. Make Nachos!
Nachos (You could use this little recipe or just put the chips in the box and sprinkle cheese on top)
Ingredients: corn chips, shredded cheese, salsa
Put a single layer of chips on plastic wrap. Sprinkle on the cheese.
When the cheese looks melted, dip nachos in salsa.
Aim the oven at the sun. Adjust the flap to reflect the most sunlight into the oven. You can tell the flap is ad
correctly by looking at the suns reflection inside of the oven. Use pencil, ruler, or string to hold the flap
best angle.
Caution: Never look directly into the sun. You could damage your eyes.
Place a thermometer inside the oven to measure the temperature.
Have students write in their science journal telling about what they learned doing this project, what they lik
this project, and what they would do differently if they were to make a new solar oven. Talk about wha
was being used and besides solar energy, what other energy was used?

Launching a Solar Hot Air Balloon

While the food is cooking in the solar ovens, launch the Solar Hot Air Balloon. The balloon will visually demons
power of solar energy.

Fill the balloon with air. Tie the balloon.

Add a long cord students have marked off in ten centimeter or one foot increments so that elevation can be
measured.
As the black balloon is allowed to sit in the sun, it will heat up and begin to rise.
Start timing as soon as the balloon begins to rise. Record the elevation every minute. Use Solar Balloon hand
graph your results. You could also calculate the rate of change in elevation.
Rate = Total Elevation divided by Time

Discussion questions: Why did the balloon begin to rise? Did it rise at a constant rate? What is the temperatur
air outside the bag? Bring the bag back down and lay a thermometer on the bag. What is the temperature of t
outside of the bag? What part did energy play in this?
Extension:
Question: What happens to molecules when they are heated?
Materials
Masking tape

Heat is a form of energy. As water, air, and other substances increase in

temperature, their molecules start to get more energy. As those molecules
move faster they bump into each other and take up more room.
Use masking tape to create a circle (or make an outline of a cooking pot). Tell
students they are going to be playing the part of water molecules. First, they will
represent a frozen pot of water. Have students crowd into the pot and stand still.
There should be room for all students to stand comfortably. You may choose to
make a pot for each team. Next, tell students you are going to turn the stove on
and start heating up the pot of ice. They are to start moving slowly. Everyone
should keep moving but they should not push or shove and they should stay
within the circle. Now the ice is all melted and the water is starting to warm up.
The students should move a little faster. They should still avoid bumping into
each other and try to stay within the circle. Now the water is boiling, steam is
starting to rise out of the pot. The students should move faster and faster until
they can no longer stay within the lines of the pot. (Students could do various
exercises that require more and more space, e.g., jumping up and down,
jumping jacks, jumping side to side, etc.)

Discuss with students how this activity relates to the movement of molecules as
they are heated, and the connection of sunlight as the energy source.

Reflection: Evaluation

In their science journals, have the students record the information from the activities that
were done today. What did they notice about the energy being used? How did it help in
each activity? Do we need energy in everything that we do?