Where is your Energy!

Name: Garrett Maternick

Date: 3/30/15

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
8th Grade
22 Students: 12 girls/10 boys (10 White, 8 African American/Black, 2 Indian, 2 Asian)
1 Student requires an IEP for his difficulty seeing
2 students are ELL
Science
Energy

Unit and Unit Goals:

Science
o Environmental Science
The environmental science unit will focus on the development of energy
and energy systems.
o Goals
The unit goal is to develop student understanding for energy creation and
the show how importance of conserving

Lesson Topic: Energy

Prior Knowledge (How do you know the students are ready for this lesson?):
Students will be ready for this lesson because they will have a basic background
knowledge of energy and its multiple forms. In addition, students will be able to relate energy
creation to real life examples.

Alignment:
Common Core
Disciplinary
Literacy Standards
1. Anchor Standard
for Reading: Craft
and Structure
Analyze how and
why individuals,
events, or ideas
develop and interact
over the course of a
text.

Objective

Assessment

1. SWBAT think
about how the
different forms of
energy relate to each
other based upon
their characteristics.

1. In small groups
students will discuss
and share what
differentiates each
type of energy.

2. Anchor Standard 2. SWBAT identify

for Reading: Key
the characteristics
Ideas and Details
specific to each

2. As each student
individually grapples
with the chapter,

Activity(ies)
(Which step(s) of DRL
teach this objective?)
Motivation Activity

Concept
Development/Discussion

Determine central
ideas or themes of a
text and analyze their
development;
summarize the key
supporting details
and ideas.

3.

CCSS.ELALITERACY.WHST.6-8.2.D

Use precise
language and
domain-specific
vocabulary to
inform about or
explain the topic.

vocabulary term of
energy and explain
in depth these
qualities in a class
discussion.

he/she will
highlight/annotate
key terms and
phrases. These notes
will help the students
with the writing
activity.

In a student lead
class discussion
students will explain
in depth the qualities
that separate each
form of energy from
one another.
3. SWBAT apply the 3. The writing
knowledge from the assessment will be an
reading activities to
exit ticket. Students
construct a few
will have to write a
paragraphs that
paragraph or two
explain the processes describing their own
behind their own
energy creation idea.
energy creation
ideas.

Follow up Writing
Activity

Materials Needed (Include Text Macrostructure):

White board/Smart board/chalk board
Pictures of Energy/Energy Creation
Trade Book/Informational Text: The Cartoon Guide to the Environment
Pen/Pencil
Notebook
Highlighter (Optional)
Technology Integration/Needs: Computer/Smart Board
Lesson Procedure:
1.a. Readiness: Motivation Activity
As students enter the classroom, I will hand each student a small packet that will inform
them on the topic of todays lesson. This worksheet will be different from a standard traditional
assignment in that it will contain pictures related to energy creation. The smart board in the front
of the class will also rotate a display of pictures that correlate to energy creation. In order to
motivate my students to learn, I will ask the class to complete a think-pair-share activity based

upon the pictures on their worksheet and the pictures on the smart board. I will say, Students, in
a TPS activity, look at the pictures on your worksheet and compare them to the pictures rotating
on the smart board. The visuals will stimulate discussion and be a fun way for students to
vocalize their background knowledge on the subject. The expected student response will be
These are ways to create energy! I can recognize hydroelectricity!
Time Allotted: 5 minutes
Adaptations (for IEP, ELL, culture, and other special needs):
In order to adapt this lesson for ELL students, I will sit students with similar
languages together so that they can understand each other in the discussion. In addition, students
with special needs can refer me or the teachers aid with any questions.
Transition (explicitly linking concepts/activities/objectives):
It sounds like everyone had some good ideas and background knowledge
pertaining to ENERGY! Can someone quickly tell me what we use energy for? (Expected
answer: EVERYTHING)

1.b. Readiness: Background Knowledge Activity

Raise your hand if you used energy in order to prepare and travel to school this
morning (Everyones hand rises) Good. Now can anyone tell me what types of energy you
could have used? This includes everything from the time you sat up in bed. (Expected answers:
eating breakfast, putting gas in the car, taking a shower etc.) Now, would you be able to
distinguish what makes these forms of energy different? (Students will contribute to the guided
discussion with informal answers and I will have each students record his/her answer on the
smart board). This warmup activity will inform me on how knowledgeable my students are on
energy and energy creation.
Time Allotted: 6-8 minutes
Adaptations:
The teachers aide or I will be able to answer questions that pertain to what I am
asking. For the student who has trouble seeing, his IEP includes enlarging the text during
the guided reading discussion. The ELL students will receive a handout with the
vocabulary terms, definitions, and pictures of the terms in order to increase
understanding.
Transition:
Wow! Those are some great ideas class! I am surprised you are all so smart when
it comes to energy! This is great because todays lesson will focus on energy/energy creation. If
you refer to your worksheet, you will see some terms that you will have to understand in order to
get through this chapter. But dont worry! This reading will be fun because it is a comic book!

1.c. Readiness: Concept Development Activity

Can everyone please put the worksheet I handed to you at the start of class neatly into
your binder? Before we start filling in the definitions, can someone explain to me in their own
words what energy is? (Expected Response: Something that makes things work). Correct! Now
please come up and write that on the smart board. Now class, think carefully. Where does that
energy come from? (Expected Response: Food, The sun, Gas etc.) Good! But think a little more
in depth. Throughout the reading and activities today you will begin to understand how energy is
harvested.

*Prior to reading the chapter, we will go over the key terms of the lesson as a class. Students
will write definitions that correspond to the terms on the worksheet and then label pictures with
the appropriate term.*
*Switch visual on the smart board to the key terms paired with pictures*
Time Allotted: 10 - 15 minutes
Adaptations:
If students are having trouble viewing the smart board then they can be relocated
to a seat closer to the board. In addition, an aid can be in the classroom for a student with an IEP.
Lastly, I can provide additional pictures/examples to ELL and SPED students.
Transition:
Now that we have developed a basic understanding of energy, we will begin
reading the chapter together and annotating/highlighting key terms.

1.d. Readiness: Purpose for Reading Activity

Today you will be reading to be informed. You will use this informative reading to think
critically and develop your own energy creation ideas. Everyone pay attention to the first page of
the chapter. As we read I will be pointing out key terms/phrases that you should
annotate/highlight. This will give you a guide as to what you will be doing individually in a few
minutes. The information in this chapter will give you the pieces necessary to write your exit
ticket. We will then begin to read the first page or two of the chapter as a class. This gives
differentiated instruction in the form of oral instruction and active instruction (note
taking/annotating/highlighting).
Time Allotted: 10 Minutes
Adaptations:
I will have additional copies of the text with larger print for students with
difficulties seeing. A teachers aid can help IEP, ELL, or SPED students with
annotating/highlighting key terms/phrases.
Transition:
Okay everyone, now that I have given you a head start on the reading you will
complete the remainder of the chapter by yourselves. I encourage you to take notes in your
notes section of your binder. As you all know I will be collecting your binders at the end of the
unit to see if you are organizing your thoughts and knowledge.

2. Silent Reading Activity (Students have to read the text)

The students will have to read the rest of the chapter and annotate/highlight key terms
along the way. I will encourage my students to take notes in their binders under the notes tab
because I will be doing a binder check at the end of the unit. During the binder check I will be
grading my students based upon neatness and effort. If the students are diligently recording notes
from the chapters and discussion, then they will receive a check plus. If students are disorganized
and rarely take notes, then they will be given a check minus. This check minus can be turned into
a check plus however if the students reorganize themselves and add more detail to their notes.
Time Allotted: 25 Minutes
Adaptations:
The student who has trouble seeing will have a book with enlarged text. ELL
students can be paired with excelling students for support and guidance.

Transition:
Good work everyone! As I moved around the classroom I was able to see that
everyone was taking notes and actively reading. We will now move on to a class discussion to
talk about the reading and to identify key terms that you may have missed

3. Discussion Activity
The discussion activity will be a student led but guided by my questions. We will work
our way around the class so that every student has the opportunity to add something. To establish
classroom management during the discussion, I will enforce the talking stick. This is a big hiking
stick that will be fun for the students to hold and it will establish authority for the speaker. The
purpose of this activity to promote oral learning styles in the classroom. Lastly, this discussion
will stimulate critical thinking for the students because they will have to go beyond the text to
draw their own conclusions.
Some of these questions include:

Does everyone have enough energy to be in class today?

o ESR: YES! I got a good night sleep last night. Or YES! I ate a wellbalanced breakfast or No! Im tired
What is the purpose of a hydroelectric dam?
o ESR: To use running water to create energy
Give me an example of mechanical energy that is not provided in the book.
o ESR: Moving furniture or Hitting a baseball
In your own words, can you explain the theory of thermodynamics? What
is an example of this in your household?
o ESR: Yes. The theory states that heat and work are interchangeable
and example would be a boiling pot of water with a lid. When the water
starts to boil, the lid will eventually start to rattle
Why was the industrial revolution significant for energy creation?
o ESR: The industrial revolution was significant for energy creation
because fossil fuels put a new form of energy into human hands. Also,
there was more people and more organization in cities which led to
increased development
List 3 ways you used energy in the past week. In addition, brainstorm how
using that energy may have created waste.
o ESR: Riding in the car with my parents. This created waste in the form
of carbon emissions and pollution. Etc
ESR= Expected Student Response

Time Allotted: 10 15 Minutes

Adaptations:
ELL learners will be given their discussion question in advance in order to give
them enough time to translate and prepare an answer.
Transition:
Great discussion everyone! I am very happy to see everyone thinking critically
and participating. Now will everyone please pull out a blank piece of paper?
4. Re-reading Activity

I will start the rereading activity by instructing my class to reread pages 154-158 of the
text. This portion of the chapter focuses on energy input and creation. The purpose of the
rereading activity is to have students focus specifically on the factors that go into energy
creation. Students will use the blank piece of paper to brainstorm their ideas for their own energy
creation process. This rereading activity will stimulate creative thinking with a personal stance.
The students will be able to take the reading and make a connection to their own life. In other
words, students will most likely create energy in way that is most beneficial to them.
Teacher language: Okay class now we will be rereading pages 154-158 of the text. Although
you have already read this information, this time around I want you to be creative and use the
text as a guide. I would like for everyone to brainstorm their own ideas for energy creation on the
blank piece of paper. This can be done in any way that you see best. Have fun! And make sure to
focus on the factors that go into energy creation!
Time Allotted: 10 Minutes
Adaptations:
I will have additional copies of the text with larger print for students with
difficulties seeing. ELL students can work collaboratively on the brainstorming and
reading activity to promote discussion and language skills.
Transition:
I saw some really innovative ideas as I walked around! All of you should be
energy engineers! Now, we will close the lesson for the day with a short writing assignment in
the form of an exit ticket.

5. Follow up Writing Activity (Closing Activity)

Time Allotted: 5-10 minutes
For the follow up writing activity I will ask my students, If you were to invent a new
process for creating energy, what would it be and how would you do it. Make sure you back up
your reasoning and use appropriate text structure to support your claim. Your answers should be
recorded in one to two paragraphs on the worksheet I am currently handing out. This assignment
will be collected on your way out the door and it will be graded as a portion of your
participation. If you have any additional questions, I am here to help.
There is no rubric for this assignment because I am grading for effort and completion. Students
will either get credit for the activity or they will not.

After the Lesson:

Reflection (How did you adjust instruction based on student responses to your
formative assessments? What are the implications for future instruction?)
I believe that this lesson will run very effectively. My class will be extremely organized
throughout every unit because I will enforce binders and cleanliness. Since the lesson gives my
students the freedom to be creative, they will be more motivated to meet the classroom goals.
The only issue I can see possible is for some students to refuse to participate in the class
discussion. The participation grade should be a good enough incentive to participate, but if
students refuse to work then I will speak with them after class to try to get an understanding for
their behavior. I plan on using this lesson in my future classroom and I am excited to see how the
students react.

Words:

Energy:
Mechanical Energy:
Thermodynamics:
Hydroelectricity:
Biomass Energy:
Geothermal Energy:
Nuclear Energy:
Solar Energy:
Industrial Revolution:
Input:
Output:
Waste Energy:
Efficiency:

Pictures:
1.)

2.)

3.)

4.)

5.)

6.)

7.)

8.)
9.)

ENERGY! (Answer Key)

Words:

1. Energy- Heat and work. If you burn fuel, the energy released is nearly the
same as the amount given off. If you push something with a force over a
distance, the energy exerted is nearly the product of the force times the
distance.
a. Mechanical Energy- Energy that came from biomass: Animal power or
human force. (work)
2. Thermodynamics- The scientific theory that heat and work are
interconvertable, meaning that you can change heat into motion and vice
versa.
3. Hydroelectricity- Electricity that is created through running/falling water.
4. Biomass- Organic material, such as wood, that is a renewable source of
energy.
5. Geothermal- Capturing the natural heat of the earths interior to make
electricity.
6. Nuclear Energy: In a nuclear reactor, radioactive fuel rods glow hot, driving a
high-tech steam engine that can generate electricity.
7. Solar Energy: The process of creating energy through the direct power of
sunlight.
8. Industrial Revolution: The use of fossil fuels put new energy into human
hands. The effects were similar: more people and more organization.
9. Input: What goes into creating energy.
10.Output: Making choices that use less energy. How much energy was created.
11.Waste Energy: The byproduct of energy. Most energy gets wasted as heat in
the creation process.
12.Efficiency: How effectively you can conserve resources.

Pictures:
Energy

Mechanical Energy

Thermodynamics

Hydro Electricity

Biomass Energy

Geothermal Energy

Nuclear Energy

Solar Energy
Bonus! Wind Energy

EXIT TICKET
If you were to invent a new process for creating energy, what would it be and how would you do
it. Make sure you back up your reasoning and use appropriate text structure to support your
claim.
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BONUS!
How will you change your daily routine in order to conserve more energy!
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Reference
Gonick, L., & Outwater, A. (1996). The cartoon guide to the environment. New
York, NY: HarperPerennial.