Name:__________________________________ Cohort: ____________

Lesson Plan
Lesson Title: Energy Efficiency Grade: 8 Date: December 6, 2017

Subject: Science Strand: Systems in Action Location: Classroom 110 Time: 50 Minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson begins with the instructor introducing the concept and definition of efficiency. The instructor will explain
how no system is 100% energy efficient because energy is always lost in a system. This will be elaborated using the
example of a car. Students will then brainstorm ways in which their homes lose energy. This will lead into the activity
of designing an energy efficient home. Students will use laptops to research at least 8 ways to make homes more
energy efficient. If students complete this early they can watch two videos on building energy efficient homes.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. assess the personal, social, and/or environmental impacts of a system, and evaluate improvements to a
system and/or alternative ways of meeting the same needs

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
3.9 identify social factors that influence the evolution of a system
3.4 compare, using examples, the scientific definition with the everyday use of the terms work, force, energy, and
efficiency

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 The definitions of efficiency, Lost energy, Transformed energy, Transferred energy
 How energy is lost in systems and how energy loss can be reduced
 How to make systems more efficient by reducing energy loss.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: define efficiency, Lost energy, Transformed energy, Transferred energy

I can: describe how energy is lost in systems and how energy loss can be reduced
I can: describe how to make systems more efficient by reducing energy loss.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Discuss efficiency and energy Observation, gauge
loss, follow along with understanding through
PowerPoint and brainstorm observation and discussion.
with class.
Assessment As Learning Written, Performance Design an energy efficient Walk around and ask questions
house using laptop to research to test comprehension, observe
and evaluate student work
Assessment Of Learning Written, Performance Hand in energy efficient house Evaluate energy efficient house
based on success criteria
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Knowledge of physical systems from Lesson 1 in systems in action physical systems
*Understanding of heat in the environment(grade 7) UNDERSTANDING EARTH AND SPACE SYSTEMS
*Knowledge of CONSERVATION OF ENERGY AND RESOURCES(grade 5) UNDERSTANDING EARTH AND SPACE SYSTEMS
*Understanding of efficiency from UNDERSTANDING STRUCTURES AND MECHANISMS FORM AND FUNCTION(grade 7)
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Instructor will walk around and answer questions as they occur. Students will be given laptops to help with energy
efficient home ideas.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Efficiency, Lost energy, Transformed energy, Transferred energy

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Efficiency PowerPoint
 Efficiency handout
 Laptop cart
Learning Environment (grouping; transitions; physical set up)
Students will begin lesson at their desks and stay there for the duration of the slideshow. After the slideshow students
will work individually at their desks. They will stay in this formation for the duration of the class.
Cross Curricular Links

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: ~ 20 Minutes
Introduce the concept and definition of efficiency. The Think about efficiency and lost energy in a system. Think
instructor will explain how no system is 100% energy about the example of a car and how it is not efficient.
efficient because energy is always lost in a system. This Contribute to discussion regarding how homes lose
will be elaborated using the example of a car. Students energy. Ask questions to improve understanding,
will then brainstorm ways in which their homes lose
energy. This will lead into the activity of designing an
energy efficient home. Lead discussion, ask questions to
gauge understanding,

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
~30Minutes
Walk around, make sure students are on task, ask Design an energy efficient house using textbook and
questions to gauge understanding, help students as laptop as resources. Think about creative ways to
required, clarify any questions about activity improve the efficiency in a home. Ask questions to
improve, understanding.

Extension Activities/Next Steps (where will this lesson lead to next)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013