Light+Unit+Lesson

Ms. Kendra Meyer – Grade 3
 * Lesson Plan:** Science

Unit B Chapter 3 – Light and Energy
 * Unit:**

The students will recognize light as a form of energy and recognize that energy has many forms such as heat, electricity, sound and light. The students will identify household objects and appliances that use many different forms of energy such as a television.
 * Objective:**

** Checking for Prior Knowledge: ** Students will be asked to provide examples of objects that use both light and sound energy.
 * Standards:**
 * P.EN.03.11** Identify light and sound as forms of energy.

** Anticipatory Set: ** A review of Monday’s lesson will be conducted. The overhead of the previous day will be placed on the overhead projector. Students will be reminded of the car example from Monday. Students will be informed that they know two forms of energy already, sound and light, and today they will be adding on three more forms of energy: heat, electrical and chemical.

** Teaching: Input: ** Introduce heat, electricity and chemical energies. Pages B 62-63 will be read. Vocabulary will be introduced: stored energy, moving energy. Definitions will be given.

** Teaching: Modeling: ** Students will be given the “Which Energy Is It” worksheet. It will also be placed on the overhead for whole group modeling. The first choice will be completed together as a class. The students will be walked through the process in deciding which types of energy are used when a light switch is flipped.

Students will complete the second example, a television, with partners. The students will be given two minutes to complete this task.
 * Teaching: Guided Practice: **

Students will be brought back to the large group. Students will share their group’s thoughts and the answers will be checked. Students will be given the assignment for the day. Students will be assigned to finish the worksheet by finding common appliances around their homes and marking, in the same fashion as in class, which energies are contained and used by the appliances. Students can also pick food items to mark in the chemical energy category.
 * Closure: **

Students will complete the remaining portion of the “Which Energy Is It” worksheet independently.
 * Independent Practice: **

Students will need background knowledge of sound from experience and previous lesson, “Which Energy Is It” worksheet and overhead, science textbook, pencils, and overhead projector.
 * Materials: **

30 minutes
 * Duration: **