Comparing Properties and Sources of the Different Forms of Energy

1. Bellringer - The students will brainstorm as many different types of energy. The teacher will share the document, “Types of Energy Brainstorming Activity” with the students (this can be done digitally or manually depending on the teacher’s technology capability). This activity can be done individually, small group, or whole group.  The students will share their responses with the class and teacher after 5 - 10 minutes of brainstorming as many different types of energy that they already know. The teacher can guide the discussion to match their responses with mechanical, electrical, chemical, radiant, and/or thermal energy. 
    
2. The teacher will discuss the essential question of the lesson and discuss why it is important to learn about different forms of energy. If the students are working in their journals, then they are to write the question in their journals. If they are working digitally, the students will answer the question in their final assessment. Throughout this lesson, the teacher needs to use the Support Guide 3.0 for Sixth Grade South Carolina Academic Standards and Performance Indicators for Science as a guide to make sure all key terms and material is covered.
    
3. Students will watch the PBS Learning Media video, “Thermal Energy 101: Heat Transfer | UNC-TV Science” on their devices (can be shown as a whole group if the class is not 1:1). The students will complete “Thermal Energy 101: Heat Transfer Learning Activity.” The teacher should distribute (This can be done digitally or manually depending on the teacher's digital capability. The students can also complete the activity in their journals.) and review the learning activity prior to watching the video so the students know what to expect. The students can submit their completed activity to the teacher when finished. The teacher will check for the students’ understanding by using the document “Thermal Energy 101: Heat Transfer Learning Activity Answer Key.” The teacher will review the answers with the class after everyone has finished. 
    
4. The teacher will inform the class that they are going to learn about radiant energy, which is transferred through electromagnetic waves such as visible light, ultraviolet light or X-rays. The students will watch the PBS Learning Media video, “Thermal Radiation: Heat Transfer | UNC-TV Science” on their devices (can be shown as a whole group if the class is not 1:1) to learn about convection. The students will complete “Thermal Radiation: Heat Transfer Learning Activity” (this is the same activity located on the page with the video). The teacher should distribute (digitally or manually depending on the teacher’s digital capability and can be completed in students' journals.) and review the learning activity prior to watching the video so the students know what to expect. The students can submit their completed activity to the teacher when finished. The teacher will check the students’ understanding by using the document “Thermal Radiation: Heat Transfer Learning Activity Answer Key.” The teacher will review the answers with the class after everyone has finished. 
    
5. Students will watch the video, “The Future of Energy - Solar Power” on their devices (can be completed as a whole group if the class is not 1:1) to learn about solar energy. The teacher needs to make sure the students understand that solar energy is a type of radiant energy. The students will complete “The Future of Energy - Solar Power Learning Activity.” The teacher should distribute and review the learning activity prior to watching the video so the students know what to expect. The activity is a 3-2-1 video activity. The students will write 3 facts they learned from the video, 2 questions they still have, and one fact that they really enjoyed. The students will share their responses either in partners, small groups, or the whole class. While the students share, they write at least 2 more facts that they did not have prior to sharing. The teacher will check for participation and guide discussion and answer any common questions. If time allows, the students can research their questions. 
    
6. The teacher will share and discuss the slides, “Chemical and Electrical Energy Properties and Sources” with the students. The students will research and discuss other types of chemical and electrical energy sources. The students will share their research in the slides to the original (this can be done in the presentation [make a copy for each student], in their journals, or as poster for the class). The students will write the other sources of chemical and electrical energy in the provided slides or in their journals. The teacher will check for accuracy. 
    
7. The teacher will inform the students they are going to learn about mechanical energy. The teacher will provide the students with a definition of mechanical energy from the support document (the energy due to the motion (kinetic) and position (potential) of an object. When objects are set in motion or are in a position where they can be set in motion, they have mechanical energy). The students will watch the PBS Learning Media video, “Can You Transform a Toy Car into a Pullback Car? | Science-U.” The class will discuss the parts of the video that demonstrate kinetic and potential mechanical energy. The students will write their responses on a blank document or in their journal. 
    
8. The students will complete the PBS Learning Media interactive, “Energy in a Roller Coaster Ride” using their devices, which can be done by the whole group depending on digital resources. The students will complete the discussion questions that are located on the page in their journals or on a blank digital document. The teacher will go over the students’ responses and make sure they are accurate.
    
9. Culminating Assessment - The students will complete a presentation using software (PowerPoint or Google Slides, etc.) comparing the different forms of energy. The teacher will share the document, “Different Forms of Energy Presentation and Rubric” with the students so they know their expectations. The presentation must include the properties and sources of the different forms of energy taught throughout the lesson - thermal, radiant, chemical, electrical, and mechanical. Each slide must include an image that represents the property and source for each type of energy. The students can perform their presentations in front of class. The teacher will use the document “Different Forms of Energy Presentation and Rubric Teacher’s Edition” to assess the students’ understanding.

If you are using a cloud file storage system (Google Drive, Microsoft OneDrive, or iCloud), I would recommend having the students create a digital folder for this lesson to save their notes and student work. It will help with organization.