Specific Expectations
C2.1 Use appropriate terminology related to energy
C2.3 Use an inquiry process to analyse, in qualitative and quantitative terms, situations involving gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy, in one and two dimensions
C2.1 Use appropriate terminology related to energy
C2.3 Use an inquiry process to analyse, in qualitative and quantitative terms, situations involving gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy, in one and two dimensions
Motivation: The transformation of energy
A video clip on Youtube on different types of energy will introduce the different types of energy to students. The key concept is that energy transforms from one form to the other and they are named after the force that a body can take. As the thumbnail picture on the right suggests from the video for this minds-on activity, sound energy is the ability to do work by a force of sound waves in a body, for example. |
Activity 1: Concepts and misconceptions
Since this is the first lesson in this unit, the first activity should be an opportunity for students to clarify any misconceptions. Explain the class why it is important to spend time to think and discuss about common misconceptions by making them realize that misconceptions prevent students from accepting concepts by giving illusion of making more sense than the actual truth. Teachers should be able to assess the level of understanding of the concept and misconceptions of the class and modify the focus of lesson to cater to the need of students. Scavenger hunt and anticipation guide were used as Assessment for and as learning.
Since this is the first lesson in this unit, the first activity should be an opportunity for students to clarify any misconceptions. Explain the class why it is important to spend time to think and discuss about common misconceptions by making them realize that misconceptions prevent students from accepting concepts by giving illusion of making more sense than the actual truth. Teachers should be able to assess the level of understanding of the concept and misconceptions of the class and modify the focus of lesson to cater to the need of students. Scavenger hunt and anticipation guide were used as Assessment for and as learning.
Activity 2: The types of energy
The big idea of this activity is to understand the relationship between the types of energy with the corresponding types of forces. Students will be responsible for a given type of energy through consensus building and jigsaw. |
Activity 3: Mathematical relationships in energy
Students will solve some problems individually as well as in a group. Problems found in textbooks are designed according to the curriculum outcome, so it is important for students to test their knowledge in concepts put into mathematical relationships. Calculating mechanical energy does not require a high level of math skill and the teacher could point out that they can get a great result in this unit because of the characteristics of the mathematical relationship among parameters in formula that they can appreciate. This will also enhance their understandings of concepts how convenient it is to use the formula derived from Newton's second law by using calculus.
Students will solve some problems individually as well as in a group. Problems found in textbooks are designed according to the curriculum outcome, so it is important for students to test their knowledge in concepts put into mathematical relationships. Calculating mechanical energy does not require a high level of math skill and the teacher could point out that they can get a great result in this unit because of the characteristics of the mathematical relationship among parameters in formula that they can appreciate. This will also enhance their understandings of concepts how convenient it is to use the formula derived from Newton's second law by using calculus.
Consolidation: Journal Activity
Since this is the first lesson of this unit, the teacher can assess the class by using KWL chart. Students will leave comments for what that want to know more about the topic and their needs should be reflected to the balance of concepts and calculation problems throughout lessons. If the group of students are more interested in real life examples, the teacher can tailor the lesson to accommodate their requests, for they will learn more from actual examples as they requested. KWL chart is a great diagnostic assessment tool that can be used as assessment for and as.
Since this is the first lesson of this unit, the teacher can assess the class by using KWL chart. Students will leave comments for what that want to know more about the topic and their needs should be reflected to the balance of concepts and calculation problems throughout lessons. If the group of students are more interested in real life examples, the teacher can tailor the lesson to accommodate their requests, for they will learn more from actual examples as they requested. KWL chart is a great diagnostic assessment tool that can be used as assessment for and as.
Unit activity: Science journal
Upon starting a new unit, students are going to be asked to keep a science journal through which they will develop concepts as well as mathematical understanding that are required for their learning success. Students will have individual working period at the end of the lesson to work on their journal.