Abie L. Benítez
Lesson 1 Energy
Lesson Goal
In this lesson students explore the concepts of energy and work. They examine themselves, common objects and toys that use energy.
Subject Area
:
Science
Grade Level and Course Title
:
Second Grade/ Scientific Observation/Classification
Unit of Study
:
Machines
Outcomes
:
Students can describe ways in which energy is present in everyday life
Students are familiar with the use of different types of energy and how they are transformed into work
Students can manipulate simple mechanical devices powered by electricity and engines
Key Concepts
:
effort
energy
force
thermo
dynamics
work
Instructional Resources - Equipment/Manipulative:
Action figure with moveable arms/legs powered with a battery
Water turbine
Balloon for hot air expansion demonstration
Candle
Sequence of Activities and Advanced Preparation:
On card stock glue pictures that help explain the key concepts and sources of energy, on the back write a simple definition. On separate cards write, thermo and dynamics.
Procedure:
Teacher with the students define the term energy. Ask the students to work in pairs to brainstorm about different types of energy they use at home or at school. Say: “Does anyone know what do we need for us to move around?”
“Can they think of any source of energy that they may use to help them do their chores at home?” List any answers they come up with in addition to those above. Tell students that energy is all around us and we use it in many ways. Talk about the first law and second law of thermodynamics in simple terms. “Energy is conserved, it can’t be created or destroyed, only transformed.”
On the internet find a site such as virtual lab (http://jersey.uoregon.edu/vlab/) that shows students some of the thermodynamic principles encourage them to observe the graphics and try to explain what they see. You need to model for them and interact with them as they are working with the computer.
The Instructional conversation with teacher, who engages in a 10 minute discussion in small groups on the words thermo and dynamics, will be a center. Meanwhile distribute the cards to student small groups. (Divide your groups by the number of objects you have set at stations. Groups of four work well.) Let them know that each card has a definition on the back. Have students read the definitions aloud to their group. When they can say that everyone in their group understands the simple machines, they should be provided with one of the demonstration. The small group’s challenge is to predict/find what type of energy is used and share it with the class. In their sharing with the class they should include reading the definition of the energy they think their object uses.
Once each small group shares their predictions, challenge the class to explain why they agree or disagree with the group’s presentation. You may have to model appropriate ways to do it, both conceptually and socially.
Journal entry: have students draw one or more sources of energy and write the definition also write how they may use it in everyday life.
Assessment
Use the completed journal entry as a formal assessment.
Application Beyond School
Students can make a list of energy sources they encounter and they may use in a single day.
Connections - Social Studies and Literacy
The lives of people who live in different parts of earth may be affected depending on energy sources available to them and the technology they have. Have students find out how different groups of people use the sun, water and air as energy resources.
Lesson 2 Machines
Lesson Goal
In this lesson students explore the use of simple machines and how simple machines can be combined to produce compound machines. They examine common objects and toys to find several simple machines in each.
Subject Area
:
Science
Grade Level and Course Title
:
Second Grade/ Scientific Classification and Measurement
Unit of Study
:
Machines
Outcomes
:
Describe ways in which simple machines are used in everyday life
Identify and use simple machines and describe how they change effort
Manipulate simple mechanical devices and explain how their parts work together
Key Concepts
:
effort
energy
force
thermo
dynamics
work
Instructional Resources - Equipment/Manipulative
Bicycle or tricycle
Corkscrew (with corked bottle)
Doorknob with striker
Eggbeater
Fishing pole
Hot wheels or other car with ramp (downhill) track
Toy dump truck with moveable bed
Sequence of Activities and Advanced Preparation:
On card stock glue pictures of simple machines and their name on the front and a simple definition on the back.
Procedure
Teacher with the students creates a chart that describes simple machines. Ask the students to work in pairs to brainstorm about different types of simple machines they use at home or at school. Say: “Did you find any tools with more than one simple machine inside?”
Ask students what would happen if you put more than one simple machine together. “How might that be useful?” “Can they think of any other tools that combine more than one simple machine?” List any answers they come up with in addition to those above. Tell students that a machine that contains more than one simple machine is called a compound machine.
Distribute the simple machine cards to student groups. (Divide your groups by the number of toys or other objects you have set at stations. Groups of four work well.) Let them know that each card has a definition on the back. Have students read the definitions aloud to their group. When they can say that everyone in their group understands the simple machines, they should be provided with one of the toys/compound machines on the list. The group’s challenge is to find all the simple machines in the toy or tool, and to prepare a presentation for the class. In their presentation, they should explain the toy or tool, reading the definition of each machine.
Once all groups have presented, as a class emphasize what makes a compound machine. [They should indicate that a compound machine contains two or more simple machines.]
Assessment
Use the completed Student Presentation as a formal assessment.
Application Beyond School
Students can make a chart showing the number of simple machines and compound machines they use in a single day.
Connections - Social Studies and Literacy
When people multiply the work they can do, they increase productivity. This allows a higher standard of living (in economics). As a group write story about how some people’s lives have changed by the use of machines.
Lesson 3 Engines
Lesson Goal
In this lesson students explore the concepts of engines and gas expansion. They examine different types of engine kit (e. g. pop-pop boats or water vapor engine boat) and its function.
Subject Area
:
Science
Grade Level and Course Title
:
Second Grade/ Scientific Observation/Predictions
Unit of Study
:
Machines
Outcomes
:
Students are familiar with ways in which energy is used in engines
Students are aware about the use of different types of energy and are familiar with how they are transformed into work in engines
Students can manipulate simple models of engines
Key Concepts
:
effort
energy
force
thermo
dynamics
work
Instructional Resources - Equipment/Manipulative
Engine kit
Sequence of Activities and Advanced Preparation:
On card stock glue pictures that help explain the key concepts and sources of energy, on the back write a simple definition. On separate cards write:
First Law
: You don’t get something for nothing.
Second Law
: You can’t even break even.
Procedures
Teacher explains how engines work in four simple steps. Have students explain to each other each step at a time with the help of the teacher. Let students generate questions. Utilizing the questions generated create a skit with the class.
Let students in small group look at engine pistons models on the internet. Ask them to explain to each other what they see. Ask them to draw what they saw so they can explain it to someone else. Make two circles of students one will explain their drawing and the other will rephrase what they were told and may share their own understanding. Instructional conversations (while they are the computer the teacher rotates from group to group for a 10 minute discussion in small groups) the discussion helps the students deepen their understanding of the models.
Once each group shares; challenge the class to recreate the skit about the engine. You may have to model appropriate ways to do it, both conceptually and socially.
Journal entry: have students write how they think engines have changed the lives of people.
Assessment
Use the completed journal entry as a formal assessment.
Application Beyond School
Students can make a list of machines that have engines and how are they used.
Connections - Social Studies and Literacy
Engines have change the nature of work in many places have students research how are engines used in different types of work? Ask them to interview their parents to write a about their country and how they use machines there.
Conclusion
The students with the help of the teacher will compose a song helping them remember all the key concepts and their definition.
