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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

How devices transfer energy

Energy

CCSS NGSS.4-PS3-2CCSS NGSS.4-PS3-4England: KS3 Physics: Energy (energy changes and transfers)

Objective and success criteria

Students will: How devices transfer energy.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Energy stores and transfers

Leads to: Conservation of energy and wasted energy

Materials: Wind-up toys or a pendulum, Energy transfer diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Energy stores and transfers). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which energy store is most important here: a piece of coal? (gravitational potential (height) / elastic potential (stretch or squash) / chemical / kinetic (movement)) → chemicalPrompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
  2. A ball is dropped. Which energy store decreases as it falls? (elastic / nuclear / gravitational potential / kinetic) → gravitational potentialPrompt: It is getting lower.
  3. Which of these mainly has a elastic potential (stretch or squash) energy store? (water behind a high dam / petrol (gasoline) / a squashed spring / a book on a high shelf) → a squashed springPrompt: Think about what each object is doing.

Hook · 3 min

  • Wind up a toy or stretch an elastic band and ask where the energy goes.
  • Share the objective: How devices transfer energy. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What is the main useful energy output of a toaster?
  • Step 1: Kettles, toasters and heaters transfer energy usefully by heating.
  • Step 2: So the answer is: heating (thermal)
  • Answer: heating (thermal)
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What is the main useful energy output of a food blender? (light / sound / heating (thermal) / movement (kinetic)) → movement (kinetic)Prompt: What is the device for?
  2. Which energy is wasted by an old filament light bulb? (chemical energy / thermal energy (heat) / nuclear energy / light) → thermal energy (heat)Prompt: Touch an old bulb that has been on (carefully!).

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A wind-up toy car is wound up and let go. What happens to the energy? (light → sound / thermal → nuclear / kinetic → chemical / elastic potential → kinetic) → elastic potential → kineticPrompt: Winding it up squeezes a spring.
  2. Which device is mainly designed to give out heating (thermal)? (an electric heater / headphones / a loudspeaker / an LED lamp) → an electric heaterPrompt: Think about what you use each device for.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Energy stores and transfers.
  • Use concrete materials: wind-up toys or a pendulum.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Conservation of energy and wasted energy.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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How devices transfer energy

Name

Date

Score/ 6

  1. Question 1

    A solar panel transfers energy from…

    • A. sound to light
    • B. electrical to light
    • C. chemical to sound
    • D. light to electrical

  2. Question 2

    What is the main useful energy output of a loudspeaker?

    • A. light
    • B. sound
    • C. heating (thermal)
    • D. movement (kinetic)

  3. Question 3

    Which device is mainly designed to give out sound?

    • A. a toaster
    • B. an electric kettle
    • C. a loudspeaker
    • D. a washing machine drum

  4. Question 4

    What is the main useful energy output of a food blender?

    • A. light
    • B. sound
    • C. heating (thermal)
    • D. movement (kinetic)

  5. Question 5

    Which device is mainly designed to give out light?

    • A. a food blender
    • B. a loudspeaker
    • C. a traffic light
    • D. an electric heater

  6. Question 6

    A wind-up toy car is wound up and let go. What happens to the energy?

    • A. elastic potential → kinetic
    • B. kinetic → chemical
    • C. light → sound
    • D. thermal → nuclear

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Answer key: How devices transfer energy

  1. 1. D. light to electrical

  2. 2. B. sound

  3. 3. C. a loudspeaker

  4. 4. D. movement (kinetic)

  5. 5. C. a traffic light

  6. 6. A. elastic potential → kinetic