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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 battery? (kinetic (movement) / gravitational potential (height) / elastic potential (stretch or squash) / chemical) → chemicalPrompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
  2. Which are ways energy can be transferred? (energy cannot move / by heating, by electric current, by light and sound, by forces / only by wires / only by fire) → by heating, by electric current, by light and sound, by forcesPrompt: Think of a lamp, a speaker and a kettle.
  3. Which of these mainly has a chemical energy store? (a stretched trampoline / a stretched rubber band / a sandwich / a rolling football) → a sandwichPrompt: 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 doorbell buzzer? (light / sound / heating (thermal) / movement (kinetic)) → soundPrompt: What is the device for?
  2. Which energy is wasted by an old filament light bulb? (light / chemical energy / nuclear energy / thermal energy (heat)) → 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 battery-powered torch (flashlight) is switched on. Which list shows the energy transfer? (light → chemical → sound / sound → light / chemical → electrical → light (and some heat) / kinetic → nuclear → light) → chemical → electrical → light (and some heat)Prompt: Start with the energy store in the battery.
  2. What is the main useful energy output of a loudspeaker? (light / sound / heating (thermal) / movement (kinetic)) → soundPrompt: What is the 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 battery-powered torch (flashlight) is switched on. Which list shows the energy transfer?

    • A. chemical → electrical → light (and some heat)
    • B. light → chemical → sound
    • C. sound → light
    • D. kinetic → nuclear → light

  2. Question 2

    What is the main useful energy output of a doorbell buzzer?

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

  3. Question 3

    Which device is mainly designed to give out heating (thermal)?

    • A. an electric fan
    • B. a traffic light
    • C. an electric kettle
    • D. a food blender

  4. Question 4

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

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

  5. Question 5

    What is the main useful energy output of a torch (flashlight)?

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

  6. Question 6

    Which device is mainly designed to give out sound?

    • A. a traffic light
    • B. an electric fan
    • C. a doorbell buzzer
    • D. an LED lamp

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Answer key: How devices transfer energy

  1. 1. A. chemical → electrical → light (and some heat)

  2. 2. B. sound

  3. 3. C. an electric kettle

  4. 4. C. elastic potential → kinetic

  5. 5. A. light

  6. 6. C. a doorbell buzzer