Science lesson plan · 4th grade (Year 5 in England) · 45 minutes
Energy stores and transfers
Energy
CCSS NGSS.4-PS3-1CCSS NGSS.4-PS3-2England: KS3 Physics: Energy (energy changes and transfers)England: KS4 Combined Science: Energy
Objective and success criteria
Students will: Energy stores and transfers.
- 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: Sunlight warms things
Leads to: How devices transfer energy; Renewable and non-renewable energy resources; Energy in food
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 · 5 min
- Quick retrieval from earlier learning (Sunlight warms things). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Why does sand at the beach feel hot on a sunny afternoon? (People walking on it / The Sun has been warming it all day / Sand is always hot / The sea heats it) → The Sun has been warming it all dayPrompt: Where does the heat come from?
- Sunlight: which statement is true? (The Sun only warms things in summer. / Sunlight gives us light and warmth. / White clothes get hotter in the sun than black clothes. / Shade is warmer than sunshine.) → Sunlight gives us light and warmth.Prompt: Think about standing in the sun and in the shade.
- Sunlight: which statement is NOT true? (The Sun warms the land, air and water. / Shade is warmer than sunshine. / Dark colours warm up faster in sunlight than light colours. / It is usually cooler in the shade than in sunshine.) → Shade is warmer than sunshine.Prompt: Which colour reflects sunlight?
Hook · 5 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Energy stores and transfers. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which energy store is most important here: a drawn bow?
- Step 1: Stretched or squashed objects have an elastic potential energy store.
- Step 2: So the answer is: elastic potential (stretch or squash)
- Answer: elastic potential (stretch or squash)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which energy store is most important here: water behind a high dam? (kinetic (movement) / chemical / gravitational potential (height) / elastic potential (stretch or squash)) → gravitational potential (height)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
- A ball is dropped. Which energy store decreases as it falls? (elastic / nuclear / kinetic / gravitational potential) → gravitational potentialPrompt: It is getting lower.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A ball is dropped. Which energy store decreases as it falls? (nuclear / elastic / gravitational potential / kinetic) → gravitational potentialPrompt: It is getting lower.
- Which of these mainly has a kinetic (movement) energy store? (a hot radiator / a running dog / a squashed spring / a sandwich) → a running dogPrompt: Think about what each object is doing.
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: Sunlight warms things.
- 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: How devices transfer energy; Renewable and non-renewable energy resources; Energy in food.
- 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