Science lesson plan · 4th grade (Year 5 in England) · 45 minutes
Where does the energy go when things collide?
Energy
CCSS NGSS.4-PS3-3England: KS3 Physics: Energy (energy changes and transfers)
Objective and success criteria
Students will: Where does the energy go when things collide?.
- 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: Faster objects have more energy
Leads to: the next skill in this area.
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 (Faster objects have more energy). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- A bowling ball is rolled slowly, then quickly. When does it knock down more pins? (it never knocks pins down / when it is rolled slowly / when it is rolled quickly / it is always the same) → when it is rolled quicklyPrompt: Which ball has more energy to transfer?
- True or false? A moving object has energy because of its motion. (True / False) → TruePrompt: Compare the same object at different speeds.
- Which has the most energy of motion? (the same cyclist standing still / the same cyclist riding slowly / a cyclist riding fast downhill / a parked bike) → a cyclist riding fast downhillPrompt: Same cyclist, different speeds.
Hook · 5 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Where does the energy go when things collide?. 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: Two toy cars crash. You hear a bang and the bumpers get slightly warm. Where did some of the motion energy go?
- Step 1: In a collision, motion energy is transferred to sound, heat and the motion of the other object.
- Step 2: So the answer is: into sound and heat
- Answer: into sound and heat
- 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.
- Why do cars have crumple zones that squash in a crash? (To make the car lighter. / Squashing the car's front takes in energy so less reaches the passengers. / To make more noise. / To speed the car up.) → Squashing the car's front takes in energy so less reaches the passengers.Prompt: Where does the energy go when metal bends?
- Which energy transfer does this example mainly show: a cue ball setting another ball rolling? (sound / heat / motion of another object) → motion of another objectPrompt: Do you hear it, feel it warm up, or see something else start moving?
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.
- Why does a bouncing ball bounce a little lower each time? (The floor gets taller. / The ball gets heavier. / Gravity gets stronger. / Each bounce transfers some energy into sound and heat.) → Each bounce transfers some energy into sound and heat.Prompt: Listen to each bounce.
- True or false? A collision can only change an object's speed, never its direction. (True / False) → FalsePrompt: Energy is never lost or made. Where does it go?
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: Faster objects have more energy.
- 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
- 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