Science lesson plan · 4th grade (Year 5 in England) · 60 minutes
Energy moves by sound, light, heat and electric current
Energy
CCSS NGSS.4-PS3-2England: KS3 Physics: Energy (energy changes and transfers)
Objective and success criteria
Students will: Energy moves by sound, light, heat and electric current.
- 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: Keep it hot or keep it cold: thermal insulators
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 · 6 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.
- Which energy store is most important here: a piece of coal? (elastic potential (stretch or squash) / chemical / thermal (heat) / gravitational potential (height)) → chemicalPrompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
- When you rub your hands together, the movement energy is transferred to… (elastic energy / chemical energy / nuclear energy / thermal energy (they warm up)) → thermal energy (they warm up)Prompt: How do your hands feel?
- Which of these mainly has a chemical energy store? (lava from a volcano / a stretched rubber band / a rolling football / a sandwich) → a sandwichPrompt: Think about what each object is doing.
Hook · 6 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Energy moves by sound, light, heat and electric current. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: How is energy moving here: a torch (flashlight) beam?
- Step 1: Energy travels as light from a hot or glowing source.
- Step 2: So the answer is: light
- Answer: light
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- How is energy moving here: light from a campfire? (light / sound / heat / electric current) → lightPrompt: Is it seen, heard, felt as warmth, or carried in wires?
- Why does a spoon left in hot soup get hot all the way up the handle? (Cold moves into the soup. / The spoon makes heat. / Light from the soup warms it. / Heat moves through the metal from the hot end to the cooler end.) → Heat moves through the metal from the hot end to the cooler end.Prompt: Which way does heat always flow?
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- How is energy moving here: a pan heating on a hob? (light / sound / heat / electric current) → heatPrompt: Is it seen, heard, felt as warmth, or carried in wires?
- An electric car is plugged in overnight. What is being transferred into its battery? (energy, by an electric current / petrol (gasoline) / light from the street lamps / sound from the cable) → energy, by an electric currentPrompt: What travels along the charging cable?
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: Keep it hot or keep it cold: thermal insulators.
- 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