Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Neeti Patel Date: May 6th, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: __X__ Suburb: _______ Town:_______ Rural: ______

Grade level: __5___ Number of students in the class: __ 18___

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modi ications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modi ications, Pertinent
Classi ications/Needs Students IEP Goals
Attention De icit Disorder (Jake, Amy) 2  Instruction and assessments will be modi ied for the
student
 Small group instruction will be emphasized
Students with Speci ic Language Needs
Language Needs Number of Supports, Accommodations, Modi ications
Students
 Students will be given some material prior to the lesson
English Language Learners (Jung Li, Mindy) 2  Lesson will be covered with the whole class and then
reviewed with the students in a smaller group
 Assessment will be modi ied

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modi ications
Students
0

Lesson __1__ of a ___3___ Day Learning Segment

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Subject and Lesson Topic: Science –Forms of Energy

Grade Level: 5 Lesson Duration: ~ 1.5 hour

Learning Goal
A short-term learner outcome; what will the learners know or be able to do at the end of this lesson (edTPA Spec Ed Handbook, Glossary)

By the end of the lesson, students will be able to identify the different forms of energy they see in their usual surroundings.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have covered Light and Sound as forms of energy as part of their Grade 4 Science curriculum. Students are also able to recognize other
common forms of energy such as heat and electricity.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Although students have some familiarity with different forms of energy, this knowledge will need to be revisited before introducing all the different
forms of energy. This is also the irst lesson in the Energy unit and thus the teacher will need to begin with a short review of the concept of Energy
before teaching students about its different forms and their names.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Most students in the class have been born and raised in the community the school is in. Some students have immigrant parents and a couple of the
students are new immigrants themselves.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Since most students live in the same community, their ‘surroundings’ can be considered very similar. Thus, the examples used to explain the
different forms of energy will be pulled from these surroundings. For students who may have experience with different surroundings, they will be
encouraged to share their own examples and experiences.

Curriculum Standards
Ontario Curriculum Standard:
3.1 By the end of Grade 5, students will identify a variety of forms of energy and give examples from everyday life of how that energy is used.

New York State Learning Standard:

4-PS3-1 Students who demonstrate understanding can recognize and differentiate between different forms of energy.

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Objectives Assessment Modi ications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with speci ic needs to
the lesson and are aligned to the standards identi ied progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will do a short walk around the school and  The teacher will perform the school walk
Students will be able to identify the different note down the various examples of the energy use with the IEP and ELL students together
forms of energy that are being used in their they see. They will then determine the correct form and help them collect examples, while
surroundings (school and home). of energy these examples fall under. keeping an eye on the other students
 The teacher will monitor the students during
this walk and point out any interesting
examples
In an informal discussion following the school walk,  For the discussion component, the IEP
Students will be able to provide examples for the students will share their results with each other and and ELL students will be given a list of
different forms of energy outside of their usual come up with examples for the forms of energy they energy sources which they will have to
surroundings. did not see in the school. sort into the different forms of energy
 The teacher will walk around the classroom  The teacher will then discuss their
during the student discussion and ask sorting choices with them and guide their
questions/join-in randomly for each group thinking and understanding
to guide student thinking
 At the end, the teacher will collect and
review the examples the students have
identi ied
Sequence
Explain how lesson objectives and/or tasks are sequenced to move learner toward achieving goals
Students will irst start by focusing on energy sources in their immediate surroundings before stretching their thinking to think of examples they do not see in their
usual surroundings. During the process of introducing the different forms of energy, the teacher will include examples of both common and uncommon objects and
students can use these examples to come up with their own.

Communication Demands Communication Supports

Describe 1 communication skill needed to participate in the lesson and/or Strategies teachers provide to help learners use the communication skill
demonstrate learning (edTPA Task 1, Prompt 4) (edTPA Task 1, Prompt 4b)

Students will have to explain why they organized their observed examples under To help students explain themselves, the teacher will provide their own
certain forms of energy and not others. They will have to provide this explanation explanations using relevant vocabulary and connections. The teacher will
during the informal question period and during their group discussions with each also ask students speci ic questions to encourage them to think further
other. about their sorting choices

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Instructional Process Accommodations and/or Modi ications
and/or Supports
Anticipatory Set/Motivator

 The lesson will begin with a brief introduction about the topic that is going to be covered
- Okay class, it’s time to put your Science hats on! Today we are going to start learning about a
very interesting, and useful, scienti ic concept – Energy! Mindy and Jung Li will be given a list of
- Has anybody heard this word before? Any guesses about what it is or what it looks like? common and new vocabulary for this unit
*Students may share that they remember that light and sound are forms of energy or that the day prior to this lesson. The teacher will
heat is a form of energy* also go over these words with them before
- So it looks some of you know a few different forms of energy already. Today we will learn starting the lesson.
about the a few more forms and soon you will become experts at recognizing all the energy
sources around you
- Towards the end of the lesson we have a fun activity that is going to take us out into the
corridors to look forward to that!
- So everyone please get your notebooks and pencils ready so that we can start the lesson

Instructional Procedures

Instruction will be supported by a PowerPoint slide show which the teacher will go through with the
whole class
 The teacher will start by explaining how the students will learn about the different forms of
energy The slides will include a mix of images and
- Before I start the PowerPoint, I want everyone to remember what we learned about taking words to support the visual learners and
notes in class. I want you to practice your note-taking skills as I go through each slide. If you those that learn by reading. The teacher will
miss something, don’t worry I will give a summary sheet for all the tables and post a big chart also read the contents of the slide out aloud
on the wall as well to provide auditory support. The teacher
 The teacher will go through each slide and read the name of the form of energy along with its will ask one or two questions at the end of
de inition out loud. The teacher will share some examples of her own and then ask students to each slide to ensure that students are
share any examples they have. following along and understanding the
- Let’s start with a form of energy that most of us might be familiar with – Light Energy! As the material. Example questions include:
name tells us, this is the energy associated with objects that give off light. Some examples of - What comes to mind when you see
this form are a light bulb, lightening and the stars we see every night this image?
- Anyone have any examples of their own for Light Energy? - Is heat something you can see, feel
*Students might share examples like the Sun, a lashlight, or streetlights* or both?
- Those are all great examples guys! Keep these in mind because you may need them for our - Have you heard the word
activity later ‘mechanical’ before? Where did you
 The teacher will then go through the other forms of energy following a similar format. The hear it?
teacher will spend 2-3 minutes on a slide so that students have time to note down the meanings/
examples and ask any clari ication questions Jake, Amy, Jung Li and Mindy will be given

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 Once the teacher has gone through the slideshow, the teacher will carry out a small sorting their individual copies of the slides to follow
activity with the whole class using lashcards with images of various objects on them along as the teacher goes through them.
- Before I introduce today’s activity to you, I have ive objects here which I need some help
sorting. I will raise up their images and if you think you know what form of energy this object The lashcard sorting activity will be
uses or produces, please raise your hands! informal. For one of the cards, the teacher
- Here is the irst object: will ask Jake or Amy for their suggestion and
help them if they are not sure.

Anyone have an idea of what form of energy is being used by this object?
*Students will suggest electrical energy, possibly light energy as well*
- Great suggestions guys. If we think about the computer as a whole, it requires electricity and
thus uses electric energy but if you look at the screen it is producing light energy. This is the
great thing about energy, most objects use or produce more than one form of energy at the
same time!
 Following this lashcard, the teacher will share the remaining 4 cards and ask different students
to share their suggestions of what form of energy the object uses or produces
 For the inal part of the lesson, the teacher will explain the activity/assessment to the students.
- Alright it’s inally time for you all to get out of your seats, but before you do let me explain
exactly what you are going to be doing
- Jessica is handing out a worksheet to everyone with a table on it. We are going to be illing up
this table using objects that we can ind in our school The teacher will remain with Jake, Amy,
- You will notice the left side of the table has the different forms of energy we have covered, Mindy and Jung Li in one group as they walk
and the right side has blank spaces where you can write the names of the objects that use or around the school. With this group, the
produce that form of energy teacher will point out objects of interest, so
- We will be spending about 15 minutes in the common areas of the school to ind objects to ill the students do not feel lost. The teacher
out our table. I consider you all old enough to know how to behave while you are out in the will also encourage Jake and Amy to help the
hallways; please be respectful of the students and teachers in the other classrooms and keep other two students as they record their
your conversations and running around to a minimum. Any misbehavior or complaints and observations on their sheets. This group will
these activities will immediately be removed from all your future lessons return to the class a little bit earlier and
- You can work in pairs for this activity if you would like. Please take a look at our classroom practice their sorting given a list of objects,
clock – you are expected to be back here by 10:30 sharp. I will come around at the 12-minute along with their images.
mark to ask you to head back to the classroom if you are not already
- Alright, we are ready to go. If you don’t have a sheet yet please get one from me. Otherwise,
“Autobots Roll Out” and see you again in 15 minutes!
 Once the students are back in the classroom, they will be asked to get into groups for a short
discussion to conclude the lesson Jake, Amy, Mindy, and Jung Li will be sitting

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 - So, I hope you were able to ind lots of different objects around our school. Was anyone able at the back table with the teacher for the
to ind objects for all the different forms of energy? concluding discussion. The teacher will
*Students will likely have dif iculty inding objects for Chemical Energy, Potential Energy, and brie ly go over the slideshow with these
Mechanical Energy* students again and then the list of questions
- Within the school environment, we don’t get to see all the different forms of energy.
Examples of Chemical, potential and mechanical energy are a little harder to come by and While walking around, the teacher will take
sometimes hard to recognize as well. So if you don’t have your table fully illed out yet, we notes about how students are discussing the
will get ill them up now! questions and comparing their worksheets.
- In your desk groups you will share your inds with each other and ill out any blanks with Question prompts include:
each other’s help. On your tables you will ind a copy of the presentation we went through - What form of energy was easiest to
earlier and a list of a questions to help you think a little harder about the forms of energy that ind?
aren’t so common - Which was the hardest?
- I will either be at the back table here or walking around. Remember if you have a question - Potential energy means stored
“Ask three before me” energy; can you think of an object
- At the end of the lesson I will collect your sheets so please make sure you write your names that stores energy to be used later?
on them. Alright, get to discussing! - Mechanics are often involved in
complex machines, what are some
complex machines you know that
could be using mechanical energy?

Closure

 The teacher will go over the key concepts covered in the lesson
- I am hearing some great discussions in the groups and I am very happy that you are all taking
such interest in Energy! Jake, Amy, Mindy and Jung Li will be given
- We know now that energy is all around us and it can exist in so many different forms for us to additional time to complete their tables if
use. Can I have someone from each group share two forms of energy along with an example of needed. They will also be told about which
those forms. Let’s start with the group at the back table, Jung Li would you like to share irst. energy forms to share with the class and
*The teacher will go through each of the other groups till all the forms of energy and given help with pronunciation during the
examples have been covered** discussion component.
- Great job every, thank you so much for sharing!
 The teacher will also comment on general student behavior, especially in regard to the activity
- During the activity, most of the class was very well behaved and I did not receive any
complaints from the neighboring classrooms. I appreciate this very much
 Tomorrows plan
- I will collect your sheets in a few minutes. Tomorrow we will continue with Energy but this
time we will learn a different way of categorizing energy sources
- When you go home today, make sure you notice all the energy sources around you and what
form the are in!
List all materials and/or technology tools required for the lesson.

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Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

 Computer with Microsoft PowerPoint connected to projector or Smart Board

 7 copies of Powerpoint slides (attached below)
 20 copies of Forms of Energy Worksheet (attached below)
 5 lashcards with images of various objects (attached below)

Flashcard Images

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PowerPoint Slides

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Worksheet

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 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Neeti Patel Date: May 6th, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: __X__ Suburb: _______ Town:_______ Rural: ______

Grade level: _5_ Number of students in the class: _18__

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modi ications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modi ications, Pertinent
Classi ications/Needs Students IEP Goals
Attention De icit Disorder (Jake, Amy) 2  Instruction and assessments will be modi ied for the
student
 Small group instruction will be emphasized
Students with Speci ic Language Needs
Language Needs Number of Supports, Accommodations, Modi ications
Students
 Students will be given some material prior to the lesson
English Language Learners (Jung Li, Mindy) 2  Lesson will be covered with the whole class and then
reviewed with the students in a smaller group
 Assessment will be modi ied

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modi ications
Students
0

Lesson __2__ of a __3__ Day Learning Segment

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Subject and Lesson Topic: Science – Renewable and Non-Renewable Energy Sources

Grade Level: 5 Lesson Duration: ~50 mins

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identi iable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
By the end of the lesson students will be able to classify various energy sources as renewable or non-renewable.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have completed the irst lesson in the Energy unit and are now familiar with the different forms of energy. They have also had a chance to think a little
about how energy is produced. Since students have established a base regarding Energy from the previous lesson, the teacher does not need to spend too much
time going over the different forms and their examples

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Since students have established a base regarding Energy from the previous lesson, the teacher does not need to spend too much time going over the different forms
and their examples. However, this lesson does introduce some important vocabulary and concepts relating to energy sources and thus instruction will require lots
of scaffolding and re-iteration.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students may have heard about recent changes in the community, speci ically the community center’s decision to install solar panels to save electricity costs and
help the environment. Students likely do not know how this decision supports the environment and that solar energy is a renewable energy source.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

After introducing the concept of renewable and non-renewable sources of energy, when the students are completing the Venn diagram activity the teacher can talk
a little about Solar energy and remind them that it is being used in their own neighborhood. Students will be encouraged to ind uses of the other sources in their
surroundings as well.

Curriculum Standards
Ontario Curriculum Standard:
3.2 Identify renewable and non-renewable sources of energy

New York State Learning Standard:

4-ESS3-1 Obtain and combine information to recognize renewable and non-renewable sources of energy and how their use affects our environment

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Objectives Assessment Modi ications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with speci ic needs to
the lesson and are aligned to the standards identi ied progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
By the end of the lesson students will be able to During the group instruction process, the teacher  Students with IEP will work with a
differentiate between energy resources and forms of will go over the differences between energy forms partner for the individual component
energy and resources.  During group instruction, the IEP
 Individual packages will include a crossword students and ELL students will be in one
activity and brief passage on what energy group
resources are  The teacher will spend a longer time with
 The teacher will also ask questions this group and provide more detailed
throughout instruction to ensure student support and instruction
understanding
By the end of the lesson students will be able to In the activity component students will be given a list  ELL students will have the option to
classify energy resources as renewable and non- of resources which they will have to sort using a use a translating program to help
renewable Venn diagram them recognize some energy
 The teacher will walk around the classroom resources
during the activity and ask students to  The activity will also include images
explain their sorting choices
to support the IEP students and those
that prefer visual components
Sequence
Explain how lesson objectives and/or tasks are sequenced to move learner toward achieving goals
The objectives are designed so that students irst fully understand what an energy resource because they start classifying them. The tasks associated
with the objectives go from informal to formal so that students don’t feel as pressured to use and practice the contents of the lesson.

Communication Demands Communication Supports

Describe 1 communication skill needed to participate in the lesson and/or Strategies teachers provide to help learners use the communication skill
demonstrate learning (edTPA Task 1, Prompt 4) (edTPA Task 1, Prompt 4b)
Students will have to justify their classi ication choices. They will have to As the students are illing up their Venn diagrams, the teacher will
use proof and logic to explain why organized their Venn Diagram the way remind them that their classi ication choice should have a strong
they did. reason to support it. During group instruction the teacher will give
justi ication for their choices to serve as a model for the students.

Instructional Process Accommodations and/or Modi ications

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 and/or Supports
Anticipatory Set/Motivator

 The lesson will start with a review of the previous lesson Students have Science folders which include
- Alright everyone, today we get to continue the unit on Energy which we started yesterday all their Science-related material. They can
- Can anyone remind me what we covered yesterday? use this folder to help them remember what
*Students may suggest ‘Energy’ or ‘Forms of Energy they have covered already.
 Introduce today’s topic and expectations
- Great, it looks like a lot of you remember that we covered the various forms of energy
yesterday The length of the review can be adjusted
- If you don’t remember these forms, you can always refer to your notes or the colorful chart depending on how much student are able to
we have up here beside the board remember/share.
- Today we are going to continue with the Energy unit and learn about Energy Resources
- So strap into your seats because I want to explain what we are going to be doing for the next
40 minutes or so
Instructional Procedures

 The teacher will explain that the lesson will be carried out in groups
- For today’s lesson we will be spending a lot of time in our desk groups Since the class can be split into 4 desk
- I will be spending about 10 minutes with one group at a time to talk about Energy resources groups, Jake, Amy, Mindy and Jung Li will be
- While I am with a group, the rest of you will have some independent work to complete. I will in separate groups.
hand out this work in just a few minutes
- I will start the lesson with Table 1 to my right here

 Before sitting down with a group the teacher will go over the sheets the students are supposed to
be working on independently The large poster will support the teacher
- Each of you should have two sheets in front of you, the irst one is a word search and the during the group instruction. Reading the
second one is a crossword puzzle de initions out loud will help students
- Both of these sheets have to do with the forms of energy we learned yesterday so I hope you remember them. By starting with a familiar
remember what we covered. Have some fun with them! concept like ‘light sources’ student thinking
- If you inish the sheets early you are free to work on any other homework you have will be guided towards ‘energy sources’.
- Please work quietly and keep conversations to a minimum. I will let you know when I will be
joining your table group
- Alright, have fun guys, and remember “ask three before me”

 While with a group, the teacher will introduce the concept of Energy Resources and how they can
be classi ied as renewable or non-renewable sources. The teacher will use a large poster board to
support instruction
- Okay, before we learn about Energy sources, I want to spend some talking about ‘light’
- Whenever we see light, it is usually coming from somewhere. For example in your home, the

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 light can come from a lamp or from the sun through the window. Would you agree that the
lamp and the sun are ‘producing’ the light? *Students will agree, maybe add additional
examples of things that produce light*
- Great, I am glad you guys agree. Can anyone think of another word we can call the lamp and
the sun instead of producers? It’s a word we use to describe where something is originating
or starting from and its on my poster here a few times…*Students may or may not igure out
the word is ‘source’. The teacher can steer the discussion depending on whether or whether The words renewable and non-renewable
not they do* will be added to the classroom word wall for
- Exactly, another word for producer is ‘source’ or ‘resource’! Now just like light, energy does students to refer to later.
not come out of nowhere, it has to originate from somewhere – an energy resource is the
speci ic name for something that provides or generates energy! Explanation and examples will be easier to
- Let’s look at the poster here, can someone read what’s written in the cloud at the very top carry out in smaller groups instead of with
here. *A student will read what is written inside the cloud* the whole class. Students will feel more
- Before we look at some examples of energy sources, I want to go over the two categories comfortable to share answers or ask
these sources can fall under. Can I have two different people read what is in the other two questions during group instruction.
clouds?
- So let’s go over these categories again. Renewable energy sources are those that exist in such
a big quantity that we don’t have to worry about them running out. They are also sources that
can be replenished or renewed in the average human life.
- Non-renewable sources are those that exist in very limited amounts and might run out during
human life. Does everyone understand the difference between these types? Any questions or
comments before we try sorting some examples.
- I have two energy resources here that I’d like you to sort for me. The irst energy source is the
Sun – should the Sun be considered a renewable or non-renewable energy source? Are we
going to run out sunlight during the time we are alive?
- I am seeing most people pointing to the Renewable energy cloud and you are absolutely
right! The Sun, or Solar energy is abundant and will never run out for us to use.
- The second example is Oil. Now remember oil is extracted from the ground and is created
buried fossils and years of erosion. Do you think this is a source that may run out in the The list of energy sources will include the
future? images and names of the energy sources.
- This example is little trickier, but I am glad to see most of you are pointing to the Non- The visual component will help students
renewable energy cloud. Fossils, as we covered earlier in the year, although numerous are recognize the sources apart form their
still limited! This is why Oil is a non-renewable energy source. names. Cutting and gluing the sources in the
- Based on what you know about these source types, do you think there is one type we should Venn diagrams will also make students use
try to use more than the other? *Students will say renewable energy sources because they their kinesthetic skills.
never run out*
- I agree with you! We should be using only renewable energy sources but unfortunately Once all the groups are working on the Venn
humans rely too much on the non-renewable sources and this has many not-so-great effects diagrams, Jake, Amy, Mindy and Jung Li will
on our environment. We will discuss this further in a different lesson, but I want you to keep spend some time with the teacher going
it in mind! over the lesson and activity again. The
- Now that you know what energy sources are and how we categorize them, you are going to teacher will work with them in pairs and

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 try some sorting on your own. I am handing out two sheets, one with a Venn diagram and the make sure they understood the material and
other sheet has a bunch of images on it that you will have to cut out. Each of these images are the task.
energy sources and your task is to arrange them in either the Renewable or Non-renewable  For Mindy and Jung Li, the teacher will
sections of the Venn Diagram. There section in the middle called ‘Both’ is for the sources that go over important vocabulary, classify a
cannot be classi ied as one or the other. few examples in the Venn diagram with
- If you are not sure about what some of the sources are or if you need a little more info on the students and provide language
them, I have added some useful books on our bookshelf so please make sure to use them if frames to help them justify their choices.
you need! You can also use our classroom computer in pairs and please follow the computer They will also be given copies of the
use rules. The materials you need are all here so get to classifying! de initions written on the poster for
group instruction

Closure
 The lesson will end with a review and short discussion with the whole class
- Alright, its time to put away our Science hats and prepare for the rest of the day. Before we Students will be brie ly shown an example
remove our hats, can anyone tell me about the two types of energy sources we learned today? of a completed Venn diagram. This will help
*One or two students will share renewable and non-renewable sources* students who are unsure about their choices
- What about a few examples of these types? *The teacher will pick students to answer this or those that need a few more examples to
question; especially those that have not answered before* help them.
- Great job everyone, I can tell you understood todays lesson because of how great your Venn
diagrams look. If you have not completed the diagrams yet, you will inish this for homework IEP and ELL students will get a closer look at
and submit them in the Science bin irst thing tomorrow morning. While you work on these at the completed diagram. The due date will
home you can even add your examples that are not on the list also not apply to them as they will get time
- Please keep the other worksheets in your Science folders as well. If you were not able to the next school day to complete their
inish them, you will have a chance to come back to them later diagrams.
- Everyone did a great job of listening and participating today and I hope you all had some fun
with today’s lesson and feel a little more ‘Energetic’!
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Copies of all printouts are attached below

 Poster with de initions
 Venn Diagram Worksheet – 20 copies
 Sheet with images and names of various energy sources – 20 copies
 Scissors and Glue sticks enough for 20 students
 Crossword Puzzle – 20 copies
 Word Search – 20 copies

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Example arrangement for poster

Worksheets for individual work

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Venn diagram

Energy sources to be sorted in the Venn diagram

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 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Neeti Patel Date: May 6th, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: __X__ Suburb: _______ Town:_______ Rural: ______

Grade level: _5_ Number of students in the class: _18__

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modi ications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modi ications, Pertinent
Classi ications/Needs Students IEP Goals
Attention De icit Disorder (Jake, Amy) 2  Instruction and assessments will be modi ied for the
student
 Small group instruction will be emphasized
Students with Speci ic Language Needs
Language Needs Number of Supports, Accommodations, Modi ications
Students
 Students will be given some material prior to the lesson
English Language Learners (Jung Li, Mindy) 2  Lesson will be covered with the whole class and then
reviewed with the students in a smaller group
 Assessment will be modi ied

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modi ications
Students
0

Lesson _3__ of a __3__ Day Learning Segment

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Subject and Lesson Topic: Science – Energy Conservation and Transformation

Grade Level: 5 Lesson Duration: ~1 hour

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identi iable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
By the end of the lesson students will be able to recognize that energy cannot be created or destroyed, only transformed from one form to another.
They will also able to design and explain their own suggestions for energy transformations to conduct a desired goal/activity

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Students are now comfortable with the different forms of energy and have also gained some experience with renewable and non-renewable sources of energy.
Energy conversion and transformation is something they have not seen before, but their basic knowledge of energy will be still be very useful.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
More than transformation, conversation is often a dif icult topic for students to wrap their heads around. Thus, the students will need lots of support and
reiteration in this lesson. The lesson will also include various examples from students’ daily lives so that they can easily how energy transformations are all around
them.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students are at the age where they want to ind shorter and quicker ways to do everything and anything. Most students are also aware of the importance of ‘saving
electricity’ and not wasting energy.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The inal task in the segment is designed to push student creativity to complete a task of their choice. Incorporating food or games in this task can be very easy and
fun for the students. During the discussion, students will be remined about why it is important to not waste electricity in connected with energy conservation and
transformation.

Curriculum Standards
Ontario Curriculum Standard:
3.4 Recognize that energy cannot be created or destroyed but can only changed from one form to another
2.3 Use technological problem-solving skills to design a device that transforms one form of energy into another

New York State Learning Standard:

4-PS3-2 Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another
4-PS3-4 Apply scienti ic ideas to design, test, and re ine device that converts one form of energy to another

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Objectives Assessment Modi ications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with speci ic needs to
the lesson and are aligned to the standards identi ied progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to recognize that energy Students will watch a video and answer  ELL students will be given a transcript of
cannot be created or destroyed, and is only comprehension questions about the video. the video so they can follow along and
transformed from one form to another During a class discussion the teacher will use it for the comprehension questions.
present examples and encourage participation They will be encouraged to work with a
from students to analyze the examples student in their desk group
 IEP students will get priority seating
 The teacher will ask questions while watching the video and will work
throughout the discussion to monitor closely with the teacher
student understanding
Students will be able to create “Transformation “Transformation Machines” will include a visual  IEP and ELL students will be given
Machines” which will use energy transformations and written component additional support through
to complete a desired task  These will be evaluated on a level scale suggestions and ongoing feedback
going from 1(lowest) to 4(highest)
Sequence
Explain how lesson objectives and/or tasks are sequenced to move learner toward achieving goals
Although the irst objective requires more instruction, the associated task is informal and relies on student participation. This is to give students
time to let the contents of the lesson sink in. The discussion/questioning can also help those students who need a few more examples to become
more con ident with their understanding. The second objective and task are more student-centered and will allow them to demonstrate their
understanding in a creative way.

Communication Demands Communication Supports

Describe 1 communication skill needed to participate in the lesson and/or Strategies teachers provide to help learners use the communication skill
demonstrate learning (edTPA Task 1, Prompt 4) (edTPA Task 1, Prompt 4b)
Students will have to make educated guesses during the informal discussion The teacher will encourage students to use their notes and
component. The teacher will present examples and the students will have to comprehension questions from the video to help them make their
make logical guesses about what energy transformations are taking place. guesses. The teacher will also make their own guess and explain the
Students will have to provide support for their guesses as well. logic they used to make the guess.

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Instructional Process Accommodations and/or Modi ications
and/or Supports
Anticipatory Set/Motivator

 Before starting the lesson, the students will have an “Energy Moment” where they will get out of
their seats and shake their arms and legs and jump up and down. After this the students will get
back into their seats and the teacher will begin the lesson The review can be made longer or shorter
 The lesson will start with a review of what the class has covered in the Energy unit so far depending on how much students are able
- Alright everyone, let’s get our Science hats on. Everyone please open your Science folders and to remember.
take a look at all the things we have covered so far. Does anyone want to share some of these
things? *Students will share Energy, forms of energy, renewable and non-renewable energy A poster with the different energy forms will
sources* remain in the front of the classroom
- Can you believe how much you all know about Energy already! throughout the segment. Printouts of
- Today we get to learn even more. And the best part is today’s activity, you are going to need slideshow from the irst lesson and a copy of
every creative bone in your body for it! a completed Venn diagram will also be kept
- I am now handing out a worksheet, and I am sure you will guess right away that we are in the front of the classroom.
starting with a video today.
Instructional Procedures

 Students will irst watch a short video on YouTube about Energy Transformations. They will have ELL students will be given a transcript of the
a worksheet to ill out as they watch the video whole video to help them follow along. They
- Please let me know if you have trouble seeing or hearing the video. Pay close attention so you will ill out the comprehension sheet with
can ill out your sheets. And don’t worry if we miss too many of the questions, we can watch the help of this transcript as well.
the video more than once
 After the video, the teacher will do a debrief with the whole class Students with IEP will sit beside the teacher
- So what did we think about the video? It looks like most of you were able to ill out your and the teacher will help them identify
worksheets important parts of the video.
- Was there something you heard that surprised you? Or something you are still confused
about? *Students may have a dif icult time believing that energy cannot be created or
destroyed*
- So it is a little weird that we can’t ‘make’ or ‘destroy’ energy. Let’s talk about that a little more The discussion will give students time to
- The amount of energy the Earth has, or the universe, has been the same since the beginning inish their comprehension worksheets. It
of time. What has changed is how we see or experience that energy! Like we heard in the will also help them listen to and go over the
video, energy is constantly transforming from one form to another. Sometimes we see this key points about energy transformation
transformation and other times we don’t, that does not mean it’s not happening! again.
- What we cannot do for sure is create energy or destroy it. You can create or destroy energy The debrief can be made longer or shorter
sources but not energy itself! depending on how well students have
- So the video had some useful examples of energy transformations, but I want to look at a few understood the concepts. The teacher will
more with everyone look for visual cues and student
 The teacher will go over three examples. For each example students will get to Think, Pair, Share participation to gage student understanding.

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 before the teacher takes up the example with the class. For each example students will pair up
with someone different Physical examples will further help students
- For the irst example, I am going to use this lashlight. Right now if I turn on the lashlight connect energy transformation to ‘real life’.
nothing seems to be happening. But if put these batteries in, suddenly the lashlight is The teacher will walk around during the
actually turning on. Can you think of what sort of energy transformation is happening here? Think, Pair, Share’s to get an idea of student
What form are we starting with and what are we ending up with? Pair up and have a little thought process.
chat about this, we will discuss it together in a minute or so
- Would any of the pairs like to share what they discussed *Students will share the Picking a different partner will help
transformation was from chemical energy to light energy* students work with different students each
- That’s right! The chemical energy in the battery was transformed to light energy which we time. ELL and IEP students will also get the
can then use to ind things in the dark. Let’s go on to the next example! chance to work and talk to the different
- I have a phone in my hand which seems to be dead. I am going to take the charger and plug it students in the class.
in to see if that will make it come alive. Oh look at that! After I plugged the charger into the
wall and connected it to the phone, the screen turned on and there was a little sound as well. Additional examples can be added if
What energy transformation happened this time? Pick a different partner this time please! necessary. Time permitting the teacher can
- I hope you have had enough time to decide what transformation this was. This time I will pick also ask students to share their own
the pair that will share their decision *Students will share the transformation was from examples with the class.
electrical energy to light energy*
- Good job! That is de initely one of the transformations. But we also had another energy show
up when we plugged the charger in *Students will say sound energy*
- Exactly! In this case the electrical energy transformed to light energy and sound energy - and
believe it or not there was also some heat energy which you would feel if you charged the
phone for too long.
- Okay time for the last example. For this one you can all join in. I want you to take your eraser
or another small object and hold it at the edge of your desk. Then I want you to go ahead and
drop that object off the desk and see what it does. Once you drop it pick a different partner
and see if you can crack the transformation this time *Students will say the transformation is One or both of the students with IEP can
from potential energy to kinetic energy* come to the front of the class and help the
- Great! When the eraser was on the desk it had all this potential energy because of how high it teacher with the demonstration of the
was off the ground, as soon as you dropped the potential energy turned into kinetic or motion eraser falling of the desk.
energy and it continued to move even after it hit the ground
- I hope these the video and these examples helped you understand and appreciate the
importance of energy transformations. These transformations are happening around us
constantly and we need to be aware of them so that we are not wasting energy or converting
it to forms that we don’t really need for the task at hand
 The teacher will then introduce the assessment task for the lesson. Instructions of the task will be
written out on the board and students will have to copy these instructions before they start
- Since we are nearing the end of the Energy unit, there is bound to be a big project for you to
complete. But don’t worry, this one is rather interesting because it’s really going to test your
creativity.
- For your inal task you are going to be creating a “Transformation Machine” which can be

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 used to complete an action of your choice. In this machine you will include at least four
different energy transformations to inish the action. You can use as many transformations as
you want but a minimum of four is a must!
- For the action you can chose anything you would like. Maybe you want the machine to make
cereal for you or get an apple from the kitchen and slice it for you, or even play fetch with ELL students will have the option to give
your dog! It could be anything that you want or feel can be made easier with a transformation their explanations orally, instead of a
machine written explanation, if they prefer.
- The transformations will be drawn on a paper, which I will be handing out soon, and attached
to this drawing will be a written explanation of what transformations are going on in your
machine so I can understand exactly what you mean. I have summarized the instructions and
written them on the board so I recommend you copy these in your notebook before you start
I also have several examples of transformation machines from last year which you can come
up and look at once I am done speaking. Remember, I will be putting your machines up
around the class so make them look pretty! Students may have a dif icult time knowing
- I want you to really push your imagination with this task and get as creative as you can. It’s where and how to start so the examples will
okay if your transformations are a little crazy and unrealistic – I really want you to fun with help them get started.
the idea of energy transformation and how useful it is for your daily lives. Alright, get to it!

Closure
 The lesson will end with a short review of the material covered
- Alright class, it is almost time to put our science hats away for today. But before we do, let’s
chat about what we got to learn today and why it is so important Once the teacher is done speaking with the
- Does anyone know what the big idea from todays lesson was? Think back to the video to whole class, they will sit down with the ELL
remind yourself *Students will share that the big idea was that energy cannot be created or students and review the lesson with them
destroyed, it can only be transformed* again. The teacher will help them inish any
- That’s right! All the energy we need is already out there, it probably exists in a form that is remaining questions on their
not useful to us, but we can ind a way to transform it so that it does become useful to us! comprehension worksheets, review
- And that is kind of what your assignment is about. You get to control the transformation of important vocabulary from the unit and give
energy so that it turns into the forms that will help you complete your chosen action. Don’t them a closer look at examples of previous
worry, your Transformation Machines are not due until Friday and I will be giving you time in Transformation Machines.
class tomorrow to work on them. So when you go home today, try to ind all the energy
transformation happening there and if you can use any for your machine
 Since this is the inal lesson in the segment, the teacher will review some material from the
beginning of the segment and encourage students to review this material on their own as well
- With the end of this lesson we are basically done the Energy unit, for now. For today’s
homework I want you to go through your Science folders and look at all things we got to learn
and practice in this unit. I hope you guys found it interesting and want to learn even more
about it! You can always do some research on your own – remember our bookshelf is loaded
with relevant books, or you can wait till you see Energy again next year when you are older
and wiser

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 - I will be handing back your Venn diagrams in a few minutes so please add them in your folder
as well
- You can start working on your machines now! If you are planning to use any classroom
materials, please be respectful of them and share if necessary!

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

 Computer with internet access connected to projector or smart board

 4 copies of Video transcript
 16 copies of Video comprehension worksheet (attached below)
 Examples of Transformation Machines

Video comprehension worksheet

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