Level+4+Science+Lesson+Plan

Science Lesson Plan (Level 4)

Lesson Plan
Level: Grade 6

__**VELS Area:**__ Science Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe how substances change during reactions. Students use everyday examples to illustrate the transforming and transferring of energy. At Level 4, students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment. They explore the concept of relationship; for example, food chains and energy flow along food chains in terrestrial and aquatic environments. They begin to design and build models to demonstrate the application of science concepts; for example, energy transformation and energy transfer in a solar barbecue.

__**Learning Outcomes/Objectives:**__ - To further educate Students about different types of energys and sustainable energies. - To further educate students on how solar energy works. - Students will learn the importance of sustainable energy towards our planet. - How humans utilize different types of energy and sustainable energy like solar panels for different objects we use everyday.

__**Teaching Focus:**__ -To educate students more about solar energy and its uses. - Show students how effective and safe solar energy is towards our planet. - Use activities to show students relevant examples of solar energy and the way it works.

__**Resources:**__ 8 cans – 4 painted black,4 regular metal, 4 thermometers, 10 concave mirrors, Solar Bike, KWL books, 4 beakers, Laptop or Television to show Video, 25 Record Sheets.


 * Procedure || Student Action /Tasks || Teacher Action || Time ||
 * Introduction || - Students are introduced to solar energy.

- Begin with probing questions. (List on Board)
 * Where does solar or radiant energy come from? The sun
 * What type of energy is solar energy? Heat.
 * What colour would absorb for heat the best?
 * Why?

-Students Listen to the information from the example sheet.

-Watch video on how solar panels work.

-Have students share and contribute their ideas behind it. || -Begin Lesson with a Presentation on Global Warming about what we know about energy.

-Introduce students to solar / Radiant energy with a quick example to the class ( At bottom of lesson Plan ).

- Show Video explaining solar energy. || 15mins || - Put the thermometers into the cans. Place the cans in a sunny place. This may be outside or a sunny place within our classroom depending on sunlight. - Position the mirrors:
 * Main Activities || - All groups Fill the silver and black cans with 200 ml of cold water.
 * Group A: The test without any mirrors.
 * Groups B: Position one concave mirror behind each can so that the mirrors focus sunlight onto the cans. The mirrors should be about (7 cm) from the cans. Use pieces of Blue-tack to hold the mirrors in the correct position.
 * Groups C: Position two concave mirrors behind each can so that the mirrors focus sunlight onto the cans.
 * Group D: Position two concave mirrors behind each can and a heat lamp to amplify the heat.

- Record the temperature of the water in all the cans. Students Predict what will happen on prediction sheets. - Record the temperature of the water in all the cans after 4 minutes. - Record the temperature of the water in all the cans after 8 minutes. - Have the students group rotate around to every other group and check out the different results. The students will then copy down the information onto their own paper. || - Introduce students to the main activity that has been prepared.

- Introduce the concept of solar energy and that solar energy can be collected and concentrated on an object. Doing this while using concave mirrors. The students will be exploring the concept of concentration of solar radiation.

- Divide the students into 5 groups lettered A - D. Explain the procedure and have the students complete the activity. They must get data from the other groups to complete the activity.

- Have the students walk around and do this on their own or you can do this as a class and put it into a data table on the board. The students will then copy down the information onto their own paper.

-- Once back in the room, on the board have students call out their results and write down on the board with a larger table that shows all the results over the 35mins. This will show students how different colours attract more / less heat and will show the suns energy heats up water over time. || 30mins ||
 * Conclusion || Students to look at the data and answer probing Questions.
 * What have you learned about concentrating solar energy?
 * What uses could this have?
 * What type of energy comes from the sun? || - Teachers assist students in packing up all the equiptment.

- Ask probing questions so that students thoughts about solar energy are reinforced. || 15mins ||