Claflin University School of

Education
EDUC 450: Science
Reflective Lesson Plan
Name: Tyrone Aiken

Date: November 29, 2016

PART I: PLANNING
Energy
Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?
*This lesson plan was created based on the lesson plans of my cooperating teacher

Source
Science
Subject Area (s)
6th
Grade Level
Curriculum Standards

6-5.1: Identify the sources and properties of heat, solar,

chemical, mechanical, and electrical energy.
6-5.2: Explain how energy can be transformed from one form
to another (including the two types of mechanical energy,
potential and kinetic, as well as chemical and electrical
energy) in accordance with the law of conservation of energy.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background During this lesson, students will be introduced the Law of
Conservation of energy. They will learn to state the law
Information
and learn that energy is only transformed and not created
nor destroyed.
Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The students will be able to explain the Law of Conservation in

order to learn how energy is transferred/transformed from one
type to another
How will I vary these objectives for students who do not understand the material?
How will I vary these objectives for students who have already mastered the concept?
How will I vary these objectives for students who are presently learning English?

Varying Objectives for

Individuals Needs

For students who do not understand the material, they

will be paired with a student who has mastered the
material so that there is an opportunity for peer dialogue
which is very helpful in student learning.
For students who have mastered the material, they will
be paired with students who have not mastered the

material for practice in explaining the context in their own

words. This will allow these students to take ownership of
the lesson.
For students who are currently learning English, there will
be several visuals via PowerPoint and video that help
those students to understand the material.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

The students will be able to explain the Law of Conservation in

order to learn how energy is transferred/transformed from one
type to another
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

Anticipatory Set

Science Journal
Science Workbooks
H.W. sheet
Energy Song

What will you do to motivate the students and get their attention? What is the hook that
will serve as a focus for the lessons activities?

The students will complete an anticipation guide on the Law

of Conservation of Energy.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

The teacher will have the students complete multiple choice

review questions on the different sources of energy as a warmup activity.
What will I do to show students what is expected?

Teacher Modeling or
Demonstration

The teacher will:

1. State/Explain the Law of Conservation of Energy.

-Energy cant be created nor destroyed, but it can be
transformed.
2. Discuss the different ways that energy can be transformed from
one type to another.
3. Provide the students with notes to write in their journals.
What will we do together as they learn how to succeed at the new task?

Guided Practice

The students will write the Law of Conservation of Energy and

the different ways that energy is transferred down in their
journals. The teacher will play The Law of Conservation of
Energy song for the students to hear. The teacher will ask
questions pertaining to the song
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

Checking for Understanding

To see what students are understanding, I will ask

questions such as: Can energy be created? Can energy be
destroyed? When energy transformations take place,
does the amount of energy change? When we lose
energy, what does that energy transfer to?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

The students will use their Sci. workbooks to read about the
Law of Conservation of Energy. The students will answer
questions pertaining to the reading.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the
lesson to reinforce concepts taught during the lesson?

The teacher will play the Law of Conservation of Energy song

for the students as a review of todays lesson.
What will students do to demonstrate what they have learned?

Assessment
(attach to lesson plan)
Extension Activities

The students will complete a H.W. sheet on the Law of

Conservation of Energy.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Students will be given a sheet that contains common house hold items, such as irons and
tvs. Students will be assigned to explain the different types of energy transformations
pertaining to those items.
Example: TV
Electrical energy

light energy

sound energy

How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

Technology will be used in this lesson via PowerPoint and

lumens camera
How will you connect this lesson with other content areas across the curriculum?
The Arts: Although

Connection Across the

Curriculum

students will not use any arts during this

particular lesson, they have previously created an energy
foldable. On this foldable, students have the 14 types of
energy along with a picture they drew to remind them of
that type of energy.
Health: students

learned that being exposed to too much of

certain types of energy can be very unhealthy. For
example too much radiant and heat energy can be
unhealthy and cause cancer. They also will learn that
exposure to fair amounts of this energy can be healthy.
For example solar energy (sun light) and chemical energy
(food)
Physical Education:

students will learn that they use some of

these types of energy while being physically active. For
example, chemical energy will give them the energy they
need from food. Being active and moving is called kinetic

energy.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

The strengths of this lesson is that students were easily

able to understand that energy can only be transformed
from one form to another. It was easy because the
content was very easily relatable to things they use in
everyday life such as food, irons, tvs, phones, and even
sunlight.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

A weakness of this lesson was the explanation of how

radiant energy can be transformed from one form to
another. It was difficult to explain that solar energy was
only a type of radiant energy.
What would you change when teaching this lesson again?

If I was to do this lesson again, I would break solar and

radiant energy off into their own section which would go
more in depth to explain that they are not the same
thing. I would further explain that solar energy is only a
type of radiant energy.
Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY