W2 – L2- Essential Energy – Scientific support

Purpose: Learning Intention

– Discuss what they know about energy and what electrical energy is used for

– Share ideas using a think-box strategy

– Record ideas on the science chat-board

TEACHER BACKGROUND INFORMATION:

* Read Teacher background information: Essential Energy page 8-9, 12

Predict: Explain that the students predict by writing or drawing ways to connect the equipment that will make the bulb light up and record their prediction in the first box of the ‘PROE’ record: Lighting up my life’ sheet.

Reason: Students record reasons to support their predictions in the second box of the sheet (don’t correct predictions).

Observe: Explain that they will construct and test their equipment, recording everything that they observe using writing & drawings.

Explain: Compare their predictions with their observations. Explain in the last box why the result did/ did not match their prediction.

CURRICULUM LINKS:

* Note: Connecting one point of the battery with one point on the light bulb with a wire will not light up a light bulb. This method allows students to question the source-sink model (see ‘Teacher background info’ in this lesson)

*Note: To complete a functioning circuit the wire needs to touch the base and the sides of the light bulb.

Electric Circuit – Electrical components organized to create a circular path for electrical energy to flow through.

A circuit diagram is a pictorial representation of an electric circuit. It includes standard symbols of the different components and connections between components.

If students still have non-scientific ideas of how a circuit works, ask questions,

* Why do you think that?

* Well, if that is right, what about..?

* What do you think about…?

* Could you tell me more about

LESSON:

1. Read with the class ‘Request for scientific support’ discuss any difficult words or phrases. Agree to start helping and agree for a letter with the code name ‘Live Wires’ to be returned with courier.

2. Ask five students to record each question from ‘Request for scientific support’ on a large piece of paper.

3. Introduce the five think-boxes that match each question and explain that students are going to work individually to record their ideas about the five questions. Explain that this is an anonymous activity and they are not to write their answers with their responses.

4. Model how to write and draw a response to a question on a self-adhesive note and place it in the matching think boxes.

5. Explain that students will work in collaborative learning teams to categorise and record responses from one of the think-boxes. Discuss how to divide responsibilities, for example by assigning two or three teams to each box and dividing responses equally between them.

6. Explain that team members will take turns to read the responses and contribute to sorting the responses into categories. Explain that the director will record chosen categories and place the corresponding responses on a large sheet of paper with corresponding questions.

7. Form teams, allocate roles and ask Managers to collect team equipment.

8. Display the charts to form the science chat board use TV to display. As a class review what they think they know and discuss evidence or information, which may be helpful.

9. Place energy vocabulary on the science chat board