TWS Science Unit (Feb 21- March 3)

Time: 12:10- 12:55

Standard 3.P.3: The student will demonstrate an understanding of how electricity transfers
energy and how magnetism can result from electricity.

3.P.3A.1 Obtain and communicate information to develop models showing how electrical
energy can be transformed into other forms of energy (including motion, sound, heat, or light).
Friday: (Feb 21)
-Pre-test
-Midterm Interview (with 3 students)
Monday: (Feb 24)

-Whole group:
--Complete the KWL chart (5 min)
-- Go over the standard
-- Brainstorm a list of items that use electricity
--Categorize the items into the following groups, Light, Sound, Heat, and Motion
--Read the science textbook pages 60-61
Tuesday: (Feb 25)

-Look at the ROPES Lesson Plan attached to this document

-Small group Group 3: 55-45 Brooks, Audrey, Ralph, Abby, Jasir

10 minutes each
-In small group:
--Acrostic poem and Reader’s Theatre

-Students will:
--On my Own Discovery Education
--With My Partner Write like a Scientist
--Group Activity Energy Sort
--Complete Exit Slip
--2 Project Ideas if finished early
--Work on Quizizz
Wednesday: (Feb 26)

-Look at the ROPES Lesson Plan attached to this document

-Small group SPED Group: Emma, Rashawn, Preston, Carlito

10 minutes
-In small group:
--Acrostic poem and picture book The Shocking Truth About Energy

-Students will:
--On my Own Discovery Education
--With My Partner Write like a Scientist
--Group Activity Energy Sort
--Complete Exit Slip
--2 Project Ideas if finished early
--Work on Quizizz
Thursday: (Feb 27)
-Wonder Works Field Trip

Friday: (Feb 28)

-Small group Group 2: 60-55 Braxton, Dontavious, Jeffery, Cali, Grayson

10 minutes each
-In small group:
--Acrostic poem and Reader’s Theatre

-Students will:
--On my Own Discovery Education
--With My Partner Write like a Scientist
--Group Activity Energy Sort
--Complete Exit Slip
--2 Project Ideas if finished early
--Work on Quizizz
Monday: (Mar 2)

-Look at the ROPES Lesson Plan attached to this document

*** Spend 10 minutes reviewing for Test using Quizizz

https://quizizz.com/admin/quiz/5e49b3b83db269001d5901de/energy
anchor chart example, and video https://www.youtube.com/watch?v=1JdvH_8cz-I***

-Small group Group 1: 85-65 Jermaine, Jeslyn, Journee, Raymond, Melody

10 minutes each
-In small group:
--Acrostic Poem and Reader’s Theatre

-Students will Finish:

--On my Own Discovery Education
--With My Partner Write like a Scientist
--Group Activity Energy Sort
--Complete Exit Slip
--2 Project Ideas if finished early
--Work on Quizizz

*** Add to the L on the KWL chart***

Tuesday: (Mar 3)
-Post Assessment
 Elementary EDEL TWS Lesson Plan- Hagan

Lesson Information
Student’s Name: Alexis Panepinto

Grade: 3rd Grade

Title: Energy and Its Forms

Content Area(s): Science

South Carolina Standards

Standard 3.P.3: The student will demonstrate an understanding of how electricity transfers energy and how
magnetism can result from electricity.
3.P.3A.1 Obtain and communicate information to develop models showing how electrical energy can be
transformed into other forms of energy (including motion, sound, heat, or light).

Objective(s)
Students will be able to list the four types of energy.
Students will be able to explain how energy can be transformed from electrical energy to another form of
energy.
Students will be able to connect and describe how real-world objects use energy.

Estimated Time Required (between 12-15 minutes)

45 minutes

List of Materials
-Acrostic Poem
-Reader’s Theatre
-iPads for Discovery Education
-Write Like a Scientist Sheet
-Energy Sort Activity
-Exit Slip (located on the Energy Transfer Learning Sheet)
-Energy Transfer Learning Menu Sheet
-KWL Energy Chart
-Robot Project #1 Sheet
-Anchor Chart Project #2 Sheet
-Quizizz https://quizizz.com/admin/quiz/5e49b3b83db269001d5901de/energy
-YouTube Video on Energy https://www.youtube.com/watch?v=1JdvH_8cz-I

Instructional Procedures
Review
 Open/focus the lesson
 Activate prior knowledge
The teacher will ask students what they know about energy. The teacher will also review the four types of
energy (light, sound, heat, and motion). The teacher will review examples of each of the four types of
energy through everyday objects that are found in student’s lives. The teacher will ask students if they can
provide examples of objects/things that use energy and what kinds of energy it uses. Teacher can use the
anchor brainstorm chart from the beginning of the unit or the anchor chart project #2 example.

Overview
 Provide summary of lesson (Today we will...) and its importance (How does it connect with students’ lives?).
Today we will first review for our test tomorrow. Students will need their iPads and will need to log into
Google Classroom and open up the Quizizz link that has been posted. You will join the code that is on the
board and add your name. This practice game allows each of you to go at your own pace. Once you have
finished going through Quizizz, we will all watch a video that will provide us with another definition of
energy and its forms. When the video is over, you will take out your science menu and finish any of the
“dishes” (activities) that you have not completed or finished for the week. I will also be pulling a small
group to complete a reader’s theatre and acrostic poem. The importance of these activities is to make the
connections between energy in science and how we can see the different forms of energy in our everyday
lives. It is also important to know how energy can be changed from electrical energy to another form such
as light, sound, heat, and motion. We can see these forms of energy from the sun, a light bulb, etc.

Presentation
 Teacher Modeling/Demonstration of Learning (What are you teaching and how? Be specific.)
 Check for Understanding
 Guided Practice or Activity (student performs along with teacher guidance)
The teacher will pull a small group and first model how a reader’s theaters should be read. The students in
the small group will each be assigned a part in the poem. Students will then read their parts and ALL
students will read the part labeled “all”. The teacher will engage in a think aloud by stopping at unfamiliar
vocabulary as well as asking/reviewing specific examples from each form of energy. At certain points in
the readers theater, the teacher will stop and ask the students how the examples in the poem make that
object use a certain form of energy. This will check for understanding. The students will then be given an
acrostic poem where they will write words using the letters in heat, sound, light, and motion. If students
cannot come up with words that are associated to the letters, they can draw pictures that represent each
form of energy.

Exercise
 Independent Practices
Students will continue to work on and finish their “dishes” from their science menus. The “dishes” on the
menu include write like a scientist, watching two discovery education videos and an interactive activity, and
completing an energy sort activity with their group members.
Summary
 Closure of Lesson
The teacher will then come together with the class after independent practice to ask students questions to
review and prepare them for their test tomorrow. The teacher will then ask students if they have any last-
minute questions on energy and its various forms. Students will then take out their KWL chart and add
what they have learned to the L column.

Post Unit Plan Procedures

Assessment
Each student will complete a post test on the forms of energy. The test will include true/false questions,
completion questions, and multiple-choice questions. The test will also have a table that requires students
to look at the objects that are given and determine which form of energy is being used and how it is being
used. The “dishes” from the science menus will be used as formative assessments.
Intervention/Adaptation for Special Needs
Students will be placed in a small group and have the test read aloud to them. They will also be given
more time if needed. SPED students will be required to complete ONLY the Energy sort and the Discovery
Education videos and interactive activity.
Early Finishers
- Students can complete the robot project. They must come up with a robot that uses the four types
of energy. They will first brainstorm ideas. Then, they will draw their robot and write an explanation
of how the forms of energy are being incorporated into the robot. (An example will be provided)
- Students can create an anchor chart that is digital or in a paper version that has the headings light,
sound, heat, motion, and electrical. They must include at least 3 examples of each energy
underneath the appropriate headings. Students may also color their anchor charts.
- Students can study for their test using Quizizz.
 Elementary EDEL TWS Lesson Plan- CT #1

Lesson Information
Student’s Name: Alexis Panepinto

Grade: 3rd Grade

Title: Energy and Its Forms

Content Area(s): Science

South Carolina Standards

Standard 3.P.3: The student will demonstrate an understanding of how electricity transfers energy and how
magnetism can result from electricity.

Objective(s)
Students will be able to list the four types of energy.
Students will be able to explain how energy can be transformed from electrical energy to another form of
energy.
Students will be able to connect and describe how real-world objects use energy.

Estimated Time Required (between 12-15 minutes)

45 minutes

List of Materials
-Acrostic Poem
-Reader’s Theatre
-iPads for Discovery Education
-Write Like a Scientist Sheet
-Energy Sort Activity
-Exit Slip (located on the Energy Transfer Learning Sheet)
-Energy Transfer Learning Menu Sheet
-Robot Project #1 Sheet
-Anchor Chart Project #2 Sheet
-Quizizz https://quizizz.com/admin/quiz/5e49b3b83db269001d5901de/energy
Instructional Procedures
Review
 Open/focus the lesson
 Activate prior knowledge
The teacher will ask students what new things they have learned about energy. The teacher will also
review the four types of energy (light, sound, heat, and motion). The teacher will review examples of each
of the four types of energy through everyday objects that are found in student’s lives. The teacher will ask
students if they can provide examples of objects/things that use energy and what kinds of energy it uses.

Overview
 Provide summary of lesson (Today we will...) and its importance (How does it connect with students’ lives?).
Today each student will be given a science menu. There are three “dishes” (activities) that you must
complete by the end of the week. You will have a write like a scientist activity. During this activity you will
come up with objects that go from electrical energy to light, sound, and heat energy. You will write or draw
the objects and place arrows in the correct direction that shows the energy that is being changed from
electrical to another form of energy. (light, heat, and sound) The next activity requires you to watch two
videos from Discovery Education, so you will need your iPads. The two videos are called “You and
electricity” and Electricity in the Real World”. Once you have watched the videos, you will complete the
sound, heat, and light interactive activity on the same Discovery Education app. Your last activity is a
group energy sort activity. You will take the graphic organizer sort out of the bag. Then you will match and
place the pictures to the correct heading (mechanical, electrical, sound, and light). Then you will take a
picture of your match energy sort and create a Google Slide that shows your groups thought process for
placing those pictures on each specific heading. Once you have taken the picture and created a Google
Slide, you will show the teacher and they will mark you off. Once all required “dishes” have been finished,
you can work on a creating a robot activity, creating an anchor chart, or practicing on Quizizz for the test.
The importance of these activities is to make the connections between energy in science and how we can
see the different forms of energy in our everyday lives. It is also important to know how energy can be
changed from electrical energy to another form such as light, sound, heat, and motion. We can see these
forms of energy from the sun, a light bulb, etc.

Presentation
 Teacher Modeling/Demonstration of Learning (What are you teaching and how? Be specific.)
 Check for Understanding
 Guided Practice or Activity (student performs along with teacher guidance)
The teacher will pull a small group and first model how a reader’s theaters should be read. The students in
the small group will each be assigned a part in the poem. Students will then read their parts and ALL
students will read the part labeled “all”. The teacher will engage in a think aloud by stopping at unfamiliar
vocabulary as well as asking/reviewing specific examples from each form of energy. At certain points in
the readers theater, the teacher will stop and ask the students how the examples in the poem make that
object use a certain form of energy. This will check for understanding. The students will then be given an
acrostic poem where they will write words using the letters in heat, sound, light, and motion. If students
cannot come up with words that are associated to the letters, they can draw pictures that represent each
form of energy.
Exercise
 Independent Practices
Students will continue to work on and finish their “dishes” from their science menus. The “dishes” on the
menu include write like a scientist, watching two discovery education videos and an interactive activity, and
completing an energy sort activity with their group members.

Summary
 Closure of Lesson
The teacher will then come together with the class after independent practice to ask students questions to
review and prepare them for their test. The teacher will then ask students if they have any last-minute
questions on energy and its various forms.

Post Unit Plan Procedures

Assessment
Each student will complete a post test on the forms of energy. The test will include true/false questions,
completion questions, and multiple-choice questions. The test will also have a table that requires students
to look at the objects that are given and determine which form of energy is being used and how it is being
used. The “dishes” from the science menus will be used as formative assessments.
Intervention/Adaptation for Special Needs
Students will be placed in a small group and have the test read aloud to them. They will also be given
more time if needed. SPED students will be required to complete ONLY the Energy sort and the Discovery
Education videos and interactive activity.
Early Finishers
- Students can complete the robot project. They must come up with a robot that uses the four types
of energy. They will first brainstorm ideas. Then, they will draw their robot and write an explanation
of how the forms of energy are being incorporated into the robot. (An example will be provided)
- Students can create an anchor chart that is digital or in a paper version that has the headings light,
sound, heat, motion, and electrical. They must include at least 3 examples of each energy
underneath the appropriate headings. Students may also color their anchor charts.
- Students can study for their test using Quizizz.
 Elementary EDEL TWS Lesson Plan- CT #2

Lesson Information
Student’s Name: Alexis Panepinto

Grade: 3rd Grade

Title: Energy and Its Forms

Content Area(s): Science

South Carolina Standards

Standard 3.P.3: The student will demonstrate an understanding of how electricity transfers energy and how
magnetism can result from electricity.

Objective(s)
Students will be able to list the four types of energy.
Students will be able to explain how energy can be transformed from electrical energy to another form of
energy.
Students will be able to connect and describe how real-world objects use energy.

Estimated Time Required (between 12-15 minutes)

45 minutes

List of Materials
-Acrostic Poem
-The Shocking Truth About Energy book
-iPads for Discovery Education
-Write Like a Scientist Sheet
-Energy Sort Activity
-Exit Slip (located on the Energy Transfer Learning Sheet)
-Energy Transfer Learning Menu Sheet
-Robot Project #1 Sheet
-Anchor Chart Project #2 Sheet
-Quizizz https://quizizz.com/admin/quiz/5e49b3b83db269001d5901de/energy
Instructional Procedures
Review
 Open/focus the lesson
 Activate prior knowledge
The teacher will ask students what new things they have learned about energy. The teacher will also
review the four types of energy (light, sound, heat, and motion). The teacher will review examples of each
of the four types of energy through everyday objects that are found in student’s lives. The teacher will ask
students if they can provide examples of objects/things that use energy and what kinds of energy it uses.

Overview
 Provide summary of lesson (Today we will...) and its importance (How does it connect with students’ lives?).
Today each student will continue to work on their science menu “dishes”. Once all required “dishes” have
been finished, you can work on a creating a robot activity, creating an anchor chart, or practicing on
Quizizz for the test. I will also be pulling a small group (SPED students) to read The Shocking Truth About
Energy and complete an acrostic poem. The importance of these activities is to make the connections
between energy in science and how we can see the different forms of energy in our everyday lives. It is
also important to know how energy can be changed from electrical energy to another form such as light,
sound, heat, and motion. We can see these forms of energy from the sun, a light bulb, etc.

Presentation
 Teacher Modeling/Demonstration of Learning (What are you teaching and how? Be specific.)
 Check for Understanding
 Guided Practice or Activity (student performs along with teacher guidance)
The teacher will read the book The Shocking Truth About Energy for small group. The teacher will engage
in a think aloud by stopping at unfamiliar vocabulary as well as asking/reviewing specific examples from
each form of energy. At certain points in the book, the teacher will stop and ask the students how the
examples in the poem make that object use a certain form of energy. This will check for understanding.
The students will then be given an acrostic poem where they will write words using the letters in heat,
sound, light, and motion. If students cannot come up with words that are associated to the letters, they can
draw pictures that represent each form of energy.

Exercise
 Independent Practices
Students will continue to work on and finish their “dishes” from their science menus. The “dishes” on the
menu include write like a scientist, watching two discovery education videos and an interactive activity, and
completing an energy sort activity with their group members.

Summary
 Closure of Lesson
The teacher will then come together with the class after independent practice to ask students questions to
review and prepare them for their test. The teacher will then ask students if they have any last-minute
questions on energy and its various forms.
Post Unit Plan Procedures
Assessment
Each student will complete a post test on the forms of energy. The test will include true/false questions,
completion questions, and multiple-choice questions. The test will also have a table that requires students
to look at the objects that are given and determine which form of energy is being used and how it is being
used. The “dishes” from the science menus will be used as formative assessments.
Intervention/Adaptation for Special Needs
Students will be placed in a small group and have the test read aloud to them. They will also be given
more time if needed. SPED students will be required to complete ONLY the Energy sort and the Discovery
Education videos and interactive activity.
Early Finishers
- Students can complete the robot project. They must come up with a robot that uses the four types
of energy. They will first brainstorm ideas. Then, they will draw their robot and write an explanation
of how the forms of energy are being incorporated into the robot. (An example will be provided)
- Students can create an anchor chart that is digital or in a paper version that has the headings light,
sound, heat, motion, and electrical. They must include at least 3 examples of each energy
underneath the appropriate headings. Students may also color their anchor charts.
- Students can study for their test using Quizizz.