Lesson 5: Transforming Energy Into Electricity

 Lesson Plan

Tuning In

• As was done in Lesson 1, turn a light on inside the classroom. Ask the students if they know what is making the light illuminate. Students should be able to identify electricity as the energy source. Invite them to share their definition of electricity and to explain what it is and where it comes from.

Teacher Instruction

• Discuss how electricity is a secondary energy (another form of energy has to be transformed into electricity). Introduce the statement to be investigated in the lesson: Mechanical energy can be converted into electrical energy.
• Watch the Electricity Generation video on YouTube. Afterwards, display and discuss slides 13-16 the It’s Electric! PowerPoint.

Guided/Independent Learning

• Distribute the Electricity: From Plant to Place Worksheet to the students. Read through the instructions on the worksheet as a class and check that the students understand the task.
• Monitor and support the students as they complete the activity. The worksheet can be completed independently, in pairs or in small groups.
• Once the students have finished, review the activity. Encourage the students to share their sequences for the production and transmission of electricity. Ensure they have the correct sequence of events and can provide a summary of how moving air or water can generate electricity.

Wrapping Up

• Discuss other methods used for turning turbines to generate electricity, as outlined on slide 17.
• Revisit the Electricity Word Wall. Add the words ‘transformed’, ‘power plant’, ‘fossil fuel’, ‘turbine’, ‘generator’, ‘substation’, ‘nuclear power’ and ‘uranium’ to the display.

 Differentiation

Extending Students

• Encourage fast finishers to conduct some independent research into how power plants generate electricity.

Supporting Students

• Allow students who are finding the worksheet challenging to work in a small group with adult support.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

• Reviews
• Changes & UpdatesChanges
• Report an ErrorErrors
• Help