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Flipping the Science Classroom: iEnergy

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Keywords: science, energy, video, technology
Subject(s): Information Skills, Video, Technology, Science, Physics
Grades 4 through 5
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Hunter's Creek Elem School, Orlando, FL
Planned By: Elizavet Rivera
Original Author: Elizavet Rivera, Orlando

•Student will learn to use logical thinking to analyze Energy Labs.
•Students will learn to summarize their notes in order to process what they have learned.
•Students will formulate a hypothesis and conclusions throughout each lab. •Students will utilize critical thinking skills to analyze data.
•Students will learn to use various problem-solving strategies during labs and creating their movie.
• Students will create content by combining information from various sources and media types.

SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change.
SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things.

Problem Statement: What type of energy will be best to power our community?

Problem Based learning dscription:

Three videos will be created weekly of the teacher giving lessons on each type of energy. The video will be posted on Moodle (an online course or classroom) in order for students to watch the video as many times as need, post questions if they need clarification and interact with each other to reflect on learning. When students enter the classroom they are ready to expand their knowledge on types of Energy and begin labs. Labs will consist of various rotation where student groups will take notes, pictures and video clips.

The technology portion of this project will add engagement and be meaningful for 21st century learners. These learners utilize technology, apps and interact daily online. Student will have the opportunity to review lessons various times, something that normally can't happen in the classroom because of time constrictions.

The classroom time can be used to get hands- on with the Energy Labs. Students will be divided into groups and be assigned to a renewable or nonrenewable energy source. Students will utilize their video/photo hardware to document their labs. In each lab students will build a water wheel that can move a toy car, create windmills to observe its functions, Electricity/Mechanical energy lab, sound energy and solar energy lab. The technology piece will keep students engaged in order for them to utilize these skills in a meaningful way.Each group will research their energy source and prepare a short commercial using movie software that conveys the following information: 1.How is the energy source formed? From where does it come? 2.How is the energy source used in our daily lives? 3.What are the advantages and disadvantages of using this energy source? 4.Why should we use this energy source for our community?

At the end of this unit student groups will research their energy source and prepare a short commercial/video.

If students are provided hands-on, higher level thinking labs in fourth grade this will better prepare them for the fifth grade FCAT. Students will participate in more hands on activities because videos that provide vocabulary and essential concepts will be done at home. The Flipped classroom model has proveen to produce higher scores on standerized test.
Materials: Video Tools, Camera/Video Accessories, Hardware Devices