Modeling Energy: Stations to Support Fourth-Grade Students' Learning of Energy Concepts

Autor/inn/en	Carone, Delaney; Perkins, Ashley; Scott, Catherine
Titel	Modeling Energy: Stations to Support Fourth-Grade Students' Learning of Energy Concepts
Quelle	In: Science and Children, 60 (2023) 3, S.34-37 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Grade 4; Science Instruction; Energy; Scientific Concepts; Concept Formation; Misconceptions; Elementary School Teachers; Standards; Lesson Plans; Motion; Kinetics; Thinking Skills; Teaching Methods; Prior Learning + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energie; Concept learning; Begriffsbildung; Missverständnis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Standard; Lesson planning; Unterrichtsplanung; Bewegungsablauf; Kinetik; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse
Abstract	This lesson focuses specifically on teaching concepts of speed and its impact on energy, as well as providing a basic introduction to potential and kinetic energy to fourth-grade students. "Next Generation Science Standards" ("NGSS") 4-PS3-1 states that students should be able "to use evidence to construct an explanation relating the speed of an object to the energy of that object" (NGSS Lead States 2013). This lesson connects to the "NGSS" crosscutting concept energy and matter, which states that the transfer of energy can be tracked as energy flows through a designed or natural system. Energy comes in many forms, including motion, light, sound, electricity, magnetic fields, and heat (thermal energy). In this lesson, the authors chose to focus on motion, or kinetic energy. This lesson starts off with an introduction and discussion to get students thinking about energy. Starting with discussion questions can also help students build from their prior knowledge and connect personal experiences to their learning. Students may present misconceptions where they believe that energy is a magical element that forms from air or electrical currents. It is easy to come up with real-life examples where energy is demonstrated; however, people cannot see energy and students may have a hard time comprehending it. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01