Energy | Substitute Teacher
Students investigate how energy is stored, transferred, and used in robotic systems. Through hands-on and discussion-based activities, they identify energy sources, compare energy types, and explain how a robot uses electrical energy to move, sense, and perform tasks. This substitute-friendly lesson emphasizes collaboration, clear routines, and practical examples.
| Term | Definition |
|---|---|
| energy | The ability to do work or cause change. |
| electrical energy | Energy that comes from electric power and can run devices. |
| battery | A device that stores chemical energy and changes it into electrical energy. |
| transfer | The movement of energy from one thing to another. |
| input | What goes into a system, such as energy or information. |
| output | What a system produces, such as movement, light, or sound. |
| efficiency | How well something uses energy with little waste. |
| system | Parts that work together to do a job. |
Welcome students and display a robot image. Ask: Where does this robot get the energy to work? Record ideas and guide students toward the idea that robots need a power source.
Think-pair-share about everyday energy sources and how devices get power. Share prior knowledge about batteries, charging, and movement.
Explain that robots are systems made of parts that use energy. Model a simple energy chain: battery stores chemical energy, changes to electrical energy, powers motors and sensors, and creates movement or signals. Use a diagram to label input and output.
Listen, take notes, and help label the diagram. Repeat key vocabulary with the teacher.
Give pairs a set of robot-related examples or picture cards. Have students sort them into categories such as source, transfer, input, output, and waste energy. Circulate and prompt students to explain their reasoning.
Work with a partner to sort and justify choices using vocabulary. Record one sentence for each category.
Present a challenge: design a robot that moves across a room while using energy efficiently. Students sketch a robot and label where energy enters, what parts use it, and where energy is wasted. If materials are available, compare a battery-powered toy or robot to the design.
Create a labeled robot design in notebooks. Identify the power source, moving parts, and one way to reduce wasted energy.
Lead a discussion comparing two robot designs: one with efficient energy use and one with wasted energy. Ask students to explain which design would last longer on a battery and why.
Use evidence from the lesson to compare designs and support answers with vocabulary such as efficiency, transfer, input, and output.
Invite students to share one idea about how energy helps robots work. Correct misunderstandings and emphasize the energy path from source to action.
Share one complete sentence using a vocabulary word.
Ask students to write or say: 'A robot needs energy because...'. Collect exit tickets or listen for responses.
Complete a brief reflection demonstrating understanding of robot energy use.
Review the big idea: robots are systems that need energy to do work. Energy is transferred from a source, used by robot parts, and can be made more efficient by reducing waste.