---
title: Forces of Energy
description: Students will show two objects interacting and explain the transfer of energy through illustrations and captions.
image: https://ideas.pixton.com/hubfs/forces_of_energy-001.png
---

**Subject: ESL/ELL (English Language Learning)**

**Lesson Length: 15 - 20 min**

**Topic: Expression, Instruction, Science, Energy**

**Grade Level: 6, 7, 8**

**Standards / Framework: **

- [WIDA: ELD.SC.6-8.Explain.](https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf)
  
  [Expressive](https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf)
- [NGSS: MS-PS3](https://www.nextgenscience.org/dci-arrangement/3-ps2-motion-and-stability-forces-and-interactions)

**Brief Description:**  Students will show two objects interacting and explain the transfer of energy through illustrations and captions.

**Know Before You Start:** Students should be familiar with at least one type of energy.

**Hook:**

- Ask students: 
    - “What are some examples of energy?”
    - “How can we show what energy is?”
    - “Why is it important to be able to communicate about science?”

**Activity:**

- As a class, have students discuss forms of energy based on their grade level understanding, e.g., heat, light, kinetic, potential, etc.
- Have students discuss different ways to illustrate energy.
- As a class or in small groups, create a comic that shows energy, so students have an example.
- Using the sample comic as a guide, have students create a comic illustrating a form of energy of their choice.

**Closure:**

- Have students share their comics with the class or in small groups.
- Have students explain why they chose that form of energy.
- Discuss why science vocabulary like energy is important.
- Emphasize that understanding science vocabulary helps for future science classes and also for understanding how scientific topics apply to real life.

**Differentiation:**

- Allow students to use the speech-to-text feature.
- Allow students to work in pairs or groups as needed.
- Allow students to use the voiceover feature to read their comics aloud.
- Allow students to choose the form of energy they wish to share to allow for grade-level differences.
- Allow students to use digital dictionaries/translators as appropriate for your class policy.

**Resources:**

- Comic to print or display: [Comic](https://share.pixton.com/rhh2bdj).
- [Main Idea Web](https://ideas.pixton.com/hubfs/Printables/Graphic%20Organizers_03.pdf)
- [Concept Map](https://ideas.pixton.com/hubfs/Printables/Graphic%20Organizers_04.pdf)
- [iSL Collective Energy Worksheets](https://en.islcollective.com/english-esl-worksheets/search/energy)

**Suggested Content:**

- [![](https://img.pixton.com/content-pack/2078531323277959168/thumbnail.png) Laboratory ](https://content.pixton.com/laboratory)
- [![](https://img.pixton.com/content-pack/1838241380359630848/thumbnail.png) Energy ](https://content.pixton.com/energy)

Assign Activity

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