Teacher:

Playground

Date:

Subject: Energy: Lesson 4- Energy of the

I. Objectives
What is the main focus of this lesson? (What do you want to accomplish?)
Energy can be transferred from object to object, which impacts an objects speed.
How does this lesson tie in to a unit plan? (If applicable.)
Using playground equipment, the students will work to see how speed and energy are related.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies. (Students will be able to and this ties to ____ standard.)
I can provide evidence that relates speed and energy based off of my observations on the
playground.
o 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
I can work together with my group to make discoveries about energy and speed.
II. Before you start
Assessment
(formative [during] and
summative [after])

Observation
Students worksheet
Student answers

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
-Students write and draw their findings on
the worksheet.
Options for Language/Symbols

Options for Comprehension

-KWL chart
-Questioning
-Redrawing of a circuit
Prerequisite knowledge
and skills.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-Students can write, draw, tell,
and show what they are learning
or discussing.
Options for Expression
-Students discover things with
their group, and then they can
share with the class.
Options for Executive Function
-Students are given a template to
fill out.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-Students chose how they want to
display their information on their
worksheet.
Options for Sustaining Effort &
Persistence
-Working in groups
Options for Self Regulation
-Students have to reflect on what
they learned the previous lesson.

What energy is? Energy can be transferred.

Notebooks
Pencils
Playground
Worksheet
This lesson needs to occur on the playground outside.

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Teacher
Student
Take out the KWL chart.
We learned that energy can be
o What did we learn about
transferred through the wire from
yesterday with the light
the battery, to the light bulb, and
bulbs and the batteries?
back to the battery. It keeps
(How energy can
going around and around.
be transferred from
one object to
another through
wires to light the
light bulb.)
Its a circuit. The energy went
o We created and drew a
from the battery, through the
couple versions of
wire to the light bulb, through the
something like the one on
light bulb, and back through the
the board yesterday, what
wire to the battery.
is this called and what
happens in it?

Developm
ent

Today we will be experimenting

with more simple, everyday
items to demonstrate energy and
motion. Our goal is to make sure
we can also say the following:
o Show and go over the I
can statements.
We will be doing science outside
today. I know you are all excited,
but if we get too out of control,
we will be forced to come inside
and learn while sitting in our
desks, which is not nearly as
interesting as being able to do it
outside. You could also lose some
choice minute tallies.
Before we go outside, here is
what you are going to do when
we get out there. With your
groups, you will be going on the
playground and playing on the
equipment, but while you are out
there, think about energy and
how that is affecting your speed
on the different kinds of
equipment. Make sure to take
your notebook and this
worksheet to write some notes
down of your thoughts. There are
2 things you should write about
each item: Describe what
happens on each of these pieces
of equipment and how are speed
and energy connected when you
use these?
After 7 minutes, I will blow the
whistle and you will rotate to the

YAY!

next item on the sheet. So the

group at the monkey bars will go
to the tetherball. The tetherball
will go to the slide. The slide will
go to the monkey bars. After you
have gone to every piece of
equipment, we will move to the
gazebo to talk about our findings.

We are supposed to write the

answers to the 2 questions on the
worksheet.

We are to rotate to the next piece

of equipment.
Gather notebook, worksheet, and
pencil and be ready to get in line
to go outside.
Explore the slide, tetherball, and
monkey bars and take notes
about each. Rotate to the next
station when the whistle is blown.

What are we suppose to be

putting on the worksheet?

What do you do when the whistle

is blown?

Line students up by quietest

science groups. Bring students
outside and let them experiment,
blowing the whistle about every 7
minutes.

Gather in the gazebo.

o What did we find with the
monkey bars? How are
speed and energy related?
o What about on the
Tetherball?
o On the Slides?

Now that we have learned how

energy and speed are connected
on some of the playground
equipment, lets look at how they
are connected on the swings.
Before we go to the swings, this
is what I want you to do. I want
each group to work together to
explain how a swing works. Talk
about it, test it out a little and we
will discuss it as a class after 7
minutes. Answer the same 2
questions you did for the first 3
pieces of playground equipment.
Lead class over to swings.
Gather class after 7 minutes.
What did you discover? How does
energy affect how high or low
you swing? Which uses more
energy?

Closure

Working in their groups, students

write and draw about how a
swing works.

Class gets together.

We discovered that it takes more
energy to swing higher and less
energy to swing lower. You have
to keep pumping your legs to
stay high because the energy
runs out if you dont. Thats why
you get tired after awhile
because you are always putting
energy into staying high!
Your reflection on the lesson including ideas for improvement for next time:

Name: ________________________________
Instructions:
1. Describe what happens on each of these pieces of equipment.
2. How are speed and energy connected when you use these?
Monkey
Bars

Tether
Ball

Slide

4th piece
of
playgrou
nd
equipmen
t is:
___________

1. I can:
a. Provide evidence that relates speed and energy based off of my observations
on the playground.
Yes
Maybe
No
b. Work together with my group to make discoveries about energy and speed.
Yes
Maybe
No