Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: _2/4/14___

School : _Chateaugay Central School Subject: Science-Mechanical Energy Grade Level: __8th___

Unit/Lesson Title/Number: Mechanical Energy Lesson #3 Kinetic and Potential Energy Context and Class Profile 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students

Common Core Standards

Assessed: 4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position

Interdisciplinary Connections

Part of Physical Science

21st Century Skills Lesson Objectives

Label : (Blooms Taxonomy)

1. Students will be able to define mechanical energy. 2. Students will be able to differentiate between kinetic and potential energy.

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1. Guided Notes 2. Guided Notes

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter Label: Transitions Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for

The teacher will collect any homework that was not completed the previous class. If all of the students finished in class then the homework will be handed back with feedback. The teacher will give the agenda for the day. o Collect/handout worksheet from previous day o BrainPop videos o PhET demonstration The teacher will hand out the guided notes for the day based on the two videos and the PhET demonstration. The students are expected to fill in their notes as each video is shown. After each video, the teacher will check to make sure that each student has their questions filled in. The BrainPop videos will be shown: (2 minutes each) http://www.brainpop.com/science/energy/kineticenergy/ and http://www.brainpop.com/science/energy/potentialenergy/ The PhET simulation will be brought up. The students will be watching a bulldog skateboard on a track. The shape, length, and height of the track can be manipulated. There are guided questions on the worksheet that the students will answer as the demonstration is being shown (visual). The teacher will manipulate the track with student input to demonstrate the transfer between kinetic and potential energy. The teacher will show students that in order for a loop to be completed, the starting height needs to be higher than the loop height.

Understanding: directions, procedures/routines, and/or content (formative) Label: Evidence of Cognitive Student Engagement (CSE) Label: Closure

The teacher will make sure that each student has their worksheets filled in by making a round of the room. The teacher will then have the student play an around-the-world game. The students will have to answer questions on mechanical energy as they move around the room. The questions will be used to review for the next days quiz. Closure The students will be reminded about the quiz and asked if there are any questions. The teacher will answer any questions that exist.

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. Guided Notes (formative) the guided notes will be used to hold the students accountable while watching the videos and simulation. Their participation is also expected. The teacher will be able to use their responses on the notes to assess their understanding. The guided notes will not be collected. 2. Activity (formative) the activity will have questions similar to those on the quiz. The students should be able to answer the questions easily. If not, then they may not be prepared for the quiz.

Technology The SmartBoard will be used to display the BrainPop videos and the PhET simulation.
Describe type and purpose. Include a back-up plan.

Academic Language required for the lesson

Students will need to recall what kinetic and potential energy are.

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff Resources/ Materials Time Required Guided notes, BrainPop videos, PhET simulation

1 class period, 38 minutes

Field Template
Lesson Objective (s): Agenda for 1. Students will be able to define mechanical energy. 2. Students will be able to differentiate between kinetic and potential energy. 1) Collect/handout worksheet from previous day

Comments:
Back-up plan(s),

Board: Student/Class Profile: Materials: Procedure:

2) BrainPop videos 3) PhET demonstration 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students Guided notes, BrainPop videos, PhET simulation

areas that might cause confusion or misconceptions, anchor activities, etc.

Complete by:

1:37, 2:18

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

Include key transitions

Include grouping if any

Key academic language

The teacher will collect any homework that was not completed the previous class. If all of the students finished in class then the homework will be handed back with feedback. The teacher will give the agenda for the day. o Collect/handout worksheet from previous day o BrainPop videos o PhET demonstration The teacher will hand out the guided notes for the day based on the two videos and the PhET demonstration. The students are expected to fill in their notes as each video is shown. After each video, the teacher will check to make sure that each student has their questions filled in. The BrainPop videos will be shown: (2 minutes each) http://www.brainpop.com/science/energy/kineticenergy/ and http://www.brainpop.com/science/energy/potentialenergy/ The PhET simulation will be brought up (http://phet.colorado.edu/en/simulation/energy-skate-park ). The students will be watching a bulldog skateboard on a track. The shape, length, and height of the track can be manipulated. There are guided questions on the worksheet that the students will answer as the demonstration is being shown (visual). The teacher will manipulate the track with student input to demonstrate the transfer between kinetic and potential energy. The teacher will show students that in order for a loop to be completed, the starting height needs to be higher than the loop height. The teacher will make sure that each student has their worksheets filled in by making a round of the room. The teacher will then have the student play an around-the-world game. The students will have to answer questions on mechanical energy as they move around the room. The questions will be used to review for the next days quiz.

Closure:

Begin by: 1:37, 2:18

The students will be reminded about the quiz and asked if there are any questions. The teacher will answer any questions that exist.

Homework and/or Announcements

Begin by: 1:40, 2:41

There will be a quiz the next day.

Name: __________________________________ Period: __________ Date: ________________

Energy: Guided Notes for Tim and Moby and PhET simulation
Tim and Moby: Kinetic Energy
1) Kinetic energy transfers to _____________________ energy 2) What type of object will have a higher kinetic energy? Heavy or light? (circle one) 3) What type of object will have a higher kinetic energy? Fast or slow? (circle one) 4) Kinetic energy relies on _______________ and ___________________. 5) _________________ in water change kinetic energy into electricity.

Tim and Moby: Potential Energy

1) Potential energy relies on _________________ and ___________________. 2) Potential energy changes to ______________________ energy. 3) There is more potential energy at the top of a hill or at the bottom of a hill? (circle one) 4) Potential energy is also known as _________________ energy.

PhET Simulation
1) Where does the loop need to be in relation to the start in order to work?

2) What happens to the bulldog if the loop is taller? Why does this happen?

3) What type of energy is present at position C? _______________ 4) What type of energy is present at position D? _______________ 5) At which two positions are the same type(s) of energy the same?