Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- The students will differentiate between objects having potential energy, kinetic energy or both.
- The students will identify areas on a drawing or visual where potential energy is transforming into kinetic energy.
- The students will compare different media sources (simulation, song, and video) with textual information pertaining to energy transformations.
- the students will use an anticipation guide to self-evaluate throughout the lesson to correct initial perceptions of energy transformation statements and cite evidence when corrects are made.
Prior Knowledge: What prior knowledge should students have for this lesson?
The students should know the definition of matter and that all physical objects are matter. (Matter is anything that has mass and volume.)
The students should have a basic understanding of motion, speed, gravity and energy.
The students will do an anticipation guide at the beginning of the lesson to activate prior knowledge. The different media selections (, video, and interactive) were also chosen to help review their basic knowledge of these concepts.
The complete addresses for the above mentioned activities are:
Energy Song: https://www.youtube.com/watch?v=_uLSFigtLKg
Interactive Roller Coaster: http://www.pbslearningmedia.org/asset/mck05_int_rollercoaster/
Roller Coaster Video: https://www.youtube.com/watch?v=Ehx1P4adv6I&list=PLBDC5665E0055ED7B
Permissions and usage hints:
The interactive Roller coaster from PBS:
Accessibility: Textual, Visual
Permitted use: Stream, Download, Share, and Modify
©2006 WGBH Educational Foundation. All Rights Reserved.
All YouTube videos should be downloaded from home(several free online sites are recommended in the notes section) in case there are issues at your school site. Any commercials should be skipped or fast forwarded through.
Guiding Questions: What are the guiding questions for this lesson?
1. How is Mechanical Energy Conserved?
Mechanical energy in a closed system (that is only subject to the force of gravity) is equal to the potential energy of an object plus the kinetic energy of an object. The energy available at the beginning of the action will be equal to the energy at the end of the action. The energy is transformed from potential to kinetic energy and from kinetic to potential energy throughout the action. Dissipated energy occurs when an outside force, such as friction, transforms some of the Mechanical Energy available in the system into thermal energy. In a real world setting, the mechanical energy would actually have slightly less energy at the end of the transformation due to energy being dissipated.
2.What is the Law of Conservation of Energy and how does it relate to Potential and Kinetic energy?
The Law of Conservation of Energy states that within a closed system, energy can change form but cannot be created or destroyed. The total amount of energy in a system remains constant. An example would be a roller coaster ride where energy changes from potential energy to kinetic energy many times during the ride.
3. When do objects have potential energy, kinetic energy or both?
Gravitational Potential Energy is the energy of position. Anything that has mass has gravitational potential energy if it is raised above the surface of the earth. Kinetic energy is the energy of motion. Anything that has mass and is in motion has kinetic energy. When an object is both moving and its position is above ground level, it has both Potential Energy and Kinetic Energy. Other types of Potential energy is Elastic (Springs and rubber bands), Chemical (burning fuel, fire crackers), and Electrical (Current, Motors). Batteries contain both Chemical Potential Energy and Electrical Potential Energy.
Teaching Phase: How will the teacher present the concept or skill to students?
The lesson will consist of shifts between whole class activities and cooperative group work. The teacher will create groups of 4 for the cooperative group work portion of the activities.
Anticipatory Set: The students will independently complete an anticipation guide to activate prior knowledge and to encourage participation in the upcoming activities. The anticipation guide has 10 statements concerning energy transformations and the students will decide if the statements are true (they will agree with the statements) or False (they will disagree with the statements).
The teacher will introduce the first activity () as a whole group. After viewing, the students will discuss with their cooperative group if the information in the song changed their opinions on their anticipation guide. The teacher will need to remind the students to "cite" evidence from the song.
The teacher will explain the First part of the Information Text Assignment as a whole group:
- Each student in the group will receive a different piece of textual information pertaining to energy transfers.
- The group members are to individually read their assigned text/information piece. (All drawings and pictures in text information were created in Microsoft Word).
- Using the text piece, they will review their anticipation guides to find any statements on the guide that can be linked to their text piece. They will cite their Evidence by using the Letter of their information sheet and the paragraph where the information can be found. They will place the code in the evidence box. Example: (C-3) Note: Evidence for many of the Statements can be found in multiple places. However, none of the information sheets can be used alone to find all the information.
- The students will complete the first section individually.
After the students have completed their part of the reading, the teacher will show the second media piece (Roller Coaster Video) as a whole group. After viewing, the students will discuss with their cooperative group if the information in the video changed their opinions on their anticipation guide. The teacher will need to remind the students to "cite" evidence from the video.
Cooperative group work. This part of the lesson allows the students to discuss what they found in their reading and to share their answers and evidence. At the end of this section, the students should have textual evidence for each statement.
The teacher will present the third piece of media (Interactive) to the students as a whole group. After viewing, the students will discuss with their cooperative group if the information in the interactive changed their opinions or confirmed their answers on their anticipation guide. The teacher will need to remind the students to "cite" evidence from the interactive.
The teacher, during whole group discussions, will ask the groups to share their findings for each statement. Using a document camera would allow the groups to see what evidence was found overall and allow them to self-correct during the discussion.
The Practice section (on the back of the anticipation guide), allows for more specific practice on energy transformations. The Teacher can choose to have the students continue working in their groups or require the practice sheet to be done individually or for homework. This section can also be used for a summative, end of lesson, grade.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Guided Practice occurs during the co-operative group settings. The teacher will need to carefully monitor the groups for behavior and/or misconceptions.
Guided Practice should also be given during the initial individual reading of the textual information. The teacher should try to "visit" each group during the individual setting to check for understanding and to help with citing evidence.
Guided practice should be given during the review of the media pieces. The teacher should ask the whole group if the media addressed any of the statements on their anticipation guide. Take one suggestion from the class and model citing the evidence on the sheet.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The students will work individually on several of the above components:
- The Before Reading part of the anticipation guide.
- The student's assigned information/text piece.
- The Practice it! part of the anticipation guide (if decided by the teacher to do it individually or for homework)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The closing elements of the lesson would encompass the class discussion reviewing the co-operative groups choices on the anticipation guide and going over the evidence cited visually as a whole group.
The practice it! assignment would also help guide the teacher to recognize any content weaknesses still present after the lesson.
The Practice it! worksheet will show the conceptual knowledge gained during the lesson. The impact of the lesson can be measured by how well the students do on the Practice it! assignment.
Formative assessments are used throughout the lesson.
The before reading part of the Anticipation guide is used to show initial understanding or misconceptions about energy transformations. The teacher will use the information to closely monitor the individual students or student groups who seem to have the most problems conceptually.
The guide is also used as a type of self-check for the students and teacher as the students proceed through the lesson. The self-check aspect will show if the concepts are becoming clearer or if misconceptions are still occurring regularly and with which students or student groups allowing for more personalized attention.
The cooperative group aspect of the lesson will allow for student "teaching" and discussions. This strategy will allow for the teacher to act as a facilitator and listen in on group discussions or to ask guiding questions to improve content acquisition.
Feedback to Students
Students will receive Feedback orally from the teacher and other group members during the cooperative group sessions.
Feedback is also received visually through the selected whole group media presentations.
Whole group feedback sessions will occur during the class discussions of the groups findings and evidence cited.