Kinetic and Potential Energy Lesson Plan

Candidate Name: Chelsea Tramel

Content/Grade: 6th Grade Science

Lesson Topic: Kinetic and Potential Energy

CT:

Stage 1 – Desired Results Goals/Learning Outcomes: The student will be able to explain the difference between kinetic and potential energy, and be able to give examples of each.

TEKS: 6.8A:

(8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to: (A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water; Essential Questions:

• • • •

Compare similarities and differences between kinetic and potential energy.

How is energy conserved when changing from one form to another (potential to kinetic, vice versa)?

How do machines/objects gain potential energy and turn it into kinetic energy?

How are potential and kinetic energy involved with real life situations?

Students will know … Students will be able to … Students will understand that …

• Students will know the difference between potential and kinetic energy • Student will be able to give examples of life situations where potential and kinetic energy are taking place • Students will understand how potential energy is turned into kinetic energy when an object is put into motion.

• Students will be able to demonstrate on a graph where the ball has potential energy and kinetic energy.

• Students will have misunderstandings about how potential energy is transformed into kinetic energy.

Stage 2 – Assessment Evidence Performance Tasks: • • • • •

• • •

Materials needed: computers, web links from teacher website (warm up article, scrible, interactive website, atoms family, exit ticket quiz, homework sheet, lingro site, rhino video, and beeclip), chairs/stools, masking tape, yard stick, shooter marbles, 8-foot strip of vinyl ceiling moldings Students will be assessed through their answers to lab questions, exit ticket, extension assignment, and homework.

Warm up: Students read the article and use scrible to mark the text, and then watch the interactive video and do the quiz at the end of it.

Class Discussion: Cold Call Questions from teacher.

Lab: Students will begin the lab after completing the warm up and class discussion, • 1. Place the chairs back to back, but about 3 feet apart.

• 2. Tape the ends of the track to the chairs so that the center hangs down to the floor like the letter U. Use masking tape to secure the bottom of the track to the floor.

• 3. Place a marble on one end of the track and let it roll down. How many times did the marble travel back and forth before it stopped in the middle? This activity illustrates potential and kinetic energy. Where was the marble when it had the most potential energy? Where was it when it had the most kinetic energy?

• 4. Other possible discovery experiments: • Measure the highest point each time the marble rolls up the track. Keep a chart of each measurement. Why doesn't the marble rise as far up? Can you find the amount of energy that is lost on each trip?

• What will happen when one marble is at rest on the track and another is dropped on the track? What if two marbles are on the track?

Show HILARIOUS Rhino Video Students go to the Exit Ticket site and complete the quiz.

Teacher hands out the homework assignment.

*All materials, task/lab descriptions, student work/problems, assessments, rubrics, etc., must be attached.

Stage 3 – Learning Plan/Procedures

What learning experiences and instruction will enable students to achieve the desired results? Provide a description of the learning plan/procedures. Clearly identify key points in which you plan to/realize that you may need to incorporate Teach Like a Champion techniques as you describe the lesson.

Description of the Learning Plan/Procedures: • Students will come into class and get their assigned computer.

• (15 min) Students will log onto class website and click on the warm up link (Energy Form Link), and begin to read it individually.

• They will only read to the Conservation of Energy (really read only page 1) and will practice marking the text.

• http://tramelchelsea1818.webs.com/ • Under the Class Page - Energy Form Link • http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics • Paper version students will get to put in their binder • http://www.energyforeducators.org/iscienceenergy/Science%20of%20Energy%20Intro%20worksheets.pdf • They will already have their Scrible toolbar downloaded, and they will mark the text using their Scrible (marking the text is an AVID technique).

• (10 min) Go to the interactive website, and do the activities. Make sure all students get through the bike example.

This will help them to better understand how potential turns into kinetic energy and back to potential, but encourage them to try get to the quiz portion.

• http://primarygamesarena.com/Different-types-of-Energy266 • (20 min) Go over the article as a class, teacher uses Cold Call to ask questions.

• 1. What does the article say energy is?

• 2. Name two different forms of energy. (ask 2 -3 times) • 3. What is the difference between kinetic energy and potential energy?

• 4. What are the different forms of kinetic energy?

• 5. Describe thermal and electrical energy. Can you give an example?

• 6. Describe radiant, motion, and sound energy. Can you give an example?

• 7. What are the different forms of potential energy?

• 8. Describe chemical and nuclear energy. Can you give an example?

• 9. What does the article say about the process of nuclear fission?

• 10. Describe stored mechanical energy and gravitational energy. Can you give an example?

• Go over the acronym SCREAM (6 forms of energy: Sound, Chemical, Radiant, Electrical, Atomic, Mechanical) • *****SHOW THE HILARIOUS RHINO VIDEO***** • http://multimedia.mcb.harvard.edu/flash/rhino.swf • At the end of the lesson, the teacher will ask students to show a thumbs up if they get it, thumbs side ways if they sort of get it, and a thumbs down if they do not get it at all. Students will then meet the teacher in a certain spot in the room for a “reteach” session.

• (30 min) Students will break into groups (3-4 people) and go to the Atoms Family website to complete the lab.

• http://www.miamisci.org/af/sln/ • Click on The Mummy’s Tomb • Click on Raceways • Have students answer the questions the lab is asking, and email them to teacher.

• (15 minutes) Students will complete the exit ticket as a group.

• http://www.cstephenmurray.com/onlinequizes/physics/workandenergy/kineticvspotentialenergy.htm • Homework: Students will fill out this worksheet • http://www.lessonsnips.com/docs/pdf/kineticpotential.pdf • TLAC TECHNIQUES: • Cold Call, Circulate, Students Teaching Students, Exit Ticket, Mark The Text (AVID technique) Extensions: Students will create a scrapbook or collage of the different forms of energy and their examples using http://www.beeclip.com/ . Students will use the google tab or the you tube tab to search for pictures, and then click and drag into the box, then finally create the scrapbook/ collage and email the link to the teacher, or post it to the class blog. Each form of energy should have its own scrapbook page, there needs to be at least 5-8 pictures for each form, and they are also to add text and give a description of the different forms of energy. This will help students understand the different forms of energy in life situations.

Modifications: Throughout the lesson the teacher will use key terms and phrases in the students native language. This will engage the student in the lesson more, and help them to better understand the material. It will also make them feel more comfortable in the classroom. A word wall with pictures will be on the classroom bulletin with the key vocabulary terms for the lesson, and the words and definitions in the students native language.

Beginner: Students will be given the links off the webpage, and be able to plug them into babelfish.com and it will translate the webpage for them into their native language. (http://babelfish.yahoo.com/ ) This will help them to comprehend the lesson to its fullest. Students will not have to watch the interactive video, because the translater will not translate what is in the video. Instead, they will use that time to finish reading their warm up article, or if they are done with the article, then an advance student will lead them through a dialogue of what they just read. They will also be given a concept map (picture glossary) in the beginning of class that they will be able to refer back to, and the teacher will help them to write the words in English under each picture. During the lab they will be working in groups with their peer, and the teacher will be circulating the room to make sure of understanding. This will allow them to practice the English language more, and become more proficient. Throughout the lesson the teacher will repeat key words and phrases in order to ensure understanding of the material, the teacher will point to the pictures and words on the word wall throughout the lesson. While the class is doing the Exit Ticket, the teacher will follow up with the student and check for understanding. The teacher will also ask if the student has any questions (privately, while class is working), and student will know to ask questions if they are confused about a topic. Their assessment will be the alternative homework assignment, and for them to fill in their dialog journal using pictures, and key terms they learned that day.

With the journal, students will use pictures, phrases they know in the English language, and some native language words. The native language words they use must be because they could not draw a picture for it, or they didn’t know the English term for it. The teacher will then write back to them in English, and draw pictures as well. Beside the native words the student put, the teacher will put the English translation next to it.

Intermediate: Students will have the web links for all assignments, and be able to log into their lingro accounts. (http:// lingro.com/ ) . They will then put the web link in the provided space, and be able to click on words they do not know, and store them into their dictionary on the site. This is good for intermediate students, because it does not translate the whole website for them like babelfish, it allows them to read in English, and with words they have difficulty with put it in a vocabulary box, and get the definition instantly in their native language. While the students are doing the interactive activity, they will be able to pick a partner if they chose, but also have the option of trying it on their own. If the student needs more time to read, they will use this time (interactive video) to keep reading. During the lab students will be put into groups, preferably with students that are familiar with their language. Throughout the lesson the teacher will repeat key words and phrases in order to ensure understanding of the material, the teacher will point to the pictures and words on the word wall throughout the lesson. For the exit ticket, the student will write or make a video to reflect about what they learned during the lesson that day, and also give an example of kinetic and potential energy. They will email the exit ticket to the teacher. For the assessment, the students will complete the first 5 questions of the homework, and then pick 5 out of the 10 to answer for the last part.

Advanced: Students will be able to continue to use the lingro website, to help them with difficult words. They will then put the web link in the provided space, and be able to click on words they do not know, and store them into their dictionary on the site. This is good for advanced students, because it does not translate the whole website for them like babelfish, it allows them to read in English, and with words they have difficulty with put it in a vocabulary box, and get the definition instantly in their native language. During the interactive video they will be paired with a beginner or intermediate (if none in the class, then another student), and they will lead and go through the article with them.

During the lab, they will be in groups. Throughout the lesson the teacher will repeat key words and phrases in order to ensure understanding of the material, the teacher will point to the pictures and words on the word wall throughout the lesson. For the exit ticket, the student will write or make a video (2-3 minutes)to reflect about what they learned during the lesson that day, and also give an example of kinetic and potential energy, they do this during class while the other students are working on the quiz. The student will use the classroom camera to create the video, and upload it to a website of their choice, they will then send the link to the teacher. They will email the exit ticket to the teacher. For the assessment, they will complete the entire homework assignment, and reflect on their experience about leading another student through the warm up.

References.

Tramel, C. (2012, April 11). Chelsea's webpage . Retrieved from http://tramelchelsea1818.webs.com/ Energy kids . (n.d.). Retrieved from http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics (2007). Introduction to energy . General Energy, 1-7. Retrieved from http://www.energyforeducators.org/ iscienceenergy/Science of Energy Intro worksheets.pdf The children's university of manchester . (n.d.). Retrieved from http://primarygamesarena.com/Different-types-ofEnergy266 The atoms family . (1997). Retrieved from http://www.miamisci.org/af/sln/ Murray, C. (2009). Work and energy- ch. 5. Retrieved from http://www.cstephenmurray.com/onlinequizes/physics/ workandenergy/kineticvspotentialenergy.htm Lessonsnips. (2009). Retrieved from http://www.lessonsnips.com/docs/pdf/kineticpotential.pdf Beeclip. (2012). Retrieved from http://www.beeclip.com/ Janc, A. (2005, August ). Lingro. Retrieved from http://lingro.com/ Grade 5 : Standard 10 - energy. (n.d.). Retrieved from http://www.mce.k12tn.net/science2/physical_science_5/ energy/energy5.htm (n.d.). Retrieved from http://babelfish.yahoo.com/

Word Wall Pictures

Kinetic Energy

an airplane circling in preparation for a landing

skier racing down a hill

a roller coaster on its way down the hill

rubber band

a marble rolling down

a basketball flying through the net

sky divers floating towards a man falling down stairs Earth

a girl sliding down a sliding board

a runner at the end of the race

a springing mouse trap

running water

a bike coasting down a hill

a yo-yo on its way down

a bat in mid wing

sleeping cat

Potential Energy

pile of coal that will be used for fuel

a new battery

books stored on the top shelf unlit firecrackers

an apple

hammer held above a nail

a baseball bat waiting to hit a ball dam holding back a river’s water

a boy at the top of a slide mousetrap set and ready to spring

a roller coaster at the top of a hill a stretched string

A slingshot a cocked pistol

a stretched rubber band

a full tank of gas

Name ________________________

Date __________

Interactive Transparency

Let’s Get Moving

Use with Unit B, Chapter 3.

Potential

Kinetic

1

2

3

4

5

6

7

8

9

10

11

12 © Scott Foresman 5

✄

7

Notes for Home Your child recognized examples of kinetic and potential energy.

Home Activity: See how many examples of kinetic and potential energy use you can identify in your home.

Let’s Get Moving

Interactive Transparency

7

Use with Unit B, Chapter 3.

q Give a copy of the transparency to each student.

Name ________________________ Date __________

Interactive Transparency

Let’s Get Moving

Use with Unit B, Chapter 3.

Potential

Kinetic

1, 3, 5, 7, 9, 11

2, 4, 6, 8, 10, 12

7

e Students position examples of potential energy in this box.

r

✄

Students position examples of kinetic energy in this box.

1

2

3

4

5

6

7

8

9

10

11

12

w

© Scott Foresman 5

Cut apart the pictures.

© Scott Foresman 5

Notes for Home Your child recognized examples of kinetic and potential energy.

Home Activity: See how many examples of kinetic and potential energy use you can identify in your home.

19

From the NEED Project’s Intermediate Energy Infobook and Activities http://www.need.org/

From the NEED Project’s Intermediate Energy Infobook and Activities http://www.need.org/

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Exit Ticket Go the the website and take the quiz. http://www.cstephenmurray.com/onlinequizes/ physics/workandenergy/ kineticvspotentialenergy.htm

In a word document write your answers down, and email me them.