ED 345 Calvin College Lesson Planning Form

Teacher:

Ms. Steiner

Date:

September 25, 2015

Subject/ Topic/ Theme:

Energy

I. Objectives
What is the main focus of this lesson?
Potential & Kinetic Energy; Law of Conservation of Energy
How does this lesson tie in to a unit plan? (If applicable.)
Lesson 2 in 9 lesson energy unit
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.
SWBAT:
Explain the difference between kinetic and potential energy.
Apply the marble experiment to the Law of Conservation of Energy.
4-PS3-3 Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and
effect relationships.
5.I.I.III.1 Use appropriate units to make precise and varied measurements.
5.I.I.III.3 Make predictions based on analyses of data, observations, and explanations.
5.II.I.II.4. Describe how energy can be stored and converted to a different form of energy
II. Before you start
Prerequisite knowledge and skills.

Meaning of energy, Law of Conservation of Energy

Brief background on potential & kinetic energy (both from Lesson 1)
Formative:
Monitor discussions
Assessment
(formative and summative)
Student responses after partner share
Monitor experiment
Observations/data/inferences in journal
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Visual & oral directions

Options for action/interaction

Options for recruiting interest

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort & Persistence

Options for Comprehension

Options for Executive Function

How they would like to represent their
marble data in a graph- scale, labels,
shading, etc.

Options for Self Regulation

Groups work through the experiment
following along in their journalsat their
own pace.

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.

Ball
Rubber band
5 marbles

5 rulers w/ midline ridge

5 foam bowls w/ door cut out
Energy journals

Flat floor & table space for marbles to roll May add extra table on carpet (TBD).

III. The Plan

Time
Parts

Motivation
(Opening/
Introduction/
Engagement)

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Im going to do three different actions. I want you to quietly think to yourself about what these actions
might have in common.
A ball suspended in the air (potential energy), the ball falling (kinetic energy)
A stretched rubber band (potential energy), the rubber band released (kinetic energy)
Myself in a squatting position (potential energy), jumping in the air (kinetic energy)
Im going to give you two minutes to talk with your shoulder partner about potential similarities.
All three of the introductory actions involved potential energy being converted into kinetic energy.
Based on what I just saidthat each action started with potential energy that was then turned into
kinetic energyI want you and your shoulder partner to try and:
1. Identify the potential & kinetic energy in each system
2. Come up with your own definition for potential & kinetic energy

10

Pull sticks for some pairs to share what they came up with.
Potential energy- energy that is stored in an object
Kinetic energy- energy of a moving object
Would you believe me if I told you that all energy in the world can be put into the category of either
potential or kinetic energy? Without talking, give me a thumbs up or down.
Raise your hand to give me an example of something that uses energy & Ill tell you how its potential or
kinetic energy.
Ex. Potential: battery, compressed spring, rock on a ledge, calories stored in muscles
Kinetic: vibrating object, hot liquid, falling rock, electrons moving through a circuit, person running
Do you agree with me now? Quietly give me a thumbs up or down.

Quietly talk with your shoulder partner about one example of potential energy & one example of
kinetic energy. Pause. Pull sticks for some pairs to share.

Development
30

If students are still engaged, have them record what they know about P&K energy on page 3 of their
journals. Otherwise, return to it at the end of class.
We will be doing an experiment today. I need you to carefully listen to my expectations so that you
know what to do during the experiment:
Its your job to finish the experiment & the pages in your journal by the time my timer stops. Its
your job to stay on track (just like with math centers!).
I expect an answer for every blank in your journal & an explanation where theres a bold
printed question. Grading will often be based on effort. (UNLESS people stop making an effort!)
The materials that I give you for your experiments are tools, not toys. If I see you fooling around
with them, you will lose experiment privileges.
Your whole table (ALL 4 people) are a team. You must all work together to do your experiment.
If you have questions, ask!!
We will be testing P&K energy and the Law of Conservation of Energy. Raise your hand if you remember
what that law says. (Energy never created/destroyed, energy changes forms)
Demo the set-up of the experiment, but dont actually do it. Any questions?
Pass out materials. Your directions for the experiment are on pages 4-7 of your energy journal. Write
page numbers on the board.
Monitor the experiment while groups work. Ask questions, answer questions. Provide individual & whole
group guidance when necessary.

For the groups that finish early, direct them to complete page 3 of their journal (if they havent yet) or
add to their forms of energy database.
Come back together as a whole class. Pull sticks for some groups to share what they discovered in their
experiment. Specifically, questions 3, 4, 10 & critical thinking. Also have a couple groups show their
graphs on the document cam.
10

Closure

Idea for students to leave knowing: The more energy that the marble had, the more stuff it was able to
make happen BECAUSE the total amount of energy in our system stayed constant (LCE). If we started
with a lot of potential energy, we ended with a lot of kinetic energy. If we started with a little potential
energy, we only ended with a little kinetic energy.