Autumn Lesson Plan No.

2

Lesson Plan
Science What is Energy?
Year 8
Lesson Plan No. 2
Group Members:
Autumn Jay-Ly.
Focus of this lesson:
Energy Conservation
Lesson Plan Number:
Week 7
Thursday
Period 6
Lesson 1 of 1
Location/Setting:
Science Lab
G14
No. of Students:
27
Length of Class:
48 min
2:10 to 3:00pm
Organisation/ Student Groups:

Part 1: Work in groups to examine the Energy Skate Park PhET Lab vitual application.
Part 2: Work individually to provide a write a short essay based on Energy Skate Park
activity.
Classroom management strategy:
Teacher begins the class by standing at the front of the room and explaining the
goals for the day.
Teacher allows students the freedom to migrate between groups and exchange ideas.
They are responsible for providing feedback to peers.
Teacher demonstrates the activity on a computer and does it step by step on a
projector screen.
Teacher monitors and observes throughout the lesson, commenting on students
work frequently.
Materials, Resources, Equipment, References/Sources:
Laptop.
Socrative Application for quiz/inquiry component.
iBrainstorm Application for design/brainstorming component.
Projector for demonstration.
Presentation demonstration document Project Experiment.
Assumed/ known prior art learning of students:
Students have comprehensive knowledge in energy types week 1
Students have competent skills in starting, reviewing, evaluating experiments from week 2-4: Transfer of Energy
Students have prior knowledge in energy transformation and efficiency from week 1-6
AusVELS: (Strand/Domain/Dimension) Domain:

ACSSU155: Energy appears in different forms including movement (kinetic energy), heat and potential energy and causes change within systems
ACSIS144: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital
technologies as appropriate
ACSIS148: Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate
ACSIS139: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
ACSIS146: Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the
method
Goals
Understand the Law of Conservation of Energy that energy can never be created or destroyed; it can only be converted from one form to another.
Identify energy transformations in a range of situations.
Represent energy transformations with words, arrows and graphs.
Make predictions about energy use in various situations.
Arts Learning intentions for this particular class:
Predict Energy Pie Charts based on the position of a skater using a computer simulation.
Explore energy transformations for a skater using energy pie charts as evidence.
Determine how the position of the skater affects his speed, and potential and kinetic energy.
Verify predictions using Energy vs. Position line graphs.

INTRODUCTION MAIN BODY CONCLUSION
Teacher Responsibility Mins Teacher Responsibility Mins Teacher Responsibility Mins
Refer to lesson learning objectives and
outcome.
Explain the first component of the
exercise- Part 1: Explore energy
transformation using the Skate Park
application.
Show a demonstration on an electric
whiteboard and clarify the activity steps
and expectations.
Enlist questions students are to
consider throughout the task;
1. If the skater has the most potential
energy at the top of the ramp, what must be
in the equation for potential energy?
2. How does speed relate to kinetic energy?
3. Explain what the line graph is showing.
4. What can you say about the total energy
of the skater?
5. When is the sum of the potential and
kinetic energies the same during the skaters
motion?
6. Where is potential being transformed into
kinetic enery?
7. What are the limitations of using the
simulation?


2

3



5



Separate class in teams of 3.
Ask students if they are clear on the
instructions. And send them to
computers to initiate the virtual
Skate Park application online.
Explain the first component of the
exercise- Part 2: Relating Speed to
Potential and Kinetic Energy.
Students will predict where the
skater will be at his max/min speed.
They will then confirm their
predictions using the application.
Walk around and monitor students
work. Provide individual feedback.

3

10


5



10
Students are asked to work alone to
Clarify assessment expectations;
complete a reflective piece on
process of energy system design.
Ask students to pack up and clear
their tables.




5

2


3






Student Responsibility Student Responsibility Student Responsibility
Listen, observe teacher.
Contribute to recap lesson about arts.
Contribute to demonstration example.








Provide feedback and suggestions of
peers ideas.
Help and assist their peers.

Provide feedback and ask questions.
Engage in general discussion about
topic, share reflections
Tidy Classroom and pack up.

Total Time Allocated 10 Total Time Allocated 28 Total Time Allocated 10


Energy Skate Park Application
Students explore inquiry-based questions to examine the nature of energy transformation and conservation.




Assessment

Project: Energy Conservation Presentation (Poster, video or image)

Summative Assessment:
In groups of 3, students prepare and give a brief presentation using graphs to represent the energy content of different substances and arrows to demonstrate energy
transformations.
Individually students provide a short 1-page essay outlining the process of energy conservation based on the Energy Skate Park application exercise.

Formative Assessment:
Engage in Skate Park application and make predictions based on simulation.
Ability to work successfully in their groups and negotiate findings.
Actively answer inquiry discussions.
























Year 8 Science: What is Energy?
Energy Conservation Group Presentation: Week 7

Students Name in Group: _____________________________ Students Homeroom: _______________________

Total Grade: out of 15
N/A D C B A Teachers Comments
Presentation

Score: / 5

Student demonstrates ability to
communicate ideas in poster.

Student engaged in activity as a group
and as an individual.

Student provided feedback and reflection
to peers in their group.

Practical

Score: / 10
Students demonstrated a rich
understanding of energy conservation.

Students have annotated how the energy
system works with references to theory.

Presentation explores use of energy and
demonstrates themes explored from week
1 - 6 of energy inquiry.


Comments: