Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: _2/5/14___

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

Unit/Lesson Title/Number: Mechanical Energy Lesson #4 Kinetic and Potential Energy Quiz Day 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. Quiz 2. Quiz

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 ask the students if there are any questions before the quiz is handed out. Any questions will be answered. The students with testing accommodations will be allowed to leave. The quiz will be handed out and the teacher will wait until every student is finished and those with testing accommodations have returned. The teacher will introduce the energy project. The introduction sheet and the rubric will be handed out. The teacher will have the students read aloud the introduction sheet. The teacher will pair the students up. There may be a few groups of three. The teacher will then have the students choose a member to draw a project topic. The teacher will give the dates that there will be a check-in for the project. (CFU-directions) Once each group has a topic and the check-in dates they will be given the remaining class period to discuss what the project.

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

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

1. Quiz (summative) - the quiz will assess how much the students understood the lessons on kinetic and potential energy. It will be graded and the correct answers given. The questions in the quiz reflect the learning objectives and standards on lessons 1-3.

Technology ExamView used to create the quiz.

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

Students who have testing accommodations will have permission to leave. There are 8 students in 8th period who have such.

Resources/ Materials Time Required

Quizzes, project assignment and rubrics

1 class period, 38 minutes

Field Template
Lesson Objective (s): Agenda for Board: Student/Class Profile: Materials: Procedure: 1. Students will be able to define mechanical energy. 2. Students will be able to differentiate between kinetic and potential energy. 1) Quiz 2) Project 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students Quizzes, project handouts

Comments:
Back-up plan(s), areas that might cause confusion or misconceptions, anchor activities, etc.

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment Include key transitions

Include grouping if any Key academic language Closure:

The teacher will ask the students if there are any questions before the quiz is handed out. Any questions will be answered. The students with testing accommodations will be allowed to leave. The quiz will be handed out and the teacher will wait until every student is finished and those with testing accommodations have returned. The teacher will introduce the energy project. The introduction sheet and the rubric will be handed out. The teacher will have the students read aloud the introduction sheet. The teacher will pair the students up. There may be a few groups of three. The teacher will then have the students choose a member to draw a project topic. The teacher will give the dates that there will be a check-in for the project. (CFU-directions) Once each group has a topic and the check-in dates they will be given the remaining class period to discuss what the project.

Students will be given remaining time to work on their projects with their partners. Begin by: 1:40, 2:41
The students will be given the project instructions and the check-in dates

Homework and/or Announcements

Energy Choice Project Due: March 7th, 2014 Partner(s): ____________________________________________ Topic: _________________________________ Over the course of the next month, you are going to research a specific source of energy that is used today. For this project we will be learning about: Wind power Solar power Nuclear power Fossil fuels Hydroelectric Geothermal Biomass Wave power You are going to research your energy source and on March 7th you will present your findings to the class. You are required to provide: A one-page, binder handout to your classmates that outlines the following: o What type of energy source is it? o Where is it gathered? o How much is there? (is it renewable or nonrenewable) o How easy is it to gather? A presentation that incorporates the above information Your presentation should be 2-3 minutes long. It can be any form that you wish as long as its been approved by Miss. Danforth. You could create a poster, a PowerPoint, or a Prezi.. Or you could get creative and make a short video of yourselves as scientists discussing your energy source. You could create a newspaper article or a news segment. You could draw a mini comic book or make a diagram showing how the energy source is harnessed. The only limit that you have is that you need to have the required information in the handouts. The rubric will tell you exactly what you need to have. References!!! You are expected to have at least 4 references for this project and provide the teacher with a list of these references. You cannot do research without references.

Energy Source Presentation Rubric

Category Handout 5 Enough copies printed to provide to each student in the class Handout had all required information on it: Topic, what the source is, where its found, how much there is, how easy is it to find The handouts were given to the classmates before the presentation 3 1 Didnt have enough handouts for each classmate Handout only had some of the required information 0 No handouts printed

Handout had most of the required information on it; may not have been presented in an understandable manner The handouts were given to the classmates during/immediately

No handout provided

Timeliness

The handouts were given to the classmates at a later time/date

No handouts provided. The presentation was not ready on the day it

Presentation

started. The presentation was given the day it was due. The presentation was well puttogether and informative. All of the students could see/hear the presentation. All of the required information was given during the presentation. It was consistent with what was provided in the handouts. There were at least 4 references. All of the references were cited and given to the teacher in a handout.

after the presentation.

was due.

The presentation was good quality. Students could have rehearsed a bit more.

The presentation seemed hastily put together and the students did not seem like they knew the material at all There was very little information given during the presentation.

The presentation was not given.

References

Most of the information was given during the presentation. The presentation lacked some of the information from the handouts. Most of the references were cited in some form or another. No handout was provided.

The presentation was not given.

Sources were hinted at but no concrete sources were provided in any format.

No sources were provided.

Total Points

/30