LESSON PLAN: PHYSICS GRADE 9

Date: 5 / 7/ 2019

Teacher Name: Elif SARITEKE

Lesson Plan Type: Direct Instruction

Grade Level: Grade 9

Subject: PHYSICS

Topic: Potential and Kinetic Energy

TimeLine: Two 45 minutes or one 90 minutes of class period.

TEKS objectives: §112.39. Physics (One Credit), Adopted 2017.

(6) Science concepts. The student knows that changes occur within a physical system
and applies the laws of conservation of energy. The student is expected to:
(B) investigate examples of kinetic and potential energy and their transformations;
(D) demonstrate and apply the laws of conservation of energy.

Lesson objectives: By the end of the lesson students will be able to:
 Conduct an investigation demonstrating the relationship between kinetic and
potential energy
 Draw conclusions from data about the relationship between kinetic energy and
the mass of an object in motion and its speed.
 Explain the conservation of energy

Materials:

 Smartboard
 Rubber band
 Sticks
 Tennis ball or Other ball with two different masses
Introduction

Set Induction/Anticipatory Set:

To begin the lesson, the teacher shows the class the following video: YouTube: Kinetic
and Potential Energy
(https://www.youtube.com/watch?v=vl4g7T5gw1M&feature=youtu.be). The video is a
short overview about the two types of energy: Kinetic and Potential Energy set to song.

After showing the video, the teacher leads a short discussion using the following
questions to ensure students gathered what they needed from the video before moving
on activity of the lesson:

1. What kind of energy is stored or not being used at the moment? (Potential
energy)
2. What is an example of Potential Energy? (example response: ball on top of a hill,
a water balloon)
3. What is energy that is in motion? (Kinetic energy)
4. What is an example of Kinetic Energy? (example response: ball rolling down a
hill, when the water balloon pops)

Specific Content to be taught

The teacher’s first displayed video is related to the kinetic and potential energy. The
teacher explains the difference between potential energy and kinetic energy and apply
them on real-life examples.

Instructional Activities and Procedures:

After introducing the lesson to students, the teacher demonstrate an activity with
students.

ACTIVITY 1 :,The teacher should:

1. Before handing out the rubber bands remind students to follow directions. Wait until
instructed to do anything with the rubber band and always aim away from people,
especially their faces.
 2. Hand out 1 rubber band to each student.
After each student has a rubber band the
teacher ask students to demonstrate Potential
Energy with the rubber band (the students
should pull the rubber band tight, to show that
it is energy in waiting or is stored).
3. After showing Potential energy the teacher
should ask students to demonstrate Kinetic
energy with the rubber band (the students
should let the rubber band snap/fly across the
room/hit the desk …etc. to show that the
rubber band is energy in motion or when the
energy is released.
4. Practice two or more times. Say potential energy. Everyone should stretch their
rubber band in their hand and ready to go. Then say 'Kinetic energy!' and everyone
releases their rubber band.
5. Discuss other examples of potential and kinetic energy in the classroom. A pencil
and a blank piece of paper are potential. Then when you pick up the pencil and
start writing on it, this is now kinetic. Have students come up with ideas.
6. Collect the rubber bands from students before moving on power point of the lesson

After the activity, teacher will move on the lesson and display the PowerPoint about the
potential and kinetic energy and their transformation. This won’t be just lecturing
throughout the power point teacher will stop at key points and ask students questions.

Here is the power point of the lesson:

ACTIVITY 2:

The teacher demonstrates an activity to make the students explore conservation of

energy, using the Energy in a Roller Coaster Ride
(http://d3tt741pwxqwm0.cloudfront.net/WGBH/conv16/conv16-int-
rollercoaster/index.html) Flash Interactive. Before setting the ride in motion, have
students draw the path of the roller coaster in their notes and predict where the potential
and kinetic energy are likely to be highest and lowest. Then discuss the total energy of
the system as the sum of the two.
The teacher prepares worksheet-2 for fast learners.

Modifications/Differentiated Instruction:

English Language Learners: Students may write the definitions of terms in their
notebook and include drawings to help with comprehension .Also students can use their
notebook during the activity and lab write ‘up to reference the vocabulary words.

Special Education: Students will be working in small groups during the activity and they
will have peer assistance.

Gifted/advanced: Students can answer an extension question asking, “What real-life

examples can you think of that demonstrates a transformation between kinetic energy
and potential energy?”
 Evaluation:

 Summative Assessment
The students will complete a drawing and reflective journal to demonstrate that they
have achieved the learning objective of differentiating between potential and kinetic
energy and identifying situations where potential energy is transformed to kinetic energy
and vice versa. The use of the rubric will guide them to determine whether they have
met the objective.
 Formative Assessment
The teacher will gather information about the students’ prior knowledge before the
lesson by having them draw and present a diagram using key concepts. During the
lesson, misconceptions will be gathered using class discussion, and through the use of
teacher-generated rubrics to be used by the student and their peers.

Closure:

The teacher will close the lesson by “Whip Around” activity. Students quickly and
verbally share one thing they learned in the class today. The teacher give them toss a
ball to pass it from one to another.
Homework:
1) Calculate the kinetic energy of a charging elephant if its mass is
5,000 kg and it moves at 8 m/s.

2) A student drops a tennis ball with a mass of 0.056 kg from

different heights and measures the bounce height of the ball. The
results are recorded in a table:
Using the formula gravitational potential energy = mass × gravity × change
in height, Calculate the drop height GPE and the bounce height GPE. Assume g = 10
N/kg. Write your answers in the table

drop height bounce height bounce height

drop height GPE (J)
(m) (m) GPE (J)

1.0 0.6
0.9 0.5
0.8 0.5
0.7 0.4
0.6 0.4
0.5 0.3
0.4 0.2
3. A roller coaster completes the following course. Given the following
information , calculate the speed of the roller coaster at point B and point C.