Download Lesson Plans 082415

Daily Science Lesson Plans
Monday, August 24, 2015 – Friday, August 28, 2015
Unit Overview
The focus will be for students to recognize the properties and sources of different forms of energy including mechanical, electrical, chemical, radiant (solar), and thermal energy.
By the end of the 6th grade students should demonstrate a clear understanding of what energy is, how it can be conserved, transferred, and transformed, and its role in the
physical, life, and earth sciences.
Instruction should be limited to an introduction to the different types of energy and the general idea that the total amount of energy never increases or decreases, but can be
changed from one form to another, or transferred from one place to another. By the end of this unit of study students should demonstrate a conceptual understanding of how
matter is made of tiny particles called atoms, and that all matter contains energy that can be transferred or transformed, but not created or destroyed. Students should be able
to describe each of the forms of energy (mechanical, electrical, chemical, radiant, and thermal). However, it is not essential for students to obtain a complete understanding of
each form of energy at this point in the year.
During this unit students should investigate the different forms and sources of energy. Instruction should include opportunities for students to read about, write about, and
discuss different forms and sources of energy. Chances for students to exemplify and compare different forms of energy is vital. Having students create models to demonstrate
forms of energy will assist them in visualizing this abstract concept. Collaboration is an essential component for science instruction, and students should be provided multiple
opportunities to work with a variety of student groups. Science concepts are grounded in evidence, and it is necessary for teachers to require students to use evidence from
observations, data, and research to support their ideas when demonstrating their understanding.
As with instruction of all science content, students should be provided with opportunities to act like scientists. This includes encouraging students to extend their learning by
asking and answering their own questions, developing and using models, conducting structured investigations, analyzing and interpreting data, using mathematics and
computational thinking, engaging in argument from evidence, obtaining, evaluating, and communicating information, constructing explanations, and designing solutions.
2014 SC Academic Standards
6. P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.
Targeted Learning Indicators
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and
thermal).
6.P.3A.2: Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
What students must know, understand, and do
Know
Understand
Do
Know:
 Energy comes in different forms: mechanical (kinetic and
potential), electrical, chemical, radiant (solar), and
thermal
 Thermal energy is energy associated with the
motion of particles in matter
 Radiant energy is energy which is transferred
through electromagnetic waves such as visible
light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within
chemical bonds in matter
 Electrical energy is the energy flowing in electrical
currents
 Mechanical energy is the energy due to the motion
(kinetic) and position (potential) of an object
 The Law of Conservation of Energy states that energy
cannot be created nor destroyed
 Energy can be transformed (converted) from one
form to another
 Energy can be transferred from one object to
another
 The total amount of energy does not change
Understand:
 All matter is made of tiny particles called atoms
 All matter contains energy
 The total energy of matter depends on the type, state,
amount, and motion of the matter
 Potential energy is the stored energy of matter
 Kinetic energy is active energy
GT Requirements:
 The nucleus of an atom is made of tiny particles of protons
(+ positive charge) and neutrons (no charge,).
 The electrons(- negative charge) move around the nucleus.
 The protons, neutrons, and electrons all have energy.
 The charges of electrons and protons in a stable atom are
neutral (e.g., Hydrogen atom has one electron and one
proton) and that is what holds the atom together.
 Fission occurs when a neutron strikes the nucleus of an
atom causing the atom to split.
 The product of fission is two new stable atoms and several
free neutrons.
 Energy (in the form of mainly heat and some light) is
released from the atom when it splits.
GT Requirements:
 Nuclear energy is energy that is stored in the nucleus or
center core of an atom.
 The nuclear energy is what holds the nucleus together.
 Fusion is a way of combing atoms to create a new atom.
 Fission is a way of splitting an atom to create a new
atom.
 Nuclear power plants use fission to create energy.
Enduring Understanding
Energy manifests itself in multiple forms, such as mechanical (kinetic energy and
potential energy), electrical, chemical, radiant (solar), and thermal energy. According
to the principle of conservation of energy, energy cannot be created nor destroyed, but
it can be transferred from one place to another and transformed between systems.
Do:
Ask and answer questions
Develop and use models
Conduct structured investigations
Use, analyze, and interpret data
 Make predictions
 Make inferences
 Draw conclusions
Construct explanations using evidence
 Describe
 Give examples
 Compare
Obtain and communicate information
 Read about, write about, and discuss
science content
Overarching Essential Questions
The overarching questions are based on the targeted learning indicators for this unit.
Students should be able to answer these questions by the end of this instructional unit.
Overarching Questions:
What is energy?
How can energy be transferred and transformed?
Domain - Specific Vocabulary
energy
mechanical
electrical
chemical
radiant
solar
thermal
heat
transfer
transform
sun
particles
atoms
matter
electromagnetic waves
visible light
x-rays
ultraviolet light
kinetic
potential
motion
converted
Law of Conservation of Energy
GT Vocabulary
nucleus
atom
protons
neutrons
electrons
Positive charge
Negative charge
neutral
fission
fusion
Nuclear energy
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the boundaries of disciplines and serve to
help students create a framework for connecting knowledge across disciplines. Instruction of CCCs should not be isolated, but rather teachers must plan to include
intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Patterns can be observed as energy is transferred and transformed.
Cause and Effect: Energy is never created or destroyed, but is transferred from one object or place to another object or place by the motion of particles. Energy can be
transformed from one form to another form.
Scale, Quantity, and Proportion: The total energy of matter depends on the type, state, amount, and motion of the matter.
Systems and system models: Models can be used to demonstrate how energy is stored, transferred, and transformed.
Energy and Matter: Flows, cycles, and conservation: Energy may take different forms. The transfer of energy can be tracked.
Structure and Function: The structure of matter affects the amount of energy.
Stability and Change: Energy can be transferred and transformed, but never created or destroyed.
Resources
Content Resources:
General info with tutorials and simulations : http://www.physicsclassroom.com/
Energy simulations: https://phet.colorado.edu/en/simulations/category/physics/work-energy-and-power
http://web.b.ebscohost.com/scirc/results?sid=cf1da622-fbda-4146-9d13a659bd06942d%40sessionmgr113&vid=6&hid=101&bquery=PZ+Science+Experiment&bdata=JnR5cGU9MzImc2l0ZT1zY2lyYy1saXZl
 https://jr.brainpop.com/science/energy/
GT Resources:
Fission Video demonstration: https://www.youtube.com/watch?v=FQGtpo2IUxA&feature=fvwrel
Fission video demonstration: https://www.youtube.com/watch?v=0v8i4v1mieU&feature=player_embedded
Nuclear Science Week lesson plans: http://www.nuclearscienceweek.org/get-involved/lessons_and_resources/
Fission lesson plan with PowerPoint: http://www.energy.gov/ne/downloads/lesson-5-fission-and-chain-reactions
Nuclear Power (kidscorner): http://www.fplsafetyworld.com/?ver=kkblue&utilid=fplforkids&id=16182
Literature:
Farndon, John. (2002) Energy. Salt Lake, UT. Benchmark Books
ISBN: 07614-1469-X
Several classic science experiments are included in this book with clear explanations of the activities. Sanders, N. (2004) Energy Transfers. London:
Orlando, FL. Raintree.
ISBN: 1-41090-494-6
An excellent explanation of energy transfers is provided in this book. Some of the forms of energy which are discussed include gravitational, chemical, electric, and nuclear
energy.
Career Connections
Electrical Engineer
An electrical engineer designs, develops, and tests the manufacturing and installation of electrical equipment, components, or systems. An electrical engineer may work in
industry, the military, or in scientific research. An electrical engineer plans and implements research methodology and procedures to apply principles of electrical theory to
engineering projects.
Electrician
An electrician installs, maintains, and repairs electrical wiring, equipment, and fixtures. They use their knowledge of circuits to make sure that all the electric wiring in your
house is safe and does not catch fire. They also will “string” wires from an electric generating plant to give electric power to houses, schools and businesses.
Heating Mechanic
Heating mechanics and installers—also called technicians—install, maintain, and repair heating and ventilation systems. Heating mechanics and installers are adept at using a
variety of tools, including hammers, wrenches, metal snips, electric drills, pipe cutters and benders, measurement gauges, and acetylene torches, to work with air ducts. They
use voltmeters, thermometers, pressure gauges, and other testing devices to check airflow, electrical circuits, burners, and other components.
Mechanical Engineer
Mechanical engineers research, develop, design, manufacture, and test tools, engines, machines, and other mechanical devices. They work on power-producing machines such
as electric generators, internal combustion engines, and steam and gas turbines. Mechanical engineers also design tools that other engineers need for their work.
Physicist
Physicists explore and identify basic principles and laws governing motion and gravity, the generation and transfer between energy, and the interaction of matter and energy.
Physicists design and perform experiments with lasers, telescopes, mass spectrometers, and other equipment. On the basis of their observations and analysis, they attempt to
discover and explain laws describing the forces of nature, such as gravity, electromagnetism, and nuclear interactions. Physicists also find ways to apply physical laws and
theories to problems in electronics, optics, communications, aerospace technology, and medical instrumentation.
Monday, August 24, 2015
Schedule
Process
Time
Materials/Supplies/Technology
8:15 – 9:25 AM
Period 1: Science GT
Agenda:
Facilitator: Minolfo
 Review Behavioral Expectations (5’)
Materials and/or Supplies:
 Distribute bar graphs and have students complete questions (20’)
 Student-created bar graphs
 Distribute textbooks (40’)
 Questions
 Reflection/Closure (5’)
Activator:
 Review of Behavioral Expectations
Lesson/Activity:
 Distribute the bar graphs the groups created.
 Present the following questions:
o Questions:
 What item(s) is the largest/greatest?
 What item(s) is the smallest/lowest?
 What is the difference between the greatest item and the lowest
item?
 Why do you think people chose the largest/greatest item?
 If you could survey the students again, what question would you ask
them as a follow up question to this survey? (1 per person)
 Have students complete the questions individually, then discuss their answers within
their groups.
Homework:
 None


Have the groups present their answers to the class.
Emphasize that the students are predicting their answers to the 4 th question based on
evidence. The last question is intended to push the students to think about an
extension of this activity; in effect, to be a researcher thinking about further research
on the study of the particular data source.
Work Stations:
 None
9:25 – 10:35 AM
Closure/Reflection:
 Consider the process we followed to complete the bar graph. We began with the
survey, planned the collection of the data, created frequency charts, then bar graphs.
Finally, we analyzed the data from the bar graphs and even made predictions about
future research that could be conducted on the survey items. How could this process
be used for other things that we might problem-solve?
Period 2: Science
Agenda:
 Review Behavioral Expectations (5’)
 Distribute bar graphs and have students complete questions (20’)
 Distribute textbooks (40’)
 Reflection/Closure (5’)
Activator:
 Review of Behavioral Expectations
Lesson/Activity:
 Distribute the bar graphs the groups created.
 Present the following questions:
o Questions:
 What item(s) is the largest/greatest?
 What item(s) is the smallest/lowest?
 What is the difference between the greatest item and the lowest
item?
 Why do you think people chose the largest/greatest item?
 If you could survey the students again, what question would you ask
them as a follow up question to this survey? (1 per person)
 Have students complete the questions individually, then discuss their answers within
Facilitator: Minolfo
Materials and/or Supplies:
 Student-created bar graphs
 Questions
Homework:
None


their groups.
Have the groups present their answers to the class.
Emphasize that the students are predicting their answers to the 4 th question based on
evidence. The last question is intended to push the students to think about an
extension of this activity; in effect, to be a researcher thinking about further research
on the study of the particular data source.
Work Stations:
 None
10:35 – 11:45 AM
Closure/Reflection:
 Consider the process we followed to complete the bar graph. We began with the
survey, planned the collection of the data, created frequency charts, then bar graphs.
Finally, we analyzed the data from the bar graphs and even made predictions about
future research that could be conducted on the survey items. How could this process
be used for other things that we might problem-solve?
Period 3: Science
Agenda:
 Review Behavioral Expectations (5’)
 Distribute bar graphs and have students complete questions (20’)
 Distribute textbooks (40’)
 Reflection/Closure (5’)
Activator:
 Review of Behavioral Expectations
Lesson/Activity:
 Distribute the bar graphs the groups created.
 Present the following questions:
o Questions:
 What item(s) is the largest/greatest?
 What item(s) is the smallest/lowest?
 What is the difference between the greatest item and the lowest
item?
 Why do you think people chose the largest/greatest item?
 If you could survey the students again, what question would you ask
them as a follow up question to this survey? (1 per person)
Facilitator: Minolfo
Materials and/or Supplies:
 Student-created bar graphs
 Questions
Homework:
None



Have students complete the questions individually, then discuss their answers within
their groups.
Have the groups present their answers to the class.
Emphasize that the students are predicting their answers to the 4th question based on
evidence. The last question is intended to push the students to think about an
extension of this activity; in effect, to be a researcher thinking about further research
on the study of the particular data source.
Work Stations:
 None
12:10 – 1:20 PM
Closure/Reflection:
 Consider the process we followed to complete the bar graph. We began with the
survey, planned the collection of the data, created frequency charts, then bar graphs.
Finally, we analyzed the data from the bar graphs and even made predictions about
future research that could be conducted on the survey items. How could this process
be used for other things that we might problem-solve?
Period 4: Science
Agenda:
 Review Behavioral Expectations (5’)
 Distribute bar graphs and have students complete questions (20’)
 Distribute textbooks (40’)
 Reflection/Closure (5’)
Activator:
 Review of Behavioral Expectations
Lesson/Activity:
 Distribute the bar graphs the groups created.
 Present the following questions:
o Questions:
 What item(s) is the largest/greatest?
 What item(s) is the smallest/lowest?
 What is the difference between the greatest item and the lowest
item?
 Why do you think people chose the largest/greatest item?
 If you could survey the students again, what question would you ask
Facilitator: Minolfo
Materials and/or Supplies:
 Student-created bar graphs
 Questions
Homework:
None



them as a follow up question to this survey? (1 per person)
Have students complete the questions individually, then discuss their answers within
their groups.
Have the groups present their answers to the class.
Emphasize that the students are predicting their answers to the 4 th question based on
evidence. The last question is intended to push the students to think about an
extension of this activity; in effect, to be a researcher thinking about further research
on the study of the particular data source.
Work Stations:
 None
1:20 – 1:45 PM
Closure/Reflection:
Consider the process we followed to complete the bar graph. We began with the survey,
planned the collection of the data, created frequency charts, then bar graphs. Finally, we
analyzed the data from the bar graphs and even made predictions about future research
that could be conducted on the survey items. How could this process be used for other
things that we might problem-solve?
Homeroom
Agenda:

Facilitator: Minolfo
Materials and/or Supplies:

Activator:

Homework:
Lesson/Activity:
 See PBIS Lesson Plan #1
Work Stations:

Closure/Reflection:

Tuesday, August 25, 2015
Schedule
8:15 – 9:25 AM
Process
Period 1: Science GT
Time
Materials/Supplies/Technology
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such
as visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Agenda:
 Review Behavioral Expectations (5’)
 Guidance Session (30’)
 View Video on Energy
 Create a KWL-Chart
 Reflection/Closure
Activator:

Review Behavioral Expectations
 Guidance Session
Lesson/Activity:
 Introduce the concept of a graphic organizer called a KWL Chart.
 Provide the students with an opportunity to list all of the things they know about
Energy.
 Discuss the list by the students and list them on a Class KWL chart.
 Develop 5 questions for the W column with the students.
 Explain that scientists and researchers learn by a problem-solving process like a KWL
chart because it makes learning efficient and systematic. The W column helps us focus
our learning, but also allows us to identify learning above and beyond the questions we
asked. We’ll use the KWL chart the remainder of the week as we ask new questions
and learn new things about energy. One way we learn is through watching videos.
Today we’re going to watch a short video that will help us answer some questions in
our KWL chart. We may also learn new things that we didn’t ask questions. We’ll
record them into the L column too.
 View Video on different types of Energy: https://youtu.be/SqDsi2VecDE
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
Homework:
 None

Discuss any questions that we found answers to and any new learning that may have
occurred.
Work Stations:
 None
9:25 – 10:35 AM
Closure/Reflection:

We learned a lot about energy today. What is one thing you learned about energy
that you may not have known before today?
Period 2: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such
as visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Agenda:
 Review Behavioral Expectations (5’)
 Guidance Session (30’)
 View Video on Energy
 Create a KWL-Chart
 Reflection/Closure
Activator:

Review Behavioral Expectations
 Guidance Session
Lesson/Activity:
 Introduce the concept of a graphic organizer called a KWL Chart.
 Provide the students with an opportunity to list all of the things they know about
Energy.
 Discuss the list by the students and list them on a Class KWL chart.
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
Homework:
 None




Develop 5 questions for the W column with the students.
Explain that scientists and researchers learn by a problem-solving process like a KWL
chart because it makes learning efficient and systematic. The W column helps us focus
our learning, but also allows us to identify learning above and beyond the questions we
asked. We’ll use the KWL chart the remainder of the week as we ask new questions
and learn new things about energy. One way we learn is through watching videos.
Today we’re going to watch a short video that will help us answer some questions in
our KWL chart. We may also learn new things that we didn’t ask questions. We’ll
record them into the L column too.
View Video on different types of Energy: https://youtu.be/SqDsi2VecDE
Discuss any questions that we found answers to and any new learning that may have
occurred.
Work Stations:
 None
10:35 – 11:45 AM
Closure/Reflection:

We learned a lot about energy today. What is one thing you learned about energy
that you may not have known before today?
Period 3: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such
as visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Agenda:
 Review Behavioral Expectations (5’)
 Guidance Session (30’)
 View Video on Energy
 Create a KWL-Chart
 Reflection/Closure
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
Homework:
 None
Activator:

Review Behavioral Expectations
 Guidance Session
Lesson/Activity:
 Introduce the concept of a graphic organizer called a KWL Chart.
 Provide the students with an opportunity to list all of the things they know about
Energy.
 Discuss the list by the students and list them on a Class KWL chart.
 Develop 5 questions for the W column with the students.
 Explain that scientists and researchers learn by a problem-solving process like a KWL
chart because it makes learning efficient and systematic. The W column helps us focus
our learning, but also allows us to identify learning above and beyond the questions we
asked. We’ll use the KWL chart the remainder of the week as we ask new questions
and learn new things about energy. One way we learn is through watching videos.
Today we’re going to watch a short video that will help us answer some questions in
our KWL chart. We may also learn new things that we didn’t ask questions. We’ll
record them into the L column too.
 View Video on different types of Energy: https://youtu.be/SqDsi2VecDE
 Discuss any questions that we found answers to and any new learning that may have
occurred.
Work Stations:
 None
12:10 – 1:20 PM
Closure/Reflection:

We learned a lot about energy today. What is one thing you learned about energy
that you may not have known before today?
Period 4: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such
as visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Agenda:
 Review Behavioral Expectations (5’)
 Guidance Session (30’)
 View Video on Energy
 Create a KWL-Chart
 Reflection/Closure
Activator:

Review Behavioral Expectations
 Guidance Session
Lesson/Activity:
 Introduce the concept of a graphic organizer called a KWL Chart.
 Provide the students with an opportunity to list all of the things they know about
Energy.
 Discuss the list by the students and list them on a Class KWL chart.
 Develop 5 questions for the W column with the students.
 Explain that scientists and researchers learn by a problem-solving process like a KWL
chart because it makes learning efficient and systematic. The W column helps us focus
our learning, but also allows us to identify learning above and beyond the questions we
asked. We’ll use the KWL chart the remainder of the week as we ask new questions
and learn new things about energy. One way we learn is through watching videos.
Today we’re going to watch a short video that will help us answer some questions in
our KWL chart. We may also learn new things that we didn’t ask questions. We’ll
record them into the L column too.
 View Video on different types of Energy: https://youtu.be/SqDsi2VecDE
 Discuss any questions that we found answers to and any new learning that may have
occurred.
Work Stations:
 None
Closure/Reflection:
Homework:
 None

1:20 – 1:45 PM
We learned a lot about energy today. What is one thing you learned about energy
that you may not have known before today?
Homeroom
Agenda:

Facilitator: Minolfo
Materials and/or Supplies:

Activator:

Homework:
Lesson/Activity:
 See PBIS Lesson Plan #2
Work Stations:

Closure/Reflection:

Wednesday, August 26, 2015
Schedule
8:15 – 9:25 AM
Process
Period 1: Science GT
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
Time
Materials/Supplies/Technology
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None



Review the KWL-Chart and add new learning (10’)
Introduce vocabulary strategy (35’)
Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/aUa7I7D_myU
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Introduce vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
 Demonstrate using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
 Students should use their KWL chart to complete at least 2 of the 5 vocabulary items.
Work Stations:
 None
9:25 – 10:35 AM
Closure/Reflection:
 Today we reviewed six different types of energy. Identify one of the six types of energy
and provide 2 examples of that type of energy. For example, what uses that type of
energy or where would we find that type of energy?
Period 2: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Introduce vocabulary strategy (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/aUa7I7D_myU
 Discuss any questions that we found answers to and any new learning that may have
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None



occurred.
Introduce vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
Demonstrate using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Students should use their KWL chart to complete at least 2 of the 5 vocabulary items.
Work Stations:
 None
10:35 – 11:45 AM
Closure/Reflection:
 Today we reviewed six different types of energy. Identify one of the six types of energy
and provide 2 examples of that type of energy. For example, what uses that type of
energy or where would we find that type of energy?
Period 3: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Introduce vocabulary strategy (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/aUa7I7D_myU
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Introduce vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
 Demonstrate using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object

Students should use their KWL chart to complete at least 2 of the 5 vocabulary items.
Work Stations:
 None
12:10 – 1:20 PM
Closure/Reflection:
 Today we reviewed six different types of energy. Identify one of the six types of energy
and provide 2 examples of that type of energy. For example, what uses that type of
energy or where would we find that type of energy?
Period 4: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Introduce vocabulary strategy (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None






the list.
Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
View Video on different types of Energy: https://youtu.be/aUa7I7D_myU
Discuss any questions that we found answers to and any new learning that may have
occurred.
Introduce vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
Demonstrate using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Students should use their KWL chart to complete at least 2 of the 5 vocabulary items.
Work Stations:
 None
1:20 – 1:45 PM
Closure/Reflection:
 Today we reviewed six different types of energy. Identify one of the six types of energy
and provide 2 examples of that type of energy. For example, what uses that type of
energy or where would we find that type of energy?
Homeroom
Agenda:

Activator:

Facilitator: Minolfo
Materials and/or Supplies:

Homework:
Lesson/Activity:
 See PBIS Lesson Plan #3
Work Stations:

Closure/Reflection:

Thursday, August 27, 2015
Schedule
8:15 – 9:25 AM
Process
Period 1: Science GT
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Complete vocabulary activity (six types of energy) (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
Time
Materials/Supplies/Technology
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None







each letter means/it’s purpose and summarize what occurred yesterday.
Review the 5 questions for the W column with the students. Add any new questions to
the list.
Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
View Video on different types of Energy: https://youtu.be/ctvHXAto9iI
Discuss any questions that we found answers to and any new learning that may have
occurred.
Review vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
Review the strategy using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Students should use their KWL chart to complete all of the vocabulary words with 4/5
items.
Work Stations:
 None
9:25 – 10:35 AM
Closure/Reflection:
 Identify one type of energy that we discussed today and draw a picture of models that
energy type.
Period 2: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart




visible light, ultraviolet light, or x-rays
Solar energy is one form of radiant energy
Chemical energy is the energy stored within chemical bonds in matter
Electrical energy is the energy flowing in electrical currents
Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Complete vocabulary activity (six types of energy) (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/ctvHXAto9iI
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Review vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
 Review the strategy using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter



Class KWL chart
Video on different types of
Energy
Index cards
Homework:
 None
o

Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Students should use their KWL chart to complete all of the vocabulary words with 4/5
items.
Work Stations:
 None
10:35 – 11:45 AM
Closure/Reflection:
 Identify one type of energy that we discussed today and draw a picture of models that
energy type.
Period 3: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Complete vocabulary activity (six types of energy) (35’)
 Reflection/Closure (5’)
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/ctvHXAto9iI
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Review vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
 Review the strategy using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
 Students should use their KWL chart to complete all of the vocabulary words with 4/5
items.
Work Stations:
 None
Closure/Reflection:
 Identify one type of energy that we discussed today and draw a picture of models that
energy type.
12:10 – 1:20 PM
Period 4: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Complete vocabulary activity (six types of energy) (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/ctvHXAto9iI
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Review vocabulary strategy with index cards. On the index cards, students:
o Write the word and define it in kid terms
o Draw an image(s) to reflect the activity
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Index cards
Homework:
 None


o Use the word in a sentence
o Break the word down into it’s root word, prefixes and suffixes
o If applicable, synonyms and antonyms
Review the strategy using the six different types of energy.
o Thermal energy is energy associated with the motion of particles in matter
o Radiant energy is energy which is transferred through electromagnetic waves
such as visible light, ultraviolet light, or x-rays
o Solar energy is one form of radiant energy
o Chemical energy is the energy stored within chemical bonds in matter
o Electrical energy is the energy flowing in electrical currents
o Mechanical energy is the energy due to the motion (kinetic) and position
(potential) of an object
Students should use their KWL chart to complete all of the vocabulary words with 4/5
items.
Work Stations:
 None
1:20 – 1:45 PM
Closure/Reflection:
Identify one type of energy that we discussed today and draw a picture of models that
energy type.
Homeroom
Agenda:

Activator:

Facilitator: Minolfo
Materials and/or Supplies:

Homework:
Lesson/Activity:
 See PBIS Lesson Plan #4
Work Stations:

Closure/Reflection:

Friday, August 28, 2015
Schedule
8:15 – 9:25 AM
Process
Period 1: Science GT
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Activity for the different types of energy (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/jCrOtF7T4HE
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Review vocabulary words on the index cards. Discuss the different items that help us
Time
Materials/Supplies/Technology
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Vocabulary cards
 Poster paper
 Markers
 Materials and supplies for
presentations
Homework:
 None

remember each vocabulary word.
Activity: students will be assigned different types of energy. Each group will be given
poster paper, markers, and other materials to create a poster that advocates for their
energy source. Students have to create posters and present to the class why their
energy source is greater than any of the other sources. Students may use their
vocabulary cards as a resource.
Work Stations:
 None
9:25 – 10:35 AM
Closure/Reflection:
 Respond to the following question: why is it important to understand energy?
Period 2: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Activity for the different types of energy (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Vocabulary cards
 Poster paper
 Markers
 Materials and supplies for
presentations
Homework:
 None







Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
Review the 5 questions for the W column with the students. Add any new questions to
the list.
Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
View Video on different types of Energy: https://youtu.be/jCrOtF7T4HE
Discuss any questions that we found answers to and any new learning that may have
occurred.
Review vocabulary words on the index cards. Discuss the different items that help us
remember each vocabulary word.
Activity: students will be assigned different types of energy. Each group will be given
poster paper, markers, and other materials to create a poster that advocates for their
energy source. Students have to create posters and present to the class why their
energy source is greater than any of the other sources. Students may use their
vocabulary cards as a resource.
Work Stations:
 None
10:35 – 11:45 AM
Closure/Reflection:
 Respond to the following question: why is it important to understand energy?
Period 3: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
visible light, ultraviolet light, or x-rays
 Solar energy is one form of radiant energy
 Chemical energy is the energy stored within chemical bonds in matter
 Electrical energy is the energy flowing in electrical currents
 Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart
 Class KWL chart
 Video on different types of
Energy
 Vocabulary cards
 Poster paper
 Markers
 Materials and supplies for
presentations
Homework:




answered (10’)
View Video on Energy (5’)
Review the KWL-Chart and add new learning (10’)
Activity for the different types of energy (35’)
Reflection/Closure (5’)

None
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/jCrOtF7T4HE
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Review vocabulary words on the index cards. Discuss the different items that help us
remember each vocabulary word.
 Activity: students will be assigned different types of energy. Each group will be given
poster paper, markers, and other materials to create a poster that advocates for their
energy source. Students have to create posters and present to the class why their
energy source is greater than any of the other sources. Students may use their
vocabulary cards as a resource.
Work Stations:
 None
12:10 – 1:20 PM
Closure/Reflection:
 Respond to the following question: why is it important to understand energy?
Period 4: Science
6. P.3A.1: Analyze and interpret data to describe the properties and compare sources of
different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
 Thermal energy is energy associated with the motion of particles in matter
 Radiant energy is energy which is transferred through electromagnetic waves such as
Facilitator: Minolfo
Materials and/or Supplies:
 KWL Chart




visible light, ultraviolet light, or x-rays
Solar energy is one form of radiant energy
Chemical energy is the energy stored within chemical bonds in matter
Electrical energy is the energy flowing in electrical currents
Mechanical energy is the energy due to the motion (kinetic) and position (potential) of
an object
Agenda:
 Review Behavioral Expectations (5’)
 Review KWL Chart from Tuesday and discuss any questions that have not been
answered (10’)
 View Video on Energy (5’)
 Review the KWL-Chart and add new learning (10’)
 Activity for the different types of energy (35’)
 Reflection/Closure (5’)
Activator:
 Review Behavioral Expectations
Lesson/Activity:
 Review the graphic organizer KWL Chart developed in class yesterday, including what
each letter means/it’s purpose and summarize what occurred yesterday.
 Review the 5 questions for the W column with the students. Add any new questions to
the list.
 Discuss the purpose of viewing a new video today. Students should search for new
information as well as answers to the questions the students created.
 View Video on different types of Energy: https://youtu.be/jCrOtF7T4HE
 Discuss any questions that we found answers to and any new learning that may have
occurred.
 Review vocabulary words on the index cards. Discuss the different items that help us
remember each vocabulary word.
 Activity: students will be assigned different types of energy. Each group will be given
poster paper, markers, and other materials to create a poster that advocates for their
energy source. Students have to create posters and present to the class why their
energy source is greater than any of the other sources. Students may use their
vocabulary cards as a resource.






Class KWL chart
Video on different types of
Energy
Vocabulary cards
Poster paper
Markers
Materials and supplies for
presentations
Homework:
 None
Work Stations:
 None
1:20 – 1:45 PM
Closure/Reflection:
 Respond to the following question: why is it important to understand energy?
Homeroom
Agenda:

Activator:

Facilitator: Minolfo
Materials and/or Supplies:

Homework:
Lesson/Activity:
 See PBIS Lesson Plan #5
Work Stations:

Closure/Reflection:
