Download 5E Student Lesson Planning Template

Lesson Plan
Teacher: Bonnie Sharp
Date(s): Nov 25
Subject area / course / grade level: Science/ 6th grade
Materials:
Internet websites
TEKS/SEs:
6.2A plan and implement comparative and descriptive investigations by
making observations, asking well-defined questions, and using
appropriate equipment and technology
6.2E analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends
6.4A use appropriate tools to collect, record, and analyze information, including
journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test
tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing
devices, and other equipment as needed to teach the curriculum.
6.4B use preventative safety equipment, including chemical splash goggles, aprons, and gloves,
and be prepared to use emergency safety equipment, including an eye/face wash, a fire
blanket, and a fire extinguisher.
6.9A investigate methods of thermal energy transfer, including conduction, convection, and
radiation
6.9B verify through investigations that thermal energy moves in a predictable pattern from
warmer to cooler until all the substances attain the same temperature such as an ice cube
melting
6.9C demonstrate energy transformations such as energy in a flashlight battery changes
from chemical energy to electrical energy to light energy.
ELPS:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.3B expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects,
by retelling simple stories and basic information represented or supported by pictures, and
by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types,
and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3E share information in cooperative learning interactions
Lesson objective(s):
We will determine when potential energy changes to kinetic energy in a roller coaster.
I will discuss with my partners which roller coaster works and why during a lab activity.
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Lesson Plan
Instructional strategies:
Changing Potential Energy into Kinetic Energy
There are two kinds of energy, potential and kinetic. You should remember that potential
energy is stored energy. When an object starts to move its potential energy changes into
kinetic energy. A moving object possesses energy because of its motion. When objects
speed up and slow down they either gain or lose energy. They may gain potential energy as
they slow down and gain kinetic energy as they speed up. This is called a continuous
transformation of energy.
Did you know that roller coasters use potential and kinetic energy? When the roller coaster
cars are taken up to the top of the hill their height changes. This action gives them more
potential energy than at the bottom of the hill because the cars are located farther above
the earth’s surface. When the roller coaster starts moving down the hill its potential energy
is changed - or transformed into kinetic energy. As the roller coaster goes up and down hills
it is constantly gaining more potential energy and transforming it to kinetic energy. This is
an example of a continuous transformation of energy.
Activity 1 Roller coasters and Energy
What To Do:
1. Your teacher will show you the following website
http://science.howstuffworks.com/roller-coaster3.htm
2. As you watch the animation pay attention to where the potential energy is the highest and
where the kinetic energy is the highest.
3. On the drawing show each place where the potential energy is highest and each place
where the kinetic energy is highest.
Questions:
1. How does the roller coaster gain potential energy?
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Lesson Plan
2. What happens to potential energy when the object starts moving
3. What happens to the kinetic energy when the roller coaster stops?
Activity 2 Designing a Roller Coaster
Use your knowledge of potential and kinetic energy by designing a roller coaster found on the
following website:
http://www.funderstanding.com/coaster
You can adjust the settings at Hill 1, Hill 2 and the speed.
Leave the Loop, mass, gravity and friction settings where they are.
Design a roller coaster with the following specifications:
1. High Hill 1, low Hill 2 and medium speed. What happens to the roller coaster?
2. Medium Hill 1 and a high Hill 2 with medium speed. What happens?
3. Highest Hill 1 and low Hill 2 with fast speed. What happens?
4. Low Hill 1 and high Hill 2 with medium speed. What happens?
5. _______ Hill 1 and _______ Hill 2 with ______ speed. What happens?
6. When the roller coaster gets to the end of the track what is the relationship between the
Hill 1 and the Hill 2?
7. When the roller coaster completes the loop what is the relationship between Hill 2 and the
loop?
Differentiation strategies to meet diverse learner needs:
Graphic Organizer
Cooperative Groups
Classroom Discussion
Handouts
Visual Demonstration
Evaluation of student learning:
Exit Ticket
3
Lesson Plan
Teacher: Bonnie Sharp
Date(s): Nov 26
Subject area / course / grade level: Science/ 6th grade
Materials:
Mystery Cube
pictures of energy types
scissors
glue
TEKS/SEs:
6.2A plan and implement comparative and descriptive investigations by
making observations, asking well-defined questions, and using
appropriate equipment and technology
6.2E analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends
6.4A use appropriate tools to collect, record, and analyze information, including
journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test
tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing
devices, and other equipment as needed to teach the curriculum.
6.4B use preventative safety equipment, including chemical splash goggles, aprons, and gloves,
and be prepared to use emergency safety equipment, including an eye/face wash, a fire
blanket, and a fire extinguisher.
6.9A investigate methods of thermal energy transfer, including conduction, convection, and
radiation
6.9B verify through investigations that thermal energy moves in a predictable pattern from
warmer to cooler until all the substances attain the same temperature such as an ice cube
melting
6.9C demonstrate energy transformations such as energy in a flashlight battery changes
from chemical energy to electrical energy to light energy.
ELPS:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.3B expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects,
by retelling simple stories and basic information represented or supported by pictures, and
by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types,
and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3E share information in cooperative learning interactions
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Lesson Plan
Lesson objective(s):
We will identify the various types of energy.
I will work with my partners to analyze pictures of types of energy.
Instructional strategies:
N. R. G.
Materials: Mystery Cube
What To Do:
1. Look at all the pictures on your Mystery Cube.
2. What does each picture show?
3. What do these pictures have in common?
Each of these pictures shows some type of energy. What is energy? It’s simple - energy is
the ability to do work. Even though you can’t really see it, energy causes millions of
different actions and reactions to occur every single day. In fact, whenever something
moves, heats, cools, grows, changes or produces light energy is involved. There are a number
of different types of energy. Did you know that you can easily memorize the different types
of energy by remembering the letters that make up the words MRS. CHEN?
Mechanical
Chemical
Radiant
Heat
Sound
Electrical
Nuclear
Let’s find out what each of these types of energy really mean.
Materials: pictures of energy types, scissors, glue
What To Do:
1. In the chart on the next pages all of the types of energy are defined.
2. Match them with the pictures your teacher gives you.
3. Cut out the pictures and arrange them in the Picture Column.
4. Some of the pictures can be classified in more than one category. Find the place that fits
for all the pictures then glue them down.
5. In the “What else can it be?” column list other types of energy shown in the pictures.
6. Go back to the Mystery Cube and identify all the different types of energy shown.
Energy Match
Type of Energy
Picture
What else can it be?
Mechanical Energy
Anything that has motion or can move
Radiant Energy
Anything that is giving off light or electromagnetic radiation (sun, magnet)
Sound Energy
Anything that makes noise
Type of Energy
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Lesson Plan
Picture
What else can it be?
Chemical Energy
Anything with stored energy that is released by a chemical reaction
Heat Energy
Also called Thermal Energy - anything that gives off heat
Electrical Energy
Anything that involves electricity
Nuclear Energy
Anything that involves an atomic reaction
Questions:
1. What is energy?
2. What is an easy way to remember the first letters of the types of energy?
Differentiation strategies to meet diverse learner needs:
Graphic Organizer
Cooperative Groups
Classroom Discussion
Handouts
Visual Demonstration
Evaluation of student learning:
Exit Ticket
6
Lesson Plan
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