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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. 1 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? 2 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 4 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 5 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 7