Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __1/31/14______

School: _____Chateaugay Central School______ Subject: _Science-Energy_ Grade Level: __8th grade__

Unit/Lesson Title/Number: Energy Mechanical Energy Intro Lesson #1 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 Physics

21st Century Skills

Reason Effectively: Students will have to use reasoning to analyze the different forms of energy in the activity.

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.

Must be numbered

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1. Homework 2. Homework

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

The teacher will discuss midterms (possibly) The class will begin with a short review of what the students know about energy. The PowerPoint will introduce mechanical energy in the forms of potential and kinetic energy. In order to make the two types more understandable, there will be a short demonstration. The teacher will ask for three volunteers; one to skip, one to walk, and one to crabwalk. They will play a short game of Red Light-Green Light in order to demonstrate kinetic and potential energy and how they can change from one form to the other (kinesthetic).

Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions) Label: Evidence of Cognitive Student Engagement (CSE_ Label: Closure

The teacher will make sure that the three volunteers know how to play the game before the activity begins (CFU-directions). If they do not then the rules will be briefly explained. The students will be asked various questions about what is happening during this activity (CSE). The volunteers will sit back down and the discussion about the activity will continue using the PowerPoint to facilitate. The various properties of kinetic and potential energy will be discussed. Students will be assigned the chapter 47 homework. They should complete it by the following day and it will be graded on completeness. Closure: The class will do a quick whip-around to discuss what was taught during the lesson. Each student should tell at least one thing that they learned or one question that they still have.

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

1. Chapter 47 Homework (formative)-the homework will be used to determine if there if material that needs to be presented in a different way.

Technology PowerPoint
Describe type and purpose. Include a back-up plan.

Academic Language required for the lesson Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support Staff

Students will learn that mechanical energy can be broken down into potential and kinetic energy.

Resources/ Materials Time Required

PowerPoint

1 class period, 38 minutes Field Template

Lesson Objective (s): Agenda for Board:

Student/Class Profile:

1. Students will be able to define mechanical energy. 2. Students will be able to differentiate between kinetic and potential energy. 1) Midterm review 2) Notes 3) Activity 4) Notes 5) Whip-around 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students

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

Materials: Procedure:

PowerPoint

Complete by:

_1:37, 2: 18

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

Include key transitions Include grouping if any Closure:

The teacher will discuss midterms (possibly) The class will begin with a short review of what the students know about energy. The PowerPoint will introduce mechanical energy in the forms of potential and kinetic energy. In order to make the two types more understandable, there will be a short demonstration. The teacher will ask for three volunteers; one to skip, one to walk, and one to crabwalk. They will play a short game of Red Light-Green Light in order to demonstrate kinetic and potential energy and how they can change from one form to the other (kinesthetic). The teacher will make sure that the three volunteers know how to play the game before the activity begins (CFU-directions). If they do not then the rules will be briefly explained. The students will be asked various questions about what is happening during this activity (CSE). The volunteers will sit back down and the discussion about the activity will continue using the PowerPoint to facilitate. The various properties of kinetic and potential energy will be discussed. Students will be assigned the chapter 47 homework. They should complete it by the following day and it will be graded on completeness. Closure:

Begin by: _1:37_, 2:18

The class will do a quick whip-around to discuss what was taught during the lesson. Each student should tell at least one thing that they learned or one question that they still have.

Homework and/or Announcements

Begin by: ___ :___

Chapter 47 homework