CEP Lesson Plan Form

Teacher: Lexi Reeves

School: Steamboat Springs Middle School

Date: 9/12/16
Grade Level: 8

Content Area: Science

Title: Pendulum Energy Lab

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 1. Physical Science: 2. there are different forms of energy, and those forms of energy can be
changed from one form to another but total energy is conserved.
Standard: 1. Physical Science: 2. Use research-based models to describe energy transfer mechanisms,
and predict amounts of energy transferred (DOK 1-2)
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic
energy to the mass of an object and to the speed of an object.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
-

Is there a limit to how many times energy can be transferred? Explain your answer.

Can I gather, analyze, and interpret data to describe the different forms of energy and energy
transfer (DOK 1-2)?
What evidence supports the existence of potential and kinetic energy?

Concepts and skills students master: (Understandings, Big Ideas, Unit objectives)
-

Relationship between potential and kinetic energy

Analyze graphs that are representative of a pendulums energy transfers with regard to speed
and position

Apply the concept of energy transfer and create a qualitative graph that is representing of such

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD format)

Use tools to gather, view, analyze, and report results for scientific investigations designed to
answer questions about energy transformations. (DOK 1-2)

Share experimental data, and respectfully discuss conflicting results. (DOK 2-3)

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CEP Lesson Plan Form

Distinguish between kinetic and potential energy, the mass of the object, and to the speed of
the object.

Describe the relationships between a pendulum and the energy is possesses at different points
during its period.
o

Analyze a speed v. position graph of a pendulums motion and apply knowledge of

kinetic and potential energy transfers that occur throughout one period.

Analyze and interpret a speed v. position graph and evaluate the data to form valid conclusions
regarding energy transfer

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general
explanation, you will go into more detail at the end of the lesson plan)
-

Inquiry questions included throughout the lab experiment

Graphs completed throughout the experiment
Concluding paragraph
Class discussion

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Pendulum Energy Lab

Approx. Time

Two 50 minutes class periods (Day 1 Day 2) (approximately 100 minutes)

Anticipatory Set

Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry

Day 1 (7 minutes):
Bill Nye the Science Guy Clip from Season 3 Episode 5:
- 2:02 minutes
Discuss the difference between potential and kinetic energy
- Use a pendulum to discuss: apply to video - 5 minutes

Day 1: (20 minutes)

1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
o As the teacher, I will go through the anticipatory set by applying what the video explained to a
pendulum on hand (presentation of model). I will, then, transition to the first page of the lab which is an
informational page.
o As a class, we will skip down to the IMPORTANT INFORMATION section and begin to break down the
information given there while using the pendulum model to relate each piece back to the anticipatory
set (video).
2. Modeling: Once the material has been presented, the teacher uses it to show students examples of what is
expected as an end product of their work. The critical aspects are explained through labeling, categorizing,
comparing, summarizing, etc.
o Once we have been over the IMPORTANT INFORMATION section of the lab, we will transition to the
rest of the lab (page by page). I will have an example of the graph on page 2 on the board as well as the
graph on page 3 to avoid confusion. The students will read each of the directions given for the
designated graphs and as a class, we will go through each step to label correctly/ assure that students
have a firm grasp on what the directions are asking of them for each graph.

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CEP Lesson Plan Form

3. Checking for Understanding: Determination of whether students have got it before moving on. It is essential
that the students practice doing it right so the teacher must know that the students understood before
proceeding to practice. If there is any doubt that the class has not understood, the concept or skill should be
retaught before practice begins.
o I like the thumbs up/sideways/down method for checking for understanding: Once everything has been
explained I will check for understanding by asking students to show a thumbs up for got it, thumbs
down for lost/confused, and thumbs sideways for I still have questions. At this point I will assess
whether or not I need to spend more time on the material covered:
o If there are 5 or less students with a thumbs sideways or down I will let the class continue and then
check in with them individually. More than 5 and I will take questions as a class.
Day 1 and Day 2:
4. Questioning Strategies: Utilizing the Blooms Taxonomy of Educational Objectives- Questions should progress
from the lowest to the highest of the six levels of the cognitive domain (knowledge, comprehension, application,
analysis, synthesis and evaluation)
o L1: Knowledge
What is the energy level at position A E
How would you show/describe position without using numbers?
o L2: Comprehension
Can you explain what is happening as the pendulum moves from position A to position E and
back to position A?
o L3: Application
Utilize the pendulum set to help you organize your thoughts on energy at each position (A-E)
Use the graphs on pages 2 and 3 to model the pendulums path of energy.
o L4: Analysis
Why do you think that the peaks should show a slight decline on your qualitative graphs?
What is the relationship between position A and position C in terms of energy?
o L5: Synthesis
What facts can you compile that help you support the explanations of your qualitative graphs?
o

L6: Evaluation
Overall, how can you interpret your graphs to explain the Law of conservation of Energy?

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CEP Lesson Plan Form

Teaching Strategy:
Guided Practice
&
Differentiation

Day 1: (23 minutes)

I will release the class to begin running off of student led learning. I will observe, praise, prompt, and leave.
I will prompt students with open ended questions regarding the portion of the lab they are on (this lab is group-paced
over Day 1 and Day 2 so groups may be at different steps) in order to generate further thought and application.
- For questions see Blooms List above
Day 2: (40 minutes)
Students are already divided into 7 groups of 4-6 students each due to their seating chart. Students will begin the
pendulum lab with all of the materials at their groups. This will continue for the remainder of the class period and into
the next days.

Teaching Strategy:
(Independent
Practice)

For this lab specifically, there is an extra assignment that aligns closely with the objectives, inquiry questions, and
interpretation of content learned. The 3 day project where the students will choose to test a specific variable that may or
may not affect the pendulums period. During this experiment students will apply the concepts that were covered in this
lab activity. At the end, students will individually submit a conclusion paragraph, in addition to presenting their findings
with their group to the class. - (150 minutes total)
- Day 1 will be for students to develop an experiment to test their variable assigned (50 minutes)
- Day 2 will be used to test their hypotheses and prepare for presentations - (50 minutes)
- Day 3 will be used to present findings to the class. - (50 minutes)
- Students are not required to create a power point/ google slides/ Prezi/ etc. but, rather encouraged to
consolidate, and organize notes from experiment for presentation.

Closure

Materials

Accommodations

Day 2: (10 minutes)

Closure for this 2 day lab activity will consist of a short discussion about energy conservation and transfer. I will have a
few questions (see below and Blooms List above) that will generate creative thinking about the topic in relation to the
swing of a pendulum.
Questions:
- Is there a limit to how many times energy can be transferred? Explain your answer.
- Based on the pendulum model explain what is happening at each position in terms of energy transfer. Draw a
picture to help you
o Does Energy disappear/ at any point/position = 0?e
7 Pendulum sets with weights
1 Pencil Each
1 Pendulum Lab Handout Each
To modify:

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CEP Lesson Plan Form

&
Modifications

Assessment

IEP students: Students will be placed in a group that will aid in the learning of all level students
o orally present/explain data gathered to teacher I have one student that is unable to write
o Explain the difference between kinetic and potential energy
Apply energy concepts to positions A and E
- Discuss where the energy goes when the pendulum is at rest does it disappear? (Law of Conservation of Energy)
To extend:
Advanced Students: Students will investigate further the Law of Conservation of Energy in regards to the
pendulums position changes over time for Qualitative graph 1 and Qualitative graph 2 from the lab.
o Students will research and apply the concept of air resistance and the affect that the air has on the
pendulums period.
As the pendulums speed decreases due to the air resistance where does all of the energy go?
Closure: Describe in your own words the energy transfer process that is occurring and
how you know energy is being conserved rather than disappearing.
- Each question of this lab will be graded for thoughtful completion and correctness. Students will be graded on
participation during the lab by their peers to ensure contribution is being made.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
Based on the scores of the students and their active discussion at the end of the lab
for the closure activity I would say that the objectives were achieved. The objectives for
this lesson were:
o

Obj. 1: Use tools to gather, view, analyze, and report results for scientific
investigations designed to answer questions about energy transformations. (DOK
1-2)

Obj. 2: Share experimental data, and respectfully discuss conflicting results. (DOK
2-3)

By working together to complete the lab, students were able to achieve both as a
group and individually objective 1. Through collaboration at the end of lab during our
class discussion students were able to completely achieve objective 2. I felt, during the
discussion, students desire to learn more and help their peers achieve the objectives
that I had set before them. They all had some great, intuitive questions as well as
scientific thoughts that help contribute to the group as a whole.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
My cooperating teacher and I, both, assumed that students had no background
in energy. Due to this assumption, I front loaded a lot of energy information. I discussed
with the students potential and kinetic energy definitions and examples as well as
touched on energy at positions A- E of the pendulum. I could have left this last portion
out and added it in as some closure at the end of the lab. I think that if I teach this again
that I will leave the energy at each position of the pendulum up for student investigation
during the lab. I would also add more to this lab in terms of application. I think that the
qualitative graphs are great, as well as the questions that are asked, however, I think
that more ground can be covered in terms of energy conservation while utilizing this lab
activity.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson, as lined out above in the Teaching Strategies/continued practice
section, will be a Testing Variables Lab. This activity will help students to begin to grasp
the concept of the transfer of energy and energy conservation more comprehensively.
The lab will touch on three variable that affect the period of a pendulum. Students will
take their prior knowledge from this lab and apply it further to the Testing Variables Lab.
They will then compare results as a class and develop an overall understanding. (See
Lesson Plan: Testing Variables for more details).

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CEP Lesson Plan Form

Direct Instruction
Presentation Model
Concept Teaching
Cooperative Learning
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
Describe or demonstrate
the lesson introduction
the lesson introduction
the lesson introduction
the lesson introduction
including how you
including how you
including how you
including how you
establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare establish set (i.e., prepare
students to learn) and how students to learn) and how students to learn) and how students to learn) and how
you share the lesson
you share the lesson
you share the lesson
you share the lesson
outcome.
outcome.
outcome.
outcome.
Demonstrate or list the
task analysis of the skill or
procedure (i.e., define
precisely what the
learners need to do)
Describe or demonstrate
your modeling of the skill
or procedure.
Describe or demonstrate
guided practice including
the second (or third)
example and then address
your method to check for
understanding (i.e., how
you assess student
learning before moving to
the next stage). Include
examples of feedback you
provide for correct and
incorrect student
responses.
Describe or demonstrate

Describe or demonstrate
an advance organizer.
Describe, picture or
demonstrate learning
materials and activities
specific to the options of
this model (e.g., explaining
links and examples; ruleexample-rule; signposts
and transitions). Two or
more of the teaching and
learning activities are rich
and engaging.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the content.
Describe or demonstrate
how your students
demonstrate their

Describe or demonstrate
all of the critical attributes
of the concept, identify
the class or category to
which the concept
belongs.
Describe or demonstrate a
clear progression of
examples and nonexamples; deduction is
illustrated through the
early definition of the
concept; induction is
illustrated through
definition of the concept
late in the activities.
Describe or demonstrate
the assessment processes
you use to test for
acquisition of the concept
at key points during the
presentation of examples
and non-examples.

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Inquiry
Describe or picture the
instructional materials and
resources you use to
reveal their creativity,
functionality, and
appropriateness to the
question(s) posed.
List the specialists and
field experiences you
included.

Describe or demonstrate
the assessment methods
you use to determine the
academic progress of
Describe or demonstrate
EACH student in the class
how you inspire curiosity
(i.e., make each student
on the part of your
individually accountable)
students. Describe or
and how you assess the
demonstrate your review
social and/or interpersonal of classroom guidelines for
skills identified for
social and/or interpersonal
acquisition or practice
skills
during the lesson.
Describe or demonstrate
Describe or demonstrate
how you prompt
the grouping arrangement
investigative processes.
and
Reveal how you facilitate
the ways in which you
your students efforts as
promote positive
they propose how to
interdependence between gather information, study,
group members.
craft an experiment,
observe and/or conduct
Describe or demonstrate
interviews.
the instructional materials
and resources; address
Write or demonstrate a
resource interdependence sample question through
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CEP Lesson Plan Form

your method of
independent practice.
Two or more of the
teaching and learning
activities during guided
and independent practice
are rich and engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g., a
quiz, ticket-to-leave, etc.).

learning. Address
assessment methods
during instruction (i.e.,
checking for
understanding), and after
instruction (e.g., a quiz,
ticket-to-leave, etc.).

as necessary.
Describe, list or
demonstrate one or more
questions, or a discussion
structure you provide to
extend your students
thinking on the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
how your students
demonstrate their learning
after instruction (e.g.,
students summarize their
definition of the concept
orally or in writing, etc.).

Describe or demonstrate
your directions for group
formation, rearranging
furniture (If necessary)
and how
materials/resources are
distributed.
Describe or demonstrate
the expectations for
demonstration of
interpersonal and small
group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or demonstrate
your method to check for
understanding (i.e., a
description of how you will
assess student learning
academically and socially)
as you circulate among the
groups as well as the
feedback you provide.

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which you assist students

to make connections
and/or discover new
knowledge
Summarize or
demonstrate your method
to help students share
their new ideas with
others. Possible formats
include a panel discussion,
a debate, a gallery walk, a
science fair, etc. Frame or
illustrate two questions
during which you assist
your students to discuss
the conclusions they can
draw from their collective
effort.
Describe or demonstrate
two or more teaching and
learning activities that are
rich and engaging.
Reveal how you promote
reflection. Share one
question that may prompt
students to reflect on the
process they followed;
share a second question
that prompts students to
identify new questions
that arose from this

CEP Lesson Plan Form

lesson.

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