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Lesson Planning Form for Differentiating Instruction Calvin College Education

Program

Teacher Kristina Wicks, Jesse Bergwerff, Caleb LaMer

Date 3/5/15Subject/ Topic/ Theme Science/Energy Conservation and Transfer

Grade 6th

I. Objectives

How does this lesson tie in to the unit plan?


This lesson will further understanding of energy transfers and the conservation of energy.

Learners will be able to:

Cognitive-

Psychomoto
r

affectiv
e

Ap/C

Yes

Yes

U/Ap

Yes

Yes

Ap/C

Yes

Yes

No

Yes

Ap/C

Yes

Yes

K C AAS
E*

Physically demonstrate what happens when one kind of energy is


transferred to another

Explain through motions and words how conservation of energy


works

Apply basic energy knowledge by creating and performing group


energy transfer chain

Evaluate other groups energy chains

Communicate and collaborate with peers

Common Core Standards:

S.RS.06.15 Demonstrate scientific concepts through various

illustrations, performances, models, exhibits, and activities.


P.EN.06.12 Demonstrate the transformation between potential and
kinetic energy in simple mechanical systems (for example: roller
coasters, pendulums).
P.EN.06.42 Illustrate how energy can be transferred while no energy is
lost or gained in the transfer.

II. Before you start

Identify prerequisite knowledge and skills.

Students must have a basic understanding of energy


transformation and how it changes from one form to
another while still maintaining conservation.

Identify learners (individuals or groups) in


your class who will need special attention
and describe the level of support and/or
challenge you plan on giving them. (Refer
back to the information you gathered about
your class.)

Special Edu. Students:

Provide supports (like chairs)

Use a variety of props

Have smaller class sizes in order to have a


larger teacher/student ratio

Use a parapro

Maintain a positive relationship with the


students

Keep routines

Create a sense of inclusion for the students

Maintain clear rules/boundaries

Blueprint for teaching and learning in Dance: dance


edu. For diverse learners

Extensions:

Outline assessment activities

Have students think of an object that uses


energy and have them act like that object.

Create dance moves that incorporate the


passing of energy from one group to the next

Have students create a dance that symbolizes


energy within natural phenomenon

Have students create their own dance

Have the students create a large group dance

Diagnostic: Teacher will observe students as they


participate in energy dance moves individually or
with peers. Teacher will ask thought provoking
questions to gauge student understanding of energy
transfer and conversion.

(diagnostic, formative, and summative, as


applicable to this lesson)
Formative: Teacher will observe, comment, and
straighten out misconceptions as student groups work
together to create energy chains.

Cross Curricular Connections

Art: Class energy drawings


(students will each draw a picture on a piece of paper
that depicts at least two types of energy; students will
label what energy types are being drawn; all drawings
will be displayed somewhere in classroom)
P.E.: Transfer/Conserve Energy Dance
Music: Listen and dance to Under the Sea
instrumental music
Math: Count the beats; fractions (how many people
are doing a transfer dance in the circle at one time?
5/20 so of students are dancing in the circle at any
given time); review circumference, diameter, and
radius
Social Studies: Introduce William Thompson
(inventor of kinetic energy--which is the primary type
of energy students use in the dance)
Science: Draw simple energy chains (that would
happen outside)

ELA: Read any science article online, print it out, and


then write what types of energy are present in
margins.

Multiple Intelligence Connections

Linguistic: Students learn how to analyze an article


for types of energy. They also can listen to the teacher
read the article out loud.
Logical/Mathematical: Students create their dance for
8 beats of Under the Sea.
Musical: Students dance to Under the Sea. Teacher
can play drum in background to keep students on
beat.
Spatial: Students use spatial abilities for the dance off
and energy chains. Each person will need to think
about how far/close she/he is to the next person in the
energy chain (for energy to transfer, students must
touch students gently).
Body/Kinesthetic: Students dance. As they create their
dance they can use different parts of their bodies.
Interpersonal: Students work in groups.
Intrapersonal: Each student gets to make up own
movement for the introduction of the energy dance..
This will provoke them to consider personal space
and enhance creativity.
Naturalist: If possible, students can dance outside.
The can draw simple energy chains that would happen
outside.
Existential: Students consider how energy is a

model/idea not something you can touch or weigh.

White board
Ball
Materials-what materials (books, handouts,
etc) do you need for this lesson and are they
ready to use?

Stereo
Song: Under the sea instrumental music
Optional drum (for younger students)

How will your classroom be set up for this


lesson?

Open space to dance

III. The Plan

Time

2-4
min

Components

Motivation
(opening/
introduction/
engagement)

20
min

Describe teacher activities and student activities for each component


of the lesson.

Energy is found in a lot of different forms but it is never created or


destroyed, energy is always transferred into another form. For example,
(holds ball out and drops it) how did that ball get the energy to move to
the ground? (gravity, the height it is at) So why did the ball not fall to
start with? (the hand was holding it up, using energy) Lets try that again
and notice what happens when the ball hits the ground (be quiet). What
was that noise? (ball hitting ground) Right, and as we know noise
transfers to thermal (heat) energy. The friction from hitting the ground
also creates thermal (heat energy) which spreads out around the room.
Today we are going to be learning about energy transfers and will try to
explain through dance how they work.

Development
(the largest
component or
main body of the
lesson)

Teacher will remind students that to show how energy is never lost, only
transferred, we will use the same amount of beats for each action.

1.

Students will stand on outside of room before music starts. There will
be 16 beats for students to leisurely walk forward and create a circle.
Teacher will break students up into four groups of five; when
students create circle, they will stand beside their group members.
During these 16 beats, children will do an individual dance move that
they think expresses the concept energy.

2.

Since there are four groups, there will be four energy types the lesson
focuses on: thermal, magnetic, elastic, and gravitational. Each group
will be assigned an energy type. The group will come up with an 8
beat motion for that particular energy type. Each group will get a turn
to display their 8 beat energy motion; therefore, all four groups
together will take up 32 beats.

3.

Next, each group will receive a new energy type and come up with a
motion that they think embodies it. Each group will have 8 beats to
display their new motion; therefore, all four groups together will take
up 32 beats.

Teacher will interject the three ways in which energy transfers, by


conduction, convection, and radiation. In the first half of the dance,
students came up with motions for each type of energy. However, now
students will work on portraying energy conservation and transfer.
Students will have the same number of beats to complete their energy
motion, but must allow time to transfer energy to the people in the next
group.

4.

Each group will be assigned or choose to create motions for