Science Lesson Plan Template

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Leon Cunningham
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1 Science Lesson Plan Template Name: Nick Spencer School: Lincoln East High School Cooperating teacher: Karl Lautenschlager Course: Physical Science D Grade level: 9 Number of students: 15 Listing of special needs (number of students, IEP modifications required, etc.) One high functioning autistic student. No modifications required that I know of. ELLs (number and level of English fluency): None. Date lesson is to be taught: 10/4 and 10/7 Science concept/topic for lesson: Conservation of energy Next Generation Science Standards addressed: a) HS-PS3-a. Use mathematical expressions to describe, model, or simulate the change energy in the energy of one component within a closed system when the change in the energy of the other component(s) is known. b) Use mathematical or algorithmic representations of phenomena or design solutions to describe and support claims and explanations, and create computational models, or simulations. (HS-PS3-a) Include: (a) At least 1 science content standard, grade range, performance objective code (e.g., HS-LS1-1: Construct an explanation based upon evidence. ) from (available online through Blackboard site, External Links page) (b) At least 1 scientific practice (e.g., Developing and using models ) Nebraska State Science Education Standards (2010) addressed: a) Conservation: SC i Interpret the law of conservation of energy to make predictions for the outcome of an event Pg 7. b) Scientific Questioning: SC a Formulate a testable hypothesis supported by prior knowledge to guide an investigation Pg 1. Include: (a) At least 1 science content standard (life, physical, or Earth), grade band, page number (available on Blackboard site) (b) At least 1 inquiry standard, grade band, page number

2 Reference the source of all activities (title, author, year): Materials for activity: 1) Lecture over the section on conservation energy from the book (Conservation of Energy, Nick Spencer, 2013): a. Include demonstrations with a pendulum, rollercoaster, a thrown object 2) Energy Skate Park Simulation (Energy Skate Park, Sam Reid, 2009) 3) Virtual lab activity (Modified from Conservation of Energy Web Quest, Sarah Stanhope, 2011) Physics Web Search: Conservation of Energy Name Period Go to: On the left side click On line, then Physics, then Work, Energy, & Power In the second row on the right, click Energy Skate Park, then click Run Energy Skate Park 1. Click on Potential Energy Reference on the right hand side. 2. Drag the bottom of the track all the way down to ground level, and start the skater at the top very top of the track. 3. Click Show Grid 4. Click Show Pie Chart 5. What does the pie chart represent, and how does it change? 6. Click on the Energy vs. Position Button. 7. Sketch the energy vs. position graph for the skateboarder as he moves from the top left to the top right. Label KE, GPE, and Mechanical Energy 8. Show how you can calculate the gravitational potential energy of the skater at his maximum height (if you click choose skater at the top right it will tell you the mass of the skater). 9. Using the answer from number 8, calculate the speed of the skater at the bottom of the ramp. 10. Calculate the speed of the skater when he is 1 m from the bottom of the ramp. 11. What do you think will happen to the skater when you add friction? 12. Add friction. Describe the pie chart, and explain what happens to the skater: Were you right in number 11? 13. Turn friction back off, start the skater back at the top, then pause the skater when he is at the bottom of the ramp (this might take a couple of tries and slowing down the simulation

3 may help). Click add friction and adjust the friction to lots and pause the skater at his new maximum height. Calculate the energy loss due to friction. 14. Keep the skater paused, clear the friction and click on the moon. How do you think this will affect the gravitational potential and kinetic energies of the skater? 15. Set the skater moving at the top of the ramp. 16. Calculate the Gravitational Potential Energy at the top of the ramp, and also the velocity of the skater at the bottom of the ramp. 17. Sketch the energy vs. position graph showing KE, GPE, and Mechanical Energy. 18. How will the energies change on Jupiter? Verify by checking the graph, and make sure you started the skater at the top of the ramp. 19. Click Earth again. 20. Zoom out and create a large track by adding track parts from the top left. In the end you should have at least seven blue circles in your track. Your track can be designed however you wish, but the skater must be in contact with the track from beginning to end. 21. Sketch your track below. 22. Label on your track the point(s) of minimum and maximum KE. 23. Label on your track the point(s) of minimum and maximum GPE. 24. Label one of each of the following areas on your track: KE increasing, KE decreasing, GPE increasing, GPE decreasing 25. Draw the corresponding Kinetic Energy vs. Horizontal displacement graph. Include numerical values at maximums and minimums. Try this first without looking at the graph, and then check yourself by clicking the energy vs. position graph. Instructional & Assessment Plan Inquiry Phase Instructional Activity & Evaluation Tool How long? Engage At the beginning of the unit, we did a lab in which balls were dropped from different heights to show that their potential energies were converted to kinetic as both an engagement and a concept introduction. For this lesson specifically, I will engage in the form of two demos, an example problem, and a real world example. The first demo involves the tossing of an object in the air and having the students predict the points of minimum and maximum kinetic. A similar demo will be done with a bowling ball pendulum in which the students will attempt to predict the points of

4 Explore Explain (Part 1: Students) Explain (Part 2: Teacher) Elaborate maximum and minimum kinetic energy. Third, with the class s design input, I will draw a roller coaster on the board and we will again attempt to predict the points of minimum and maximum kinetic and potential energy. These are built into the lecture. Finally, in discussing energy conversions within the human body, I will present Michael Phelps training breakfast to inquire as to why he didn t gain weight. Students will be given the opportunity to explore within the skate park simulator as they complete the web activity. Students are asked to explain demos presented by the instructor and their understanding is evaluated based on the accuracy of their explanations. I will lecture, presenting key concepts and terms found in the Power Point that follows as well as asking questions to check for understanding along the way. Students are asked to apply the information from the lecture and demos to the problems presented in the web activity. Understanding is assessed based on questions asked in completing the web activity as well as the evaluation of students work on the activity. 20 minutes 30 minutes Respond to all of the following: 1. Summarize how you will use inquiry-based science instruction. (Organize by 5E phases: Engage, Explore, Explain, Elaborate). Engage: Students will be engaged by making predictions about the energy in a tossed object, a pendulum, and rollercoaster that they get a hand in creating. These are built into the lecture. Explore: Students make observations during the demos that they will hopefully be able to relate to the information that s being presented. Additionally, students are allowed some freedom to explore the skate board simulation and, in doing so, will hopefully see that the principles presented are in fact represented in the simulation and that they hold true no matter what track they manage to bring from imagination into the simulation or what gravity or skateboarder they decide to use. Explain: The students are asked to explain the energy conversions in the tossed object, pendulum, and roller coaster demos based on the formulas for kinetic, potential, and mechanical energies and using the terms explained by the instructor. Elaborate: In the web activity, the students are presented with new, slightly different situations in which they can apply the information presented in the lecture. Additionally, having basic algebra and hopefully some reasoning skills, students are expected to calculate

5 the velocity of the skateboarder at different points, something that they are never directly taught but are welcome to discuss with the students around them in an attempt to come up with a reasonable process and solution. 2. Summarize your formative and summative assessment plan (what information about students understanding will you collect) The first way that formative assessment will be covered in this lesson will be in the form student questions and responses during the demos and lecture. If, for example, students aren t able to quickly and confidently answer questions about the energy conversions in the rollercoaster example, having already seen the tossed object and pendulum demos, I will have to rethink how I m teaching the subject and either reteach it with different examples or give the student some short mini, hands-on activity before they start the web activity to help solidify their basic understanding. Additionally, if the students ask questions that clearly indicate that they don t understand the material or that they have misconceptions, I will stop to have them explain their reasoning and work through places where they might have gone wrong in their thinking. The second form of formative assessment data that will be collected in this lesson is students work on the web activity. If it s found that the class as a whole is struggling to apply a specific concept to the web activity then we can share as a larger group how individuals went about solving a problem or responding to a question and have them explain why they did it that way. Ideally, this will lead to assessing the students thought processes as well as let students teach each other in different words and more effectively than I could have myself. 3. How would you meet the needs of any students with special needs? (REQUIRED) Our autistic student needs to be reminded frequently to stay on task and take notes, if note taking is applicable. Primarily, I would meet his needs by frequently reminding him as well as the rest of the class to take notes and by walking over to ensure that he s working or following along when there breaks or lulls that make it convenient to do so. Additionally, we have a couple of students who are more advanced than the rest of the class. If they managed to work faster than the rest of the class, I would ask them to develop another, longer track with at least ten segments and work through it as though their track was on the moon instead of Earth. Finally, if they managed to finish this task as well, I would ask them to assist struggling groups to solidify the understanding of both the gifted and struggling students. 4. How do you plan to address the needs of ELL students? (REQUIRED) If there were ELL students, I would meet their needs by using a lot of graphics, pictures, and numbers, as those tend to be fairly universal. If necessary, depending on how advanced their English was, I might print off a translated copy of the slides to give them to follow along and give them a translated copy of the web quest. 5. How do you plan to address equal participation of students in the lesson? What ways of organizing peer-to-peer discourse will you use? One way that I choose to deal with equal participation is calling on students that haven t talked much, or don t seem to be engaged, if the same few students are answering all the questions. A second way I would deal with equal participation is by having each student turn in a separate web quest.

6 One way in which discourse exists is that the class discusses the demos as one group, predicting what the result will be, explaining their reasoning, and verifying or modifying their predictions for the next demo. A second way that discourse is organized is by allowing students to work with a partner on the web quest and discuss their ideas before asking for the instructor s guidance.

Max Potential: At Peak Conservation of Energy Chapter 4 Section 2 Min Potential: Zero at ground Gravitational Potential Energy of Projectiles Mechanical Energy: Kinetic + Potential energy of an

7 Max Potential: At Peak Conservation of Energy Chapter 4 Section 2 Min Potential: Zero at ground Gravitational Potential Energy of Projectiles Mechanical Energy: Kinetic + Potential energy of an object Energy due to position & motion Mechanical energy: Constant in vacuum Potential & Kinetic Conversions Mechanical Energy of Projectiles Max Kinetic: Right before hitting ground Thermal Kinetic Friction Air Resistance Min Kinetic: Zero at peak Kinetic Energy of Projectiles Heat

Electrical Energy Potential Light Bulb: Electrical -> Thermal & Light Hair Dryer: Electrical -> Thermal & Kinetic Phone: Electrical -> Thermal & Light Max Kinetic: Bottom of the swing Min Kinetic:

com/green-energy-smackdown-pullingelectricity-from-thin-air/ Additional Types of Energy Kinetic Energy of Pendulums Chemical Energy Potential Car: Chemical -> Thermal & Kinetic Plants: Light ->

8 Electrical Energy Potential Light Bulb: Electrical -> Thermal & Light Hair Dryer: Electrical -> Thermal & Kinetic Phone: Electrical -> Thermal & Light Max Kinetic: Bottom of the swing Min Kinetic: Turning points of the swing Additional Types of Energy Kinetic Energy of Pendulums Chemical Energy Potential Car: Chemical -> Thermal & Kinetic Plants: Light -> Chemical -> Chemical Max Potential: Start of the swing Min Potential: Bottom of the swing NewLight.htm Additional Types of Energy Gravitational Potential Energy of Pendulums Energy changes forms but is never created or destroyed Total energy in the universe is constant What do we mean by conserving energy or going green? Conserving energy producing resources Chemical energy in coal and oil Mechanical Energy Drops, but where does it go? Converted to thermal (kinetic) via air resistance Law of Conservation of Energy Mechanical Energy of Pendulums

9 Max Kinetic The lowest point Min Kinetic The top of the highest hill Chemical energy in fat & other compounds Fuels necessary processes Converts to heat transferred to surroundings Used to move body Kinetic Energy of Roller Coasters Energy in the Human Body Max Potential The highest point Min Potential The lowest point Must balance food intake with energy output to maintain healthy weight Calories 1C = 4,184J 1 gram of fat = 9C 1 gram carbohydrate or protein = 4C Gravitational Potential Energy of Roller Coasters Energy in the Human Body Mechanical Energy Decreases and is converted to thermal via friction 3 Fried Egg Sandwiches w/ cheese, lettuce, tomatoes, fried onions, & mayo 2 cups of coffee 1 5-egg omelet 1 Bowl of Grits 3 Slices of French Toast w/ Powdered Sugar 3 Chocolate-Chip Pancakes 4000 Calories/meal, why wasn t he fat? Mechanical Energy of Roller Coasters Michael Phelps s Breakfast

Fusion 2 atoms fuse to create 1 atom of less and give off radiant energy E=mc 2 Shows that mass and energy can be converted Summarizes conservation of energy Nuclear Energy http://hillsclasses.

com/nuclear+fuse Einstein s Famous Equation Fission Splits 1 atom into 2 atoms of less total mass and gives off radiant energy A 60kg student jumps off the ground with an initial velocity of 4m/s.

10 Fusion 2 atoms fuse to create 1 atom of less and give off radiant energy E=mc 2 Shows that mass and energy can be converted Summarizes conservation of energy Nuclear Energy Einstein s Famous Equation Fission Splits 1 atom into 2 atoms of less total mass and gives off radiant energy A 60kg student jumps off the ground with an initial velocity of 4m/s. What is the student s maximum kinetic energy and at what point does the student reach that energy? Mass=60kg Velocity=4m/s KE=? Nuclear Energy Maximum KE is just as the student leaves and returns to the ground Example Problem #1 What is the maximum potential Energy of the student on the previous slide and at what point does the student reach that energy? ME=KE+GPE ME=480J KE=0J GPE=? GPE=480J-0=480J The maximum GPE is at the top of the jump Nuclear Reactor Example Problem #1

11 What is the maximum height reached by the student on the previous slide? GPE=mgh Mass=60kg Gravity=9.8m/s 2 Height=? GPE=480J Example Problem #1 A 30 kg child on a swing reaches a maximum height of 3m. Find the maximum potential energy. Find the velocity 1 meter off the ground. GPE=mgh=30x9.8x3=882J 1m=mgh=30x9.8x1=294J ME=KE+GPE 882=KE+294 KE= =588J KE=1/2mv 2 588=1/2x30xv 2 Practice Problem #1 If an 5kg bowling ball is dropped from a height of 10m and has a velocity of 12m/s right before it hits the ground, how much energy was converted to thermal via air resistance? Practice Problem #2

Potential & Kinetic Energy Web Quest!

Potential & Kinetic Energy Web Quest! Introduction: You are an energy engineer employed by Energy Quest Incorporated. You will encounter several links that are provided for research and online activities.