Grade 6 Lesson 1. Lesson Plan Page 2. Student Activity Handout 1 Page 5

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1 Grade 6 Lesson 1 Item Page Lesson Plan Page 2 Student Activity Handout 1 Page 5

2 DETERMINING METHODS VISION-SETTING Marlins Think Tank: Sixth Grade Science Lesson Plan #1 OBJECTIVE. What is your objective? SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where the kinetic energy is transformed into potential energy and vice versa. SWBAT identify situations that represent potential energy and situations that represent kinetic energy and describe the transformation of potential energy to kinetic energy in the path of a baseball player. KEY POINTS. What knowledge and skills are embedded in the objective? Energy cannot be created or destroyed but it can be transformed from one type of energy to another Potential (stored) energy: the ability for a system to do work due to it s position or internal structure; an object at rest Kinetic energy: the energy possessed by a system when it is in motion ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Students will design a comic about a baseball player that tracks the transformation of potential energy to kinetic energy during the game. OPENING (10 min.) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest? Ask one student to stand up in front of the class. Position that student so that his/her arms extend outward from their shoulders to form a V, and his/her legs are spread apart to form an inverted V. MATERIALS. Ask students if the student volunteer s body is in motion or at rest. Ask students to make predictions based on the positioning for what I will ask the student volunteer to do next. Tell all students to stand up and position themselves to look like the student volunteer. When I clap, I want you to complete 1 jumping jack, and then return to this position and freeze. Clap. Wait for students to return to the initial position and freeze. Clap again. Allow students to return to their seats.

3 INTRODUCTION OF NEW MATERIAL (10 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How will students interact with the material? Today we are going to be looking at the Law of Conservation of Energy, which states that energy cannot be created or destroyed, but can be transformed from one type of energy to another. The jumping jacks that you just did are a perfect example of one type of energy changing into a second type. Potential energy is the ability for a system to do work based on its position or internal structure. When an object is at rest, it has potential energy. We can think of potential energy as stored energy, because the energy is all stored up and contained in the object that is at rest, just waiting to be transformed into something else. When we were performing our jumping jacks, we froze in this position (demonstrate). When our bodies are stopped in this position, they are filled with potential or stored energy. Our energy is stored up waiting to be transformed. We know this because the positioning of our body makes it possible for our bodies to do work or move. A second type of energy is kinetic energy. Kinetic energy is the energy of an object in motion. Anything that is moving is demonstrating potential energy. When I clapped, I asked you to complete 1 jumping jack. At that moment, your bodies converted their potential energy (from the resting position) into kinetic energy in order to move and complete one jumping jack. When thinking about the transformation from potential energy to kinetic energy and back, it is important to understand that we are never losing or creating energy, we are simply transforming potential energy into kinetic energy. Remember, the Law of Conservation of Energy energy cannot be created or destroyed, it can only be transformed from one type of energy to another. GUIDED PRACTICE (25 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? Tell students: I am going to show you a short video sent to us from the Miami Marlins. While you watch, I want you to think about the transformation of potential energy to kinetic energy. Show a short clip of a pitcher and a batter. The pitcher will throw the ball to the batter, and the batter will swing and hit the ball. Ask students to describe to you the transformation of energy in the video. Tell students to fold their paper in fourths, and then orient their paper vertically. We are going to watch the video again. This time, we will look for instances of potential energy and kinetic energy and show them on our paper using words and pictures. Play the video again, freezing at moments that show potential/kinetic energy. Each time you stop the movie, ask students to describe what they see and guide them to illustrate on their paper and write down what type of energy is being represented. 1. Pitcher holding the ball behind his head (potential) 2. Pitcher releasing the ball (kinetic) 3. Batter waiting with the bat over his shoulder (potential) 4. Batter swinging and hitting the ball (kinetic) Allow students time to color and finish their illustrations (with written explanations). Marlins video: pitcher and batter, om/video/?co ntent_id= &topic_ id= paper, crayons/mark ers Ask students to describe what they know about potential and kinetic energy.

4 INDEPENDENT PRACTICE (10 min.) How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment? Students will answer questions: 1) Identify potential/kinetic energy in the illustrations below 2) Explain the transformation of potential to kinetic energy (and back) for one of the illustrations above Lesson Assessment: Once students have had an opportunity to practice independently, how will they attempt to demonstrate mastery of the knowledge/skills required of the objective? Students will turn in their worksheets for a grade. CLOSING (5 min.) How will students summarize and state the significance of what they learned? Ask students to stand up. What type of energy are they demonstrating? When I say kinetic, I want you to show kinetic energy. When I say potential, I want you to freeze and show potential energy. Play a few rounds.

5 Name 1) Identify potential/kinetic energy in the illustrations below 2) Explain the transformation of potential to kinetic energy (and back) for one of the illustrations above

Grade 5 Lesson 3. Lesson Plan Page 2. Page 6. Student Activity Handout 1 Map Practice. Student Activity Handout 2 Marlins Park Maps.

Grade 5 Lesson 3. Lesson Plan Page 2. Page 6. Student Activity Handout 1 Map Practice. Student Activity Handout 2 Marlins Park Maps. Grade 5 Lesson 3 Item Page Lesson Plan Page 2 Student Activity Handout 1 Map Practice Page 6 Student Activity Handout 2 Marlins Park Maps Page 10 DETERMINING METHODS VISION-SETTING Marlins Think Tank: