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CEP Lesson Plan Form
CEP Lesson Plan Form
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)
Inquiry Questions:
-
Which forms of energy can be directly observed, and which forms of energy must be inferred?
Use research-based models to describe energy transfer mechanisms, and predict amounts of
energy transferred (DOK 1-2)
Evidence Outcomes:
Every student will be able to:
-
Identify and label variables that affect kinetic and potential energy
Calculate potential and kinetic energy of a pendulum on Earth, on the moon, and use the formulas
to calculate energy in real life situations
Analyze the difference of energy of a pendulum on the Earth and on the moon.
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I will use interrupted lecture throughout the activity/notes to check for understanding and teach
more in depth if needed.
I will use the Energy Calculations sheet to assess students comprehension of energy formulas and
solving to find the energy of the object/person in Joules (J).
Students will be asked to have a discussion within their groups as well as contribute to the class
discussion and I will listen and assess here.
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Introduction to Energy
Approx. Time
Anticipatory Set
There will be a warm- up each day that we pull out the notes and begin to learn something new.
Please see Energy Warm up document for additional information
Day 1: (5 minutes)
See Warm-Up #1: Types of Energy
What is the difference between kinetic and potential energy?
Think of an example for each type:
Kinetic:
Potential:
Day 2: (5 minutes)
See Warm-Up #2: Energy & The Moon
What would happen to the kinetic and potential energy of a pendulum if we placed it on the moon?
Short video: https://www.youtube.com/watch?v=5C5_dOEyAfk
Embedded in the moon picture on the slide
Day 3: (10 minutes)
See Warm-Up #4: Energy in Law Form
What is the Law of Conservation of Energy?
How does the Law of Conservation of Energy relate/apply to the Skate Park PhET Simulation?
Teaching/
Presentation:
Day 4: (5 minutes)
See Warm- Up #5: Calculate It!
A ball with 2 kg of mass is resting at the top of a 6.8 meter hill. How much potential energy does the ball
possess?
A cheetah is running at a rate of 11.4 m/s after its lunch. The cheetah has a mass of 13 kg. What is the
cheetahs total kinetic energy?
Includes: Input, Modeling and Checking for Understanding (150 minutes total)
1. Input: The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.
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Day 2:
For this day, I will be using the video from the warm-up as a visual model of how energy can/cannot be
affected depending on which type is being discussed (kinetic or potential). I will have the worksheet on the
smart board and I will fill in the first boxes with them. Once they are released to work in groups, I will have
students come up to explain and fill out the boxes on the smart board to serve as a model for the class.
Day 3 and 4:
I will model what is expected by having page 3 on the smart board and walking them through the steps of
how to complete an energy calculation this will be similar to math requirements that they have such as rewriting the formula, re-writing the formula with the known values plugged in, and boxing their answers with
the correct units attached.
-
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L3: Application:
o How would you solve: A dog with a mass of 3.5kg is sleeping on the couch with a height of 0.5 meters. Solve
for the energy of the dog.
o How would you use the pendulum set to model the types of energy it possesses at positions A-E?
L4: Analysis:
o How is kinetic and potential energy related to objects in our lives? Think about in the classroom, or in your
house.
o Why do you think that there is both kinetic and potential energy at positions B and D of the pendulum?
L5: Synthesis:
o Predict whether or not mass of the pendulum on the moon; on earth will affect its amount of energy it
possesses at position C. Explain your thoughts.
L6: Evaluation:
o Based on what you know, how would you explain how mass affects potential energy and kinetic energy?
o Based on what you have learned, compare and contrast the amount of energy the pendulum possesses at
positions A and E. At B and D?
Teaching Strategy:
Guided Practice
&
Differentiation
*All of the days have a great deal of direct instruction and interrupted lecture within the lessons, so I have included
the amount of time for all of them together above under teaching/presentation.*
Teaching Strategy:
(Independent
Practice)
In the upcoming week students will be completing other activities that will advance their understanding of the energy
concepts. I will have a divide this lesson so that it is spread over the correct portions of the unit. The first two days will be
done back to back and then will be supplemented with continued practice with Testing Variables Experiments Day1-3
and Skate Park PhET Simulation.
Closure
As the students are discussing the topics in their groups I will observe, praise, prompt, and leave. I will prompt students
with open ended questions regarding the part of the worksheet they are on in order to generate further thought and
application. This applies greatly to Day 2 and Day 3. Day 1 is more direct instruction based.
Day 3 will follow these other activities and Day 4 of this lesson is the independent practice/ supplemental practice for
Day 3.
*PLEASE SEE SCHEUDLE FOR CLARIFICATION
Day 1, 2, and 3: About 10 minutes
Day 4: 15 minutes
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Each day I will have students either switch groups and partake in a discussion, and write a short response/ticket out the
door. I want to make sure that students are completely understanding the concepts that are being presented to them
during class. I think that by having them switch groups and discuss with new people can help them immensely and
possibly bring up topics or facts that hadnt been mentioned previously.
Materials
Accommodations
&
Modifications
Assessment
On Day 4, I will have students stop working on their energy calculation sheet and instruct them to finish it at home (that
way I can see if they can do it by themselves). Next, I will have students login on to an iPad and navigate to the Kahoot
site. We will Kahoot for the last 15 minutes of class. This Kahoot will serve as a closure of all of the things that we have
learned over the 4 days of this lesson. I will be able to retrieve data from this too.
- Pendulum set for modeling
- Calculators
- 1 Pencils for each student
- 56 Intro to Energy Worksheets
- 56 Energy Calculations Worksheets
- 56 iPads
- Smart Board
To modify:
Students will be placed in a group that will aid in the learning of all level students
- orally present/explain data gathered to teacher I have one student that is unable to write
- Explain the difference between kinetic and potential energy
- Give examples of potential and kinetic energy in their lives
- Be given a separate energy calculation sheet that is comprised of multiple choice and simple energy
calculations without conversions.
To extend:
Students will be asked to complete a different Energy Calculations sheet that require them to convert units in each
problem rather than just a few and students will be required to solve for velocity and mass which are both extensions..
- For example students will have to convert from km/hr to m/s or from kg to g.
- Formative Assessment:
o Informal:
Discussions at the end of classes
o Formal:
Energy Calculations Worksheet for grading
Kahoot Questions (results)
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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.
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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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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