This lesson plan outlines a practical experiment on energy losses called the "Bouncing Balls Practical". Students will investigate how factors like surface hardness and ball weight affect the efficiency of a bouncing ball. They will conduct trials in small groups to answer inquiry questions and learn about energy conservation. The teacher will take roll, demonstrate sample calculations, monitor student progress, and ensure cleanup at the end of the lesson. Students will be assessed based on their understanding of experimental design and completion of the practical worksheet.
This lesson plan outlines a practical experiment on energy losses called the "Bouncing Balls Practical". Students will investigate how factors like surface hardness and ball weight affect the efficiency of a bouncing ball. They will conduct trials in small groups to answer inquiry questions and learn about energy conservation. The teacher will take roll, demonstrate sample calculations, monitor student progress, and ensure cleanup at the end of the lesson. Students will be assessed based on their understanding of experimental design and completion of the practical worksheet.
This lesson plan outlines a practical experiment on energy losses called the "Bouncing Balls Practical". Students will investigate how factors like surface hardness and ball weight affect the efficiency of a bouncing ball. They will conduct trials in small groups to answer inquiry questions and learn about energy conservation. The teacher will take roll, demonstrate sample calculations, monitor student progress, and ensure cleanup at the end of the lesson. Students will be assessed based on their understanding of experimental design and completion of the practical worksheet.
Class: Year 8.0 When/Where: Line 4/ 2SC09 Lesson Prepared by: Adam Biggs
What are the students going to learn?
Today students are going to be doing the Bouncing Balls Practical In this practical students will be asked to complete one of two inquiry questions but will ultimately learn about energy efficiency and losses of energy that can be found in regular everyday activities such as bouncing a ball. This practical asks them to identify what sort of energy losses are taking shape when they bounce the ball and why. They should take things into account such as how hard the surface they are bouncing the ball on is, whether the weight of the object will make it fall harder or not, and whether energy efficiency will change based on any of their different scenarios. Resources: For this lesson I will require: - White board - White Board markers - HDMI adaptor - Smart board - Practical guide - All kids should have laptops - 14 tennis balls - 14 rulers - Portable mouse Assessment/ Feedback for students In this lesson my method of assessment will be going through the practical worksheet and seeing that they actually understand how they are going to complete the practical. Students should identify a variety of different ideas about surfaces to bounce their ball on or different heights and should demonstrate the ability to identify an appropriate number of trials for the experiment in the time allocated for the task. This task will be summative and so I will remind students that this is the case and that the finished product will be due on the final Thursday of my visit in week 9. Students should demonstrate that they understand experimental design and what makes a good method good, i.e. recording the height of the ball drop at eye level and having one person completing the experiment at a time. Lesson Outline Introducing the lesson (First 5 minutes): - To begin the lesson I will arrive early and have the equipment in the room allocated if it isnt already. I will write my instructions for the lesson on the board this will be outlined as such: 1. Open laptops, go to moodle page and open up Bouncing Balls Practical under Mr Biggs Energy. 2. Once the file is open follow my instructions. As students go to sit down I will be taking the roll and if any student did not show up to the lunch time punishment then I will inform that of the fact that I will sending a letter home to their parents. Commencing the Lesson (Following 15 minutes) - As we begin to go through the lesson students will first be asked to read different parts of the practical. Once we have gotten through the background reading and the introduction I will then demonstrate a sample calculation even though it is on the practical sheet so that students can understand and see the process themselves. - Students will then be given the opportunity to assess the risks, students will then get into the groups I have assigned for them. There should be 14 groups assuming everybody is present. I will need 7 partners to do the first practical and 7 to do the other, although ultimately it doesnt matter as the equipment is the same. Students will not be allowed to move onto the next step of their practical until I can say that yes they have finished step 1, step 2 and so on. Middle of the lesson (Next 30 minutes) - Students should have finished step 1 of the practical by now and if they havent they should be in the process of getting it approved by me. Remainder of the lesson (25 minutes) - Students should be completing their practical, should have results recorded during this time, should have started and finished their calculations , written up a conclusion and should have packed up their materials used for the practical placing them back where they found it.