Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

8

Time:

10.30 Date: 5/4/2015

Students’ Prior Knowledge:

Lesson 1 introduced the concept of energy as well
as common terminology associated with the topic.

Learning Area: Physical sciences

Lesson 2 will build on this by re-establishing what
was learned in lesson 1. We will then focus on
kinetic and potential energy and how they interact
with one another in common real life scenarios.
Basic equations will be explored in order to
establish a relationship between the two forms of
energy. This theory will be linked to real world
examples using ICT.
Strand/Topic: Energy appears in different forms

including movement (kinetic energy), and stored
energy (Potential)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australia’s engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:



Recognise that kinetic energy is the energy possessed by moving bodies
Recognise that potential energy is stored energy, such as gravitational
Explain the transfer of energy between kinetic and potential

Teacher’s Prior Preparation/Organisation:

 Web site up and running
 Selection of suitable YouTube videos
 Simple quiz prepared to gauge students’
understanding of the topic
 Skateboard program / animoto so the students
can express their learned knowledge creatively
using an ICT

Provision for students at educational risk:

 Thomas will require a logical scaffolding of
information as well as a coherently structured
website to assist with his background
knowledge of the subject.
 Use simple font style to assist reading

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LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time

Motivation and Introduction:

The students will have varied interest in physical science, but
they will be aware to some extent of the energy around us.

Resources/References
Align these with the segment
where they will be introduced.

Run a short quiz to recap the previous lesson and gauge the
students’ prior knowledge.
In order to introduce kinetic and potential energy we will employ
a simple demonstration. The demonstration will involve a student
on a chair pushing feet against wall to spring back on the
casters.
Careful selection of YouTube video exploring energy in particular
Kinetic and Potential energy to enhance their awareness of the
subject.

http://energytransfer.weebly
.com

Lesson Steps (Lesson content, structure, strategies & Key Questions):

10.30
10.35

1. Recap of last week’s lesson using quiz
2. Introduction demonstration involving student
3. YouTube clip to introduce kinetic and potential energy

10.40

10.45

4. Introduce the skateboard program on the big screen then
ask students in groups to load up the program and spend
3 minutes playing with it
5. Ask students to load up Animoto introduce the exercise of
capturing the kinetic and potential moments on the skate
ramp with 4 or 5 snap shots of their screen at different
phases. Set a reasonable time limit for this exercise
6. Early finisher exercise – Create a rollercoaster.

Kahoot.it - quiz
Chair on casters
https://www.youtube.com/w
atch?v=Jnj8mc04r9E
http://phet.colorado.edu/en/
simulation/energy-skatepark
https://animoto.com

www.learner.org/interactive
s/parkphysics/coaster

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Key Questions & Teaching Points:

Based upon the lesson steps above:
1. Do they remember Newton’s laws of Energy? Can energy
be created or destroyed?
2. What energies are being transferred in this exercise?
(Potential from (muscles and chemical) to kinetic
(mechanical) where does the potential energy go? Why
does the chair stop? (Friction)
3. Kinetic and potential energy is everywhere around us:
where?
4. Explore how increasing or decreasing potential of an
object can influence its kinetic energy.
Lesson Closure:(Review lesson objectives with students)

Review of the ICT to include:
-

Did the quiz effectively gauge the group’s prior
knowledge?

-

Was the video appropriate/effective at maintaining
student attention

-

Did the skateboard program become too distracting?

-

Was the time set for the image capture was appropriate?

Transition: (What needs to happen prior to the next lesson?)

Next lesson they will be learning about heat energy and how that
can also be stored as potential energy. Based on the captured
images and quiz results, if there are students who have still not
understood transfer and storage of energy this needs to be
scaffolded at the beginning of next lesson
Assessment: (Were the lesson objectives met? How will these be
judged?)

Assessment of the lesson is based upon their understanding of
kinetic and potential energy as demonstrated in their animoto
videos.

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