Lauren Sinclair

Key Assessment
Instructional Design Project

IDENTIFICATION OF LEARNING PROBLEM

TARGET AUDIENCE
The target audience will be a group of 8th grade physical science students. Their ages will range
from 13 to 15 years old. There will be a small number of students who having learning
disabilities. This will be a diverse group of students.
PROBLEM IDENTIFICATION
Eighth grade students are required to learn the types of energy and its transformations. The 20122013 Criterion-Referenced Competency Test results for Pierce County Middle School indicated
student comprehension of energy and its transformations were low. Transformations of energy
are difficult for the students to understand because it is not something they can easily see. Low
student achievement indicates the need for efficient application activities. In order to assess the
students prior knowledge a KWL chart along with a pre-assessment quiz will be conducted.
Currently, the instruction is not learner centered. The instructors wish is that the instruction will
provide more visuals so the learner is able to observe how energy is transformed.
INSTRUCTIONAL GOALS
Learners will be able to define and identify the many forms of energy.
Learners will be able to describe energy transformations that have taken place.
Learners will be able to create their own examples of energy transformations using the correct
vocabulary terms.
Learners will be able to apply what they have learned about energy and its transformations to
their lives.

Lauren Sinclair
LEARNER ANALYSIS
INTRODUCTION
The learners in the 8th grade physical science class are composed of 28 students between
the ages of 13 and 15. There are 18 males and 10 females. The overwhelming majority of the
students are Caucasian. The class contains 2 Hispanic and 3 African Americans. The majority of
the students in this class are not economically disadvantage. The 5 students that are at an
economic disadvantage are all Caucasian. This physical science class does not contain any
students who are part of the Special Education program; however, one student does have a 504
Plan that allows him more time on assignments.
The general demographics of this class were found by searching school records through
the computer program Georgia LDS (Statewide Longitudinal Data System). This program allows
teachers to see each student in the classs demographic information, number of days absent,
lexile level, CRCT scores from previous years, and whether the student is gifted or has a learning
disability. Surveys, interviews, and observations of the students were used. Student surveys were
used to determine the learning styles of each individual. Each student in the class was given a
survey to complete on their own. Since surveys may not portray the entire truth, observations of
each student were done when completing tasks to see what type of learner they were. Student
interviews were done to assess the students prior knowledge of energy and its transformations.
The information regarding the attitudes of students towards the content, teachers, and the school
was acquired through student and teacher surveys and interviews.
ENTRY SKILLS & PRIOR KNOWLEDGE
Entry Skills:

Mastery of entry skills reading and writing

Able to log on to computer

Use basic internet search engines

Able to browse websites

Lauren Sinclair

Use cameras on smartphones

Prior Knowledge:

Collect data by observations

Analyze data collected

Apply information learned

This information was attained by administering a pretest that assessed this prior
knowledge. The results of the pretest showed that 65% of the students scored less than 70%. The
remaining 35% of the students made a passing score on the pretest. Only 5% of the students
scored 90% or better. 15% of students scored between 80-89% while the remaining 15% of the
students scored between 70-79%. The students were timed while taking the pretest. Students that
spent less than 10 minutes taking the pretest scored below 70% (not proficient). Students that
took longer to complete the pretest scored much higher than students that seemed to rush through
the pretest.
ATTITUDES TOWARD CONTENT & ACADEMIC MOTIVATION
The students were given a survey regarding their outlook about the topic energy and its
transformations. The majority of the students were not excited to know they would be learning
about energy. Several students stated they do not care about energy and its transformations
because it has nothing to do with them.
The students previous teachers were surveyed to get an idea of how motivated each student was.
Many students in the class are academically motivated to learn, yet, the 15 of the students are
not.
EDUCATIONAL ABILILTY LEVELS
All 28 students in the class are classified as regular education students. This class consists
of students who are at the appropriate grade level. There are no students in this class with any
disabilities. The one male student who has a 504 Plan is allowed more time for assignments. This

Lauren Sinclair
student has the same educational ability level as everyone else in the class. When viewing the
data from the previous year, 7th grade, the class average was an 85.4.
GENERAL LEARNING PREFERENCES
After reviewing the student surveys and observation notes the data shows the widely held
learning preference of the class are kinetic and visual learners. Two of the students are auditory
learners. Many of the students did not have one primary style of learning. Few students were
able to identify just one learning style as being their strongest.
ATTITUDE TOWARD TEACHERS & SCHOOL
Peer interviews were conducted in order to uncover the attitudes the students have
towards teachers and the school. All 28 students feel the teachers should incorporate more
interactive activities. The data collected from the interviews prove the bulk of the students
attitudes towards the teachers are positive. A few students do have negative attitudes towards
certain teachers because of past experience. During the interview the students were asked how
they felt about the school. The results were unanimous. All students like the school, but wish
some rules could be changed.
GROUP CHARACTERISTICS
Social characteristics are important when designing instruction. The social characteristics
of this class are the middle working class. There are 5 students who are considered to be a part of
the lower class. There are no students in the class who would be considered in the high class. The
majority of the students are from the South Georgia area. There are two students who are
migrants to the South. One Hispanic student was raised in New Mexico and one African

Lauren Sinclair
TASK ANALYSIS

How the task analysis was conducted and the method used to conduct the analysis.
The task analysis was conducted in a physical science classroom. The subject matter
expert (SME) for this analysis is the teacher. The teacher was able to pull information
from the previous years on the topic. The teacher is to create a new unit for Energy and
Its Transformations. While knowing the performance standards, viewing the class
textbook, energy units from previous years, and using online resources allowed the
teacher to conduct this analysis. Due to the fact that the students from the previous year
had no prior knowledge of energy gave the teacher her starting point. From there the
teacher went to each element of the standard to make sure everything was being
addressed. The type of analysis chosen was a topic analysis because of the topics building
on each other. Before a student can describe energy transformations the student must first
know what energy is and the different forms of energy.

How interaction with appropriate subject matter expert (SME) informed analysis.
The subject matter expert (SME) for this analysis was a middle grades physical science
teacher. The SME taught 8th grade physical science for one year, however had the highest
CRCT scores in the Okefenokee RESA area. The SME taught physical science using
hands on approaches. I am the SME for this task analysis. I have a bachelors degree in
Middle Grades Science. I have taken many physical science courses in college. This past
year I was asked by Georgia Tech to participate in creating an Energy Unit for 8th grade
physical science. Energy and its transformations is a unit that I have written at Pierce
County Middle School along with a colleague that has taught 9th grade physical science
for the past seven years. Although I am the SME for this analysis I did have a colleague
review the analysis. We both agreed on the order the content should be taught in and the
importance of each subtopic.

Topic Analysis
Energy and Its Transformations

Lauren Sinclair

I. Define energy and select major forms of energy.

1.1. Energy is the ability to do work.
1.1.1. Energy is found everywhere in the universe.
1.2. Energy is found in two major forms.
1.2.1. Potential energy is energy at rest or stored energy.
1.2.2. Kinetic energy is energy in motion.
II. Identify six common forms of energy.
2.1. The most common forms of energy used on a daily bases is mechanical
energy, chemical energy, sound energy, light energy, electrical energy and
thermal energy.
2.2 . Each of the six forms of energy can be categorized as either potential energy
or kinetic energy.
2.2.1. Potential energy: mechanical and chemical energy.
2.2.2. Kinetic energy: sound, light, electrical and thermal energy.
2.3. Each of these six forms of energy have different characteristics.
2.3.1. Mechanical energy is the sum of potential and kinetic energy.
2.3.1.1. Mechanical energy is demonstrated using a pendulum.
2.3.2. Chemical energy is stored fuel.
2.3.2.1. Chemical energy is food, gasoline, acid.
2.3.3. Sound energy is vibrations through solids, liquids or gases.
2.3.4. Light energy (Electromagnetic energy) is a wave that can travel to
through a vacuum.
2.3.4.1. Light energy is found as radio waves, microwaves,
infrared waves, visible waves, ultraviolet waves, x-rays
and gamma rays.
2.3.5. Electrical energy (electricity) is created by the flow of electrons.
2.3.6. Thermal energy is heat.
3.0 Demonstrate transformations of energy.
3.1. Energy transformations means to change from one form of energy to
another form of energy.
3.2. Identify that an energy transformation has taken place by stating what
form of energy the situation began with and what form of energy it
will end with.
3.3. Energy transformations are described using the six forms of energy.
3.4. The Law of Conservation of Energy states that energy can never be
created nor destroyed, it can only change forms.

Lauren Sinclair

Energy
&
Its Transformations

Other Forms of
Energy

Energy: Two
Main Forms

Mechanic
al
Potent
ial

Kineti
c

Sound
Chemic

Energy
Transformations

Change
s forms

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Heat is a
byproduc
t

Law of
Conservation
of Energy
Light

Electric
al

Thermal

INSTRUCTIONAL OBJECTIVES
Terminal Objective 1: To select the major forms of energy.
Enabling Objectives:
1A. To define energy.
1B. To identify the two major forms of energy.

Terminal Objective 2: To select six common forms of energy used on a daily bases.
Enabling Objectives:

Lauren Sinclair
2A. To identify six common forms of energy.
2B. To describe six common forms of energy.

Terminal Objective 3: To demonstrate the transformations of energy forms.

Enabling Objectives:
3A. To define transformations.
3B. To identify energy transformations.
3C. To describe energy transformations.
3D. To define the Law of Conservation of Energy.

Classification of Instructional Objectives:

Content
Fact
Concept
Principles

Performance
Recall
1A, 3A, 3D

Application

1B, 2A,

2B, 3B, 3C

Procedure
Interpersonal
Attitude

1, 2

Relationship between Instructional Objectives and Standards:

Instructional

Georgia Performance Standards

Lauren Sinclair
Objectives
1
1A
1B
2
2A

S8P2b. Explain the relationship between potential and kinetic energy.

S8P2c. Compare and contrast the different forms of energy (heat, light,
electricity, mechanical motion, sound) and their characteristics.

2B
3
3A
3B
3C
3D

S8P2a. Explain energy transformation in terms of the

Law of Conservation of Energy.

DEVELOPMENT OF ASSESSMENT
Goals

Lesson 1:
What is Energy?

Objectives

Assessments

UDL

1. Learners will

1. To select the

BrainPOP: Potential

Multiple means

be able to

major forms of

Energy Quiz

of representation

define and

energy.

identify the

1A. To define

BrainPOP: Kinetic

Multiple

many forms

energy.

Energy Quiz

opportunities to

of energy.

1B. To identify the

two major forms

watch videos and take

Acrostic Poem

quizzes.

of energy.
Extended time to

complete assessment.

Choice of word to use

for acrostic poem.

Lauren Sinclair

Lesson 2:
Energy Forms

2. To select six

Energy Form

Work with partners.

Multiple means

be able to

common forms of

Presentation

of representation

define and

energy used on a

identify the

daily bases.

Advanced students

many forms

2A. To identify six

will be expected to

of energy.

common forms of

create a presentation

energy.

using web 2.0 tools.

1. Learners will

2B. To describe six

common forms of

Extended time will be

energy.

given to those who

have a disability.
Multiple choices for
students with
disabilities to use

Power Point or a Web

2.0 tool for their
presentation.
Lesson 3:

1. Learners will

3. To demonstrate

Energy Conversion

Multiple means

Practice

of representation

Energy

be able to

the

Transformations

describe

transformations of

energy

energy forms.

Energy

Students with

transformatio

3A. To define

Transformation

disabilities as well as

ns that have

transformations.

Picture Collage

students struggling

taken place.

3B. To identify

2. Learners will

with the content will

energy

Energy

practice the energy

be able to

transformations.

Transformation

transformations

create their

3C. To describe

Summary

multiple times.

own examples energy

Lauren Sinclair
of energy

transformations.

Multiple energy

transformatio

3D. To define the

transformation

ns using

Law of

practice sheets.

correct

Conservation of

vocabulary.

Energy.

Students that do not

3. Learners will

have a mobile device

be able to

they could use to take

apply what

pictures will be

they have

allowed to use

learned about

pictures from the

energy and its

web.

transformatio
ns to their

Students that are

lives.

advanced will create

a collage using
multiple pictures and

descriptions of every
energy
transformation.
Students with
disabilities will be
allowed to use one
picture and describe
one energy
transformation.
Extended time for
students with
disabilities.
Advanced students

Lauren Sinclair
will write a more
detailed summary.
Students with

disabilities will prove

mastery using less
detail in summary.

Objective 1 Assessments:
BrainPOP Quiz
Potential Energy
1. What is potential energy?

Lauren Sinclair
a. The energy an object has due

c. When its moving between its

to its position or condition

b. The energy an object has due

highest and lowest points

d. When its moving at its top

to its motion
c. The energy an object has due
to its chemical composition
d. The energy an object has due
to its atomic structure
2. What is kinetic energy?
a. The energy an object has due
to its position or condition
b. The energy an object has due
to its motion
c. The energy an object has due
to its chemical composition
d. The energy an object has due
to its atomic structure
3. When does an object have no kinetic
energy?
a. When its at rest
b. When its moving very
slowly
c. When the only force thats
acting on it is gravity
d. When it has no electrical
charge
4. Which object has the most potential
energy?
a. A ball resting on the ground
b. A ball being thrown at 100
miles per hour
c. A ball on top of a refrigerator
d. A ball resting on the edge of
a cliff
5. When does a yo-yo have the most
potential energy?
a. When its at its highest point
b. When its at its lowest point

speed
6. When is potential energy
transformed into kinetic energy?
a. When an object at rest is
lifted to a higher elevation
b. When an object at rest
remains at rest
c. When an object at rest is put
into motion
d. When an object in motion is
stopped and put at rest
7. What do potential and kinetic energy
have in common?
a. Theyre both related to
density
b. Theyre both unrelated to
density
c. Theyre both related to
volume
d. Theyre both related to
motion
8. Four cars are positioned at the top of
a hill. Which car has the most
potential energy?
a. Small convertible
b. Large SUV
c. Midsize sedan
d. Large sedan

Lauren Sinclair
a. Because the thinner air at
higher elevations mean
objects have a greater
potential to move very fast.
b. Because objects at high
elevations are closer to the
sun, which is the source of all

9. Which is the best synonym for

energy on earth
c. Because objects at high

potential energy?
a. Stored energy
b. Energy of motion
c. Energy due to gravity
d. Mechanical energy

elevations tend to move

slower than objects at low
elevations
d. Because gravity gives objects
at high elevations the

10. Why do objects at high elevations

potential to fall much further

have more potential energy than

objects at low elevations?

BrainPOP Quiz
Potential Energy ANSWER KEY
1. What is potential energy?
a. The energy an object has due
to its position or condition
b. The energy an object has due
to its motion
c. The energy an object has due
to its chemical composition
d. The energy an object has due
to its atomic structure
2. What is kinetic energy?

a. The energy an object has due

to its position or condition
b. The energy an object has due
to its motion
c. The energy an object has due
to its chemical composition
d. The energy an object has due
to its atomic structure
3. When does an object have no kinetic
energy?
a. When its at rest

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b. When its moving very

b. Theyre both unrelated to

slowly
c. When the only force thats

density
c. Theyre both related to

acting on it is gravity
d. When it has no electrical

volume
d. Theyre both related to

charge
4. Which object has the most potential
energy?
a. A ball resting on the ground
b. A ball being thrown at 100
miles per hour
c. A ball on top of a refrigerator
d. A ball resting on the edge of

motion
8. Four cars are positioned at the top of
a hill. Which car has the most
potential energy?
a. Small convertible
b. Large SUV
c. Midsize sedan
d. Large sedan

a cliff
5. When does a yo-yo have the most
potential energy?
a. When its at its highest point
b. When its at its lowest point
c. When its moving between its
highest and lowest points
d. When its moving at its top
speed
6. When is potential energy
transformed into kinetic energy?
a. When an object at rest is
lifted to a higher elevation
b. When an object at rest
remains at rest
c. When an object at rest is put
into motion
d. When an object in motion is
stopped and put at rest
7. What do potential and kinetic energy
have in common?
a. Theyre both related to
density

9. Which is the best synonym for

potential energy?
a. Stored energy
b. Energy of motion
c. Energy due to gravity
d. Mechanical energy

Lauren Sinclair
10. Why do objects at high elevations

sun, which is the source of all

have more potential energy than

energy on earth
c. Because objects at high

objects at low elevations?

a. Because the thinner air at

elevations tend to move

higher elevations mean

slower than objects at low

objects have a greater

elevations
d. Because gravity gives objects

potential to move very fast.

b. Because objects at high

at high elevations the

elevations are closer to the

potential to fall much further

BrainPOP Quiz
Kinetic Energy
1. Kinetic and potential energy are the

c. The energy an object has due

two types of energy that relate to:

a. Change
b. Friction
c. Density
d. Motion
2. Which of the following has the most

to its speed
d. The energy an object has due

potential energy?
a. A man standing at the top of
a hill
b. A car rolling down the hill
c. A car parked at the top of the
hill
d. A man walking down the hill
3. What is potential energy?
a. The stored energy of an
object due to its position or
condition
b. The energy that an object has
due to its motion

to its volume

4. What is kinetic energy?

a. The stored energy of an
object due to its position or
condition
b. The energy that an object has
due to its motion
c. The energy an object has due
to its existence
d. The energy an object has due
to its volume
5. Which passenger has the most
potential energy?

Lauren Sinclair
a. Passenger at the lowest point
on the mountain
b. Passenger 1/3 the way up the
mountain
c. Passenger the way up the

c. When the first object has

more potential energy than
the second object
d. When those objects collide

mountain
d. Passenger at the top of the
mountain
6. The amount of kinetic energy an
object has depends on its:
a. Mass and volume
b. Volume and friction
c. Mass and speed
d. Speed and density
7. Which of the following has the most
kinetic energy?
a. A car traveling at 80 kph
b. A tractor-trailer traveling at
80 kph
c. A cheetah running at 80 kph
d. A motorcycle traveling at 80
kph
8. When is kinetic energy transferred
from object to object?
a. When those objects pass one
another
b. When the first object
outweighs the second object

9. In a generator, kinetic energy is

transformed into:
a. Motion
b. Potential energy
c. Electricity
d. Solar power

10. There is a finite amount of energy in

the universe. What does this mean?
a. Energy is created and
destroyed all the time
b. There is a limited amount of
energy in the universe
c. Stars generate most of the
energy in the universe
d. Dark matter absorbs most of
the energy in the universe

Lauren Sinclair

BrainPOP Quiz
Kinetic Energy ANSWER KEY

1. Kinetic and potential energy are the

two types of energy that relate to:
a. Change
b. Friction
c. Density
d. Motion
2. Which of the following has the most
potential energy?
a. A man standing at the top of
a hill
b. A car rolling down the hill
c. A car parked at the top of the
hill
d. A man walking down the hill
3. What is potential energy?
a. The stored energy of an
object due to its position or
condition
b. The energy that an object has
due to its motion
c. The energy an object has due
to its speed
d. The energy an object has due
to its volume

4. What is kinetic energy?

a. The stored energy of an

object due to its position or
condition
b. The energy that an object has
due to its motion
c. The energy an object has due
to its existence
d. The energy an object has due
to its volume
5. Which passenger has the most
potential energy?
a. Passenger at the lowest point
on the mountain
b. Passenger 1/3 the way up the
mountain
c. Passenger the way up the
mountain
d. Passenger at the top of the
mountain
6. The amount of kinetic energy an
object has depends on its:
a. Mass and volume
b. Volume and friction
c. Mass and speed
d. Speed and density
7. Which of the following has the most
kinetic energy?

Lauren Sinclair
a. A car traveling at 80 kph
b. A tractor-trailer traveling at

9. In a generator, kinetic energy is

transformed into:
a. Motion
b. Potential energy
c. Electricity
d. Solar power
10. There is a finite amount of energy in

80 kph
c. A cheetah running at 80 kph
d. A motorcycle traveling at 80
kph
8. When is kinetic energy transferred

the universe. What does this mean?

a. Energy is created and

from object to object?

a. When those objects pass one

destroyed all the time

b. There is a limited amount of

another
b. When the first object

energy in the universe

c. Stars generate most of the

outweighs the second object

c. When the first object has

energy in the universe

d. Dark matter absorbs most of

more potential energy than

the second object
d. When those objects collide

the energy in the universe

Acrostic Poem Example

E-Energy is the ability to do work.
N-Naturally found in our universe.
E-Energy in motion is kinetic energy.
R-Resting energy is potential energy
G-Gaining speed or height will affect the amount of kinetic or potential energy
there is.
Y-You are a part of everyday energy conversions.

Lauren Sinclair
Objective 2 Assessment:

Presentation of Forms of Energy

Example
Slideshare URL: http://www.slideshare.net/llsinclair/forms-of-energy-24206809

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Objective 3 Assessments:

Energy Transformations

Students will visit

www.glencoe.com/sites/common_assests/science/virtual_labs/E04/E04.html to practice
energy transformations.

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Energy Transformations ANSWER KEY

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Picture Collage Example

Summary of Energy Transformations Example

Energy is the ability to do work. The two main forms of energy are potential and
kinetic energy. All other forms of energy can be categorized by being either potential or
kinetic energy. The six most common forms of energy are mechanical, thermal, chemical,
sound, light, and electrical energy. The law of conservation of energy states that energy
can never be created nor destroyed, but can only change forms. This means energy is
transferred from one form to another. For example, before turning on a car the gasoline in
the car is the fuel (chemical energy). Once the car is on the belt in the engine is moving
(mechanical energy). If you have ever touched the hood of a vehicle after it has been
driven you know that heat is produced (thermal energy). All forms of energy can be
converted into other forms of energy.

Lauren Sinclair
Differentiation for Learners:
BrainPOP Potential Energy Quiz
Students struggling with the content will be allowed to view the video and
take the quiz multiple times.
BrainPOP Kinetic Energy Quiz
Students struggling with the content will be allowed to view the video and
take the quiz multiple times.
Acrostic Poem
Students with disabilities will have extended time to complete assessment.
Students with disabilities will be allowed to work with partners.
Energy Forms Presentation
Advanced students will be expected to create a presentation using web 2.0
tools. They will be graded on content, spelling, and punctuation. Students
with disabilities will be given extended time if needed. Students with
disabilities will have the choice of using Power Point or a Web 2.0 tool for
their presentation. Students will only be graded on content.
Energy Conversion Practice
Students with disabilities as well as students struggling with the content
will practice the energy transformations multiple times. If needed, the
teacher will provide the students with extra practice worksheets.
Energy Transformation Picture Collage
Students that do not have a mobile device they could use to take pictures
will be allowed to use pictures from the web. Students that are advanced
will create a collage using multiple pictures and descriptions of every
energy transformation. Students with disabilities will be allowed to use

Lauren Sinclair
one picture and describe one energy transformation. All students must use
energy vocabulary terms.
Energy Transformation Summary
Advanced students will be expected to write a summary including all six
energy forms learned through this course. Advanced students must include
energy transformations for each of the six forms of energy. Students with
disabilities will be a given extended time. Students with disabilities will be
required to name the six forms of energy learned through this course and
give an example of one energy transformation. All students must define
the law of conservation of energy in their summary.

CONTENT SEQUENCING AND INSTRUCTIONAL STRATEGIES

Instructional Sequence
Sequence Description
1
Define an energy and identify the two main forms of energy
Identify and describe six common forms of energy used on a daily
2
bases
3
Demonstrate energy transformations

Objective
1
2
3

This sequence builds on concepts in a concept-related order. The students will proceed
through the lessons in the same way the teacher would teach the lessons. This sequence
alternates between reading and creating examples to maintain high learner motivation and
engagement. Finally, this sequence allows the student to connect energy and its
transformations to their life.

Lesson 1: What is energy?

Lauren Sinclair
Objective 1: The student will select the two major forms of energy.
Objective 1A: The student will define energy.
Objective 1B: The student will identify the two major forms of energy.
Motivational Strategy: (Titov, Andrews, Schwencke, Robinson, Peters & Spence, 2010)
Before researching energy students will be asked to post a
discussion message answering the question what do you think
life without energy would be like? Students will have the choice
of writing a paragraph explaining life without energy or create an
illustration using several clipart images or the paint program.
Initial Presentation: (Morris, Ross, Kemp & Kalman, 2012)
Students will read The Energy Story: Chapter 1: Energy-What is it?
http://energyquest.ca.gov/story/chapter01.html. While reading
students will mine the article for discussion post. Second, students
will log in to www.brainpop.com using the login information
provided by the school. The students will watch the BrainPop video
Potential Energy. Students are able to read and view pictures on
the energy quest website. At risk students are able to watch the
BrainPop videos as many times as needed to understand the
information being presented.
Generative Strategy: (Hodges, Mandlebaurn, Boff & Miller 2007)
Recall
After watching the BrainPop video Potential Energy the students will
take the quiz. This is to reinforce what students should have learned while
watching the video. This is not for a grade. Students will have multiple
chances to take the quiz. Students should continue taking the quiz until
they answer each question correctly.

Lauren Sinclair

Initial Strategy: (Morris, Ross, Kemp & Kalman, 2012)

The students will then watch the second BrainPOP video Kinetic Energy
At risk students are able to watch the BrainPop videos as many times as
needed to understand the information being presented.
Generative Strategy: (Hodges, Mandlebaurn, Boff & Miller 2007)
Recall
After watching the BrainPop video Kinetic Energy the students will
take the quiz. This is to reinforce what students should have learned while
watching the video. This is not for a grade. Students will have multiple
chances to take the quiz. Students should continue taking the quiz until
they answer each question correctly.
Integration & Elaboration
Students will have the choice between to assignments to complete.
Students should only complete ONE of the assignments.
Students will post on the discussion board their definition of energy.
Students will also identify and describe the two main forms of energy.
OR
After completing the discussion activity the students will create an acrostic
poem. Students should choose one of the following words to use for their
acrostic poem: energy, potential, kinetic. The acrostic poem should
describe energy or the form of energy.

Lesson 2: Other Forms of Energy

Objective 2: The student will select the six most common forms of energy that are used
on a daily bases.

Lauren Sinclair
Objective 2A: The student will identify the six common forms of energy.
Objective 2B: The student will describe the six common forms of energy.
Initial Presentation: (Hodges, Mandlebaurn, Boff & Miller 2007)
Students will read Forms of Energy
http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics
While reading the students will compare the different forms of energy and
decide which forms of energy they use on a daily bases. The students will
the visit http://www.nmsea.org/Curriculum/Primer/forms_of_energy.htm
to get a better definition of the different forms of energy. Have the students
take notes of special characteristics of each form of energy. Students with
disabilities will be given guided notes.
Generative Strategy: (Morris, Ross, Kemp & Kalman, 2012)
Integration & Organization
Students will create a presentation using slideshare, prezi, thinglink, etc. to
describe the following forms of energy: Potential, Kinetic, Mechanical,
Thermal, Sound, Light (Electromagnetic) Electricity, and Chemical. Each
form of energy must include the definition and example. Students with
disabilities will be given extended time on the assignment.
Lesson 3: Energy Transformations
Objective 3: The student will demonstrate the transformations of energy forms.
Objective 3A: The student will define transformations.
Objective 3B: The student will identify energy transformations.
Objective 3C: The student will describe energy transformations.
Objective 3D: The student will define the Law of Conservation of Energy.
Motivational Strategy: (Titov, Andrews, Schwencke, Robinson, Peters & Spence, 2010)

Lauren Sinclair
Students will go to http://energyquest.ca.gov/index.html to watch the video
Youve Got the Power in the Movie Room. Once students have entered the
Movie Room they will drag the mouse to the TV. They will then click on Youve
Got the Power to watch the video. After watching the video students may explore
the Energy Quest website.
Initial Presentation: (Morris, Ross, Kemp & Kalman, 2012)
Students will view Energy Transformations presentation. While watching the
presentation students should be thinking of ways they transfer energy everyday.
Students should take notes on how energy can be transferred. Next have the
students visit the following website:
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#ho
me. The students should read What are some examples of energy transformations
or conversions, How efficient is the energy conversion, Law of
Conservation. Students should compare examples of energy conversions from
the presentation and the readings form the website. Students with disabilities will
be given detailed notes and multiple examples of energy transformations.
Generative Strategy: (Hodges, Mandlebaurn, Boff, Miller 2007)
Recall & Application
Students practice identifying energy transformations by visiting
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E0
4.html. Students will then be given several different pictures of energy
transformations; the student will describe all energy transformations
taking place.
Elaboration
Students will create a picture collage of energy transformations. Students
will identify and describe the energy transformations taking place. The
students will then write a summary of the transformation of energy.
Summary must include the Law of Conservation of Energy. Students with

Lauren Sinclair
disabilities will be have the option to record themselves stating the Law of
Conservation of Energy and explaining what an energy transformation is.
References
Morris, G., Ross, S., Kemp, J., & Kalman, H. (2012). Designing effective instruction. (7
ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Titov, N., Andrews, G., Schwencke, G., Robinson, E., Peters, L., & Spence, J. (2010).
Randomized controlled trial of internet cognitive behavioural treatment for social
phobia with and without motivational enhancement strategies. 44(10), 938-945.
Retrieved from http://web.ebscohost.com/ehost/detail?vid=5&sid=a6b828687663-4283-80247df37ac2ad66@sessionmgr113&hid=22&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ=
=
Hodges, D., Mandlebaurn, L., Boff, Colleen., & Miller, Mitch. (2007). Intervention in
school and clinic. 42(4), 219-224. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/ pdfviewer?sid=ddec88c9-a910-47c9bc63-3e1d510272b8%40sessionmgr112&vid=5& hid=10
DESIGN OF INSTRUCTION
Goals

Lesson 1:
What is Energy?

1. Learners will be

Objectives

Assessments

UDL

1. To select the

BrainPOP:

Multiple means

able to define and

major forms of

Potential Energy

of representatio

identify the many

energy.

Quiz

forms of energy.

1A. To define

Multiple

energy.

BrainPOP: Kinetic

opportunities to

1B. To identify

Energy Quiz

watch videos an

Lauren Sinclair
the two major
forms of energy.

take quizzes.
Acrostic Poem

Extended time t
complete
assessment.

Choice of word

use for acrostic

poem.

Lesson 2:
Energy Forms

2. To select six

Energy Form

Work with partn

Multiple means

able to define and

common forms of

Presentation

of representatio

identify the many

energy used on a

forms of energy.

daily bases.

Advanced stude

2A. To identify

will be expected

six common

create a

forms of energy.

presentation usi

2B. To describe

web 2.0 tools.

1. Learners will be

six common
forms of energy.

Extended time w

be given to thos
who have a
disability.

Multiple choice

for students wit

disabilities to u
Power Point or

Web 2.0 tool fo

their presentatio

Lauren Sinclair

Lesson 3:
Energy
Transformations

Learners will be 3. To demonstrate

Energy Conversion

Multiple means

able to describe

the

Practice

of representatio

energy

transformations

transformations

of energy forms.

Energy

Students with

that have taken

3A. To define

Transformation

disabilities as w

transformations.

Picture Collage

as students

place.
2. Learners will be
able to create their
own examples of
energy
transformations
using correct
vocabulary.
3. Learners will be
able to apply what
they have learned
about energy and
its transformations
to their lives.

3B. To identify

struggling with

energy

Energy

content will

transformations.

Transformation

practice the ene

3C. To describe

Summary

transformations

energy

multiple times.

transformations.
3D. To define the

Multiple energy

Law of

transformation

Conservation of

practice sheets.

Energy.

Students that do

not have a mob

device they cou

use to take pictu

will be allowed

use pictures fro

the web.

Students that ar
advanced will

create a collage
using multiple
pictures and

Lauren Sinclair
descriptions of
every energy

transformation.
Students with

disabilities will

allowed to use o
picture and
describe one
energy

transformation.

Extended time f
students with
disabilities.

Advanced stude
will write a mo

detailed summa
Students with

disabilities will
prove mastery

using less detai

summary.

PLAN FOR FORMATIVE EVALUATION

Near the end of the course learners will complete an online evaluation for the
online module. Learners will be given a course evaluation that the instructor created at

Lauren Sinclair
www.surveymonkey.com. The instructor will provide the students with the link to the
survey. The evaluations will be submitted through Survey Monkey. The instructor will
have no way of knowing which student submitted which evaluation. The learner will
have to take a screen shot of the confirmation page and email it to the instructor. The
confirmation page is simply a thank you page. This will be done so the instructor is
able to make sure every learner participates. The SME will evaluate the online
module using the same evaluation form. Some questions on the form will be omitted
for the SME. The SME will be able to access the online module as a demo student
that will be allowed to access all contents at one time. This will allow the SME to
navigate through the module to see everything the learners have done.
Energy Module Evaluation
http://www.surveymonkey.com/s/32J8NBK
1. How challenging did you find the course to be?
o Much too challenging
A little too challenging
o About right
o A little too easy
o Much too easy
2. How easy is it to navigate through the course?
o
o
o
o
o

Extremely easy
Very easy
Moderately easy
Slightly easy
Not at all easy

3. Based on your experience in the course how does it compare with other online
courses?
o This course was much easier to navigate through than other online
courses.
o This course was somewhat easier to navigate through than other online
courses.
o This course was equally as easy to navigate through as other online
courses.
o This course was somewhat difficult to navigate through than other online
courses.

Lauren Sinclair
o This course was much more difficult to navigate through than other online
courses.
4. Where do you primarily log in to view the course or complete course work?
o
o
o
o

Home
Library
School
Other: _______________

5. What made you decide to participate in an online course?

6. What was the most stressful part about this online course?
o
o
o
o

Learning the content

Navigating through the module
Internet connection
Other: __________________

7. What changes could be made in order to have a more efficient online course?

After all evaluations have been submitted the instructor will be able to review and
analyze the data collected through SurveyMonkey.com. As each evaluation is
submitted survey monkey breaks down the data collected. The instructor will view all
the information collected to search for ways to improve the module or instruction. The
instructor will discuss with the SME the improvements that need to be made and the
way to go about improving the course.