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Lesson title: Falling…Bouncing…Falling… KLA: Science Strand: Physical World Stage: 3 Year: 6 (1012yrs) Timing: 60 mins

Objectives: - Consolidate conceptual learning: potential and kinetic energy, as explored in the previous lesson. - To explore the scientific concepts behind bounce and fall – potential and kinetic energy. Outcome: SC4-10PW3: Energy appears in different forms including movement (kinetic energy, heat and potential energy, and causes change within systems. Indicators: - Identify objects that possess energy because of their motion (kinetic), or because of other properties (potential). - Investigate some everyday energy transformations that cause change within systems, including motion Resources: - IWB - Glogster: ergy-potential-and-kinetic-energy/g6kdj3mrhd8ebtvtb6lmrb7a - Newton’s Cradle - Tennis Ball - Bouncing Ball - Small Trampoline - Classroom objects (falling) Key Scientific Knowledge: - Energy is the capacity to do work (Energy Quest, 2012) - Kinetic energy is the energy of motion. (The Physics Classroom, 2013a) - Potential energy is stored energy or energy as a result of position (The Physics Classroom, 2013b). It is the energy of an object at rest (Discovery Education, 2013). - Gravitational potential energy is energy based on position, and the potential impact of gravity. (The NEED Project, 2013) Lesson overview: Integrated 20 min: Consolidate learning from previous lesson’s explorations. Use the Glogster KLA’s/Skills: page to review kinetic and potential energy, watch the videos, animations, ask questions regarding the pictures, provides stimulus for further discussion and ST3-4WS: questions. Ask students to brainstorm things that bounce and fall, and why they do? Investigates by posing questions, 30 min: including testable 1. Students select one of the scenarios, as brainstormed by the class, to consider questions, making in terms of potential and kinetic energy. Students should record their predictions and hypothesis regarding the impact of potential and kinetic energy in their gathering data to scenario. draw evidence2. In pairs students discuss their thoughts. based conclusions 3. Then students explore the materials available for bounce and fall, to determine and develop if their hypothesis would be correct. explanations. - Newton’s Cradle - Small trampoline - Tennis Ball - Bouncing Ball - Jumping - Stationary objects knocked down 10 min: Class Discussion. Students engage in a discussion of their hypothesis, exploration and findings. Teacher to ensure that the correct conclusions are drawn. Support: Extension: Students can record their hypothesis and findings in a Encourage students to consider more variety of ways, and are also prompted to verbally present possibilities – developing and annotating their thoughts. The teacher should encourage peer diagrams. tutoring, and be available to scaffold learning. Evaluation/Follow up: There are many opportunities for teacher observation throughout the lesson, to determine student understanding and application of concepts to new scenarios. The teacher should be available to redirect student understanding and clarify students thinking.