SIOP Lesson Plan Template 4

Key: SW = Students will TW = Teachers will SWBAT = Students will be able to HOTS = Higher Order Thinking Skills

SIOP LESSON TITLE: Potential vs. Kinetic Energy TEACHER: Katie Dove

GRADE: 6th Grade Newcomers

CONTENT STANDARD(S): 6.2 SW investigate and understand basic sources of
energy, their origins, transporations, and uses.

KEY VOCABULARY: Energy, kinetic energy, potential energy VISUALS / RESOURCES / SUPPLEMENTARY MATERIALS: Ramp with toy car,
worksheet, flashcards with various types of energy.

HOTS: What is energy? When do we use energy? Do you think we have

energy when we're sitting still?

CONNECTIONS TO PRIOR KNOWLEDGE / BUILDING BACKGROUND:

TW ask class "do you know what energy is?"
SW respond with their knowledge of energy.
TW give student-friendly definition: "Energy is the ability to do work.
TW ask "When do you think we use energy? What about when we're running? Or when we're jumping?"
SW give other examples of energy (kinetic energy) when they move throughout the day.
TW ask "do you think we have energy when we're sitting still?" (potential energy)
SW discuss with a partner.

CONTENT OBJECTIVE(S): SWBAT differentiate
between kinetic and potential energy by
brainstorming 5 activities they do throughout
the day and labeling them appropriately in
their journal (e.g., sleeping, eating, playing,
etc.) Should include at least 2 of each type of
energy.
MEANINGFUL ACTIVITIES: Drawing in journal/labeling
activities, Energy Charades (acting out different
types of energy for the class while they hold up
cards to decide if it is kinetic or potential), toy car
demonstration (car at top of ramp has potential
energy, car in motion has kinetic energy), labeling
examples together as a class.
REVIEW / ASSESSMENT: At the end of the day, TW
give students "exit tickets" with various images of
kids doing activities (eating, walking, sitting, etc.).
SW determine if the child has potential or kinetic
energy. TW collect journals to check their
sentences for correctness. Additionally, TW
monitor class during Energy Charades as a type of
whole-group assessment. If some students hold
up the wrong answer, they may not understand the
content.
LANGUAGE OBJECTIVE(S): SWBAT write 5 example
sentences in their journals using the sentence
frame: "When I _____, I have _____ energy."
(When I sleep, I have potential energy). TW
provide scaffolding as necessary.
MEANINGFUL ACTIVITIES: Writing sentences in
journal, filling out worksheet, discussing with
classmates about worksheet answers.
REVIEW / ASSESSMENT: TW have students utilize
this sentence frame throughout the lesson,
including while using exit ticket. TW collect
journals and check legibility/correctness of
sentence frame use. Some students may still be
working on letter writing while others should be
writing legibly.

WRAP-UP: TW review objectives and ask students for a thumbs-up if they met them or a thumbs-down if they did not.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.