Lesson Plan #1

TE804 SS19

Daily Lesson Plan #1

Teacher: Ms. Julia Benvenuti Date submitted: 2/26/2019

Overall lesson topic/title: Potential and Kinetic Energy

NGSS Performance Expectation for this lesson: 4-PS3-1: Use evidence to construct an
explanation relating the speed of an object to the energy of that object. [Assessment Boundary:
Assessment does not include quantitative measures of changes in the speed of an object or on
any precise or quantitative definition of energy.]

Rationale: This lesson is a building block for students to understand the concept of energy.
They are reviewing their prior knowledge of gas and other types of fuel giving energy, to then
lead into the concept of energy when there is not fuel. This will help them have a better
understanding of how things move in the world around them.

Materials & supplies needed: Mystery science video, rubber bands, paper cups, plastic cup lids,
pencils, toothpicks, plastic straws, beads, paper clips, 1” x 1” cardboard squares, hole punch,
worksheets

Procedures and approximate time allocated for each event How is this lesson differentiated
based on information gained from
the pre-assessment/science talk?
• Introduction to the lesson
“Who would like to remind their classmates what we From the science talk I
discussed yesterday during our Science talk?” Call on a learned that students have a
student raising their hand to answer. Clarify if necessary. lot of knowledge about gas
“Today we will be watching a Mystery Science video that and electricity as a fuel source
will help us continue to explore this topic. As you know from for cars. One student brought
watching these videos in the past, there will be stopping up the word energy, but it did
points for you to answer questions and discuss with those not get talked about in detail.
around you. Make sure you are watching and listening so This let me know that I could
that you and your table can have a better discussion. At the use their knowledge of gas as
end of this we will be conducting an experiment. Those who a starting point to build off of,
do not participate in discussion will not be able to but that I would have to
participate in the lab experiment.” (5 min) provide more support when it
came to talking about energy
• OUTLINE of activities during the lesson that is not obviously seen.
Start Mystery Science video. At designated stopping points,
read the question aloud and encourage students to talk with
those around them. After a couple minutes (or discussion
seems to die down or get off topic) ask students to raise
their hand to share what their group discussed. This will
happen at a few intervals throughout the video. (20 min)
The Students will follow the step-by-step instructions to
create their rubber band racers. They will then have time to
explore how it moves. (20 min)
 After initial exploration, students will be divided into groups
by the teacher and given a recording worksheet. They will
work in small groups to complete this lab. There will be a
“track” set up prior that students will run their racers on.
They will complete multiple trials by winding up their racer
different amounts until it hits the “sweet spot” marked on
the track. Each student in the group should get a chance to
use the racer. After each trial, each group member will
record what occurred on their record sheet. (Reinforce to
them that even though they are in a group, each person
should have data recorded.)(20min)

• Closure for the lesson

Once students finish their lab, they will answer the question
“How does the amount you twisted the rubber band affect
how far the racer moves?” in their science notebooks. As a
class we will then discuss our conclusions. (5 min)

Formative assessment Differentiation during assessment

I will assess students’ knowledge by looking over their lab I have a few students who
worksheets and written conclusions in their science notebooks. need assistance in writing. I
There lab worksheets should have their data recorded for each will either have them draw a
time they used their racer. This includes how many times they picture to explain their
wound the rubber band, if it make it into the sweet spot, and if conclusion or have someone
they need more or less energy to make it next time. For their write out what the student
conclusions I will assess if they answered the question says in their notebook.
accurately. I should see use of their data as evidence for their
conclusion. For example, “I know that the more I twist the rubber
band the farther the racer will move because when I twisted it 25
times it did not make it far enough, but when I twisted 50 times it
went too far.”