Seton Hill University Lesson Plan Template Name Subject Grade Level Date/Duration Rationale Big Idea Statement

SETON HILL UNIVERSITY
Lesson Plan Template
Name Mr. Howells
Subject Science
Grade Level 4th
Date/Duration February 13, 2020/40 Minutes
RATIONALE Big Idea Statement
Heat is a form of energy that can be transferred between objects.
Essential Question Statement
Where Does Energy Come From?

Standards (SAS and PA Keys)
3.2.4.B1: Explain how an object’s change in motion can be observed and measured.
3.2.4.B2: Identify types of energy and their ability to be stored and changed from one
form to another.
3.2.4.B3: Understand that objects that emit light often emit heat.
3.2.4.B5:
 Demonstrate how vibrating objects make sound and sound can make things
vibrate.
 Demonstrate how light can be reflected, refracted, or absorbed by an object.
3.2.4.B6: Give examples of how energy can be transformed from one form to
another.
3.4.4.E3: Identify types of energy and the importance of energy conservation.
3.2.4.B7:
 Distinguish between scientific fact and opinion.
 Ask questions about objects, organisms, and events.
 Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known.
 Plan and conduct a simple investigation and understand that different
questions require different kinds of investigations.
 Use simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than relying
only on their senses to gather information.
 Use data/evidence to construct explanations and understand that scientists
develop explanations based on their evidence and compare them with their
current scientific knowledge.
Communicate procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their investigations
so they can be reproduced, and review and ask questions about the work of other
scientists.
Objective Statement (Audience, Behavior, Condition, Degree)
Students will be able to, during a lab in small groups, identify how potential energy
is transferred into kinetic energy and investigate how energy has the ability to cause
motion by pushing into and letting go of a spring with a foam ball attached to a
dowel. Also, students will be able to independently record their data, draw
conclusions, and complete the comprehension/analyzation questions, all on pages
445-6 in the textbook.
Vocabulary
Energy
Kinetic Energy
Potential Energy
Motion
LESSON PROCEDURE Pre-Assessment of Students
N/A
Activating Prior Knowledge (Hook/Lead-In/Anticipatory Set)
Students will be shown a pulled-back rubber band and asked what type of energy it
has, and then students will watch as the rubber band is let go and inform the teacher
of the type of energy it had while moving through the air.
Modeling the Concept
Students will observe the teacher read and provide elaborations on the directions to
the lab aloud as well as each of the questions on pages 445-6 as they are displayed
through the ELMO. Students will then watch the teacher set up and provide a
demonstration of the lab while providing directions and explanations.
Guiding the Practice
As students are working, the teacher will walk through the room to observe progress,
provide further direction, keep students on task, answer questions, and propose
further questions to students in need of elaboration to continue and/or counter their
thought process. After having the students clean up, they will be directed back to
their seats by the teacher to complete the questions on pages 445-6.
Closure/Summary/Review of Learning
As a class, answers on pages 445-6 will be discussed aloud as the teacher displays
and completes the blank activity sheets when answers are provided by students
through the ELMO.
TRANSITIONS Students may leave the classroom to use the restroom as necessary.
READING  Science Fusion textbook.

MATERIALS,  ELMO.
TECHNOLOGY, AND
SUPPLIES
 Pencils, pens, and erasers.
 Thin, wooden dowels.
 Plastic foam balls.
 Springs.
 Masking tape.
 Tape measures.
 Safety goggles.
EVALUATION OF THE Formative Assessment

LEARNING/MASTERY
OF THE CONCEPT Completion of the Lesson 2 Lab and the analyzation questions on pages 445-446.
Summative Assessment
N/A
INDIVIDUALIZED Accommodations
STUDENT SUPPORTS
Pd. 3: As needed, students may receive one-on-one assistance (ex. re-reading
directions/questions aloud and/or prompting to complete assignments).
Modifications
N/A: all students will receive and participate in the same activities.
Enrichment
As students finish their analyzation questions and wait for the review, they may
study their states and capitals flashcards or read for AR.
REFLECTION Pd. 2: Students had few questions and completed the lab well. Using the gym instead
of the classroom worked much better with the extra space. Predetermined groups for
completing the lab was a success, for students completed their work. Some students
required further elaboration on the analyzation questions. They worked in their group
of five to complete them. Many understand the difference between kinetic and
potential energy. We were unable to review the questions, for we had the students
submit their answers for a grade. Perhaps provide an exit slip upon completion.
Pd. 3: Students in their predetermined groups worked well together. Using the gym
instead of the classroom worked much better with the extra space. Some students
required further explanations and elaborations on the questions, but based on their
answers, they understood and met the objective for the lab. They worked in their
group of five to complete them. Many understand the difference between kinetic and
potential energy. We were unable to review the questions, for we had the students
submit their answers for a grade. Perhaps provide an exit slip upon completion.

Name Mr. Howells
Subject Science
Grade Level 4th
Date/Duration February 17, 2020/40 Minutes
Where Does Energy Come From?

form to another.
3.2.4.B5:
 Demonstrate how vibrating objects make sound and sound can make things
vibrate.
 Demonstrate how light can be reflected, refracted, or absorbed by an object.
another.
3.2.4.B7:
 Distinguish between scientific fact and opinion.
 Ask questions about objects, organisms, and events.
 Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known.
 Plan and conduct a simple investigation and understand that different
questions require different kinds of investigations.
 Use simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than relying
only on their senses to gather information.
 Use data/evidence to construct explanations and understand that scientists
develop explanations based on their evidence and compare them with their
current scientific knowledge.
 Communicate procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their
investigations so they can be reproduced, and review and ask questions about
the work of other scientists.
Students will be able to participate in/complete five “From Place to Place” stations in
small groups in order to determine the types of energy used in sharpening a pencil
(1), cutting paper into five pieces and inserting holes in each (2), tapping fingers on
the bottom of empty bowls (3), rolling a frozen bottle of water between the hands
(4), and using a flashlight and mirrors to direct light (5) during 5-7 minute intervals.
Vocabulary
Energy
Kinetic Energy
Potential Energy
Chemical Energy
Heat/Thermal Energy
Light/Radiant Energy
Sound Energy
Electrical Energy
Motion
Students will be asked to define and provide examples of the types of energy we
have been discussing in class. (Random Sample)
Students will be shown a pencil, pair of scissors, empty bowl, frozen bottle of water,
and flashlight and then told that they will be using those objects while determining
energy uses and sources through group-station work.
Students will observe the teacher project each station’s task card through the ELMO
while providing explanations and elaborations on each. Also, the teacher will project
the Recording Sheet that will be used at each station while explaining how results
from the corresponding station task cards will be recorded. Following this, students
will observe the teacher first set up each station in a location of the room and then
provide a brief demonstration on the task that will be completed at each station.
Students will then be placed into a group by the teacher in order to begin working.
As students are working, the teacher will walk through the room to observe progress,
provide further direction, keep students on task, answer questions, and propose
further questions to students in need of elaboration to continue and/or counter their
thought process.
While back in their assigned seats, students will volunteer answers to the questions
proposed by each station, which will be projected through the ELMO, as they are
called on by the teacher. Triumphs and trials will also be discussed. (Random
Sample)
READING  Station task/direction cards (5 (1 per station))

MATERIALS,  Blank recording sheets for stations
TECHNOLOGY, AND
SUPPLIES
 Pencils
 Pencil Sharpener
 Paper
 Scissors
 Empty bowls
 Frozen bottles of water
 Flashlights (with batteries)
 Mirrors
 Pencils, pens, and erasers
 Crayons/colored pencils
 ELMO
LEARNING/MASTERY
OF THE CONCEPT Participation and completion of 5 stations with corresponding data recording sheets.
N/A
STUDENT SUPPORTS
Modifications
N/A, for all students will complete the same stations.

Enrichment
Early finishers may complete online coding assignments, practice their states and
capitals flashcards, or read for AR.
REFLECTION Students provided accurate examples for the activating prior knowledge. Students
also completed the stations well, for answers were mostly correct. This shows that
the students have picked up on how to identify the sources of energy in everyday
objects and tasks, even if they needed some additional questioning in order to
determine all examples of energy used in the stations. We were unable to review the
stations at the end due to lack of time.

Name Mr. Howells
Subject Science
Grade Level 4th

Date/Duration March 5, 2020/40 Minutes
What Are Some Forms of Energy? Where Does Energy Come From? What Is Heat?
How Is Heat Produced? What Are Conductors and Insulators? Which Materials Are
Conductors?
form to another.
another.
4.1.4.A: Explain how living things are dependent upon other living and nonliving
things for survival.
Students will be able to complete three out of six Energy station activities in a small
group as a form of review by describing, matching, drawing, explaining, sorting, and
defining all forms and examples of energy that have been discussed over the past
several weeks in class.
Vocabulary
Energy
Heat/Thermal
Sound
Mechanical
Potential
Kinetic
Electrical
Light
Chemical
Conduction
Conductor
Convection
Insulator
Radiation
N/A, for this is a final review.
Students will be asked to share the definitions of the types of energy we have been
studying while also providing examples after being told that they will be rotating
through stations while completing review activities.
Students will observe the teacher display the directions of each station through the
ELMO onto the board. They will then listen to the teacher explain all directions and
expectations step-by-step as well as the teacher’s elaborations on how to complete all
of the activities. In addition, the teacher will model/demonstrate, as needed, how to
complete each activity by reflecting on the directions aloud and then verbally
explaining their thought process and reasoning while making answer choices
(completing number one of the activity themselves for the class to observe).
Following the discussion of each activity, the teacher will place the materials in a
designated location of the room. Once everything is set up, students will be grouped
by the teacher to begin working.
As students are working together, the teacher will observe progress, provide further
direction, keep students on task, answer questions, and propose further questions to
students in need of elaboration to continue and/or counter their thought process.
They will also keep track of time at ten-minute intervals and instruct students to
rotate when it is that time.
N/A, for the remaining stations will be completed tomorrow.
READING  Science Fusion textbook.

MATERIALS,
TECHNOLOGY, AND
 ELMO.
SUPPLIES  Pencils, pens, and erasers.
 3 station activities (Energetic Activities worksheet, fill in the blank vocab
word worksheet, What Happens Under the Hood worksheet) and answer
sheet.
LEARNING/MASTERY
OF THE CONCEPT Participation in and completion of three out of the six Science review stations, and
the stations answer sheet.
N/A
STUDENT SUPPORTS
Modifications
N/A
Enrichment
After students finish their stations and review their answers, they may review their
test study guide in their small group.
REFLECTION This lesson will be pushed to tomorrow, for Social Studies was the focus today.

Seton Hill University Lesson Plan Template Name Subject Grade Level Date/Duration Rationale Big Idea Statement

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SETON HILL UNIVERSITY

Lesson Plan Template

Name Mr. Howells

Grade Level 4th

Date/Duration February 13, 2020/40 Minutes

RATIONALE Big Idea Statement

Heat is a form of energy that can be transferred between objects.

Essential Question Statement

Where Does Energy Come From?

3.2.4.B1: Explain how an object’s change in motion can be observed and measured.

3.4.4.E3: Identify types of energy and the importance of energy conservation.

LESSON PROCEDURE Pre-Assessment of Students

Guiding the Practice

READING  Science Fusion textbook.

EVALUATION OF THE Formative Assessment