MATH & SCIENCE LESSON PLAN

Name Jacie Nakazato Timeframe 12:45-1:45

School Pearl City Highlands Elementary School Grade level: 6th Classroom # A-5

Goal:
To deepen my students understanding of different types of energy and the relationship between
kinetic energy and the mass and speed of an object.
Student Objective:
Students will be able to explain how their roller coasters works using physics vocabulary
Students will be able to identify points of kinetic and potential energy as well as points of
acceleration and deceleration on their model roller coaster.

Learning Target:
I can explain how my roller coaster model works using physics vocabulary.

Success Criteria:
I will work with my group member(s) to test our roller coaster.
I will actively participate in the lesson.
I will use my mathematics skills to help me calculate the speed of my marble.

Standards:
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic
energy to the mass of an object and to the speed of an object.
MS-PS3-5: Construct, use, and present arguments to support claim that when the kinetic energy of
an object changes, energy is transferred to or from the object
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed
object, tool, or process such that an optimal design can be achieved.
CCSS.6.EE.9 – Use variables to represent two quantities in a real-world problem that change in
relationship to one another; write an equation to express one quantity, thought of as the
independent variable… For example, in a problem involving motion at constant speed, list and
graph ordered pairs of distances and times…
Mathematical Practices:
MP 1- Make sense of problems and persevere in solving them
MP 4 – Model with mathematics
MP 5 – Use appropriate tools strategically
MP 6 – Attend to precision
Resources/Materials:
Student roller coaster
Kahoot
Worksheets
Exit ticket
Stop watch
Calculator
Conceptual & Procedural Knowledge:
Conceptual
- Use physics vocabulary to explain design elements
- Identify points of kinetic and potential energy
Procedural
- Follow directions
- Collaborate with group member(s)
- Reflect on roller coaster design
- Asking and answering questions

Student Preparation: Instructor Preparation:

Finished roller coaster (tested) Kahoot
Worksheets
Materials

Introduction & (your) Procedures:

Prior to lesson: students have designed their model roller coasters, done several brainpop quizzes
Introduction: Pre-assessment – Kahoot
My assessment expectations for the students will be: (1) understand the physics vocabulary (kinetic,
potential, centripetal force) (2) answer questions related to physics and roller coasters (3) correctly
calculate the speed of their marble on their roller coaster
Introduction/Pre-Assessment
- Pr
e-Assessment: Kahoot will serve as a pre-assessment. The questions will deal with physics
vocabulary and different physics concepts
Activating prior knowledge: I will activate prior knowledge by using the information that the students
learned from their roller coaster building as well as from the brainpop quizzes
Activity:
Students will be completing a series of worksheets, (1) where they identify points of acceleration and
deceleration (2) calculate the speed of their marble

Post-Assessment
-
Students will do an exit ticket with questions
- Wh
at is potential energy and where did your marble have the highest potential energy?
- Wh
at is kinetic energy and where did your marble have the highest kinetic energy?
- Ho
w does mass affect the amount of kinetic energy an object has?
- Ho
w does the height of the object affect the amount of potential energy an object has?
- Wh
at is the relationship between potential and kinetic energy?
- If
 you were to redesign your roller coaster, what modifications would you make and why?
Time &
Minutes
Teacher Objective:
12:45 – Objectives and kahoot To deepen my students understanding of different types of
12:55 (pre-assessment) energy and the relationship between kinetic energy and the
(10 min) mass and speed of an object.
Student Objective:
Students will be able to explain how their roller coasters works
using physics vocabulary
Students will be able to identify points of kinetic and potential
energy as well as points of acceleration and deceleration on
their model roller coaster.
Learning Target:
I can explain how my roller coaster model works using physics
vocabulary.

Success Criteria:
I will work with my group member(s) to test our roller coaster.
I will actively participate in the lesson.
I will use my mathematics skills to help me calculate the speed
of my marble.

Give out worksheets to students

12:55 – Explain worksheets Worksheets are labeled 1-3 so the students know what to work
1:00 (5 on first, second, etc
min) Give instructions for all worksheets
Students will have 30 minutes to complete the three
1:00- Activity worksheets, teacher going around to monitor students and
1:30 (30 asking questions
min)
Exit ticket will serve as post-assessment
1:30 – Post-assessment and To wrap up, let groups share their experience with roller
1:40 (10 wrap up coaster building and the engineering process
min)

Closure and Wrap-Up:

Post-assessment – exit ticket
Wrap-up - discussion
Assessment:
- Stu
dents will do an exit ticket with questions
- Wh
at is potential energy and where did your marble have the highest potential energy?
- Wh
at is kinetic energy and where did your marble have the highest kinetic energy?
- Ho
w does mass affect the amount of kinetic energy an object has?
- Ho
w does the height of the object affect the amount of potential energy an object has?
- If
you were to redesign your roller coaster, what modifications would you make and why?
Differentiation and Remediation:
Differentiation – multisensory instruction: allowing students to draw pictures to remember physics
vocabulary or draw pictures to represent their ideas on assessment
Remediation – brainpop videos and quizzes that students can complete on their async days to review
the topic of energy

Extension and/or Enrichment:

Students will create model that shows potential energy transforming to kinetic (car, pendulum, etc)

Reflection:
The overall lesson went well. Student engagement was high throughout the unit. The students were
collaborating with each other and asking deep level thinking questions. They were problem solving and
thinking critically. They were in charge of designing and were a part of the engineering process. They
were able to grasp the concept of kinetic and potential energy.

To improve, go over vocabulary more, especially for EL students. The vocabulary is important in
understanding different types of energy. Making sure to go over behavior expectations along with the
academic expectations because some students had a difficult time working with their partner. Modeling
and role playing how to talk to a partner, especially when disagreeing with them is something to do for
next time so that the students remain respectful while still being able to voice their opinions.
Rubric for Exit Ticket
Advanced
Student accurately answers 4-5
of all questions on exit ticket. Exit
ticket illustrates a thorough
understanding of science
concepts (potential and kinetic
energy). Student gives strong
definition of vocabulary words as
well as an example using their
coaster. Student answer to
modification shows self-reflection
and thinking through the
engineering process.
Partially Proficient
Student accurately answers 2-3
of all questions on exit ticket.
Exit ticket illustrates an
understanding of science
concepts (potential and kinetic
energy). Student gives
definitions of vocabulary words
as well as an example using
their coaster. Student answer to
modification shows some self-
reflection and thinking through
the engineering process.
Novice
Student accurately answers 0-1
of all questions on exit ticket.
Exit ticket does not illustrate an
understanding of science
concepts (potential and kinetic
energy). Student gives
inaccurate definitions of
vocabulary words or no
definitions. Student lacks
examples and self-reflection
through the engineering
process.