STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Topic: Energy: Potential and Kinetic
Name: Cheryl Holman Grade: 4
Energy
This lesson will introduce energy and how energy isn't created or destroyed, but only
Brief Lesson Description:
transferred from one form into another. Potential energy and kinetic energy is then explained and explored.

Students will be able to understand that energy is all around them and know several
Specific Learning Outcomes:
examples of kinetic and potential energy. They will be able to construct a model to demonstrate kinetic energy.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? While playing wall ball with my son and daughter, a discussion came up about how we should throw the
ball so that it returned from the wall in the direction and height we wanted so that we could take turns catching
the ball. We then talked about energy and the idea came from there to have a lesson about the different types of
energy because we all threw it from different heights and aimed it at different spots to get the results we wanted.
We also went to King’s Dominion and noticed the height and speed if different roller coasters.

Narrative / Background Information

Prior Student Knowledge:
Students have a knowledge of all that they can do to have energy- walk, run, play sports. What kind of objects or
non living things can have energy? Balls, waves, cars, boats… We know these have energy when they move, but
do they have energy when they are not moving?

Science VA SOL Health VA SOL NGSS (You may have to look to a different
grade level for the connection)
4.2 d) 4.1 e)
Moving objects have energy. Physical Health Ms-PS3-5.
Construct, use, and present
Describe the benefits of rest, sleep, arguments to support the claim
and a physically active lifestyle. that when the kinetic energy of an
object changes, energy is
transferred
Energy and Matter
Energy may take different forms
(e.g. energy in fields, thermal
energy, energy of motion) to or
from the object.

Science & Engineering Practices:

Day 1:
Construct a cobra weave stick bomb to demonstrate the difference between potential and kinetic energy.
Day 2:
Design and build a balloon car to demonstrate potential and kinetic energy.

Possible Preconceptions/Misconceptions:

Many 4th graders will think that energy doesn't exist in non living things.
They will not know that energy is not created or destroyed, only transferable.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:

Brainstorming prior knowledge:

Teacher- will elicit responses that uncover what the students know or think about the concept/topic.
Students- show interest in the topic.

Use Projector to show Potential and Kinetic Energy Slide Presentation.

Show slides 1-4 and ask students for responses to each slide.
Slide 2: “Have you ever been to King's Dominion?”
Slide 3: “Are you on a team or have activities after school?”
Slide 4: “What do you enjoy doing that uses energy?”

“We need to stay active to stay healthy. If we are not able to stand or walk, we can use our arms to throw balls,
race in our wheelchairs, or find other creative ways to use the muscles that we can. My daughter only has half a
heart and isn’t able to run well or ride a bikel, but she walks, uses a treadmill, goes bowling, and lifts weights to
get exercise. She was even able to be on a softball team and be the catcher. Find ways to be active!”
Teacher raises question: What ways do you stay physically active?
Students: think freely but within the limits of the activity

Teacher raises question:

Living things have energy.
“Did you know that non-living things can have energy, too?. How can non-living things have energy?
The two types of energy we will be learning about are Potential Energy and Kinetic Energy”

Reading:
Read Energy by Chris Woodford pages 4-8
Chapters Covered: What is Energy?, Potential Energy, and Energy in Action
Students will take turns reading each section. (Text is broken up into 20 grade level sections consisting of a few
sentences each.)
https://smile.amazon.com/Energy-See-Yourself-Chris-Woodford/dp/1405318732/ref=sr_1_1?dchild=1&keywords=
energy+chris+woodford&qid=1633879164&sr=8-1

Teacher Raises Questions:

“What about a stick? How can a stick have energy? I don’t mean the energy a stick can have when you throw it at
your brother or sister, but does a stick have potential and kinetic energy?”
Students: think freely but within the limits of the activity.

Students will watch the following video demonstrating potential and kinetic energy with a cobra weave out of
craft sticks
Play video:
https://www.youtube.com/watch?v=c0KSjpPoNeQ

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Construct a model:
Video with instructions on how to construct their own cobra weave:

https://www.youtube.com/watch?v=gIwZ9d361A8
EXPLAIN: Concepts Explained and Vocabulary Defined:

Use Projector to show Potential and Kinetic Energy Slide Presentation.

Show slides 5 and 6

Vocabulary:
Energy
Mechanical Energy
Potential Energy
Kinetic Energy

ELABORATE: Applications and Extensions:

DAY 2

Demonstration:
I will blow up a balloon and ask the students if the balloon has any energy? What will happen if I let go of the
balloon? What if I only blow the balloon up a little bit? What will happen if I blow up the balloon as much as I
can?

Extend: Balloon Car Lesson Plan

Use Projector to show Potential and Kinetic Energy Slide Presentation. (Slides 10,11)
Video: https://www.youtube.com/watch?v=jr3BOE_EpOk
Teacher- encourages the students to apply or extend the concepts and skills in new situations
Students-Uses previous information to ask questions, propose solutions, make decisions, and design experiments

EVALUATE:

Formative Monitoring (Questioning / Discussion):

Using discussion while students are creating their balloon cars and racing them to measure how fast/how far they
go.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Teacher assesses student’s knowledge and/skills

Student: answers open-ended questions, applies new labels, definitions, explanations, and skills in new, but
similar situations
https://docs.google.com/document/d/1O_OVTc0jny0vxSnYqnxv77GuCyv1kvOMe1rEL9PEDNQ/edit?usp=sharing

Plan for differentiation: (Be sure to specifically address the following learners)
● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) Students with
disabilities who cannot make their own balloon car can use ramps and cars/balls to show they know
potential and kinetic energy and explore on their own and/or with supervision while the other students
are working on their cars
● ELL- Students can learn these new words along with their English speaking peers
● Gifted learners- will have plenty of enriching activities to keep them occupied. They can lead groups or
help others with construction of their cobra weave out of craft sticks
Elaborate Further / Reflect: Enrichment:
● How will you evaluate your practice? by informally assessing students while they are doing the activities
and administering a quiz at the end of the 2 days.
 ● Where might/did learners struggle in the lesson? Some might not be able to make their own balloon cars
work or have a hard time keeping the balloon inflated until they need to release it. (Students can work in
small groups to help each other along,)
● How can the lesson be strengthened for improved student learning? Students can learn about more ways
to describe potential and kinetic energy. Students can learn to measure energy depending on height and
weight of objects.
● Did the lesson reflect culturally sustaining pedagogies? Yes, this lesson can reach any student’s interests at
this age and across multiple skill levels. If not, how can this be enhanced?

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price
1 10 pack, 1,000 count (10,000 total) https://www.michaels.com/10pk-100 $30-$50
4.5” Wood Craft Sticks 0ct-4.5%22-wood-craft-sticks-by-crea
tology/MP094698.html
various Prepare 2 weeks ahead of time. $20-$30
Request students bring items that
● Tape measure
they could use from home.
● Wheels (round objects like CDs
and bottle caps, etc.) Supplies like straws, rubber bands,
● Axles (wooden skewers, pencils, balloons, tape, paper clips, zip ties
straws, etc.) can be purchased at Walmart, BJs,
● Frame/body (plastic bottles, Target, Michael’s.
cardboard boxes, popsicle
sticks, etc.)
● Straws
● Balloons
● Rubber bands
● Tape
● Scissors
● Other assorted classroom/office
supplies (paper clips, binder
clips, zip ties, etc.)