Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Stephanie Haggis
4/5/2016
Subject/ Topic/ Theme
Grade _______4_________

Distance from the Ground and Energy

I. Objectives
How does this lesson connect to the unit plan?
Students will learn the relationship of potential to kinetic energy in relation to the distance from the ground
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

U
R
U
U

Explain why the distance from the ground relates to kinetic energy
Recall the aspects of kinetic energy
Predict how far the marble will travel based on how steep the ramp is
Connect the relationship between height and potential energy

Common Core standards (or GLCEs if not available in Common Core) addressed:
PS3 A: Definitions of energy
The faster a given object is moving the more energy it possesses (4-PS3-1)
Energy can be moved from place to place by moving objects or through sound, light, or electric currents (4-PS3-2), (4
PS3-3)
PS3 B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be
transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically
also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
PS3 D: Energy in Chemical Processes and Everyday Life
The expression produce energy typically refers to the conversion of stored energy into a desired form for practical
use. (4-PS3-4)
Ps3 C: Relationship Between Energy and Forces
When objects collide, contact forces transfer energy so as to change the objects motions. PS3-3
ETS1 A: Defining Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a
designed solution is determined by considering the desired features of a solution (criteria). Different proposals for
solutions cn be compared on the basis of how well each takes the constraints into account. (secondary to 4-PS3-4).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Previous knowledge of potential and kinetic energy from previous lessons

Pre-assessment (for learning): Students will share previous knowledge of potential and kinetic energy at the
beginning of the lesson

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Class discussions will take place before and after the experiment
Formative (as learning): Students will discover and test their theories about height and potential energy against
other students and their own results.
Summative (of learning):
Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Students will have the opportunity
to see and hear the instructions as
well as read the instructions after
the initial instructions have been
given.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide options for physical actionincrease options for interaction

The lesson plan has the students
work in pairs as well as comparing
results with other students

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will use numbers and

measurement to compare results
Provide options for comprehensionactivate, apply & highlight

By comparing results with other

students, the student can
evaluate his/her own work

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Masking tape
Wooden or plastic rulers with a divot
Hotweels cars
Worksheet
Books (students should have this in their desks)

Masking tape will be precut and put on the side of the counter so that the student can go and grab a
piece. Rulers and cars will also be on the side of the counter

III. The Plan

Time

5 min

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Ask the students what they remember
about potential and kinetic energy transfer.
2. Do a quick example of how to set up the
ramp and what they will be doing (look at
worksheet)

1.
2.

3 min

3.

15-20
min

4.

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Instruct the students to get into groups of

two
Pass out the worksheet. Tell the students
This is to guide your experiments.
Follow the instructions and start at the
top.
Instruct the groups to pick one person to
go and get the materials on the side of the
counter
Once the students are back in the groups
and starting to work the teacher should go
around the groups and observe/answer
questions.

Students will get into groups of two

Students should follow the instructions on the

worksheet. This will make for more individualized
learning.
The students should be thinking about how
potential energy relates to the speed of the marble
down the ramp
5) Once the majority of the students are done, bring
the class back together
Ask the students
What relationships did they find between
the height of the ramp and the distance the
5 min
marble traveled?
What relationships did you find between
the distance the car went and the height of
the ramp?
What do you think about the relationship
between potential energy and height?
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Closure
(conclusion,
culmination,
wrap-up)

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