Lesson Plan Form-Meghan Green

Topic

Energy Systems, Transfer, and Conservation- Activity 5.1 Revisiting the Bouncing Ball

Type of Lesson

Indirect, students will observe, discuss and make predictions.

1. Duration of lesson
a. 1-2 class periods
2. Benchmark Focus-
a. Michigan State Standard (Grade Level Curriculum Expectation-GLCE)
i. MS-PS3-2
ii. MS-PS3-4
iii. MS-PS3-5
3. Objective (TLWBAT)
a. Discover and describe how and why things stop when a system loses energy to its
surroundings.

4. Anticipatory Set

Hook/teaching point- Students will watch a video of a ball bouncing; the video is played in
reverse so students will need to hypothesize how and if it is possible for a ball to bounce higher
than the original height.

Outcome…purpose/big picture- Students will be able to identify why objects eventually stop and
have a greater understanding of energy transfer.

Real world connection- Connecting through students interests of sports, every student has had
some experience will balls bouncing whether at home playing or in gym class.

5. Materials

Video of bouncing ball, a racquet ball/or tennis ball, and white boards for responses.

6. Providing information

Video from IQWST website and activity sheet 5.1 in their lab manuals.

7. Modeling

Visuals and short student demonstration.

8. Checking for Understanding

 During instruction- informal

9. Guided practice

Supervision of instruction to ensure students are not practicing incorrectly; structure for success

This will be done by having students use white boards to display their answers.

10. Closure

Students do the closure, not the teacher.

Questions (inquiry prompts):

1. What did you learn today?

2. Who can tell me 3 things about… energy converting as the ball is dropped and
why the ball stops bouncing.
11. Independent Practice
Students must be able to do the work successfully by themselves (well enough to explain to the
parent the expectations of the assignment).
Students will have time to answer questions independently in their workbooks pertaining to
their observations. (This might be day 2)
12. Assessment
How do you know that the students internalized the concept taught?
I will know the students have internalized the concept taught because of the responses on the
white boards, class discussions, and by looking at their lab book responses.
Were the students assessed formally or informally?
Students were assessed informally.
13. Inclusion of Diverse Learners/Differentiated Instruction for the High, Average, and Low achieving
student in that content area.
How will the needs of those students be met?
To meet the needs of diverse learners I will have a video to show for the visual learners and a
short demo/experiment that will appeal for all levels of achieving students. During instruction
students will be able to discuss with a partner and interact using a white board.
What accommodations will be made for the student that has been identified for study in the
unit?
Two students in this class have been identified as LD and one as emotionally impaired. To
accommodate for their needs I will give extended time on the worksheet if needed and I will
repeat and rephrase questions.