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Subject / Grade Level: Energy / 6
Duration: Two Days – 50 minute class period
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JASON Learning: Infinite Potential Mission 1 – Lesson 1
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Materials:
Engage: one rubber popper per pair or group, chart or manila paper per group
Explore: Energy Survey Lab Data Sheet (per student) , materials for stations (see Explore: Teacher Preparation)
Explain: colored dots (4 different colors), students’ Energy Survey Lab Data Sheets, science journals
Elaborate: large post-it notes or index card (per student), device to play music
Evaluate: computers
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TEKS
6.8A compare and contrast potential and kinetic energy
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LESSON OBJECTIVE
The learner will compare and contrast forms of potential and kinetic energy.
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ENGAGEMENT (10 minutes)
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Group students and allow five minutes for each group to explore with a rubber popper and describe the motion of the popper in their science journals.
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On chart or manila paper, each group creates a diagram showing the motion of the rubber popper and labels points where they believe it has the most/least potential energy (PE) and kinetic energy (KE). Display posters around the room.
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EXPLORE (40 minutes)
Teacher Preparation:
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Obtain and copy all of the station lab data sheets in the JASON Mission Center associated with the Energy Survey Lab (http://gated.jason.org/gated/operations/MissionPageContent.aspx?f=34&om=25) to determine which you will be completing in your classroom.
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Carefully read the Lab Prep, Make Observations, and Teaching Tips on page 11 of teacher and student editions (TE and SE).
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Obtain all materials associated with the stations you have selected for the Energy Survey Lab.
Activities:
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Assign groups and a give each group a starting station. Explain any safety precautions based on the stations selected and the signal for station change. Groups spend about 5 minutes at each station.
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Instruct students to complete front side of the data sheet for each station and if time allows start answering the analysis questions on the back.
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As students go through the stations, observe and redirect with guiding questions as needed.
Which forms of energy are you observing at this station? What evidence supports your claim?
What could be some benefits or risks of the energy forms?
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EXPLANATION (25 minutes)
Teacher Preparation:
Prior to the lesson, place the four different colored dots on the table at each chair place.
Activities:
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Station groups will collaboratively complete the analysis questions on the back of the Data Sheet for their last station.
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Students will participate in Three Stray-One Stay to connect their exploration to potential and kinetic energy.
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Three Stray-One Stay: One color dot stays at the table to explain the group’s thinking for the analysis questions on their station. The other color dots go to another table and listen to their explanation. Students are responsible to bring back the information presented to share with their home group so they may want to take their science notebook to take notes. (Example: pink dot stays, yellow dot moves one table over, green dot moves two tables over and orange dot moves three tables over. Teacher Note: Have one color stand up at a time and instruct them how to move.)
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Return to home group and debrief by each member that strayed sharing the information for the station they went to. As the students are sharing, the teacher walks around and observes groups for clarification that is needed.
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Display Forms of Energy graphic on page 13 (SE & TE). Clarify any student understanding of the different forms of energy.
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Students create a concept map in the science journals comparing and contrasting potential and kinetic energy. Students can choose their own concept map format to show understanding of the forms of potential and kinetic energy or teacher can select one format for the students to use.
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ELABORATION (10 minutes)
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On a large post-it note or index card, each student answers the Journal Question on page 11 (SE & TE). Try to list all of the forms of energy that you encounter during a typical day. Explain how you interact with each energy form.
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Students participate in a Mix-Pair-Share to communicate ideas. Mix-Pair-Share: While music is playing, students mix around the room. When music stops, students find a partner and take turns sharing their ideas. Repeat 2-3 times.
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EVALUATION (15 minutes)
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Differentiation strategies to meet diverse learner needs:
Ask students to identify which types of kinetic and potential energy they are most familiar with and why. Ask students which types of kinetic and potential energy they are least familiar with, and why.
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ELPS :
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3D: speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; (Engagement, Explore, Explanation, Elaboration)
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3E: share information in cooperative learning interactions (Explanation and Elaboration)
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4F: Use visual and contextual support and support from peers/teachers to read grade appropriate content area text (Have students play charades in order to use and practice the vocabulary for potential and kinetic energy.)
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5B: Write using newly acquired basic vocabulary and content-based grade-level vocabulary (Elaboration and/or have students construct a six-column table or windowpane using each type of potential energy as heading for the columns. Under the appropriate heading, define in their own words, create a visual and list examples for each. On the back of the paper, do the same thing for forms of kinetic energy.)
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STEM Careers :
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Numerous careers associated with forms of energy including mechanical engineer, meteorologist, astronomer, nuclear engineer, chemical engineer, sound engineer.
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