Science Grade 6: Potential & Kinetic Energy

Core Content Coaching

PurposeTo provide support for grade-level, unit content planning

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 4: Introduction to Energy

• Blank Pacing Calendar

• 6th Grade 2nd Six Weeks Lessons: Potential & Kinetic Energy Pacing Guide, Potential & Kinetic Energy Daily Lesson Pages

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Oct. 6

Density

7 8 9 10

Oct. 13

Student Holiday

14

Density

15 16

Chemical Changes

17

Oct. 20

Chemical Changes

21 22 23

Energy Transformations

24

Oct. 27

Energy Transformations

28 29 30 31

Nov. 3

Potential & Kinetic Energy

4 5 6 7

2nd Six Weeks Planner (24 days)

6.1A, 6.2B-C, & E, 6.3A-C, 6.4A 6.8: Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:

6.8A compare and contrast potential and kinetic energy

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 4: TEKS & Acquisition section

Teacher Content support

The Story of Kinetic and Potential Energy

http://education-portal.com/academy/lesson/kinetic-energy-to-potential-energy-relationship-in-different-energy-types.html

Vertical alignment

5TH GRADE

•Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.

6TH GRADE

6.8A compare and contrast potential and kinetic energy

IPC

•Recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins.

•Demonstrate common forms of potential energy including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteries.

• There are five main forms of energy including mechanical, light, thermal, electrical, and sound.

• Mechanical energy is energy in motion; it can be kinetic (motion) or potential (stored).

• Potential energy can be gravitational or stored in objects like springs or elastic.

PRIOR LEARNING

2014 STAAR-Released question

F 12%

G 3%

H 4%

J 81%

2013 STAAR-Released question

F 19%

G 44%

H 26%

J 11%

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Identify examples of potential and kinetic energy in a written example and graphic.

• The relationship between potential and kinetic energy

Components of a good lesson plan

1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

1. Organize and Practice Vocabulary

2. Reading & Comprehension Strategies

3. Writing Opportunities & Scaffolds

4. Daily Listening & Speaking Opportunities

5. Differentiation

6. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• K-W-L Chart: Energy

• Wind Up Toys Demonstration

• Kinetic & Potential Energy Song & Video

Embedded in lessons:Review / Scaffold to TEKS

• ScienceSaurus: Forms of Energy

• Study Jams Video: Energy & Matterhttp://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htm

• BrainPop Video: Kinetic Energy & Potential Energy

• ScienceFusion Unit 4, Lesson 1 Introduction to Energy: Digital Lesson & Virtual Lab

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• Wind Up Toys Demonstration

• Kinetic & Potential Energy Video & Song

• Making Craters Investigation

• PhET Simulations: Energy Skate Park

Embedded in lessons:Organize and Practice Vocabulary

• Potential & Kinetic Energy Presentation & Vocabulary Template

• K-W-L Chart

• Modeling Clay: A 3-D Representation Vocabulary Review

• Kagan Inside-Outside Circle Review Game

Embedded in lessons:Reading & Comprehension Strategies

• Potential & Kinetic Energy Reading

• ScienceFusion: Get Energized! p. 190-191

• Reader/Writer/Speaker Response Triads Students form groups of three. One student reads the text aloud; one writes the group’s reactions or responses to questions about the text, a third reports the answers to the group. After reporting to the group, the students switch roles.

• Numbered Paragraphs with Questions

Embedded in lessons:Writing Opportunities & Scaffolds

• Potential & Kinetic Energy Reading Questions

• PE & KE Warm Up

• Pre-Assessment: What is the relationship between potential and kinetic energy?

• Scaffolds: Sentence Frames, Word Bank

Embedded in lessons:Daily Listening & Speaking Opportunities

• Wind-Up Toys Demonstration

• Potential & Kinetic Energy Reading & Questions

• Pre-Assessment & Journal Entry

• Making Craters Lab

• Vocabulary Review & Games

My 3-D model represents potential energy because…

My 3-D model represents kinetic energy because…

• Special Education: 1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Audacity4. Sentence Frames5. Demonstrate & Summarize6. Word Bank

• English Language Learners: 1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Connecting to Graphing4. Sentence Frames5. Word Bank

Embedded in lessons:Differentiation

• ScienceSaurus: Forms of Energy

• Study Jams Video: Energy & Matterhttp://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htm

• BrainPop Video: Kinetic Energy & Potential Energy

• ScienceFusion Unit 4, Lesson 1 Introduction to Energy: Digital Lesson & Virtual Lab

• Other Lessons Folder Activities

• K-W-L Chart

• Pre-Assessment

• Journal Entry

• Making Craters Lab Class Discussion

• PE & KE Warm Up

• PhET Simulation

• Vocabulary Review

• Vocabulary Game

• Roller Coaster Diagrams

• Potential & Kinetic Energy Exit Ticket

• Potential & Kinetic Energy Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample Unit questions

• A sample from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

Define potential energy.

Define kinetic energy.

How do we transform energy to

make it useful?

How is energy used in the world?

How are matter and energy related?

What is the relationship between potential and kinetic

energy?

How would you test the potential and

kinetic energy of a car at the top of a ramp?

What data would you use to support the

conclusion that a car’s greatest kinetic energy is at the

bottom of the ramp?

Recommended Anchors of Support

• Potential & Kinetic Energy Vocabulary Template

• Kinetic & Potential Song & Lyrics

• Roller Coaster Diagrams

Anchors of SupportOther Resources

•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP