Forms+of+Energy

Potential and Kinetic Energy
How does energy work? What forms of energy are there? || Students can give examples of the two forms of energy || They should get out their MMJs, snack, and a pencil/pen. || “Does it matter where I hold the book?” (Demonstrate placing the book on top of the cup and watch it either balance there, or slowly crush the cup. Then try it from high up. “Think about what you learned about energy. Who understands what energy is and can give a clear definition for the class?” (Energy is the ability to do work.) Did you know that there are two forms of energy? Let's learn about them... Take notes...they should include: what are the forms of energy? Definitions. Examples. Thoughts, questions. Start the presentation. Ask one student at a time to read the slide. Pause on the slide that says “pause” Ask students to come to the front of the room (one at a time, 3-4 total)... where there will be several items: a math book, paper cups, rubber bands, a ball, a soda bottle. Students should come and demonstrate potential energy (holding a book above the ground, holding a ball above the ground, stretching a rubber band, explaining that the bottle of soda, if opened, would fizz air out.
 * Lesson Topic: Potential and Kinetic Energy ||
 * Teaching Date: 4/13 and 4/15/10, 1:30 – 2:15 ||
 * Planning Date: 3/23/10 ||
 * **Big Ideas**: Energy in the world can be explained and seen as either potential or kinetic energy ||
 * **Inquiry Questions**:
 * **Knowledge Outcomes**: There are two forms of energy: potential and kinetic
 * **Skill Outcomes**: How to perceive the world in motion/objects as either having potential or kinetic energy ||
 * **Evidence of Understanding**: Students will demonstrate examples of either potential or kinetic energy using various objects: a ball, a rubber band, a soda bottle, a cup. Students will then complete a quiz to answer if something has either potential or kinetic energy. ||
 * Rubric: ||
 * Sequence of the lesson ||
 * **Transition**: Students are coming from guided reading:
 * **Hook**: Hold a large math book over a paper cup, which is 3 feet below on the floor. “What do you think will happen?” Take some predictions. (The math book will crush the paper cup) ||
 * **Activities**: Ask the students: “Why does the book crush the cup?” (Gravity)

Students will come to the front of the room (1 at a time, 3-4 total) to demonstrate kinetic energy (opening the bottle dropping the book, dropping the ball, shooting the rubber band.)

At the end of the presentation, ask students to try to think of everyday examples of potential and kinetic energy. || PowerPoint presentation || Also, I'm wondering how much the students already know, and how deep to explain. Should I go into the fact that heat = molecules moving and thus is kinetic energy? || For Microsoft PowerPoint: For Apple iWork:
 * **Sponge Activity**: Whole group instruction, but if we finish early (haha), they can write predictions in their MMJ about what at home can be an example of potential versus kinetic energy. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Wrap-Up**: (last slide) ask students to reflect in their daily lives what forms of energy they come into contact with at home.
 * Homework**: Students should come in with two written examples they they came into contact with at home. ||
 * <span style="font-family: Arial,sans-serif;">Groupwork/Grouping: Students will come to the front and demonstrate for other students. ||
 * <span style="font-family: Arial,sans-serif;">Classroom Environment: The U shape is good for watching a student demostrate. ||
 * <span style="font-family: Arial,sans-serif;">Materials Needed: Ball, math book, paper cups, rubber bands, large soda bottle
 * <span style="font-family: Arial,sans-serif;">Potential Pitfalls : technology failure, students focusing on who gets to demonstrate, poor note-taking.
 * <span style="font-family: Arial,sans-serif;">Differentiation: Students will have a visual and the explanation ||

Reflection: I said before teaching the lesson that I was concerned about explaining the minutia of potential v. kinetic energy. My fears were proved right when students gave examples such as: me not doing anything is potential energy because I could get up and move. I really wanted them to think more in terms of objects about us, and the potential and kinetic they could have. I think I should have allowed more time for more students to come to the front of the room at the end of the lesson to demonstrate potential and kinetic energy. Overall I think it was a fun and engaging lesson, and I will check back in with them when they get the quiz.