A. Lesson Title: Forms of Energy
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II. Lesson Outline #1 a. Lesson Title: Forms of Energy b. Lesson Author: Tracy Rumfelt c. Grade Level/Subject Area: The students being taught this lesson are 6th grade science students. d. Time Allotted for Lesson: In order to fully teach this lesson one must set aside 3 class periods approximately one hour each. The first and second class periods will be used for the introduction of the topic and the exploration of the topic on the internet. The third class period will be set aside for students to report back on their findings. e. Short Description of Lesson: Students will be learning about what energy is and its seven commonly found forms. Students will learn the acronym SCREAM + H, which will help them memorize the name of all seven forms. After a quick discussion about how energy is all around them, students will be responsible for further exploring the topic online through a scavenger hunt. Students will then present their findings in front of the class. f. Classroom Layout/ Grouping of the Students: The classroom is already divided up into seven different tables. Each table seats up to four students and allows for cooperative groups. Students will stay in their initial groups of four for the introduction to the lesson. After the introduction to energy, students will be allowed to pair up with a partner of their choosing. Partners will then be used in the computer lab due to the lack of available computers. g. Grade Level Content Expectations: 1. Reflection and Social Implications (S.RS) 1.i. S.RS.06.15 – Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. 2. Energy (P.EN) 2.i. P.EN.06.11 – Identify kinetic or potential energy in everyday situations. 3. Inquiry Analysis and Communication (S.IA) 3.i. S.IA.06.12 – Evaluate data, claims, and personal knowledge through collaborative science discourse. h. Michigan Educational Technology Standards for Students: 1. Research and Information Literacy (6-8.RI.) 1.i. 6-8.RI.1 – Use a variety of digital resources to locate information. 1.ii. 6-8.RI.3 – Understand that using information from a single Internet source might result in the reporting or erroneous facts and that multiple sources should always be researched. 2. Communication and Collaboration (6-8.CC.) 2.i. 6-8.CC.1 – Use digital resources to collaborate with peers, experts, and other audiences. i. Instructional Objectives: 1. Students will be able to identify the seven main forms of energy 2. Students will be able to give examples of the seven main forms of energy 3. Students will be able enhance their researching skills by using the Internet j. Materials, Resources, and Technology: 1. Web Site: Energy Kids (http://www.eia.doe.gov/kids/energy.cfm?page=1) 2. Web Site: Kids and Energy (http://www.kids.esdb.bg/index.htm) 3. Computer Lab with a minimal 13 computers 4. Energy Scavenger Hunt Worksheet 5. Pencil/Pen 6. LCD Projector with hook up to a teacher’s computer 7. Overhead 8. Science Formative Assessment by Page Keeley 9. 25 Quick Formative Assessment for a Differentiated Classroom by Judith Dodge 10. Summative Assessment worksheet, “Forms of Energy” k. Students’ Present Level of Performance and Skills – Students must have some familiarity with the topic, “Energy.” This lesson is the introduction to the unit so they are not expected to have very much background knowledge. I will use a pre- assessment to gauge their background knowledge and decide the best course of action from there. If the majority of the class has no understanding of the topic I will have a longer introduction that provides some of the background that they are missing. I need the students to have a good idea of what energy is and how it is present in various forms all around them. They do not need to identify the forms of energy yet, because that is the expected outcome. l. Instructional Procedures 1. Anticipatory Set: The teacher will set out a can of Mt. Dew, an electrical cord, and a picture of a person climbing up a ladder. After a few educated guesses from the students the teacher will explain that all of these items are in some way related to energy. Next, the students will take a 5 question pre-test on energy to allow the teacher insight to their prior knowledge. Finally, the teacher will suddenly scream really loud to startle all of the students. This will allow her to segue in to a discussion on the different types of energy. 2. Instructional Input: The teacher will then take the time to explain each letter in the acronym SCREAM + H, and give examples. 3. Guided Practice: Students will be informed that they are going to explore each type of energy for further information via the Internet. The teacher will guide them through finding the proper websites. Next, the teacher will show them how to connect the “Energy Scavenger Hunt” questions to the proper website. There may be a break in the lesson here, and this is where an “Exit Card” will be issued to check for understanding. 4. Independent Practice: The students will then pair up and be assigned a computer. They will work together, sharing duties, in order to fully explore the different types of energy. Students will come back to class, orally report their findings, and give everyday life examples of each type of energy. After the short oral presentations, students will participate in the formative assessment technique “List-Group-Label” to check to see if their understanding has improved. 5. Closure: The teacher will revisit the objects displayed during the anticipatory set and ask the students if can improve their answers from the beginning of the lesson. After this occurs students will be given their homework assignment, “Forms of Energy” worksheet. m. Supplemental Activities: Extensions and Remediation 1. Extensions 1.i. Students can go home and write out a list of twenty different types of energy they see in or outside of their house. They will identify the object and what type of energy it represents 1.ii. Students can record and energy log that details all the types of energy they used throughout the week. They will give details of what they did and how they know what type of energy was in use. 1.iii. Students can create a posterboard that identifies each type of energy and use pictures from magazines or the internet for examples. 2. Remediation 2.i. Students can view a PowerPoint presentation that defines and gives examples of each type of energy. The students can be given the print out of the PowerPoint to take notes on and keep for reference. 2.ii. Students can do a practice worksheet similar to the summative assessment used, “Forms of Energy.” They can work on it in a small group with the teacher guiding their learning. n. Adaptations for Special Learners – Students with special needs will be able to participate in this lesson due to a few specific adaptations. First, students will be able to pick their own partner for the activity. This will allow the student to pick someone that they are comfortable with and feel equal too. Of course, the teacher will approve the partner of choice to ensure that they will be beneficial. Additionally, the teacher will provide a typed outline of each of the seven forms of energy for the student and their partner. This will allow them to fill in the blank and organize their information in an efficient manner. This accommodation will also help to focus their research throughout the suggested websites. o. Assessments – Students will be assessed through the use of both formative and summative assessments. The formative assessments will be used to guide instruction, and summative assessments will be entered into the Science grade book. 1. Formative Assessment 1.i. Pretest on the forms of energy that will provide me with how much prior knowledge my students have on this subject 1.ii. List-Group-Label - This is a formative assessment activity that will allow students to generate as many terms as they can that pertain to our lesson on energy and sort them into categories of their own design. This will allow me to see if they understand how the terms relate to one another. 1.iii. Exit Card – This method of formative assessment will allow me to see how much information they understood at the end of class on the first day of the lesson. It will inform me of whether or not reteaching is needed. 2. Summative Assessment 2.i. Forms of Energy worksheet – This worksheet will have the students read or look at pictures and identify the type of energy being described. 2.ii. Forms of Energy Report – Students will be required to explore the internet researching the different forms of energy. They will then compile a small report that defines each form of energy and gives examples of them in everyday life. p. Student Products – Scanned scavenger hunt results will be presented, along with corrected “Forms of Energy” worksheets. In addition, the formative assessment results for the activity “List-Group-Label” can be scanned for presentation purposes. III. TPACK a. TPACK Components 1. Content (C) 1.i. The seven different forms of energy that are common in the world 1.ii. Real life examples of each type of energy that are relatable to the students learning the topic 2. Pedagogy (P) 2.i. Anticipatory Set – allows the teacher to grab the attention of the students and develops their interest in the topic. 2.ii. Lecture/Group Discussions – the teacher will provide information about the topic orally, and encourage student comments and questions. During the oral delivery the teacher will demonstrate to the students how to take notes on the topic via the whiteboard. The teacher will show the students via the LCD projector how to research on the Internet and how to fully record information/data for their oral report. 2.iii. Independent Practice – The students will be put into cooperative learning groups. The students will participate in discovery learning activity using the internet. They will scavenger hunt for information on our topic and build upon their prior knowledge and the information given in class. 3. Technology (T) 3.i. Students will do their pre-test based on a transparency shown on the overhead projector. 3.ii. Students will use Internet Explorer to search the Internet for information on the different forms of energy. 3.iii. Students who utilize their time may have a chance to work in a small group with their teacher and use Microsoft Word to type up their report. This is not a guarantee because we are only signed up for a predetermined amount of time in the computer lab. 4. Content Knowledge (CK) 4.i. I have taught this unit for four years. Each year I have been able to refine my approach. In addition to my experience, I have taken college level physics, natural science, chemistry courses that have discussed the topics of energy. I feel that I am well qualified to deliver this content. 5. Pedagogy Knowledge (PK) 5.i. I have been working with the Madeline Hunter version of lesson plans for the past 5 years. Based upon my experience I find it beneficial to being with an anticipatory set that will entice student interest in the topic. I am using a teacher-centered approach of lecture-discussions to deliver new information about energy. Having taught these students for the last six months, I know that this method will work for the initial exposure to the topic. Additionally, I know that my students do not have a large background with researching on the internet so I know that I must demonstrate various methods on how to look up information. Finally, my students have shown the ability to comprehend a topic more when they are given a chance to explore in cooperative groups. I know that they will dialogue with one another to fully understand the topic while they are conducting a discovery learning activity. 6. Technology Knowledge (TK) 6.i. I have been using Internet explorer for the past 12 years. I am familiar with the how to travel through cyberspace via the web browser. I have also been working with an overhead unit and LCD project for five years. These devices are crucial in my daily lessons to gain and keep student attention. 7. Pedagogical Content Knowledge (PCK) 7.i. According to Madeline Hunter, “The purpose of an anticipatory set is to elicit students’ attending behavior, focus them on content of the instruction to follow, and help them develop mental readiness for it.” I have decided to begin the lesson with an anticipatory set because I want to gain student interest. Next, I am going to deliver the new information via a lecture-discussion style format. Richard Sullivan and Noel McIntosh have stated that to have an effective lecture “the instructor involves the students through highly interactive and participatory approach using a variety of teaching techniques.” My students have the opportunity to participate by raising their hand to ask questions and give comments, I allow them to give suggestions on what to write down for notes, and I use interactive formative assessment techniques like “Exit Cards.” Additionally, Sullivan and McIntosh state that lectures are appropriate when, “presenting new information before using other media or activities.” This is exactly how I have planned my lesson format with the lecture coming before the independent practice which utilizes the internet. Subsequently, I have chosen that the students, in small cooperative groups, will go on a web quest to discover more about energy. According to David Bryand using the internet for a scavenger hunt activity “can increase student understanding of curriculum topics, can encourage cooperative and student-centered learning, and can actively engage students in the information process.” Finally, I have chosen for them to work in cooperative groups because according to Johnson and Johnson, “there are significant learning benefits for students who work together on learning activities.” From prior experience with these students I know that they will work together as a team to figure out the content. 8. Technological Content Knowledge (TCK) 8.i. I believe that a website scavenger hunt is a good choice to support my teaching about the forms of energy. According to Dr. James Swindell not only does webquests provide a “structured, active, hands-on, and technology-rich cooperative environment” it also, “produces these positive results: demonstrated leadership roles with peers, improved behavior, self- motivation to learn, and academic achievement.” The websites I have chosen are written in a kid friendly language and provide examples and explanations that are easy for students to comprehend. The website “Energy Kids” http://www.eia.doe.gov/kids/index.cfm is an award winning site that is written for all types of learners. The website has games and activities to develop understanding and a section dedicated to the different forms of energy. 9. Technological Pedagogical Knowledge (TPK) 9.i. From prior experience I know that students pick up easily on certain forms of energy like sound, light, and heat. Unfortunately, I have also learned that atomic and chemical energy are a bit more difficult for them to picture. I have struggled throughout the years to find a better way to show these students examples. I have printed off pictures and show them PowerPoint presentations, but they still do not fully comprehend what atomic energy is and why it is useful. I believe that giving them the opportunity to go to sites like http://www.eia.doe.gov/kids/index.cfm will enable them to get information that I could never deliver in a lecture. Michael Bean found that these types of activities are “more effective at transferring learning to students.” Additionally, Michael Bean found in his research that when students are doing activities that touch upon simulations they “apply concepts that they have learned through lectures or reading” more effectively. I am hoping that when I formatively assess them after the scavenger hunt activity that I will see an increase in understanding compared to years past. 10. Technological Pedagogical Content Knowledge (TPCK) 10.i. Working through a Madeline Hunter lesson plan allows me to teach a new concept and formatively assess throughout the process to adjust my teaching when necessary. The students will be able to demonstrate their prior knowledge in order to help me understand where to begin teaching. I will be able to deliver a short lecture about different forms of energy and then guide the students, via the LCD projector, on how to research the topics further. Students are being held responsible for their learning because they are expected to orally report back on their findings. This method allows the students to explore the portions of the topic where they are the most confused, and move through the parts they are comfortable with quickly. Students can explore the internet for help and go at their own learning pace. Students are working in cooperative groups to support each other in the technological and content aspects. Where one student may be more advanced technologically the other might be stronger content wise, and they can promote learning in each other. I have chosen these methods because I know that this topic can prove to be problematic when teaching it and I believe technology can assist my lecture in a positive manner. I think that Bonwell and Eison said it best when they stated, “students learn more by doing something active than by simply watching and listening.” I know that I am mixing old school lecture style teaching with new technology based teaching, but as stated by Chickering and Ehrmann, “Different students bring different talents and styles” to learning and you need to use a variety of methods to teach them. They go on to say that, “technological resources…drive collaboration and group problem solving… [and] can help students learn in ways they find most effective.” In the end I need them to feel more motivated to learn and engaged in the process to strengthen their knowledge on the chosen topic. Works Cited: 1. Bean, Michael. "How Effective Are Training Simulations? « Forio Business Simulations." Forio Business Simulations. 01 Mar. 2007. Web. 21 Feb. 2011.