Title: Kinetic Energy

Author: Courtney Lyons                                                                 

Subject: Science & Language Arts 

Grade Level: 4th Grade 

State Standard(s):   

•  4-PS3 Energy:  Use evidence to construct an explanation relating the speed of an object to the energy of that object. (NGSS) 
• RI.4.3 Reading Informational Text: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.  (CCSS) 

  

Lesson Goals:  In small groups, students will use a chart to record observations about an object it motion (BL: Applying).  The students will use this information to write a short compare and contrast essay about the experiment. (BL: Analyzing)

Instructional Methods 

Anticipatory Set: 

• This lesson will be an introduction lesson on kinetic energy. 
• First, the students will be asked to take out a pencil. 
• The students will hold the pencil up (students will choose how high or low) and drop the pencil on their desk. 
• With a partner, the students will discuss what happened to the pencil and make an educated guess about why.  The students will then have the opportunity to share. 
• The students will receive a list of definitions needed for the lesson.  
• The students will watch the short video, "Bill Nye the Science Guy: Energy".

                              

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2 Provide alternatives for auditory information  During the video, the CC option will be used to allow students to also read and connect definitions to the video 2.1 Define vocabulary and symbols  The students will receive a hand out of the definitions used in this lesson.	4.1 Provide varied ways to respond  The students will be able to share their thoughts with a partner and have the choice to share with the class.  Students could also write their predictions in their science journal.	8.3 Foster collaboration and communication  The teacher fosters communication by having the students share their thoughts with a partner as well as with the class.

Introduce and Model New Knowledge: 

• The teacher will introduce the definition of energy and explain energy's two categories with an anchor chart. 
• The teacher will explain the difference between each category and give examples. 
• The students will be asked to recall the Bill Nye video with the bowling ball example.  Explaining that the first time the ball was help up, it had a potential energy.  When the ball was let go, the potential energy turned into kinetic energy. 
• The teacher will give each student a plastic straw, using a ruler as a measurement of height. (All students will hold their straws 12 inches off their desk)  The teacher will ask the students to look at their classmates and make predictions about whose straw will fall the quickest.   
• The teacher will explain that because the straws were all the same and held at the same height, that each straw had the same potential energy.   
• The students will then drop the straw, and will observe that the straws had similar kinetic energy. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Customize the display of information  The teacher will create an anchor chart for the students to organize ideas.	5.3 Provide ways to scaffold practice and performance.  The teacher let the students experiment with pencils during the introduction.  During the second experiment, the students were instructed to use a ruler as height measurement to scaffold the results of the falling straw.	7.3 Reduce threats and distractions  The teachers will reduce distractions by giving explicit instructions on how to conduct the experiment.

Guided Practice: 

• The students will move to the rug and watch a demonstration of the activity.   
• The teacher will have a pool noodle cut in half and a marble set up. 
• The teacher will ask the students to observe the experiment. The height of the noodle will be measured before the experiment.  
• The students will turn to a partner and share their prediction.   
• The teacher will set the marble at the top of the noodle track, and get ready to set the stop watch.   
• Once the marble is let go, the time will start and the data will be recorded on the board.  The students will also record this data in their journals.   
• The noodle will be moved in a higher position and measured again.  The timer will start when the marble goes down the track. 
• The teacher will ask the students why there was a difference in the results and why?  The teacher will practice writing a short answer on the board to the question, using vocabulary words such as potential and kinetic energy. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.5 Illustrate key concepts non-linguistically  The students will be able to see the experiment in action to develop a deeper understanding of potential and kinetic energy.	6.1 Guide effective goal setting  The teacher will explain and model procedures so that the students can set goals for their own experiments in an effective way.	7.2 Enhance relevance, value, and authenticity  This activity enhances authenticity because it brings the concepts to live with live demonstrations.

Independent Practice: 

• The students will break up into small groups.   
• Each group will go to a various station around the room to conduct and record their own experiments with noodles and marbles. (At least 5 different runs) 
• The students will take notes in their journals of their investigations. 
• The teacher will meet with different groups during independent practice and offer help to students. 
• The teacher will take notes while observing, if students are understanding the concept and areas that may need more instruction. 
• When students are finished with their experiments, they will use the computers in the classroom to read a journal article about energy.
• Journal Article: Punkin Chunkin Machines 
• 
• Students who do not finish before the wrap up will be allowed extra time to look at the journal article online before the assessment.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4 Support memory and transfer  The teacher will support memory and transfer while visiting each group and offering assistance.  The teacher will encourage the students to full observe what is happening and transfer that information into their journal using the new terms.	6.4 Enhance capacity for monitoring progress  The teacher will be able to effectively monitor progress by having students record their thoughts in the science journals.  This is another tool to shape instruction.	8.2 Varied levels of challenge and support  The teacher fosters different levels of support for the students by offering different levels of help to groups.

Wrap-up: 

• After all the students are finished with the activity, they will all move back to the carpet. 
• The teacher will allow students to share what happened in their investigations. 
• The teacher will go over the anchor chart again, allowing the students to answer what potential and kinetic energy are. 
• The students will then break up individually to start the assessment or resume reading the online journal articles or library journals about kinetic energy.

• 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Hightlight critical features, big ideas, and relationships  The teacher will go over the "big idea" of the experiments in the wrap up section, clarifying any further questions.	4.2 Provide varied ways to interact with materials  The students will have the option to take the assessment, read paper journals or online journals about the topic for deeper understanding.	7.1 Increase individual choice and autonomy  By allowing the students to pick the order in which they complete these tasks, the teacher is supporting student choice.

Assessment: 

• The assessment will be a short essay comparing and contrasting two of the experiments done in the independent work section. (Formative-written) Done on the computers or with pen and paper. 
• The students will pick two of the experiments from their journal, describing the situation for each (i.e height, time etc.)  The student compare/contrast the results.   
• The assessment will be used to assess if the students understand the definitions as well as the main concept.  If more time is needed on kinetic energy, further lessons will be taught. 
• After finishing the assessment, the students will place the writing in the tray and continue to read silently.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.4 Promote cross-linguistic understanding  The teacher will promote cross-linguistic understanding in the assessment by allowing students to do further reading before taking the assessment.	4.3 Provide varied ways to interact with materials  The students will be able to use different formats to complete their assessment. (computer or pen and paper)	9.3 Develop self-assessment and reflection  The teacher fosters reflection in the assessment section by asking the student to write about the differences in their experiments.  Using the writing assessment helps the student and teacher evaluate the level of understanding.

Materials: 

Anticipatory Set- 

• Pencil 
• Definition's printed 
• Bill Nye video (Computer or Projector)  

Introduce and Model New Knowledge- 

• Anchor chart 
• Plastic Straws 

Guided Practice- 

• Pool noodles 
• Marbles 
• Stop Watches 
• Dry erase board & markers 

Independent Practice & Wrap Up 

• Pool noodles 
• Marbles 
• Stop watches 
• Science journals 
• Computers 

Assessment- 

• Computers or pen and paper for assessment
  
  
  
  
  

  Brain Network	UDL Principle
  Recognition Networks “What”	I. Multiple Means of Representation ensures that the Recognition networks of students are supported      Specific UDL Accommodations (1.1 – 3.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception 1.1 Customize the display of information x Introduce New Knowledge 1.2 Provide alternatives for auditory information x Anticipatory Set 1.3 Provide alternatives for visual information Provide options for language and symbols 2.1 Define vocabulary and symbols x Anticipatory Set 2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding x Assessment 2.5 Illustrate key concepts non-linguistically x Guided Practice Provide options for comprehension 3.1 Provide or activate background knowledge 3.2 Highlight critical features, big ideas, and relationships x Wrap Up 3.3 Guide information processing 3.4 Support memory and transfer x Independent Practice
  Strategic Networks “How”	II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported      Specific UDL Accommodations (4.1 – 6.4) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond x Anticipatory Set 4.2 Provide varied ways to interact with materials x Wrap Up 4.3 Integrate assistive technologies x Assessment Provide options for expressive skills and fluency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition and problem solving 5.3 Provide ways to scaffold practice and performance x Introduce and Model New Knowledge Provide options for executive functions 6.1 Guide effective goal setting x Guided Practice 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress x Independent Practice
  Affective Networks “Why”	III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy x Wrap Up 7.2 Enhance relevance, value, and authenticity x Guided Practice 7.3 Reduce threats and distractions x  Introduce and Model New Knowledge Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support x Independent Practice 8.3 Foster collaboration and communication x Anticipatory Set 8.4 Increase mastery-oriented feedback Provide options for self-regulation 9.1 Guide personal goal-setting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection x Assessment

  
  
  
  
  
  
  
  
  

  
  

  
  

  
  

  
  

  UDL Assignment Rubric

  
  

  Evaluation Areas	Exceeds Expectations A	Meets Expectations B	Does Not Meet C	Points
  	25-23 points	22 -20 points	19- less
  Multiple Means of Representation	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
  Multiple Means of Action and Expression	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
  Multiple Means of Engagement	Project incorporates at least 6 elements from this area of the UDL framework (checklist filled out)	Project incorporates at least 4 elements from this area of the UDL framework (checklist filled out)	Project incorporates  2 or less elements from this area of the UDL framework (checklist partially filled out)	/25
  	15-14	13-12	11-
  Multimedia Elements	Project contains a wide variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a few  graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	Project contains a variety of graphic design elements: embedded videos, pictures, hyperlinks, clip art, etc.	/15
  	10-9	8	7
  Presentation	Overall editing is accurate and presentation is effective(spelling, grammar, punctuation, formatting,  font, text size, aesthetics, etc)	Some basic editing and presentation mistakes  (spelling, grammar, punctuation, formatting,  font, text size, aesthetics, etc)	Several editing and presentation  mistakes	/10
  			Overall Total Points	/100