Running head: FORMS OF ENERGY

Forms of Energy A Flipped Classroom Lesson Kelley Gaines EDUC630

FORMS OF ENERGY Forms of Energy A Flipped Classroom Lesson I. Topic/Grade: Forms of Energy/8th Grade Science II. Standards of Learning: A. Georgia Performance Standards:

1. S8P2c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics. 2. S8CS6. Students will communicate scientific ideas and activities clearly. B. National Science Standards: As a result of their activities in grades 5-8, all students should develop an understanding of the transfer of energy. III. Objective(s): A. The student will compare and contrast the different forms of energy (light, heat, sound, mechanical motion and electricity). B. The student will create a website about the forms of energy. IV. List of materials A. Sofia.org tutorial created by the teacher B. Computer and/or mobile device with Internet Access (at home) C. Student laptops D. Materials for anticipatory set demonstration: index card, beaker, pennies E. Exemplars of websites from previous years. F. Interactive whiteboard

FORMS OF ENERGY G. Dropbox H. Textbook

I. Class Diversity: There are 21 students in this class. A. There are 9 males and 12 females. B. There are no students with exceptionalities in this class. C. There are 9 African American students, 1 Hispanic student and 11 white students in the class. While the class is fairly culturally diverse, this should not affect the ability of students to perform the expected tasks during the lesson. D. There are 4 students who are economically disadvantaged. Being economically disadvantaged may inhibit these students access to the Internet. If this occurs, students will be given a DVD with the same lesson materials provided on the Sophia.org site. II. Technology inclusion Students will view a YouTube video on the Interactive whiteboard as part of the anticipatory set as well as complete a KWL chart on the whiteboard. Students will access the Sofia Learning (2013) tutorial via the Internet or a mobile device for homework prior to in-class lessons. Students will also use the Internet site Wordpress.com to create a webpage to showcase what they learn about the forms of energy. Students will create a storyboard for their webpage and use Dropbox to share their work with the teacher. III. Procedures

FORMS OF ENERGY A. Anticipatory set:

Show students the YouTube video, Energy and Energy Transformations: Wile E Coyote and Roadrunner (MMG970, 2012). While students view the video, have them jot down forms of energy they recognize as well as forms they would be interested in learning more about. Lead students in a discussion of what they already know about forms of energy and what they want to know about the forms of energy (KWL). Various students will be asked to share their information on the whiteboard by completing the K (know) and W (want to know) in an interactive chart. B. Direct Instruction 1. Students will receive direct instruction via Sophia Learning (2013) at home. The tutorial will include the following components: a. a teacher created screencast video of explanations and examples of the forms of energy b. a set of comprehension questions to complete while viewing the video (Student answers will be sent to the teacher account upon completion) C. Guided practice 1. In class, students will be grouped according to their individual needs as identified by their responses to the tutorial comprehension questions. 2. Students needing some additional help will work with a peer tutor (students who are identified as understanding the content) and a

FORMS OF ENERGY

teacher created PowerPoint to clarify misconceptions. The PowerPoint will be accessed via students individual laptops. 3. Students needing a lot of additional help will work with the teacher in a small group to review material from the tutorial. The teacher will utilize the interactive whiteboard and a PowerPoint presentation to practice concepts with the students. D. Independent practice 1. Students will work in groups of 2-3 to create a webpage for their Energy website describing the forms of energy and examples of each form. (Other webpages will be developed as the class studies other components of energy throughout the unit) a. Students may use the Internet and/or their textbooks to further research the forms of energy. b. Students will use their research and their own knowledge to draw out a storyboard for their website page. The storyboard should be typed on a word processor and dropped into the class Dropbox. 2. The class will view and peer-assess student webpages on the final day of the lesson. Peer-assessments will utilize the same rubric used by the teacher (See Appendix) IV. Evaluation/ Assessment

FORMS OF ENERGY A. The teacher will use student answers to the screencast tutorial as a formative

assessment. The teacher will identify areas of individual needs based on these responses. B. The teacher will use verbal questioning to informally assess students during the guided practice session. C. The teacher will monitor group work during the independent practice and ask individual questions to check for understanding. D. The teacher will use the storyboard as a formative assessment of the forms of energy. The storyboard will also be a component of the rubric used for the summative assessment. E. The teacher will use a teacher created rubric (See Appendix) for the website as a summative assessment for the forms of energy. V. Risk Analysis A. No Internet access If no Internet access at home, students will use a DVD provided by the teacher to view the Sofia.org tutorials at home. If not Internet access at school, students would work on storyboards for their websites until Internet is restored. B. Inappropriate access to Internet sites. Students will be monitored closely while they have access to the Internet on their devices and must adhere to all school rules applying to Internet access. Students must be logged into the system Wi-Fi and access technology in plain view of the teacher and other students. Only approved websites will be

FORMS OF ENERGY accessed. The teacher will set these websites up through the media centers database, which is accessible through a downloadable application for all devices. Students caught in inappropriate activity will be disciplined and given an alternate assignment. C. Lack of skill in developing a website Students will have been introduced to creating a website in their Technology class at the school; therefore, most students will already know how to create the website. For those students new to the class, the teacher and/or a peer partner will explain the basic methods for creating a website.

FORMS OF ENERGY References ALTEC. (2008). Rubistar. Retrieved from www.rubistar.4teachers.org MMG970. (2012, January 10). Energy and energy transformations: Wile E Coyote and Roadrunner [Video file]. Retrieved from http://www.youtube.com/watch?v=i6eKrNCe_E Sophia Learning. (2013). Forms of Energy. Retrieved from www.sophia.org

FORMS OF ENERGY Appendix The Forms of Energy: Website Rubric 4 3 2

Storyboard

Storyboard is Storyboard is Storyboard is not Storyboard is complete. Inclu somewhat complete. Includes incomplete and des all assigned complete. Includes few assigned lacks necessary elements, in many assigned elements or URL's, formats, addition to elements, in planned formats, and resources to planned addition to most necessary URL's, complete project. formats, planned formats, and resources necessary necessary URL's, URL's, and and resources. resources.
The site has a wellstated purpose and the theme is carried out throughout the site The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. The Web pages have an attractive and usable layout. It is easy to locate allimportant elements. The purpose and theme of the site is somewhat muddy or vague. The site lacks a purpose and theme.

Content

Layout

Content Accuracy

The Web site has an exceptionally attractive and usable layout. It is easy to locate allimportant elements. White space, graphic elements and/or alignment are used effectively to organize material. All information Almost all the provided by the information provided student on the Web by the student on the site is accurate and Web site is accurate all the requirements and all requirements of of the assignment the assignment have have been met. been met.

The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.

The Web pages are cluttered looking or confusing. It is often difficult to locate important elements

Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.

There are several inaccuracies in the content provided by the students OR many of the requirements were not met.

Total: Rubric created using Rubistar (ALTEC, 2008)