Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

6.8A compare and contrast potential and kinetic energy. After being given station lab expectations, students
will work in small groups to compare and contrast
kinetic and potential energy by completing a station la

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: Subject:

Task Analysis: (C4) What lang. must be taught: potential/kinetic enery Strategy to teach Language: (C4)

What skills must be taught: Interactive word wall

How to identify potential and kinetic energy

Assessment: (C5) Formative assessment; students will complete a white board practice describing different scenarios
and identify whether each describes potential and kinetic energy using whiteboards.

Strategies for Success: (C6) Element of Technology: (C6)

Think Pair Share Boom Cards
Cooperative Grouping
Graffiti Wall

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Graphics/images Reading passage

Butcher paper, markers
Auditory – Reading a passage out loud Experiment supplies (balls, books, ramps)
Station labels
Kinesethic – Computers
Moving to complete stations

Higher Order Questions to ask: (C6)

1. Could you summarize the difference between kinetic and potential energy?

2. Could you create an illustration that best represents either kinetic or potential energy?
3.
Can you recommend a solution to this real world problem using your knowledge of kinetic/potential energy?

Hook: (C7) Using props: Ball on a string to create a large Closure: (C7) Pair Share: Students will share something
pendulum to make observations of the they learned from the lesson
transformations between potential and kinetic
energy. Students can also participate by
volunteering.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

Teacher will review Warm Up questions with the students at the start of class and clear up any
misconceptions students may still have about potential and kinetic energy.
Before the station lab, the teacher will model how to complete each station. Teacher will put students into
assigned small groups with mixed ability.
During the station lab, the teacher will act as a facilitator of the station labs.
Teacher will ask students to pair and share something new they learned from the lesson.

2. Student Activities / Guided Practice: (C6)

Students will complete a station lab:

Summarize a passage
Create a graffiti wall
Interpret graphs and diagrams
Experiment using three balls and ramps
Navigate through a card sort
Challenge using online flashcards to identify potential and kinetic energy examples
Extend their knowledge by applying it to a real world scenario

3. Independent Practice: (C6)

Check for learning through a whiteboard practice. Students will be shown scenarios; students will
then identify whether each describes kinetic or potential energy.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Mixed ability groupings. Compare and contrast - Venn diagram

Computers for students who need auditory support.
Visual aids
Sentence Stems
Student choice
Self-Paced
Different ways of presenting the answer
Collaborative groups

Notes:
Name: Alexandra Lopez

DELIVERY PLAN (C8)

OBJECTIVE:
Rigor
We will work in small groups to compare and contrast potential and kinetic energy
during a station lab.

OPENING:
Retrieval Using a large ball on a string, the teacher will create a pendulum and ask for volunteers
to swing the pendulum. Students will then make observations and decide at what
positions the ball has the most kinetic/potential energy. Students will share out.

TEACHER INPUT:
Relevance Review with students the definitions of potential and kinetic energy and examples of each.

MODEL:
Routing Teacher will set the expectations for conducting the station lab as well as what is
required at each station.

GUIDED PRACTICE:
Retaining / Rehearsing
The teacher will act as a facilitator during the station lab to ensure all students are on
task and be available to answer any questions.

INDEPENDENT PRACTICE:

Students will complete a reflection/short evaluation of the knowledge they have gained
by practicing identifying different scenarios as potential/kinetic

CHECK FOR UNDERSTANDING :

Recognizing Ask high order questions to see if there are any misconceptions about kinetic/potential
energy

ASSESSMENT:
Whiteboard practice (Formative assessment). Students will be presented with scenarios
and be asked to identify whether each is demonstrating potential/kinetic energy

RESOURCES / MATERIALS:
Reading passage, Butcher paper, markers, Experiment supplies (balls, books, ramps),
Station labels, Computers, card sorts, graphs, diagrams,

CLOSURE:
Re-exposure
Pair Share: Students will share an idea from their reflections with another student and
teacher will randomly select students to share with the class.