Fellow:
Michelle Dubreuil
27 June 2011
Unit Plan
Key Concept(s) requires a high level of Bloom’s (3-6)
Students will be familiar with the forms and transformations of energy.
Key Concept (s)
IV. Analysis
The students have to be familiar with the forms of energy to infer and examine the relationships of energy
transformations.
Provide rationale for the Key Concept(s) chosen including why it represents an enduring understanding and how a unit
could be anchored in it
The key concept is multifaceted because it includes all aspects of energy. It requires a higher level thinking and is
categorized as level four in Bloom's. It anchors an instructional unit because it includes forms, transformations
and theories of the energy unit. It can be assessed with a culminating task.
Essential Questions
Provide 3-5 Essential Questions that are student friendly, aligned to the Key Concept, and can be answered from multiple
points of view demonstrating enduring understanding and that drive toward mastery of the key concept
1. Explain energy in terms of the Law of Conservation of Energy.
2. Distinguish between the different form and relationships of energy.
3. Analyze the different energy transformations.
The summative assessment requires the same level of Bloom’s at the Key Concept; is grade level appropriate; is efficient and
effective at demonstrating mastery of the Key Concept
Students (individually or in pairs) will chose to do one of the following:
Summative Assessment
(create and turn in
assessment and any
aligning grade tools)
-A commercial
- A brochure
- A model
-A research paper
Students will focus on one of the following topics:
Fellow:
Michelle Dubreuil
27 June 2011
1. Explain the relationship between potential and kinetic energy and provide examples.
2. Analyze the six different forms of energy and their characteristics.
3. Examine how heat can be transferred through matter by conduction, radiation and convection.
All projects must also include:
-An explanation of energy in terms of The Law of Conservation of Energy.
- A graphic organizer that clearly break down the topic.
- An explanation of how the topic pertains to daily life. (their personal life or someone else's)
- A five to eight minute presentation to be conducted during class.
(level IV Analysis)
Provide rationale for your assessment choice
The key concept is focusing on the students being familiar with the forms and transformations of energy. By
using a performance type of assessment, students will be able to stimulate real-life experiences and interests.
The teacher will be grading the product that the students choose to complete. By allowing the students to choose
their form of presentation, they are able to produce the idea of energy forms and energy transformations as they
interpret them. The options for student presentations will allow for creativity with respect to the different types
of learners.
This key concept is spatial but by adding the graphic organizer it allows the student to consolidate their
interpretations clearly for the teacher to examine. For grading purposes, the inclusion of specific explanations
and organizers are necessary. This allows for a level of standardization and degree of "fairness" and consistency.
Each student will be allowed to work individually or in groups, and even though they are focusing on one
specific essential question, the students will be actively participating in presentations.
Fully write the standards, including reference number, that support and align to the key concept, provide the level of
Bloom’s that each supporting standard will address
Fellow:
Michelle Dubreuil
Standards
27 June 2011
KEY CONCEPT: ANALYSIS: S8P2. Students will be familiar with the forms and transformations of energy.
COMPREHENSION: a. Explain energy transformation in terms of the Law of Conservation of Energy.
COMPREHENSION: b. Explain the relationship between potential and kinetic energy.
COMPREHENSION: c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical,
motion, sound) and their characteristics.
APPLICATION: d. Describe how heat can be transferred through matter by the collisions of atoms
(conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat
(convection).
Objectives
Write objectives that meet S.M.A.R.T. criteria. Each objective must align to the supporting standard and drive students
toward the Key Concept
S8P2 b. By the end of lesson one, SWBAT define potential and kinetic energy in one paragraph.
(II comprehension)
S8P2 a. By the end of lesson two, SWBAT define the law of Conservation of Energy in their own words and
create a pictorial representation.
(II comprehension)
S8P2 c. By the end of lesson three, SWBAT differentiate the six forms of energy and their characteristics.
(II comprehension)
S8P2 d. By the end of lesson four, SWBAT define the three different types of heat transformations and provide
examples in full sentences.
(III application)
Describe the activities for each objective that align to the same level or rigor; create activities that are engaging and rigorous;
identify at least 1 HITS for each activity; identify at least one activity that plans for differentiation
S8P2 b. Referencing an afterschool activity, create a representation of potential and kinetic energy in a song, skit
or poster picture.
Fellow:
Michelle Dubreuil
Activities
27 June 2011
(HITS 1,5,8 and differentiation)
S8P2 a. Create a storyboard of a rollercoaster, labeling the points of energy transformations (increases/ decreases
in potential and kinetic energy) and write a paragraph about how it relates to the Law of Conservation of Energy.
(HITS 4,5,8)
S8P2 c. Using numbered heads, create a T-Chart with labeled pictures and V.I.P.s (very important points).
(HITS 1,2,4,5,6,8)
S8P2 d. Create a double entry journal of the three heat transformations. The left half will be the summary from
the book, and the right half will be two to three sentences in their own words.
(HITS 1,2,4,5,8)
Describe a formative assessment for each standard that aligns to the S.M.A.R.T. objective; each formative assessment should
be efficient and effective at assessing student understanding of the standard
S8P2 b. Students will spend 5 minutes sharing their V.I. P.s of their paragraphs with their peers.
Formative Assessments
S8P2 a. Students will spend two to four minutes each, giving oral presentations of their storyboard.
S8P2 c. Students will complete a multiple choice quiz on the six different forms of energy.
S8P2 d. Students will engage in individual interviews with the teacher.