MSP Lesson Plan
Primary Subject
Science
Integrated Subjects
Physical Science, Mathematics, Language Arts
Grade Level(s)
7th
Length of Unit
Two weeks (ten days)
Research Sources
www.teacherpaysteacher.com,
Conceptual Physics Workbook, Middle School Science With Vernier
Teacher handbook
Unit Summary
Content outcomes:
Recognize potential and kinetic energy with objects
Demonstrate with a model how energy can be transformed
Calculate mechanical energy and the amount of energy in a system
Process Skills:
Observe different forms of energy and recognize them independently
Students will create their own model of energy transformation
Students will display mathematical calculation abilities to reinforce skills in both
content areas
Key Vocabulary
NC Essential Standards for
Science
Energy, Energy Transfer, Conservation of Energy, Potential Energy, Kinetic
Energy, and Mechanical Energy,
7.P.2.2- Explain how energy can be transformed from one form to another
(specifically potential energy and kinetic energy) using a model or diagram of a
moving object( roller coaster, pendulum, or cars on ramps as examples).
Common Core Standards for
Mathematics
7 E E:
Use properties of operations to generate equivalent expressions.
Solve real –life and mathematical problems using numerical and algebraic
expressions and fractions.
Common Core Standards for
ELA & Literacy
# 7 Conduct short research projects to answer a question
# 3 Analyze the interaction between individuals and events
Essential Questions
How can energy be transformed from one form to another?
How is potential energy and kinetic energy energy transferred in our daily lives?
How can a model or diagram of moving object explain energy transformation?
How does the conservation of energy relate to our daily lives?
What is the relationship between kinetic , potential, and mechanical energy?
How does the mechanical energy apply to our daily lives?
How can we calculate mechanical energy?
MSP Lesson Plan
Primary Subject
Science
Materials & Resources
Flexible wire (not as thick as coat hanger wire), electrcity fence wire can be used,
beads, tape, pencils, 3 small index cards, 2 rubber bands, masking tape, compass
(optional), 2 paper clips, pliars, scissors, straw, and rulers.
stop watch, motion detector.
Safety Requirements
safety glasses
Activities/Procedures
Essential Question
Explore/Engage
Explain
Elaborate (Inquiry)
Evaluate
Day 1: What is energy discussion? (Discussion) Video from
Teacher
Domain “energy in a roller-coaster”, pre assessment.
Day 2: Roller-coaster lab ( Stop and Go Energy) Change to lab:
give students at least 5 meters of wire.
Day 3: Continue lab from day 2: “types of energy”. Create a poster
or foldable from information given by teacher.
Day 4 and Day 5: The pencil car lab from middle school science
vernier book.
Day 6 and Day 7: Calculations on kinetic energy, potential energy
and mechanical energy. Kinetic and potential energy lab with
various types of bands.
Day 8: Station lab quiz
Day 9: Review and wrap-up
Day 10: Post assessment
Accommodations for
Differentiated Instruction
Read aloud, guided/ copy notes, extended time, shortened
assignments, and peer guiding
Cross-Curricular Integration
Calculations, writing in journals, reading and designing posters
Assessments
Performance-based
Formative
Summative
Day 1: Question on energy (KWL), pre assessment.
Day 2: Students will be assessed informally with lab questions.
Day 3: Students will be informally assessed on types of energy,
and evaluation of lab.
Day 4: Students will be assessed by collaboration in groups
Day 5: Continuation of day 4.
Day 6 and Day 7: Students will have formative and informative
assessments.
Day 8: Stations will be used as a formative assessment.
Day 9: Test review will be a formative assessment.
Day 10: Post Test as summative unit assessment.
Created by
Email
Dionne Gore-Dozier: goredomd@rss.k12.nc.us
MSP Lesson Plan
Primary Subject
Supporting Documents
Science
Supporting documented resources are provided in the project
folder.