Manhattan College
Differentiated Lesson Plan
Name: Allie Maloney
Grade/Subject Area: 6th / Social Studies
Type of Setting: The type of setting is a sixth grade classroom PS 340 located in
the Kingsbridge section of the Bronx. There are 32 students in the class, with an
abundance of learning materials throughout the classroom.
Date of Lesson: October 18th, 2011
1. PURPOSE
The students will be able to understand the concept that energy is not
created or destroyed, only transferred. The principle of Conservation of
Energy will be explored in relation to food webs, through demonstration
and visual understanding.
2. VOCABULARY
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Conservation of Energy: energy cannot be created nor destroyed,
only transferred.
3. SKILLS
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Define Principle of Conservation of Energy
Make connections from demonstrations to Principle
Formulate examples of the Principle of Conservation of Energy
4. OBJECTIVES
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Students will be able to understand the Principle of Conservation of
Energy and relate it to the food web.
-
Students will demonstrate his or her ability to make connections to the
Principle of Conservation of Energy from demonstrations.
5. NEW YORK STATE LEARNING STANDARDS
6. PRE-ASSESSMENT
The students have previously completed a unit on the Kingdom of Life. They
have extensive prior knowledge of life within the biological classification
system as well as a previous understanding of food chains and food webs.
7. LESSON PRESENTATION
SET INDUCTION
To begin the lesson, the teacher will post the new vocabulary, “Principle of
Conservation of Energy” on the board. The class will individually brainstorm a
definition for the term by breaking down the phrase into smaller definitions,
ultimately coming up with their own.
PROCEDURE
a. Define Conservation of Energy
i. Energy cannot be created or lost only transferred
ii. Brainstorm examples: food chains, food webs
iii. How do these relate?
iv. How does the energy transfer?
v. Why can it never be lost nor created?
b. Placemat and Pennies
i. Each student given a place mat with circles with 22 circles
1. Layer one: 1 circle
2. Layer two: 3 circles
3. Layer three: 6 circles
4. Layer four: 12 circles
ii. Students will start with all 12 pennies in circle one
iii. Divide evenly amongst next layer
1. Think: what does this move represent?
2. Do I still have the same number of pennies?
iv. Continue with each layer, write number of pennies in circles
c. Reflect
i. What did the movement represent?
ii. What may each layer represent?
iii. How can we compare this to a food chain?
CLOSURE
To close the lesson, students will share out their reflections, answering each of
the previous questions in their own words. The teacher will facilitate conversation
in a direction that points out the significance of the movement of pennies and
how they compare to the energy in our ecosystems.
8. MATERIALS
-
Chalk
Blackboard
Pennies
Zip lock bags
Place mat
9. FOLLOW UP ACTIVITY / ASSIGNMENT
As a follow up, students will be asked to predict the types of members of our
ecosystem that may be represented by each layer of the penny placemat. The
teacher will give clues to the students, foreshadowing the next lesson on energy
source, producers, consumers, and the organisms within those categories. The
students can work right on their placemat to allow for reference back to the
lesson at home.
10. EVALUATION / ASSESSMENT
To assess the student’s understanding, students will fill out a quick lesson
assessment the following day in class. They will be asked to define the Principle
of Conservation of Energy, explain how the pennies relate to the topic, and
attach their follow-up food chain placemat. The teacher will be looking for a basic
understanding of the flow of energy, the ability to recall the previous lesson, and
skill of applying what was learned to a new topic. Because this is a topic that will
be built upon throughout the unit, the students will be assessed on a simple
check/check minus grading system to allow for quick assessment and review of
the topic.
11. DIFFERENTIATED
While the lesson already incorporates instruction for Tactile, Auditory, Visual,
Intrapersonal, Interpersonal and Linguistic, the teacher may focus on a section
of the lesson for a specific learner to help them understand. Within the lesson,
students struggling to grasp the concept may also be paired with a partner for
better understanding. Those who are working at a faster pace may be asked to
come up with their own representation of the Principle of Conservation of
Energy. The lesson can be paced a speed appropriate for the class and the
individual work will allow for better one on one time for the teacher to monitor
and facilitate those struggling.
12. RESOURCES
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NYS Scope and Sequence Science K-8
Bloom’s Taxonomy: http://www.nwlink.com/~donclark/hrd/bloom.html