Name: Kendall Bonick
Subject: Science
Classroom Teacher: Hanna
Email: Kabonick@bsu.edu
Date Taught: 9/9-9/24/13
Topic: Energy
Grade: 4th
Duration: 40 minutes
Vocabulary Week 1:
Kinetic Energy: energy an object has because of its motion (only moving objects)
Potential Energy: stored energy that an object has because of its position (height) and condition (action)
Vocabulary Week 2:
Friction
Gravity
Force
Work
Monday
9/9/13
Lesson Objective:
• Students will differentiate between potential and kinetic energy.
• Students will understand where an object reaches potential energy, and when it
transfers to kinetic energy.
• Students will demonstrate their knowledge through workstations throughout the week.
• Students will discuss and share their findings with other students.
• Students will collaborate in small groups to solve questions and form hypothesis.
Standards Met:
 4.3.11 Investigate, observe, and explain that things that give off light often also give off
heat.
 4.3.12: Investigate, observe, and explain that heat is produced when one object rubs
against another, such as one’s hands rubbing together
 4.2.4: Use numerical data to describe and compare objects and events.
 4.2.5: Write descriptions of investigations, using observations and other evidence as
support for explanations.
Anticipation (Motivation): “Get Your Mind Moving”
Students will be given a Pre-Assessment Quiz in the form of white board/ PowerPoint. The
teacher will pull questions from the post-test and create a “get your mind moving” quiz so that
students can get an idea of the material being covered throughout the week. This week’s lesson
focuses on potential and kinetic energy.
Connection to Prior Knowledge:
Students understand that for an object to move there must be an outside force acting upon it.
For example, students know that gravity holds them to the ground, or causes an apple to fall
from a tree. Students also know that if they push an object (force) the object will then move in
the direction of the force given. For example, if they push a book across the table it is going to
move in the direction pushed. Also, for an object to stay in motion there must be either a
continuous force or gravitational pull.
New Information: What is Potential Energy: BrainPop and Quiz (http://www.brainpop.com/science/energy/potentialenergy/) In this video, Tim and Moby discuss what kinetic and potential energy is. It examines how kinetic energy and potential energy both relate to motion, plus the distinct difference between the two. The students will be given examples of what potential energy is and what it looks like versus what kinetic energy looks like (in motion). The movie then uses specific examples to explain when potential energy is transferred into kinetic energy. The teacher will periodically through the short film to ask the students comprehensive questions (keeping in mind the quiz questions). After the short film is complete the students will complete a short ten questions quiz on a notecard to turn in when complete. Model/Demonstrate (Check for Understanding) The teacher will then model the next
three experiments for the students. During this time the teacher will expect the students to
announce where the potential energy is and where the kinetic energy is.




Rubber Band: pulling a rubber band back (potential) releasing (kinetic)
Climbing Table/Jump Off: Climbing (potential) jumping off (kinetic)
Mouse Trap: pulling the mouse the trap back (potential) the release (kinetic)
Coke Bottle: shaking (potential) twisting cap/explosion (kinetic)
Guided/Independent Practice (Check for Understanding):
Kick off for Energy: Pages 124-125 in the science book
The students will pair off to complete pages 124-125. During this activity the students will be
looking for objects that demonstrate both kinetic and potential energy. As the students are
working the teachers will be walking around the room to make sure that the students are on
task and following directions. The students will circle and label (p, k) for those objects that
represent kinetic or potential energy. Place post-it over directions in book.
Set Expectations for Station Work: The students have been working in social studies
stations for the past two weeks. The students are aware of the teacher’s expectations and will
be working with the same group of students as they did Indiana Stations. The same rules and
regulations apply for Science Stations as Indiana Stations.
Closure/Summary: Potential/Kinetic Energy Song
Today we focused on two types of energy. Who can remind me what those two types are? Very
good, who can explain those types of energy for the class. Kinetic energy is the energy an object
has because of its motion. Potential energy is stored energy that in object has because of its
position (height) and condition (action being taken). Throughout the week the students will
apply the content (material) from today’s videos and lesson to complete six workstations over
both potential and kinetic energy.
Assessment:
Note Card Quiz: The students will take a short ten-question quiz over potential and kinetic
energy after watching the Brain Pop Video on Potential Energy. This will allow the teacher to
quickly assess and gage students understanding of the topic and concepts taught through the
new information and guided practice sections of the lesson..
Kick off for Energy: The students will complete a short activity in their science books (pg 124125). This will be a partner activity, where the students will be able to collaborate with another
student to share reasoning’s and ideas. The class will then come together as a whole to discuss
the answers and share their ideas together. Students sometimes gage a better understanding if
another student explains it in a way that a teacher can’t (student friendly language)
Reteach/Enrichment Strategies:
Reteach: The student’s will be working on the same concepts all week long; focusing on
potential and kinetic energy. This will be reinforced through their workstations everyday;
allowing them the opportunity to review and extend their knowledge of potential and kinetic
energy.
Enrichment Strategies: Allowing the students to work both independently and collaboratively
to solve for experiments/questions, with little teacher guidance, gives students more
ownership to the activities. This gives the class the opportunity to drive their group
discussions, conclusions, and ideas.
Application/Transfer:
Tuesday
9/10/13
Wednesday
9/11/13
Students will apply the skills and content learned throughout the week to successfully
complete six workstations covering potential and kinetic energy. Each of the six stations
focuses solely on discovering where kinetic and potential energy takes place in a given
experiment. They will use their inquiry skills to solve for the experiment and lead group
discussions.
Acuity Testing
Lesson Objective:
• Students will differentiate between potential and kinetic energy.
• Students will understand where an object reaches potential energy, and when it
transfers to kinetic energy.
• Students will demonstrate their knowledge through workstations throughout the week.
• Students will discuss and share their findings with other students.
• Students will collaborate in small groups to solve questions and form hypothesis.
Standards Met:
 4.3.11 Investigate, observe, and explain that things that give off light often also give off
heat.
 4.3.12: Investigate, observe, and explain that heat is produced when one object rubs
against another, such as one’s hands rubbing together
 4.2.4: Use numerical data to describe and compare objects and events.
 4.2.5: Write descriptions of investigations, using observations and other evidence as
support for explanations.
Anticipation (Motivation):
Show Potential and Kinetic song, review definitions, remind students of expectations for
stations.
Connection to Prior Knowledge: Students understand that for an object to move there
must be an outside force acting upon it. For example, students know that gravity holds them to
the ground, or causes an apple to fall from a tree. Students also know that if they push an
object (force) the object will then move in the direction of the force given. For example, if they
push a book across the table it is going to move in the direction pushed. Also, for an object to
stay in motion there must be either a continuous force or gravitational pull.
Teacher Information:
The teacher will check for understanding by visiting the stations each day and asking
comprehensive questions during the activity. The teacher has the opportunity to ask questions
that will extend students thinking through the explanation and reasoning behind their chosen
hypothesis. Each worksheet attached to each station will have an “explain your thinking
section”; where the student will have the opportunity to illustrate and explain their hypothesis
and conclusions. The overall goal for students to achieve is the ability to illustrate and explain
that an object has potential energy if for example: a toy car is wound up, a bow n arrow is
pulled back, a yo-yo is curled under, a ski lift is traveling, a bouncy ball is lifted (gravity), etc
due to the action taken (storing of energy) by the student the object now has the potential
energy to transform into kinetic energy (motion).
Model/Demonstrate (Check for Understanding): Set the expectations for station work.
Make sure that the teacher is going around each station checking for active participation,
following of direction, accurate number of trials, and completion of worksheet. The teacher
should check each group’s worksheets before transition to the next station. The students will
complete two stations a day.
Guided Practice (Check for Understanding):
Station 1: Let’s Get Moving (Cut n/ Paste)
• Directions
•
o Open up the file folder; take one worksheet per student. Close the folder.
o Check Materials: You will need scissors, glue, and a worksheet.
o Read the directions on worksheet aloud and begin working.
o Cut, Glue, Paste.
o Compare answers with the rest of the group when finished.
o Clean up scrap papers, glue sticks, before moving to the next station.
What they should notice
o Students should notice that those pictures that are in action or in motion
represent kinetic energy.
o Students should notice that those picture that have the possibility to move or
change have potential energy.
Station 2: Bow and Arrow Bulls-eye (Bow n Arrow (Suction Cup/Bulls-eye)
• Directions
o Open up the file folder; take one worksheet per student. Close the folder.
o Read the worksheet aloud as a group.
o Before beginning the experiment, write your hypotheses
o Each student has one turn with the bow n arrow. Line up!!
o Complete the worksheet.
o Discuss observations and conclusions as a group.
• What they should notice
o Potential Energy is present when they pull the bow n’ arrow back. They are
giving the arrow potential energy because of their position.
o Kinetic Energy is present when they relate the arrow from the bow and is flying
towards the target (in motion).
• Worksheet Questions
o Question: Where do I see potential and kinetic energy when shooting a bow n’
arrow?
o Hypothesis
 The bow n’ arrow shows potential energy when?
 The bow n’ arrow shows kinetic energy when?
o Conclusion: Was your hypothesis correct or incorrect? Explain your answer.
o
Station 3: Bouncy Ball Bonanza (Golf Ball, Rubber (Bouncy Ball) plastic
• Directions
o Open up the file folder; take one worksheet per student. Close the folder.
o Read through the worksheet aloud
o Assign each person one ball.
o Assign one person to hold the meter stick.
o Each student will watch as the assigned person does his or her 3 trials.
o Person 1, Person 2, Person 3—note observations on worksheet.
o Complete the worksheet.
o Discuss observations and conclusions as a group.
• What they should notice
o Potential Energy is present when they lift the ball before they release it to
bounce. This is where they are changing the position potentially giving the
object motion.
o Kinetic Energy is present when the ball bounces off the ground back up.
• Worksheet Questions (Change Shape Question)
o Question: Where do I see potential and kinetic energy when bouncing three
different types of balls?
 What did I notice about the height of each bounce using different balls?
o Hypothesis
 The balls shows potential energy when?
 The balls shows kinetic energy when?
 I think ___________ ball will bounce the highest, because…
o Observations (How high did the ball bounce)
 Observations (Golf Ball)
o
o
 Observations (Rubber)
 Observations (Plastic)
Conclusion: Was your hypothesis correct or incorrect? Explain your answer.
Extension: At what point do you think the ball changed its shape? Explain
your answer
Station 4: Spectacular Ski Lift (YouTube link)
• Directions.
o Open up the file folder, take one worksheet per student. Close the folder.
o Read through the worksheet aloud.
o Press play on the video.
o Watch the video twice before filling out the worksheet.
o Discuss observations and conclusions as a group.
o Complete worksheet.
• What they should notice
o Potential Energy is present when the people are riding up the ski lift (has the
potential to be in motion).
o Kinetic Energy is present when they are skiing down the slope (in motion).
• Worksheet Questions
o Question: Where do I see potential and kinetic energy when watching
someone ride up a ski lift and ski back down?
o Hypothesis
 The skiers show potential energy when?
 The skiers shows kinetic energy when?
o Conclusion: Was your hypothesis correct or incorrect? Explain your answer.
Station 5: Yo-Yo’s (3+ yo-yo’s)
• Directions
o Open up the file folder, take one worksheet per student. Close folder.
o Read through the worksheet aloud.
o Divide the yo-yo’s among the group. 1 yo-yo per student.
o Each student will toss the yo-yo three times.
o Complete the worksheet.
o Discuss observations and conclusions as a group.
• What they should notice
o Potential Energy is present when the students roll the yo-yo string up and lift
their hand to about eye level. This gives the yo-yo potential to change positions.
o Kinetic Energy is present when the yo-yo is one the way down and back up.
• Worksheet Questions
o Question: Where do I see potential and kinetic energy when tossing a yo-yo?
o Hypothesis
 The yo-yo shows potential energy when?
 The yo-yo shows kinetic energy when?
o Conclusion: Was your hypothesis correct or incorrect? Explain your answer.
Station 6: Wind it up with Toy Cars (3+ toy cars)
• Directions
o Open up the file folder, take one worksheet per student. Close the folder.
o Read through the worksheet aloud
o Open up the container, each person take one toy car.
o Wind the car up and let it go. (Repeat three times)
o Complete worksheet
o Discuss observations and conclusions as a group.
• What they should notice
o Potential Energy is present when the students wind up the car, giving it the
potential to change its position.
o Kinetic Energy is present when the car is left to unwind and move around the
room. (in motion)
•
Worksheet Questions
o Question: Where do I see potential and kinetic energy when winding up and
letting go of a toy car?
o Hypothesis
 The toy care shows potential energy when?
 The toy car shows kinetic energy when?
o Conclusion: Was your hypothesis correct or incorrect? Explain your answer.
Closure/Summary: Once the students hear that they have five minutes remaining in their
first station, they should begin writing their conclusions and completing their worksheet. Once
the teacher notices that they have cleaned up their stations and every one is ready to move, the
teacher will announce to rotate to the next station. After the completion of the second station,
the teacher will play the Kinetic and Potential Energy Song to symbolize that it is time to clean
up their station. The teacher will then call each station individually up to turn in their folder
and head back to their seats.
Assessment:
Station Worksheets: Each student will be given a worksheet to go along with each station.
Each worksheet is focused on finding where the potential and kinetic energy appear during an
experiment. The students will be able to collaborate with the members of their group to draw
specific conclusions.
Student Self- Evaluation: Due to the ability to collaborate and discuss within a group the
students will be able to hear other student’s thoughts and reasoning behind their conclusions.
This will allow for self-monitoring and the ability to rethink answers.
Teacher Check for Understanding: The teachers will be monitoring the students as they are
participating in the stations each day. They will ask comprehensive questions, listen to
students thinking aloud, check for comprehension and understanding, and extend students
thinking by asking higher-order thinking questions.
Reteach/Enrichment Strategies:
Reteach: Each day the students are participating in stations that are reiterating and reviewing
the concepts and skills for potential and kinetic energy.
Application/Transfer: Students will use the knowledge they have learned throughout the
week to apply to their station work. Each of the six stations focus solely on kinetic and
potential energy and each experiment allows them to see potential and kinetic energy first
hand. They will use their inquiry skills to solve for the experiment.
Thursday
9/12/13
Friday
9/13/13
Station Day 2: Complete 2 more stations
Station Day 3: Complete last 2 stations
Monday
9/16/13
Falling for
Gravity
Lesson Objective:
• Students will understand that gravity, friction, and force all effect both kinetic and
potential energy
• Students will extend their knowledge of potential and kinetic energy to see that friction
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that force
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that gravity
effects energy.
Standards Met:
 4.3.11 Investigate, observe, and explain that things that give off light often also give off
heat.
 4.3.12: Investigate, observe, and explain that heat is produced when one object rubs
against another, such as one’s hands rubbing together
 4.2.4: Use numerical data to describe and compare objects and events.
 4.2.5: Write descriptions of investigations, using observations and other evidence as
support for explanations.
Anticipation (Motivation): Best Idea Video
Best Idea Video: The students will be given the opportunity to watch a video on YouTube
called the Best Idea Ever! In this silent video it demonstrates Sir Isaac Newton’s Third Law of
gravity; in which what goes must come down. Newton discovered this law by the apples falling
off a tree, he then goes forward, based off his observations try to fly. The teacher will then ask
the students what they noticed in the video, what kind of observations did you make while
watching the video clip?
KWL: Students will fill out a KWL on Gravity. They will be asked to only fill out the K-W
sections of the chart. The teacher will then give the students roughly 6 minutes to work on the
two boxes. The class will then come back together as a whole and discuss the two boxes.
Connection to Prior Knowledge:
Students understand that for an object to move there must be an outside force acting upon it.
For example, students know that gravity holds them to the ground, or causes an apple to fall
from a tree. Students also know that if they push an object (force) the object will then move in
the direction of the force given. For example, if they push a book across the table it is going to
move in the direction pushed. Also, for an object to stay in motion there must be either a
continuous force or gravitational pull.
New Information: Brain Pop Video Jr (Gravity)
http://www.brainpop.com/science/motionsforcesandtime/gravity/preview.weml
The video begins with the explanation of what gravity is. Gravity is a force that pulls objects
together. Gravity is what keeps up on the ground. Without gravity, everything would simply
float away. Mass is the amount of matter in something. Since all things are made of matters,
all things have mass. Some things have greater mass than others. Those objects with a greater
mass have a greater sense of gravity. The video then takes gravity a step further comparing
earth’s gravity to moon’s gravity. Weight is the measure of how heavy something is. Weight
measure how much gravity is pulling on an object. Comparing weight of earth to moon.
Model/Demonstrate (Check for Understanding)
Note Card Quiz: The students will take a short ten-question quiz over gravity after watching
Brain Pop video over gravity. This will allow the teacher to quickly assess and gage students
understanding of the topic and concepts taught through the new information and guided
practice sections of the lesson..
Guided Practice: Marble Madness (Direction on PPT, Worksheet)
In the experiment, students will answer the following question, “Can I get a marble to travel
through 4 tubes using only potential and kinetic energy?” Students will create a hypothesis as
a group before starting the experiment. Students will also draw up a plan to show how they
will try to prove their hypothesis. On the back of there planning worksheet, students will
explain in word what their plan is. Once all of these steps are complete, the group will then
build the plan and try the experiment. If their plan does not work, they will try it another way,
without filling out an additional paper. The group will continue to try new ways until they get
the marble from one side of the tube to the other. When all of the groups have finished their
initial experiment and have found a way to get the marble from one side to the other, groups
will come back together as a whole and discuss different groups hypotheses, different plans,
and what actions they took to make the marble move.
Closure/Summary:
Today we talked about how gravity can affect both potential and kinetic energy. We are going
to use the knowledge gained from today’s lesson and extend the idea that kinetic and potential
can be affected when something is acted upon it.
Assessment:
Notecard Quiz: After watching the Brain Pop Jr. video over Gravity the students will then take
the short question quiz on a notecard. This will be used as a quick formative assessment that
will allow the teacher to see that needs to be covered tomorrow before heading into
Gravitational Pull Stations.
Completion of Marble Madness: The students will be informally observed while working
collaboratively with other team members to design an experiment and successfully complete
the task. Both teachers will be walking around during this time to make sure that students
remain on task and working together as a team to complete the assignment. Check for
competition of worksheet as well as group discussion comprehension.
Reteach/Enrichment Strategies:
Allowing the students to build their own experiment based on the question posed, allowing the
students to use their own creative imaginations and drive the lesson in the way themselves and
their teammates have discussed.
Application/Transfer:
We are taking the information from last week’s potential and kinetic focus and building upon
the information by introducing force, friction, and gravity. This week the students will be
taking what they know about energy in motion and applying what would happen when
something (gravity, force, friction) is acted upon it. Tuesday
9/17/13
Wednesday
9/18/13
Working with
gravity.
Acuity Testing/ No Science
Lesson Objective:
• Students will understand that gravity, friction, and force all effect both kinetic and
potential energy
• Students will extend their knowledge of potential and kinetic energy to see that friction
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that force
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that gravity
effects energy.
Standards Met:
 4.3.11 Investigate, observe, and explain that things that give off light often also give off
heat.
 4.3.12: Investigate, observe, and explain that heat is produced when one object rubs
against another, such as one’s hands rubbing together
 4.2.4: Use numerical data to describe and compare objects and events.
 4.2.5: Write descriptions of investigations, using observations and other evidence as
support for explanations.
Anticipation (Motivation): KWL Chart on Gravity, Aisle
The students will fill out a KWL Chart on Gravity. The students on Monday learned what
gravity was and how it affects us on Earth. Explain to the children that the K – what I know,
W- What I want to know, L- What I learned. The students will finish filling out the L- section
on their KWL chart on gravity. The teacher will then review the chart as a whole so that the
students can discuss and compare ideas.
Connection to Prior Knowledge:
Students understand that for an object to move there must be an outside force acting upon it.
For example, students know that gravity holds them to the ground, or causes an apple to fall
from a tree. Students also know that if they push an object (force) the object will then move in
the direction of the force given. For example, if they push a book across the table it is going to
move in the direction pushed. Also, for an object to stay in motion there must be either a
continuous force or gravitational pull.
New Information: Briefly discuss the new concepts we have learned about gravity. The
students will then complete a worksheet focusing on the topic of the day. This worksheet
discusses Sir Isaac Newton’s third law as well as discussing what gravity is and how it works.
The students will ready independently and answer the five questions before moving into
stations.
Model/Demonstrate: The teacher will briefly explain what is happening in each o the three
stations. The students are aware of the expectations set for station work and for those students
that choose to not follow those rules will sit back down and complete worksheets without
participating in the experiments.
Model/ Demonstrate/Guided Practice: Begin Gravitational Pull Stations (3
activities, 6 stations)
The Mystery of the Tipping Cup:
• As a scientist, you are in charge of table materials for a science meeting. You have
placed a paper cup full of pencils on each table, but you discover that they keep falling
over. Your job is to work as a team and think of a way to keep the paper cup pencil
holder from falling over. Record your findings below:
1. Draw a picture of the problem:
2. Explain why the pencils make the cup fall over.
Paper Cup and Pencils (cont.)
3. List three ideas of how to keep the cup standing:
4. Draw a picture of the idea you chose as the best
5. Explain how you solved the problem of the paper cups and pencils
Falling for Gravity:
• Problem: What is gravity and what does it do?
• Materials: 2 identical small balls, a piece of copy paper, a rock
• Procedure:
1. Hold arms straight out at sides with one ball in each hand
2. Predict what will happen when the balls are let go at the same time.
3. Let go of the balls at the same time.
4. Discuss and record what happened.
5. Hold arms straight out at sides with paper wadded into a ball in one hand
and a rock in the other.
6. Predict what will happen when the paper ball and rock are let go at the same
time.
7. Let go of both items at the same time.
8. Discuss and record what happened.
9. Hold arms straight out at sides with a ball in one hand, wadded paper in
other.
10.
11.
12.
13.
14.
Let go of the ball and paper at the same time
Discuss and record what happened
Hold arms straight out at sides with a ball in one hand, rock in the other.
Let go of the ball and rock at the same time
Discuss what happened.
Defying Gravity:
http://www.turtlediary.com/kids-science-experiments/defying-gravity-experiment.html
The students will learn about gravity in this simply experiment and will also learn whether it is
possible to defy it. The link above shoes the experiment step by step for the kids to follow. We
all know what gravity is. It is the force of the earth that pulls objects towards it and prevents
them from floating off into space. It is because of gravity that gravity that objects fall to the
ground and we are bale to walk on earth. But here’s an interesting thought. Can we defy
gravity? Let us try with a simple experiment.
• Materials
o Glass
o Water
o A piece of cardboard
• Steps:
o Start by pouring water into the glass.
o You must fill the glass right to the top.
o Then place the cardboard over the mouth of the glass.
o Make sure that there are no air bubbles
o Over the bucket, turn the glass upside down
o Remove hand from cardboard.
Closure/Summary: Today we talked about how gravity can affect both potential and kinetic
energy. We are going to use the knowledge gained from today’s lesson and extend the idea that
kinetic and potential can be affected when something is acted upon it.
Assessment:
Gravity Worksheet: The student will finish a reading/comprehension worksheet over gravity.
This will allow the teacher to see where the students struggle and excel when it comes to the
concept of gravity. They will turn this in before moving into stations focusing solely on gravity
and how it works.
Student Self- Evaluation: Due to the ability to collaborate and discuss within a group the
students will be able to hear other student’s thoughts and reasoning behind their conclusions.
This will allow for self-monitoring and the ability to rethink answers.
Teacher Check for Understanding: The teachers will be monitoring the students as they are
participating in the stations each day. They will ask comprehensive questions, listen to
students thinking aloud, check for comprehension and understanding, and extend students
thinking by asking higher-order thinking questions.
Reteach/Enrichment Strategies:
Reteach/Enrichment: Each day the students are participating in stations that are reiterating
and reviewing the concepts and skills for gravity, friction, and force and applying to them to
real life application.
Application/Transfer:
We are taking the information from last week’s potential and kinetic focus and building upon
the information by introducing force, friction, and gravity. This week the students will be
taking what they know about energy in motion and applying what would happen when
something (gravity, force, friction) is acted upon it. Thursday
9/19/13
Pushing and
Pulling w/
Force
Lesson Objective:
• Students will understand that gravity, friction, and force all effect both kinetic and
potential energy
• Students will extend their knowledge of potential and kinetic energy to see that friction
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that force
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that gravity
effects energy.
Standards Met:
 4.3.11 Investigate, observe, and explain that things that give off light often also give off
heat.
 4.3.12: Investigate, observe, and explain that heat is produced when one object rubs
against another, such as one’s hands rubbing together
 4.2.4: Use numerical data to describe and compare objects and events.
 4.2.5: Write descriptions of investigations, using observations and other evidence as
support for explanations.
Anticipation (Motivation): Ice Age Trailer 1 (Squirrel Nut) Video
The students will be given the opportunity the watch a clip from the movie Ice Age. In this
movie they see a squirrel trying very hard to crack an acorn open. During this time, the
students that he is using force to open the acorn. In a ripple effect him cracking his acorn
causes an iceberg to split, and gravity pushing towards the bottom of the ocean.
Connection to Prior Knowledge: Students understand that for an object to move there
must be an outside force acting upon it. For example, students know that gravity holds them to
the ground, or causes an apple to fall from a tree. Students also know that if they push an
object (force) the object will then move in the direction of the force given. For example, if they
push a book across the table it is going to move in the direction pushed. Also, for an object to
stay in motion there must be either a continuous force or gravitational pull.
New Information: The students will be focusing on the push/push concept of force.
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-andmotion.htm
http://www.brainpopjr.com/science/forces/pushesandpulls/
The students will watch a clip covering what force is, solely focusing on the push pull aspect of
force. The students will first watch the Brain Pop video on force stopping the video before it
reaches friction. The teacher will then go over the brief PowerPoint created to back up the
lesson on force reiterating the main idea and concepts about force.
Model/Demonstrate: Scenario.
Forces are in play all around us. Things hanging, sitting, balancing, moving and spinning are
all using some kind of force. Forces come in different forms and they all result in something.
Think about this scenario: Millie opened the fridge and grabbed a chilled can of soda. She
slammed the refrigerator closed, opened the soda and gulped it down. She was upset it was
finished too soon so she crushed the can in her hand and threw it away into the garbage.
Where in this scenario did Millie represent force; be specific was a push or pull force. Her
actins involved the use of force to lift, open, turn, move and even change the shape of
something. Force, together with its various types are applied in almost every singly activity in
our lives. Pushing the shopping car, pulling a wagon, lifting a pencil to write, eating and many
other things involving the use of some force.
Guided Practice:
The students will work though three stations focusing on force; push or pull. In each station
the student will complete a worksheet that will demonstrate their knowledge of how force
affects an object. Listed below are the three stations. The teacher will makes sure to have two
copies of each station so that the group size is still small.
Station 1, Cut and Paste:
o The students will be doing a cut and paste activity that separates an object into
whether they can be pushed or pulled. After they complete the push/pull cut
and paste they will complete a push or pull scavenger hunt. They will look
around the room looking for objects that can be pushed or pulled or possibly
both.
Station 2, Pen Cap Submarine
Materials:
 Pen Cap
 Paper Clip
 Stick Tack
 Plastic bottle with a cap
 Water
How to do it:
 To start, tack the paper clip onto the stem of the cap.
 Second fill your water bottle up 2/3 of the way.
 Place your submarine into the waterbottle (make observation)
 Close the water bottle, close with lid.
 Squeeze water bottle at the top nearest lid.
 What happens to the paper clip.
Station 3, Tearing a Card
• Materials:
o index cards
o scissors
o several pieces of paper of different sizes
• How to do it:
o Make two cuts in the index card that go almost to the top of the card.
o Try to pull on both of the ends of the index card at the same time, ripping it so
that the middle part falls to the ground. Impossible, huh?
o
o
o
There are two reasons why it's impossible to do this: First, it's almost impossible to
make two cuts that are exactly even. So, when you pull both sides, one side will
almost always break first.
Second, it's almost impossible to pull equally on both sides. So, the side you pull on
with more force, or pull on first, will rip first.
Try this with a different sized piece of paper and see what happens.
Closure/Summary:
Today we talked about how gravity can affect both potential and kinetic energy. We are going
to use the knowledge gained from today’s lesson and extend the idea that kinetic and potential
can be affected when something is acted upon it.
Assessment:
Student Self- Evaluation: Due to the ability to collaborate and discuss within a group the
students will be able to hear other student’s thoughts and reasoning behind their conclusions.
This will allow for self-monitoring and the ability to rethink answers.
Teacher Check for Understanding: The teachers will be monitoring the students as they are
participating in the stations each day. They will ask comprehensive questions, listen to
students thinking aloud, check for comprehension and understanding, and extend students
thinking by asking higher-order thinking questions.
Reteach/Enrichment Strategies:
Reteach/Enrichment: Each day the students are participating in stations that are reiterating
and reviewing the concepts and skills for gravity, friction, and force and applying to them to
real life application.
Application/Transfer: We are taking the information from last week’s potential and kinetic focus and building upon
the information by introducing force, friction, and gravity. This week the students will be
taking what they know about energy in motion and applying what would happen when
something (gravity, force, friction) is acted upon it. Friday
9/20/13
Sliding with
Friction
Lesson Objective:
• Students will understand that gravity, friction, and force all effect both kinetic and
potential energy
• Students will extend their knowledge of potential and kinetic energy to see that friction
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that force
effects energy.
• Students will extend their knowledge of potential and kinetic energy to see that gravity
effects energy.
Standards Met:
 4.3.11 Investigate, observe, and explain that things that give off light often also give off
heat.
 4.3.12: Investigate, observe, and explain that heat is produced when one object rubs
against another, such as one’s hands rubbing together
 4.2.4: Use numerical data to describe and compare objects and events.
 4.2.5: Write descriptions of investigations, using observations and other evidence as
support for explanations.
Anticipation (Motivation): Friction Video, Sid the Science Kid
http://pbskids.org/sid/funwithfriction.html
The students will have the opportunity to experiment with friction before really learning how
friction affects an object. Through this activity with Sid they will guess which panel the block
will make it two based on the top of surface he is sliding his block. This will be done on their
whiteboard before reveling their answers on the overhead screen. This is a way to get the kids
excited about friction and understanding how different types of surfaces effect how far an
object moves.
Connection to Prior Knowledge:
Students understand that for an object to move there must be an outside force acting upon it.
For example, students know that gravity holds them to the ground, or causes an apple to fall
from a tree. Students also know that if they push an object (force) the object will then move in
the direction of the force given. For example, if they push a book across the table it is going to
move in the direction pushed. Also, for an object to stay in motion there must be either a
continuous force or gravitational pull.
New Information: What is Friction
Friction is the resistance of motion when one object rubs against another. Anytime two objects
rub against each other, they cause friction. Friction works against the motions and acts in the
opposite direction. When one object is sliding on another it starts to slow down due to friction.
This means it loses energy. However, the energy doesn’t disappear it changes from moving
energy (kinetic energy) to heat energy. This is why we rub our hand together when it’s cold. By
rubbing them we generate friction and, therefor heat. Friction is aloes a great help to us. After
all, we would all just be sliding around everywhere if there wasn’t friction. What are some
other examples of friction?
o Car breaks
o Walk or climb a hill
o Sandpaper
o Making a fire
Model/Demonstrate (Check for Understanding)
The teacher will then demonstrate how students will be experimenting with friction. The
teacher will set the expectations of going outside to complete their science station over friction.
The teacher will go over the worksheet handed to them, asking for a few volunteer timers, and
the rest will have the important job of recording our data to make sure that we each have the
proper times written. We will then proceed outside to the playground. The students will need
to take e something hard to write on and a pencil. The teacher/s will then bring the rest of the
materials.
Guided Practice: Sliding with Friction
The students will be doing their last station over friction outside. The teacher along with the
students will be testing different materials down a slide. The first material that will be times is
simply how long it takes for a normal students without anything underneath them to make it
down the slide; record the time. Do each trial 2-3 times so we can get an accurate time. The
students will then test the following materials and repeat the same process: Grab materials
being tested, slide, time, record, and repeat. If the students begin misbehaving they will go
inside to complete worksheets over friction instead of participating in the experiment.
Materials:
o Beach towel
o Burlap
o Trash bag
o Carpet
o Nylon
Closure/Summary:
This week we focused on three different types force. Who can remind of one of those types?
Can you explain to the rest of our friends? The teacher will repeat this until each of the forces
have been covered and explained to demonstrate comprehension of content and skills covered
throughout the week.
1. What is friction? Explain it? How does it affect us?
2. What is force? Explain it? How does it affect us?
3. What is gravity? Explain it? How does it affect us?
Assessment:
Student Self- Evaluation: Due to the ability to collaborate and discuss within a group the
students will be able to hear other student’s thoughts and reasoning behind their conclusions.
This will allow for self-monitoring and the ability to rethink answers.
Teacher Check for Understanding: The teachers will be monitoring the students as they are
participating in the stations each day. They will ask comprehensive questions, listen to
students thinking aloud, check for comprehension and understanding, and extend students
thinking by asking higher-order thinking questions.
Reteach/Enrichment Strategies:
Reteach/Enrichment: Each day the students are participating in stations that are reiterating
and reviewing the concepts and skills for gravity, friction, and force and applying to them to
real life application.
Application/Transfer: We are taking the information from last week’s potential and kinetic focus and building upon
the information by introducing force, friction, and gravity. This week the students learned
about how gravity, friction, and force affect kinetic energy. The students will apply their
knowledge from the past two weeks and apply it to a formative assessment covering potential
and kinetic energy and gravity, force, and friction and how it effects energy. Monday
9/23/13
Tuesday
9/24/13
Wednesday
9/25/13
Catch up/ Review of Potential and Kinetic Energy (Go over all activities)
Summative Assessment Day
Rick Crosslin