Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Stephanie Haggis
4/6/2015

Subject/ Topic/ Theme Energy in Sports

Grade _____4___________

I. Objectives
How does this lesson connect to the unit plan?
Students will connect their previous knowledge of kinetic and potential energy to sports
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

An

Connect the content the content of the previous lessons with sports

Common Core standards (or GLCEs if not available in Common Core) addressed:
PS3 A: Definitions of energy
The faster a given object is moving the more energy it possesses (4-PS3-1)
Energy can be moved from place to place by moving objects or through sound, light, or electric currents (4-PS3-2), (4
PS3-3)
PS3 B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be
transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically
also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2), (4-PS3-3)
PS3 D: Energy in Chemical Processes and Everyday Life
The expression produce energy typically refers to the conversion of stored energy into a desired form for practical
use. (4-PS3-4)
Ps3 C: Relationship Between Energy and Forces
When objects collide, contact forces transfer energy so as to change the objects motions. PS3-3
ETS1 A: Defining Engineering Problems
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a
designed solution is determined by considering the desired features of a solution (criteria). Different proposals for
solutions can be compared on the basis of how well each takes the constraints into account. (secondary to 4-PS3-4).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of kinetic and potential energy

Knowledge of energy chains
Pre-assessment (for learning):
Formative (for learning): Whole group discussion on the findings

Outline assessment activities

(applicable to this lesson)

Formative (as learning): Students will compare results of their findings to other students while they work
Summative (of learning): Students will hand in their worksheets to be graded

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students will be active by playing
with the materials

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be spread out so no
one student is being looked at/
having their performance assessed
by the other students

etc., for your students to do

this lesson?

Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression

and communication- increase
medium of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

Provide options for

comprehension- activate, apply &
highlight

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

Students will assess

themselves on what they have
learned about energy

Students will assess their own

understanding of the content

Baseball bats
Whiffle balls
Birdies
Badminton rackets
Soccer balls
Other balls (like kickballs)
Have a bag with all the materials in it ready to go

How will your classroom be

set up for this lesson?
III. The Plan
Time

3 min

Components
Motivation
(opening/
introduction/
engagement)

Transport
5 min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will give a brief summary of what
the students will be doing that day.
Today we are going to go down to the gym
(or outside) and apply all that we have learned
about potential and kinetic energy transfers. We
will be using bats and balls to create energy
transfer chains. You will be assessed at the end
by your answers on this (hold up worksheet). As
fun as this is going to be, it is still learning.
Put students into groups of two.
Have the students line up at the door and go to
the gym or outside

15 min

Development
(the largest
component or
main body of
the lesson)

1.
2.

3.
Transport
5 min

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Lay out the materials far enough away

from the students.
Tell each group of students to grab a
certain set of materials and to spread out

After the students had adequate time,

bring the class back together and collect
the materials

Students will spread out and start practicing with

the materials and record their energy chains and
observations

5 min

Closure
(conclusion,
culmination,
wrap-up)

1.

Have the students share their

observations or energy chains with the
class.
Students will pass in their worksheets

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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