# Lesson: Balanced/Unbalanced Forces/Energy

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### Lesson Objective

SWBAT define and discuss balanced and unbalanced forces. SWBAT to define and discuss Kinetic and Potential Energy

### Lesson Plan

 Teacher: Marren Date: 09/06/2011 Subject: Science Unit/Topic: Forces and Motion Goal/Essential Questions: -What is force? -Why are there so many different ways to describe force? -How are different types of forces related? -How do objects move?   BAG The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP. GLE(s): 26. Measure, record, and graph changes in position over time (e.g., speed of cars, ball rolling down inclined plane) (PS-E-B3) 27. Describe how the amount of force needed to cause an object to change its motion depends on the mass of the object (PS-E-B4) 3. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations Objectives: SWBAT define and explain the concepts of balance/unbalanced forces, and Newtons. Materials Needed: Do Nows Exit Slips Power Point Concept Circles Exit Ticket/Daily Assessment of Mastery (please attach): Scientists measure the amount of a force in units called ____________. What force will stop a moving skateboard? A.    Friction B.     Gravity C.    Newtons D.    Balanced forces If you put a steel ball between two magnets of equal strength, does the ball move? Why? 1) Warm Up – Do Now: 1. When I roll a toy car across a table a force stops it. What is this force?      A. Friction      B. Gravity      C. Acceleration      D. Speed 2. When a toy car changes direction but continues at the same speed its what is changing?     A. Speed     B. Velocity     C. Inertia 3. What force pulls an apple to the ground when it falls off of a tree? 2) Intro (connect to previous lesson) and Hook: -Teacher tells scholars to watch video: http://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/       -Teacher tells two scholars to come up and pull on a Frisbee, telling them to at first just try to pull equally and then tells them to try to pull harder. -Teacher tells scholars to notice how when the volunteers pulled with equal force the Frisbee didn’t move, but it did when one scholar pulled with more force. 3) Lesson Development (“I” or “I/We”): INM1: -Teacher defines balanced forces: These are forces that cancel each other out when acting together on a single object. Each force has to be equal in size and opposite in direction. -Teacher demonstrates this with backpack/desk/gravity scenario. -Teacher says that balanced forces cause an object to not be in motion. INM2: -Teacher defines unbalanced forces: Unbalanced forces cause a change in motion. The greater force determines the direction of motion. -Teacher demonstrates unbalanced forces with backpack/friction/push scenario. INM3: -Teacher tells scholars that we measure force in Newtons (N). -newtons is actually we can measure weight. In order to lift an object we have to apply enough force to lift the required newtons. Key Vocabulary:   Tier 2:  Balanced Forces, Unbalanced Forces, Newtons                                Tier 3:   Vocabulary Strategies: Concept Circles 4) Guided Practice (“We”): -Scholars watch the following video and answer “quiz questions” in think pair share. http://www.macmillanmh.com/science/2008/student/na/grade4/g4_ch11_ls2_ereview.html Key questions to ask during GP/CFU: Quiz questions from online Macmilian/McGraw Book Accommodations: Visuals, Read aloud, video Modifications: 5) Independent (or pair / small group) Practice (“You”): IP1: -Teacher models a concept circle. -Scholars do a concept circle for balanced forces. IP2: -Teacher models a concept circle. -Scholars do a concept circle for unbalanced forces. IP3: -Teacher models a concept circle. -Scholars do a concept circle for newtons. 6) Closure (re-state the OBJECTIVE): -Teacher re-states objectives and asks what will happen if me and Mr. Linder push up against each other with equal force. Are these balanced or unbalanced? Re-teaching/ Spiraling Strategy: Homework Do Nows Arts Integration: 21st Century Skills: Homework: Balanced forces worksheet Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Marren Date: 09/8/2011 Subject: Science Unit/Topic: Forces in Motion Goal/Essential Questions: -Is there only one kind of energy? -What are the differences between types of energy? -How are energy and work related? GLE(s): 39. Describe energy transformations (e.g., electricity to light, friction to heat) (PS-E-C6) Objectives: SWBAT define and discuss energy (potential and kinetic). Materials Needed: Do Nows Exit Slips Power Point Concept Circles Exit Ticket/Daily Assessment of Mastery (please attach): What is the definition of energy? A.    When force is used to move an object a certain distance. B.     Distance covered in a certain amount of time C.    The ability to do work D.    Stored energy   Which is an example of kinetic energy? A.    A parked car B.     A rock at the top of a cliff C.    A train rolling down a track D.    A flashlight battery A.    An object 5 feet in the air B.     An object 10 feet in the air C.    An object 15 feet in the air D.    An object 20 feet in the air What has the highest potential energy? What is the difference between potential and kinetic energy? What happens to potential energy as an object begins to move? 1) Warm Up – Do Now: 1. What is the definition of speed?      A. The distance an object travels in a given amount of time      B. Speed and direction.      C. When an object changes its velocity      D. The time an object travels 2. What is the definition of velocity?      A. The distance an object travels in a given amount of time      B. Speed and direction.      C. When an object changes its velocity      D. The time an object travels 3. What is the definition of acceleration?      A. The distance an object travels in a given amount of time      B. Speed and direction.      C. When an object changes its velocity      D. The time an object travels  his speed change? Does his velocity change? Did he accelerate? 4. An object in motion tends to stay in motion. An object at rest tends to stay at rest. This is called…     A. Force     B. Acceleration     C. Inertia     D. Velocity 5. What is the definition of work? 2) Intro (connect to previous lesson) and Hook: 3) Lesson Development (“I” or “I/We”): INM1: -Teacher defines energy: Energy is the ability to do work. Energy is needed to apply a force that will make an object move. Without energy no work could be done. -Teacher defines potential energy: Stored energy is called potential energy. It has the potential to do work. -Teacher gives examples: A roller coaster at the top of a ramp, when you hold something high in the air, intending to drop it. -Teacher shows video: http://www.brainpop.com/science/energy/potentialenergy/ -Teacher reiterates that an object has potential energy when it is high in the air, but before it stops moving. An object high up has the potential for energy due to gravity. -Teacher says that when an object high up begins to move that its potential energy is transformed into kinetic energy. INM2: -Teacher defines kinetic energy: When an object is moving, it has the energy of motion. -Teacher gives an example: A roller coaster has kinetic energy when it moves up or down a ramp, a skier has kinetic energy when he is skiing down a hill. -Teacher shows video: http://www.brainpop.com/science/energy/kineticenergy/ -Teacher says that an object cannot have kinetic energy unless it is in motion. -Teacher says that object high up but not moving have potential energy, but as the object begin to move their potential energy transforms into kinetic energy. -Teacher says that energy can also be transferred. -Teacher says that energy cannot be destroyed! Key Vocabulary:   Tier 2:  Energy, Potential Energy, and Kinetic Energy                                Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): GP1 and 2: Scholars play science charades. -Scholars will  pull a task out of a hate, act it out, and the rest of the class will have to decide if what they are doing is potential energy, or kinetic energy. -Scholars will make a concept circle. Key questions to ask during GP/CFU: -Can energy ever be destroyed? -What is potential energy? What is kinetic energy? How are they different? -Does an object have a greater potential energy when it is high up or low? -What happens to potential energy as an object starts to move? Accommodations: Videos, Visuals, read aloud Modifications: 5) Independent (or pair / small group) Practice (“You”):   -Finish concept circles 6) Closure (re-state the OBJECTIVE): Today we learned about energy in motion! Monday we will find out about other types of energy! Re-teaching/ Spiraling Strategy: Do Nows Homework Arts Integration: 21st Century Skills: Homework: Energy Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Marren Date: 09/8/2011 Subject: Science Unit/Topic: Forces in Motion Goal/Essential Questions:   -Why do we use the scientific method? -How do we use it? -What does it mean to inquire? GLE(s): 3. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations Objectives: SWBAT explain steps of the scientific method and follow its process to being investigations and inquiry. Materials Needed: Do Now Exit Slip Power Point 6 books (per group) Some type of wood ramp Masking tape Toy car meterstick Exit Ticket/Daily Assessment of Mastery (please attach): What are the steps to the scientific method? What does it mean to inquire? How can the scientific method help us to inquire? 1) Warm Up – Do Now: -Teacher introduces the days experiment and tells scholars that they will get do the experiment themselves if they can memorize the scientific method. 2) Intro (connect to previous lesson) and Hook: -Teacher explains the scientific method and all its parts. -Teacher defines inquiry. 3) Lesson Development (“I” or “I/We”): INM2: -Teacher explains the lab sheet that scholars will be using in class this year. INM3 -Teacher models experiment. Key Vocabulary: Tier 2:  Scientific Method (Hypothesis, Experiment, observation, data, conclusion)                                 Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”):   GP1: -Scholars do a collaborative learning matching/memory game to reinforce the steps of the scientific method. GP2: -Scholars fill out fake lab sheet with teacher to practice. GP3: -With teacher guidance, scholars perform each part of the experiement step by step, stopping to fill out lab sheet, and be asked questions. Key questions to ask during GP/CFU: Accommodations: Visuals, read aloud Modifications: 5) Independent (or pair / small group) Practice (“You”): IP1: -Scholars answer Exit Slip IP2 and 3: Scholars finish filling out Lab sheet 6) Closure (re-state the OBJECTIVE): Why do we use the scientific method? Re-teaching/ Spiraling Strategy: Review on a weekly basis, gradually allowing scholars to do more on their own. Arts Integration: 21st Century Skills: Homework: Scientific Method Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Date: Subject: Unit/Topic: Goal/Essential Questions: GLE(s): Objectives: SWBAT Materials Needed: Exit Ticket/Daily Assessment of Mastery (please attach): 1) Warm Up – Do Now: 2) Intro (connect to previous lesson) and Hook: 3) Lesson Development (“I” or “I/We”): Key Vocabulary:   Tier 2:                                  Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): Key questions to ask during GP/CFU: Accommodations: Modifications: 5) Independent (or pair / small group) Practice (“You”): 6) Closure (re-state the OBJECTIVE): Re-teaching/ Spiraling Strategy: Arts Integration: 21st Century Skills: Homework: Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

### Lesson Resources

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