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    Siop Lesson Plan Template 4: Key: Siop L T: T: G

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    Siop Lesson Plan Template 4: Key: Siop L T: T: G

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    69 views2 pages

    Siop Lesson Plan Template 4: Key: Siop L T: T: G

    Uploaded by

    api-352250903

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    © All Rights Reserved
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    SIOP Lesson Plan Template 4

    Key: SW = Students will TW = Teachers will SWBAT = Students will be able to HOTS = Higher Order Thinking Skills

    SIOP LESSON TITLE: Potential vs. Kinetic Energy TEACHER: Katie Dove

    GRADE: 6th Grade Newcomers


    CONTENT STANDARD(S): 6.2 SW investigate and understand basic sources of
    energy, their origins, transporations, and uses.

    KEY VOCABULARY: Energy, kinetic energy, potential energy VISUALS / RESOURCES / SUPPLEMENTARY MATERIALS: Ramp with toy car,
    worksheet, flashcards with various types of energy.

    HOTS: What is energy? When do we use energy? Do you think we have


    energy when we're sitting still?

    CONNECTIONS TO PRIOR KNOWLEDGE / BUILDING BACKGROUND:


    TW ask class "do you know what energy is?"
    SW respond with their knowledge of energy.
    TW give student-friendly definition: "Energy is the ability to do work.
    TW ask "When do you think we use energy? What about when we're running? Or when we're jumping?"
    SW give other examples of energy (kinetic energy) when they move throughout the day.
    TW ask "do you think we have energy when we're sitting still?" (potential energy)
    SW discuss with a partner.

    CONTENT OBJECTIVE(S): SWBAT differentiate MEANINGFUL ACTIVITIES: Drawing in journal/labeling REVIEW / ASSESSMENT: At the end of the day, TW
    between kinetic and potential energy by activities, Energy Charades (acting out different give students "exit tickets" with various images of
    brainstorming 5 activities they do throughout types of energy for the class while they hold up kids doing activities (eating, walking, sitting, etc.).
    the day and labeling them appropriately in cards to decide if it is kinetic or potential), toy car SW determine if the child has potential or kinetic
    demonstration (car at top of ramp has potential energy. TW collect journals to check their
    their journal (e.g., sleeping, eating, playing,
    energy, car in motion has kinetic energy), labeling sentences for correctness. Additionally, TW
    etc.) Should include at least 2 of each type of examples together as a class. monitor class during Energy Charades as a type of
    energy. whole-group assessment. If some students hold
    up the wrong answer, they may not understand the
    content.
    LANGUAGE OBJECTIVE(S): SWBAT write 5 example MEANINGFUL ACTIVITIES: Writing sentences in REVIEW / ASSESSMENT: TW have students utilize
    sentences in their journals using the sentence journal, filling out worksheet, discussing with this sentence frame throughout the lesson,
    frame: "When I _____, I have _____ energy." classmates about worksheet answers. including while using exit ticket. TW collect
    (When I sleep, I have potential energy). TW journals and check legibility/correctness of
    provide scaffolding as necessary. sentence frame use. Some students may still be
    working on letter writing while others should be
    writing legibly.

    WRAP-UP: TW review objectives and ask students for a thumbs-up if they met them or a thumbs-down if they did not.

    Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.

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