Force Motion and Energy Lesson Plan

This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.
Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.
Level II - Teacher Ed Lesson Plan Template (UED Courses)
Teacher (Candidate): Jessika Stover Grade-Level: 5 Lesson Date: 9/19/22-

9/26/22
Title of Lesson: Force, motion, and energy Cooperating Teacher: Mrs. Norton
Core Components
Subject, Content Area, or Topic
Science
Student Population
21
8 gifted
1 IEP
Learning Objectives
- Identify energy as potential or kinetic and explain the difference
- Describe the position, direction, and speed of objects
- Explain relationship between motion, force, and mass
- Describe forces that oppose motion, such as friction
Virginia Standard(s) of Learning (SOL)

SOL 5.3
1. moving objects have kinetic energy;
2. motion is described by an object’s direction and speed;
3. changes in motion are related to net force and mass;
4. when objects collide, the contact forces transfer energy and can change objects’
motion;
5. friction is a force that opposes motion.
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)
Materials/Resources
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
x Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
x Reinforcing Efforts & Providing Recognition 29%
x Homework & Practice 28%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
x Nonlinguistic Representations 27%

x Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
x Generating & Testing Hypothesis 23%
x Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
x Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
x Discussion 50%
x Demonstration 30%
x Audio Visual 20%
x Reading 10%
x Lecture 05%
Safety Considerations
Time
(min.) Process Components
*Anticipatory Set
Day one:
What is energy?
Day Two:
Rube Goldberg machine: https://www.youtube.com/watch?v=Ss-P4qLLUyk
Day three:
Review position, direction, and speed
*State the Objectives (grade-level terms)

Day one:
- I can identify an objects energy as kinetic or potential
- I can explain the difference between kinetic and potential energy
Day two:
- I can describe the position, direction, and speed of objects.
- I can interpret data to describe an object’s speed.
Day three:
- I can explain the relationship between motion, force, and mass.
- I can describe forces that oppose motion, such as friction.
*Instructional Input, Modeling, or Procedures
Day one:
- Powerpoint slides 1-5
- To begin.. What is energy? Energy is…
*ability to do “work”
*what gives an object movement or to change matter
Energy takes place in two states: kinetic and potential.
- Play: http://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-
matter.htm
- Kinetic energy is the energy of motion
- Potential energy is stored energy or energy not yet being used
- Let’s practice slides

Day two:
- Review kinetic and potential energy
- Slides 6-10
- What is force? Force is any push or pull causing an object to move, stop, or
change direction
- Greater force= greater change in motion
- Force can affect an object’s-
- Position: described by locating the object relative to another object or background.
(Next to, Beside, etc)
- Direction (Motion): Any movement up, down, forward, or backward.
- Speed: is the measure of motion. Speed can increase, decrease, or remain the
same.
Day three:
- Slides 11-15
We know that force is a push or pull that impacts an object’s movement.
So...Does weight/mass affect an object’s motion?

- Unless a force acts upon an object-objects in motion tend to stay in motion and
objects at rest remain at rest. (Newton’s Laws)
- The greater the force, the greater the change in motion.
- Objects with more mass are less affected by a given force.
What role does friction play on an object?
 Friction is the resistance, or anything slowing an object down, to motion.
 Friction is created by two objects moving against each other.
 Friction also creates heat.
Day four: Force, motion, and energy lab stations
*Students will test hypothesis and record results at stations*
Day 5: review and study guide
*Check for Understanding
*checking independent assignments, exit tickets, and assessment*
*Guided Practice
- Group practice on slide 4
- Think about a sailboat. What different forces act upon a sailboat? *Answer this as a
class and write down ideas on slide*
- Can you think of any examples of things that cause or use friction?
*Independent Practice
- Independent practice activity: kinetic and potential energy (day one)
- Study guide on force, motion, and energy (day 5)
- Newton’s First law of motion independent practice (day three)
-Force, motion, and energy lab stations
Station 1: Kinetic and potential energy
- Students will bounce a tennis, ping pong, and golf ball from the same height on a
yardstick to see how high it bounces
Station 2: Friction
- Students will roll a toy car down 3 different ramps one covered with sandpaper,
one covered with wax paper, and one with cardboard
Station 3: Angle slope
- Students will roll a car down the ramp at different heights and record results
testing how angle affects speed
Station 4: Force, motion, and energy games online
Assessment
- Test on force, motion, and energy (day 6)
*Closure
Exit ticket: position, direction, and speed (canvas)
- Position, direction, and speed exit ticket (day 2)
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Hands on learning with stations, visual representation with pictures and videos, reading
and writing independently
Classroom Management Strategies (To ensure a positive learning environment).
Giving positive feedback on student ideas, making rules and expectations clear in group and
independent activities
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.
Candidate Signature Cooperating Teacher Signature Date
Signatures indicate the candidate presented the lesson for cooperating teacher review and input.
Group Practice:
Think bowling!
 As you hold the ball...it is storing energy, so it’s ____________

 Swinging it backwards it’s moving, so it’s _____________
 Stopping right before moving forward, it’s back to __________

 Releasing the ball is allowing it to move, so it’s ____________
Force, Motion, and Energy lab stations
Station 1: Kinetic and potential energy
- Students will bounce a tennis, ping pong, and golf ball from the same height on a yardstick
to see how high it bounces
Station 2: Friction
- Students will roll a toy car down 3 different ramps one covered with sandpaper, one
covered with wax paper, and one with cardboard
Station 3: Angle slope
- Students will roll a car down the ramp at different heights and record results testing how
angle affects speed
Station 4: Force, motion, and energy games online

Force Motion and Energy Lesson Plan

Uploaded by

Copyright:

Available Formats

Force Motion and Energy Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Force Motion and Energy Lesson Plan

Uploaded by

Copyright:

Available Formats

This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Jessika Stover Grade-Level: 5 Lesson Date: 9/19/22-

Virginia Standard(s) of Learning (SOL)

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

High Yield Instructional Strategies Used (Marzano, 2001)

x Nonlinguistic Representations 27%

*State the Objectives (grade-level terms)

- Let’s practice slides

So...Does weight/mass affect an object’s motion?

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

 As you hold the ball...it is storing energy, so it’s ____________

 Stopping right before moving forward, it’s back to __________

Force, Motion, and Energy lab stations

Station 1: Kinetic and potential energy

You might also like