LESSON PLAN 5
Name: Nienke Adamse
WGU Task Objective Number: TWS Task 4
GENERAL INFORMATION
Lesson Title & Subject(s):
Designing and construction of energy conversion machine
Topic or Unit of Study:
Energy and energy resources
Grade/Level:
10-12
Instructional Setting:
There are 20 students participating in this unit. The unit is taught in a science
room as part of a semester physics course at Cony HS. This High School is
located in the capital of the state. The school houses about 850 high school
students and 250 middle school students. Students are seated at science tables
(each tables seats 2) facing the front of the classroom. The tables are placed in 3
rows of 4 tables. In the back of the room are windows with two large bulletin
boards, used as a word-wall in between. At the sides of the classroom are work
counters with cabinets underneath and above. The front of the room has a large
whiteboard, a digital projector and a large teacher’s desk. The classroom has 2
entrances one on each side of the teacher’s desk. The physics class lasts 80
minutes and is part of a daily 4-block schedule. This lesson takes 3x80 min.
STANDARDS AND OBJECTIVES
Standards:
1- Content Standard B: As a result of their activities in grades 9-12, all
students should develop an understanding of
 Structure of atoms
 Structure and properties of matter
 Chemical reactions
 Motion and forces
 Conservation of energy and increase in disorder
2- Content Standard E: As a result of activities in grades 9-12, all students
should develop
 Abilities of technological design
 Understandings about science and technology
Lesson Objective(s):
1) All students understand and are able to demonstrate how energy can be
used to do mechanical work with a self-made energy conversion model.
MATERIALS AND RESOURCES
Instructional Materials:
Students need to bring in a list of materials for their ideas. This can be but is not
limited to:
Balloons, candles, matches, screws, nails, hot glue, hot glue gun, drill, metal
wire, tubing, scrap wood, springs, rubber bands, pulleys, fan, batteries, magnet
wire, magnets, funnel, balls, marbles, dominoes, tape, duck tape, cardboard, ring
stands, etc. (teacher brings this in)
Resources:
Internet
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide
description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
Students need to have their designs on paper (approved by teacher)
before they start building.
2. Guided Practice:
Teacher assists where needed
Independent Student Practice:
Students work in teams building their energy conversion machines. 2x65
min.
Students demonstrate their machines. They write a log about their
activities, make pictures and/or a movie and add them to their log. They
hand their logs in the next class. 60 min.
Culminating or Closing Procedure/Activity/Event:
Clean up time and students fill out their logs. Students ask teacher for
additional materials. 2x15 min.
Students fill out anticipation guide (after reading part)
Last class: students fill out evaluation form for teacher. 20 min.
Pedagogical Strategy (or Strategies):
Cooperative, hands-on learning.
Reflection
Differentiated Instruction:
Use of assistive technologies.
Allow students extra time on work.
Assist students (by teacher or teammates).
Give students free choice of design
Student Assessment/Rubrics:
See lesson plan 4 for rubric
Evaluation of unit (not graded):
-------------------------------------------------------------------------------------------------EVALUATION ENERGY RESOURCES
Could you please answer these questions honestly? You don’t have to write your
name on this form. It would help me a lot in how to teach better!
Thanks!
1- What do you think of the organization of the class?
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2- Did you learn from this course? (Knowledge about energy and technology,
working independently, working with others, doing research, make a
presentation, etc)
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3- Give some suggestions about things you would like to change (which things
and how to change them)
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4- What about this course did you like?
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__________________________________________Why?________________________________________
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5- What about this course didn’t you like?
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___________________________________________Why?_______________________________________
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