TIME: 70-minute
class
MATERIALS:
- Video camera
- Video Tape or DVD
- VCR (Video Recorder)
- Props (Students choice)
- 1⁄2 Poster Board
- Markers or colored pencils
ACTIVITY:
Technology Connection:
In this lesson, students use technology (video camera) to explore and model
kinetic and potential energy. Learners will demonstrate how technology
can enhance learning, promote creativity, and help students develop a deeper
understanding of the content for real world problem solving. Students will
use technology to visually express and communicate the movements necessary
to explain kinetic and potential energy.
Background Information:
Teacher will orally communicate to students the relationship between
force, mass, and acceleration. Students will collaborate in cooperative
groups
to distinguish the difference between kinetic and potential energy. Students
will demonstrate through role-playing, using elements of dance to execute
basic movements involved in modeling kinetic and potential energy.
Lesson Procedures:
Students will be allowed 3-5 minutes to collaborate with other students
in a cooperative group and brainstorm what kinetic and potential energy
might be.
Students will define these two words using their science textbook.
Each group of students will illustrate these two words by displaying them
on one-half of a poster board.
The teacher will model potential and kinetic energy to students by using
movement and dance. The students will observe the teachers movements and
design a plan to incorporate potential and kinetic energy through movement.
Each group of students will construct a video modeling potential and kinetic
energy. (Students must include 4 different examples of using potential
and kinetic energy in the video).
Students will present their videos to the class as a “show-and-tell” science
day.
Students (audience) and teacher will ask questions relating to the videos.
EVALUATION/ASSESSMENT:
- Teacher will use a rubric to assess the videos.
- Teacher will assess
through oral explanations.
- Teacher will grade posters on content,
illustrations, and creativity.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Science Standards/Benchmarks:
SI-M-A2 designing and conducting a scientific investigation
PS-E-B2 exploring and recognizing that the position and motion of objects
can be changed by pushing or pulling (force) over time
PS-E-C6 exploring and describing simple energy transformations
PS-E-C7 exploring and describing the uses of energy at school, home,
and play.
PS-M-B4 describing how forces acting on an object will reinforce or cancel
one another, depending upon their direction and magnitude
PS-M-B5 understanding that unbalanced forces will cause changes in the
speed or direction of an object’s motion
PS-M-C1 identifying and comparing the characteristics of different types
of energy
PS-M-C8 comparing the uses of different energy resources and their effects
upon the environment
Louisiana Ed Technology Content Standards – Grades 5-8
2b Students employ technology for real world problem solving.
2c Students evaluate the technology selected, the process, and the final
results through the use of informed decision-making skill
3a Students use technology tools to enhance learning, increase productivity,
and promote creativity.
3b Students use productivity tools to work collaboratively in developing
technology-rich, authentic, student-centered products
4c Students evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
5c Students develop positive attitudes toward technology uses that support
lifelong learning, collaboration, personal pursuits, and productivity.
Louisiana Arts Content Standards/Benchmarks:
Dance
D-CE-M1 Demonstrate self-monitoring and effective use of space.
D-CE-M2 Use the elements of dance to execute basic movements with increased
skill and develop a movement vocabulary.
D-CE-M6 Understand and express relationships among dance, other arts,
and disciplines outside the arts.
D-CE-M7 Engage in individual and collaborative use of technical dimensions
of dance and explore how use of current technology can enhance dance
ideas.
Theatre
TH-CE-M2 Demonstrate role playing individually and in interpersonal
situations.
TH-CE-M3 Demonstrate physical and emotional traits appropriate to a
variety of roles and characters.
VA-CE-M2 Select and apply media, techniques, and technology to visually
express and communicate.
Louisiana Science Standards/Benchmarks – Grades 5-8:
SI-M-A1 Identifing questions that can be used to design a scientific
investigation.
SI-M-A2 Designing and conducting a scientific investigation.
SI-M-A3 Using mathematics and appropriate tools and techniques to gather,
analyze, and interpret data.
PS-M-B1 Describing and graphing the motions of objects.
PS-M-B5 Understanding that unbalanced forces will cause changes in the
speed or direction of object’s motions.
Louisiana Ed Technology
Content Standards – Grades 5-8
H Use technology tools (multimedia authorizing, writing tools, digital
camera, drawing tools and web tools) to gather information for problem
solving, communication, collaborative writing and publishing to create
products for various audiences.
Louisiana Visual Arts Content Standards/Benchmarks:
VA-CE-M1 Demonstrate art methods and techniques in visual representations
based on research of imagery.
VA-AP-M1 Use elements and principals of design and expanded art vocabulary
for responding to the aesthetic qualities of various works.
MODIFICATIONS/ACCOMODATIONS:
Cooperative Groups and extended time will be used to meet the needs
of my inclusion students. Repeated directions and modeling will be an
effective tool to accommodate my learning disabled students.
RESOURCES:
Science textbook: Glencoe Earth Science
Stop Faking It: Force and Motion. NSTA Press
Universal Gravitation. Avalanche online at: http://www.glembrook.k12.il.us/gbssci/phys/Class/circles/u613a.htlm
TEACHER'S REFLECTION:
As I reflected on this lesson and watched the videos constructed by
the students, I was amazed at the talent some of these students displayed.
Ninety percent of my students participated in this activity by constructing
a video, and the students who were not familiar with a video camera,
constructed a poster to demonstrate their knowledge of potential and
kinetic energy. Students were motivated and interested in doing this
activity. As an extension to the lesson I showed the videos to the whole
class and we critiqued each video. It was amazing how the students were
on task and participated. We laughed and had a day of joy while watching
these videos. Overall, it was a very successful project and my inclusion
students were also able to contribute to this activity. One weakness
to this activity was that not every student had video cameras; therefore
they were limited to doing only a poster. In the future I’ll try
to allow time for students who do not have video cameras to be able to
get videoed at school using the school camera.
GALLERY
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