CED340MiniUnitfinalpasteintohere

Candidate's Name: Meghan Wiacek CED 340 MiniUnit FL 2014
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Topic Content:
Key Idea Key Idea 4:
Energy exists in many forms, and when these forms change energy is
conserved.
Students should understand that energy exists in a variety of forms. Students
should observe the results of simple energy transformations from one form to
another in their physical environment. The safe use and respect of various
energy forms should be stressed in the classroom
Note: Attempting to understand heat and its difference from temperature is
too abstract a concept for elementary students. Energy is a subject that is
difficult for students to understand. Students cannot hold it in their hands and,
with the exception of light, they cannot see it.
Describe a variety of forms of energy (e.g., heat, chemical, light) and the
changes that occur in objects when they interact with those forms of energy.
Science Standard
#4 PIs & MUs
Major Understandings:
4.2a Everyday events involve one form of energy being changed to another.
• animals convert food to heat and motion
• the Sun’s energy warms the air and water
4.2b Humans utilize interactions between matter and energy.
• chemical to electrical, light, and heat: battery and bulb
• electrical to sound (e.g.,doorbell buzzer)
• mechanical to sound (e.g., musical instruments, clapping)
• light to electrical (e.g.,solar-powered calculator)
Other MST
Standards
1,2,5,6,7
Major Process
Science Skills
Observing - using the senses to gather information about an object or event
Measuring - using both standard and nonstandard measures or estimates to
describe the dimensions of an object or event.
Classifying - grouping or ordering objects or events into categories based
on properties or criteria.
Predicting - stating the outcome of a future event based on a pattern of
evidence.
Experimenting - being able to conduct an experiment, including asking an
appropriate question, stating a hypothesis, identifying and controlling
variables, operationally defining those variables, designing a "fair"
experiment, conducting the experiment, and interpreting the results of the
experiment.

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Bloom’s
Affective:(Attitude)
Listen to other students and show respect
Demonstrate positive attitude, no negativity will be tolerated
Shares thoughts in a comfortable setting
Formulates different creative ideas as a class
Bloom’s
Psychomotor:
(Skills)
Application: Use a concept in a new situation or unprompted use
of an abstraction. Applies what was learned in the classroom into
novel situations in the work place.
Evaluation: Make judgments about the value of ideas or materials.
Comprehension: Understand the meaning, translation,
interpolation, and interpretation of instructions and problems. State
a problem in one's own words.
Learning Cycle: Mini Unit Table of Contents
Lesson
Sequence
Description Page
Number
Lesson 1 Science lesson 3
Lesson 2 ELA/Literacy lesson 10
Lesson 3 Math Lesson 15
Lesson 4 Technology Lesson 21
Lesson 5 Differentiated Learning 26
Lesson 6 Assessment Lesson 32
Evaluation Page This page summarizes all your formative and summative
assessment used in the development of the unit.
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Resources A list of your resources used 39

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LESSON 1:

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OVERVIEW:
Teacher
Candidate(s):
Meghan Wiacek
Contextual
Considerations:
At Huntington Elementary School, (located in Syracuse,
NY.) grades K-8th are being taught daily. Huntington
Elementary is a lowincome, public school. In the fourth
grade classroom, students are very diverse.All students
speak English as their primary language. There are twelve
male, and fourteen female students, totaling up to twenty-
six students in the classroom. There are no special ed.
students in the classroom.Nine out oftwenty-six students
are ELS students.There are two teacher assistants in the
classroom for a full day to help the headteacher with the
ELS students.
Unit of
Instruction:
Energy
Essential Questions ofUnit:
What are different type of energy sources?
How can energy be changed?
Where can we find sources of energy?
Central Focus of
this Lesson:
Students will engage themselvesin an activity in order to
help students understand what energy is, and what is
included in the different types ofenergy.
Lesson
Number:
1
Grade:
4th
Estimated Length ofLesson:
45 minutes
Date to be
Taught:
TBA

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LEARNING
STANDARDS:
Content Area(s): Science
Learning
Standards:
(Indicate CommonCore,
NYS, and/or District)
STANDARD 4
PERFORMANCE INDICATOR 4.2
Key Idea 4:
conserved.
difficult for students to understand. Students cannot hold it in their hands
and, with the exception of light, they cannot see it.
GOAL(S) or GUIDING QUESTION(S) FOR THIS LESSON:
Define different type of energy sources
Understand that energy in it’s various forms can affect everyday objects and is involved in
everyday events
List ways to conserve energy

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OBJECTIVES AND ASSESSMENT
TOOLS:
Content Objective(s):
(written in observable terms andincludingBloom’s Taxonomy
level)
C.O. 1: The students will observe different types
of energy sources. They will learn more about
energy and where it comes from.
C.O. 2:
Assessment(s) Used to Monitor Student
Performance:
(indicate informal orformal for each)
C.A. 1: by using different sources of energy and
recording data in a notebook of the energy sources.
C.A. 2:
Process Objective(s):
(as appropriate for content area)
P.O. 1: State cause and effect relationships
between different types of energies and how we
use energy in an everyday setting
P.O. 2: Read materialgiven in order to learn
about different forms of energy sources
Performance:
P.A. 1: Formal assessment:students will be given
a pop quiz in order to clarify any misunderstanding
students may have.
P.A. 2: Informal: students will discuss their
findings on energy in groups and share their ideas
with fellow classmates.
Attitude/Disposition/Social Emotional
Learning Objective(s)
(not requiredin all lessons)
A/D/SEL O. 1: Students will understand certain
energy sources that they use everyday.
Performance:
A/D/SEL A. 1:
Feedback to Students: (How willyou give feedback
to the students about their progress?)
Students will hand in assignments and read
comments on their assignments after they are
graded.
The last ten minutes of class will be
designated to asking students questions about
their progress and answering any questions
that students might have.
MATERIALS, TEXTS, AND TECHNOLOGY RESOURCES:
Materials: Picture of the sun
Fruit or vegetable

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Piece of firewood
Piece of charcoal or coal
Container of motor oil
Gas lighter
Cup of water and an empty cup
Child’s pinwheel
Picture of lightning or a light bulb
Picture of a nuclear power plan
Piece of discarded trash
Battery
Index cards
Table
Texts: Mcgraw Hill Reading Science textbook Grade 4
Technology
Resources:
Projector
Computer
PREREQUISITE KNOWLEDGE AND SKILLS:
Students should
know:
The student knows that common materials can be changed from one state to
another by heating and cooling. (ex. water)
The student understands that physical changes in the states of matter can be
produced by heating and cooling.
The student knows that most things that emit light also emit heat.
The student knows that the Sun provides energy for the Earth in the form of heat
and light.
Students should
be able to:
Students should be able to identify some energy sources.
Students should be able to state different forms of energy.
ATTENTION TO LANGUAGE DEVELOPMENT:
Academic
Language
Function
Academic
Language
Demands
Vocabulary:
Renewable energy
Nonrenewable energy
Heat
Radiation
Convection

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Conductors
Syntax:
Radiation
ATTENTION TO THE NEEDS OF DIVERSE STUDENTS: In
Appendix A, complete a positive student profile on 3 focus students
present for this lesson. List below specific strategies to support all
students.
Multiple Means
of
Representation:
The three special ed. students in the classroom will need different form of
Representation.
1. Students will be able to use a computer screen to follow notes and
lesson instruction during class
Multiple Means
of Expression:
Expression.
1. Use a computer or iPad to read material
2. The student will be given the option to be able to work with the
resource teacher, rather than a group of students
Multiple Means
of Engagement:
Engagement.
1. Use a computer or iPad to read material
Modifications
for Specific
Students (i.e.:
Focus Students)
These students will be able to work with the resource teacher or teacher assistant.
SEQUENCE OF INSTRUCTION AND LEARNING TASKS: (In
Appendix B, include copies of key instructional materials for this lesson,
such as presentation slides, interactive whiteboard images, and
handouts.) Please note: the organization of this section may vary
depending on content area.
Introduction:
(Estimated Time:
)
Activate Prior
Knowledge
(set the purpose)
Students will read agenda on white board in the front of class. Students will
then do the “DIN”, or “do it now” assignment that is posted on the board.
Students will work alone on the DIN and will be given fifteen minutes to
complete and turn in to the front desk.

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Set the Purpose
ENGAGE
After students complete the DIN, they will be handed out a vocabulary
sheet with the important vocabulary works for the lesson. Students will be
given time to ask questions, and move forward in completing their lesson
for the day.
All items will be displayed on a table and students will be asked to confirm which
items they think are sources of energy. Each item will be labeled with an index
card, and students will take turns guessing what they think are sources of energy.
Development:
(Estimated Time:
)
Active Learning
Transformation
EXPLORE
EXPLAIN
ELABORATE
EVALUTATE
EXPLORE:
Students will investigate the process of energy. The students will engage in group
work and read articles while taking notes to compare what energy sources are and
aren’t. Students will interact with small group discussions, and students will look
over their notes during this time and share information that they found. Students
will sit amongst their peers in their group and share with the whole class what
differences they found. During this time, students will have the chance to explain
their findings, and learn from the class. If students disagree with a specific
reasoning, a debate like discussion could very well occur. Students will also look
back on what they knew before reading the given materials, and talk about it.
EXPLAIN:
We will go over the notes, engaging students in answering the following questions
about energy sources. After discussing as a class, students will turn their attention
to the table with all of the items on it. Students will be given a full description of
each item, and be told whether or not it is an energy source.
ELABORATE:
Students will be assigned a short four paragraph writing assignment on two
energy sources they would choose as the “best” sources of energy for the world.
Students will explain why they chose what energy source they did. This will be
given as an in class assignment.
EVALUATE:
Students will be able to ask the teacher any questions that they have on the topics
discussed. After,students will be given a five question pop quiz on different
energy sources. Students will work alone on this quiz and complete it before the
end of the lesson.
Closure:
(Estimated Time:
)
Transformation
Metacognitive
Reflection
EVALUATE
After students hand in their quiz, we will go over the correct answers. If students
have questions, they will be able to ask them and get a better understanding of
why they got an answer wrong, or right.

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OUTREACH TO FAMILY AND/OR COMMUNITY:
The first day of the lesson, students will be sent home with a weekly agenda briefly describing
what is in store for the next five days during class time. This agenda will also include what
homework assignments are due on what days, and if any materials need to be brought in from
home. Also, after the end ofthe day students will receive a stamp on the given monthly calendar
if they have participated in all ofthe activities thoroughly throughout the day and completed the
homework due that day. By doing this, parents have the choice to check and make sure that their
child is staying on track in school, and outside ofschool. On this chart, there will also be a
comments section for both teacher and parents to communicate ifneeded.
LESSON 2:

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OVERVIEW:
Teacher
Candidate(s):
Meghan Wiacek
Contextual
Considerations:
ELS students.
Unit of
Instruction:
Central Focus of
this Lesson:
included in the different types ofenergy.
Lesson
Number:
2
Grade:
4
45 minutes
Date to be
Taught:
TBA

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LEARNING
STANDARDS:
Literacy
Learning
Standards:
STANDARD 4
Key Idea 4:
conserved.
Define and describe renewable energy
everyday events
Be able to decipher what type of energy changes into what

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TOOLS:
level)
C.O. 1: Students will elaborate on the
difference between renewable and
nonrenewable energy.
C.O. 2: Students will discuss more in depth on
what heat is, and howthe sunlight heats our
waterways.
Performance:
C.A. 1: by reading the given text as a group,
and participating in the class work assigned
for the day.
C.A. 2: by breaking off into groups and
highlighting key information from the text that
the group thinks is most important. Students
will then make a note sheet with important facts
from the reading on it.
P.O. 1: Students will explain in detail how
energy changes.
P.O. 2:
Performance:
P.A. 1: Students will be given a worksheet that
has questions about energy on it. They will be
given fifteen minutes to answer the questions on
the worksheet.
Students will then go over as a class the
answers on the worksheet and discuss anything
that they did not understand.
P.A. 2:
A/D/SEL O. 1: Students will use personal
experience to describe how energy has affected
their lives. (What do you use energy for?)
Performance:
A/D/SEL A. 1:
Students will receive comments on the bottoms
of their worksheets that they hand in.
Materials: Book
Pencil
Worksheet

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Texts: Mcgraw-Hill science book- Grade 4
Technology
Resources:
Overhead or smartboard
Students should
know:
How to find key points in a given reading
How to highlight important words
Students should
be able to:
Find the main point in the reading
Use specific evidence from the text to support their answers
Academic
Language
Function
Teach
Understand
Assess
Academic
Language
Demands
Vocabulary:
Energy conservation: the wise and efficient use of energy resources, resulting in
reduced energy usage.
Nonrenewable energy: Energy from sources that are used faster than they can be
created. Sources include oil [petroleum], natural gas, coal and uranium [nuclear].
Renewable energy: Energy that is made from sources that can be regenerated.
Sources include solar, wind, geothermal, biomass, ocean and hydro (water).
students.
Multiple Means
of
Representation:
Representation.
1. Students will be able to use a computer screen to follow notes and
lesson instruction during class
Multiple Means
of Expression:
Expression.

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1. Use a computer or iPad to read the text
Multiple Means
of Engagement:
Expression.
1. Use a computer or iPad to read the text
Modifications
for Specific
Students: (i.e.:
Focus Students)
Students will be given an iPad and will be assisted by resource teacher.
Spark Plugs Enriched Env - Novelty - Association - Challenge - Movement - Language
Introduction:
(Estimated Time:
5-7 minutes )
Activate Prior
Knowledge
Set the Purpose
In order to have all students participate, whiteboards will be passed out with one
marker for each student. Students will be asked a series of questions on what
energy is, and what it is used for. They will write one sentence,or word on their
whiteboards and hold them up. We will elaborate on certain answers.
Development:
(Estimated Time:
30 )
Active Learning
Transformation
Students will each receive a copy of the book from the front table. As a
whole, students will take turns reading the chapter on energy until finished.
After reading the chapter, students will count off by threes into groups.
They will meet with their group to discuss important notes that they have
taken or important things they remember from the reading.
Students will return to their seats and then be handed out a worksheet on
the reading.
Students will have 15 minutes to complete the worksheet on their own.
Closure:
(Estimated Time:
After the worksheet is completed, students will share their answers as we
go over the worksheet. After, students will have time to ask any questions
that they may have. Students will turn worksheet in for participation grade.

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10 )
Transformation
Metacognitive
Reflection
LESSON 3:

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OVERVIEW:
Teacher
Candidate(s):
Meghan Wiacek
Contextual
Considerations:
ELS students.
Unit of
Instruction:
What are the units we use to measure energy?
how do we measure energy?
Central Focus of
this Lesson:
included in the different types ofenergy. Students will use
measurement and different units in order to understand
the material being taught.
Lesson
Number:
3
Grade:
4
45 minutes
Date to be
Taught:
TBA

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LEARNING
STANDARDS:
Math
Learning
Standards:
STANDARD 4
Key Idea 4:
conserved.
Learn the different measurement techniques to measure energy
What are different ways to measure energy?
How do we measure energy?

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TOOLS:
level)
C.O. 1: Students will elaborate on the
difference between Joule and Watts.
C.O. 2: Students will discuss the different type
of energy measurements and use key
measurement tools to measure specific data.
Performance:
C.A. 1: by looking up the definition and writing
them on the index cards provided.
C.A. 2: by having the teacher called on at
random student to share their information on
these measurements.
P.O. 1: Students will use index cards and play
a matching game.
Performance:
P.A. 1: Students will turn in their index cards at
the end ofclass and be given a “check” if
completed correctly. Ifindex cards are not
complete correctly, students will receive a
“check minus”.
A/D/SEL O. 1: Students will use personal
experience to describe how energy has affected
their lives. (What do you use energy for?)
Performance:
A/D/SEL A. 1: by using different examples on
the board and giving students a visualization of
the forms ofenergy.
Students will receive comments on the bottoms
of an attached piece ofpaper when they receive
their flashcards back a day after turning them
in.
Materials: Index cards
Pencil

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Technology
Resources:
Students should
know:
What energy is
That there are different forms of energy
Simple math facts
Students should
be able to:
Give different forms of energy in everyday settings as examples
Define what energy is
Academic
Language
Function
Students will use vocabulary in order to understand the reading. A dictionary will be
provided, and students will be able to use a shoulder buddy if they don’t understand the
meaning of an important word from the chapter.
Academic
Language
Demands
Vocabulary:
Energy conservation: the wise and efficient use of energy resources, resulting in
Joules
Watts
Energy
Syntax:
students.
Multiple Means
of
Representation:
Representation.

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1. Resource teacher will be sitting at a table with these students
2. Students will have the opportunity to ask resource teacher specific
questions in order for them to understand content material more
vividly.
Multiple Means
of Expression:
Expression.
1. Use a computer or iPad to make index cards
Multiple Means
of Engagement:
Expression.
1. Use a computer or iPad to make index cards
Modifications
for Specific
Students: (i.e.:
Focus Students)
modification.
1. These students will be asked to complete the same material as other
students.
2. Students will be given extra help if needed.
Introduction:
(Estimated Time:
5-7 minutes )
Activate Prior
Knowledge
Set the Purpose
In order to have all students participate, whiteboards will be passed out with one
marker for each student. Students will be asked a series of questions on what they
think energy is, and how it is measured. They will write one sentence,or word on
their whiteboards and hold them up. We will elaborate on certain answers.
Development:
(Estimated Time:
30 )
Active Learning
Transformation
Students will each receive a copy of the book from the front table. As a
whole, students will take turns reading the chapter on energy until finished.
After reading the chapter, students will count off by threes into groups.
They will meet with their group to discuss important notes that they have
taken or important things they remember from the reading.

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Students will return to their seats and then be handed out a worksheet on
the reading and the different measurements of energy.
Students will have 10 minutes to complete the worksheet on their own.
After this, students will be given index cards and will start to make their
index cards based on the important vocabulary of measuring energy from
the book.
Closure:
(Estimated Time:
10 )
Transformation
Metacognitive
Reflection
After the worksheet is completed, students will share their answers as we go over
the worksheet. After,students will have time to ask any questions that they may
have. Students will turn worksheet in for participation grade.
LESSON 4:

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OVERVIEW:
Teacher
Candidate(s):
Meghan Wiacek
Contextual
Considerations:
ELS students.
Unit of
Instruction:
Central Focus of
this Lesson:
Students will use technology in order to play games and
understand the meaning ofheat, and howdifferent energy
sources work.
Lesson
Number:
4
Grade:
4
45 minutes
Date to be
Taught:
TBA

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LEARNING
STANDARDS:
Technology
Learning
Standards:
STANDARD 4
Key Idea 4:
conserved.
Have students interact with technology and the use of the computer and internet
everyday events

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TOOLS:
level)
C.O. 1: To improve student learning
through technology by having students
visit specific websites and playing games
that incorporate the material being taught.
C.O. 2:
Performance:
C.A. 1: by giving students the chance to explore
internet sitesprovided and use them to learn
through games and fun activities on a
computer.
C.A. 2:
P.O. 1: Students will complete the activities on
the specific website given.
Performance: (indicateinformal orformal for each)
P.A. 1: by signing onto a computer and working
solely on the activities assigned.
A/D/SEL O. 1:
Performance:
A/D/SEL A. 1:
Students will receive comments as I walk
around and observe the students and their
progress on the computer.
Materials: Computer
Directions worksheet
Technology
Resources:
Computer for each student
http://www.learninggamesforkids.com/heat-energy-games/heat-energy-
matchit.html
Students should
know:
That there are different sources of energy

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Students should
be able to:
Identify different types of energy
Be able to explain how energy changes into different types of energy
Academic
Language
Function
Inform
Present
Teach
State
Academic
Language
Demands
Vocabulary:
Energy conservation: the wise and efficient use of energy resources,resulting in
Syntax:
students.
Multiple Means
of
Representation:
Representation.
1. Students will be able to use an iPad to complete the assignment
online. Students will sit with a teacher’s assistant as they participate
in the game.
Multiple Means
of Expression:
Expression.
1. Use an iPad
teacher’s assistant, rather than a group of students
Multiple Means
of Engagement:
Expression.
1. Use an iPad
Modifications
for Specific
Students: (i.e.:
If students are unable to complete the activity on an iPad, students will be given
hands on flash cards made by the teacher in order to incorporate the same
information the other students are receiving.

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Focus Students)
Introduction:
(Estimated Time:
5-7 minutes )
Activate Prior
Knowledge
Set the Purpose
Students will be given a “DIN” as soon as the lesson is started. The “DIN” will
include five multiple choice questions based on energy sources. We will go over
the “DIN” and make sure students understand the information before moving on
in the lesson.
Development:
(Estimated Time:
30 )
Active Learning
Transformation
Students will then listen while shown what website to go to and what to do.
Students will receive a sheet with directions on it explaining what is being
discussed.
Students will then get up by table numbers, and find a computer to sit at.
Students will follow directions on the sheet handed out and go onto the
website.
matchit.html
Students will play the matching game and expand their vocabulary
knowledge while incorporating technology into the lesson. Students will be
given 30 minutes to play the games on this website. Students will be
graded on what score they end with on the website game.
Closure:
(Estimated Time:
10 )
Transformation
Metacognitive
Reflection
After the 30 minutes are up, students will log off computers and return to
their seats. We will discuss feedback on what the students liked and
disliked about the website and games played.

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LESSON 5:

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OVERVIEW:
Teacher
Candidate(s):
Meghan Wiacek
Contextual
Considerations:
ELS students.
Unit of
Instruction:
Central Focus of
this Lesson:
Students will use a differentiated style ofinstruction
during this lesson. Students will be broken into groups and
learn about energy in different stations throughout the
classroom.
Lesson
Number:
6
Grade:
4
45 minutes
Date to be
Taught:
TBA

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30
LEARNING
STANDARDS:
Technology
Learning
Standards:
STANDARD 4
Key Idea 4:
conserved.
Students will be able to move from different stations
Students will interact with classmates and work together at the stations
everyday events

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TOOLS:
level)
C.O. 1: Students will move to four different
stations throughout the room, completing
activities that have to do with energy.
Center 1: As a group, students will create a
short story based off of one type of energy
that they choose.
Center 2: Students will play games based on
energy and energy sources on a computer
with a partner.
Center 3: Students will partner up and create
an imaginary source of energy and write a
short description of what type of energy it is
and what it does.
Center 4: Students will make up questions to
ask the class about what energy is and how
energy is useful to humans.
C.O. 2:
Performance:
C.A. 1: by working on four different exercises
with group members.
Center 1: by collaborating with each other and
brainstorming different ideas to create a one page
short story.
Center 2: by logging onto the given website
and engaging themselves in the activities
provided by the website.
Center 3: by using hands on materials
supplied, such as cardboard, tape, glue, and
other materials to demonstrate why the
student’s idea is a good source of energy and
how it will affect humans.
Center 4: by working alone on this and
constructing different questions based on what
they have learned from the lessons previously.
C.A. 2:
P.O. 1: Students will complete the activities at
each station with other students in the
classroom.
P.O. 2:
Performance:
P.A. 1: by evaluating the activity given and
working as a group to complete the activities.
A/D/SEL O. 1:
Performance:
A/D/SEL A. 1:
Students will receive comments as I walk
around and observe the students and their

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progress.
Materials: Computer
Cardboard
Glue
Tape
Construction Paper
Crayons
Loose leaf paper
Pom pom balls
Confetti
Technology
Resources:
Computer for each student at Center #2
matchit.html
Students should
know:
That there are different sources of energy
We live off of energy everyday
Students should
be able to:
Identify different types of energy
Be able to explain how energy changes into different types of energy
Academic
Language
Function
Present
Obtain
Guide
Provide
Academic
Language
Demands
Vocabulary:
Energy conservation: the wise and efficient use of energy resources,resulting in

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Syntax: No syntax
students.
Multiple Means
of
Representation:
Representation.
1. Students will receive a special set of instructions in order for the
student to focus on the material.
Multiple Means
of Expression:
Expression.
1. Use an iPad
Multiple Means
of Engagement:
Expression.
1. Use an iPad
Modifications
for Specific
Students: (i.e.:
Focus Students)
If students are unable to complete the activity on an iPad, students will be given
hands on flash cards made by the teacher in order to incorporate the same
information the other students are receiving.
Introduction:
(Estimated Time:
5-7 minutes )
Students will be asked complete a journal entry in the beginning of the lesson
stating what they have questions about energy, and what they find interesting
about energy. Students will work alone and be given seven minutes to complete
their journal entry.

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Activate Prior
Knowledge
Set the Purpose
Development:
(Estimated Time:
30 )
Active Learning
Transformation
Students will listen to directions at each center and be given a set of
directions and an example of each. Students will be broken up into groups
and start off at one of the four centers. Each center will last approximately
ten minutes. Center one will include: students using their creativity to make
a short story based off of what type of energy they would find beneficial to
the world we live in today. Center two includes: students playing games
online that present valid information about energy. Center three includes:
students experiencing hands on activities by using different materials to
create an imaginary energy source and writing a short description about it.
center four includes: students creating questions that deal with energy and
providing the correct answer for the question.
Closure:
(Estimated Time:
10 )
Transformation
Metacognitive
Reflection
After the 30 minutes are complete and each student has visited each center,
students will return to their seats. Students will hand in each assignment
completed from the stations and recieve a participation grade.

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LESSON 6:
Name____________________________
1) The condition of the air outdoors at a certain time of day is known as
A friction
B light
C force
D weather
2) A rubber ball rolls across a level surface. The ball will eventually stop
rolling due to
A electricity
B conductivity
C friction
D magnetism
3) Solar panels are used to absorb sunlight. Which color panel would absorb
the most sunlight?
A black
B green
C white
D yellow
4) Which type of energy is the person using to move the wheelchair up the
ramp?
A heat
B light
C magnetic
D mechanical
5) What can a student do to increase the force of attraction of this magnet

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on the iron (metal) block? [1]
6) What is the main source of energy for all of the plants in the diagram?
7) There is a shadow under a tree. Which form of energy must be present
for the shadow to occur?
A heat
B light
C sound
D mechanical
8) The plant in the window grew bigger because it received more
A light
B air
C water
D nutrients
10) What is the main source of energy for all the organisms in this food
chain?
A Sun
B plants
C frogs
D hawks
11) Which form of energy is produced when paper is burned?
A heat
B magnetic
C electrical
D chemical
12) Green plants get the energy they need to make food from
A water
B air

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C soil
D sunlight
13) How do the sharp spines on the cactus help it to survive?
A They absorb sunlight.
B They provide support for the plant.
C They keep animals away from the plant.
D They carry food to the flower.
14) Explain why the light bulb is lit in circuit A.
15) Which form of energy is found in food?
A chemical
B electrical
C sound
D mechanical
16) Which form of energy is produced when a bell rings?
A magnetic
B electrical
C sound
D light
17) Which form of energy changes the water from a liquid to a gas as it
boils?
A sound
B mechanical
C light
D heat
18) What is the main source of energy for the water cycle?
A electricity
B erosion

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C gravity
D sunlight
19) A ball is thrown up into the air. Which force causes the ball to fall to the
ground?
A friction
B gravity
C magnetism
D electricity
20) Which form of energy is produced when a guitar string vibrates?
A chemical
B light
C magnetic
D sound
21) A student rubs his hands together to warm them. His hands get warm
due to
A friction
B gravity
C magnetism
D sound
22) The energy that is stored in food originally comes from
A air
B soil
C sunlight
D water
23) Explain why the handle of the pan is made of wood?
TEST BLUEPRINT:
Key Idea 4:
Energy exists in many forms, and when these forms change energy is conserved.

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39
Students should understand that energy exists in a variety of forms. Students should observe the
results of simple energy transformations from one form to another in their physical environment. The
safe use and respect of various energy forms should be stressed in the classroom
Note: Attempting to understand heat and its difference from temperature is too abstract a concept for
elementary students. Energy is a subject that is difficult for students to understand. Students cannot
hold it in their hands and, with the exception of light, they cannot see it.
STANDARD 4: The Physical
Setting
Knowledge Comprehe
nsion
Understan
d
Applicatio
n
Apply
Analyze Evaluate Create
4.2a Everyday events involve
one form of energy being
changed to another.
• animals convert food
to heat and motion
• the Sun’s energy
warms the air and water
6,7,8,21 1,11,17 9 14 12
4.2b Humans utilize
interactions between matter
and energy.
• chemical to electrical,
light, and heat: battery and
bulb
• electrical to sound
(e.g.,doorbell buzzer)
• mechanical to sound
(e.g., musical instruments,
clapping)
• light to electrical
(e.g.,solar-powered
calculator)
2,4,20, 16,18 3,5,10,1
9
13,15,2
2

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40
Questions
P
Value
#
Wron
g
1.
Sam
2.
Tarr
y
3.
Bill JOE
5.
Sand
y
6.
Dav
e
7.
Weav
er
8.
TIM
9.
Beck
y
10.
ANDR
E
11.
PAUL
12.
Emm
a
13.
Susa
n
14.
Lilly
15.
Sharo
n
16.
Lauri
e
17.
Rob
18.
Tim
19.
Mike
20.
Thomas
Question 1 0.75 2 x x
Question 2 0.60 8 x x x x x x x x
Question 3 0.85 3 x x x
Question 5 0.65 7 x x x x x x x
Question 6 0.80 4 x x x x
Question 8 0.95 1 x
Question 10 0.65 7 x x x x x x x
Question 12 0.80 4 x x x x
Question 13 0.75 5 x x x x x
Question 17 0.60 8 x x x x x x x x
Question 19 0.95 1 x
Question 20 0.70 6 x x x x x x
Num
Right 16 19 15 14 18 14 17 11 19 13 7 18 19 18 17 18 18 18 19 18
17.5
Perce
nt
Earne
d
80.0
0%
95.0
0%
75.0
0%
70.0
0%
90.0
0%
70.0
0%
85.00
%
55.0
0%
95.0
0%
65.00
%
35.0
0%
90.00
%
95.00
%
90.0
0%
85.00
%
90.00
%
90.0
0%
90.0
0%
95.0
0% 90.00%
0.72 4 1 5 6 2 6 3 9 1 7 13 2 1 2 3 2 2 2 1 2
18Q = 72%
Grade Range
Num
Stud
100-90 11.00
89-80 3.00
79-70 3.00
69-60 1.00
59-50 1.00
49-40 0.00
39-30 1.00

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41
29-20 0.00
19-10 0.00
09-00 0.00
20.00

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42
EVALUATION PAGE:
On this page in a bulleted list are the formative and summative assessments and evidence of
learning I collected over the mini-unit.
LESSON 1: Science
● Students were given a pop quiz on the material that was taught during this lesson.
● Students talked amongst themselves as a class about energy, and why it is so
important.
LESSON 2: Literacy
● Students received a worksheet on questions about energy.
● Students read and deciphered specific articles about energy and it’s significance.
LESSON 3: Math
● Students discussed as a group the different methods of measuring energy.
● Students were told to write definitions on flashcards, and if incomplete they did
not receive a check.
LESSON 4: Technology
● Students will complete the activities on the computer website and will report their
score to me when completed.
● Students will receive oral assistance if needed during this time.
● Students will gather after each student is finished, and share one thing each
about one thing that they learned on the website.
LESSON 5: Differentiated
● Students will work solely and in group work as I supervised the classroom and walked
around.
● Students were talked to after the
centers were over and were able to write what
they understood, and didn’t understand.
RESOURCES:

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http://www.learninggamesforkids.com/heat-energy-games/heat-energy-matchit.html
Meghan Wiacek
CED 340
ASSESSMENT EVALUATION TASK
a. STANDARD 4
Key Idea 4:
Energy exists in many forms, and when these forms change energy is conserved.
Students should understand that energy exists in a variety of forms. Students should
observe the results of simple energy transformations from one form to another in their
physical environment. The safe use and respect of various energy forms should be
stressed in the classroom
Note: Attempting to understand heat and its difference from temperature is too abstract a
concept for elementary students. Energy is a subject that is difficult for students to
understand. Students cannot hold it in their hands and, with the exception of light, they
cannot see it.
Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that
occur in objects when they interact with those forms of energy.

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44
b. Students did fairly well on the assessment given. Eleven students scored a 90-100 % on
the exam, leaving three students scoring an 80-89 %, three students scoring a 70-79%,
one student scoring a 60-69%, one student scoring a 50-59%, and one student scoring a
30-39%. See chart below. Five out of nine IEP students scored a 70% or higher on the
exam. From this information, I have gathered that most of the students in class took time
to prepare for the assessment. Students
c. Eight students out of eleven incorrectly answered question 17. Question seven asks: What
is the main source of energy for the water cycle?. The four answered included in the
multiple choice are: a) electricity, b) erosion, c) gravity, and d) sunlight. The correct
answer is d) sunlight. Six out of eight students answered a) electricity as the correct
answer, and two students answered c) gravity as the correct answer. Six out of eight of
these students have IEPS. Two of the students that incorrectly answered question eight do
not have IEPS. Seven out of eleven students misunderstood question five. Question five
shows a clear diagram of a magnet and a metal block (iron) . The question asks “What
can a student do to increase the force of attraction of this magnet on the iron (metal)
block? Students might have not understood what the question was asking, or do not
understand the concept that a magnet contracts force to metal. Three students with IEPS
answered this question incorrectly, leaving four students without IEPS to answer this
question incorrectly. Question number 19 was one out of two of the questions that the
majority of students answered correctly. One student with an IEP out of twenty integrated
students answered this question incorrectly. The question states: Which form of energy is
produced when a guitar string vibrates?. The four options that a student was able to
choose as the correct answer were: a) chemical, b) light, c) magnetic, and d) sound. The

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correct answer to this question is d) sound. Tim chose letter c, magnetic, as his answer. I
believe Tim must have confused sound and magnetic energy together because the guitar
strings may be magnetic to certain things. Most students appear to understand the
difference between different types of energy. Students understand this information most
likely because they enjoy doing hands on activities in the class throughout the week
during this unit. Students show engagement in activities prior to the assessment and
gathered valuable information from the specific activities throughout the week’s lessons.
d. I chose to take a deeper look at Tim and Susan’s progress throughout this unit. Tim is a
student with an IEP and has difficulty keeping focus during class. At home, Tim lives
with a foster family. Throughout his childhood, Tim has been moved around through
different foster families. He has a violent past, and when Tim doesn’t get his way, this
triggers his violent behavior. Tim received a 55% out of 100% on the assessment test. He
answered eleven answers correctly, and received the second lowest grade in the class.
When discussing prior knowledge, Tim has a hard time retaining the information that was
taught before the lesson. Because Tim is two years below reading level, he was unable to
keep up with the reading about energy in class along with other students. Tim has a hard
time staying focused if he doesn’t think that he will be successful as the end result.
Although I have tried to tell him otherwise, he doesn’t accept my advice or study
strategies and doesn’t go further in his work. Tim has extremely messy handwriting, but
this doesn’t stop him from writing journals, or completing worksheets handed out during
class time. Instead of Tim participating in the flashcard activities during this unit, he was
able to use flashcards with pictures on them instead of words on one side. This allowed
Tim to visualize the word and come up with a more clear way for him to understand the
definition. Tim has worked with the resource teacher during this unit and will continue to
work with the resource teacher during future lessons. As for Susan, she had an
outstanding test score. Susan received a 95% on this assessment, making her the second
student in the class to receive a 95%. Susan answered question number 5 wrong.
Question number five asks “What can a student do to increase the force of attraction of
this magnet on the iron (metal) block?”. Tim got the same question wrong, along with
many other students in the class. I feel that if I worded the question a little differently,

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that students would have understood the concept and answered the short answer
correctly. Susan answered 19 out of 20 questions correctly. Before the test, Susan came
to my classroom during lunch periods to work on flashcards and study her review sheets
for the test. Susan prepared herself during school time, and at home for the assessment.
Susan’s mother has helped her study for previous tests, and I’m sure that she helped her
to study for this test. Susan is a hard working young lady in the classroom who has self
motivation and determination. Susan is proud of her achievements in the classroom and
she hopes to further knowledge in college one day.
e. After all students took the test, and after all tests were graded completely, students
received their tests back in class. I took a whole class period to go over each question on
the test. This gave students the chance to look over their tests and what they got wrong.
Students were given time to ask questions about answers that they got wrong on their
tests, and were able to ask me to explain why they answered incorrectly. On students that
received a 75% or lower on their test, I wrote a note on the back of their papers asking to
come see me after class. This gave students the chance to talk to me one on one to figure
out why they didn’t do well on the test. This gave the less advantaged students a chance
to ask questions to me confidentially, incase they were embarrassed to ask in front of
their classmates during class time. Paul is an IEP student and received a 35% on the
assessment. I wrote on his paper “Paul, please see me after class.” This gave Paul the
chance to explain his reasoning and this helped me to figure out what I can do as a
teacher to help Paul succeed on the next assessment in the future. Susan did a great job on
her test, therefore she received a comment “Fantastic job :)!” on her paper. I find it
important in encouraging students and complimenting them on their work.
f. In order for Tim to succeed on future tests, Tim will need to take time in and out of the
classroom to review his work. Tim will be given the option to come to the classroom
during lunch periods and after school to go over material that may not make sense to him
in class. As for in the classroom, Tim will be accompanied by an assistant teacher while
lessons are being taught. Tim will have options to work solely with the assistant teacher
instead of working with other students in the classroom, and will be able to sit outside of

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the classroom with the assistant teacher to finish classwork if needed. Susan seems to be
on the right track educationally wise. She has attended study sessions during lunch
periods, and has stayed after school for help. If Susan keeps coming to me with questions,
and asking for help out of class, she will be headed in the right direction.

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