ED 321 LESSON #4 (2nd observed)

Name: Libby Kent Content Area: 8th grade Earth Science

Date: Wednesday, April 29th, 2015

School: Greendale Middle School

*******THIS IS A CONTINUATION OF THE FIRST PART OF THE LAB THE STUDENTS

WORKED ON MONDAY***************

Outcomes:

(WI Teacher Standards #1, 2)

State or district standard:

MS-PS2-2.

Plan an investigation to provide evidence that the change in an objects motion depends
on the sum of the forces on the object and the mass of the object. [Clarification Statement:
Emphasis is on balanced (Newtons First Law) and unbalanced forces in a system, qualitative
comparisons of forces, mass and changes in motion (Newtons Second Law), frame of
reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces
and changes in motion in one-dimension in an inertial reference frame and to change in one
variable at a time. Assessment does not include the use of trigonometry.]

Wisconsin Teaching Standard # 5: Teachers know how to manage a classroom: The teacher uses an
understanding of individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
Instructional objective(s): The students will be able to conduct a lab using different masses and motions,
create a graph with the data, and analyze the graph.

Assessment:

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

The graphs will convey the data they collected and their analysis and conclusion will be accurate based on their
data.

Materials Needed:
(WI Teacher Standard #3)
List all of the materials you will need to teach this lesson. Include those you designed.
Student work (graphs, lab, hw)
Sticky paper/markers OR dry-erase board and marker

Total
timeneeded:
needed:
Total time

10 minute recap, intro, and directions + 10 minute work time + 20 minute presentations/ discussion + 12 minute
work time = 52 minutes __

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction:
Have students get out labs and recap the experiment.
Steps for instruction:
Have students break up into their groups and determine whose graph they will show, write on their sticky paper
or whiteboard the results of their experiment, any source of error, and how they will fix it next time.
Digital graphs will be able to be pulled up on the SMARTboard for viewing, and the HoverCam will allow
hand-drawn graphs to be displayed.
After about 10 minutes working on presentation, groups will come up one by one and discuss their results with
the class. Each group will fill in a section of the chart on the board (shown below) so consistencies can be
noted. The chart will already be drawn ahead of time on a large piece of paper and magnets will be used to
attach it to the board.

Group Names

Relationship between independent and

dependent variables

Reliable?

Class discussion will take place if necessary.

Closure: After all groups have presented, whiteboards/paper will be put away or stacked nicely and students
will be given time to make any revisions and/or add anything to their analysis and conclusion which will be
collected the next day.
Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

How will you meet the needs of those students who understand and finish early?
Students who finish preparing their presentation early will be asked if their conclusions are written already. If
so, they will wait patiently or do something else while the other groups finish.
How will you meet the needs of those who have difficulty understanding the material?
I will walk around while groups prepare their presentations and ask/answer questions the students have.

Include any other specific concerns in your classroom and how you will plan to meet those needs.
If presenting takes too long, groups can summarize their results quickly and chart can be filled in orally.