Ede 4944 CT Observation 1 Lesson Plan

USF Elementary Education Lesson Plan Template (rev.
F18) Name: Kaleah Wagner
Grade Level Being Taught: 2nd Subject/Content: Group Size: Date of Lesson: 10/02/18
Science/Physcial Science/Forces Whole Group
and Motion
Part 1: Lesson Content

What Standards (national or Main Standards in Focus (Physical Science):
state) relate to this lesson?
(You should include ALL applicable SC.2.P.13.1
standards.) Investigate the effect of applying various pushes and pulls on different objects.
SC.2.P.13.4
Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in
motion of the object.
Reinforced Standards (Nature of Science):
SC.2.N.1.1
Raise questions about the natural world, investigate them in teams through free exploration and
systematic observations, and generate appropriate explanations based on those explorations.
SC.2.N.1.3
Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the
same question by others.
SC.2.N.1.5
Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or
inferences (what you think).
Math Standards:
MAFS.2.MD.1.1
Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
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USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner
and Motion
Action (HOW students will show it-

there might be clues in the Students will be able to:
standard) -Investigate how the speed of an object changes if the force on that object increases.
Measure (HOW WELL they need to
do it) Expected results:
(Note: Degree of mastery does not
need to be a percentage.) Children should find that the greater the force blown on the paper ball, the faster and farther the ball will
travel.
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
Analysis level of Bloom’s Taxonomy
Which level(s) of thinking is/are called for in your objective?
Analysis level; Investigate is a key word to describe the actions and outcomes of what students will be
doing in the lesson.
Why did you choose this level(s) of thinking?
I chose this level of thinking because it requires students to analyze what is happening when they cause a
force on another object and how change occurs.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? My formative assessment will be doing informal observations during the science investigation of
the students. For example, how well they are participating, recording data, and using materials
appropriately. My summative assessment will be collecting the worksheets that I gave to the
students where they predicted their thinking, data recorded, and claims and conclusions after
their investigation.
and Motion
Is your assessment formative or summative? Why did you make that assessment decision?
I have both a formative and summative assessment. I made this decision because it aligns with
the objectives and student learning that is occurring in the lesson.
How does it align with your objective?
My formative and summative assessment align with my objectives because it analyzes whether or
not my students investigated if a force will effect an object and can explain their reasoning.
Assessment Scoring/Rubric I will be assessing what information and the claims each student made on their data and
What are the criteria for how you investigation sheet about force. I am mostly looking for active engagement in the group
will assess student experiment and whole class instruction following the investigation.
learning/student work? If you’re
using a rubric, include your rubric
here.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
SC.1.P.13.1
Demonstrate that the way to change the motion of an object is by applying a push or a pull.
Students should have been exposed to the word and definition of force and the effects it causes to
objects.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.3.P.10.2
Recognize that energy has the ability to cause motion or create change.
Students will learn how energy can effect an object’s motion or change its position.
and Motion
What misconceptions might Science misconceptions students may have about this lesson is that a force is a not a pull or push on an
students have about this object. Small force (air through straw) moves an object farther than a larger force (mouth blow).
content?
Math misconceptions students may have is measuring at 1 cm than at 0 cm.
Part 2: Lesson Implementation

Management & Environment
(integrated throughout your 1. At the beginning of the lesson, I will be in front of the white board and guiding students about the
step-by-step plan): investigation they will be doing and their defining for them and with them the word force.
 How will you arrange Throughout the lesson, I will be walking around and answering students’ questions and assisting
yourself and the students them if they seem to be struggling with the lesson. Students will be at their desks and also
(location in the classroom, working around the room with their groups.
seating)? 2. The processes and procedures I will be using with the students will be whole group and small
 What processes & group instruction. I will communicate this with the students when they raise their hand for me to
procedures will you use? check their investigation process. When it is time to transition between different parts of the
How and when will you lesson I will use peanut butter-jelly or all hands on deck.
communicate those to 3. My expectations for the students will that they try hard, actively participate with their group, and
students? contribute to class learning. I want to emphasize a perseverance like atmosphere in the
 What expectations will you classroom so they know not to give up and keep trying. If they do show signs of struggling, then I
have for the students? How will assist them.
and when will you 4. One student in particular may become grumpy and cry about not getting it if he does not get one-
communicate those to on-one help. If this does happen, I will speak with the student and tell him he needs to try first
students? and then I will check on him. If he is struggling, I will or my CT will pull him aside in a small group
 What strategies will you use to aid his learning.
if students do not meet your 5. If students finish the activity quickly and accurately, I will provide them with more complex
expectations? Are there probing questions so my on-level and above-level students don’t get bored.
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
and Motion
Materials  Piece of paper (ball)

(What materials will you use? Why  Straw
did you choose these materials?  Yardstick
Include any resources you used.  Student data collection sheet
This can also include people!)
These are the materials listed in the science curriculum planning book required for the lesson.
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will be differentiating this lesson for the interests of my students. My students love science and this
lesson is very simple, yet it involves things they have seen before in and outside of school. It also uses a
paper ball which some of my students love to make to shoot hoops in the trash can and they can do it
after the lesson.
Which specific students will benefit, and why?
My more emergent-level science students will love this because it is not highly extensive when it comes
to work but it is filled with rich content. It will also keep my ADHD and ADD students focused and
engaged to move from each part of the activity.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Have these students visually show you their thinking with the science
students (initials), and then explain materials.
the accommodation(s) you will  Early Production Level: Have them circle a pre-made sentence that agrees with their thinking.
implement for these unique  Speech Emergence Level: Have them write a one sentence paragraph for their claim.
learners.)  Intermediate Fluency Level: Have them explain orally or in writing their thinking of the claim
they created from the investigation.
and Motion
I have two ELL students in my class and these are the accommodations I implement. Encourage all
students to raise their hand if they have a question or need assistance.
What accommodations will you make for students who have an IEP or 504 plan?
One student in the class has low vision so I increased the font size of the data collection sheet so it can be
more accessible for him to use.
Another student has a learning disability and the accommodation I would provide for this student is
modifying the group he is in so it will support his learning of the content.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
I don’t have any classified gifted students in my class but for high-level students I would provide them
with questions about how energy can cause an object to move. This would be third-grade level
standards.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
This will connect to the interests of my students because we will have discussions about where they see
other forces taking place in school, at home, and the community.
If applicable, how does this lesson connect to/reflect the local community?
Students can view other forces taking place in the community and if they are beneficial or negative forces
in the community/environment.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Science lesson studying physical sciences focused on
teaching this lesson? Be thorough. forces and motion.
and Motion
Act as if you needed a substitute to 2. What is the expected lesson structure for a lesson taught within this content area? In other
carry out the lesson for you.) words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) This is a guided inquiry lesson that works with the 5E model.
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask? 3. Step-by-step plan:
 How will materials be Time: Action Steps:
distributed?
 Who will work together in 7:40-7:50 Engagement/Exploration:
groups and how will you Play GoNoodle song “Think Like a Scientist”
determine the grouping? Show children a flat piece of paper, and then crumple the paper in a ball and place it on a table. Challenge
 How will students transition them to come up with ways to move the ball without touching it. Make a list and then give them a chance
between activities? to test out their ideas. Discuss which ideas move the ball a lot and a little. Explain the investigation they
 What will you as the teacher will be doing on forces. Discuss how to gather the materials that are needed and prepare a space for
do? conducting the investigation. Ask them what do you already know about force. When amount of forces
 What will you as the teacher changes, does speed change? Have students set a purpose for the investigation and have them make a
say? prediction (hypothesis).
 What will the students do?
 What student data will be 7:50-8:00 Engagement/Exploration:
collected during each phase? Split students into groups by table. Have supply helpers pass out data collection chart. Data collection
 What are other adults in the chart will have a box labeled for amount of force and a box for how far the ball went with each amount of
room doing? How are they force. Explain what a small force is of air and what a large force air looks like. Let students experiment
supporting students’ learning? with the activity.
8:00-8:15 Explain
Signal for students to go back to their desk “Think like a” “Scientist!”. Discuss the questions on the
handout. Help children make the claim based on the data they gathered. Discuss how the data they
gathered is evidence that supports their claim. Reinforce that a claim must be supported by evidence.
After the class discussion, have students write their claim about how forces affect the motion and
distance of an object and why the evidence from their data supports their claim.
8:15-8:20 Extend/Evaluate
and Motion
Have students inquire and think about other questions about how forces change the motion of objects.
Have teacher aides collect other students’ work and transition to math.

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Ede 4944 CT Observation 1 Lesson Plan

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USF Elementary Education Lesson Plan Template (rev.

F18) Name: Kaleah Wagner

Part 1: Lesson Content

Reinforced Standards (Nature of Science):

Action (HOW students will show it-

How does it align with your objective?

Part 2: Lesson Implementation

Materials  Piece of paper (ball)

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Which specific students will benefit, and why?

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