Anda di halaman 1dari 4

Dakota State University 

College of Education   
LESSON PLAN FORMAT 
Name: ​Tayler Logue 
Grade Level: ​4th 
School: ​Madison Elementary 
Date: ​4/4/19  
Time: ​10:35-11:35 
 
Reflection from prior lesson: 
This is the second lesson in this unit. Students know that wind causes motion and the 
speed of an object determines the force. Faster speeds equals more force. Yesterday 
they filled out an exit ticket with their biggest take away. Most students stated air has 
weight, speed matters for how hard the ball hits you, and wind is made of air. 16 out of 24 
students showed mastery, 5 students wrote “the most important thing is wind. (or air),” 1 
student wrote “harder and softer balls,” and 2 showed misconceptions relating to 
wind/wind force placing these 8 students in the emerging category. 
 
Lesson Goal(s) / Standards:   
4.PS.3.1 - USE EVIDENCE TO CONSTRUCT AN EXPLANATION RELATING THE SPEED OF AN OBJECT TO THE 
ENERGY OF THAT OBJECT. 
 
Lesson Objectives: 
Students will answer checkpoint lab questions with at least 90% accuracy in all trials. 
 
I can complete the lab and answer checkpoint questions to show my understanding. 
 
Materials Needed:  
● Long shallow containers - 6 (4 will work and two groups will share) 
● Water  
● Air pumps - 12 
● Boats 
● Playdough 
● Red and green cups - 6 
● nuts/washers - 60 
● timer 
● Job sheet - who does what 
● Packet of A, B, C, D Labs 
● Poster board 
● Markers  
● Rubric for poster 
  
Contextual Factors/ Learner Characteristics: 
There are thirteen girls and eleven boys in the class. There are five students on IEPs, one 
on a 504 plan and two using Title services for reading and math. There are no ELL 
students; however, one student speaks fluent Spanish and English. There is one student 
on a behavior plan who just started receiving support in January. He frequently wants to 
add multiple comments into the conversation. Most students are at grade level for 
reading. The students are set up in six rows of three and three rows of two. The students 
are eager to learn and are very willing to participate.  
 
A. The Lesson  
1. Introduction ​(3 minutes)   
● getting attention 
○ Today we are going to complete labs like scientists.  
● relating to past experience and/or knowledge 
○ On the first day, we learned that wind can cause motion. Yesterday, we 
learned the faster an object goes, the stronger the force. 
● creating a need to know 
○ Today during your labs you are going to continue to explore these ideas 
and see how wind force affects the motion of your boat. 
● sharing objective, in general terms 
○ I can complete the lab and answer checkpoint questions to show my 
understanding. 
 
2. Content Delivery ​(50 minutes)   
● Giving directions for setting up the labs 
○ I would like you to find your group from yesterday and sit with them 
somewhere you can still see and hear me. 
○ Here are your jobs. Each team member gets one job and you will rotate the 
jobs each lab. This means everyone will get a turn to do all the jobs. 
■ Hand out lab packets and team task cards  
○ You can see we have four buckets of water throughout the room. That 
means that some groups will have to share/take turns when testing. 
○ One more note before we get started. Scientists do the same experiment 
several times to make sure their results are accurate. You will complete 
multiple trails testing the same thing. Your results most likely won’t be the 
same for every trial. Scientists call this variability. You will take an average 
to determine the time it takes the boat to travel. Normally you would repeat 
these several times, but today we will only do three trials.  
■ Does anyone know how to calculate the average? 
■ To calculate the average, you add all three results and then divide 
by three because we did three trials. 
○ Follow the directions in your lab packets and on the team task cards. If you 
have questions or reach a checkpoint, flip your cups so the red shows on 
the outside. 
○ You can gather your materials and find a spot near the water to work. 
● Student work time for lab 
○ I will walk around answering/asking questions and checking students’ 
understandings when they reach the checkpoints. 
■ How do you know? 
■ What is your evidence? 
■ Are you surprised by the results? Why or why not? 
■ What do you think will happen next? 
● Student work time for poster 
○ When a group finishes, I will give them the rubric for the poster and have 
them start working. 
 
3. Closure ​(5 minutes)   
● Alright students. Quick check in.  
○ Go around the room and ask every group to tell me where they are. 
■ Lab c, d or poster 
○ It is time to put away our materials. We will continue working tomorrow. 
Make sure the playdough goes back in the container so it doesn’t dry out. 
● If all students finish will the labs, I will ask for a summary of the class’ findings. 
 
B. Assessments Used 
● Formative assessment: 
○ Questions during labs 
● Summative assessment: 
○ Poster - starting on it 
 
C. Differentiated Instruction   
● Every person has their own job and it rotates every lab 
● For high flyers, they can work on the poster when finished 
 
D. Resources 
● Even More Picture Perfect Science Lessons, K-5