Angela Ouellette EDCI 5360

Dropping Balls, Rolling Marbles 5-E Lesson Plan Template

Your Name: Angela Ouellette Grade Level: 8th Lesson Title: Dropping Balls, Rolling Marbles The Teaching Process Essential Questions: How do scientists logically inquire about the unknown? Unit Objectives: Students will be able to... Demonstrate safe lab practices. Analyze data to draw valid conclusions from lab experiences. Select appropriate equipment and make precise measurements using appropriate units in a lab setting. Formulate lab procedures for testing a hypothesis. Critique experimental designs. Identify dependent, independent, and control variables in an experiment. Standards addressed 8.1 A, B 8.2 A, B, E 8.3 A, B, C 8.4 A 8.6 A, C List of Materials Paper plates, Paper plates cut in half, marbles, several balls of different sizes and masses. Instructional Sequence Subject Area: Science Lesson Length: 1 hour

Angela Ouellette EDCI 5360 Phase One: Engage the Learner Students read Paige Keeley probes Dropping Balls and Rolling Marbles. Create paragraphs on the two probes. After all students have written their paragraphs, they will them mark what they think will happen on the paper at the front of the class to see what all classmates think. MODIFICATIONS: students with accommodations may write 3 sentences. Students with higher abilities need to not only discuss why the answer is correct, but why the other answers are wrong. Whats the teacher doing? Monitoring, checking for understanding. What are the students doing? Reading the probes. Writing a 5 sentence paragraph for each probe about why they most agree with and why.

Phase Two: Explore the Concept The students are going to test their hypothesis. They will create and conduct a lab for each of the probes. MODIFICATIONS: Lower achieving students may have the lab procedures printed out for them before hand, higher achieving students must create and conduct their own lab. Whats the teacher doing? Making sure students use lab equipment correctly and return it safely. Guide students to the correct answer by asking guiding questions. What are the students doing? Conducting each lab using supplied materials.

Phase Three: Explain the concept and define terms Students will return materials and return to their seats. We will then discuss what we learned from the lab and why these things happened. The teacher will introduce vocabulary such as centripetal force, balanced and unbalanced forces, gravity, and Newtons 2nd law (acceleration). MODIFICATIONS: lower students will receive guided notes over what is discussed. Higher achieving students must take their learning further by discussing what other factors affected the experiment. Whats the teacher doing? What are the students doing? Guiding the students to reasonable explanations to Providing feedback and discussing the phenomenon what they have learned through discussion. they have witnessed.

Angela Ouellette EDCI 5360 Phase Four: Elaborate the Concept Students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts. Students also create a scenario with a question that this concept could be applied to. MODIFICATIONS: lower: students may write only 3 sentences for each paragraph and can receive help creating their scenario. Higher students must create an additional scenario and provide answers for both of the scenarios they created. Whats the teacher doing? Monitoring, checking for understanding. What are the students doing? Student will create a paragraph on each probe about the correct answer and why it was correct. They must use new vocabulary in their responses.

Phase Five: Evaluate students Understanding of Concept The teacher has skimmed the scenarios that the students have created based on what they learned. He/she will pick ten that analyze the concept well and will present them to the class. The students will answer questions based on the scenarios other students created. MODIFICATIONS: lower students will be provided answer choices. Higher students will not receive choices, but will have to provide a correct answer and identify a variable that may affect the outcome of the experiment. What is the teacher doing? What are the students doing? Monitoring, checking to see if students have mastered Reading scenarios and telling what would occur by the main objectives. using the knowledge they have learned.