Lesson Plan #1 Format TE804 SS14

Daily Lesson Plan #1-3

Teacher: Amanda Bartels Date submitted: 3-8-2014

Overall lesson topic/title: How can we tell if something is in motion or has moved? Process and content GLCEs or NGSS for this lesson:
P.FM.03.41 Describe the motion of objects in terms of direction. * P.FM.03.42 Identify changes in motion (change direction, speeding up, slowing down). P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of time.

Rationale: Why is it important for students to learn and do what is required in this lesson? How is it important to students?
What is the real life context of this lesson for students?

The importance of this lesson is so students will be able to understand what motion is. The whole unit is about changes in motion so having students see cars in motion and how these objects change motion through different variables is the foundation for learning about motion. It is important to students because they will be able to get a good foundation for what motion is and how it changes. The real life context of the lesson is how motion changes everything and that no matter where they go if they are changing position then they are in motion. I will have students give me some examples of motion in their lives and how it is motion.

Materials & supplies needed: Toy Cars Ramps Dictionaries Stop Watch Measuring Tape Journals

Procedures and approximate time allocated for each event Introduction to the lesson
(

How is this lesson differentiated based on information gained from the pre-assessment/science talk?

What will I say to help children understand the purpose of the lesson? To help children understand the purpose of the lesson we will start by

talking about motion and what they think it is, what they want to know about it and after the lesson we will fill in what we learned. Creating a KWL chart. This will be the first step in getting students to think about motion. How will I help them make connections to prior lessons or experiences? We havent done any lessons on motion before but I will ask stud ents about what they know about motion and their experiences with motion. How will I motivate them to become engaged in the lesson?) (_ minutes)

I will get students to become engaged in lesson by

OUTLINE of activities during the lesson ( 1. We will begin the lesson by filling out a KWL chart. I will ask students what they know about motion, what they want to know about motion and we will come back at the end of the lesson to talk about what we learned about motion. 2. After we have filled out the chart I will ask students to think about what motion is during this lesson. 3. Place the toy car on the starting line and ask: Is the car moving? How can you tell? 4. Start the car in motion and tell the class to make observations of the motion of the car. a. Describe motion as the changing of position of an object. b. Ask what things change when a car is in motion (position, direction of motion, and speed) 5. After the car has stopped, ask the students to write down their descriptions of the motion of the car on the activity page in their Student Journals. a. What was the first thing you noticed when the car started to move? b. What did you see, hear, feel? c. How do you know that the car was moving? d. Can you describe the motion of the car? 6. Have students share with a partner what they observed a. Direction of the car b. Traveled straight c. Referencing speed d. Sounds the car made e. Flat surface or angled f. Distance it traveled
Lots of students had some misconceptions about motion and what it is and how we define what motion is so creating this chart will help children understand what motion is better.

By having students make observations and writing them down this will be an opportunity for students to put down immediate responses and then share with a partner and then the class.

By having an example of what

7. We are going to run the car again but this time have a student measure distance and one measure time. We are doing this so students will be able to test their different variables and be able to see the differences with the different variables otherwise if we didnt measure the changes then we wouldnt be able to notice the differences ( I will tell the students so they know the importance of measurement and the stopwatch as well) (do this twice with different kids) if big discrepancy do a third time (5-10 min) 8. Discuss the measurements of distance traveled and amount of time it took a. Relate the data to the speed the car was moving b. Which showed the fastest which was the slowest and why 9. Look at observations and choose a common one like distance and as why variables could be tested in an experiment designed to investigate the motion of the toy car? a. Variables are things that can be changed in an investigation 10. What things can be changed to affect the distance the car traveled a. The speed b. Direction c. Surface d. Incline or decline e. RECORD ON THE BOARD STUDENTS ANSWERS 11. Have students choose one that they would like to investigate divide class based on what they would like to investigate. Groups of 4 12. Tell students that you have to fill in pages 2 and 3. First you have to come up with a question based on the variable you are changing a. Ex. Will my car go faster on the carpet or the solid floor? 13. Name the variable you are changing so (speed, direction etc.) 14. Record observations like we did on the board. 15. Write down the answer to the question you are asking 16. This is a group project so work with your partners take turns (GIVE EACH PERSON A NUMBER AND

students are going to do this helps students know what they are going to do and by working together as a class.

Coming up with variables students will have a list of what they would like to change and test through the activity.

I will have students work in groups so that they will all work together. These groups are put together with a variety of students at different levels so that they can work off of each other.

Each student is given a role that changes through out the lessons so that all students have a role in the group and no one is left doing all the work.

GIVE THEM ROLES) Each student will have a role that changes after each lesson . The roles are leader, recorder, presenter, time keeper and errand monitor. We go over what each role means and how once their role is done that doesnt mean they are done with the experiment or participating. 17. (At the beginning of the lesson I will go over group roles and how important they are, each student will have a job to play in the group so everyone will have a role). 18. Students will be testing their own variables and writing down the data (15 min) 19. I will hand out the materials to the students after they show me the question that they will be investigating. 20. After we are done have students share what they found . a. Explain their question b. What they were trying to find out c. What they discovered d. Have students describe what they think is happening that affected the motion of the car e. What would you changed if you could do it again 21. So what is motion? Come up with a definition for the class a. Motion is the changing of position of an object. 22. Read Motion Push and Pull, Fast and Slow By Darlene Stille. This book will give students some examples of motion and how it works. 23. Have students fill in the rest of the Journal activity a. Draw a picture of what you did b. Describe the motion of your car and then write what you learned from your investigation. (use data from your activity in your answer. 24. IF TIME LET THEM GET BACK INTO GROUPS AND DISCUSS WHAT THEY ARE GOING TO WRITE DOWN 25. We will then as a class go back to the KWL chart and fill in what we learned about motion. 26. After filling in the chart I will tell them that tomorrow we are going to learn about describing motion. How I will help children understand behavior

This will be a chance for all the other groups to see the other variables that were tested and how they turned out.

By coming up with a definition this will help the students be able to put a meaning to the word motion and what it means if they were struggling with it before.

This will give students a chance to reflect on what they just did and have a chance to get all their ideas out there. By going back to the KWL chart students will now be able to tell me what they learned about motion and how it changed from what they knew before.

expectations during the lesson;

We will be reviewing the expectations at the very beginning of the lesson starting with the CHAMP expectations that will be up at the beginning and through out the lesson when the directions are not up. I will also have the expectations on the wall that I will refer to when the CHAMP expectations cannot be on the SMARTBOARD

When/how I will distribute supplies and materials)

I will distribute supplies and I will have the group member Errand Monitor get supplies for the activity when they are needed.

Closure for the lesson (

How will I bring closure to the lesson and help children reflect on their experiences? I will have students discuss in their groups their investigations and what they learned from the investigation. Then I will have students fill in their journal entry about motion. After I will let students share what they wrote and we will return to the KWL chart to have a class discussion on motion and what we learned.

How will I help them make connections to prior lessons and experiences or prepare for future experiences? I will connect motion to the rest of the unit telling them that we will be learning about motion through out the rest of our Science Unit.

How will I include metacognition I will have students reflect on the investigation that they just did and how that helps them understand what motion is and what they thought about motion before and how that has changed since the beginning of this lesson.

[How do you know that? Questions in the closure task? I will have students think about motion for the rest of the day and ask them to come back the next day with some different ideas of motion that they did that they would like to share with the class the next day.

What kind of feedback do I want from them at this time?) ( 5 minutes) I would like students to ask questions about any confusing areas that they would like to further discuss.

Formative assessment (
How will I gauge the students learning as I implement the lesson plan and once the lesson is completed? I will look at the students journals and see how they answered the questions to see if they are really understanding what I am asking them to do or if they are just coping from another group mate.

Differentiation during assessment

Specifically, what will I look for that will accurately tell me the students learned what I intended?

The assessment is the same for every student because the questions are based off of the group projects that

The questions in the journal ask students to describe the motion of the car and what they learned from the investigation. Those types of questions and answers will show me if students really understand the point of the lesson. I will also be able to tell if students understand the material by how they are answering the questions in class.

How will I use what I am learning to inform my next lesson?) I will use this information to determine if I need to spend more time on the purpose of the lesson or if we need to go over what motion is again and how we use it in our everyday lives. Based on what I see in students responses I will be able to see what needs more clarification and what doesnt and what students might be struggling.

everyone participates in so if students arent paying attention that would be the only issue with the journal entries. There are two students who need the questions read to them that I will read to them when they get to the journal entries.