ASSURE Model Lesson Plan

Science Lesson, Grade 8

How Do We Get There from Here?

A - Analyze Learners
General Learner Characteristics
There are 102 students aged 13 - 15 grouped in 4 sections of 25 or 26 students. The students are
from a variety of socio-economic backgrounds. There are 15 special education students with an
Individual Education Plan (IEP) of which 12 are in one classroom, for a modified inclusion
model. The modified inclusion class consists of 25 students total, four English as a second
language (ELL), 12 IEP students of which one Autistic and one Asperger's Syndrome student,
and 9 students with low to average reading and/or math abilities. The IEP students receive
support from the special education teacher only during math and reading class; the science
teacher does not receive support services for lessons with the modified inclusion class. The
special education students are considered Learning Support, no Emotionally Disturbed, or other
full service special education students included. The inclusion class has two additional adults
(TSS - Therapeutic Staff Support) that follow the class in support of the one Autistic student and
the one Aspergers Syndrome student. These adults do not interact with anyone else in the class.
There are approximately an equal number of males and females in each class. There is vast
ethnic diversity in the student population to include students born in the US of parents from Iraq,
Pakistan, China, Russia, Dominican Republic, Cuba, as well as students born in Uzbekistan,
Ukraine, Albania, China, that have arrived in the USA within the last year or two. There is also
base population of local African American, Caucasian, and Hispanic students. The overall school
population of ESL students is 15.5%. The overall school ethnic breakdown for the school is
African American 16%, White 43.8%, Asian 12.9%, Latino 14.8%, Other 12.5%.
Entry Competencies/Prior Knowledge
The students have used various technology tools in science. The motion sensor is a new
technology for the students. Students have learned about slope and graphs in math class. The
students have worked in small groups throughout the school year. The students are familiar with
using MS Word, and MS Excel software. The students have plotted data and used graphs in math
prior to the lesson.
Main Learning Styles
The students can read the text with supports. Use of hands-on activities, visuals, and models help
most of the students comprehend concepts more effectively. Students work in small groups to
perform hands-on activities that help enhance learning, and motivate students. Several students
perform poorly on paper pencil tests when concepts are not reviewed using alternate instructional
tools to supplement the textbook.

S - State Objectives

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Science curriculum standards
o National Science Education Standards: PS 2a Students will be able to describe motion of
an object by its position, direction of motion, and speed. That motion can be measured
and represented on a graph.
o PA State Standards: Students will be able to...
Apply process knowledge and organize scientific and technological phenomena in
varied ways (3.2.B)
Identify and apply the technological design process to solve problems (3.2.D).
Distinguish among the principals of force and motion (3.4.C)
Apply knowledge of information technologies of encoding, transmitting, receiving,
storing, retrieving and decoding (3.6.B - Technology Education).
o NETS3
Students apply technology to process data and report results
Use common input and output devices efficiently and effectively for problem
solving and extended learning activities.
The learning objectives for students is that all students will recognize that speed is the rate at
which position changes; measure distance and time data prior to plotting it on a graph; recognize
that slope represents average speed; and measure velocity to describe their motion.

S - Select Media, Materials, and Methods

o

The teacher must explain how to use the PASCO motion detector using whole class
lecture and a demonstration video. The students will have time to familiarize themselves
with the equipment during the introduction lesson after reviewing the key terms
associated with the lesson.

Science textbook (to review key

terms of the lesson)
Science notebook
Data sheet and group grading rubric
Computer (either laptop, or
classroom desktop)

PASCO scientific motion sensor and

USB link
Measuring tape
PASCO EZ screen Match Graph
Student Response Sheets

U - Utilize Media, Materials, and Methods

P1 Preview - Students will have the science text and their science notebook available to
take notes throughout the activity. The teacher will review the materials for this activity.
P2 Prepare Materials- Check that both the desktops and laptops can work with the
equipment. PASCO provided sample student graphs that the class can use as a model.
P3 Prepare environment - Note that there are only 4 operational motion sensors, so
groups will have additional activities to complete while waiting for the motion sensor station to
become available. Most classes can handle waiting without disruption; however the laptops will
have alternative activities on the same topic available in each class.
P4 Prepare learners - Prior to lab activity the teacher will review key vocabulary and
terms about motion. Solicit student responses and discuss information discussed in the science
text about motion. Review the concepts in the illustrations and as a class watch and discuss the

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visual concepts related to motion. Each group will review member roles: listener, director, and
observer/manager.
P5 Provide the learning experience - Students will practice working with the motion
sensor by first practicing the match graph activity. The students will complete one practice match
graph with no verbal assistance from group members. When prompted, each group will have
team members complete the match graph with the listeners back to the computer screen. The
director will direct all movements by the listener.

R - Require Learner Participation

Students will work in cooperative learning groups to complete the learning activity. Each
group will have a team of at least 3 students. After each group member has an opportunity to test
the motion sensor and practice how to direct motion each team will follow the directions of the
lab activity to match motion in trials one and two. Teams need to document the accuracy
percentage for the match model, and then guide each other in creating a motion graph based on
directions given by a teammate. Each team member needs to practice giving directions, and
following directions. The goal of this lesson is for students to have opportunities to select and
modify technology tools to assist them in the construction of understanding force and motion.
This activity will illustrate a Constructive Adaptation level of technology integration.

E - Evaluate & Revise

Formative Assessments
Assess student understanding of frame of reference by evaluating verbal responses during
practice side-by-side walking activity. Encourage students to clearly explain how frame of
reference helps describe motion. Use a number line walk to reinforce the concept of position
and the concept of motion as a change in position from a relative point. Review and discuss
student responses on activity sheet as a whole class session, or with each group between each
step.
o Summative Assessment
The teacher will grade the match graphs. The match graphs will be evaluated based on how
well the position-time graph closely match the original graph, and whether the student
written descriptions correctly describe the motion shown on the original position-time match
graph.
o Students will complete a post lesson evaluation to assess the effectiveness of the activity. The
students are accustomed to completing self and peer evaluations after a lab activity. Based on
the student responses during a whole class discussion portions of the lab will be reviewed to
increase the percentage of students that mastered the learning objectives.
o