Lesson Plan 3- gravity

I. RATIONALE:

Gravity is an important part of life that we come into contact with every day. Understanding how it works is also important to be aware of in daily activities.

II. OVERVIEW

Grade Level: 4th

Subject(s): science

Topic of Study: gravity

Time Allotment: 60 min

Standards:
Science:

Strand 1: concept 3: PO 1. Analyze data obtained in a scientific investigation to identify trends.

Strand 1: concept 3:PO 2. Formulate conclusions based upon identified trends in data.

Strand 1: concept 3:PO 4. Determine whether the data supports the prediction for an investigation.

English:

CCSS.ELA-LITERACY.L.4.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization.

CCSS.ELA-LITERACY.L.4.2.B Use commas and quotation marks to mark direct speech and quotations from a text.

CCSS.ELA-LITERACY.L.4.2.C Use a comma before a coordinating conjunction in a compound sentence.

CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed.

CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely.*

CCSS.ELA-LITERACY.L.4.3.B Choose punctuation for effect.*

CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Objectives:

Students will be able to make a hypothesis about their own contraption and do an experiment to to test that hypothesis. With those results they will be able to analyze what happened to their egg based on their contraption. They will look at trends of other contraptions and see what they did right or wrong in comparison. They will write the outcomes with a 80% efficiency in all english concepts.  

(What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment)

Reflection: Assessing Prior Knowledge and Planning Instruction

· What do the students need to know prior to the lesson?

The students should have a small understanding of gravity, but it is not required for this lesson. They will need to know how to write an essay and make predictions about an outcome.

· How will prior knowledge and experience be assessed?

The students will be asked what they know about gravity. Before the experiment they will learn more about gravity as well as be asked questions. this may bring up knowledge they knew but forgot or may be new knowledge to them. Making the vidoe will activate what they know about writing skills and how they will use that later in their essay.

· How will you use this information in the planning process? Why should the content of this lesson be taught at this grade level?
Since this is more of an introductory lesson to gravity, I plan on covering all the basics about it. Students probably already know many factors of gravity or have a basic understanding of how it works. It will be taught at this grade level because they will be thinking deeper about gravity, as well as making predictions and analyzing the data they receive. This will also be done on a smaller scale, but they will be introduced to the process because it becomes more apparent in 5th grade and especially in 6th grade.

· How do the objectives that you have for the lesson align with the standards?

The objectives align to what they standards are because the students will demonstrate their knowledge of the standards in their essay. Their objectives are to show their knowledge of the standards in reference to the experiment that was done within their writing. they will also be graded on how well their writing was done and if it matches up the the standards listed.

· When will the lesson be taught in the course of the school year? Why?

This lesson will be taught within the first quarter because it goes over some fundamental ideas for future science projects. As they year goes on these ideas will be used in all of the projects along with other standards. Giving the students an idea on those fundamentals before the other standards are in place will help them use the concept better as well as be able to use it more effectively later in the year.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

1. First I will ask my students what they know about gravity, or if they can give examples of how it works.
2. I will show my students a school house rock video then a magic school bus video on gravity, so they can see it explained in two different ways. Both videos are short and explain gravity in different ways so I believe it is beneficial to show them both.
3. when the videos are finished I will present three objects to the students; a piece of paper, a rock, and a bouncy ball. I will ask them to make predictions about how the objects will fall and what they think will happen.
4. After I drop the objects we will discuss why the paper floated down, the bouncy ball bounced, and the rock just dropped.
5. they will then be presented the lesson of dropping the egg off the two story building, and how they need to build a device that will keep the egg whole.
6. They will gather their materials they wish to use and create a video. In the video they will explain what they think would happen to an unprotected egg, what will happen to the egg in their contraption, the materials they choose and why they choose them.
7. After they are finished they will build their egg contraption with the materials they choose. After they are done, we will head upstairs and find the window that is open for them to drop their eggs from.
8. After they are dropped we will head ouside to find the eggs, and cut through the contraption to see if the egg is broken or intact. We will then discuss that may have worked and what did not work and compare the contraptions the students made.
9. We will head back inside and spend the rest of the time writing an essay on word. The essay will include their prediction of their egg, how they build their contraption (including materials used), and why they think their contraption kept the egg safe or why they think it broke.

Technology Integration:

Students will be watching two videos found on youtube that can help them understand gravity in two different ways. They will make a video explaining their materials and why they used them. They will then use a word doc to write what happened in their experiment and why it happened.

Differentiated Instruction:

· Cognitive delay
If a student has a cognitive delay they will be able to say their predictions as well as the materials used recorded on the video, they will also be able to find pictures to go along with their recording to explain the different steps. There will not be any writing required for that part of the project. For building the contraption they will have it explained to them by a peer or by the teacher a second time, and will have a sheet that shows pictures on what is expected of them. Depending on their level, they will be asked to still write the essay, but the focus will solely be on the ideas in the essay not the level it is written at. If unable to do that, they will be allowed to record this part of the assignment as well.

· Gifted

A gifted student could be faced with the challenge of using less materials or having to build a contraption for two eggs. This will require even more problem solving for them to complete the assignment and may present a challenge they will readily accept. They are not given more work to do (which is the usual answer for gifted students) rather they will be required to think harder and at a deeper level to complete the assignment.

· ELL

For an ELL student if possible I would try to have a translator tell them the assignment. If this is not possible I would show them an example of what they are supposed to complete for the video and have them try and complete it the best they can. I can also print out instructions in their native language (while it may not translate parallel it may give them an idea on what they are supposed to be doing). For building the contraption I can have them watch a short video of another student building something around an egg and showing them dropping it off a building and see that it may break or remain intact.

Reflection: Designing Instruction

· Why are you using the instructional methods you have described?

The lesson is done in an I-we-you method. First I will show videos then demonstrate how gravity works. Then we will talk about it and answer any questions. They can hypothesis what would happen to an unprotected egg. After that they will work on their own to try to build a contraption that would save their egg from gravity. The activity will also be scaffolded as I will be walking around giving ideas and helping anyone who needs it.

· How do the instructional methods align with what you know about best practices (think about your methods classes)?

I-we-you is the best practice because it is most helpful for students. They are able to see what the lesson is about and learn. Then they are able to learn more with active participation since we will be talking as a class. Only then are they sent out to do the activity on their own. It is easy to bring the ‘You’ back to a ‘We’ if the students are struggling. It slowly eases them into completing an activity on their own and is easy to gage where the class is before starting the transitions.

· How are you engaging students in creative and higher order thinking?

The students will be learning about gravity. From there they must think on their own how to build a contraption that would ‘defy gravity’ to keep their egg safe. Normal eggs would break on impact, but the students must figure out a solution that will keep their egg safe from breaking using a set list of materials. They will be critically thinking to find a solution to a problem, as well as be making predictions about it.

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

For the assessment I will be looking at their video as well as their essay. Between the two I should have an idea on if they can analyze data, formulate conclusions, and  determine if their data supported their predictions. From the essay I will also be able to see if they are meeting the english standards based off their work, as well as check what areas as a whole the class may need review on. In the essay I will also be able to assess their content knowledge of gravity and how they were able to relate it to the experiment.

Reflection: Planning Assessment (InTask Standard 6):

· How does the assessment align with the standards and objectives of this lesson?

The assessment is a way of seeing if the students do understand the standards and the objectives of the lesson. Based on their essay and what they included I will be able to see if they understand the objectives/standards and to what extent they do.

· How does the assessment demonstrate that the students have been successful in learning the content?

IT will give me direct insight into their thought process about the content they learned and I will be able to see just how much they understand. Based on what they write I will be able to go back and reteach the parts that the students struggled in if there are any.

· How does the assessment demonstrate student engagement in higher order thinking?

They will be thinking critically about the experiment to write about it in their essay. They will need to figure out why their egg broke and what they think caused it, and how it relates to gravity. The students will also be expected to write in a clear and concise manner demonstrating their knowledge of writing skills.

· How does the assessment demonstrate that individual student needs were met?

If a student did not understand a part of the lesson it will be apparent in their essay. From there I can go back to reteach that part or I can spend some one on one time with the student to try and help them figure out what they were unsure about or did not understand.

IIV. MATERIALS AND RESOURCES***************************

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

Materials needed for this activity: a computer, camera, imovie, word document, raw egg, materials for building contraption, prediction worksheet, scissors,  http://www.youtube.com/watch?v=An4chlcAAqs

http://www.youtube.com/watch?v=TsXUmiLRroo

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1.     How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

The students will use their knowledge of the lesson to build a contraption that will keep their egg safe. They will build it using their own ideas and their own creativity. They will be inspired because there is a goal that is attainable for them to reach and it is a hands on activity where they are able to apply their knowledge.

2.     How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

As part of the lesson the students will be watching two videos found on Youtube. The videos will help explain what gravity is in two different ways. They will also be using a video to state their predictions as well as why they are using the materials they are using. The students will then use technology to write an essay about the project. From this essay they will be able to share it digitally with anyone they choose or add a picture of the actual contraption they made.

3.     How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

I will be showing them how to use the technology before they use it as well as model how to use it appropriately. At the time of the year I would teach this lesson and the age the students are, they should already know how to use all of the programs appropriately and safely.  

4.     How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

1. advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

The students should already know how to use the programs safely and effectively. They
will not be using any copyrights because all of the work they are creating is coming directly  
from their mind about the project, they are not using any outside resources.

2. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

Since this project is very specific to the student, it is easy to address all the needs of the diverse learners. They can do what they can with all parts of it since it is specified to them. If any students require extra help, the teacher or a peer can help explain the lesson and the experiment in different or more elaborate terms then used for the class.

3. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

  There will not be a problem with social interactions related to technology because they will  
be writing their own essay without communicating with anyone else online. But
by modeling what to do and not to do the essay I will show digital etiquette on how to
use the program correctly.

4. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

  For this lesson there is not a need for cultural understanding or global awareness in dealing with gravity.