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1Megan AtkinsonScience Lesson PlanUniversity of Texas at ArlingtonDr. Jiyoon YoonDecember 8, 20162Science Lesson PlanBackground InformationYour Name: Megan AtkinsonContent Standard: TEKS:?(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to:(D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.ELPS:(c) Cross-curricular second language acquisition essential knowledge and skills.(3) Cross-curricular second language acquisition/speaking. (E) share information in cooperative learning interactions;Topic Question: How do objects move?Grade Level: KGoals and ObjectivesObjective(s): Content Objective:The student will draw and describe 3 objects and their motion.Language Objective: The student will participate in class discussions and interactions throughout the lesson by providing one example of an object and its motion.Materials Needed:Poster paperWood building blocksColorful snap blocksToy carsBallsMath manipulatives (shapes)Dry erase board Dry erase markersTechnology that is needed and boost instruction of this lesson:ComputerProjectorPossibly document cameraSafety:Use objects for lesson only as directed by teacher.Keep objects and manipulatives on the wood block ramp.Do not throw objects.Vocabulary:MotionStraight3LineUpDownZigzagBack and forthRound and roundPre-Assessment related to Standards and ObjectivesThe teacher will create a KWL chart with the class. She will ask the class what they know about different objects’ movements and patterns. Once the class has filled in what they know about objects’ movements, she will continue to the “W” part of the chart, or “want to know” portion, and ask the students questions to spark their imagination such as, “how do wheels on a bike move?” etc.ProceduresIntroduction of the Topic (Engagement)Anticipatory Set (Focus) :The teacher will start the lesson by using a car as example to describe motion. For example, she will ask “which directions can a car go?” or give a more scenario based question about a car such as, “if you were in the car with your parents, and you can to reverse out of your driveway, which way would you be going?” Once a handful of students have had the opportunity to list ways in which a car can move the teacher will explain that she is going to show a video: - The Motion Song, which displays examples of ways objects can move such as in a circle, up, down, back, forth, and round and round by using a car specifically in the video. The goal is for students to make a real world connection through the discussion and video about movements they see every day with a car.Development of the Topic (Engagement)4Teaching: Input- The teacher will make this chart with the class. For each movement listed in the video, allow a few students to name examples of other objects that can make that movement. Teaching: Modeling- Gather materials such as wood building blocks to create a ramp, a ball (round and round), a toy car (fast/slow/forward/backward), and colorful blocks (slide). Under the document camera or in the front of the class while students are gathered together on the rug, explain them that they will be working in groups to discover the way objects move. Each group will get a ramp, like the one used for modeling and a set of objects or manipulatives to slide down the ramp. The teacher will slide one object down the ramp, and think out loud with the class about how that object moved, and record her observation on a chart. The document camera or easel will be used to show the students what the chart looks like and how to draw and label each object they use on the ramp. Ask questions like “Why do you think the ball object rolled?” (Costa’s question level 2).Guided Practice and Checking for understanding (Exploration)Guided Practice – Divide students evenly at the tables in the classroom. Each table will have a ramp with 3 different objects at the table. Students take turns letting things go down the ramp and determine which motion the object moved in. They will fill in the chart with their findings. “Why did the toy car move fast and the trapezoid move slowly?” (Costa’s level 3).The Way Things MoveFastSlowSlideRollStraightspinZigzagChecking for Understanding– Once each group has finished recording their objects and has shown a teacher, they will be asked to sit back on the rug. If what has been recorded on their chart is incorrect, the group will be asked to go back to their table. “What choice, between the ball, and the toy car would you make if you wanted the fasted object?” (Bloom’s evaluation question). “Do you agree that an object can move in more than one way? (Bloom’s evaluation question). Each group will be asked to share their findings with the class and justify each movement by describing the way they observed the object going down the ramp. Each group should have had the same number of objects per people in the group therefore each group member will have the opportunity to share their findings. 5Summary for the Students of What Has Been Learned (Explanation)The class will work together to complete the “L” portion of the KWL chart and will then close the lesson. The teacher will begin by restating what the students already knew and what they wanted to know. She will then address each point in the “Want to know” section and ask the students to discuss what they have learned throughout the lesson. Extensions Re-Teaching – The teacher will place students in groups based on their understanding of the topic of the lesson. Students will difficulty grasping the concept will work together in one group. The teacher will work with these students in small groups and be included in their group as they use the ramp together. While the teacher is watching the students perform the lesson, she will ask them about the process to develop their critical thinking and solidify their understanding of the concept. Elaborating-The student will be asked to find their own object around the classroom, use it on the ramp, and add it to the chart, this strategy can continue as time abides. Evaluation Students will be asked to use their chart they used with their group activity for their assessment. Students are to choose 3 objects from around the classroom and take them to their seat. They are to use the objects on the ramp and fill in their chart with a picture under the appropriate description of movement. This practice will be independent. The objective will be met because the student will be drawing and labeling 3 objects and describing the movements they see. Modifications – What modifications would you make for students with special needs? For beginner ELLs, a buddy system will be determined prior to the lesson. These students will work together throughout the lesson to create their draws and participate in the discussions. For intermediate ELL’s assessment, the teacher will allow ELLs to work in partners or small groups, focusing more on the visual aspect of the lesson opposed to the labeling portion.For advanced ELLs, the teacher will allow time, formally and informally for the student to develop their writing.6For advanced high ELLs, the teacher will provide opportunities to extend the discussion during the video or while making/labeling the chart. For students with dyslexia, the teacher will provide more time to complete their assessment and will not deduct points for incorrect spelling of object labels. Development, Learning, & Motivation Students will be excited about the lesson because they will be asked to go around the room and find their own objects that they want to apply to the lesson. By allowing the students to essentially be in charge of the direction the lesson goes in, it makes them excited to participate in the lesson. If the students are excited to participate then they are more likely to retain the information.Integrating and applying knowledge for instructionThe charts used for this lesson integrate technology and promotes tangible learning, for example, by writing visibly on the KWL chart to display thought processes. References/Writing MechanicsReferences(2015). 25 Question Stems Framed Around Bloom's Taxonomy. Retrieved September 29, 2016, from TAC Chapter 112, Subchapter A. (n.d.). Retrieved December 05, 2016, from Elementary Kindergarten Curriculum: Mrs. Paige Haney. Kindergarten Social Studies Curriculum Document: Second Six-Weeks Focus: Force Motion and EnergyCosta's House of Questions. Retrieved September 29, 2016, from , S. C. (2012). Little Miss Hypothesis - Lessons from the Science Lab: Force and Motion! Retrieved December 05, 2016, from . (2011). The Motion Song. Retrieved December 05, 2016, from , S. (2015). Science TEKS K.6D Observe and describe ways that objects move. (RRISD). Retrieved December 05, 2016, from Reflection FormProfessionals improve their teaching and improve student learning through consistent and meaningful reflection. Following the teaching of each lesson, reflect in writing on the following:How did the lesson go?The lesson was effective in its implementation. The students were excited to work with the manipulatives and as a team to build the wood block ramp and make the objects go down the ramp. The students were able to understand the concept fairly quickly. The chart they used to fill in their observations was visually appealing and user friendly. We glued them into their science journals once the lesson was finished. How was my planning?I planned my lesson well because the Costa’s and Bloom’s questions helped me when starting class discussions about different motions, including the examples from the video shown. I was able to gauge how well the students understood the concept and knew when I needed to further explain something. For example, I had to give several different examples for the students to understand what the “zig zag” motion was. The lesson was well designed and continued along well from beginning to end. In what ways were the objectives met? Not met?The objectives were met because the students were communicating and cooperating with each other as a group when discussing the objects they used on their ramp. The chart was another indicator of if the objective was met. The students drawing and labeling the objects they chose and placing them in the appropriate section on the chart helped to check for mastery of the content. The class discussions went well because each student had the opportunity to talk about an object they used on the ramp and the direction of motion it progressed in. the discussion was an effective way for other students to learn about more examples. What did the pre-assessment tell me about the students’ knowledge of this objective?The pre-assessment using the KWL chart was helpful because it allowed me to understand how the students related each object motion to the real world. Examples of motion mostly came from cars. When I tried to get them to relate direction of motion to objects other than cars they were challenged, therefore I knew my activity would be helpful in breaking that barrier.During the lesson, what worked? What didn’t work?The video helped introduce the concept the lesson was about. The students were able to grasp information from the video and apply it to the KWL chart. The activity with the ramp and the objects worked well, however the only change I would make is to assign each student to the object they would be using on the ramp. There were a few conflicts between students who didn’t want to share their object or tried to take more than one object in their group. To avoid this I would rearrange groups to cooperate with each other, and before I pass out the objects I would assign names to each one. What does the post-assessment tell me about the students’ mastery of the objectives?Completing the “L” portion of the KWL chart was a clear indicator of how well the students understood the topic. They were able to give multiple examples of motions and objects that would use that type of motion. By allowing the students to continue filling in the chart and getting to choose their own objects to apply to the lesson was an efficient way to make the lesson more meaningful because the students had a say in what they wanted to use with the ramp.What adjustments do I need to make for next time?I need to assign specific students to tables when forming groups for the activity. I also need to ensure each student is assigned an object, giving the students the ability to choose which one they wanted resulted in conflict between others within groups.If group or individual management was challenging, why? What change(s) will make a difference for next time?Whole group management was easy to control because each student was sitting on the rug allow me to control behavior if needed. Each student was engaged and wanting to participate in the discussion on the rug. Moving into small groups at the tables was more challenging because of the social factor and the side conversations. Since the students are more spread out it was difficult to control each of the students at once. The change I would make is to create a seating chart.What effect did the grouping of students have?Although the students worked well together regardless of choosing their seating or not, I believe it would have been a more efficient lesson if seating charts were in place. The students did their tasks well but once they were finished I found them talking or trying to play with the objects used for the activity. I believe placing the students in the appropriate small groups would allow them to work well together with minimal side conversation.What were the strong parts of the lesson?The introduction and the video were the strong parts of the lesson. I also believe the assessment was a strong part as well because it was open to interpretation of any student. They had the choice of any object in the room to use and apply to the lesson and chart. By doing so the students felt in charge and became even more engaged in the lesson and putting it to read world situations. Of what am I most proud? Where do I show growth in my teaching?I am most proud of how well I lead the class discussion beginning and closing of the lesson. The students participated the entire time and I ensured every student had the change to voice their opinions. I liked the discussion at the end of the lesson because everyone was excited to share what they learned from the activity. I show growth in teaching by being aware of how kindergarteners may act with manipulatives and being careful when assigning students to specific tables to work together. It is good to know the students and how they act around their peers. ................
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