Name: Leigha Thompson

Class: ELED 3221-002

Date: October 13
th
, 2014


Students in Motion

_____________________________________________________________________________

Big Idea: The patterns of an objects motion in various situations can be observed and measured.
Speed refers to how fast and object is moving. An object experiences change in speed as it
moves for a certain amount of time and distance.

Grade Level: Fifth Grade

NC Essential Standard(s):
5.P.1 Understand force, motion, and the relationship between them.
5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and
the direction in which they travel.

Next Generation Science Standard(s): 3-PS2-2 Make observations and/or measurements of an
objects motion to provide evidence that a pattern can be used to predict future motion.

Four Strands of Science Learning:
Strand 1: This strand is in my lesson during the elaborate phase, as the class discusses speed
limit signs meaning and how they are used in everyday life. This helps students see speeds
relevance in the real world.
Strand 2: This strand is used during my engage phase when the students observe the pictures
and group them based on any factor. Also, Stand 2 is used during the explore phase while the
students are collecting their data using the stopwatch and recording sheet.
Strand 3: This strand is used during the explore phase when the teacher asks students, How do
you know which runner is fastest? Also, this is used on the recording sheet by asking the
students, How do you know? on question number one. This allows students to think about
what scientist do and understand what science is all about.
Strand 4: This strand is used during the explore phase when the students find five people and
record their time. Also, this strand is used during the elaborate phase when the students calculate
their own speed. This allows students to put the concept all together by using social contexts.

21
st
Century Skills:
Critical Thinking and Problem Solving: I chose this 21
st
Century Skill because students use
abilities they developed to think logically and reasonably about speed. They are able to apply the
concept of speed to everyday lives.
Creativity and Innovation: I chose this 21
st
Century Skill because the process of speed builds
on previous knowledge and applies it to real world situations. Students must be able to take their
previous learned knowledge about force and motion and add to the new information learned
about speed.


Academic Language Demand
I chose this language function because in this lesson, the students are required to compare
their speeds with other students speeds. Also, to meet this objective, they have to be able
to compare the relative speed of objects (fastest or slowest).
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize

Scientific Vocabulary: Speed, Distance, Time, Observe, Compare.
Instructional Objective:
Performance: Students will be able to compare and calculate the speed of objects that travel the
same distance.
Condition: The objective must be completed independently. The students will be given the
formula for speed.
Criteria: The students will independently complete the Cars in Motion assessment and must
receive at least a 15 out of 20 points to meet the objective.

Prior Knowledge (student): The students should understand how forces (pushes or pulls) affect
the motion of an object.

Content Knowledge (teacher): The teacher should know how to calculate speed using the
formula; distance divided by time. The teacher should understand how to compare speeds using
place value.

Connections to Students Lives: This connects to the lives of students because they can see
how speed is used everyday in their lives from riding down the road in a car, to running in a race.
Speed is used to calculate how many miles till a car will need gas again or how fluently the
students can read a book. Speed is used in many different ways and can connect with students
through many different sports or hobbies.

Accommodations for Students with Special Needs (individual and/or small group): Students
that struggle with reading can have the problems read aloud to them to help them figure out the
answer. If students get stuck on a problem, the teacher can scaffold to assist students. Also,
during the recording process, any student that has trouble running will have a partner to team up
with to participate.

Materials and Technology Requirements: Engage pictures, Recording sheet, Stopwatch, Track
area, Pencils, Cars in Motion assessment, Calculating speed video
(http://www.pbslearningmedia.org/resource/vtl07.math.measure.rate.calcspeed/calculating-
speed/).

Total Estimated Time: Approximately 2-45 minute lessons

Source of Inspiration for the Lesson: Website; http://funwithstem.com/wp-
content/uploads/2014/03/SpeedyScienceLesson3rd.pdf

Safety Considerations: I will make sure students are safe by having them bring tennis shoes to
wear on the day that we will be recording our speed on the track. Also, I will make sure one
partner is running at a time, to reduce the chances of a student getting hurt.


Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: The teacher will ask the students to sort the set of pictures provided below into any
group type based on the picture they are observing. The students will share how they sorted the
pictures into groups. Discuss if a group sorted the pictures by speed (fast or slow). The teacher
will ask the students, If you are watching two runners race around a track. How do you know
which runner is fastest? Discuss the students ideas and record their answers on chart paper. The
teacher will ask the students, What do you know about speed? What is speed? Discuss again
and add answers to chart paper.

Explore: (2
nd
block first) The teacher will state that today they will experiment with their own
speeds. Students will learn how to determine their own speed and compare it with their
classmates. The teacher will show a three-minute video about calculating speed. The teacher will
hand each student a recording sheet below and explain the procedure. The students will use the
outdoor track to determine their speed for 50 meters. The students will be divided into partners.
The partners will take turns running the 50 meters, while the other partner uses a stopwatch to
determine how long it takes their partner to finish the distance. The students will then record
their time on the recording sheet. The students will be given 3 minutes to share their with other
classmates and record 5 other classmates times on their recording sheet. The teacher will ask the
students, Observe your time and compare it with your 5 classmates time. If you ran a race
together, how would you know who won the race? How would you know who came in last?
Discuss students thought in a whole group setting.

Explain: (1
st
and 3
rd
block first) The teacher will record the students time on a class chart
vertically. The teacher will ask students, Why are the numbers written this way? The students
should discuss how this makes it easier to compare the data. The teacher will start by comparing
the tens place to determine the larger number and time. The teacher will ask, What does the
larger time mean? The students should determine that the larger time must mean that the student
took a longer amount of time to reach the finish line. Therefore, that must mean that the shorter
the time, the faster the student can run. The students will help the teacher record and organize the
students times in order, from fastest to slowest. The teacher will explain that the distance that is
traveled and the time that it took to travel that distance determines speed. We use the equation
Speed= Distance/Time. The teacher will model how to complete the equation with the students.
Discuss together the units that are used for speed and how there must be two units listed. Tell
students that because they ran 50 meters in ____ seconds, the speed would be ______ meters per
second.

Elaborate: The teacher will make a connection to speed with other commonly used speed limits
(50 mph, speed limit signs). Discuss as a group what mph means. The miles per hour
mean that for every hour, if you continue to move at that rate, you will travel 50 miles.
The teacher will give this problem to students for them to make connections, "Ms.
Thompson drives for 300 miles in 5 hours. What average speed was Ms. Thompson
going?" The teacher will work this problem out whole-group by letting the students lead
to the conclusion. The teacher will ask, "How would you find the speed that Ms.
Thompson was driving?" The students should respond with dividing distance by time.
After this problem, the students will use the equation they learned for speed to calculate
their own speed on the recording sheet. Make sure the students understand that the units
are important to show how far the object goes in that given amount of time.

Evaluate: The teacher will be using formative assessment during the explore and explain phase
as the students are recording their times and calculating their speeds. The teacher will record
anecdotal notes while observing the students formatively. The teacher will The teacher will give
each student the Cars in Motion worksheet as an assessment. The students will be given time to
create their own car by drawing. Then, they will answer the four questions related to their car
independently to determine if the objective was met. The assessment will be worth five points for
each of the four questions. The student must get a 15/20 to be considered as meeting the
objective. The teacher will reteach if necessary.

To be completed after the lesson is taught (if applicable)

Assessment Results of All Objectives/Skills:

Reflection on Lesson:

CT signature/confirmation: _________________________________ Date: ________________


Speed Recording Sheet

Name____________________

Date_____________________



Student Name
Distance Traveled
(meters)
Time
(seconds)

Speed







1. What time was the fastest? How do you know?










2. Order the times from fastest to slowest below.











Name______________________

Cars in Motion

Directions: Design your own car in the box below. Then, answer the following questions about
the speed of your car.

1. Your car participates in a race and completes the track in 65.2 seconds. The other four cars have the following
times: 80.2 seconds, 66.4 seconds, 72.6 seconds, and 68.9 seconds. Order these times below from slowest to fastest.




2. Explain how you determined which car time was the fastest.






3. Using the equation for speed (Speed = Distance/Time), calculate the speed of your car, if it goes 100 meters in
26.1 seconds. (Dont forget your units!)








4. Suppose your car goes 55 mph to avoid speeding. What does the speed of 55 mph mean?



Graded Elements
Developing (Level 1) Acceptable (Level 2) Exemplary (Level 3)

Initial Planning

Identification of central
focus, lesson subject, grade
level, materials, time, lesson
source, and safety

Several required components are
missing. The components presented
do not align well with the lesson.

Most required components are present.
One or two may be missing, require more
detail, and/or not be completely aligned
with the lesson.

All required components are present and align with the
lesson.
(0-1 point) (2 points) (3 points)
Identification of NC
Standards, NGSS, 4 Strands
and 21st Century Skills

One or more required components
are missing. The components
presented do not align well with the
lesson.


All required components are present. One
or two may not be completely aligned with
the lesson.


All required components are present and align with the
lesson.
(0-1 point) (2 points) (3 points)
Identification of academic
language demand (both
language function & vocab),
instructional objective, and
content knowledge

Several required components are
missing. The components presented
do not align well with the lesson.

Most required components are present.
One or two may be missing, require more
detail, and/or not be completely aligned
with the lesson.

All required components are present and align with the
lesson.
(0-1 point) (2 points) (3 points)
Identification of connections
to students lives, prior
knowledge, and
accommodations for special
needs

One or more required components
are missing. The components
presented do not align well with the
lesson.


All required components are present. One
or two may require more detail or not be
completely aligned with the lesson.

All required components are present and align with the
lesson.
(0-1 point) (2 points) (3 points)

Lesson Introduction

Engage

Engage stage states pre-skills rather
than using questions to gauge
readiness and generate curiosity.
Misses opportunity to motivate
students and help them make
connections to their lives and prior
knowledge.


Engage activity somewhat sets the stage
for attending to the lesson, but important
connections to students lives and/or prior
conceptions are missing.

Engage activity creates interest and generates curiosity in
the topic by connecting it to students lives. Identifies prior
conceptions to gauge readiness for the lesson. Clear
connections made to prior learning or knowledge. Provides
focus for the remainder of the lesson. Highly relevant and
compelling questions are present.

(0-2 points) (3-4 points)
(5 points)


Lesson Development

Explore

Students are given a limited
opportunity to explore with materials
or phenomena. Not clear how the
exploration will provide a common
experience for students to build
conceptual knowledge and
communicate their ideas with others.

Students have the opportunity to get
directly involved with phenomena and
materials. They are provided with a
common experience so they can share
and communicate their ideas about the
core concepts addressed. Teacher
direction may drive instruction rather than
student inquiry.


Students have the opportunity to get directly involved with
phenomena and materials. Students are provided with a
common experience that assists them in sharing and
communicating their ideas about the core concepts
addressed. Student inquiry drives the instruction. Highly
relevant and compelling questions are present.
(0-2 points) (3-4 points) (5 points)
Explain

Explain stage does not introduce
students to common language, terms,
or vocabulary, and is entirely teacher-
directed. No opportunities are given
for students to communicate their
ideas with others through writing,
drawing, or speaking, and/or the
product or activity does not relate to
stated objective(s).

Students have some opportunities to
explain concepts, but this process may be
primarily teacher-directed. There may not
be sufficient opportunities for students to
communicate with others to develop and
demonstrate their mastery of new
vocabulary or terms through writing,
drawing, and speaking.

Students are encouraged to explain concepts in their own
words based on what they did in the Explore phase.
Teacher introduces common language, terms, and
vocabulary and helps students build on their initial
explanations to construct more accurate and sophisticated
explanations. Some form of writing, drawing, or speaking is
used to assess students development, progress, and
growth with the new information presented. This stage is
predominantly student-led, with the teacher asking highly
relevant and compelling questions to guide the process.

(0-2 points) (3-4 points) (5 points)
Elaborate

Activities are unrelated to concepts
learned and/or do not facilitate deeper
understanding in students.

Activities provide some opportunity for
students to expand their understanding of
the concepts or to make connections with
related concepts.

Activities allow for students to elaborate on the concepts
learned, make connections to other related concepts, and
apply their understandings to the world around them.
Highly relevant and compelling questions are present.

(0-2 points) (3-4 points) (5 points)

Lesson Evaluation

Evaluate

Assessment is limited to one form in a
single stage and does not relate to
the objective(s).

Assessments gauge student learning of
the objective(s) but may not directly align
with the conditions or behaviors of the
objective(s). Only formative OR summative
assessments (not both) are used and are
not fully incorporated through all stages of
the lesson.


Candidate effectively proposes multiple strategies for
determining levels of mastery of lesson objective(s).
Assessments are clearly aligned with the objectives of the
lesson. Both formative and summative assessments are
seamlessly incorporated throughout all stages of the
lesson.



(0-2 points)



(3-4 points)



(5 points)

Additional Lesson Components

Alignment/structure of
lesson

Lesson focuses on how to complete
an activity, rather than on developing
student understanding of content and
skills.

Several key activities do not align to
the objective(s) and standards.

Lesson sequence is clear and time is
allowed for student questions and practice,
but important details regarding some
segments may be missing from the lesson.

Most activities align to the objective(s) and
standards.

Sequence and organization of lesson is effective, logical
and structured to increase student understanding. Lesson
sequence allows for student questions, practice and
success during each important segment.

All activities align to the objective(s) and standards.
(0-1 point) (2 points) (3 points)
Accurate science content
Science content is not accurate.

Science content is accurate in most of the
lesson plan.

Science content is accurate throughout the entire lesson.
(0 point) (1 point) (2 points)
Communication of ideas

The plan is difficult to read or hard to
follow because of excessive
mechanical (spelling, grammar)
errors.


Ideas are communicated somewhat
clearly, with some mechanical (spelling,
grammar) errors found.


Ideas are communicated clearly, with no mechanical
(spelling, grammar) errors found in the lesson plan.

(0-1 point) (2 points) (3 points)