Lesson/Observation #3

Subject/Grade level: 2nd Grade, Science

Unit Topic: Unit 3
Lesson goals: The goal of this lesson is to identify what type of movement an object is displaying from
the top of the ramp to the bottom, while also deciding if that object may spin.
Lesson title or topic: Patterns of Movement – Rolling, Sliding, and Spinning
Estimated length of lesson: 50 Minutes

TEKS Standards: 2.6D The student is expected to compare patterns of movement of objects such as
sliding, rolling, and spinning

Learning Objective(s): I will compare patterns of movement of objects.

Academic Language:

 Force  Position
 Energy  Object
 Push  Roll
 Pull  Spin
 Work  Move
 Motion  Slide
 Change

Grouping:

Whole Group: This will be given in the beginning of the lesson.

Small Group: 4 Small groups will be during Stations. Group 1 contains 3 students and Groups 2 – 4
have 4 students. These groups are chosen based off their academic level and in this lesson, their
levels are similar within their groups. The groups are set so that everyone can benefit from each other,
and Group 4 can get majority of the guided practice that is deeply needed, while the others may assist
each other. Because this is a Blended Classroom, it’s important to keep in mind that not all stations
may be completed by this day. The groups are designed so that the students can complete stations at
their own time to ensure full understanding. However, there is a big possibility the stations may all be
completed within their given time because this is a science activity.

Individual: Students will take an Exit Ticket Assessment.

Materials:

 4 Paper Clips  Activity Sheets (15)

 4 Boxes  Scissors
 4 Cans  Glue
 4 Pencils  Science Notebooks
 4 Spinning Tops
List everything you will need to do the lesson, including materials for students to complete the activities,
written materials and handouts, resource books for students, videotapes, etc.
Lesson/Observation #3

Resources: I used some materials from the science lab, students’ materials, and some of my own
materials. I sat down with my teacher to develop what we need to go over to end the unit before their
test. Their unit test the main resource.

Connections to Other Disciplines: This lesson integrates Social Studies 2.19 The student
communicates in written, oral, and visual forms. The students are communicating orally and in written
form with this experiment that they will be conducting. Doing such things will help them communicate in
the real world of their surroundings.

Gradual Release of Responsibility: This lesson will be gradually released from the teacher to the
students, beginning with the teacher modeling the mini-lesson/experiment to the students to show their
understanding of comparing the patterns or the movement of their given objects. After the teacher
introduces/model’s their stations, the students will be released to perform their stations as a class.
Once they’ve completed stations, they will each show their understanding in their exit tickets. Provided
manipulatives may be used, as needed.

Instructional Procedures

 Introduction: 5 Minutes The teacher will introduce a Patterns of Movement anchor chart for
the students to go over as a whole class discussion. The students will be notified that this
anchor chart may be used as a reference for their stations.
 Teacher Modeling: The teacher will introduce the stations and model how each station will be
done. After each station, the teacher will ask if there are any questions and if everyone
understands.
 Body of the Lesson: 30 Minutes The students will begin their experiment in their groups.
Each group will conduct the same experiment; however, each group will show to be doing their
progress at their own pace. Each group will be given a ramp. The students will use the ramp to
decide how their given objects move from the top to the bottom: sliding or rolling. They will then
decide of that object can also spin. After each object is tested, they will write down their results
on their activity sheet to organize their results.
 Guided Practice: The students will have some guided practice prior to their lesson, being that
they have been working on this unit for 1 week by then. With mini lessons and a lot of
modeling, the students will have guided practice with their stations. When they begin this
lesson, their previous guided practice will help them perform as a class. They will be gradually
released this way. The students will also have guided practice with their groups in their stations
by each student taking turns to lead and explain – there’s plenty of chances for each child to
lead in these stations.

 Independent Practice: The students will have a chance to do their independent practice
through their exit tickets – they will cut and paste a Patterns of Movement Foldable and fill it in
their Science Composition Notebooks, to be checked. Students Must complete their tickets to
show their understanding to plan if further instruction is needed.
 Conclusion: 10 Minutes Once the timer has gone off to end the stations, the students will be
asked to put everything as they found it. The teacher will ask the students if they had any
questions regarding their stations. They will then take out their scissors, glue, pencils, and
science notebooks to complete their given Exit Tickets. They will be told to complete their exit
tickets on their own the best that they can.
Lesson/Observation #3

Assessment: The students will be assessed informally during their stations. The teacher will walk
around and observe the students. If the students are struggling in their stations, the teacher will stop
them to provide further guidance, and then release them to try again.

The students will also be formally assessed by producing their own independent answers within their
Exit Tickets. These tickets will let the teacher know what was understood and what areas the students
need more work on. The teacher will then decide who needs more instructions and small group practice
for the next day and explain to those students the correct answers on their Exit Tickets.

Accommodations/Modifications/Enrichment: If students are at a higher level than the class and their
station is just too easy for them, the teacher may assign them more classroom objects to test for types
of movement. For the children who need more time, they will be given extra thinking time before
beginning their exit tickets. If students are struggling, they will have access to an anchor chart to help
guide them through these exit tickets. The anchor chart will accommodate their needs to complete
work, independently.