Professional Documents
Culture Documents
There are desks in the classroom as well as a kidney table and three
other tables. The students sit in cooperative learning groups mainly, but
recently there was a change to the seating, so the desks are arranged in
a formation in which all students can see the board without having to
turn their back. The students are allowed to sit at the kidney table to
work as well as sit at the small table with two stools.
Cultural
Community
I will discuss how friction can be applied to their everyday life; I will
encourage the students to find things that they have on and have them
make connections about how the material they are wearing would
affect them doing certain things such as sliding down the slide on the
playground. I want them to not only think about how the different
surfaces can increase or decrease the amount of friction, but I want
them to think about the objects in the world around them that have a
relationship with friction.
Step 2: Identify Georgia Standard (s) of S2P2: Obtain, evaluate, and communicate information to explain the
Curricular Excellence, WIDA Standard(s),
effect of a force (a push or a pull) in the movement of an object
Priorities etc.
(changes in speed and direction).
Prior Academic Knowledge The students had a pre-assessment that required them to think about
and Prerequisite Skills
how pushes and pulls (force) work together and how friction may have
a relationship with motion, so this lesson will activate that prior
knowledge and provide students with a means to apply that
information in order to conduct an experiment and draw conclusions
about how friction affects motion.
Central Focus, Overarching How does friction affect the motion of an object?
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or The students will investigate how friction affects the way objects move.
Learning Target(s)
● The students may use different amounts of force for each trial .
Language Supports: Multiple meaning words: Model The teacher will provide
instructional supports that examples of each word
help students understand and ● Model digitally or realia. Then,
successfully use the language ● Record the teacher will describe
function (e.g., sentence which word is being
starters, graphic organizers) referred to during the
lesson.
Syntax: set of conventions for
Record
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Writing: The students will write the data they collect during their
experiment. The students will also write the information needed for
their lab report.
Reading: The students will read the sentences and questions from
their science workbooks that coincide with the experiment.
Formative Assessment:
Experiment: The teacher will walk around
during the experiment and record students’
comments and questions. The teacher will
also write down any misconceptions
students are still having within the
experiment. This will help the teacher
determine what needs to be addressed
during the conclusion writing process..
Summative Assessment:
Self Assessment: The teacher will ask the
students to rate their ability to perform the
task stated in the learning target using a
chart. The scale the teacher will use will be
thumbs up, thumbs to the side and thumbs
down. The teacher will take notes on which
students were thumbs down in order to
provide one-on-one conferencing in order
to strengthen the areas they feel they may
be weak in.
Summative assessment(s) Self Assessment Students can use sentence Self Evaluation Sheet
stems to write the Rubric
Lab Report information needed for Has a question,
their lab report. hypothesis, materials
with sketches,
procedure, data, results
and a conclusion
Technology Connection I, the teacher, will use the DocCam to model how to fill out their lab
report procedures to drive instruction in order to deliver the lesson
with a visual support for my different learners.
Research and Theory, or According to Berger (1991), when working with gifted students, it is
Principles of Child
beneficial to modify the process, content or environment to give them
Development
something challenging to do in order to meet the learning target.
During:
I Do:
I will read the procedures again so that students are aware of what
they are expected to do during the experiment. I will model how
students should set up the experiment. I will then place students into
their appropriate groups. If my car falls off the ramp, should I use that
as my data? Should I push my car with different amounts of force? I
should use the same amount of force for each trial so that I can
compare my data results and write a conclusion.
We Do:
I will have each student go to their group, and we will set up the
experiment together. I will ask student 1 to stack the books as I model
how to stack the books for the experiment. Then, I will ask student 2
to place the ramp on the stack of books as I model it. Next, I will ask
student 3 to place one of the surfaces on the ramp. Finally, student 4
will model how to push the car down the ramp following my example.
After the students answer that question, I will have them start the
experiment and record their results for each trial.
You Do:
I will walk around while the students conduct their experiment. They
will take the toy car and push it down the ramp, and they will measure
the distance the car traveled. Each trial in their lab report should be
filled in. As they finish the experiment and their lab report results, I will
ask each group to share what happened during their experiment.
Q: Can you assess your data and draw conclusions? Webb’s Depth of
Knowledge (Strategic Thinking, Level 3)
Q: Can you connect your data to the relationship friction has with
motion? (Extended Thinking, Level 4)
After the students answer these questions, I will ask students to finish
writing their lab report. I will ask them to make sure they have written
their materials along with sketching the pictures for each, the
procedure, their hypothesis, their trial results, and a conclusion
following the format that was modeled for them (What did you do?
Hypothesis, Right/Wrong, Results and What did you learn?). They will
reference their mentor lab report to make sure they have included all
the necessary information needed for this experiment’s lab report.
After:
Q: Can you apply what you have learned today in order to explain how
friction affects motion? Webb’s Depth of Knowledge (Extended
Thinking, Level 4)
Q: How did you investigate and cite evidence to support your
conclusion? Webb’s Depth of Knowledge (Strategic Thinking, Level 3)
Connection to the Arts I would incorporate visual art by allowing the students to draw
pictures and color their lab report packets and their materials in order
to show more attention to detail.
Re-teaching, Re-Engagement, If the students are unsuccessful in meeting the learning target by the
Practice
end of the lesson, another strategy I could implement for reteaching
would be to create a more realistic experience with friction that they
could relate to. I would have students go to the playground and slide
down the slide. I would select students with various textured clothing,
and show the connection between the surfaces we used during the
experiment and the distance traveled by the student. Then, which
clothing would allow the students to travel further and/or faster would
be how friction affects motion. Then, I will explain that this is how
friction affects motion--it slows down the motion of an object. Another
strategy I could use would be to use have the students only compare
two of the surfaces instead of three. For example, I could have the
students use the board by itself and then the carpet.
Extensions For students who successfully meet the learning target, I will further
extend and engage them in learning by having them select another
surface to see if they have the same results surrounding friction, and
then see if they can determine how friction can also affect the speed
of an object or timing it takes to travel the same distance.
Lesson Closure To close the lesson, I will ask the students to come back together as a
small group; I will ask them the following questions:
Q: Can you apply what you have learned today in order to explain how
friction affects motion? Webb’s Depth of Knowledge (Extended
Thinking, Level 4)
Q: How did you investigate and cite evidence to support your
conclusion? Webb’s Depth of Knowledge (Strategic Thinking, Level 3)