Академический Документы
Профессиональный Документы
Культура Документы
Jessica Garcia
Date Taught:
Cooperating Teacher:
Ms. Anderson
School / District:
Grade:
5th
Field Supervisor:
Unit / Subject:
Targeted Academic Language Demands (Vocabulary- every day, general subject specific words, and subject specific word meanings/ Syntax- organizing words and phrases
into structures- graphs, sentences, formulae).
-Levers(class 1, 2, and 3 )
-Effort: the force you use to push on the lever
-Load: the force you are trying to overcome
-Fulcrum: the point where the lever pivots
-Design
-Catapult
-Engineer
Engage
5-10
Min
-To begin to present the ideas Lever Throughout History I want students to
first look at how structures are built now that we have the advanced technology
and the way the workload is made easier, as well as less time.
DIFFERENTIATION: FOR THE POWERPOINT SLIDES ENSURE THAT
STUDENTS CAN ALL SEE, ESPECIALLY THOSE THAT MIGHT HAVE
TROUBLE WITH VISION. ALSO PROVIDE GROUP HANDOUTS THAT
INLCUDE THE PICTURES.
-Using PowerPoint slides I will have a pictures of The Willis Tower, the Empire
State Building, Shanghai World Financial Center, Burj Khalifa Skyscraper.
SAY: These building or structures you see here were all
-To introduce students to our main lesson (catapults) we will then move to
discussing how levers (catapults) were used for fighting and transporting
SAY: The first simple catapult was invented in ancient Greece. Their initial
purpose was to throw large rocks to their enemies in order to defeat and destroy
them. Romans had to make sure that they built their catapults to their best
potential in order to make sure that they were able to defeat their enemies
(slide 5).
-Once students have given their reason as to why they think a catapult is the
class lever they think it is, discuss catapults and where the fulcrum, effort, load
are located. Explain that a catapult can be a class 2 and 3 lever depending on
where the effort is located (Use slide 6).
SAY: We have been discussing how levers where used in the past, today I want
us all to focus on catapults. We have discussed what type of class they are
depending on the location of the load, effort, and fulcrum. We have also
discussed the purposes of a catapult. Today in groups we will be building our
own catapults using materials that we can find around our house.
*Before beginning give students directions on how to handle the materials.
-The glass cups are to be treated carefully. The same way we you
all want your things to respected, please respect mine
-The rubber bands are to be used in the design. I do not want them
to be flung around or pointed at each other
-You can only use the materials given to you but you do not have to
use all of them.
30
Min
EXPLORE:
-Each group will be given a different set of materials and build a catapult based
on the materials they receive. As a group students will arrange the materials
based on what they believe might give them the best advantage in making sure
their load goes the farthest distance.
-Since some groups will have the same materials, groups with the same
materials will be farther apart.
Group 1and 6:Coffee Cup Design
Group 2 and 5: Bear Clamp Base Design
15
min
exploration)
-Once each group has had an opportunity to report out, each group will be able
to launch their load and see which groups load is able to go the furthest.
SAY: Today we were not only building catapults but we were working as
engineers. For some of the groups their first design did not launch the load very
far so they had to change it. As engineers we create designs and test them out to
see how well they might work. Sometimes they do not always work so we have
to rearrange our design. Being engineers means that we constantly go back and
try to make our designs better so they can give us the best performance. Today
you all were engineers and did a great job presenting your catapults.
- To end our lesson, each student will be given a note card in which on one side
they will explain the load, effort, and fulcrum of their particular catapult and
how their catapult worked overall as well as the changes they made and why.
Their explanation should be written as if they were explaining levers to
someone that knew nothing about lever. On the other side they will write
something new they learned and a question they have in mind about levers.
(Summative Assessment/EXIT SLIP)
As part of the formative assessment I will use teacher observations, students explanations, and group work. With the teacher observations, general
observations will be made as I walk around and sit with different groups to listen in on the conversations they are having as they build their catapult.
These observations will also focus on how well students are engaged in the activity and their understanding of how load and effort correlate when
working with levers. With students who struggle on a daily basis (based on previous observations) possibly conduct more small one-on-one
conversations that can give me a better insight on what the student is struggling with. When students present their design in groups of their catapult,
their explanations will also be part of the formative assesement.
Summative Assessment:
EXIT SLIP
GRADING:
1-Includes only the terms used to describe a lever
2. Includes the terms and only an explanation of what they did
3- Includes the terms, an explanation of their process, and the changes their catapult design went through and why they changed it.
Group 1 and 6:
-Coffee cup with handle(must be cylinder)
-Pencil
-Spoon
-Rubber bands
-Tape
Group 2 and 5:
-Tape dispenser roll
-Masking tape
-Rubber bands
-Book
-Spoon
Group 3 and 4:
-Newspaper
-Spoon
-Rubber bands
-Masking tape