Running Head: ASSIGNMENT 6.

Jailyn Jenkins
Physical Activity Break
PPE 310: Health Literacy for Schools
September 28, 2015

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Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Miss Jenkins

Subject: Science

Standard:
PO 3. Apply the following scientific processes to other problem solving or decision making situations:
observing
predicting
questioning
organizing data
communicating
inferring
comparing
generating hypotheses
measuring
identifying variables
classifying

Objective (Explicit):
SWBAT identify the various components of an experiment
Evidence of Mastery (Measurable): Science Packet
Level of Achievement Description of Student Work
Description of student work that exceeds the standard
Exceeds
Meets
Approaches
Falls Far Below

List and explain all 7 steps of the Scientific Method

8 out of the 8 variables word problems answered correctly
Description of student work that meets the standard
List and explain all 7 steps of the Scientific Method
7-8 out of the 8 variables word problems answered correctly
Description of student work that approaches the standard
List and explain all 7 steps of the Scientific Method
5-7 out of the 8 variables word problems answered correctly
Description of student work that falls far below the standard
List and explain < 7 steps of the Scientific Method
< 5 out of the 8 variables word problems answered correctly

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT explain the scientific method
SWBAT identify independent variable, dependent variable, standardizing variable, and control
group
Key vocabulary:
Materials:
Independent variable (IV): the variable that
Scientific Method Worksheet
(http://sciencespot.net/Media/scimethodwkst.pdf)
changes/what we have control over in an
experiment
SpongeBob Scientific Method Worksheet
Dependent variable (DV): what we are
(http://sciencespot.net/Media/scimethodconvar.pdf)
observing/measuring
Standardizing variable/constant (SV): what is
constant throughout the entire experiment
Control group (CG): the item(s) that are not
changed or experimented with/used to compare
results to
Opening (state objectives, connect to previous learning, and make relevant to real life)
Good morning! Everyone needs their notebooks, planners, and a pencil for today; you have 1
minute to get the necessary supplies.
Today, we will be reviewing the steps of the Scientific Method and reviewing the different

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components of an experiment (independent, dependent, and standardizing variables, along with the
control group). Once again, this is important to know, because you cant experiment properly unless
you can accurately distinguish the different components.
In order to review the Scientific Method, we are going to have a competition. I will play music and
then say GO. When I say GO you all will get up, push in your chairs carefully and walk or dance
around the room until the music stops. When the music stops, the person closest to you will be your
partner for this competition. If I see friends walking near each other on purpose, I will choose the
partners. There should be no running, jumping, pushing, or shoving others. If I see anyone
misbehaving or not being safe, you will automatically be disqualified and lose points for this activity.
(Play Popcorn song) Ready, GO (Stop music) Okay, everyone give a high-five to your partner
and you all need to spread out throughout the room so you all have space. Alright, the person with
the shortest hair will be Partner A and Partner B will be the person with the longer hair. When I say
GO Partner A will come to the front and grab a marker, an eraser, and a whiteboard for you and
your partner. Once you grab all of the necessary supplies, return to your table and pat your head
and rub your tummy until all people have their supplies. Okay, GO!
Alright, every team will be listing all of the steps to the Scientific Method in a Rally Robin fashion.
Since Partner A grabbed the supplies, Partner B will start by listing the first step, then Partner A will
list the second step, and so on. Partner B will also be the designated writer for this challenge. When
you are done and think you have all of the steps correctly listed, you and your partner must do 10
jumping jacks and then raise your hands and I will check. If you are correct, you may return the
supplies and return to your seats. However, if you get it wrong, you will have to go back and fix your
steps. Once you are done the second time, you have to do 10 high-knees and then raise your
hands for me to check, If you have to fix it a third time, you will have to do 10 squats before you
raise your hands to be checked. If it takes a fourth try, there will be a mystery exercise. When you
are doing the required exercise to have your board checked, you must make sure you have enough
space and wiggle room so that you do not hit or hurt anyone around you. I will write the 3 different
levels of exercise you have to do on the board for you to remember. Give me a thumbs up if you
understood everything I just said.
Okay, Partner B: get ready, set, and begin!
Differentiation: Visually impaired student will work with one of the students at their team and instead
of writing on the whiteboard, student will write on Braille machine and email it to teacher.

Instructional
Input

Now that everyone has completed the challenge, everyone needs to pull out your science packet
so we can work on it as a class. What we do not finish in class will be homework.
Teacher
Student
Read aloud the first page of the Science
Follow along as the teacher reads the worksheet
Packet (definition of the Scientific Method
& list the steps)
Call on students to have them fill in the
blanks on the worksheet

Answer when called on & Fill in the blanks of the

worksheet (page 1)

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Co-Teaching Strategy/Differentiation
One Teach/One Observe
Sub-objective #1: Read aloud and make connections to class experiments to make the S.M.
more concrete in students memory
Sub-objective #2: Encourage collaborative learning when students need help/clarification
Teacher Will:
Student Will:
Read each problem aloud (#1-3)
Listen to each problem/follow along

Independent Practice

Guided Practice

Walk to each group to ask how they

classified variables

Clarification: Is ______ what we have control

over or what we are measuring?
Extension: Why is this the IV, DV, DV, or CG?

Call on groups to share their answers

once everyone has finished problems

Complete each problem (1-3) with group

members (solve IV, DV, SV, CG)

Explain that 4-8 will what they do

independently. They may ask their group
members to clarify something, but what
does not get completed in class is
automatically homework.
Co-Teaching Strategy/Differentiation
One Teach/One Observe

Share results with class

Teacher Will:
Walk throughout the classroom to monitor
student behavior and listen for student
thought processes

Student Will:
Work independently (and with their group
members if necessary) to solve given problems
on SpongeBob Scientific Method worksheet

Listen to instructions & transition to independent

practice

Co-Teaching Strategy/Differentiation
One Teach/One Observe

Closing/Student Reflection/Real-life connections:

Whatever you did not finish during class will be homework. If you finished the whole packet, I
suggest you go home and double check your work, because this will be graded. Also, when
completing this packet, review as much as possible because you all will have a quiz on the
Scientific Method and everything we have discussed so far on Monday as well.
Have a good weekend!

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Reflection

The physical activity break that I implemented in my classroom was a fusion of

exercise and scientific content. The students safely walked or danced throughout the
classroom while music was playing and once the music stopped, the person closest to
them was their partner for the activity. In the beginning of the class, I explicitly explained
what we were doing and what I expected from them academically and behaviorally, so I
did not have any behavior or safety problems. Although my management of student
behavior was exceptional during this activity, what went well in my eyes was the overall
student engagement. I am an advocate for student activity and engagement, so the fact
that my students were interested and continuously engaged in the activity was a major
positive. In regards to the academic component of the activity break, all but two teams
correctly listed the steps to the Scientific Method. Those who did not get it on the first try
were able to correct themselves and only took an additional attempt. By adding the
competition aspect to this physical activity break/assessment, the students were more
engaged and compelled to win. A couple of students also expressed that they enjoyed
the activity and that is always nice to receive student feedback. What I would change
next time would be the required movements before checking the students work. I would
not want to duplicate it multiple times, I would use this trial as a gauge of my students
capabilities and based on how they interacted and participated, I would modify
accordingly. An additional thing that I would change for the sake of variety is the partner
of my visually impaired student. It is best to allow all students to get a variety of
experiences in class, so I would switch the partners out so all students have the
opportunity to interact with each other. During the activity, I was able to walk around the
classroom and easily hear the different teams listing the steps to the Scientific Method.

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Our classroom is set up in a way for consistent teacher movement and student
collaboration, so it was beneficial for me to be able to get to each team, listen to their
discussions, and redirect them if they needed assistance. Overall, this physical activity
break was engaging for the students, a great way to reinforce science content, get the
students moving, and a simple and effective means of assessment; thus leading me to
conclude that this physical activity break was beneficial.