For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Lindsay McGary Physical Science
Jun Chung Kimberly Umberson
Class Title Lesson Title Unit Title Grade Total
Levels Minutes
Physical Science Safety Forces and 8 45
Motion
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard
Connections
MS-PS2-1. Apply Newtons Third Law to design a solution CCSS.6-8.RST.2: Determine the central to a problem involving the motion of two colliding objects. ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Lesson Objective(s) Evidence
Students will use electronic devices (phones, In their science notebooks, each Chromebooks, etc.) to research and record (in their student will have written 5 complete science notebooks) five types of safety features used in sentences, bullet-pointed, with their moving vehicles, with detailed explanations, in one class findings and explanations on safety period. features in moving vehicles.
STUDENT ASSESSMENT
Type Purpose/Foc Implementation Feedback How
us of Strategy Informs Assessment Teaching
EL Brainstorming Teacher gives students a Teacher may join By listening
/ Ongoing brainstorming question, the student to what (informal) such as Think of as many conversation and students Assessment to safety features as you can ask probing say, the guide that are in a questions to teacher is instruction car/bus/rollercoaster, and better determine able to get discuss (give a reason) or guide students an idea of (Part 2 of why they are important. thinking or level their level of Lesson body) of understanding. understandi Option 1: Students ng, which is groups are pre-assigned Teacher may helpful in one of the three: decide to verbally guiding car/bus/rollercoaster. re-teach/re- instruction. Option 2: Students discuss explain concepts Ongoing all 3 in their groups. to whole class or assessment give small group is vitally Teacher walks around or 1-on-1 important to classroom and listens to instruction matching students/group conversati depending on instruction ons. what information to students was gathered (for changing ex. A few students needs. were confused vs. 80% of the class was confused).
PM Student Teacher leads whole class Teacher verbally By
Responses to discussion and elicits clarifies student observing, Brainstorming student responses to the findings/explanati listening to Question aka QotD. ons to the QotD. and Question of Teacher records student clarifying the Day findings on safety Students actively what (QotD). features/measures on the watch and listen, students say whiteboard. and can fill in new and think, or missing while writing information in it on the their science whiteboard, notebooks based teacher can off what peers determine share. level of student understandi ng to guide current and further instruction.
FOCUS OF INSTRUCTION
Instructional Strategies
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
5 min Plays the video link which introduces the unit, and Watches the video about the anchoring phenomenon about the necessity of the car crash phenomena. wearing seatbelts in moving vehicles. Link: https://www.youtube.com/watch? v=d7iYZPp2zYY&sns=em
Lesson Body
Time Teacher Does Student Does
35 min 1. Poses a question of the day Why are seat 1. Students write belts necessary to wear in moving their answers to vehicles? and facilitates class discussion. the question Why Records student answers on the board. are seat belts (10 minutes) necessary? in 2. Has students access their electronic their notebooks devices/ chromebooks and divides and then have the students into small groups. Has students opportunity to research the kinds of safety features in share their multiple kinds of moving vehicles. (18 answers in a class minutes) discussion. 3. Bring the students attention back to the 2. Students use whole class to have another class electronic devices/ discussion but this time it will focus on chromebooks to what the students found in their research research and which the teacher will also facilitate. (5 record five kinds of minutes) safety features in 4. Introduce the anchoring activity by multiple kinds of explaining that students will be making a moving vehicles. car in small groups and asking them to 3. Students will bring in materials that they might want to contribute and use to build the car in order to keep the participate in egg safe. (2 minutes) another class discussion about what they found in their research. 4. Students listen to the introduction of the anchoring activity.
Lesson Closure
Time Teacher Does Student Does
5 min Walks around and checks that students have the Students answer the appropriate number of safety features and reflection question What detailed explanations of those features from the safety features that you research activity. Posts question on the board for researched do you think student to answer, What safety features that you you might want to include researched do you think you might want to in the car you will make? include in the car you will make? in their notebook.
Instructional Materials, Equipment, and Multimedia
Chromebooks/ electronic devices, student notebooks, video (https://www.youtube.com/watch?
v=d7iYZPp2zYY&sns=em)
Co-Teaching Strategies
Mirroring, Tag Teaching
DIFFERENTIATION English Learners Striving Readers Students with Special Advanced Needs Students
Supplemental translated Supplemental Supplemental handouts with Supplemental
handouts from websites handouts with appropriate academic reading handouts with like edHelper or Lexical appropriate but levels/lexiles. appropriate Tutor, with lexile levels challenging academic but appropriate to the academic reading Larger font for students with challenging students academic levels/lexiles. dyslexia. reading reading levels. levels/lexiles. EL level 1- 2: Students Stricter grading may draw and label Cooperative Groups- student standards features in short will be selectively placed in a (teacher sentences (in English) group with average to high discretion). instead of writing whole achievers who are willing-to- complete sentences. help and provide focus (and EL level 3-4: Students do not create distractions). must write in English as best they can with asst. of More lenient grading dictionary/notes/supplem depending on needs of ental handouts.. student. Lenient grading when considering spelling, grammar, sentence structure, etc. per teacher discretion. Cooperative Groups-EL students will be selectively placed in a group with bilingual and willing-to-help students.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The focus of this lesson is to introduce the unit question and anchoring phenomenon. After posing the unit question, Why are seat belts necessary to wear in moving vehicles? and watching the video clip, students will be able to research other methods that are used for safety in moving vehicles. They will record their findings in their science notebooks so they can use them as a resource later on in the unit. It is important to allow students to research other ways in which we stay safe in cars so they can begin brainstorming and have more developed prior knowledge to use when they begin building their models in the next class period. Their models will end up being the solution to which they apply Newtons Third Law and this lesson will help them develop these models. Challenges expected with implementation of this lesson include issues with technology, in which students will have to either share chromebooks, or use computers in another area of school, such as the school library or computer lab.
