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Single Subject Credential Program

SCIENCE Lesson Plan Template Revised 4.15

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.