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STEPP Lesson Plan Form

Teacher: Adrianja Cheadle Date: 11/30/16

School: Shepardson STEM Grade Level: 2nd Content Area: Science

Title: So you want to be a scientist? Lesson #: 6 of 6

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 1: Physical Science

Changes in speed or direction of motion are caused by forces such as pushes and pulls

Understandings: (Big Ideas)

- Forces can be a push or pull

- Force affects motions in 4 ways (start &stop motion, change direction & speed)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

- What are the two types of forces?

- How does applying a force affect the way an object moves?

Evidence Outcomes: (Learning Targets)

While watching the presentations, the students will be able to identify pushes and pulls and how force
affected motion in each of the five demonstrations.

I can: recognize pushes and pulls and the ways force affects motion

This means: I understand that force and motion happen everywhere and they happen in predictable
ways

List of Assessments: (Write the number of the learning target associated with each assessment)

- Worksheet to identify pushes and pulls and ways of motion

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson


Should be a creative title for you and the students to So you want to be a scientist?
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials Classroom materials
How long do you expect the activity to last and what Worksheets
materials will you need? 50 minutes

Anticipatory Set *call students to the area rug*


The hook to grab students attention. These are Me: Do you remember when Ms. Gupton talked about why scientists write about
actions and statements by the teacher to relate the experiments? One of those ways is to teach others. Today, you will get to present your
experiences of the students to the objectives of the findings from your experiments. I will show you a brief way to present.
lesson, To put students into a receptive frame of *don lab coat and glasses*
mind. Cover question, hypothesis, materials, procedure, observations, conclusion in my
To focus student attention on the lesson. presentation
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions

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STEPP Lesson Plan Form

(Include a play-by-play account of what students and - I will demonstrate how to present - Students get in groups and decide
teacher will do from the minute they arrive to the the components and will write roles (5 minutes)
minute they leave your classroom. Indicate the them on the board (10 minutes) - Students will present findings (5
length of each segment of the lesson. List actual - I will ask the students to get in minutes each
minutes.) their groups and decide who will - Students watching the
Indicate whether each is: present what so that everyone has presentation will fill out worksheet
-teacher input a part (5 minutes) about each presentation
-modeling - I will expectations for how to
-questioning strategies behave when presenting and in the
-guided/unguided: audience (1 minute)
-whole-class practice - I will announce each group and
-group practice possibly scaffold the process if
-individual practice needed
-check for understanding
-other
Closure - Those were some fantastic experiments done by some real hard-working
Those actions or statements by a teacher that are scientists. Im really proud of each of your hard work learning about force and
designed to bring a lesson presentation to an motion and it doesnt stop here. You can keep a look out for pushes and pulls,
appropriate conclusion. Used to help students bring gravity, changes in motion, asking questions about your environment all the time
things together in their own minds, to make sense and I would love to hear more of what you find out.
out of what has just been taught. Any Questions? - You know what, you dont need a lab coat and glasses like me. You are a scientist
No. OK, lets move on is not closure. Closure is used: right now
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation Modify: Scaffold and direct a presentation if students forget what comes next. Ask
To modify: If the activity is too advanced for a child, questions if a student does understand their part. Support students with writing by
how will you modify it so that they can be helping them organize their writing
successful? Extend: The worksheet will have a section to tell me what they observed or learned from
To extend: If the activity is too easy for a child, how the presentation. This is less directed than the other worksheet questions so students can
will you extend it to develop their emerging skills? go deeper and work on writing too.
Assessment

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STEPP Lesson Plan Form

How will you know if students met the learning - Worksheet about pushes and pulls, types of motion, and what they learned
targets? Write a description of what you were
looking for in each assessment.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

- The students identified many ways in each experiment how force affected motion. I was
expecting them to choose just one way that force affected motion, but almost all of the
students circled more than one way they saw force affect motion. Sometimes, there
were answers circled that were not correct.

- The most common incorrectly circled answer was pulls.

- There were a few students who did not fill out all of the sections. For example, Ea did
not fill in any of the ways force affects motion for any of the experiments. Other
students sometimes just missed filling out the push or pull question for 1 group.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

- I would add pictures to the worksheet that would help direct students and break up the
text some.

- I would maybe add a section on the worksheet to explain why they circled push or pull
or how force affected motion because when I read them, I can see where an answer
they circled could be explained correctly but I do not know if they intended that
explanation when they circled it.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
- This was the end of the unit. The students displayed the understood the concepts
required by the standard. Maybe checking in throughout the year could help reinforce
learning. I think pulls would need to be taught more. I am realizing now that most of our
lessons showcased pushes.

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