UMF Unit-Wide Lesson Plan Template

Name: Haley Estabrook Program: Elementary Ed. Course: EDU 450

Lesson Topic / Title: PBL Gravity
Lesson Date: Nov. 13-27 Lesson Length: 1 Hour (3 days) Grade/Age: 2nd, 3rd, 5th.
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.
Learning Objective(s) Instructional Decisions / Reasoning
During this lesson, students are creating a
I will create a model that shows my understanding parachute that must prevent a raw egg from
of the effects of gravity. breaking. The goal of this lesson is for students to
create a model that demonstrates they understand
what can slow the effects of gravity. Students will
then complete a reflection that demonstrates their
understanding of the concepts discussed during the
mini-lessons.
Content Standard(s) Instructional Decisions / Reasoning
NGSS - Disciplinary Core Idea During this lesson, students are being asked to
5-PS2.B.1 create a model that slows the effect of gravity.
Types of Interactions: The gravitational force of Knowledge of gravity, air friction, and wind are
Earth acting on an object near Earths surface pulls needed to complete the assignment.
that object toward the planets center. When the model is tested and complete, students
are required to reflect on the experience and
NGSS - Performance Expectation support and argument for why their model worked
5-PS2-1 and how gravity was involved in the project.
Support an argument that the gravitational force
exerted by Each on objects is directed down.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
The teacher will assess students by using There are many opportunities for assessment as the
observation. The teacher will be looking for students create their models. Because there are
students to be making connections to prior three students, the teacher is able to check in often,
knowledge and applying their knowledge of gravity asking small assessment questions to check for
into the construction of their model. understanding. The teacher will collect the student
Students will also be given the opportunity to reflections and check to see if students met the
complete a reflection at the end of the lesson to learning objectives.
demonstrate their understanding of what happened
and why their model worked.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
- Handouts (one for each grade level) This lesson requires a lot of materials to allow the
- Computer students to create and test their models. The
- Sketchbooks students will be able to look through the materials
- Materials to build model ( ei. boxes, cups, before they begin designing their model.
bags, string..)
- Plastic eggs with weight for testing

This lesson was adapted from StemScopes.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
- Introduce learning targets.
- Read task and handout criteria
- T-Chart - what do you know? what
do you need to know?
- Discuss the purpose of a parachute
- mini lesson on different sized
parachute, use video on youtube.
- What do you notice about the - How does this information help as you
different parachute sizes? create your own parachute?
- Real life times when you would
need a parachute?
- Students begin design process. - Draw two different designs, pick one to get
- Students construct and test their model. approved by the teacher before you can
When all students have completed their construct - draw in sketchbook.
model and are happy with their final
product, students will test their model with
a raw egg outside.
- Students will be able to test their model and
then come back inside to complete a
reflection on the process of designing,
testing, and how gravity impacted that.
Meeting students needs (differentiation,
extensions, modifications, accommodations)
Each student has different worksheet that is age
appropriate and makes sure that the language is
accessible to the students.
The second grade student will need extra support
because building the model and understanding why
certain things are happening will be a little
advanced for the student.
Instructional Decisions / Reasoning
- Specific students in the classroom need to
have frequent check-ins to be successful in
independent writing assignments. It is the
teacher's responsibility to provide those
students with the supports they need to
succeed and learn during instruction.
- The differentiation in this lesson was
designed to make sure each learner is able
to relate to and access the information being
presented.

Field Course Only Post lesson

Reflection
This lesson was a huge success with the students. They were very engaged in creating their models and
the discourse between students was excellent. While they were creating their parachutes, the students
were often giving each other feedback about their projects and what works and what may not. Since there
were only three students, I allowed each student to make their own parachute but they were still able to
work as a team. The students also did a very good job presenting their parachutes and why they added the
things that they added. The students filled out reflections at the end of the lesson and they were all able to
articulate their understanding of gravity and how that impacted their parachute designs.

Teaching Standards and Rationale

ISTE Standards for Teachers
2. Design and develop digital age learning experiences and assessments.
2(a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity.

During this lesson I used technology to explain the effects of gravity on different objects. To explain the
importance of gravity, I showed students a video of an astronaut making tacos in space. Students then had
a discussion about how important gravity is in our everyday life. I also used videos to demonstrate how
parachutes of different sizes fall. Because of the unique location of the school, it is not always easy to
gather materials, as there is no store on the island. Technology makes it easy to do virtual labs and
explain abstract concepts to the students when the teacher is not able to find the materials needed.