Name(s): Lindsey Pirochta

Lesson Topic and Grade Level: Objects in Motion; 3rd Grade

● PERFORMANCE EXPECTATION: 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a
pattern can be used to predict future motion.

o NARROWED LESSON FOCUS: This lesson will focus on having students make observations and measurements relating to
the speed and direction of a moving object.

o SCIENCE AND ENGINEERING PRACTICE: 3-PS2-2 - Make observations and/or measurements to produce data to serve as
the basis for evidence for an explanation of a phenomenon or test a design solution.

o CROSSCUTTING CONCEPT: 3-PS2-2 - Patterns of change can be used to make predictions. In third grade, students identify
similarities and differences to sort and classify natural objects and designed products. They identify patterns related to
time, including simple rates of change and cycles, and to use these patterns to make predictions.

o EQUITY FOCUS: Strategies to support economically disadvantaged students include: (1) connecting science education to
students’ sense of “place” as physical, historical, and sociocultural dimensions, (2) applying students’ funds of knowledge
and cultural practices; and (3) using project-based science learning as a form of connected science.

Phenomenon and Driving Question for Lesson:

● PHENOMENON: Toy car moving across a surface.

● DRIVING QUESTION: How can we tell if an object is in motion or has moved?

1. Analysis of Whole Class Interactions and Classroom Culture:

a. What opportunities did students have to participate and engage in the lesson? Examples include talk, interactions with materials, etc.
How did students participate? (e.g., who was doing the talking, what kind of language were they using?)
Students had various opportunities to participate and engage in the lesson. Students could communicate their answers to the driving
question proposed by the teacher, talk among their table groupings, interact and engage with the different materials (the iPads, toy cars,
and tape measures), and experience objects in motion through their senses of touch and sight (students could move the toy car physically
with their hands, as well as observe the changes in motion with their eyes). Students were also given the opportunity to participate in both
whole group discussion and small group discussion among their table groups, which gave students various settings to contribute and
participate in. Most of the students got excited about using the iPads, and wanted to be the “time recorder” among their group members.
Other students were fascinated by the toy cars and enjoyed playing around with these objects.
The student participation exceeded my expectations. The students were eager to raise their hand and share their ideas regarding objects in
motion and different ways cars can move. An example of student participation can be observed through the following discourse: teacher:
“Can anyone explain to me what ‘direction’ means?”. Student 1: “it’s the way that you are going.” Teacher: “Can you elaborate more on
that response? Can you say a little bit more about that?”. Student 1: “Like left or right or frontwards or backwards or up and down”.
Students were eager to raise their hands and there was equal participation among the students. I tried to call on individuals who had not yet
had a chance to share their thoughts, rather than calling on the same students repeatedly. However, the same few students appeared to be
raising their hand to add a comment nearly every opportunity that they could. I would often ask, “can I get some other hands?” or “does
anyone else want to share their thoughts? we have already heard quite a bit from [student’s name]”.

b. How did you elicit and leverage students’ resources (e.g., funds of knowledge, ways of knowing)?
Student’s resources were elicited and leveraged through probing and pressing techniques by the teacher. If students appeared to be hesitant
or unsure of the question presented, I would rephrase the question until students felt comfortable proposing a response. An example of a
probing technique was when I asked students to explain what ‘speed’ meant, in terms of motion. Students appeared to be hesitant in their
responses, so I proposed the question of “what are some ways we have experienced speed? Maybe in a car, on a rollercoaster, or running on
the playground.” These questions probed the students and allowed them to think of the concept of ‘speed’ in a different manner, through
their own funds of knowledge. Student 2 then responded with “miles per hour”, and student 3 responded with “quickly”. Both responses
adequately described the concept of ‘speed’ and allowed me to build on the responses and resources provided by the students.
Student’s funds of knowledge were elicited in several ways. An example of this was when I asked the students if they could feel the car
moving (this question was asked as I was providing the experience of the car moving on the overhead display, prior to giving the groups of
students their own cars to experiment with). Students responded that they could not feel the toy car moving while sitting in their chairs, but
that they could feel the motion of a car if they were inside the car. Students also built on their funds of knowledge to describe how they can
feel the bumps of the road while on the school bus, and this experience let students know that the bus was in motion.

c. How did students interact with each other and you as the teacher? (e.g., how were their ideas responded to, were they acknowledged,
rejected or built on, whose ideas were taken up and whose were not?)
Students interacted quite differently with each other than with myself, as the teacher. Students wanted to have a particular job (the time
recorder, car mover, writer, or measurer), and I was unsure of which job would be the best fit in terms of efficiency and maximizing learning
potential for all students. I used my best judgment when assigning jobs to students; however, I noticed some students were upset with their
group members who were given the responsibility or job that they wanted. Students did not always communicate effectively with their team
members. An example of this interaction was when I noticed the car mover pushing the toy car, before the time recorder was ready or had
begun timing the motion. I would inform the students that they would need to re-do the trial again, and the car mover would need to make
 sure the timer was ready. I told students they could say a simple “1,2,3, go!” if needed, to accurately time the car’s motion and positively
interact with one another.
I responded to student’s ideas in a very positive and professional manner. I acknowledged all the responses, and tried to build on each
response offered by the students. I asked the students if they had ever seen this object before (the tape measure, prior to
teaching/reminding the students how we would be using the tape measure to measure the distance of the toy car), one student responded
that it was a “ruler” and was confident in her response. I informed the class that it could be called a ruler, and is used similarly to a ruler, and
then I asked the class if there were any other terms they knew the object by. Another student responded with, “timeline”. While this was not
actually the name of the object, I commented that it had numbers in order, much like a timeline might, and acknowledged the effort and
response of the student. A third student then correctly identified the object as a “tape measure”. The “timeline” response was appreciated
because in my social studies lesson I taught the class a lesson regarding timelines and Michigan history, so the connection was appreciated
and validated. I was pleased that the student remembered the term and made the comparison to the social studies lesson.

2. Analysis of Individual Learning from Student Work

Lesson Objective: Students will be able to describe motion as the changing of the position of an object through exertion of forces.

Desired Assessment Features/Scoring Guide:

For my task, students will determine if something is in motion or has moved. I am most interested in how students determine whether an
object has moved or is in motion based on observations relating to speed, direction, and distance.

Acceptable examples for question one includes: drawing a car, including an arrow to show the direction the car was traveling, writing the
time the car took to travel, drawing a ruler or measuring tape to show the distance the car moved.

Acceptable examples for question two includes: the toy car changed position, so we know it moved. The car rolled across my table. The car
did not move until we pushed it on our table.

Students who identify (either in their illustrations or descriptions) speed, direction, and distance travelled by the car have fully mastered the
objective. Student who identify (in their illustrations or descriptions) two of the three of these concepts have mostly met the identified
objective. Students who have identified (in their illustrations or descriptions) one or less, will need additional help, resources, and experiences
to meet the objective.

I understand that this is not a comprehensive assessment and I will need to continue to take further steps to gain a better understanding of
my students’ knowledge and progress regarding the objective.
Focal Student 1
Brief description for why you chose this student’s work.
I chose this student’s work because I felt that this was
representative of most of the students in the class. This example of
student work was a solid example and displayed most of the
features I had hoped the students would be able to identify.
Description of the student’s interactions/engagement including
their talk (e.g., what they said) during the lesson.
This student was very engaged in the lesson and among his group
members. This student commented that “the car moved more than
a feet [foot] and the car was fast and went a long way.”
Photo of student work sample(s):
Focal Student 1
Evidence of sense-making:
This student was engaged in sense-making because they
noted the speed and distance the car travelled in their
description of motion to the class. The student also made
sense of the phenomena because he explained that the car
was “pushed 4 feet” (force) and that he knew it was in
motion because the car “did not stay” (object in motion vs.
object at rest). The student used his experience moving the
toy car to contribute to his sense making of the phenomena
at hand: toy car moving across a surface.
Evidence from work sample of student learning:
The features identified in this student’s work sample indicate
student understanding of the learning goal. The student
drew a car, included an arrow to show direction, and
included a tape measurer to show distance travelled. The
student also indicated a force of motion occurring in the
change in motion of the car, as he wrote “the car is pushed 4
feet log [long?] it did not stay”. Based on the illustration and
the answer provided for the assessment, this student has
mostly met the objective because they have identified two of
the three features for the scoring guide. The features
identified included direction and distance. The desired
feature that was missing was speed.
Focal Student 2
Brief description for why you chose this student’s work.
I chose this student’s work because I found the illustration to be very
interesting and surprising. This example clearly incorporated the
student’s funds of knowledge relating to cars.
Description of the student’s interactions/engagement including
their talk (e.g., what they said) during the lesson.
The student knew that the car was in motion, “because you can see
the front of the car move”. He also used the speed of the car when
interacting and speaking about the car’s motion. The student said
“we moved the car slowly” during the lesson.
Photo of student work sample(s):
Focal Student 2
Evidence of sense-making:
This student displayed evidence of sense-making in his model
of the motion of the car. This student included a “speed
limit”, “jet boost”, and “engine” label on his car. This is
evidence of the student’s funds of knowledge and prior ideas
about cars. These three terms were never mentioned in the
lesson, which tells me that this was something the student
already had knowledge of prior to the lesson and model
experience of objects in motion.
Evidence from work sample of student learning:
Features identified in the student work sample included a car
in motion. This student did not include features indicating
speed, direction, or distance in their model, which tells me
that the student may need additional experiences, help, or
resources to meet the NGSS assessment objective.
For question two, the student comments that we can tell if
something is in motion or has moved by “the way you push
or touch it”. This allows me to see that the student is
thinking about force along with motion, as well as external
factors that may create a force on the object (in this
instance, the person pushing or touching the car).
Focal Student 3
Brief description for why you chose this student’s work.
I chose this student’s work because I was interested in why the
student chose to represent the model the way that she did. I also
was questioning why this student made note of a horn, and what
this had to do with the motion of the car?
Description of the student’s interactions/engagement including
their talk (e.g., what they said) during the lesson.
This student commented that you could tell that a car was in motion
because of how the wheels looked. The student explained that if the
wheels of the car are moving than you know the car is in motion.
This student was also confident in her experience of moving the car
and took charge of her group members. The group that this student
was in finished the task and assessment before any other groups.
Photo of student work sample(s):
Focal Student 3
Evidence of sense-making:
This student was engaged in sense-making because she
included both speed and direction in her model of the car in
motion. The student also used their prior ideas and funds of
knowledge regarding cars when they answered that “you
can see it and its horn can honk”. I questioned where this
sense of sound came into play because it was not addressed
in the lesson, but this allowed me to see the student using
her prior knowledge about cars and horns to make sense of
the given phenomena.
Evidence from work sample of student learning:
The features identified in this student’s work sample indicate
the student’s understanding of the learning goal. The
student drew a car, included an arrow to show direction, and
included the word ‘slowly’ to express the speed that the car
was traveling at. Based on the illustration of the model of
motion provided for the assessment, this student has mostly
met the objective because they have identified two of the
three features for the scoring guide. The features identified
included direction and speed. The desired feature that was
missing was distance. This feature could have been included
if the student incorporated a tape measure into her model.
This student was the student who correctly identified the
“tape measure” as a “tape measure”, rather than a
“timeline” or “ruler” (as discussed in part 1c of this reflection
and analysis). This was interesting because the tape measure
was the one feature the student left out of her drawing and
model of motion. The student could have forgotten to
include the tape measure, or the student could have not
understood that distance was measured by the inches the
car travelled.
(Focal) Student 4
Brief description for why you chose this student’s work.
I chose this student’s work because this student participated in my
science talk at the beginning of the semester. I was interested to see
how his thoughts on force and motion may have changed after the
lesson.
Description of the student’s interactions/engagement including
their talk (e.g., what they said) during the lesson.
During the lesson this student was very interested in using the
measuring tape to see how far the toy car travelled. He commented,
“Oh! It’s going slow but you can see the inches growing and
growing!”
Photo of student work sample(s):
(Focal) Student 4
Evidence of sense-making:
I could tell that this student was engaging in sense-making
through his developing understanding of how a tape
measure works. This student engaged in his funds of
knowledge to explain that the motion of a car can be
observed through the movement of the wheels on the car.
This student also used his prior knowledge to explain that
the car has moved “frontward”, and this was expressed
using an arrow pointing forward (as well as upwards).
Evidence from work sample of student learning:
Based on the features identified by this student, I would
conclude that this student has fully mastered the NGSS
assessment objective. This student identifies speed (through
his written word: slow), direction (through his use of an
arrow), and distance (through his representation of a tape
measure). Although the tape measure does not accurately
express the distance the car travelled, I was still impressed
that all three of the target features were identified in this
student’s model of the motion of the car. These three
features indicate the student’s understanding of the learning
goal and objective.
(Focal) Student 5
Brief description for why you chose this student’s work.
I chose to focus on this student’s work because this student
participated in my Science Talk at the beginning of the semester.
Description of the student’s interactions/engagement including
their talk (e.g., what they said) during the lesson.
This student did not engage or interact very much throughout the
lesson. This student mainly just listened to the perspectives of his
peers, offering very little input. The student would occasionally nod
and agree with points offered by his group members. This could be
because of the group this student was placed into, or other factors
that I was not aware of prior to the lesson.
Photo of student work sample(s):
(Focal) Student 5
Evidence of sense-making:
This student engaged in sense making when drawing their
model of the motion of the car. This student drew an arrow
to represent the car going backwards, but did not ever
describe the car as moving in a backwards direction. The
student also described the motion of the car as moving
“slow”. This description could relate to the fact that the car
was moving backwards.
Evidence from work sample of student learning:
This student has identified the features of direction (with a
backwards arrow), and distance (with numbers, that I am
assuming are supposed to represent the tape measure). This
student did not represent speed in the drawing, but did
include speed in the second question (“it move slow”). Based
on the illustration and the answer provided for the
assessment, this student has met the objective, because they
have identified all three of the features for the NGSS
assessment objective. I think that it would still be beneficial
to provide more resources and experiences to this student, to
further solidify their understanding of both force and motion.
(Focal) Student 6
Brief description for why you chose this student’s work.
This student also participated in my Science Talk at the beginning of
the semester. I was interested to see the how this student’s ideas
and understanding changed after the lesson.
Description of the student’s interactions/engagement including
their talk (e.g., what they said) during the lesson.
During the lesson, this student informed me that the car “started at
1 and then it went to 11 and the time was 9.4”. I then asked the
student about his observations of the toy car while it was moving,
and asked him to explain to me how he knew the car was moving.
The student responded, “it just moved. You could see it moving from
here to here and the wheels spinned [spun]”.
Photo of student work sample(s):
(Focal) Student 6
Evidence of sense-making:
Evidence of this student engaging in sense making can be
viewed in the model of the motion of the car. The student
drew the car in four different places, to show the car
travelling across the page. The student used arrows to show
the motion of the car, in a forward direction. The student
expressed their previous funds of knowledge by displaying a
scene of events, to communicate the motion of the car. By
incorporating four images of the car, travelling across the
page, the student is making sense of the assessment task
and understanding that the object is in motion, and is no
longer resting in one place.
Evidence from work sample of student learning:
This student accurately represents changes in motion
through the drawing of their model. By displaying four
different cars on the page, and including arrows between
each car, the student is communicating that the car is
currently in motion and moving across the page and tape
measure.
This student has included two of the three identified features
in the scoring guide. This student has focused on distance,
represented with the measuring tape, as well as direction,
represented with the arrows. Based on the illustration of the
model of motion provided for the assessment, this student
has mostly met the objective because they have identified
two of the three features for the NGSS assessment objective.
The desired feature that was missing was speed. The student
did not mention force at all in his assessment.
3. Reflections
Overall reflections:
1. What were some strengths of your lesson? Support your claims with evidence.

In this lesson, students had the opportunity to experience a very hands-on learning approach. Students could move and manipulate
the models in front of them, perform a variety of jobs (such as being the time-recorder, writer, car mover, or measurer), and make
sense of the phenomena by physically engaging with the materials. While the third graders do not have any scheduled time for
science instruction in their daily classroom schedules, I thought that this lesson was a very beneficial and important use of their class
time, because they had the opportunity to engage in a science lesson. The students were engaged in the lesson and eager to move
the car on their own and observe the car in motion. Evidence of this claim exists, because students began touching and grabbing the
materials, as soon as they were placed on their desks.

An additional strength of the lesson was that students could represent their ideas both through writing and illustrations. Students
were responsible for drawing models, as well as describing their observations about the motion of the car. These opportunities
allowed students to communicate their findings and sense-making in multiple ways. Students were also able to experience the
phenomena for themselves, rather than simply being shown the motion of a car by the teacher at the front of the classroom. The
opportunity to move and manipulate the car for themselves led to the sense-making of students. Evidence of this claim exists,
because as students were moving their toy cars they commented: “as I push it, it just goes and goes!”, as well as “I barely even
tapped it so it just went a little bit, slowly”.

2. What were some weaknesses of your lesson? Support your claims with evidence.

One weakness of my lesson was that there was not enough time to accomplish all the experiences I anticipated. While this factor was
ultimately out of my control, I would have liked to have taught an additional lesson, providing more experiences for students to
understand the phenomena. I would have liked to allow all the students to participate in all the jobs, rather than simply assigning one
job to each student. By allowing all students to have a turn performing each responsibility, students would have gained experience
manipulating the car, reading measurements off of a tape measure, keeping track of the time the car was in motion, and listening to
others in order to make and write observations and findings to represent the rest of the group members. By allowing students to
perform each responsibility, sense-making would have been further developed. Evidence of this claim exists, as students would ask,
“when can I use the iPad?” or “can I do that one [referring to another student’s task] next?”.

3. How did your lesson support or not support student science learning? Support your claims with evidence.

This lesson supported student science learning because it exposed students to the field of science and allowed students to experience
science instruction—a concept that is not taught or addressed in the typical class schedule. This lesson was the students’ first science
 lesson of the year. Science learning was supported because students had the opportunity to engage and interact with the concept of
objects in motion. By moving a toy car, measuring the distance travelled, keeping track of the amount of time the car was in motion,
and recording observations, students were able to notice concepts related to the phenomena of objects in motion. Science learning
was also supported because students were asked to draw models of their observations, as well as communicate their findings related
to objects in motion or at rest.
Reflections on responsiveness to diverse students:
1. How did the lesson meet or not meet the needs of the students (in your accountability group)?

This lesson adequately met the needs of the diverse learners in my accountability group. By using tier one and tier two words
students could easily comprehend the input being provided. By writing the responses of students on the whiteboard, or revoicing the
students’ responses, classmates could build off other’s ideas and add their own input and opinions. Needs of students were also met
as the lesson gave students ample opportunities to communicate their ideas. Students were asked to visually draw a model to
illustrate their ideas, as well as write their observations. By asking students to both write and draw, students had the opportunity to
express their ideas in various ways and communicate effectively in a way they felt most comfortable, whether that be drawing or
writing. In the economically disadvantaged group, students gained experience engaging with objects in motion, as well as had the
opportunity to build off their funds of knowledge and share their prior knowledge relating to motion.

2. How did you adjust the lesson plan and teaching in response to students’ contributions and sense-making?

During the lesson, adjustments were needed to better respond to student’s contributions and sense making. I found myself revoicing
what the students noted, throughout the entirety of the lesson. By revoicing student’s responses, other students could build or add
onto observations already discussed. An adjustment was also made to provide students with more time to manipulate the car and
practice moving/timing/measuring/recording. I noticed that students had not completely filled in their data, so I allotted an extra
three minutes to make sure that students could properly make sense of their observations and recordings for the following
assessment. I also made an on-the-spot adjustment to teach students how to properly use a tape measure—a resource that most of
the students had no prior experience with. I demonstrated how we would be using this resource and the correct way students should
be measuring the car’s motion. As I was unsure whether students had experience with this resource, I made sure to include time and
a chance to explain and give directions in my lesson procedure. During the lesson, I realized that I would in fact need to explain the
use of the tape measure to the students.

Reflections on assessment:
1. What were the strengths of the assessment you chose for providing evidence of student science understanding?
a. Explain why. Include evidence (e.g., one example; overall class responses).
 A strength of the assessment was that students had the opportunity to both write and illustrate models of the toy car in motion. By
being able to write and draw, students could effectively communicate their observations and thoughts regarding the motion of an
object. This feature incorporated into my assessment allowed diverse learners to represent their ideas in multiple ways, which was
great for a student who is a good writer, as well as for the student who can communicate more successfully by drawing their ideas.
Some students clearly excelled more when asked to write about the car in motion, where others drew very detailed models,
incorporating their funds of knowledge regarding what they know about cars.

2. What were the limitations of the assessment you chose for providing evidence of student science understanding?
a. Explain why. Include evidence (e.g., one example; overall class responses).

A limitation of the assessment chosen for my lesson was that the assessment was delivered in the form of a summative assessment,
rather than formatively. The assessment was given to monitor student’s learning after the lesson was completed, and the goal was
that I could gain a better understanding of the students’ understanding of force and motion, after the lesson was completely
delivered. Had I given a formative assessment, I would have gained a better understanding of students’ strengths and weaknesses
regarding the topic, and recognized the concepts that needed a further explanation for struggling students during the time of
instruction.

Another limitation of the assessment chosen for my lesson was that it did not address the concept of force, as much as it should have.
Looking back, I wish that there was a question regarding the force of motion, and how pushing the car influenced the motion of the
car/speed/direction/distance travelled. By including a question relating to the force behind the motion, students would have gained a
better science understanding about why and how the car experiences motion.

3. Based on your analysis of the responses, what changes would you make for this assessment task in order to get a more complete
picture of all students’ progress towards mastering your science content NGSS learning goals? Why?

Based on my analysis of the response obtained from my assessment, I would include an additional question asking students to focus
on the force behind the motion of the car. By asking a question specific to force, I would be able to gain a better understanding of
students’ progress, and the assessment would better align with my NGSS content objective. Students would be able to think about
the how and the why behind the motion of the car, rather than just determining whether the object was in motion or was not.

Reflections on classroom culture:

1. How did the lesson conform or deviate from the established classroom culture from the mentor teacher? How might that have
impacted student interactions and learning?

This lesson successfully conformed to the establish classroom culture because I incorporated the attention getters most frequently
used by my mentor teacher. I asked students to show a thumbs up, in order to check for understanding, and this is the technique I
 have observed my mentor teacher using. I also practiced the same classroom management techniques observed by my mentor
teacher. I made sure to ask students to put their hands down when others were speaking, and place their hands flat on their desks
during the instruction (to ensure that students were not touching other objects in their desks or being distracted in other ways as I
was explaining the instructions).

This lesson deviated from the established classroom culture due to the fact that students do not receive any science instruction in
their everyday schedules. This change in scheduling and the normality the students are so used to could have impacted student
interactions and learning. Since students do not usually have time for science instruction, students could have been confused, felt
unusual, or not expected the deviation from their typical classroom schedule or culture.
Reflections on teacher identity:
1. How did teaching your lesson impact your own identity as a teacher and as a science learner?

Teaching my lesson impacted my own identity as a teacher and as a science learner in a variety of ways. First, I gained insight into
how important experiences are in science learning for students. By allowing students to engage in their own experiences related to
the phenomena or concept, students can directly access their funds of knowledge, as well as be in control of their own learning
process. I also learned how crucial it is to integrate other content areas into lesson plans and teaching. By integrating a variety of
fields, students are able to see the relationships and overlapping within a topic, as well as gain a better understanding to why this
concept might matter outside of the classroom. This lesson integrated language arts (as students had to write responses), math (as
students were responsible for measuring and timing), and art (as students had to draw a model).

4. Implications
1. If you were to give feedback to your six students whose work you analyzed, what would you write and say to help them learn and
make better sense of the science? Provide specific text examples for each student and a rationale for the feedback.

If I were to give feedback to my six students whose work was analyzed, I would ask students to think more critically when answering
the questions. When answering the question relating to how we could tell whether an object was in motion or not, most of the
students simply wrote “because you can see it”, or something similar to that response. I would ask students “what did you see?” to
have students think more critically regarding their responses.

For focal student #1, I would ask the student to label their drawing. This would enhance the model, and better communicate the
concepts of motion being represented. For focal student #2, I would ask the student “how does pushing or touching an object change
the motion?”. This example of feedback would allow the student to critically examine his response and reflect on both force and
motion a bit further. For focal student #3, I would ask the student “what does the car’s horn have to do with the motion and
movement of the car? Please explain further”. This would give me a better idea regarding the thoughts of the student and their
understanding. For focal student #4, I would ask the student “how do you know motion occurred?”. I would rephrase the initial
 question to hopefully probe and press the student for more information regarding their response and understanding. For focal
student #5, I would ask the student, “what does the slow motion of the car tell us about the factors behind the movement of the car?
Or, how does the force influence the slow-moving car?”. This feedback would allow the student to critically think about force and the
relationship force and motion have on each other. For focal student #6, I would circle the second question, asking the student to
provide a response and answer to the question, since the question was unanswered originally.

2. If you were to teach this same lesson again, what changes would you make to your lesson plan to better support your students’
science learning? Why?

If I were to teach this same lesson again, I would give my students more experiences manipulating and moving objects. I would use
different objects, in addition to the toy car, like a ball or a dice, and ask students to make comparisons about the force and motion
among the objects. I would also switch up the jobs, in order to allow all students to have the experience to complete each job and
responsibility. This would give students an additional experience, allowing them to also time, move the car, use the tape measure,
and record the group’s data.