Академический Документы
Профессиональный Документы
Культура Документы
Allison Hardin
CBU Summer 2019
Dr. Pike
Let’s Get The Ball Rolling
2. OBJECTIVE
● Students in Kindergarten will be able to discuss how force can change the speed and direction of an object in
motion.
● State the Cognitive Taxonomy /DOK Level
➢ Remembering
➢ Understanding
➢ Applying
➢ Analyzing
➢ Evaluating
● List the standards met by this objective.
➢ K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or pull.
➢ W.K.7 Participate in shared research and writing projects
➢ SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
➢ MP.2 Reason abstractly and quantitatively.
➢ K.MD. 1-2 Describe and compare measurable attributes.
2
6. LESSON BODY: Text pages #250-255 for your lesson. Follow the exact steps provided in the text for the lesson
you are teaching. Clarity is the key.
To close the lesson, refer back to the KWL Chart that was created as a whole class at the beginning of the lesson and fill in
the L section (what students Learned).
7. ASSIGNMENT
● Design a brain compatible Perfect Assignment to support this lesson.
Which Ball Is Faster?
● Explain why it is the perfect assignment based on how the brain learns.
➢ This assignment supports the brain for learning because force can affect the way we apply it to motion in our daily
lives. Force and motion make things move or stay still. Students can observe this in their daily life through activities
such as bouncing or kicking a ball or pumping their legs on a swing for speed.
➢ The brain has absorbed information from the experiment and processed the results. Students will be retrieving data
from their experiment that is stored in the brain and using it to complete the Which Ball Is Faster? assignment.
➢ This assignment prepares the brain for learning through helping students absorb information by conducting an
experiment. The experiment creates curiosity encouraging them to inquire about something.
● Attach a copy.
Which Ball Is Faster?
Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow the format
provided below and provide a professional quality reflective analysis of your work.
a. Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete
unused SLOs.
SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in
general and with their respective specialization.
SLO 2: Evaluate and conduct research to improve instructional practices and institutional cultures.
● This lesson demonstrates my competence in SLO 1 through understanding and researching the inquiry model and
constructivist theory. Comprehension was demonstrated through presenting a question to the class that introduced the
lesson and was connected to all steps. These questions developed an inquiry based learning experience that allowed the
students to research information to make sense of this phenomena. This lesson prompted questions that activated student
thinking and supported how students learn through a simple investigation. Researching the inquiry model has provided the
opportunity to understand additional learning outcomes. The positive outcomes increased academic vocabulary, scientific
literacy, exercised the brain for learning, and promoted a deeper understanding of the content by engaging students in a
hands-on activity.
4
Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.
● Explain how this lesson supports helping students reach levels of deeper learning.
➢ This inquiry based lesson supports helping students reach a deeper level of learning by allowing the students to
participate in a hands-on activity and generate questions to activate learning. These questions developed an inquiry
based learning experience that allowed the students to research information to make sense of this phenomena. In
addition, it helped students to reach their full potential by engaging in a different learning perspective (straws and
balls). This can help in developing scientific skills, social and emotional skills, and increase problem-solving.
● How does this model make learning stick in long term memory?
➢ This inquiry based model helps to make learning stick in long term memory by engaging in hands-on activities that
activate the brain sending the information to long term memory. Students can retrieve this information that has been
processed and stored to help them probe their own questions as they investigate different experiments. The results
of these experiments are presented to enhance their knowledge through discussion.
● Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
➢ The inquiry model would be appropriate in all areas of the curriculum that require critical thinking. It develops
student comprehension, critical thinking skills, and language skills through communication. When students
consistently use these cognitive skills through various content areas, they can be applied in everyday life.
➢ Example: Forces and motion can be seen in kicking a ball, pulling a wagon, or pushing a toy car down a ramp.
➢ One strength for using the inquiry model includes exercising the brain by investigating an open-ended question to a
problem.
➢ One weakness in using the inquiry model is timing. The objectives and steps need to be carefully prioritized for
students to have enough time to engage in the investigation and assess their observations. Teachers should decide
on and devote the majority of the time to the objective that will have the greatest impact on student learning.
● How will you support advanced/ELD/Special needs learners through using this model?
➢ ELD: This student will be placed in the front of the classroom for loud and clear instructions, easy access to visuals
and demonstrations, and vocabulary cards written in English and their native language, including a picture.
➢ Special Needs: This student will be placed in the front of the classroom for loud and clear instructions, easy access
to visuals and demonstrations. The experiment and assignment will be limited to two balls (one fast and one slow).
● Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
➢ K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or pull.
➢ W.K.7 Participate in shared research and writing projects
➢ SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
➢ MP.2 Reason abstractly and quantitatively.
➢ K.MD. 1-2 Describe and compare measurable attributes.
This lesson can support the CCSS by exploring questions through experimenting and observing a phenomena.
Engaging students in these experiences will help them to make sense of the world around them. Students will learn
academic vocabulary and transfer this learning to other content areas.
b. Link to Theory:
● Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist).
➢ This lesson based on the inquiry model supports the Constructivist Theory because the assessment focuses on the
observation and the scientific study of experiencing inquiry through questioning force and motion with a hands-on
learning activity. Students are gaining knowledge through experience.
● Link this lesson to one or more of the Big Ideas and provide a rationale.
➢ Learners do not passively absorb information from the environment; rather, they actively work to make
sense of their environment and construct their own, unique understandings of the world.
❏ This lesson is linked to this Big Idea because students are making sense of their environment through
making predictions (hypotheses) and constructing their own understanding through conducting an
investigation and analyzing the results.
c. Growth Mindset
● How you might reward learning according to the Growth Mindset research.
➢ Students that have a Growth Mindset believe that their knowledge can be increased through working hard and
persevering. One way I would reward this mindset is challenging their knowledge to a deeper level of understanding
by providing them with a learning activity to extend the inquiry process. This activity might include investigating
items around the classroom that require different amounts of force to move the object. Students can record their
observations in their science journals by drawing pictures and using the 1-5 scale for the amount of force. Another
way to reward a growth mindset is to praise the students’ effort either verbally or with tangible items teaching them
that their intelligence can increase.
Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?
● Discuss what went well and what changes you have made for improving learning.
➢ If this lesson were actually implemented in a classroom, I believe the steps that would go well would be Step 3:
Gathering Data and Step 4: Assessing the Hypotheses. I feel that the students would benefit the most from the
hands-on learning activity that encourages them to inquire about the phenomena of what makes things move and
discussing their observations.
➢ One change that I would make to this lesson, would be to implement more technology. In addition to the YouTube
video, I think that further technological experiences would enhance the learning process such as an interactive
game on the web.