5E Science Lesson Plan Planning Template Channa Griham Grade Level: 2nd Concept: Weather/Wind

Standard 2-3: The student will demonstrate an understanding of daily and seasonal weather conditions. (Earth Science) o 2-3.1- Explain the effects of moving air as it interacts with objects.

What We Will Do Engage: Set up a fan on the front table where everyone can see Place a beach ball in front of the fan Ask the student what they predict will happen to the beach ball if there is a force acting upon it (turning on the fan) Turn on the fan Discuss with the students why the beach ball moved

Time/Materials/Group Size 5 Minutes Fan, beach ball Whole class

Explore: I will give each student a bag of objects (straw, cotton balls, Paper, dice, feather, leaf, Pencil) I will discuss with the students what we are going to do with the items in the bag. We will then remove the items from the bag and identify each of them Students will use the straw to gently blow on each of the items (wind). Students will be able to see what other affects moving air has on the various objects Observe students as they investigate. Ask questions about how they are using air and what they are discovering Collect the materials at the end of the exploration

25 minutes Bag full of items Straw, cotton ball, paper, dice, feather, pencil, leaf This will be done as a whole class but the students will each be able to explore on their own to see what the effect wind has on these items. It could be seen as an individual exploration because each student will have different observations and possibly conclusions

Explain: Students will be recording what they observed in their science notebooks. Students will be able to draw a picture and explain the things that they learned in the exploration. When all of the students are done with their
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10 minutes Science notebooks pencil Students will individually write in their science notebooks We will then come together as a class and share some of the students drawings and explanations.

drawing and explanations, I will ask for a few volunteers to share what they have written in their notebook I will then continue to explain to the children that moving air can also be called wind and discuss the effects of having no wind and then having strong wind

Elaborate: I will review with the students what they have learned about how air (wind) effects objects We will discuss how each object and activity shows moving air

5 Minutes Science Notebooks Whole class discussion

Evaluation: I will look at each and every students science notebooks to make sure that they got the concept of the lesson and that there are no misconceptions

Accommodations/Modifications: -Slow learners (need more assistance) -Hearing impaired Visually impaired -Individual learning levels -Early Finishers Slow workers

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Name: Channa Griham Grade Level: 2nd Subject: Science

Date: 10/28/2013 Type of Lesson: Wind/Weather Size of Group: 23 Students

Concept: Understanding the effects of moving air on various objects through hands-on exploration

SC Science Academic Standards: Standard 2-3: The student will demonstrate an understanding of daily and seasonal weather conditions. (Earth Science) o Indicator 2-3.1: Explain the effects of moving air as it interacts with objects.

Additional Academic Standards: Common Core- ELA- Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. EEDA: Teacher candidates will identify instructional strategies that promote core values in the school community. SSCA: During the lesson, students are expected to respect others opinions and feelings when communicating with each other. All children should sit quietly at their own desk and listen to the instructions that are given to them. There will be no blurting information out without properly raising his/her hand. Students will be able to express their opinions and work with others to get their points added to the assignment.

Conceptual Science Background: What underlying science concepts are at the heart of this experience? Students will be able to see the effects of moving air on different objects that vary by size, weight and composition. Through this hands on exploration students will be able to see the idea of wind in a real life experience. Students will be able to independently make observations and then apply these observations to make an overall conclusion of what is means to be moving air (wind). The students will realize that moving air can also be called wind. Learning Objective and Evaluation: Lesson Objective Using a straw, students will be able to see the effect that moving air has on various objects and will be able to conclude that this moving air can also be known as wind. Evaluation of the Objective I will walk around and observe the students as they are completing their different experiments. I will be asking the students questions about the differences that they observed when the object was heavier than the others. For example, I will ask them if it was harder to move the dice when blowing than when they tried to move the cotton ball. I will ask the students to explain to me why they think this happened. I will make sure each student understands the effect of moving air.

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Using the data collected from the exploration stage in the lesson, students will be able to complete an entry in their science notebooks showing their understanding of the concept of moving air (wind).

I will take up the science notebooks to review what the students have written in their writing prompt. I will check the writing prompts to check for mastery of the concept. If there are any misconceptions on the topic, I will review the concept of moving air (wind) with the students in a future lesson.

Productive Questions: What probing questions will you ask during the lesson? Engagement: Does anyone know where wind comes from? Have you ever seen the wind blow something outside? What do you remember seeing? Is the wind that comes from a fan considered moving? Do you think if I place a beach ball in front of a fan it will move? What do you think it would do? Do you think it would move quickly or slowly? Exploration: Do you think that we could create wind in the classroom? How do you think that we could do this? When using a straw, are we able to assert a lot of pressure on the object? Why do you think it is easier for us to move the feather than to move the dice? Do you have to blow harder to make the dice move? Why do you think you have to do this? Why is it so easy for us to move the piece of paper? Explanation: Why do you think we can move the feather easier than the dice? Did you have to use more force with the dice or less force? What do you think it would be like if we didnt have any wind? Would things be able to move outside without help from living things? How would hot summer days be like if there was not wind? Elaboration: Now that we have completed our exploration, can anybody tell me where you remember seeing wind in action before? Was it strong wind or light wind? Can we connect this to what we did today as a class? Can we conclude that wind can vary in strength when it comes to how heavy the item is that is trying to be moved? Evaluation: What did you learn from this lesson? Do you think the same principles we observed today could relate to wind? Does it take more wind to blow large things like balls than it would to blow the leaves in your back yard?

Materials: Class: Beach Ball, Fan, Science Notebook, and Pencils Each Student: Bags, leaf, feather, cotton ball, small piece of paper, 1 straw cut in half, Science notebook Safety Precautions for Lesson: There are no main safety precautions that need to be addressed during this lesson because we will not be using any material that could harm the students. The only thing that may need to be addressed is how to properly use the material. The students should not throw any of the materials or they should not mess up any of the materials. PROCEDURES:
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Engagement: o I will place a fan on the front table and place a beach ball in front of the fan o Class, what do you think would happen if I turn the fan on with the beach ball sitting in front of it? Do you think that the beach ball will move quickly or slowly? o I will then turn on the fan and let the students observe what happens when moving air is applied to the beach ball. o We will discuss what makes the ball move. o Today we are going to do an experiment to see how air can affect various objects Exploration: o I will give each student a bag that is filled with each of the objects that is needed during the experiment. o I will explain to the students that they will be investigating the items in their bags to find out about air. o Students will remove each item and have the chance to identify and describe each item. o Students will use the straw to gently blow air onto the various items so that they can determine what effect moving air has on the items. o When all of the items are removed, make sure that students are also able to identify the air that remains inside the empty bag when the other items have been removed. This will be the time that I will discuss with the students what they are observing and what they are seeing. o Observe the students as they explore. I will ask questions about how they are using air and what they are discovering about air. o I will collect the materials at the end of the exploration time. Explanation o This is the time when I will ask questions to start the discussion: Why do you think we can move the feather easier than the dice? Did you have to use more force with the dice or less force? What do you think it would be like if we didnt have any wind? Would things be able to move outside without help from living things? How would hot summer days be like if there was not wind? o In their science notebooks students will draw pictures and explain some of the things they have learned about air. o When the students have had time to complete their drawings and explanations, I will ask for volunteers to share their observations and explanations with the class. o We will then hold a small discussion about what we found and what moving air really is. o I will explain to the students that moving air can also be called wind and we will discuss the effects of no wind and strong winds. Elaboration: o We will review what the students have learned about how air affects objects o As a class, we will discuss each aspect of the exploration. I will ask them questions about what the noticed when they tested certain objects. I will also refer back to the beginning experiment to wrap up the true meaning of moving air and wind. Evaluation (Assessment): o For the assessment portion of the lesson, I will be having the students complete a writing prompt in their science notebooks. I will obtain these notebooks to evaluate the students understanding

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of the topic. I will use this information to address any misconceptions that may come up in their writing. Accommodations for Students with Special Needs:

While teaching this lesson, there are going to be many students who are going to need accommodations. Also, there may be children in the classroom who have learning disabilities or special needs that will be addressed. When developing the lesson, I will take in consideration of each level of learning that the children in the classroom are on. I will base my lesson around each of the children to make sure that everyone is capable of learning the information. If the classroom contains students who are hard of hearing or have vision problems, I will make sure that I present my lesson in a way that will accommodate these needs. For example, if a student has trouble hearing the instruction, I will move them closer to me so that they can hear the content information. This will accommodate the students needs and allow them to learn more effectively. Also, if I have students that take longer to analyze and think of reasons to the questions that I ask, I will work with them to figure out a correct response that has quality information that pertains to the questions I have asked. References for Lesson Plan: Only resources from my clinical were used to create this lesson

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