LESSON PLAN TEMPLATE

Name: DeFilippo Topic/Title: Science/Direction (lesson part A co-taught station teaching) 1b. ENDURING UNDERSTANDINGS SWUT the direction of an object can be described accurately. 2b. TEACHER CONTENT KNOWLEDGE (necessary prior knowledge) TW need to know what direction words are since they have not been introduced to the students yet. Grade Level: 2 1a. STANDARD: NJ Common Core Standards 5.2.4.E.2: Identify the force that starts something moving or changes its speed or direction of motion. 2a. STUDENT LEARNING OBJECTIVES SWBAT understand direction words for movement. 3. ASSESSMENT

VISION-SETTING: KNOW, SO, SHOW

Informal- TW ask students to give a thumbs up, to the side, or down signal to see how well they understand the topic/segment of the lesson if I feel like the students are confused or falling behind. TW walk around the gym and observe how well the students are working/answering questions. TW use a checklist to see how well the students are working and answering question. TW monitor what they write in their closing activity. Formal- TW have the students complete a reflection on what direction words they used and well their group did and why. If students dont understand how direction words work a small group will be made to practice this concept during recess.
4. ADAPTATIONS AND ACCOMMODATIONS (During CL I and II, indicate which individual children need adaptation or accommodation.)

CB and KC are sitting in groups that have students who are strong readers and overall strong students. CB and KC are pulled out of class for reading with a reading enrichment program. KC will get peer help from OC if necessary if she falls behind in a task. DP is an ELL student. DP will get a longer wait time when picked on to answer questions. DP gets pulled out of class to go to an integrating into a new environment class specifically for ELL students. **There will be a new student coming to our class sometime in March with severe behavioral problems and a tendency for severe behavior issues. More information to come after further observations. ** Rock Star Role Model
PROCEDURE AND PRACTICE TEACHERS ROLE Questions to Ask 1 STARTER/ANTICIPATORY SET (2 min.) TW instruct students to: Line up in front of me Move five steps forward Take one step to the left Take one step back and 3 steps to the right TW ask students what they are doing. Ex] moving, listening TW ask what is it called when you listen to what I say. Ex] following directions 2. INTRODUCTION OF NEW MATERIAL (Guided Instruction/Procedure/Exploration) (2 min.) Tw go over what direction words are. TW give some examples: Left, right, up, down, north, south, east, west, straight, around, zig-zag, far, farther WHAT ARE STUDENTS DOING? SW follow the directions. SW answer questions on the activity. MATERIALS

METHODS: GO

SW come up with direction words. SW make their own definition for direction as a group and write it down on their worksheet.

3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (8 min.) 1. TW ask students if they know what direction objects can move in. (left, right, forwards, backwards, side to side, diagonal) 2. TW assist students in completing the worksheet on direction words.

1.

SW answer what direction objects can move. SW complete the worksheet on direction. SW answer what direction a car can move in. SW answer what makes a car move. SW participate in the bumper car activity.

Worksheet labeled Position and Direction

2. 3. TW ask students what direction a car can move in. TW tell students that a car can generally move right, left, backward, and forward. 4. TW ask students What makes a car move? TW explain that the driver needs to exert force on the gas pedal of a car which causes the engine to start working and makes the car move. Force can be a push or pull on anything. Other words for force- attract, bar magnet, friction, horseshoe magnet, magnet, iron, motion, nonmetal, position, push, ring magnet, metal, repel, magnetic field, force, magnetism, pull, poles, away, nonmagnetic, gravity 5. TW tell the students that we are going to play bumper cars and give them the rules. One partner is the Driver and one partner is the car The car must put both hands in front of them at all times which makes the cars bumper. The driver must give directions to make the car move, they must use direction words like we discussed earlier. Ex] move five steps forward, take 1 step to the left If the car gets confused between their left and right the driver may help them out If two cars bump into one another, both partner groups are out and must take a seat on the side. The out groups will work on a worksheet until the round is over. The driver must be careful to steer around the room until I say Switch. Then the partners can switch places and play again. 4. INDEPENDENT PRACTICE (6 min.) TW put students into groups and then let the students pick the car and driver based on whoever is taller in the pair. TW tell students to start the activity. 3.

4. 5.

Worksheet labeled Force and Motion

SW go into groups, pick who is the car/driver and start the activity.

5. CLOSING (2 min.) Once groups get out of bumper cars after the second round they will fill out a quick reflection on how they feel they did using direction words. ***Another closing will be done as a whole group depending on time*** Closure activity: Snowball TW tell students to write down one position or direction word on a piece of paper and crumple it up into a ball and then toss it into the center.

SW fill out self-assessment.

SW write down one position or direction word on a piece of paper and crumple it up into a ball and then toss it into the center. SW then go around the circle and pick up one piece of paper, read the word on their paper and then say whether it is a direction or position word.

HOMEWORK/FOLLOW UP ACTIVITY (if appropriate). REINFORCEMENT

Extended activities: Force and motion word search Force and motion fortune teller