EDUC 472 Inquiry Lesson Template

INSTRUCTIONAL UNIT

TEACHER (your DATE:

name):
2/5/15
Kaitlyn Trotter

GRADE Level:
2nd grade

LESSON TITLE:
Motion

SUBJECT (Content
Area):
Science
LESSON
OBJECTIVE:
Students will
be able to use
force to create
motion.
LANGUAGE STANDARDS AND CONTENT OBJECTIVES

California Content Standard

(if appropriate) or CCCMath

Common Core English Language

Arts Standard
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative
conversations with diverse partners
about grade 2 topics and texts with
peers and adults in small and
larger groups.

Next Generation Science (if

appropriate):
1.c Students know the way to
change to how something is
moving is by giving it a push or
pull. The size of the change is
related to the strength, or the
amount of force of the push or
pull.

New ELD Standard

Exchanging information and ideas
with others through oral
collaborative conversations on a
range of social and academic
topics.

ADAPTATIONS FOR LEARNERS

Adaptations for ELs
RATIONALE
REFLECTION
There are numerous The picture file and
The picture file was
pictures to support
realia will enhance the very effective for my
English learners, as
learning experience by English learners. Many
well as a plethora of giving ELs hands-on
were participating and
realia. Furthermore,
experience with the
asking questions about
they will be working
concepts. Working with the various pictures I
in partners, thus if
partners will also give was displaying.
there is any confusion them a chance to
they will be able to
collaborate with others,

gain assistance from

their partner.

which will help to clear

up any confusion they
may have.

Adaptations for
Special Challenges
The Special challenge
that is present in the
class has ADHD. This
lesson will give him a
chance to get up,
move around, and
participate in
activities that he
enjoys.

RATIONALE
It is very important for
students with
hyperactivity to be
given a chance to
move around and
engage in learning in a
fun and exciting
manner. The lesson
provider the student
with an outlet for his
energy, while he
simultaneously learns
important skills.

Multiple Intelligences
Addressed
The multiple
intelligences include
interpersonal,
kinaesthetic,
visual/spatial, and
linguistic.

RATIONALE
REFLECTION
Interpersonal is present Many of the multiple
as the students will be intelligences were
working in collaborativeaddressed in the
pairs. Kinaesthetic is
lesson. The lesson
present because the
provided a variety of
students will be in
learners with many
doing hands-on
different ways to learn
activities. Visual/spatial the content.
is evident because the
students will be looking
at pictures and
completing graphic
organizers. Lastly,
linguistic is present
because students will
be reading and writing
about their findings in
their lab report.

REFLECTION
Allowing my ADHD
child to get up and
move and learn in a
new manner was
certainly helpful.
However, next time I
think I would pick his
partner. This would
allow me to pick a child
who could stay on task,
encouraging the special
challenge student to do
the same.

ASSESSMENT
STRATEGY FOR ASSESSMENT
My assessment will include formative assessment, which will allow
me to observe while the students are completing their graphic
organizers. My other assessment will be the playground lab report,
which will be handed in at the end of the lesson. This will allow me to
assess if the students understand the concepts and if anything needs
to be re-taught.

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Smart board, graphic organizer, playground equipment

INTO

INTO, THROUGH, and BEYOND

RATIONALE
REFLECTION

I will begin the

session by asking the
students, How do we
get something to
move? They will
share their answers
with the class.

This will act as an

anticipatory question
to get the students
involved in the lesson.

The question and

graphic organizer
immediately drew in
the students. They
were eager to answer
questions and could
not wait to do so.

This will serve to get

I will then pass out a the students thinking
graphic organizer that about the concept in a
asks the students to broader way and how it
identify things that
relates to their
move in everyday
everyday life.
life.
They will participate
in a Think-pairshare and they will
share their graphic
organizer with their
partner.
After this activity, I
will introduce key
vocabulary with the
use of a picture file.
The vocabulary will
include:
Force
Motion
Energy
Push
Pull

The think-pair-share
will give the students
an opportunity to
collaborate and identify
even more ideas
relating to the subject
matter.

The think-pair-share
was not that effective,
as many students
seemed to get off
track and were talking
about other things.

The picture file will

allow abstract concepts
to become more
concrete to the
students through the
use of interesting and
exciting visuals.

The picture file really

connected with the
students as it allowed
them to see real life
examples of some
abstract concepts.

THROUGH
After the picture file, I
will ask the students
to think about how
they use force to play
on the playground.

RATIONALE
This will once again
serve to relate the
concept to the
students everyday
lives.

I will hand the

students a sheet with
a variety of pictures
on it, such as going
down a slide, or
playing on a seesaw.
Then I will hand the
students a graphic
organizer with two
columns. One column
will say, Which
playground activities
need a push to
create motion? The
other column will say,
Which playground
activities need a pull
to create motion?

This activity went

This will give the
very well. The
students an
students were
opportunity to think
engaged in the
critically about what
concept and had to
kind of motion they
critically think about
use to perform fun
what type of force
and exciting activities. they use when they
This will allow the
are using everyday
students to think
playground
about the playground equipment.
in an entirely new
way, with a focus on
science and how
things move.

The students will then

work in partners to
sort the playground
activities into the two
separate columns.
After the students are
finished, we will
discuss the results
with the class.

Once again
collaborative learning
will be used in order
to enhance the
learning and give the
students an
opportunity to discuss
the subject.
This will allow the
teacher to clarify any
confusion, as well as
discuss the topic in
further detail.

REFLECTION
The students were
once again eager to
answer questions and
participate.

Once again, some

students got very off
track and were not
filling out the graphic
organizer. Rather they
were horse-playing or
off topic.
The clarification
helped as it allowed
me to assess if the
students understood
the concept.

BEYOND
Students will then
practice and
experiment
creating motion
with everyday
playground
equipment.
Students will be given
a Playground lab
report. Students
will once again
work with their
partner. The class
will go out into
the playground
and they will work
to complete a set
of missions in a
short amount of
time.
For instance, one
mission will say
Use force to
make a swing
move. Student
will then circle
whether they
used a push or
pull to create the
motion.
After this the class
will return to the
classroom where
we will go over
the results and
wrap up the
lesson.

RATIONALE
This will be an
exciting activity for
the students where
they are given the
opportunity to be the
scientists. They will
be interacting with
the concepts in real
life scenarios,
allowing the subject
matter to come alive
for the students.

This will further

embed the idea of
how we use motion to
function in the world.

This will once again

allow for any further
clarification on
confusing items. This
will also allow me to
assess what topics
the students
understood and which
topics may need to be
re-taught at a later
time.

REFLECTION
The students were
obviously very excited
to go outside and
complete their
missions. Most of
them stayed on task
and were running
around filling out their
lab report. However,
one thing I would do
differently is to have
students compete.
This would give them
an incentive to
complete the work
quickly and not simply
play on the
playground.

The wrap-up was very

effective. It was
obvious that the
students learned the
objective and had fun
while doing so.