Common Core Aligned Lesson Plan Template

Subject(s): Science

Grade: 2

Teacher(s): Stephanie Baldikoski (Master Teacher) & Bekah Bryant (Student Teacher)
School: Woodland Elementary Date: 3/29/15
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that
are best suited for an intended purpose.
Science and Engineering Practices:
Analyzing and Interpreting Data: Analyzing data in K-2 builds on prior experiences and progresses to collecting,
recording, and sharing observations.
Disciplinary Core Ideas:
Structure and Properties of Matter: Different properties are suited to different purposes.
Crosscutting Concepts
Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about
causes.

1 ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
ELD Section 2: Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts Part I:
Interacting in Meaningful Ways; A: Collaboration: Expanding 3.: Offering opinions: Offer opinions and negotiate with
others in conversations using an expanded set of learned phrases (e.g., I agree with X, but X) as well as open
response in order to gain or hold the floor, provide counterarguments, and the like

1 Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will be able to form hypotheses based off of observations of the given
materials, test these hypotheses, then analyze and record data from testing their
hypotheses with accuracy to determine the properties of the objects that make
them go faster or slower.
(Blooms level: Three (Strategic Thinking) Hypothesize/Compare/Draw
Conclusions)

STUDENT-FRIENDLY
TRANSLATION
I will observe materials given to
me, guess which one will roll the
fastest, second fastest, etc, test
my guesses, record my findings,
and discover why an object may
move faster than another.

1 Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish the
goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

Students will create their hypotheses, write down their ideas with language such as I believe that, I think that,
because. After writing, students will orally discuss the items to be tested and their properties of what will make
them roll slower or faster than others.
1 Relevance/Rationale: (Why are the outcomes of this lesson important in the
real world? Why are these outcomes essential for future learning?)

This lesson gives students the opportunity to work collaboratively with their peers
to test an idea to see if it is correct, and come to conclusions about the world
around them. Students will be using problem solving skills to create their
hypotheses and test them. This lesson gives students the opportunity to make
claims and support or refute their claims with evidence.

STUDENT-FRIENDLY
TRANSLATION
I will be able to work together
with my friends and use problem
solving skills in order to learn
more about the world around
me.

1 Essential Questions:
What makes an object move? (Direct the discussion of this question to properties of objects)
How could the motion or position of an object be changed? How would this affect our results?
Part II STUDENTS INFORMATION

1 Class Information:
a. Total number - 26 students
b. EL/Special Needs One student with autism. This student formerly had an aide, but was doing so well the
school decided to take the aide away. Master teacher keeps notebook of her actions, breakdowns, and
stemming. She believes this student still needs an aide in order to achieve her full success in the classroom.
a. Academic background in content area - The majority of this class writes very clearly and concisely.
Students have learned to write opinions stating I think thisbecause Students are also familiar with
force and motion. Students understand motion forces like pushing and pulling. (pushing being the focus of
this lesson)
c. Linguistic One student speaks Spanish in the home but is fluent in English, the rest of class are all native
speakers of English.
b. Cultural/Health The majority of students in this class are all from middle or upper class families. They are
almost all native English speakers and only speak English in the home. Parents are very involved in student
education and are in the classroom frequently volunteering and helping out. A few students come from
divorced homes, but no major problems in the home are evident. One student speaks Spanish in the home,
but his parents speak English as well and try their best to be involved in his education. All students are
healthy and almost all of them are involved in a sport. The majority of the class plays soccer and likes to
run.
d. Physical Students have mastered motor skills at this age. They are very high energy inside the classroom

1 Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

Overall I expect this lesson to be very successful. All students have prior knowledge of the content, as they have all
learned about motion, balance, and counterweights. Students have all learned the scientific method and are able to
form hypotheses. Students show excellent skill in their writing, so I expect the majority of students to be able to write
their hypotheses and findings in a clear and concise manner.

Part III - LESSON ADAPTATIONS

1 Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

The modifications for this lesson come into play with the peer collaboration and change of classroom environment.
This gives my student with autism the assistance she needs from her peer to focus on the task at hand, create an
effective hypotheses, and accurately test and record the information.

1 21st Century Skills Circle all that are applicable

Collaboration

&

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Students will collaborate to form hypotheses and discuss why they think which item will go the farthest. This
also requires students to think critically about the experiment that is at hand, what factors come into play that
they have previously learned about (gravity, motion, balance), and how these factors will affect their findings.
Students will also be asked to reflect on their findings as well.

1 Technology - How will you incorporate technology into your lesson?

I will incorporate technology into the lesson by including it in my anticipatory set. I am using a youtube video
that is a song about the scientific method and why we use it. This is a quick attention getter, a refresher on the
scientific method, and a way to introduce what we will be working on.
Part IV - ASSESSMENT OF STUDENT LEARNING

1 Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look
like?)

a. Formative:
Discussion before lesson, to see student knowledge of the scientific method and how motion and balance affects
objects. Asking, what makes an object move? How does weight affect the way an object move? What about shape?
Asking what a good guess is (hypothesis) and discuss
b. Summative (if applicable):
Students will fill out worksheet asking for formal hypotheses of which item will move the fastest and why.
They will then draw pictures of each item in the order they think will roll the farthest, from first to last.
Students will then record their data as they conduct the experiement. Students will write a conclusion of
their findings and why they believe the results were the way they were. This worksheet will be scored based
on the rubric. Students are expected to write clearly, concisely, and handle the experiement materials with
care and responsibility.
DOK Level: Three (Strategic Thinking( Hypothesize/Draw Conclusions/Cite Evidence)
c. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Inquiry- Model: Inquiry Training (presentation of the discrepant event through two
stages"of questioning verification and.hypothesis-testing)

1 Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Two blocks of wood per group. () students are working in groups of four
7 crayons
7 water bottles
7 tennis balls
carton of eggs (extra in case breaks)
26 worksheets
Paper airplanes
Markers (tape)

1 Procedure (Include estimated times. Please write a detailed procedure, including questions that
you are planning to ask.):
OPEN:
1.) Open by telling students that I need their help with a special experiment today that requires us to be scientists!
First I want to learn what they know. Explain to students that I know theyve been learning about force, balance,
and motion. ASK: what makes an object move? How does weight affect the way an object move? What about
shape? Asking what a good guess is (hypothesis) and discuss.
2.) Explain scientific method: a hypothesis is a guess about what is going to happen before we test something EX: I
think that this paper airplane will fly farther than this one because it is red. (Test & discuss) Why did this one fly
farther? Does color really affect the speed? So our conclusion is this: The white airplane flew further because of
its design and is more light weight. (Focus on properties)
3.) Explain experiment & introduce materials. (Discrepant event of inquiry training model) Have students observe

materials and think of a hypothesis in their heads (do not say aloud) Explain that they must state their opinion
and WHY (I think the egg will roll the farthest because it is the heaviest)
4.)
Group students into three & have them discuss their ideas. (All of this up to this point should take about
ten minutes) Then instruct students to write down their hypothesis using opinion vocabulary (I think
because)
5.) Explain to students, Next we are going to write down our hypotheses or guesses! We are going to write I think
this item will move the farthest because blank. Wait for students to write down hypotheses. Next point to the
before section of the worksheet. Say: Item 1 is the item you think will roll the farthest. Write in which item
this is. Next on item two write the item you think will roll the next farthest, and keep going down the list to item
six being the item that rolls the LEAST farthest! Walk around during student writing to make sure instructions
are understood. (Questioning stage)

BODY:
1.) Instruct students to bring worksheet and a pencil with them. Take students out to the black top. Group students
along the same line with binders (rolling plane) in place for each group. Discuss conduct such as handling the
materials safely and carefully. Explain that messing around with materials will not be tolerated.
2.) Bring students attention to the front. Model how to roll the objects. Instruct students that each student will roll
the same object one time. Students will use markers (duct tape) to mark how far it rolled. Students will leave
the marker in the middle as an average for how far it rolled. MODEL THIS. Then instruct students to write item
name on the marker they leave. (Testing stage)
3.) Give students first object. Instruct them to roll when directed. Wait until each group is finished to hand out next
object, etc

4.) Have students write down their findings after testing. Which one went the farthest, next farthest, least farthest,
etc. Explain that Item 1 on the worksheet will now be the item that rolled the furthest, so the marker that is the
farthest away from you (physically point it out in one group) Item 2 will be the next one (move forward and
point it out) and so on. Ask students to record data carefully!

CLOSE:
1.) Take students back into the classroom & discuss. Ask: Who had a correct hypothesis? (raise hands) Why do you
think that object rolled the fastest? What properties of the object made it roll the farthest? What type of force of
motion was involved in this process? (PUSHING objects) What could have created different outcomes?
2.) Encourage students. Then have students write down conclusions and why. (The water bottle went the farthest
because of the weight of the object.) (Analyze stage)
3.) Ask students what they enjoyed about the lesson. Ask why making hypotheses and testing them are important.

Part VI - REFLECTION

1. What instructional strategies did you use to help students achieve the lesson objective?
I used the inquiry training model strategy to help my students achieve the lesson objective. The stimulus was
introducing the scientific method and modeling it in action quickly, then peaking student interest through introducing
the materials to be tested. Students then have to develop their hypotheses and test, then analyze their data. This
strategy was engaging, and challenging for students to think about what properties make an object roll farther than
another. Students were excited to test their materials and were very engaged in the discussions before and after the
experiment.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.
The majority of the students were able to score highly on their assessments of their worksheets. Each
student was able to form an educated hypothesis, record the data, and draw conclusions based on this data.
Most students were able to identify the properties of the item that moved the fastest by saying things like
The ball moved the fastest because it is round, a sphere, light, circular, etc. Students were able to discuss
at the end of the lesson why the ball moved the fastest and identify properties during our discussion as well.
When asked why the ball rolled faster than the egg, students were able to explain that the egg was not
perfectly rounded, and thus not best suited for rolling down a hill. Students were all engaged and excited to
learn during this lesson.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
Few students did not complete their conclusions or did not identify properties. To be sure this does not
happen in the future, I will do a more complete sentence frame model for my students. Many of the students
were able to write a correct conclusion, but missing why that object rolled the farthest. I will model this for
my students by taking their suggestions of why (round, circular, light, etc) and writing them on the board to
include in their conclusions.

1 What would you change about the lesson and why?

The only thing I would change about this lesson is the amount of materials that I planned on using. I originally
had planned on incorporating six different testing materials into this lesson, but ended up cutting it to four,
thinking that six would take too long. We only had time to test for three items, and the students were bummed
that we did not have time to test the water bottles. I would learn from this for next time, as TPE 9.9 calls for in
reflect on and improve their planning based on their instructional experiences and analyses of student work.
This lesson was developmentally appropriate, challenging, and engaging for all students.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.