Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

Analysis of a Second Grade Science Lesson Plan

Christine Smith

College of Southern Nevada

Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

Abstract

In general, teaching requires a certain level of organization and commonsense. Effective lesson
planning will be the difference between your success or failure as a teacher. It is important for
you to get to know your students to get to know how they learn information. This will assist in
planning the teaching strategies you will use. Although technology has altered how information
is presented, the principles of effective teaching have essentially remained the same. In fact,
both Paigets theory of cognitive development and Gardners multiple intelligences continue to
be used within teachers classrooms today. In addition to technology changing the way you
teach, you will also need to take into account the individual educational needs of your students.
Students with exceptionalities will include ESL learners, students with ADHD, Aspergers, or
even a physical disability. Accommodations and modifications to your lesson plans will need to
be tailored to these students individual needs. All students may not be A students, but all
students have the potential to learn. It is our responsibility to find each students key that
unlocks that potential to learn.

Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

First and foremost an effective lesson plan must be logically organized. Research finds
that a clearly laid out structure and transitional statements about the structure of the lesson
increase student understanding. Next, a clear indication of the key concept and/or elements of
the lesson must be made by verbally repeating them and/or even writing them on the whiteboard.
This is important to retaining information in long term memory. Presenting the lesson with
direct and simple language is key in maintaining the flow of the lesson, which will hold the
students attention. An effective explanation of the lesson takes into account the students
previous knowledge of the subject, and helps students visualize and organize the concept or
subject matter. It also gives students an opportunity to discuss their current knowledge with their
peers in cooperative learning groups. When introducing a new topic or skill that requires
problem solving skills, worked examples are an effective teaching strategy. It allows students a
chance to stop and think, and even discuss what is going on in each step of the lesson. An
effective lesson plan will also include demonstrations, models, or illustrations, all of which
emphasize the importance of seeing and having hands on experience. No matter the type of
visual representation used during a lesson plan, their use is important because information is
retained in long term memory more than information that is just heard. Technology has changed
how information is presented to students. Using video or DVD that is embedded in on-screen
text is helpful in illustrating key concepts. Research has found that it helps students learn and
retain information to the degree that is easy to understand, and it clearly links to the main
content. Quite simply teachers need to be organized and thoughtful in teaching their subject
matter and/or concept.

Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

The lesson plan being analyzed is a second grade science lesson about wind. The
objective of the lesson is to observe the evidence of wind using a pinwheel which they will
make. Upon completing the lesson, the students will be able to define wind, understand who
tells us about wind (and the weather), and describe the instruments used to measure the speed
and direction of wind. Each student will need one jumbo straw, one regular size straw, a pencil,
scissors, and sheet no.19 pinwheel patterns. Utilizing cooperative learning strategies, the class
will be working in four groups of six to eight sharing four hole-punchers, four rolls of
transparent tape, and canyons or markers for each group. To demonstrate wind a small fan or
hair dryer can be used.
According to Paigets concrete operational stage within his development theory of
cognitive ability, the second grade science lesson about wind is appropriate for second grade
students because they will be able to see the definition of wind with the use of the pinwheel. At
this stage of a childs development seeing is believing. Use of a pinwheel to demonstrate the
concept of wind is practical and infers reality right there in front of them. In addition to Paigets
theory of development, there are three of Gardners nine multiple intelligences being used to
teach the science lesson. Providing the students with the definitions associated with the lesson
wind, meteorologist, anemometer, and wind vane displays the use of Gardners linguistic
theory of intelligence. Having the students construct their own pinwheel demonstrates his idea
of spatial learning, allowing a hands-on approach to understanding the concept of wind. And
finally, after the pinwheel has been constructed the students will be able to use either a blow
dryer or blow on the pinwheel themselves to see wind, which demonstrates Gardners

Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

bodily/kinesthetic theory of multiple intelligences. Very rarely will you be able to incorporate all
nine of Gardners multiple of intelligences in every lesson you teach. However, it is important to
take into consideration how each student is best able to learn, and incorporate those multiple
intelligences into your lesson plans. Also, not all students cognitive abilities develop at the same
rate, therefore it is important to have a working knowledge of Paigets stages of cognitive
development. You should not be surprised if not all your second grade students understand the
concept of wind because at age seven they are just beginning the concrete operational stage of
cognitive development. There may be some students who are still in the preoperational stage of
cognitive development. While taking these development theories and stages into consideration
while teaching, remember that students should be working within their zone of proximal
development.
Constructivist classrooms are structured so that learners are immersed in experiences
within which they may engage in meaning-making inquiry, action, imagination, invention,
interaction, hypothesizing and personal reflection. (3) This second grade science lesson about
wind is a good example using the constructivist view of learning, while also using direct
instruction. The lesson would begin by asking students questions about their possible prior
knowledge [of wind] questions like how many of you have flown a kite, or have you ever
seen leaves in the fall moving across the playground? The direct instruction part of the lesson
would be used by writing the vocabulary words and their definitions on the whiteboard. Since
students are working in groups of six to eight, the science lesson also utilizes cooperative
learning strategies. As you can see this science lesson is a good example of a combination of

Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

different teaching styles and learning strategies. It utilizes the constructivism approach to teach
the concept of wind, good old fashioned direct instruction, and cooperative learning strategies.
Based on Blooms Taxonomy, students in this second grade science lesson on wind will
be using several levels of objectives. The first will be Remembering by recalling their prior
knowledge of wind this will be achieved by asking students questions about what they may
already know about wind in the beginning of the lesson. Next, they will exhibit Understanding
by defining wind and construct meaning of the written vocabulary on the whiteboard. With the
construction of the pinwheel students will be exhibiting the Applying objective. Students will
have achieved the Analyzing level of objectives by connecting and relating all the parts of the
lesson together. Finally, they will display the Evaluating objective by supporting the definition
of wind with their testing done with the hair dryers or blowing the pinwheel themselves. With
drastic changes in society over the last five decades, the Revised Bloom's Taxonomy provides an
even more powerful tool to fit today's teachers' needs. The structure of the Revised Taxonomy
Table matrix "provides a clear, concise visual representation" (Krathwohl, 2002) of the alignment
between standards and educational goals, objectives, products, and activities. (4)

Caption: Terminology changes "The graphic is a representation of the NEW verbage associated with the
long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs [e.g., Application to Applying] to
describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from
the Old to the New version." (Schultz, 2005) (Evaluation moved from the top to Evaluating in the second
from the top, Synthesis moved from second on top to the top as Creating.)

Running Head: ANALYSIS OF A SECOND GRADE SCIENCE LESSON PLAN

It is quite likely that you will have a diversity of students in your classroom representing
a variety of talents and abilities. There are some general strategies to follow as you work with all
special needs students. Be aware special needs students may not want to be singled out, and
ensure your attitude and responses to the special needs student are identical to that of the other
students. Identifying each students individual strengths this will allow you to teach more
effectively and allow for students to learn from one another which will make every student feel
like they are contributing to their academic achievement. Last but not least, do not make
assumptions based on students exceptionalities. This second grade science lesson could include
instructions and vocabulary in both Spanish and English for ESL learners. A special education
student diagnosed with Aspergers that is being integrated into the general education classroom
may need extra time with the construction of their pinwheel. If you see a student in his/her
group who has successfully finished their pinwheel, you may suggest they help that student. If
the student is severely disabled, and physically unable to construct the pinwheel, you may allow
the student to use your finished pinwheel, and allow them to demonstrate the concept of wind to
the rest of the class. Although statistics are difficult to obtain, it has been estimated that between
10 and 13 percent of the school-age population has exceptionalities. Thus, in an average-size
classroom of 25 students, it is conceivable that 3 or 4 individuals will exhibit one or more
exceptionalities. Therefore, it is essential that you learn a variety of teaching strategies that will
allow you to make modifications and/or accommodations to your lesson plans so that all your
students will an opportunity of achieving academic success.

Bibliography

Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved November 2, 2012 from
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Gray, A. (n.d.). Contructivist Teaching and Learning: SSTA Research Centre Rep#9707. Retreived November 1, 2012, from
http://saskschoolboards.ca/research/instruction/
97-07.htm
Overbaugh, R., Schultz, L. (n.d.) Blooms taxonomy. Retrievd November 2, 2012 from
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Salvin, R. (2012). Educational Psychology: Theory and Practice. Tenth Edition. Boston:
Pearsons
TeacherVision, a part of Family Education Network: Students With Exceptionalities Retrieved
on November 3, 2012, from http://www.teachervision.fen.com/special-education/newteacher/48459.html#ixzz2BJFqqDZa