Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can
statements
What am I going to teach?
What will the students be able to do
at the end of the lesson?
What formative assessments are used
to inform instruction?
What challenges might students
encounter?
Lesson Management: Focus and
Organization
What positive strategies, techniques
and tools will you see?
What ideas for on task, active and
focused student behavior?
Evidence that Documents the Elements
K-PS2-1 Plan and conduct an investigation to compare the
effects of different strengths or different directions of pushes
and pulls on the motion of an object.
I can
The students will (TSW) describe gravity and the effects it has on
objects of different sizes.
I CAN conduct (do) an experiment.
I CAN define gravity as a pulling force.
I CAN record data.
Formative Assessment
The students will make predictions and test their predictions of how
the size of objects will affect the way gravity pulls them.
Lesson Management:
REVIEW gravity- finish magic school bus video.
Define Gravity as a whole class.
Go over I CAN statements and objectives for the lesson.
Talk about predictions and how scientists use them.
Record class predictions on large chart paper.
Discuss gravity boxes and recording sheet.
Model partner work for class.
Check for Understanding
Send students to model transition
Float around to check for further understanding.
Clean-up
Review results
Review I CAN statements
Closure
Student Management
Movement-
Students will move from carpet to seats to work collaboratively with
their partners. This will be modeled as a management piece.
Active Participation-

Introduction: Creating Excitement
and Focus for the Lesson
Target
What will you do to generate
interest?
How will you access prior knowledge?
What will you practice/review?
Introduction: Creating Excitement
and Focus for the Lesson Target
Task analysis:
What information does the
learner need? If needed how will
it be provided?
How is the lesson scaffolded?
Higher Level Thinking: Questions to
engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Students will actively participate in prediction making, working with
their group, and responding to questioning during formative
assessment and recap.
Classroom Management Focus-
Students will use quiet hands to share during this lesson.
TTW call on quiet hands only and let students know that that is the
expected behavior. TTW use SCIENCE SUPERSTARS to motivate
students to follow expectations at carpet and during transition time.
Seat Work is Quiet Work will be the expected seat behavior,
although collaborative voices are encouraged.
TTW generate interest by showing the end of Magic School Bus and
introducing the gravity boxes!
TTW engage students to actively participate in making predictions and
carpet work.
TTW review the anchor chart with an I CAN statement
TTW model the activity with a random student.
REVIEW gravity- finish magic school bus video.
Define Gravity as a whole class.
Go over I CAN statements and objectives for the lesson.
Talk about predictions and how scientists use them.
Record class predictions on large chart paper.
Discuss gravity boxes and recording sheet.
Model partner work for class.
Check for Understanding
Send students to model transition
Float around to check for further understanding.
Clean-up
EARLY FINISHERS can begin the quiet transition to the carpet
to review the lesson.
Review results
Review I CAN statements
Closure

Webbs Depth of Knowledge
Recall/Reproduction
Skills/Concept
Strategic Thinking
Extended Thinking
Accommodations: differentiating to
meet students needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated
Technology
Instructional techniques
Engagement strategies
Materials and Integrated
Technology list
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
How/WHAT (Questioning and
redirecting)
Thinking Levels: Questions to engage students thinking
Remembering: What is gravity?
Understanding: Describe what happens when something falls.
Applying: Show me what will happen with your hands when I drop
this object.
Analyzing: compare and contrast how objects of different sizes and
weights fall differently.
Evaluating: Which object would fall first against ALL of the other
objects?
Creating: Draw what happened today in your experiment.
Accommodations/ Differentiation:
The teacher can stop and help those who need more guidance in their
drawings.
TTW motivate those who finish early to check with another group and
begin an early transition to the carpet.
Materials:
Gravity Bins
Anchor Chart
Markers
Recording Sheet
crayons for students
Projector
Computer
Internet access
Model the activity to students
Demonstrate how to record the results with students.
model the process of only coloring the object that hit the floor
first.
Turn and Talk to make a prediction
 Demonstrate expected behavior at seats and while working with
others.

Checking for Understanding Have students turn and talk to a partner about predictions about
Samples of questions to be asked falling objects.
Ways in which students will respond
and be engaged
Formative assessment strategies to be
implemented

Guided Practice: We Do Make predictions

What do the teacher and student do Model activity
together?
How will a gradual release of
responsibility be accomplished?

Collaborative (You Do Together) Have students go back to seats to work collaboratively with their
and/or Independent Practice (You partner to drop and record the results.
Do)
What practices will be
demonstrated/modeled?

Closure Review student results by adding to anchor chart. restate I CAN

How will the I can statement(s) be statement.
reviewed? Talk about how this lesson will help us understand how things fall at
How will students be involved? different speeds.
What connections to future learning
will occur?
Assessment Formative
What evidence supports that the Check for understandings and clarity in results and accuracy.
objective(s) were met?
What do my students know,
understand and are able to do?
What formative assessments will be
used to inform instruction?

Reflection
How do you know that the
objective(s)/target(s) was met? What
is your
evidence?
Based on the data gathered, what will
you do next?
How well did the students
perform/respond? How did students
show they
were engaged?
What evidence do you have?
What aspect of the lesson was
particularly challenging for students?
What
will you do to help the student(s) who
struggled?
What will you do to extend the
learning for those students who met
target?
Were there any surprises? What
would you do if you taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016