Rachel Birkey

2nd Grade, Miss Johnson, Allen Elementary

1:20 pm March 13, 2017
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Science
2007 ACEI Standards

READINESS
I Goals/Objectives/Standard(s)
A. Goal- Students will experiment using STEM to problem solve and create a trap to catch a
Leprechaun, which connects to their writing project.
B. Objective(s)
- Students will begin to ponder simple machines and how to use them.
-Students will begin to create an effective trap by discussing possible blueprints for a
leprechaun trap in groups after exploring a variety of materials.
- Students will explore inventions and problem solving through the STEM activity of building a
trap.
C Standard(s):
K-2.E.1 Pose questions, make observations, and obtain information about a situation people
want to change. Use this data to define a simple problem that can be solved through the
construction of a new or improved object or tool.
K-2.E.2 Develop a simple sketch, drawing, or physical model to illustrate and investigate how
the shape of an object helps it function as needed to solve an identified problem.
K-2.E.3 Analyze data from the investigation of two objects constructed to solve the same
problem to compare the strengths and weaknesses of how each performs.
II Materials
30 Minutes for lesson, Examples of simple machines, ramp/inclined plain, pulley, objects
which students might use when creating their own trap.
Worksheets for students to create a blueprint to brainstorm with. Video
https://www.youtube.com/watch?v=RBJGpNTP_lY
Shamrock Coupons- When I see good behavior I will give out coupons, students can later
turn in the coupons to receive one extra item from our supplies.
Expansion-
Letter to Parents: encouraging them to send supplies to school with the students for
Thursday. (Can be simple items, such as recyclables, tissue boxes, oatmeal cans, toy gold
as bait, etc. )
Brain pop game they could possibly find on their iPad or add to the google classroom
https://www.brainpop.com/games/simplemachines/
Extreme Biking tricks with moving track (ramp, wheel, axil, trampoline and gravity)
https://www.youtube.com/watch?v=UggSw4nGfw0&t=233s 45 sec- 5min

III Anticipatory Set (1-2 minutes)

I am having all of you join me on the carpet for a very important meeting. This week I have
noticed lots of things changing around the classroom. Have you seen anything weird.It
looks like some leprechaun has gone crazy. You are all future scientists and engineers. I need
your help this week to build a trap, so that we can control this crazy leprechaun and maybe
even find a pot of gold!
IV Purpose: Each of you have so many ideas in your brains that I am sure the possibilities for
a trap are endless. Today I am going to help you explore some simple machines, so that
you can use them to create your trap, or use problem solving to fix another issue in life you
come across.
PLAN FOR INSTRUCTION

V Adaptation to Diverse Students--

Saul and ELL students: Many words tend to be unfamiliar to him. As we talk about simple
machines I will make sure to give clear definitions, provide opportunities to ask questions
and to use the words as I model them through the examples.
Jamison: He will tend to be technical, or share information that he has heard before (some
information is right and a great expansion, other times he is wrong, yet thinks he is right).
To address this I will provide opportunities to allow Jamison to contribute to the discussion. I
 will also ask him to come to the carpet if he is trying to crawl on the floor, or make sure to
put away his IPAD before the lesson begins. As we experiment if Jamison truly pays
attention he will be able to wrestle with any misconceptions he personally has.
Brysin: He will not be able to read or write on the worksheet. I will provide a space for
students to draw observations. For the writing part he can depend on his partner to actually
fill out the written information and I will walk by to make sure everything is okay.
Other potential behavior issues: The students often struggle to pay attention, or while
begin to fight each other. I will separate the boys into separate groups, if they begin to
act out they will face the normal consequences. I will try to use the experiment and
participating in the touching as an incentive. If students do not behave or are not safe they
will just have to watch the experiment.
I will reward good behavior through giant tickets or dojo points which they can save for
small prizes later on
(ACEI 1.0)
(ACEI 3.2)
VI Lesson Presentation (Input/Output) Stations (12-15 minutes for stations/ lecture, and
additional 5 for video, 10 for worksheet)
Each of you will be in groups of four, you will each get to spend about 3 minutes to explore
four different stations that I set up, Explore the items a bit (dont try to throw or break things)
Instead I want to see you look at ways that you can use items to build a trap. I will be handing
out these coupons if I see you showing good behavior. You and your partner can save these to
get extra supplies when we build. If you are throwing breaking things or not trying, I will either
take away a coupon or you will have to sit out until your group moves to the next station. At
each station students will get to experiment with the items, they may roll different items down
ramps, watch the effect of gravity, and try out a pulley. As students are at stations I will walk
around and discuss with students what they are thinking. (What are some things you have
tried at this station? What things have worked and what hasnt? How would you change this,
would you add anything else?)
At one station students will look at a variety of ways to fold paper, and to figure out which
shapes are the sturdiest. Students will also have the opportunity to feel the difference between
construction paper, toilet paper, and a plastic bag. At another station students will manipulate
a ramp to see how fast the ping-pong balls roll down. Students will later have the opportunity
to try a homemade pulley. They can feel different types of string, and test some other
materials to see if they can come up with a concept to create a pulley. Lastly students will look
at a variety of containers and experiment with ways to shut an object. Now that we have tried
all of the stations I need everyone to clean up and come back to the carpet. I have a quick and
fun video clip. This is a song from a movie I watched when I was a kid. It is the story about a
crazy inventor and his children. While the dad is singing, I want you to pay attention to the
background. He has some cool inventions, and after we watch it I will ask for examples that
you noticed. Play clip https://www.youtube.com/watch?v=RBJGpNTP_lY (What are somethings
you noticed?) I am not expecting you to build a fancy machine, your trap can be simple. I
showed you this clip to inspire you as you look to create your inventions. Each of you need to
pick a partner. Together you will fill out this worksheet and create a plan for what you might
want your trap to look like. We will continue to practice, and on Thursday you can bring in
items from home and actually build your traps.
For the next 10 minutes you and your partner can design a trap on this worksheet. It
does not need to be perfect, but make sure you are thinking about some of the things you
experienced today. I have two rules for your traps, 1. You cannot hurt the Leprechaun!!! 2. Be
creative and think of alternatives that use everyday items which you can find. What are my
two rules? Pick up one worksheet for you and your partner, now you make go in your groups!
(ACEI 2.2)
(ACEI 3.3)
VII. Check for understanding
- Students will create a blueprint of their ideas, as they brainstorm I will walk around and discuss with
students. I may also mention one of the stations and ask how they can apply that information, or
what they predict their trap will do and how they will test it. Later in the week the students will
actually be building and testing out traps.

VIII. Review learning outcomes / Closure

- Great job on your blueprints for a trap, I am excited to see what we will learn and build as we
continue this topic throughout the week.
PLAN FOR ASSESSMENT
Formative: One on One discussion with students about big concepts
Summative (for lesson): The blueprint that each student creates, and the contraption they build at the
end of the week. (Does the trap work, what systems did students actually use)
On Thursday Students will build their traps, after school Miss Johnson and I will leave treats and
messages from the leprechaun.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS

1 How many students achieved the lesson objective(s)? For those who did not, why not?
2 What were my strengths and weaknesses?
3 How should I alter this lesson?
4 How would I pace it differently?
5 Were all students actively participating? If not, why not?
6 What adjustments did I make to reach varied learning styles and ability levels?
a Blooms Taxonomy
b Gardners Multiple Intelligences
7 What incentives did students respond to?
- Students did not seem to change their behavior by much on the first day with the shamrock
coupons, yet the next day Miss Johnson continued to use them with great success. I still had
to take away dojo points because students were refusing to come to the carpet and gain
control over behavior.
8 What big engineering/ physics concepts did students pick up on at the stations?
- Students noticed a lot about gravity. They noticed how things broke and fell. Later in their
traps students looked for ways to cause the leprechaun or the trap to fall so that he would
get caught.
Revision Date: September 12, 2016

2007 ACEI Standard

 Names of Partners: _____________________ and

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Blueprints for a Leprechaun Trap

A Leprechaun has been causing chaos in our classroom. We need to catch
this Leprechaun! With your partner design a possible trap to use. Remember
you must make sure that the Leprechaun cannot be hurt, the tools are items
that you can find around a house/classroom, and what type of bait you might
need.

What Materials Might you need?

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How will your trap work?
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