ED528 Elementary Science Methods

INSTRUCTIONAL PLANNING TEMPLATE

for planning science lessons

Please complete this version of the template. However, please also see the guidance provided in the
"annotated version" of this document, found starting on page 6 of this file. This will help you develop a
high-quality science lesson plan oriented to the EEE+A framework.

Overview and Context

Your name(s): Koumei Tsunoda

Grade level and school:
Title of lesson/activity:
Teaching date(s) and time(s):
Estimated time for lesson/activity:
Overview of lesson:
Context of lesson:
Sources:
3rd grade, King Elementary School
Dropping Races
February 5th and 6th, 11:15am – 12:00pm
Day 1 – 45 minutes, Day 2 – 45 minutes.
Total of 90 minutes.
Students will learn that heavier objects does not drop faster than
lighter objects. Within this lesson, students will learn that gravity
causes all objects, both heavy and light mass, to fall at the same
rate, both hitting the floor at the same time. Of course, this is in
terms of both objects dropped from the same height, at the same
time.
Aside from the science curriculum students are learning from the
Project Lead a Way, students will also start learning about force
and motion, with Unit 1 being about gravity.
-Picture Perfect Science ch. 14: Roller Coasters
-I Fall Down, by Vicki Cobb

Learning Goals and Assessments

First, what is the big (content) idea of your lesson? Your lesson plan may state a big idea; if so, write it
here. In addition, look at Next Generation Science Standards Appendix E, left-hand column, for ideas
about big areas (e.g., the universe and its stars). Then read across the columns to discern the big idea.
Your description should be an IN-DEPTH explanation of the phenomenon of the lesson including
connections to other big ideas in science. Write the big idea here:

(In the big ideas section, where you are writing the in-depth content about the big idea of the lesson,
some of the text has been copied and pasted directly from a website or two (or only a word or two is
changed). This is plagiarism and the university has strict policies against it! You need to either
re-write the information in your own words (the best way to make sure you understand the content)
or at least quote and cite the source.)

The object is in a state called inertia, if the object remains still without any motion. In order to move the
object, a person has to either push the object or pull the object. This is called a force. When a force is
applied to an object, it moves an object from its inertia. Just like pushing and pulling is a type of force

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that we apply, gravity is another form of force. Gravity is a natural phenomenon that pulls all objects to
the core of the Earth. That is the reason why, we remain on the ground or we don’t float out of Earth.
Gravity is a natural phenomenon that we experience all the time. What’s fascinating is that if two
different mass of objects, such as a bowling ball and a tennis ball, were dropped from the same height,
same time, they will both fall at the same rate and hit the ground at the same time. For why this is the
case, there is no specific scientific principle that can explain this matter. However, through mathematics,
we could prove that a mass of an object has no influence on how fast they drop. If we simple look at
how we measure force, the equation is f=ma, or net force=(mass of an object)(acceleration of the
object’s moving). Acceleration is always set as 9.81m/sec 2. The only thing that affects the force’s
outcome is an object’s mass. Therefore, the lesser the mass, the lesser the net force is. The greater the
mass is, the greater the force will be. So, based from this explanation, we know that despite the object’s
mass, in a free-fall state (objects dropping), the acceleration is always going to be 9.81m/sec 2. This
explains why two objects that are dropped from the same height, at the same time, hit the ground both
at the same time.

Big Idea Question: What happens if you drop two different size of objects from the same height, at the
same time?

PS2.A Forces and motion - The effect of unbalanced forces on an object results in a change of motion.
Patterns of motion can be used to predict future motion. Some forces act through contact, some forces
act even when the objects are not in contact. The gravitational force of Earth acting on an object near
Earth’s surface pulls that object toward the planet’s center.

Now, using the Next Generation Science Standards (Michigan State Science Standards), identify the
science or engineering practice(s), disciplinary core idea(s), and crosscutting concept(s) of the lesson.

Use an existing NGSS performance expectation that integrates these three dimensions, OR develop your
own learning goal that integrates them. Make sure you use explanation and/or argumentation as a
practice in your performance expectation! One sentence stem that may work in many cases to develop a
performance expectation is "Make observations to construct an evidence-based account that [version of
DCI] [connect to CCC]". The performance expectations in NGSS are likely to apply at the unit level. Your
lesson might work toward a performance expectation.

Please note: The learning goals and standards listed in almost all existing curriculum materials are NOT NGSS
standards, because the standards are so new. You need to determine the connection to NGSS yourself.

Science and Engineering Disciplinary Core Crosscutting Concept(s) Learning goal /

Practice(s) Idea(s) Performance
expectation:
Integration of SP, DCI,
CCC

Planning and carrying PS2.A: Forces and Cause and effect: Students will form an
out investigations Motion Cause and effect argument based on
Each force acts on one relationships are routinely their investigation

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Engaging in argument
from evidence
particular object and identified. about gravity, and the
has both strength and relationship they see
a direction. An object when two objects are
at rest typically has
dropped from the same
multiple forces acting
on it, but they add to height, same time.
give zero net force on
the object. Forces that
do not sum to zero can
cause changes in the
object’s speed or
direction of motion.
(Boundary: Qualitative
and conceptual, but not
quantitative addition of
forces are used at this
level.)

Type of assessment: Exit slip or exit ticket

With the pictures, provide multiple choice of whether a heavier, lighter, or both objects hits first.
There will be total of three questions for assessing students’ understanding on gravity.

Connection to activities: Students will carry out an investigation to gather data that they can analyze.
Students will have a whole class discussion based on the class data, and form their claim based on the
evidence from their data and the scientific principles that explains the data’s outcome.

EEE+A Connection
Investigation question students What happens when we drop a heavy object and a light object from
will answer: the same height, same time?
Claim with evidence and I think _all objects fall and hit the ground at same time.______
reasoning you hope students will (claim).
generate: I think this because I've done several experiments where I tested
dropping two different objects at the same time, (evidence 1),
__same height by placing my forearms on the table_ (evidence 2),
_and even though I tried combination of different items, all of them
hit the ground at the same time. (evidence 3) (evidence from this
investigation – make sure it is appropriate and sufficient).
The science idea or principle that helps me explain this is _gravity
makes every object hit the ground at the same time, no matter how
light or heavy the object is. (reasoning). This helps me use my
evidence to support my claim because according to the evidence, all
of our tests ended up as ties. Which means it supports our claim,
because we claimed that both heavy object and light object will hit
the ground if they were dropped from the same height, same time.
(Note: reasoning might be
• the big idea of the lesson or
• the relevant crosscutting concept of the lesson or

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 • one or more definitions from the lesson.
For ideas about what to include as reasoning, see what you wrote
above about the big idea, and see appendix G of NGSS [for
progressions of crosscutting concepts]. For any of these, you may
need to make them more specific to your lesson.)

Attending to the Learners

Anticipating student ideas,
including alternative ideas,
misconceptions, prior knowledge,
and prior experiences: (see
annotated version for reminders
about resources)
Making the content accessible to
all students, including using
specific leverage points for
promoting equitable science
instruction:(if there are individual
children you need to be sure to
differentiate for, write that here as
well)
• Heavier objects do fall faster than a lighter object.
https://www.wired.com/2013/10/do-heavier-objects-really-
fall-faster/
● Students will make their own predictions at the beginning
of the lesson.
● Writing down the investigation question so that students
can both read and hear it.
● Provide charts for students to record their data and see it
represented in different ways.
● Keeping word bank on board of words that students are
using so they are able to easily reference them during
analysis/discussion
● Having the students add on to each other’s ideas.

Instructional Sequence

Materials: 11 of…
● Tennis balls
● Paper clips
● Books
● Erasers

Instructional Sequence: Engage Element

Steps for Engage Element

To clarify your investigation storyline: Make sure you address how you will
elicit students' initial ideas about the phenomenon.
Time The teacher will: The students will:

1. Hello students, for today’s • Interpret their own understanding

Day 1 science lesson, we’re going to of force and motion by tying it to
learn about force and motion. their background knowledge.
What comes to your mind, • Learn what force is and then
when you hear the term discuss the force acting on an

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 “force and motion?” object when I let go an object.
(Students respond) • Learn that the force acting upon
objects to make it go down is
2. Suppose that I have this ball called gravity.
on the table. Right now, it’s • Make their own predictions for
standing perfectly still on the what would happen if I drop
table. If I want to move this heavy object and light object
ball from its standing from the same height, same time.
position, what would I need • Turn and talk about their
to do? predictions with the person next
(Students respond) to them
Yeah, you can gently push. • Share predictions with the whole
What else can I do? I can pull group.
as well. Anything else? I can
hit it, flick it, these are called
forces. In order to move an
object, you need to apply a
force.
(Write all students response
on the board and write the
equal sign and then write
force.)
3. Here’s another scenario, if I
drop this ball, what’s likely
going to happen?
(Students respond)
So all of you said it’s going to
fall. Why is that?
4. We said earlier you apply a
force when you want to move
an object. Did I apply a
force?
I just opened up my hand,
and yet the ball moved on its
own. What does this tell us?
5. So yes, there is a force acting
upon the ball, because it’s
moving when I let go. That
means there’s certainly
something causing it to move
the ball go down, down, and
down until it hits the floor.
What do we call that
phenomenon (provide
definition for this word) when
objects are pulled down
toward the ground.
(Gravity)
6. We call that gravity. Now,
here’s another scenario. I
have two objects on my
hands, a ball and a book, and
they are both positioned

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 relatively at the same height.
If I let go both of my hands,
which object would hit first?
(Students respond and record
their predictions. Call on
three to four students.)
Saw what you all just did now
is called a prediction, what
you think will happen. Today,
we’re going to explore an
investigation question, as all
scientists do, we examine a
specific scientific question
that we want to investigate.
The investigation question is
What happens when we
drop a heavy object and a
light object from the same
height, same time?

Management Considerations for Engage Element:

● Allow students the opportunity to turn and talk about their predictions before sharing
them with the whole group.

● Be conscious of time so that students have enough time to complete experiment.

● Keep all materials for experiment put away so they aren’t distraction to discussion

● Write down the students’ predictions on the board and revisit them during the discussion.

Equity Leverage Point Considerations for Engage Element: (select and complete as applicable;
delete others)

I will:
• select and support science experiences and contexts with care by providing information for
what force is, and then transition to gravity as gravity is a type of force. They will learn that
gravity, a type of force, causes an object to fall down. Then, they will investigate what would
happen if I drop two objects at the same time.
o consider: How is the lesson relevant to your students’ everyday lives?
• introduce and use scientific language carefully by providing examples of what a force is.
Providing a context for what gravity. I will write down students’ description of force and
gravity and then write an equal sign next to it and write the scientific terms, force and
gravity.
o consider: How are you eliciting and drawing on all students’ prior knowledge? What
connections are you making between everyday language and scientific language
related to the phenomenon? How might you support ELLs in your eliciting of ideas?
• make scientific practices and content explicit by providing vocabulary to help explain certain
phenomenon and helping students to make connections between the experiment and subject

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 matter and highlighting those for others in the class
• support meaningful participation by all students by having students add on to each other’s
ideas. Elicit students’ ideas and form a discussion from there. MAKE SURE, not to just nudge
my head and say “aha” if it doesn’t go along with my idea. Try to form discussion with the
starting sentence “I agree…” or “I disagree…”
o consider: How are you engaging and eliciting ideas from all students and supporting
them in attending to one another's ideas? How are you making a range of students'
ideas public?

Instructional Sequence: Experience Element

Steps for Experience Element

To clarify your investigation storyline, make sure you address three key
aspects of the Experience element:
• What are the key pieces of data you hope students will notice?
• How can those key pieces of data be used as evidence to answer the
investigation question?
• What questions will you ask students as they collect data (for example,
while you circulate from group to group)?
Time The teacher will: The students will:

1. As scientists, in order to • Share ideas for how we can

investigate our question, we
Day 1 need to prepare necessary
tools to do some test.
2. If you look at the carpet, you
may notice that there are 11
trays with some items in
them. Within the tray, you
will find a tennis ball, a paper
clip, an eraser, and a book.
3. You will be working with a
partner, your elbow buddy
will be your partner.
4. Now, in order to make sure
we make our experiment fair,
how could we set it up so
that both objects are at the
same height?
(Gather students’ ideas)
5. Let’s vote as a class, how
many people think this idea
would have both objects
dropped at the same height.
You can only vote once, so
raise your hand if you like the
idea.
(Have students vote on which
strategy we should use when
dropping objects).
format our experiment to
lessen human errors.
• Reach unanimous vote of
dropping two of the objects
three times before collecting
the data.
• Paper manager passes out
the data sheet.
• Teacher assistance come up
and show how to do the data
sheet with me. (I do, we do,
you do.)
• Student A and student B will
each have their specific roles
when doing the experiment.
• Think about patterns, trends,
and their predictions.
• After collected the data, hand
the data sheet to the paper
manager and then to me.

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 6. So it’s settled then, we’re
going to place our forearms
on the table and drop the
objects from the edge of the
table.
7. You and your partner will
each have a role. Student A
will drop the objects by
placing their forearms on the
table and dropping the
objects. Student B will
examine which object or
perhaps both object hit the
ground.
8. As scientists, what do you
think of running your test
only once? Is that enough for
student B to observe the
outcome?
As scientists, we want to
make sure our data is concise
with no errors. What can we
as scientists to make sure we
carefully observe our
investigation?
(Record students’ suggestion)
We can certainly do the
investigation more than once.
For our investigation, let’s do
each test three times, just so
that student B can have more
observation.
(Write, “each test do it three
times.)
9. Alright, so let’s take a look at
this sheet that I’m going to
hand this to you.
(Paper manager passes it out.
One sheet per pair.)
10. This is a sheet that you’re
going to record your data.
You’re going to do your test
first and then check the
winner of each dropping race.
(Have the teacher assistance
come up and assist you.)
For example, if I do the
tennis ball and the eraser
first, after my partner and I
tested dropping the objects
three times, we’ll either check
the tennis ball hit the ground
first, the eraser, or a tie. The

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 tie means both objects hit the
ground first. Remember, for
each test, you’re going to do
it three times. We want to
closely observe our
investigation so we can
collect honest data.
11. Student B is going to get a
tray for him and his partner.
After you get your tray, you
can begin your investigation.
12. During the investigation,
prompt the students by
asking:
• What do you notice after
dropping both objects three
times?
• Do you see a trend as you try
dropping different objects?
• Does it match your
prediction? Why do you think
both objects hit the ground at
the same time?
13. After you recorded all the five
trials, make sure both you
and your partner have your
name on the sheet. The
paper manager will come
collect your sheets. While the
paper manager is collecting
your sheets, put away all the
materials inside the tray it
came with. Student B will put
the tray back it was originally
placed. Tomorrow, we’re look
at our data and use that data
to answer our investigation
question: What happens
when we drop a heavy
object and a light object
from the same height,
same time?

Management Considerations for Experience Element:

• Discuss requirements for how we can avoid human errors when conducting the
experiment.

• Students retrieve their materials after all the instruction is said.

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 • Students work in pairs, working with their elbow buddy.

• Select one person from the pair to go retrieve the tray.

• Students write down their data on a data sheet that I will prepare for them.

• Create class chart that they can see on the second day of the lesson. Students will see
the class data on all four tests that students done.

Equity Leverage Point Considerations for Experience Element: (select and complete as applicable;
delete others)

I will:
• select and support science experiences and contexts with care by paring up students with
their elbow buddy and ensuring that both students have different equal important roles to
partake. Student A will be whoever has an earlier birthday. Student B will be whoever has a
later birthday. In order to make sure they collect honest data, both students must collaborate
well with their partner. Otherwise, they may get unexpected results.
o consider: What are you doing to make sure all students have equal footing with
respect to the experiences and phenomena?
• introduce and use scientific language carefully by writing the investigation question on the
board. In addition, the definition students provided for both force and gravity will still be on
the board.
• make scientific practices and content explicit by stating scientists conduct their experiment
more than once so they can gather careful observation. Students will test their each of their
trial three times.
o consider: How are you supporting students in understanding the rationale for
conducting the investigation in this way? What is invisible or inaccessible about the
phenomenon? How could the investigation help make it more visible? How does your
support for data collection give a structure that will allow students to see patterns in
the data or map across representations?
• support meaningful participation by all students by having all students assigned to either
student A or student B when conducting their experiment. Students will be prompted with
what they see and feel based on the pattern they see..
o consider: How are you encouraging all students to be successful in small groups,
before, during, and after the investigation? How are you fostering a broader
conception of success in science, for example by valuing careful observation and
generative questions rather than only knowing the "right answer" or memorizing
facts?

Instructional Sequence: Explain + Argue Element

Steps for Explain + Argue Element

To clarify your investigation storyline, make sure you address two aspects of
the Explain + Argue element:
• What are the key pieces of evidence you need to elicit from students
during this discussion?

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 • What questions will you ask students during the sensemaking discussion?
Time The teacher will: The students will:

• Fill out the CER sheet by

14. Students, yesterday, we
Day 2 talked about force and
gravity, and then we
examined our investigation
question: What happens
when we drop a heavy
object and a light object
from the same height,
same time?
You worked with your partner
and collected data from your
experiment.
thoroughly going over the CER
one at a time.
• Reflect on their observations.
• Compare predictions at the
beginning and results of the
experiment as a group.
• Will conduct their claim based on
the evidence, state what their
evidence is, and create reasoning
based on the scientific principle of
gravity.

Before we discuss about our

investigation question, first
I’m going to have the paper
manager pass back the data
that you collected yesterday.
In addition, the teacher
assistance is also going to
hand you a copy of the CER
sheet. We’ll go in more
details about the CER sheet
later.
After school, I looked over
everyone’s data collection and
I made a class chart. Take a
moment to compare your
data and classroom data.

15. Turn and talk to your partner.

What do you notice the
similarities and differences
between your data and the
classroom data?
(Form a discussion based on
students’ response)
a. “Explain to me more what
you mean?”
b. “So you’re saying that…”
c. “______, what do you
think?”
d. “Would anyone like to add

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 to his/her idea. Do you have
any other ideas?”
e. “Do you agree or disagree
with _______? Why?”

16. This is a perfect opportunity

for us to go over the CER
sheet together. If you take
out the other paper that the
teacher assistance handed to
you, the CER sheet is an
abbreviation, shortened word
for Claim, Evidence, and
Reasoning. Claim is
answering the investigation
question. Evidence is
information we can pull out
from our data to support our
answer. And finally, reasoning
means what scientific
reasoning explains for our
evidence and claim. Or to put
it another way is, why? Why
does our evidence come out
like this? What scientific
reasoning explains this?

17. Claim
For our claim, what do we
think is the answer to our
question?
What have we seen or done
that makes us think this is the
answer?
When providing your answer,
just like it’s written on your
CER sheet, start your phrase
with “I think…”.
What do you think your
answer is to the investigation
question?
(Have students add on to
each other’s statement.)
a. Who agrees with ______’s
answer? Do you agree or
disagree?
b. What other ideas does

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 everyone have? Does anyone
have anything different
answer to the investigation
question.
(Write multiple claims if
students come up with more
than one claim?)

18. Evidence
So the claim we established
as a class is, both a heavy
object and a light object
hit ground when dropped
from the same height at
the same time. Or the
heavy object hits the ground
faster than the lighter object.
As scientists, we need to
provide evidence to support
our claim, that’s how you
convince other scientists.
What is evident in our
classroom data (we will be
using our classroom data
because it represents multiple
experiments) that supports
your claim? What have we
seen or done that makes us
think this is the answer?
Make sure to be very specific
when you are using the data
we recorded. (record ideas on
board, come to consensus)

19. So far, we have a claim that

answers the investigation
question and an evidence
from the data to support our
claim. Within the science
community, scientists usually
compare and discuss each
other’s’ results, and then
reevaluate their work. I
prepared three videos of
three scientists doing the
exact same thing what we
did, trying to answer the

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 investigation question, what
happens when we drop a
heavy object and a light
object from the same
height, same time?
As you’re watching the video,
pay attention to which object
hits the ground first, or
perhaps both objects hitting
the ground at the same time.

20. (Watch video 1)

(Watch it twice.)
What did we noticed after
watching the video? Yeah, it
looked like both objects hit
the teacher’s table at the
same time. So we’re going to
say video 1: tie

21. (Watch video 2)

Now, video 2 is a bit funny.
But make sure you pay
attention to the two objects.
Which hits first? Or did both
hit at the same time? Focus
on the slow-motion video too.
That slow motion really
helped us closely observe the
two objects. What do you
think class? Which, or did
both objects hit the ground at
the same time?

22. (Watch Video 3)

Same as video 1 and 2, focus
on which objects hit first, or
perhaps both objects hit the
ground at the same time.
Pay attention when the video
is playing slowly.

23. So all three videos, video 1,

2, 3, all three of these
scientists showed with their
experiment that when a
heavy object and a light

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 object is dropped from the
same height, same time, both
objects hit the ground at the
same time. Going back to our
claim, what do you think? Is
our claim the same is
theirs’s?

24. As scientists, we can certainly

do numerous tests to further
observe our investigation.
We’re going to gather at the
carpet and do the test again.
I want table #1 to go take a
seat at the carpet. Make sure
to scoot in all the way in so
other students can take a
seat. Table #2, and then
table #3, you may go to the
carpet. I’m going to do total
of three tests. Trying out two
different objects. To give you
a better observation, I’m
going to stand on the chair,
and drop two objects from
my shoulder height. Make
sure you pay attention when
the objects hit the ground.
That means your eyes should
be focusing on the ground.
Make sure you’re quiet so
everybody can observe it
carefully.
- tennis ball vs. book
-paper clip vs. book
-block vs. tennis ball

25. So what trend did you see as

you observed all three tests?
Yeah, all three of them were
ties. So let’s go back to our
seat and then take a look at
our claim and evidence.

26. So for all three tests, we said

they all were ties, both
objects hit the ground at the

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 same time. What would you
say our claim would be, or
our answer to the
investigation question?

27. So you’re saying we should

change our claim? “When
dropped from the same
height, at the same time,
both light and heavy
objects hit the ground at
the same time.” Okay,
based on what evidence?
Remember, scientists, provide
evidence from their data to
support their claim?
“Because I observed all
three tests ended up as
ties.”
What other evidence can we
pull from our data? Or better
yet, what other scientists
work can we use as our
evidence to support our
claim?
“The three videos we
watched.”
Yeah, we can certainly use
those as our evidence too.

28. Reasoning
So far, we stated our claim
and also provided an
evidence from our data to
support our claim. But now,
we have to think about, well
why is this like this? Why is it
that our test result became
like this? What scientific
reasoning explains both our
evidence and claim?
Let’s have my teacher
assistance come up here. I’m
going to place one object on
each of your hand. Which is
heavier, the book or the
tennis ball.

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 (The book)
So what does this tell us our
reasoning? Yesterday, we
learned that gravity is a type
of force because it moves
objects. When I let go of my
hand, objects fall to the
ground. And even though,
books are heavier than tennis
balls, both hit the ground at
the same time. Looking at our
data, almost all of you said all
tests ended up a tie. What
does scientific reasoning can
you think that explains this
phenomenon?
(Maybe the weight of an
object doesn’t matter.)
What do you mean the
weight doesn’t matter?
(Like, we tested comparing
two different objects and
when we did it three times
for each, and my partner and
I said all of them were tie. So
that means the weight of an
object doesn’t matter.)
So what about our earlier
prediction of heavy object will
hit the ground first?
(That’s what we thought
would happen. But now,
looking at the evidence, it
looks like both heavy and
light objects will hit the
ground at the same time.)
This is of course, if it’s
dropped from the same
height, right?
(Yes, if it’s dropped from the
same height, then both
objects will hit the ground at
the same time.)
That’s a good inspection you
did there. All objects do
indeed fall to the ground

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 because of gravity. We
originally had the prediction
that heavy object will hit the
ground faster than the light
object. However, based from
our data, we claimed that
both a heavy object and a
light object will hit the ground
at the same time, when
dropped from same height.
We supported our claim by
pulling out an evidence from
the data that we collected.
Finally, we identified the
scientific reasoning, which is
despite the object’s size,
when placed side by side, on
the same height, they will
both hit the ground at the
same time, and what’s
causing it to move down?
(Gravity)
Yeah, so gravity is actually
causing all objects to hit the
ground the same time. It
doesn’t matter if the object is
big or small, any object that’s
dropped from the same
height, both will hit the
ground at the same time.

29. These are the processes that

scientists do. We investigated
a specific question that we
sought to answer. Then, we
did the experiment and
collected data. Finally, using
the CER sheet, we provided
our claim by answering the
investigation question,
supported our claim using
evidence from our data, and
also, we used scientific
reasoning to help explain the
evidence and our claim. It’s
fascinating to think how much

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 work we putted in to answer
the investigation question.
And through these processes,
we learned that the size of an
object, doesn’t determine it
will fall faster. Try asking your
parents or siblings about the
investigation question. Show
them the process for how you
found your claim. They may
be surprised just like you
were earlier.

30. Before we wrap it up, I want

everyone to take this exit
ticket. I’m going to have the
paper manager pass it out.
Once you’ve finished your exit
ticket, I’m going to have the
paper manager come collect
your data sheets. The supply
manager will come around
and collect the CER sheet,
and the teacher assistance
will come around collecting
your exit ticket. We’ll revisit
force and motion next time.
(The End)

Management Considerations for Explain + Argue Element:

• Display chart of all data for all students to see.

• Use note recording tool during discussion to document students’ ideas.

• Have students add on to each other’s ideas by probing them, having them elaborate
more on their ideas.

• Create meaningful discussion by providing sentence starter, “I agree…”/”I disagree…”

• Highlight what students accomplished at the end of the lesson.

Equity Leverage Point Considerations for Explain + Argue Element: (select and complete as
applicable; delete others)

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I will:
• select and support science experiences and contexts with care by tying back the reasoning to
force and gravity that they students learned in day 1 of the lesson.
o consider: What connections are you helping your students make between the
scientific topic and phenomena of the investigation and their everyday experiences
and knowledge? Do the real-world examples (where students apply their new ideas)
reflect all students’ experiences?
• introduce and use scientific language carefully by focusing on the terms force and gravity as
students establish their reasoning.
o consider: What connections are you making between everyday language and
scientific language about science content and practices? How are you supporting
students in using new language accurately?
• make scientific practices and content explicit by writing down the claim, evidence, and
reasoning that students came up with on the board. Continue to add more ideas as students
discuss in more detail.
o consider: How are your scientific representations accessible for all students and how
are you mapping across them? How are you supporting students in understanding
what claims, evidence, and reasoning are and why we use them in science? How
does the reasoning help your students see the invisible (or the mechanism
underlying a phenomenon)?
• support meaningful participation by having students discuss the data, note the differences in
the data, have an open discussion with questions about the data and then to create a claim
based on their evidence and reasoning of the experiment. Students ideas and discovery will
be written on the board. In addition, students will argue in a safely and productive way, by
modeling them “I agree because...”/”I disagree because...” sentence starters.
o consider: How are you supporting all students in constructing explanations and
engaging in safe and productive argumentation? How are you making a range of
students' ideas public? How are you fostering a broader conception of success in
science, for example by valuing constructive critique and evidence-based persuasion?

Reflection on Planning

Learning goal for self:
Preparing to teach this lesson:
Have students write down the claim, evidence, and the reasoning on
the CER sheet. In order to accomplish this, we would discuss it together
as a group and then have the students write it down on their sheet. I’m
still debating whether if I should write it on the board or have them
write it on their own. I certainly am going to at least write the claim on
the board, as this is claim that we as a class decided on it.
Spent countless hours researching why all objects fall at the same rate.

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