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MSMU Lesson Plan Format

Grade/Class/Subject: 4th Grade/ Science


(For what class is this lesson designed?)

Time/Duration of the lesson: 60 minutes

English Language Proficiency of Students: (Before classroom instruction, teachers will understand their students’
English language proficiency, and the language demands of the lesson’s instructional materials.)
The EL student is emerging.
California Content Standards:
4 -PS3-1
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4 – PS3-2
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric
currents.
4 -PS3-3
Ask questions and predict outcomes about the changes in energy that occur when two objects collide.
Enduring Understandings:
(What concepts/big ideas?)
Students will use marbles to see how collisions can transfer energy from one object to another.
Essential Knowledge/Skills:
(What knowledge/skills? How does this lesson build upon prior lessons? How will this knowledge/skill enable students to
understand future lessons?)
This lesson is building upon Energy and the different types of Energy.
Higher-Order Questions:
(What is/are the focusing question(s) for this lesson?)
What happens when marbles collide with each other?

Observable Outcomes Assessment/Checking for Understanding


What do you want students to learn? What evidence will you gather/look for?
Content Objectives: (What evidence will you gather to ensure content objectives
Students will use marbles to create and answer are met?)
I will assess their science notebooks to see the answers and
questions about what happens with energy when question that they created.
objects collide.

Academic Language Objectives: (What evidence will you gather to ensure language objectives
Students will observe marbles and make predictions are met?)
I will assess their science notebooks to make sure they use the
about what happens when marbles collide. language correctly.

Key Vocabulary: Supplementary Materials:


Energy, collide and transfer (What resources, “realia”, visuals, documents, or
manipulatives will you use?)
Marbles, meter stick, and science notebook
Technology in Support of Teaching/Learning: Technology in Support of Learning:
(What type of technology will you use in your instruction?) (What type of technology will the students use to achieve
https://www.youtube.com/watch?v=kTZ9PAJnYec and/or demonstrate the objectives?)
N/A

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you address
them?)

Element Rationale*
Describe what will happen-what will teacher and/or students do Describe why you chose to do it this way.
Pre-Assessment of Students’ Knowledge or Ability: I asked the students what energy is to check
(Before instruction begins, how will you assess what students know their prior knowledge and to have the students
and/or are able to do related to the objective?) recall energy.
I will ask the students what is energy? I will ask the
students to give examples of energy. I will ask the
students what is Kinetic Energy and Potential Energy?

LESSON SEQUENCE
Instruction to Support Learning: I chose to remind the students that objects in
Engage motion have energy. I asked them to have the
We learned that objects in motion have energy, but what students to start thinking about energy when it
happens to that energy when two things collide? collides.
Explore
We will practice with marbles and observe what I chose this activity so the students could have
happens when marbles collide. To have the experiment a hands-on activity to observe energy when
fair, I show the students how to measure on the floor to marbles collide. To have the experiment fair,
mark where the shooter marble will be and measure I used 40 cm for the target marble to rest.
40cm and place tape where the target marble will rest.
Explain I chose to have the students to discuss with a
I ask the students to discuss with their partner what they partner so they can share their ideas before I
have discovered. Then, I will ask the students what they explained to the class.
think happens to the energy with the first marble when it
collides with the second marble? I explain with the I chose to allow the students to change the
students the idea of collision and energy. If a marble distance of their target marble and shooter
hits a stationary marble, the stationary marble will to marble to make a comparison and give the
start to move. I explain this is Kinetic Energy, transfer students a choice.
from one marble to the other.
Elaborate I chose to have students explain what they
I allow the students to change the distance of their target learned and show understanding of marble
marble and shooter marble to see if their results are collisions.
similar.
Evaluate
Students will record their observations in their science
notebook, and I will ask what happens when marbles
collide?
What can we tell about energy?
Does the collision change the motion of the marbles?

DIFFERENTIATING INSTRUCTION

Differentiating Instruction for an English learner: (How do your choices support this student?)
(Identify this student’s EL goals. Describe the assets and challenges I chose to work with the EL student to make
related to this lesson for this English learner. What will you do sure that they understand the vocabulary and
specifically support this student for this lesson?) the activity. I allow them to explain verbally
While students are working with a partner, I will work to reduce the stress of writing the information,
with the EL student to make sure they understand the and they draw pictures of what they observed
vocabulary and the activity observe marbles colliding. I in their notebook.
will have the student explain verbally instead of writing
in their notebook and they draw pictures to explain what
they observed. Then, the EL student will work with a
partner.

Differentiating Instruction for a focus student with (How do your choices support this student?)
Special Needs:
(Identify this student’s special need and relevant IEP goals. I supported this student by letting them
Describe the student’s assets and challenges related to this lesson. explain their observations orally instead of
What will you do specifically to support this student for this writing or drawing pictures.
lesson?)
This student has a difficult time with writing, but they
can explain well orally. I have the student explain their
observations orally.
Differentiating Instruction for a focus student needing (How do your choices support this student?)
social-emotional and academic support: My choices support this student because I
(Describe the social-emotional assets and challenges for this allow this student to choose to work with a
student. What will you do specifically support this student for this partner or individually. I gave this student
lesson?) This student can work with a partner or alone. I writing or drawing their observation.
will allow this student to pick if they want to write or
draw their observation. It is best to allow this student to
make choices to avoid an emotional disturbance.

Differentiating Instruction (How do your choices support these students?)


(What will you do for those students who already "get it" and need I support these students by allowing them to
to be challenged in different ways?) choose any distance that they want to see the
The students who already “get it” and need to be marbles collide. I will allow these students to
challenged in different ways, they will get to start create a bridge to observe the marbles
colliding the marbles at any distance that they choose. I colliding at an angle instead of on the floor.
will let them make a bridge for the marbles to see the
impact of the marbles colliding elevated.

Post-Assessment: I choose to assess the notebooks and


(How will you know if students learned both the content and the observations because it is important for
language objectives? What informal and/or formal methods will students to learn how to make observations
you use to gather evidence? What criteria will you use to assess
learning? How might pre-assessment be used in your analysis of
and record their data.
this evidence?)
I will asses their notebooks and observations and this
will let me know that they understood the language
content. The pre-assessment will allow the students to
explain energy and I can reteach if needed.

Extension: I choose to show the students what will


(How might this lesson be extended into future content areas or happen when we add elevation for the
lessons?) marbles to collide.
We can make a ramp for the marbles to collide. One
marble will roll down the ramp and another marble will
be at the bottom of the ramp.
*Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for helpful
resources further explaining below):
Theories related to the work of Gardner, Vygotsky, Bloom, etc.
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression; Multiple
means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate

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