EDU 542 Lesson Plan #3

Allison Hardin
CBU Summer 2019
Dr. Pike
Let’s Get The Ball Rolling

The Inquiry Model/Constructivist Theory

The Inquiry Model Pages 242-273
Kindergarten Science
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
● Materials
➢ YouTube Video
➢ Straws-one for each student
➢ Variety of balls (cotton balls, ping pong balls, marbles, tennis balls)
➢ Student Science Journals
➢ Pencils
➢ Which Ball Was Faster? worksheet
➢ 2 identical balls (different from experiment)
➢ 10 large index cards numbered 1-10
● Vocabulary - List key vocabulary terms needed for this lesson
➢ Scientist
➢ Motion
➢ Force
➢ Speed
➢ Data
➢ Investigation
● Literature - List supporting literature or reading materials
➢ Move It! by: Adrienne Mason
➢ Newton and Me by: Lynne Mayer

2. OBJECTIVE
● Students in Kindergarten will be able to discuss how force can change the speed and direction of an object in
motion.
● State the Cognitive Taxonomy /DOK Level
➢ Remembering
➢ Understanding
➢ Applying
➢ Analyzing
➢ Evaluating
● List the standards met by this objective.
➢ K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or pull.
➢ W.K.7 Participate in shared research and writing projects
➢ SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
➢ MP.2 Reason abstractly and quantitatively.
➢ K.MD. 1-2 Describe and compare measurable attributes.

3. ASSESSMENT Perfect Assessment Tool Rationale:

● Label your method of assessment as authentic, formal,
or informal and the type of assessment tool used (ex. a
rubric).
➢ Formal: Which Ball Was Faster? worksheet
● Describe your assessment tool and how it supports the
● Provide a rationale as to how this assessment links with
or supports this theoretical model.
➢ The assessment on Which Ball Was Faster?
supports the Constructivist Theory because the
assessment focuses on the observation and
the scientific study of experiencing force and
motion through a hands-on learning activity.
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 brain for excellent learning. Students are gaining knowledge through
➢ In this formal assessment of Which Ball Was experiences.
Faster?:
➢ Students will cut out pictures of the different ● Include a copy or your assessment tool.
types of balls used for the experiment and glue Which Ball Is Faster?
them under the “slow” or “fast” category.
➢ This assessment tool supports the brain for
learning because questioning can peak
curiosity and stimulate the brain to absorb
information. This increases student
understanding by remembering skills and
concepts.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
● 1. The Central Focus is a statement of the important understandings and core concepts that you want students to develop in
the learning segment.
➢ This learning segment focuses on students engaging in activities to experience the effect that force has on the
speed and motion of an object. Students will conduct an investigation by trying to move a variety of balls into motion
to determine which one has more speed.
● 2. Clearly state (to the students) how this lesson will benefit them. This statement lets students know WHY you are spending
their time on this lesson.
➢ “Students, today we are learning about force and motion. It is important for us to understand why things move at a
certain speed or direction. A force makes something move. When you are on the swing, you will swing higher by
pumping your legs”.

5. MOTIVATION FOR LEARNING

● Identify the type of motivation (i.e., intrinsic/extrinsic) that is appropriate for this theoretical model.
➢ The type of motivation that is appropriate for the Inquiry Model is extrinsic motivation. This requires the
accomplishment of a specific goal.
● Describe exactly what you will do to in this lesson to support motivation to learn.
➢ Divide the class into 2 teams. One team sits on the left in a line, the other team sits on the right in a line.
➢ Make a number line on the floor with the index cards going down the middle of the two teams. Start #1 index card
closest to them and #10 being furthest away.
➢ The first student from team one rolls the ball down the number line.
➢ The first student from team two rolls the ball down the number line.
➢ The students will determine who used more force depending on where the ball landed by comparing numbers. If
one ball landed on 2 and the other landed on 8 then the student who rolled a 2 used less force because 2 is less
than 8. The student who rolled an 8 used more force because 8 is more than 5. This made the ball roll farther.
➢ This process is repeated until every student has had a turn.

● How will this lesson promote a Growth Mindset?

➢ This lesson will promote a growth mindset because most students respond well to challenge. The challenging
investigation in this lesson involving force and motion will enhance their knowledge by allowing the students to
believe their intelligence can be increased through hard work.

6. PRE-LESSON - Just before teaching the new lesson do the following:

● Review/Make Connections to Previously Learned Material (Advance Organizer appropriate)
➢ KWL Chart
❏ Review with students what they already Know (K) about things that move from the force of an object.
“What are some types of things that can move?” “How do those things move?”
❏ Student examples: Rolling a ball, a car moves by someone pushing on gas pedal, pushing a toy car down
a ramp/track, riding a bicycle.
❏ Record ideas of what the students Want (W) to learn.
❏ Student examples: What can cause motion? How do objects move? How does something go fast or slow?
❏ Teacher and students will fill in (L) section of chart together as a class at the end of the lesson with what
they have Learned.
● Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)
➢ “Students, today we will be learning how different objects are able to move fast or slow”. We will learn why balls can
roll at different speeds”.

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6. LESSON BODY: Text pages #250-255 for your lesson. Follow the exact steps provided in the text for the lesson
you are teaching. Clarity is the key.

Step 1: Present/Pose a question

● Teacher will gather students on the rug and use open-ended inquiry by presenting the question to class: “What makes a ball
roll fast or slow?”
● Teacher will write student answers on the whiteboard until all volunteers have been called on.
● Refer to student responses from the KWL Chart K section. Example, How does a bicycle move fast or slow?
● Checking for prior knowledge before moving forward can increase the level of understanding.

Step 2: Make Hypotheses

● Explain to the students that today we will be conducting an investigation to understand how speed is determined. “Our
experiment will include blowing air through a straw to make different kinds of balls move across the floor”.
● Tell the class that first we will make a hypothesis.
● Explain what a hypothesis is. “A hypothesis is using the information we already know to make a really good guess”.
● Present to students the cotton ball. Allow them to pass it around so they can observe how it looks and feels (weight and
size).
● Now present the tennis ball allowing students to pass it around and observe how it looks and feels (weight and size).
● Ask students, “What did you notice that was different about the cotton ball and a tennis ball that your just observed?
● Record answers on whiteboard. Guide them to give answers about size and weight. What did you notice about the size?
● “After observing the cotton ball, what do you think will happen when we point our straw at it and blow air into the straw?”
● Ask students to support their reasoning by asking them “why”
● “What do you think will happen when we do the same thing with the tennis ball?”
● Ask students to support their reasoning by asking them “why”.
● Record answers on whiteboard.
● Tell students that they have just made a hypothesis by guessing what will happen to the ball when we blow air into the straw.

Step 3: Gather Data

● Create the setting by dividing the students into small groups of 3 or 4
● Pass out one straw for each student and tell them to find a place in the classroom where their group will be conducting their
investigation to gather data. Confirm that students remember the vocabulary word “data”.
● Tell students they will need to take their science journals and a pencil with them.
● Have the “materials manager” from each group come up to the front to get the different balls for the experiment (cotton balls,
marbles, ping pong balls, and tennis balls).
● Tell the students that everyone will begin with the cotton ball.
● Students place their cotton balls on the floor and blow air into their straw while pointing it at the cotton ball.
● Tell students to stop and record in their journals how hard they had to blow into the straw to make the cotton ball move. This
recording will be demonstrated by writing a number 1-5. One blowing the least amount of air (force) and 5 blowing the most
amount of air (force). The will then draw a picture of the ball that was used and number the experiment.
● Tell students they will now experiment with the marble.
● Teacher will circulate among the groups to see how students are recording observations in their science journals and how
they are engaging in the experiment.
● Repeat this process until students have experimented will all 4 balls and recorded their observations in their science journals.

Step 4: Assess Hypotheses

● Gather students back to the rug to compare and analyze their data that they have gathered.
● Ask the students, “What was the difference between blowing the ping pong ball and a tennis ball?” “How hard did you have
to blow?”
● Tell students to refer to their science journals to support their answer. Example, “I had to blow a 5 to move the tennis ball and
only a 1 to move the cotton ball”.
● Help students to make sense of what they discovered. Refer to their hypothesis (prediction) on the whiteboard and connect it
to what actually happened (data) . “Now, let’s look at your hypotheses that you made before the experiment and see how
they compare to your results”.
● “What surprised you about the results after making a hypothesis?”

Step 5: Generalize Findings

● Teacher explains to students that the heavier the ball is, the more force it will take to roll it. In this experiment, the force was
how hard they had to blow air into the straw.
● Have students turn and tell their neighbor why one ball moved faster than the other.
● Call on students to share answers with the whole class to check for understanding.

Step 6: Analyze the Process

● Teacher and students will analyze the process by summarizing the lesson through watching a YouTube video:
Force and Motion
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 ● Have students reflect on video by connecting it to their experiment by answering questions.
● “What are some similarities between the video and your experiment?”
● Refer to the presenting question at the beginning of the lesson, “What makes a ball roll fast or slow?”
● Gather student answers
● Students should be able to show how their knowledge and skills have developed through the process by verbal reflection.

To close the lesson, refer back to the KWL Chart that was created as a whole class at the beginning of the lesson and fill in
the L section (what students Learned).

7. ASSIGNMENT
● Design a brain compatible Perfect Assignment to support this lesson.
Which Ball Is Faster?

● Explain why it is the perfect assignment based on how the brain learns.
➢ This assignment supports the brain for learning because force can affect the way we apply it to motion in our daily
lives. Force and motion make things move or stay still. Students can observe this in their daily life through activities
such as bouncing or kicking a ball or pumping their legs on a swing for speed.
➢ The brain has absorbed information from the experiment and processed the results. Students will be retrieving data
from their experiment that is stored in the brain and using it to complete the Which Ball Is Faster? assignment.
➢ This assignment prepares the brain for learning through helping students absorb information by conducting an
experiment. The experiment creates curiosity encouraging them to inquire about something.
● Attach a copy.
Which Ball Is Faster?

8. Student Work Examples/Technology Support

● Attach samples of student work. Include a variety of levels of performance.
Student example #1
Student example #2

● Add technology support (ex. www resources/interactive activities etc.)

➢ YouTube video:Force and Motion

Reflective Thinking/Curriculum Evaluation @50 Points

9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow the format
provided below and provide a professional quality reflective analysis of your work.

a. Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete
unused SLOs.

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in
general and with their respective specialization.
SLO 2: Evaluate and conduct research to improve instructional practices and institutional cultures.

● This lesson demonstrates my competence in SLO 1 through understanding and researching the inquiry model and
constructivist theory. Comprehension was demonstrated through presenting a question to the class that introduced the
lesson and was connected to all steps. These questions developed an inquiry based learning experience that allowed the
students to research information to make sense of this phenomena. This lesson prompted questions that activated student
thinking and supported how students learn through a simple investigation. Researching the inquiry model has provided the
opportunity to understand additional learning outcomes. The positive outcomes increased academic vocabulary, scientific
literacy, exercised the brain for learning, and promoted a deeper understanding of the content by engaging students in a
hands-on activity.

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 Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

● Explain how this lesson supports helping students reach levels of deeper learning.
➢ This inquiry based lesson supports helping students reach a deeper level of learning by allowing the students to
participate in a hands-on activity and generate questions to activate learning. These questions developed an inquiry
based learning experience that allowed the students to research information to make sense of this phenomena. In
addition, it helped students to reach their full potential by engaging in a different learning perspective (straws and
balls). This can help in developing scientific skills, social and emotional skills, and increase problem-solving.

● How does this model make learning stick in long term memory?
➢ This inquiry based model helps to make learning stick in long term memory by engaging in hands-on activities that
activate the brain sending the information to long term memory. Students can retrieve this information that has been
processed and stored to help them probe their own questions as they investigate different experiments. The results
of these experiments are presented to enhance their knowledge through discussion.

● Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
➢ The inquiry model would be appropriate in all areas of the curriculum that require critical thinking. It develops
student comprehension, critical thinking skills, and language skills through communication. When students
consistently use these cognitive skills through various content areas, they can be applied in everyday life.
➢ Example: Forces and motion can be seen in kicking a ball, pulling a wagon, or pushing a toy car down a ramp.
➢ One strength for using the inquiry model includes exercising the brain by investigating an open-ended question to a
problem.
➢ One weakness in using the inquiry model is timing. The objectives and steps need to be carefully prioritized for
students to have enough time to engage in the investigation and assess their observations. Teachers should decide
on and devote the majority of the time to the objective that will have the greatest impact on student learning.

● How will you support advanced/ELD/Special needs learners through using this model?
➢ ELD: This student will be placed in the front of the classroom for loud and clear instructions, easy access to visuals
and demonstrations, and vocabulary cards written in English and their native language, including a picture.
➢ Special Needs: This student will be placed in the front of the classroom for loud and clear instructions, easy access
to visuals and demonstrations. The experiment and assignment will be limited to two balls (one fast and one slow).

● Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
➢ K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or pull.
➢ W.K.7 Participate in shared research and writing projects
➢ SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
➢ MP.2 Reason abstractly and quantitatively.
➢ K.MD. 1-2 Describe and compare measurable attributes.
This lesson can support the CCSS by exploring questions through experimenting and observing a phenomena.
Engaging students in these experiences will help them to make sense of the world around them. Students will learn
academic vocabulary and transfer this learning to other content areas.

b. Link to Theory:

● Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist).
➢ This lesson based on the inquiry model supports the Constructivist Theory because the assessment focuses on the
observation and the scientific study of experiencing inquiry through questioning force and motion with a hands-on
learning activity. Students are gaining knowledge through experience.

● Link this lesson to one or more of the Big Ideas and provide a rationale.
➢ Learners do not passively absorb information from the environment; rather, they actively work to make
sense of their environment and construct their own, unique understandings of the world.
❏ This lesson is linked to this Big Idea because students are making sense of their environment through
making predictions (hypotheses) and constructing their own understanding through conducting an
investigation and analyzing the results.

● Describe technological resources you have found useful.

➢ YouTube video:Force and Motion
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 ➢ This YouTube video is utilized with the intention of extending student learning and summarizing the inquiry based
lesson. The Force and Motion video provides real world images for students to visualize their learned knowledge
and connect their experiences through another source of visualization allowing students to make sense of this
phenomena.

c. Growth Mindset

● How you might reward learning according to the Growth Mindset research.

➢ Students that have a Growth Mindset believe that their knowledge can be increased through working hard and
persevering. One way I would reward this mindset is challenging their knowledge to a deeper level of understanding
by providing them with a learning activity to extend the inquiry process. This activity might include investigating
items around the classroom that require different amounts of force to move the object. Students can record their
observations in their science journals by drawing pictures and using the 1-5 scale for the amount of force. Another
way to reward a growth mindset is to praise the students’ effort either verbally or with tangible items teaching them
that their intelligence can increase.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

● Discuss what went well and what changes you have made for improving learning.
➢ If this lesson were actually implemented in a classroom, I believe the steps that would go well would be Step 3:
Gathering Data and Step 4: Assessing the Hypotheses. I feel that the students would benefit the most from the
hands-on learning activity that encourages them to inquire about the phenomena of what makes things move and
discussing their observations.
➢ One change that I would make to this lesson, would be to implement more technology. In addition to the YouTube
video, I think that further technological experiences would enhance the learning process such as an interactive
game on the web.

● What have you learned about how learning happens?

➢ I have learned that learning happens through engaging students in activities that provide hands-on experiences.
This allows the students to make personal connections that make learning stick.

● What more do you need to read or learn?

➢ I would love to further my knowledge on the SLOs and learn various ways to demonstrate an advanced
understanding for the different models.
➢ I would like to explore strategies on how to state the objective to students in a way that students will know what they
will learn and why it is important for them to learn this.

● How does this add to your credibility to supervise student teachers?

➢ I believe that it takes years of experience in the classroom to master the credibility to supervise a student teacher.
Knowing that I do not have the experience yet to obtain these qualities make it difficult to provide a response. I do
look forward to gradually obtaining the skills and qualities necessary to help and guide potential educators in the
future.