I. OVERVIEW OF THE LESSON
A. April 12, 2012
B. 50 minutes
C. Eileen Black
D. 2nd grade, Science, Spinners
II. BIG IDEA
A. A force is required to change an objectÕs speed or direction.
III. ESSENTIAL QUESTION
A. How could you demonstrate that a force can change an objectÕs motion (speed or direction)?
IV. PENNSYLVANIA STATE STANDARDS
A. Principles of Motion and Force S4.C.3.1.1: Describe changes in motion caused by forces (e.g., magnetic, pushes or pulls, gravity, friction). (modified)
B. Principles of Motion and Force S4.C.3.1.2: Compare the relative movement of objects or describe types of motion that are evident (e.g., bouncing ball, moving in a straight line, back and forth, merry-go-round). (modified)
V. GENERAL OBJECTIVE
A. Students will understand that forces cause changes in speed or direction of motion.
VI. BEHAVIORAL OBJECTIVE
A. Students will be able to measure, describe, or classify objects by basic characteristics, their changes, and their uses.
VII. INSTRUCTIONAL MATERIALS
A. Large plastic disks
B. Small plastic disks
C. Slim shafts
D. Paper clips
F. FOSS Kit
B. rotational motion
IX. INSTRUCTIONAL PROCEDURES
i. The teacher will have the students gather on the front rug. She will explain that the next topic they will be exploring in science is motion. The teacher will tell the students that the students will be building something that moves.
i. The teacher will ask the students if they know what a top is. The teacher will call on a couple of students to share their responses. She will explain that today they will be building their own tops to investigate motion.
i. The teacher will model the materials that the students will be using in their experiment today. She will explain that their mission is to use the given materials to make a good top.
ii. The teacher will dismiss the students to their seats and each group will receive enough materials to work individually on the experiment.
iii. The teacher will give the students about 15 minutes to experiment with their tops and to see how successful they are in creating rotational motion.
iv. After the experiment, the teacher will put a few questions on the overhead for the students to answer in their science journals. The questions will focus on how the students got the tops to move, what kind of motion the tops had, and what materials made up the best top.
v. The teacher will go over the questions with the students and question the class about rotation. She will ask the class how the size of the disk affected the rotation of the disk.
vi. If there is time, the students will go back to their seats and design their own tops to test out.
D. Strategies for Diverse Learners
i. The teacher will walk around and help the students who are having trouble getting their tops to rotate.
ii. Students can also work with their classmates while writing in their journals if they are struggling to answer the questions.
E. Summary and Closure
i. The teacher will ask each group to share one thing that they learned today about motion.
i. The teacher will gage the studentsÕ understanding by how well they can answer the questions in their science journals. She will also walk around to see how successful the students are in creating their tops.
XI. Reflection & Self-Evaluation
W: The teacher will tell the students that they will be learning about motion today. The teacher will tell the students that she will be walking around to observe their progress and learning.
H: The teacher will question students about tops because most of them have probably seen or played with tops before. She will also model the materials so that the students are clear on what they will be builiding.
E: Students will be working individually on their tops and investigating the concept of rotational motion. They will also be able to share their findings with their classmates.
R: The students will reflect, revisit, and rethink when they are answering the questions in their science journal. They will also revisit their findings when they are sharing their answers with the class.
E: Students will self-evaluate by working on their tops until they come up with the best possible top with good rotational motion. They will also self-evaluate by seeing how well their answers in their science journals stack up to the correct answers that the teacher shares with them.
T: The teacher will give help to students who seem to be struggling with making their tops. She will also walk around to ensure that all students are grasping the concept of rotational motion and recording it in their journal.
O: The teacher will first talk about motion with the class as a whole and model how to use the materials to create a top. She will then dismiss the students to work on their own and investigate how to create the best top.