Science+Lesson+-+Motion

**Lesson Plan Template ** || Grade Level(s) __1st__ Content Topic: __Motion—Science__ || Key: TSW = The Student will TTW = The Teacher will  HOTS=Higher-order Thinking Skills || Lesson Title: High Rollers ||

Content Standard: Science 1.3 Describe effects of forces on objects, including change of speed, direction and position.  || Content Source: ACOS ||

Key Vocabulary || Materials, Equipment, Supplies || · Ramp || · Foam ramp || · Motion · Mass—size of the marble · Velocity—how fast the marble goes || · <span style="font-family: 'Century Gothic','sans-serif';">Small marble, large marble, small plastic baseball || · <span style="font-family: 'Century Gothic','sans-serif';">Starting Position || · <span style="font-family: 'Century Gothic','sans-serif';">Tape || · <span style="font-family: 'Century Gothic','sans-serif';">Ending Position || · <span style="font-family: 'Century Gothic','sans-serif';">pen || <span style="font-family: 'Century Gothic','sans-serif';">HOTS: //List higher-order questions, skills or activities included in this lesson.// || · <span style="font-family: 'Century Gothic','sans-serif';">Predicting, Inferring || · <span style="font-family: 'Century Gothic','sans-serif';">Which ball do you think will go the longest distance? Why? Does the height of you ramp have any affect on the distance? ||

<span style="font-family: 'Century Gothic','sans-serif';">Connections with Prior Knowledge/Building Background || · <span style="font-family: 'Century Gothic','sans-serif';">What happens when a ball rolls down a hill? What happens when a ball is placed on a flat surface? || · <span style="font-family: 'Century Gothic','sans-serif';">Why do you think that happens? What would happen if I put this marble on the desk? Is it flat? Why does it move? Why do you think that is? ||

<span style="font-family: 'Century Gothic','sans-serif';">Content Objectives || <span style="font-family: 'Century Gothic','sans-serif';">Source || <span style="font-family: 'Century Gothic','sans-serif';">Objectives in Student-friendly Language || <span style="font-family: 'Century Gothic','sans-serif';">ACOS || <span style="font-family: 'Century Gothic','sans-serif';">We will discuss when marbles roll and why as well as predict the ending position of the marble when placed on a ramp. || <span style="font-family: 'Century Gothic','sans-serif';">Language Objectives || <span style="font-family: 'Century Gothic','sans-serif';">Source || <span style="font-family: 'Century Gothic','sans-serif';">Objectives in Student-friendly Language || <span style="font-family: 'Century Gothic','sans-serif';">WiDA || <span style="font-family: 'Century Gothic','sans-serif';">Students will communicate concepts and ideas in science. || <span style="font-family: 'Century Gothic','sans-serif';">Blended Content-Language Objectives || <span style="font-family: 'Century Gothic','sans-serif';">Use science words to describe orally and in writing how the mass of an object affects the distance it will travel. || <span style="font-family: 'Century Gothic','sans-serif';"> ||
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<span style="font-family: 'Century Gothic','sans-serif';">Meaningful Activities and Peer-to-Peer Interactive Oral Techniques (IPOTS) || · <span style="font-family: 'Century Gothic','sans-serif';">Students will work in small groups to complete their prediction, experiment, and conclusion. Students will record their findings on the record sheet and will return to the whole group setting to discuss their group’s findings and to hear the findings of other groups. || · <span style="font-family: 'Century Gothic','sans-serif';">Vocabulary is introduced in this discussion. ||

<span style="font-family: 'Century Gothic','sans-serif';">Review/Assessment || · <span style="font-family: 'Century Gothic','sans-serif';">The review of this activity occurs in the final discussion. The vocabulary //mass// and //velocity// are also introduced in this discussion. || · <span style="font-family: 'Century Gothic','sans-serif';">TTW create a conclusion based on all of the data using the new vocabulary terms. ||

<span style="font-family: 'Century Gothic','sans-serif';">Wrap-Up || · <span style="font-family: 'Century Gothic','sans-serif';">Key Vocabulary: ramp, motion, mass, velocity , starting position, ending position || · <span style="font-family: 'Century Gothic','sans-serif';">Key Concepts: which marble goes further and why || · <span style="font-family: 'Century Gothic','sans-serif';">Objectives Met: ||

<span style="font-family: 'Century Gothic','sans-serif';">Group Member || <span style="font-family: 'Century Gothic','sans-serif';">Group Member || <span style="font-family: 'Century Gothic','sans-serif';">Group Member || <span style="font-family: 'Century Gothic','sans-serif';">Group Member || <span style="font-family: 'Century Gothic','sans-serif';">Mary Earley || <span style="font-family: 'Century Gothic','sans-serif';">Holly Dobbs || <span style="font-family: 'Century Gothic','sans-serif';">Katherine Jarnigan || <span style="font-family: 'Century Gothic','sans-serif';">Raquel Stevenson ||

<span style="font-family: 'Century Gothic','sans-serif';">Vignette || <span style="font-family: 'Century Gothic','sans-serif';">Grade Level(s) || <span style="font-family: 'Century Gothic','sans-serif';">Content-area || <span style="font-family: 'Century Gothic','sans-serif';">Content Topic || <span style="font-family: 'Century Gothic','sans-serif';">1st  || <span style="font-family: 'Century Gothic','sans-serif';">Science || <span style="font-family: 'Century Gothic','sans-serif';">Motion ||

<span style="font-family: 'Century Gothic','sans-serif';">ELP Level(s) || <span style="font-family: 'Century Gothic','sans-serif';">2 || <span style="font-family: 'Century Gothic','sans-serif';">Beginning || <span style="font-family: 'Century Gothic','sans-serif';"> || <span style="font-family: 'Century Gothic','sans-serif';"> || <span style="font-family: 'Century Gothic','sans-serif';"> ||

<span style="font-family: 'Century Gothic','sans-serif';">General Description of Lesson || <span style="font-family: 'Century Gothic','sans-serif';">Students will explore the effects of force on two different sized marbles and compare their ending positions to create a conclusion. The class will create a conclusion together using new vocabulary terms. ||

<span style="font-family: 'Century Gothic','sans-serif';">Differentiation Supporting English Language Proficiency Levels || <span style="font-family: 'Century Gothic','sans-serif';">TTW use multiple representations to describe the lesson. During discussions, TTW hold up objects as she discusses them. TTW use written as well as verbal directions and provide additional support for ELLs by structuring this experiment into diverse groups of students who complete the activity together. ||

<span style="font-family: 'Century Gothic','sans-serif';">Teacher Notes (process, procedure, safety, hints, tips…) || · <span style="font-family: 'Century Gothic','sans-serif';">TTW introduce the lesson by activating prior knowledge and by explaining the experiment. · <span style="font-family: 'Century Gothic','sans-serif';">USE REPORTING SHEET TO DEMONSTRATE · <span style="font-family: 'Century Gothic','sans-serif';">The materials managers will then obtain their supplies for the experiments · <span style="font-family: 'Century Gothic','sans-serif';">TSW have 30 minutes to complete their experiment · <span style="font-family: 'Century Gothic','sans-serif';">TTW call students to the group meeting place to discuss conclusions and introduce scientific vocabulary in the class conclusion of data. ||