13

Elements of the Lesson

Evidence that Documents the Elements
Standard
MDE grade level or CCSS


P.PM.02.13- Measure the length of objects using rulers (centimeters) and meter sticks.
S.IP.02.13- Plan and conduct simple investigations.
S.IA.02.12- Share ideas about science through purposeful conversation.
S.IA.02.13- Communicate and present findings of observations.
S.IA.02.14- Develop strategies and skills for information gathering and problem solving (books,
internet, ask an expert, observation, investigation, technology tools.)
M.UN.02.01- Measure lengths in meters, centimeters, inches, feet, and yards approximating to the
nearest whole unit and using abbreviation: cm, m, in, ft, yd.
Objectives/Targets
What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed?
(formal and informal evidence)

I can measure the length of objects using rulers and meter sticks.
TLW measure the length of objects using rulers and meter sticks.
I can plan and conduct investigations.
TLW plan and conduct simple investigations.
I can share ideas about science to my partner, and class.
TLW share ideas about science to my partner, and class.
I can tell about my findings from observations.
TLW tell about their findings from observations.
I can gather information and problem solve by conducting observations.
I can measure lengths in the appropriate unit, and use abbreviations such as, cm, and in.
TLW measure lengths in appropriate units and use the appropriate abbreviation.
Anticipatory Set
How will my students be motivated, interested, or focused?
What prior knowledge is necessary?
What practice(s) will be implemented?

Session One:
(Connecting) Explain to students that we have been learning about all kinds of
different ways to measure different body parts, and objects. What measuring
materials have we used so far? Allow students time to answer. Today we are
going to continue our measurement unit by using some new material and new
concepts.
Display the Move and Balance Bag for students so they can look at the items in
the bag.
Display the ramp at the front of the classroom.
The items may contain objects such as; balls, blocks, empty containers, and
toys.
The teacher will ask students which items they think will roll down the ramp.
Allow time for students to discuss with a partner, and then share as a whole
group.
The teacher will write on the board or make a chart called, Moving Objects
Chart. On this chart there will be three columns. The first needs to be labeled,
Lesson Three: How Far Will it Roll?

14
what we think. The second is labeled, How can we find out? And, the last one
is labeled, What do we conclude. (Note: this chart will be completed throughout
the lesson.)
For the anticipatory set, the students will share what they think will happen, and
the teacher will record it on the chart.
Input
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation
Extension
Learning styles
Managing the lesson
Instructional methods
Engagement strategies
Materials needed and prepared

Task Analysis (2 class sessions, 30 minutes each)
Session One
Gather students to the carpet.
Complete the anticipatory set with the students.
Go over what the term force means with the students.
Allow students the time to think about what the word force means. Have them
share with a partner, and then share as a whole group.
As a class, we will come up with a definition together, and write it on the board.
Tell the students that they will be doing an experiment with the ramp and the
Move and Balance Bags.
The teacher will show and explain the activity sheet underneath the elmo. Under
object, the teacher will write ball, and predict whether the object rolled or slid
down the ramp.
The teacher will choose the ball to use to model. The teacher will have a timer
ready to record when the ball leaves the ramp.
Then go back to the activity chart, and fill out the, How Can We Find Out?
column. We will record how we can find out how to figure out how far the ball will
travel down the ramp.
The teacher will release the ball at the top of the ramp.
Record what we conclude on the Moving Objects Chart.
Return to the activity sheet, and record if the object did roll or slide.
The teacher will then measure the distance the ball traveled once it was
completely off the ramp. So the distance measured will be the distance that the
ball appeared to be off the ramp, to where it stopped rolling on the ground. The
teacher will model how to measure this and ask students what she should do to
measure how far the ball traveled.
o How do I measure how far the ball traveled? (You start at the bottom of
the ramp to where the ball ended up.
o Where do I start measuring with my meter stick? Do I start at a certain
number? (No, you start at the end of the meter stick before the numbers
start at one.)
15
o The teacher will then measure the distance from the bottom of the ramp
to where the ball ended up.
The teacher will then record the distance and time onto the activity sheet.
Session Two:
The teacher will briefly recap on what the students will be doing, and will call on
students to explain what they will be doing during this activity.
Students will be assigned to groups. There will be around 6 students in each
group. They will grab a board for their ramp, a timer for their group, and a move
and balance bag. The students will have different jobs. One student will hold up
their ramp, one will record time, two will measure distance, and two will slide
objects down the ramp. (Note: some groups will be smaller than 6 students, so
this will be need to be adjusted for them.) The jobs will be assigned to
themthey will not be able to pick for this causes too much argumentation.
The teacher will model the jobs for the students. The teacher will call up 5
students to volunteer. She will assign those students their jobs. 1 person will
hold the ramp, one will record time, two will measure distance, and two will slide
objects down the ramp. The teacher will then do a trial run with the ball with this
group in front of the classroom so that students understand what the jobs will
look like.
After giving students time to complete their experiment, gather them back to the
carpet to discuss their findings. Have students raise their hands to share some of
their findings.
Ask the students whether or not the height of their board/ramp affected the
results of the distance and time. Allow students time to discuss this with one
another, and then pull back to whole group for class discussion.
The teacher will then explain the rest of the activity sheet to the students, and
model #1 on the backside of the sheet. Draw a picture of the ball, and label how
you tested the balls distance, and time.
Dismiss students to go back to their seats to complete the rest of the activity
sheet.
The teacher will collect their worksheets once the students are done.
Thinking Levels:
Remembering: students will remember what objects traveled the farthest and
fastest by recording their data onto their activity sheets.
Applying: students will apply what they have been learning by completing page
two of their activity sheets.
16
Accommodations:
Remediation- if this lesson is too difficult, students will be offered assistance to
help complete the experiment. They will also ask their group members for help
when they need it.
Extensions- have students find another object from the classroom or from home
that they think will move down the ramp faster and farther than the objects
tested. Ask the students to tell why they think it will move faster and farther and
what they would do to test their ideas.
Learning Styles
o There is a wide range of learning styles in the classroom. Many students
are hands on, and many of them can do hands on or just listening to the
teacher when learning.
o When using hands on learning, students have a better chance to retain
the information, because they are applying what they are learning.
Managing the lesson:
Students will raise their hands when they want to share their thinking.
The teacher will explain all directions to the students while they are still at the
carpet.
While the students are doing their experiment, the teacher will continuously walk
around to make sure all students are engaged throughout the lesson. The
teacher will also ask questions to ensure that they are engaged.
Materials Needed:
o Activity Sheet for each student
o 4 ramps/boards
o 4 measuring tapes
o 4 meter sticks
o 4 stop watches
o 4 move and balance bags

Modeling
Provide details of what you will say and what you will do
Visual input accompanied by verbal input



Session One:
The teacher will show and explain the activity sheet underneath the elmo. Under
object, the teacher will write ball, and predict whether the object rolled or slid
down the ramp.
The teacher will choose the ball to use to model. The teacher will have a timer
ready to record when the ball leaves the ramp.
Then go back to the activity chart, and fill out the, How Can We Find Out?
17
column.
The teacher will release the ball at the top of the ramp.
Record what we conclude on the Moving Objects Chart.
Return to the activity sheet, and record if the object did roll or slide.
The teacher will then measure the distance the ball traveled once it was
completely off the ramp. So the distance measured will be the distance that the
ball appeared to be off the ramp, to where it stopped rolling on the ground.
The teacher will then record the distance and time onto the activity sheet.
Session Two:
The teacher will then explain the rest of the activity sheet to the students, and
model #1 on the backside of the sheet. Draw a picture of the ball, and label how
you tested the balls distance, and time.

Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented



What do we think will happen to the ball once its released on the ramp?
o Possible Answers: I think the ball will travel fast.
I think the ball will travel far.
The teacher will walk around the room and assist students who need extra help
with this lesson.
While walking around the teacher will make sure that all students are
participating, and the teacher will ask questions to see if the students are
completing their experiments.
o Possible Questions: What object are you measuring now?
o Lets see your activity sheet.
o How far do you think your ball will travel?

Guided Practice
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility



The teacher and the student will complete the Moving Objects Chart together.
After the teacher models the experiment, the students will be released to
complete their experiments with their group.
Once students are finished with their experiments, students will complete the
rest of their activity sheet on their own.
Independent Practice (if applicable)

Students will complete page two of their activity sheet on their own.
Closure
Wrap up the lesson; summarize is one way

Students will complete page two of their activity sheet on their own. This will
recap what students have learned about their experiment.
18

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
Using your assessment data, what will you change?


Formative
Students will do the rest of their activity sheet, and turn in. The teacher will check
to see if the students understood the experiment, and material presented to
them.
Reflection
How well did the students perform?
Were all students engaged?
How was my timing?
How was my instruction received? What should be modified?


Were all my students engaged?
Was this lesson to hard for them?
Did I manage the lesson well?
Did my students understand the experiment?
What should be modified?