Professional Documents
Culture Documents
White & Gunstone, 1992
White & Gunstone, 1992
I choose to use the 5E model to plan this lesson. The 5E cycle flows in a
way that is consistent with current knowledge of student learning. Students
have an experience with the material that they can then use to build
explanations with. The teacher guides the development of these
explanations. Then the students complete activities that build on the
foundation. Throughout the process, the teacher evaluates the students
and adjusts to meet their needs. When using the 5E learning cycle,
students begin to take control of their learning because the teacher is not
the ultimate bearer of knowledge(Settlage & Southerland, 2012).
2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES
1. What evidence supports that all objects fall at the same rate?
Purpose of the 2. Can different scientists draw different conclusions from the same
Lesson: Central evidence?
Focus 3. What/ who dictates what conclusions should be drawn from evidence
about free fall?
Students will be able to utilize mathematical representations and verbal
descriptions to explain free fall demonstrated through their participation
in class discussion and creation of Frayer Diagrams.
Students will be able to determine what evidence for free fall is and
what conclusions could be drawn from that evidence demonstrated
through their participation in class discussion and POE activities.
Learning
Students will be able to what/who dictates what conclusions are drawn
Objective(s)
from evidence on free fall demonstrated through their participation in
class discussion.
Students will be able to recognize the influence of culture on science,
specifically in what theories and evidence are accepted demonstrated
through their participation in class discussion.
For this lab, students will be advised not to horseplay. They will be
instructed to maintain control over their materials at all times. When
dropping items, students should make sure that the area where they are
dropping the item is clear of people and other hazards.
Language Students will explain their observations of various lab activities.
Function
Displacement, distance, speed, velocity, acceleration, time, free fall,
Academic Language
feather.
2. Drop a book and a piece of paper at the same time. Then drop the
book with the piece of paper on top of it. Ask why when the paper was
beside the book it fell slower than the book but when it was on top, it
fell at the same speed.
Explain: I will draw a large T chart on the board. On one side put Objects
that fell at the same rate and on the other side put Objects that fell at
different rates. I will hold a class discussion to decide why at some
stations objects fell at the same rate and at others objects fell at different
rates. After determining that the objects do all fall at the same rate in the
absence of air resistance, ask students what that rate is. We will do an
experiment to find that rate tomorrow. I will also ask students what
equations they think applies to free fall motion. We will discuss how our
current models for motion still work for free fall.
Evaluate: Students will make a Frayer Diagram of Free Fall. The purpose
of this diagram is to assess what conceptions students hold about free fall
and to identify lingering misconceptions. In the next lesson, I will discuss
Closure lingering misconceptions with the students.
(15 min)
Closing comment: "Today we talked about how all objectives fall at the
same rate in the absence of air. Tomorrow, we will find out what that rate
is."
Differentiation in this lesson is allowed for by allowing a variety in product.
Although students are given a format in which to structure their answers,
the activities themselves are open ended. Students have the option to
explain with their own style of reasoning.
Differentiation,
The exploration activity is catered towards kinesthetic learners. They will
Modification(s),
be able to perform the experiments themselves, instead of only observing
and
them.
Accommodation(s)
The Frayer Diagram encourages students to explain themselves in a
variety of ways, including through pictures. The Frayer Diagram can serve
as a reference for students who struggle with vocabulary as we continue to
move through the series of lessons.
4. LESSON AND ASSESSMENT PLAN RESOURCES
Promethean Board
Desktop Computer
https://www.youtube.com/watch?v=E43-CfukEgs
Bouncy Ball
Ping Pong Ball
Books
Materials Paper
Doll with a parachute
Doll without a parachute
Heavy box
Light box
Whiteboard
Expo Markers