Your name: Tessa Frissora

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Rolling Cups Grade/age level: 1st Grade Date (intended teaching date): 3/25/2014
Learning Objective(s)
What do you want students to know, understand, or be able to do as a result of this lesson?

Cups roll in the direction of the small end. To roll straight, two cups can be taped together so that the ends are the same size. The amount and location of an added weight can change the way a system rolls. Students will first confirm their understanding of how things roll as we review some systems created last week I will hold up samples of different systems students created and ask them to predict how the system will roll. Students will demonstrate their understanding of what allows a system to roll by how they combine and construct their paper cup systems. Ultimately I will look to see that students are able to park the car and will challenge them the following lesson to determine how to combine the cups to make it roll straight. During the second part of the lesson students will be recording their observations and take-aways in their science notebooks. I will be reviewing their notebooks to confirm their understanding of how and why their systems rolled in certain ways. Students have been exploring balance and motion for the past month +. After exploring different motions such as push/pull, twirling and balancing, they are now beginning their exploration of rolling. This is part of the Core Curriculum math unit. Last week students were very enthusiastic about the rolling wheels experiment. They were extremely interested in getting to make their own creations, explore and see things roll. It will be helpful for them to continue exploring why certain creations roll better than others and why they roll in different ways (i.e. what makes something turn vs. roll straight?)

Evidence for assessment

Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria?

Rationale
Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?

Prerequisite Knowledge
What prior knowledge are you counting on? Will this be a problem for any of your students and if so, what will you do?

The previous week students explored balance and motion through wheel and axle systems- they learned that objects roll depending on how they are combined. Students also created their own slopes and learned that a slope is higher on one end and lower on the other. The slope is what causes certain things to roll down it, when placed at the top/higher end of it. At some point throughout the week all students completed their slope and wheel experiments I have reviewed their lab notebooks and confirmed they have a basic understanding of these concepts.

Learning Experience
In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time.

Students will experience a sense of curiosity and interest in the motion of objects by investigating the motion of their objects they will practice the concept of trial and error and determine how and why certain constructions roll while others dont.

Starting It
How will you invite students into the learning experience?

Students will be doing independent reading on the rug before we begin; I will ask students to return their books and come to their regular rug spots to begin I will start by reviewing the discoveries we made last week as scientists I will hold up a sample of each type of system students created and ask them to help me label which system rolls which way. I will then explain that we will be putting on our scientist hat again to explore how cups roll and ways we can combine cups. I will show students the tools they will be receiving with their partner and explain they are going to explore how the objects roll. They will first do a quick exploration and then return to the rug to discuss what we have observed. (15 mins)

Doing It
Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create?

Part I will be very open ended and I will send students off with their partners to explore how the objects roll for roughly 5-10 minutes. After their brief exploration students will leave their materials where they are and return to their circle rug spots. I will have a sample set of objects and ask someone to raise a silent hand and share what they noticed in their exploration with their partners. How does the cup roll in a circle? (big and small wheel) What determines the direction the cup will roll?

 We are now going to take on a new challenge called park the car. Demonstrate one way to park the card on one side, before sending students off to explore how to park the car on their own (on both sides and around the back). Students will then clean up their materials and return to their circle rug spots. During students exploration I will be circulating and conferring with students.
25 mins

Finishing It
How will you bring students to closure with this learning experience and connect it to future learning?

After clean-up I will call students back to their regular rug spots to debrief as a class I will ask 1-2 partnerships to share how they were able to park the car in both directions I will also ask for any additional noticings or comments. What do you notice about the cups rolling that shows us something similar to our rolling wheels last week? How are they different? When we return after lunch we will explore how to make the cups run straight and record our findings in our science notebooks. Wheels are everywhere around and as we begin to understand more about what makes certain things roll one way or another we can become experts at how all the rolling objects in our life are working.

Accessibility
What accessibility and participation challenges have you taken into account and how have you addressed them? (material and human resources, sequence of instruction)

Students completed a very similar assignment the week before using different materials I organized partnerships and room spaces ahead of time and have since adjusted a few of the partnerships and changed the collection and clean-up routine. Also, breaking in between our time on the rug so kids can explore will help some students who have a tougher time staying engaged/focused for longer periods of time. Partnership list and spots in classroom; 12 big cups; 12 little cups, 12 cardboard ramps; 48 clothespins; Park the car instruction sheet

Materials Needed