Fifth-Grade Science

Instructional Plan
Ashley Kling
25 October 2017
Ann DeYoung
Grand Valley State University

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 Lesson Overview

Introduction to Content Area

I chose to create my instructional plan in science. In my placement school, my
CT teaches three different classes science while social studies and writing is taught by
other fifth grade teachers. I will use this lesson three times for three different classes.
My assessments that will be turned in with my instructional plan, however, will come
from one class. We are starting a new science activity that will take about three lessons.
This instructional plan will focus on the third activity in the Forces and Motion unit which
is Measuring speed. The three lessons will be: 3.1 Essential questions and vocabulary,
3.2 Measure Speed with the 5 E’s, and 3.3 Measuring speed journal. Lesson 3.1 will be
exploring the essential questions, I Can statements, and vocabulary and will end with a
formative assessment using Plickers. Lesson 3.2 will include the students
experimenting and exploring how to measure speed with a little teacher’s guide. Lesson
3.3 is walking the students through how to record and analyze their observations and
data from lesson 3.2. The entire Forces and Motion Unit comes from Cereal City
Science by Battle Creek Area Mathematics & Science Center.

Standards that will be met:

*Although all of these standards will be met through each lesson, the standards that we
will focus on are highlighted. The other standards I included are met several times
throughout the Forces and Motion unit, as we reinforce the importance of evaluating
and analyzing data.

P.FM.05.41 Explain the motion of an object relative to its point of Lesson

reference 1

P.FM.05.42 Describe the motion of an object in terms of distance, Lesson

time, and direction, as the object moves, and in 1 and
relationship to other objects 3

P.FM.05.43 Demonstrate how motion can be measured and Lesson

represented on a graph 2

S.IP.05.11 Generate scientific questions based on observations, Lesson

investigations, and research 2

S.IP.05.12 Design and conduct scientific investigations Lesson

2

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S.IP.05.13 Use tools and equipment appropriate to scientific Lesson
investigation 2

S.IP.05.14 Use metric measurement devices in an investigation Lesson

2

S.IP.05.15 Construct charts and graphs from data and observations Lesson
2

S.IP.05.16 Identify patterns in data Lesson

2 and
3

S.IA.05.11 Analyze information from data tables and graphs to Lesson

answer scientific questions 3

S.IA.05.12 Evaluate data, claims, and personal knowledge through Lesson

collaborative science discourse 3

S.IA.05.13 Communicate and defend findings of observations and Lesson

investigations using evidence 3

S.IA.05.14 Draw conclusions from sets of data from multiple trials of Lesson
a scientific investigation 3

S.RS.05.11 Evaluate the strengths and weaknesses of claims, Lesson

arguments, and data 3

S.RS.05.13 Identify the need for evidence in making scientific Lesson

decisions 3

S.RS.05.15 Demonstrate scientific concepts through various Lesson

illustrations, performances, models, exhibits, and 2 and
activities 3

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 Explanation of the Key Components

A. Technology to Maximize Student Learning

In all three lessons I use the document camera, or IPEVO, to show my students
the pages of their notebook and packet they should be on. In lesson 1, I guide my
students in a little note taking in their notebooks, as well as guide them through their
vocabulary tri-folds. In lesson two, I will guide them in the exploration activity and how to
complete it. In lesson 3, I guide them through the journal questions, answering the
questions alongside them, using their data and observations. Since our IPEVO
document camera does not work some days, I also prepared a powerpoint with the
guiding information to help my students. I wish we had one-to-one technology so that
my students can also explore different videos and simulations to explore measuring
speed.
One day a week, my science students do have access to the computer cart that
is shared with every classroom. I will have them explore this simulation of the​ ​Graphing
of Motion​, which allows users to accel a car and brake to see how speed is graphed.
This is a great website to explore since they will also be graphing their speed.
Students will also use their Plicker cards at the end of lesson one and before
lesson 3 for a formative assessment. This lets the teacher know if students need a
repeat on a part of the lesson or if the class can move forward.

B. 21st Century Skills (Critical Thinking, Communication, Collaboration,

Creativity)
Students use critical thinking as they explore the activity, as well as when they
draw their conclusions in their journals. They use their data from the exploration to
conclude how they know an object is faster or slower than another object, and they also
explain how they know how to find the average speed of a moving object. Students will
think, pair, share their exploration answers (with a partner not in their original group),
and explain to their partner how they came to their answers. The students work in
groups during the second lesson to explore speed and how to measure speed. The
groups create a course for a marble and they, as a group, measure the distance and
time it takes for the marble to complete the course.

C. High Leverage Teaching Practices

Checking student understanding during and at the conclusion of lessons- During
the three lessons, students use their plicker cards to answer a few multiple choice
questions as a way to let the teacher know what students are understanding and what
concepts need to be retaught. At the end of the third lesson, students complete a

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journal entry explaining their thinking while concluding what they have learned from the
exploration activity. I also use high thinking level questions to assess in the moment.
Explaining and modeling content, practices, and strategies-During all three
lessons, I model and guide students through the activity. In lesson 1, I guide them
through the essential questions, I can statements, vocabulary, and helpful information
they will need for the exploration activity. In lesson 2, I walk them through the activity
before they explore on their own. In activity three, I model how I would write my
conclusion and answer the journal questions.

D. Grouping strategies used to meet learners’ needs and enhance instruction

The students, when they walk into the classroom, have the choice to sit wherever
they like every day. The only class that has assigned seating is our homeroom class. In
our classroom, we have four tables that seat six students, then we have several ‘island’
seats. The groups are determined by the tables. In science, there are many group
activities for students to complete, and the students know that if they have a hard time
working with one particular classmate, they should chose to be in different groups.

E. Support of English Language Learners and Special Populations

In all three classes, we have many EL learners, whose primary language is
Spanish. We always read the directions out loud since many of them understand
spoken english better than written english. Many of our students are bilingual, so they
often step up to translate or help their peers who have a difficult time with english. We
also can have any worksheet translated if that is beneficial to the students. We can also
have our feedback translated as well.
We have other learners who either have a learning disability or other health
impairments. Some of our students need more time to write down notes or understand
concepts. We give them time to finish their activity, if needed, while their peers are
using the computer cart. We also give verbal directions so each student can hear and
see the directions.

F. Connection to Real-World Problems and Local and/or Global Issues

Speed occurs daily in our day to day lives. Students will be able to connect the speed of
a car, or of them walking, with distance and time by the end of this plan. In the first part
of the exploration activity, students will calculate the average speed it takes to walk,
bunny hop, walk backwards, hop on one leg, and skip by using distance and the time it
took to go all of the distance doing those specific movements. Students will see that any
moving object is moving with some amount of speed.

G. Content Area Integration

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 The Force and Motion Unit comes from Cereal City Science by the Battle Creek
Area Mathematics and Science center. This particular activity will integrate math and
writing. The student will calculate average speed by dividing distance by time. Students
will also integrate writing in their conclusion of their observations.

H. Differentiation
Each student is at a different learning level. While they are in their groups, the
higher level students are patient and they help their lower level peers undestand what
they are doing in their exploration. I also walk around to check in with all of the groups
and I jump in and help explain how to find speed or help with how they are to complete
a task. My higher level students who complete their journal early read their books. My
lower level students may need extra time, which will be given to them.

I. Formative Assessments
For formative assessments, we use plickers and the students answer a few
multiple choice questions. I also ask students to show me on their fingers how well they
understand what I just taught; they hold up 1 finger if they do not understand it at all, 2 if
they understand it but need more examples or explanations, 3 if they understand it well,
and 4 if they can teach it to their peers. Lastly, I walk around the room, check in with
each group, and check their science packets to see what they are understanding and
what I might need to go over.

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Lesson Title: Measuring Speed
Lesson 1/3
Name: ​Ashley Kling
Grade 5
1-2 35 Minute Classes

A. Standard

P.FM.05.41-Explain the motion of an object relative to its point of reference

P.FM.05.42 Describe the motion of an object in terms of distance, time, and direction,
as the object moves, and, in relationship to other objects.
B. Objective/Targets and I CAN Statements

Describe motion in terms of point of reference and speed

I can​ describe motion using a point of reference and speed.

Essential Questions

How is speed determined when describing the motion of an object?

Formative Assessment…
Throughout the lesson, the students will be asked to give examples of the vocabulary
words, and explain their thinking about speed.
The teacher will also walk about the room and review the pictures, own word definitions
students have for their vocabulary words, and work. At the end of lesson 1 (or beginning
of lesson 2) the teacher will use Plickers for students to answer with their cards:
1. What is Change of Speed?
2. What is Constant Speed?
3. What is speed?
4. How do we find speed?

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C. Lesson Management: Focus and Organization
a. Lesson Management:
Students who are engaged will be following along with the lesson: participating, gluing
and writing in their notebooks, sharing with peers, and answering the teacher’s
questions. Students who are on task will be following along with the teacher and writing
or gluing their vocabulary cards in their notebooks.
Students are allowed to move in a non-distracting way. Students may get out of their
seats to switch chairs, sharpen pencils, see the board more clearly, and to get a tissue
or hand sanitizer.
Off task students, or students whose disruptive behavior poorly affect their peers, will be
given a strike according to the school-wide behavior matrix.

b. Movement
Students are allowed to move as needed. They are allowed to stand; sit in a chair, stool,
t-chair, or wobble chair; or sit on the ground. Students will raise their hands to ask or
answer questions. After discussing the essential questions, I can statement, and
vocabulary, students will be allowed to stretch for 15 seconds as a quick brain break.
c. Active Student Participation
Students will actively participate in this lesson by answering when the teacher calls on
them and sharing their own examples. Students will follow along with the teacher as the
class takes introductory notes on measuring speed.
d. Classroom Management Focus
Students will raise their hands to ask questions. The teacher will call on students who
are raising their hand.
If the room gets too loud, the teacher will start to count down starting at 5, call out “1, 2”
and students call back “Eyes on you”, call out “Hocus pocus” and students call back
“everybody focus”, or thank students who are already quiet and as students quiet down,
thank them by names. Students will know to quiet down when these two call outs are
used. Students will use their inside voice.
D. Introduction
● TTW acknowledge the good work students did with the gallery walk
pre-assessment.
● TTW go over objectives and goals for the day
● TTW ask student to get out their notebooks.
● TTW display their notebook on the projector for students to follow along, or
display the powerpoint if document camera is not working.
E. Input: Setting up the Lesson for Student Success
a. Task Analysis
● Review objectives and goals

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 ● Each student, and teacher, pulls out their notebooks to take introductory notes on
measuring speed
● Set up of notes:
○ Title: Measuring Speed
○ Date
● Essential Questions:
○ How is speed determined when describing the motion of an object?
● I Can statements:
○ I can​ describe motion using a point of reference and speed.
● Vocabulary Words:
○ Change of Speed
○ Constant Speed
○ Speed
● Speed Equation: speed=distance/time
● Speed Measurement Words:
○ Miles per Hour (mph)
○ Meters per Second
○ Meters per minute
● Example: A car that drives 70 miles in 1 hour is going 70 mph
○ A car that drives 80 miles in 2 hours is driving 80 miles per 2 hours, or 40
mps
● Vocabulary Tri-Folds (day 2)
Side One:
Textbook Glue this fold to notebook page Word or
Definition Phrase

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■ Side Two:
Own Word Definition Picture: Picture cont

b. Thinking Levels: Questions to engage students’ thinking

● ​Remembering/last activity: ​How do you know that an object is moving?
● ​Understanding:​ Do objects always move the same way? (direction,
speed/fastness?)
● ​Applying: ​What have you seen that tells you the speed of an object?
● ​Analyzing: ​What objects go fast? What objects go slow? How can you tell?
● ​Evaluating: ​If a car can travel 60 miles in 1 hour, how fast is it moving?
● ​Creating: ​The students will draw pictures and create their own word definitions of
each vocabulary term.
c. Accommodations: Differentiating to meet student needs
● ​Remediation/Intervention
If there are any students who are struggling with answering questions, or simply need
more time to write, they will be able to ask for assistance from peers or from the
teacher, or ask for more time.
If students are EL students, a peer will translate for them.
● ​Extension/Enrichment
Students will answer these questions:
What is speed? How do we determine the speed of an object? If a person can run 1
mile in 15 minutes, how fast are they running?

d. Methods, Materials, and Integrated Technology

● ​Materials and Integrated Technology
○ Computer, projector, IPEVO camera, backup powerpoint
○ Science packet
○ Science notebook

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○ Pencil
F. Modeling: I Do
a. Show/Tell
·​ ​The teacher will write in their notebook what the students need to write in their
notebooks. When it comes time to give examples, the teacher will give a few examples
to help students understand. The teacher will also give an example of their own word
definition and picture for each vocabulary word.
G. Checking for Understanding
The teacher will ask students to think, pair, share for the ways they have seen speed
presented, as well as for their own word definitions and pictures. The teacher will ask
pairs for examples.
H. Guided Practice: We Do
Together, the teacher and students will take notes in their notebooks. Since students
have already had experience with the tri-fold definition cards for activity 1, there is no
need to teach them how they work, but the teacher will review.
I. Collaborative: You Do
a. Collaborative
Students will share out their ideas during guided practice and during think, pair,
share
b. Independent
Students will write their own word definitions and pictures for each vocabulary
word.
Extension if time allows
J. Closure
The Teacher will review the goals of the day and ask students to clean up.
K. Assessment
Formative- High thinking level questions, plickers (if time allows)
Summative- There is no summative assessment for this lesson.

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Timeline: Instruction: Management
Directions:

5 Standards/I Cans/Goals for today (standards Asking students

minutes in notebooks): to repeat I can
(5:00) Describe motion in terms of point of reference statements.
and speed Go over goals,
having a few
I can​ describe motion using a point of reference students repeat.
and speed.

Goals: Day one: Get through writing notes in

notebook
Day Two: Complete most or all vocabulary
tri-folds.
CFU: ​Ask students what the goal of the day is.

7 Introduction: Students pull out

minutes ·​ ​Ask students to pull out notebooks notebooks and
(12:00) ·​ ​Set up notes: get ready to take
·​ ​Title, date, essential questions, I Can notes.
statements, speed equation, vocabulary words

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3 Instruction/Model: ​Model how notebook should Students are
minutes look. following along as
(15:00) When we come to the speed measurement the teacher writes
words, give a few examples of each. down notes
CFU: ​Ask students if they understand notes up to students need to
this point. After describing motion words and have in their
during vocabulary tri-folds, ask students if they notebooks
have any questions, and to indicate their
understanding with their fingers. (1=I don’t
understand, 4= I can teach this to my peers.)

2 We Do: ​The teacher will call on students to give Students will

minutes examples of speed measurement words and raise their hands
(17:00) vocabulary words. to answer.
CFU:​ Students will give examples of vocabulary
terms, and the teacher will ask students probing
questions to check understanding

13 Practice: ​The students will think, pair, share, with Students are
minutes their neighbor for where they have seen speed working with
(30:00) measurement words, examples of those words partners to come
and vocabulary terms up with examples
Quick Formative: ​Ask for more examples from
students by picking popsicle sticks with their
names

5 Closure: ​Address goals met today. Explain the The students will
minutes next part of the lesson we will do when we meet clean up and wait
(35:00) again. to be called on.
Students clean up and are quietly waiting to be
called on to line up.

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Lesson Title: Measuring Speed Activity
Lesson 2/3
Name: ​Ashley Kling
Grade 5
2-3 35 Minute Classes

A. Standard

P.FM.05.43 Demonstrate how motion can be measured and represented on a

graph

S.IP.05.13 Use tools and equipment appropriate to scientific investigation

S.IP.05.15 Construct charts and graphs from data and observations

S.IP.05.16 Identify patterns in data

B. Objective/Targets and I CAN Statements

Demonstrate how motion and speed can be represented as a graph

I can ​make a graph of motion

Use appropriate tools to make scientific investigations

I can​ use tools to explore speed (Tape measure, stopwatch)

Construct charts and graphs from data and identify patterns in data.

I can ​make graphs and find patterns in my data

Formative Assessment…
At the beginning of lesson 2 the teacher will use Plickers for students to answer with
their cards:
1. What is Change of Speed?
2. What is Constant Speed?
3. What is speed?
4. How do we find speed?

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Throughout the lesson,the teacher will walk about the room and review the pictures,
graph, tables, and answers students have for their activity. The teacher will also ask
each group the high thinking level questions.

C. Lesson Management: Focus and Organization

a. Lesson Management:
Students who are engaged will be participating in the group activity, following directions,
and staying on task. Students who are working well in their group are communicating
and collaborating with their group members. Part of this lesson will be outside, so
students should be focused on the activity and not playing.
Students are allowed to move in a non-distracting way. Students may get out of their
seats to switch chairs, sharpen pencils, see the board more clearly, and to get a tissue
or hand sanitizer. When we go outside, students will stay with their group members.
Off task students, or students whose disruptive behavior poorly affect their peers, will be
given a strike according to the school-wide behavior matrix.

b. Movement
Students are allowed to move as needed. They are allowed to stand; sit in a chair, stool,
t-chair, or wobble chair; or sit on the ground. Students will raise their hands to ask or
answer questions.
Part of the lesson involves students moving in different ways (walking, hopping, etc). On
days we are not outside, students will be given a short break to get up and move

c. Active Student Participation

Students will actively participate in this lesson by being physically active and
participating in recording the average speed it takes to walk, hop, skip, or run a set
distance. Students will be participating in their groups and collaborating with their peers.
d. Classroom Management Focus
Students will raise their hands to ask questions. The teacher will call on students who
are raising their hand.
If the room gets too loud, the teacher will start to count down starting at 5, callout “1, 2”
and students call back “Eyes on you”, call out “Hocus pocus” and students call back
“everybody focus”, or thank students who are already quiet and as students quiet down,
thank them by names. Students will know to quiet down when these callouts are used.
Students will use their inside voice when inside the classroom, and will use appropriate
outdoor voices.

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D. Introduction
● TTW ask students to time how long it takes for the teacher to walk from the door
to the desk by counting in seconds. The teacher will then show students that
since the distance was 10 meters we divide that number by the time it took to
walk 10 meters and model how to find speed.
● TTW go over objectives and goals for the day
● TTW Model how the table on page 8 will be completed and will demonstrate how
to move when walking, bunny hopping, walking backwards, hopping on one leg,
and skipping.
● TTW ask students to grab their science packet and pencils and line up. TTW
pass out stopwatches and meter tapes
E. Input: Setting up the Lesson for Student Success
a. Task Analysis

Day 1
● Introduction Activity (teacher walking and modeling how to find distance)
● Go over goals and objectives
● Model movement for activity
● Have students line up with a pencil and their packets
● Pass out tools
● Walk outside
● Model how to measure distance so it is the same for each trial
● Demonstrate use of stopwatch
● Send each group to a designated spot on playground for exploration
● Go back inside and wrap up/collect tools
Day 2
● Acknowledge how well day one went
● Have students pull out packets
● Model how to calculate speed for each motion they did during the outdoor activity
● Have students calculate speed and answer number 1 and 2 on page 8 (what
form of motion had the fastest speed? Which form had the slowest speed)
● Have a class discussion on fastest and slowest speed
● Model how to rank the motion forms from slowest to fastest
● Model how to write a conclusion that includes data
● Have students complete question 4 with a partner (write a conclusion that
explains the fastest and slowest form of motion. Use your data in your
conclusion)

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 ● Wrap up
Day 3
● Introduction: Have a marble ramp ready from activity 1
● Record/show data from activity 1
● Have students go back to activity 1 in their packets
● Model how to make a table on page 10 of the average speed of their marble from
activity 1
● Have students complete the table with a partner
● Guide students through the question we are investigating (how is speed
determined when describing the motion of an object?)
● Have a class discussion about the question
● Wrap up

b. Thinking Levels: Questions to engage students’ thinking

● ​Remembering/last activity: 1)​How do we calculate speed? 2)How did we
measure speed for different forms of motion? 3)How did we describe the motion of the
marble?
● ​Understanding:​ 1)If I can walk 10 meters in 5 seconds, how fast am I going? 2)
What would happen if I added more distance? Would the speed change? 3) What
measurement do you think we need to use for our marble speed? (cm/s)
● ​Applying: ​1)What can use speed? 2) Measure speed for twice the distance. How
long does it take the mover to travel that distance? Is the speed the same? 3) Find the
speed of the marble from activity 1.
● ​Analyzing: ​1) What things move fast? What things move slow? 2) What motion
form is the fastest? Slowest? 3) Did you succeed in making your marble go slower?
● ​Evaluating:​1) Which motion form do you think was the fastest? 2)How do you
know your speed calculation is right? 3) How do you know if your marble went slower?
● ​Creating: ​1) the students will create a track to test the motion forms on. They will
make a table with the distance and times. 2) the students will create a table ranking
their forms of motion from slowest to fastest. 3) The students will create a distance/time
table for their marble from activity 1.
c. Accommodations: Differentiating to meet student needs
● ​Remediation/Intervention
If there are any students who are struggling with answering questions, or simply need
more time to write, they will be able to ask for assistance from peers or from the
teacher, or ask for more time. If the students are struggling with the outdoor activity, I
will model and guide them through the entire activity.
If students are EL students, a peer will translate for them.

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● ​Extension/Enrichment
Students can try other forms of motion to see if they can find a faster form of motion.
They can also record the time it takes them to run and compare their speeds.

d.​ ​Methods, Materials, and Integrated Technology

● ​Materials and Integrated Technology
○ Whiteboard, dry erase markers
○ Science packet
○ Science notebook
○ Pencil
Tape measure and Stopwatch
One ramp from activity 1 with marble
F. Modeling: I Do
a. Show/Tell
Day 1- The teacher will model how to move in all forms of motion on page 8 and
the teacher will model how to perform the task once outside.
Day 2- The teacher will model how to use the speed equation to find speed. The
teacher will also model how to make a table to rank the forms of motion based on their
speed. The teacher will model how to write a conclusion using data.
Day 3- The teacher will model the investigation question and how to make a table
to record the speed of the marble from activity 1
G. Checking for Understanding
The teacher will use understanding fingers, as well as the high thinking level questions
to check for understanding. The teacher will also ask students to model the forms of
motion while outside.
H. Guided Practice: We Do
Day 1- The teacher with the class will do the first form of motion together and
record the time
Day 2-the teacher with the class will rank the forms of motion and write a
conclusion that explains the fastest and slowest form of motion
Day-3 The teacher and the class will discuss the investigation question and fill in
the table for the marble speed
I. Collaborative: You Do
a. Collaborative
Day 1- ​Students will work together to fill in the average speed data table while
outside. They will also work together to find the speed of all forms.
Day 2-​ Students will work together to rank the forms of motion and write a
conclusion using their data
Day 3-​ Students will work together to create a table for their marble speed.

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J. Closure
Day 1- Teacher will bring all the students back to the classroom and acknowledge the
work done. TTW explain tomorrow’s goals
Day 2-The teacher will review how to find speed and explain the next day’s goals
Day 3-The teacher will explain the next day’s goal
ALL DAYS- the teacher will ask students to clean up, put away tools, and line up.
K. Assessment
Formative- High thinking level questions, plickers (if time allows)
Summative-Their conclusion on page 9 will act as a summative goal along with the
journal they complete during lesson 3.

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Day 1:
Timeline: Instruction: Management
Directions:

5 Introduction: Ask students to

minutes TTW walk 10 meters from the door to the desk record time by
(5:00) and ask students to record time. TTW model counting
how to find speed.

Standards/I Cans/Goals for today (standards

in notebooks):
Demonstrate how motion and speed can be
represented as a graph Asking students to
repeat I can
I can ​make a graph of motion statements.

Use appropriate tools to make scientific

investigations

I can​ use tools to explore speed (Tape measure,

stopwatch)
Go over goals,
Construct charts and graphs from data and having a few
identify patterns in data. students repeat.

I can ​make graphs and find patterns in my data

Goals: Record distance and time outside today

CFU: ​Ask students what the goal of the day is.

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2 Movement: ​Have students line up with their Students line up
minutes packets and pencils and we will travel outside. with materials
(7:00) Once outside tools will be passed out.

3 Instruction/Model:​TTW model how to measure Students are

minutes distance and also how to move for each motion following along as
(10:00) form the teacher
CFU: ​Ask students if they understand directions demonstrates how
up to this point. Ask students if they have any to complete the
questions, and to indicate their understanding activity
with their fingers. (1=I don’t understand, 4= I can
teach this to my peers.)

2 We Do: ​The teacher and students will complete Students will

minutes the first form of motion together record the time it
(12:00) CFU:​ Students will record the distance and time takes their peer to
for the first form of motion walk 10 meters.

16 Practice: ​The students, in groups, will record Students are

minutes the distance and time it takes for each form of working in groups
(28:00) motion in their packet to complete the
Quick Formative: ​TTW walk around to check outdoor activity
students’ recordings

7 Closure: ​As a class, walk back to the The students will

minutes classroom. Address goals met today. Explain the clean up and wait
(35:00) next part of the lesson we will do when we meet to be called on.
again.
Students clean up, put tools away, and are
quietly waiting to be called on to line up.

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Day 2:
Timeline: Instruction: Management
Directions:

5 Standards/I Cans/Goals for today (standards in Asking

minutes notebooks): students to
(5:00) Demonstrate how motion and speed can be repeat I can
represented as a graph statements.
Go over
I can ​make a graph of motion goals, having
a few
Construct charts and graphs from data and identify students
patterns in data. repeat.

I can ​make graphs and find patterns in my data

Goals: Get through the conclusion on page 9

CFU: ​Ask students what the goal of the day is.

5 Introduction: Students pull

minutes Acknowledge students on how well day one went out notebooks
(10:00) and get ready
Have students pull out packets to calculate
speed
Discuss how day one went for each group

Review how to calculate speed

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3 Instruction/Model: ​Model how how to calculate Students are
minutes speed with the first form of motions (walking) following
(13:00) CFU: ​Ask students if they understand how to along as the
calculate speed. Ask students if they have any teacher
questions, and to indicate their understanding with calculates
their fingers. (1=I don’t understand, 4= I can teach speed
this to my peers.)

4 We Do: ​The teacher will call on students to give their Students will
minutes data form the next form of motion, bunny hop. As a raise their
(17:00) class we will calculate the speed. hands to
answer.
After students are finished with the table, we will Students will
discuss how we know which form was the fastest follow along
and which was the slowest.
CFU:​ Students will give examples of their data.

13 Practice: ​The students will think, pair, share, with Students are
minutes their neighbor to finish their table, and to write their working with
(30:00) conclusion on page 9. They will include their data to partners to
explain how they know which form was the fastest come up with
and which was the slowest their
Quick Formative: ​Ask for more examples from conclusion.
students by picking popsicle sticks with their names

5 Closure: ​Address goals met today. Explain the next The students
minutes part of the lesson we will do when we meet again. will clean up
(35:00) and wait to be
Students clean up and are quietly waiting to be called on.
called on to line up.

23
Day 3:
Timeline: Instruction: Management Directions:

5 Standards/I Cans/Goals for today Asking students to repeat

minutes (standards in notebooks): I can statements.
(5:00) Demonstrate how motion and speed can Go over goals, having a
be represented as a graph few students repeat.

I can ​make a graph of motion

Construct charts and graphs from data

and identify patterns in data.

I can ​make graphs and find patterns in

my data

Goals: Finish activity 3

CFU: ​Ask students what the goal of the
day is.

5 Introduction: Students will have focus

minutes Have a ramp from activity 1 with a marble on the teacher as they
(10:00) ready. Show students how to find the explain how to find speed
speed of the marble from their data in from the marble activity
activity 1

24
3 Instruction/Model: ​Model how to find the Students are following
minutes speed of the marble from activity 1. Model along as the teacher
(13:00) how to draw a table to record the writes down the table
measurement of speed from the marble in and speed of the marble
activity 1.
CFU: ​Ask students if they understand
notes up to this point. Ask students if they
have any questions, and to indicate their
understanding with their fingers. (1=I don’t
understand, 4= I can teach this to my
peers.)

12 We Do: ​Together the teacher and Students will raise their

minutes students will create a graph for the marble
(25:00) activity which students will finish with a
partner. Together the class with discuss
the investigation question.
CFU:​ Students will give examples of the
speeds they recorded from the marble
activity
hands to answer.
Students will be creating
their table for the marble.
Students will participate
in discussion

5 Practice: ​The students will think, pair, Students are working

minutes share, with their neighbor to complete the with partners to come up
(30:00) marble speed table with the marble speeds

5 Closure: ​Address goals met today. The students will clean

minutes Explain the next lesson we will do when up and wait to be called
(35:00) we meet again. on.
Students clean up and are quietly waiting
to be called on to line up.

25
Lesson Title: Measuring Speed Journal
Lesson 3/3
Name: ​Ashley Kling
Grade 5
1-2 35 Minute Classes

A. Standard

P.FM.05.42 Describe the motion of an object in terms of distance, time, and direction,
as the object moves, and, in relationship to other objects.

S.IP.05.16 Identify patterns in data

S.IA.05.11 Analyze information from data tables and graphs to answer scientific
questions.

B.​ ​Objective/Targets and I CAN Statements

Describe motion in terms of point of reference and speed

I can​ describe motion using a point of reference and speed.

Identify and analyze patterns and data to come to a conclusion about measuring
speed

I can ​come to a conclusion about speed by looking at my observations, tables, and

graphs.

Formative Assessment…
Before this lesson, the teacher will use Plickers for students to answer with their cards:
1. What is speed?
2. What is the equation we use to find speed?
3. What two variables do we need to measure speed?
4. How do you know an object is moving?

Throughout the lesson, the students will be drawing a conclusion in their journals about
speed and how to measure speed by looking back at their data. The teacher will ask
students to share their answers before students begin to work on their own. The teacher
will be walking around the room checking student answers.

26
C. Lesson Management: Focus and Organization
a. Lesson Management:
Students who are engaged will be following along with the lesson: participating in
answering questions, sharing with peers, and working quietly on their own journal.
Students who are on task will be following along with the teacher and working
independently on their journal.

Students are allowed to move in a non-distracting way. Students may get out of their
seats to switch chairs, sharpen pencils, see the board more clearly, and to get a tissue
or hand sanitizer.
Off task students, or students whose disruptive behavior poorly affect their peers, will be
given a strike according to the school-wide behavior matrix.

b. Movement
Students are allowed to move as needed. They are allowed to stand; sit in a chair, stool,
t-chair, or wobble chair; or sit on the ground. Students will raise their hands to ask or
answer questions. After 15 minutes of science, students will be allowed to stretch for 15
seconds as a quick brain break.
c. Active Student Participation
Students will actively participate in this lesson by answering when the teacher calls on
them and sharing their own examples. Students will follow along and work quietly on
their own.
d. Classroom Management Focus
Students will raise their hands to ask questions. The teacher will call on students who
are raising their hand.
If the room gets too loud, the teacher will start to count down starting at 5, callout “1, 2”
and students call back “Eyes on you”, call out “Hocus pocus” and students call back
“everybody focus”, or thank students who are already quiet and as students quiet down,
thank them by names. Students will know to quiet down when these two call outs are
used. Students will use their inside voice.
D. Introduction
● TTW acknowledge the good work students did with the exploration activity.
● TTW go over objectives and goals for the day
● TTW ask students to get out their plicker cards.

E. Input: Setting up the Lesson for Student Success

a. Task Analysis
● Review objectives and goals

27
 ● Plickers
● In notebooks, model how sentence starters should be written
○ Have one student help with answering the first two with their data, guiding
how every student should write their answers:
■ My fastest motion was…
■ I know it was the fastest because…
○ Have students complete the next two on their own:
■ My slowest motion was…
■ I know it was the slowest because...
● Model one journal entry question and answer (in science packet), using student
data
○ Explain how you know that the marble was moving in your investigation
● Have students complete the next two on their own
○ What measurements are needed to find the average speed of a moving
object?
○ Paul and Janine built a sled that they wanted to enter into the “Homemade
Sled Contest” at the winter carnival. The rules require that sleds must
travel at a minimum speed of 1 meter per second. Explain how Paul and
Janine and determine if their sled qualifies for the contest. (if students
have a difficult time with this question, they may work with one partner)
● Wrap up: have students place their notebooks and journals in a bin for grading
● Explain the new activity we will start next class.

b. Thinking Levels: Questions to engage students’ thinking

● ​Remembering/last activity: ​How do you find the speed of an object?
● ​Understanding:​ How do you know which objects move faster than others?
● ​Applying: ​Last journal question, (about Paul and Janine’s sled)
● ​Analyzing: ​What was the fastest speed your marble travel?
● ​Evaluating: ​How do you know that was the fastest speed?
● ​Creating: ​The students will write a conclusion using their data from lesson 2.
c. Accommodations: Differentiating to meet student needs
● ​Remediation/Intervention
If there are any students who are struggling with answering questions, or simply need
more time to write, they will be able to ask for assistance from peers or from the
teacher, or ask for more time.
If students are EL students, a peer will translate for them.
● ​Extension/Enrichment
Students will be given an additional worksheet with speed problems.

28
d. Methods, Materials, and Integrated Technology
● ​Materials and Integrated Technology
○ Computer, projector, IPEVO camera, backup powerpoint
○ Science packet
○ Science notebook
○ Pencil
F. Modeling: I Do
a. Show/Tell
·​ ​The teacher will write in their notebook and packet what the students need to write
in their notebooks. When it comes time to give examples, the teacher will give a few
examples to help students understand. The teacher will demonstrate how to answer
each question using data, evidence, and a concluding statement.
G. Checking for Understanding
The teacher will ask students to think, pair, share for the first couple journal questions.
The teacher will ask pairs for examples.
H. Guided Practice: We Do
Together, the teacher and students will answer the first couple journal questions with
the students’ data.
I. Collaborative: You Do
a. Collaborative
Students will share out their ideas during guided practice and during think, pair,
share
b. Independent
Students will complete the rest of the journal by themselves.
Extension if time allows
J. Closure
The students, when completed with their journal entry, will place their packets and
notebooks in a bin in the front of the room. The Teacher will review the goals of the day
and ask students to clean up. The teacher will describe the next activity.
K. Assessment
Formative- High thinking level questions, plickers (if time allows)
Summative- The students will complete their journal entry and that will be graded.

29
Timeline: Instruction: Management
Directions:

3 Standards/I Cans/Goals for today Asking students to

minutes (standards in notebooks): repeat I can
(3:00) Describe motion in terms of point of reference statements.
and speed Go over goal, having
a few students
I can​ describe motion using a point of repeat.
reference and speed.

Identify and analyze patterns and data to

come to a conclusion about measuring speed

I can ​come to a conclusion about speed by

looking at my observations, tables, and
graphs.
Goals: Day one:Complete the journal page in
the science packet

30
7 Introduction:
minutes
(10:00) Ask students to pull out their plicker cards to
answer the following questions:
Students will pull our
1. What is speed?
their plicker cards
2. What is the equation we use to find speed?
3. What two variables do we need to measure
speed?
4. How do you know an object is moving?
Students pull out
Ask students to pull out notebooks and notebooks and get
packets ready to answer
their journal
questions.

3 Instruction/Model: ​Model how to answer Students are

minutes journal questions. TTW ask students for their following along as
(13:00) data and model how to write their answers the teacher writes
while incorporating their data information. answers to journal
CFU: ​Ask students if they understand notes questions
up to this point. After describing motion words
and during vocabulary tri-folds, ask students if
they have any questions, and to indicate their
understanding with their fingers. (1=I don’t
understand, 4= I can teach this to my peers.)

2 We Do: ​The teacher will call on students to Students will raise

minutes give examples of their data their hands to
(15:00) CFU:​ Students will answer the question that answer.
we complete as a class.

The students are allowed to stand up and

stretch

31
15
second
brain
break

15 Practice: ​The students on their own, will Students are

minutes answer the remaining journal questions. working individually.
(30:00) Quick Formative: ​TTW walk around the room
and observe the students’ answers

5 Closure: ​Address goals met today. Explain The students will

minutes the next activity we will begin when we meet place their packets
(35:00) again. in the bin in the front
Students clean up and are quietly waiting to of the room for
be called on to line up. grading, clean up
and wait to be called
on to line up.

32
 Assessment Plan

Pre-assessment…………………………………………………………………..34
Reflection of pre-assessment…………………………………………………...34
Student Work of Pre-assessment……………………………………………....35
Formative Assessment and Reflection (lesson 1)........................................41
Formative Assessment and Reflection (lesson 2)......................................44
Formative Assessment and Reflection (lesson 3)......................................53
Post Assessment………………...…………………………………………..…56
Student Work Post Assessment……………………………………………....27
Reflection of post assessment with data……………………………………..30

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 Pre-assessment
As a pre-assessment for this instructional plan, I decided to have the students do
a gallery walk. I posted 5 questions around the room:
● What is speed?
● How do you find the speed of an object?
● What is the difference between change of speed and constant speed?
● How do you measure speed?
● How do you know objects are moving?

Students, in groups of 4-5, walked around the room and answered the questions using
sticky notes. They had about 5 minutes to answer each question. They have not been
exposed to these vocabulary terms or the concept of speed yet, but they have been
learning about motion and point of reference.

Reflection of pre-assessment
The pre assessment was done on the last day I saw each group of students
before the week I started teaching the lessons (one class completed it on Wednesday,
and the other two classes completed it on Thursday.) The topic I am teaching is in
Science and is a part of a larger unit, Forces and Motion. The previous instructional plan
taught the students about how we know objects are moving and we familiarized
ourselves with the term ​point of reference. ​Four of the five questions are new
information that they have not seen before, and the fifth was a question about the point
of reference. I included that question in the pre assessment to determine if they can
recall what a point of reference is. Since the students had just been MAP testing, I
wanted to do a pre assessment that was not pencil and paper.
I assured the students that they probably will not know the answer, that these
questions were a way to let me know what they already know. I told them that they
would not be graded on correctness. The students really enjoyed getting up and moving
around the classroom to answer questions around the room. I also put music on while
they answered the questions.
The questions came from the essential question that we will investigate in the
lessons, the vocabulary we will explore, as well as the point of reference question that
relates to the previous lesson. For the first question ​What is speed?​ 6 students out of 22
knew that speed was how fast or slow an object moves. This tells me that a majority of
the students do not know the definition of speed. The definition of speed that we will
learn about is ​the measurement of how fast an object travels from one point to another.
The other answers tell me that the students understand that speed has something to do
with motion.

34
 On question 2, ​how do you find the speed of an object?, ​no student answered
correctly. Many answered with stopwatch and measuring tape, which is the answer to
question 4, and some answered with a few different answers. The answer is ​by dividing
distance by time an object travels.​ For the 3rd question, ​What is the difference between
changes in speed and constant speed?, ​two students answered correctly. Many
students said that one was faster than the other. This tells me that many do not know
the definition of either word. On question 4, ​How do you measure speed?, ​many
students, about 13, answered partially correct. They either said with a measuring tape
or stopwatch. We have to use both to measure speed. We use the measuring tape to
find the distance and stopwatch to find the time. Then we divide the distance by the time
to find the speed.
The last question, which relates to the previous lesson, is ​How do you know an
object is moving? ​Only 10 students answered with a point of reference. Many did
answer with using examples, however, I was looking to see if they remembered the
term. Since many students did not get this questions correct, I will spend a little bit of
time going over what a point of reference is again. Overall, the results were what I had
expected.

Student Work of Pre-assessment

The results can be found in the Google Sheets created with each sticky note’s answer.
The highlighted answers are either correct or partially correct. Some students did not
get to all questions because they left the room to use the bathroom or go to the office. I
chose to put the answers into a google sheet to make them easier to read. The physical
sticky notes are below.
Question 1 Answers
Question 2 Answers
Question 3 Answers
Question 4 Answers
Question 5 Answers

35
36
37
38
39
40
 Formative Assessment and Reflection (lesson 1)
Plickers:
1. What is Change of Speed? (94% Correct)

2. What is Constant Speed? (62% Correct)

41
3. What is speed? (62% Correct)

4. How do we find speed? (44% Correct)

Reflection on Formative Assessment 1

During the first lesson in this science plan, the students learned what speed was
and how to calculate speed. They learned three new vocabulary as well: change of
speed, constant speed, and speed. During the lesson I checked for understanding by
asking students for examples of speed, change of speed, and constant speed. They
had answers such as, “a car/train/plane has speed”, and “when a car slows down it is
changing speed”. They did have difficulty with constant speed, so I modeled speed by
walking around the room, moving at constant speed and changing my speed. After
completing this lesson, the students were able to answer the questions above using
Plickers.com. I knew that after this first lesson they were not going to memorize the
definitions, so they were able to use their notebooks. This assessment tells me that my
students understand what change of speed is, however, I need to go over the other
terms again before we move on to the next lesson. I will postpone teaching lesson 2,
the hands on activity, and teach these terms using real world examples. I will
disassociate their misconceptions of ‘speed is an object moving’, and how we find
speed, through examples, modeling, and practice. I will show the words on the board
and have the students move in a constant speed after I model, then have them change

42
speeds. I will then use Nascar examples to find speed using the speed equation
speed=distance/time. For example, if a racecar driver was able to travel 600 miles in 3
hours, what was their speed?
After this extra activity in lesson one, I will begin lesson two. After I model how to
perform the motions, we will calculate their average speed of each motion. This extra
activity will help them with finding speed in their own experiment.

43
Formative Assessment, Student Work, and Reflection (lesson 2)

44
Student Work #1

45
Student Work #2

46
Student Work #3

47
48
Student Work #1

49
Student Work #2

50
Student Work #3

51
Reflection on Formative Assessment 2
For this assessment, I decided to look at their work in their science packets.
These pages have them finding speed, ranking speed, as well as looking back at a
previous activity to find the speed of marbles rolling down a ramp. I was looking at the
speed in the tables to assess if they knew how to find speed. I was also looking at if
they knew how to arrange their speeds from slowest to fastest. Since we have not had
our fraction unit in math yet, we spent half a class period to talk about how to rank their
speeds. I used fraction tiles to show how fractions with the same numerator are bigger if
the denominator is smaller (¼ is smaller than ½). From this data I can conclude that
22/25 (88%) of my students understand how to find speed by themselves. I can also
see that 20/25 (80%) understand how to rank their speeds from slowest to fastest.
During the lesson I also asked my students to rank example fractions from
largest to slowest. I also asked them to provide me with the speed equation. We walked
through how to transfer our data from activity one, then I asked them to help me find the
speed of my marble data, which I had previously recorded.
Since more than 80% of my students could give me accurate speeds and
rankings, I felt comfortable moving on to the third lesson. I felt confidant that my
students could answer a few journal questions about speed, the components of finding
speed, and how to find speed.

52
 Formative Assessment and Reflection (lesson 3)
Plickers:
1. What is speed? (92% Correct)

2. What is the equation we use to find speed? (88% Correct)

3. What two variables do we need to measure speed? (88% Correct)

53
4. How do you know an object is moving? (88% Correct)

54
Reflection on Formative Assessment 3
During lesson three, I modeled for the students how to answer their journal
questions by giving them sentence stems and having them fill in the missing part with
their data and information they have learned. I gave them this Plicker assessment while
the students were working on their journal. I wanted to assess where their
understanding with speed was and if they knew how to find speed.
After going through the activity and discussing how to find speed more, my
students have a better understanding of speed, how to find it, and how to know what
objects move. With 88% of my students (21 out of 24) understanding the concept and
process of speed, based off of the number of students who answered the questions
correctly. I felt comfortable with moving on to the post assessment.

55
Post Assessment

56
57
Student Work (these come from 6 students)
Student Work #1

58
Student #2

59
Student #3

60
Reflection of Post Assessment with data
The post assessment includes the journal page of their science packet. The one
question I assessed the students on the most was the last question: “Paul and Janine
built a sled that they wanted to enter into the ‘Homemade Sled Contest’ at the Winter
Carnival. The rules require that sleds must travel at a minimum speed of 1 meter per
second. Explain how Paul and Janine can determine if their sled qualifies for the
contest.” The reason I heavily graded this question was because I knew that if they
could give me an answer such as, ​Paul and Janine should test their sled, record the
distance and time, and find speed by dividing distance over time, ​that they would have
mastered how to find speed using distance and time. I also graded the question, “Write
a conclusion that explains the fastest and slowest form of motion. Use your data in your
conclusion”​. ​If the students could write an answer like ​The fastest motion was walking. It
had a speed of ¾ m/sec, ​I would know they had mastered comparing faster and slower
speeds.
On the journal page, 88% of my students received an 8/10 or higher, and 12% of
my students (3 students) received an 5/10, 6/10, and 7/10. The students who scored
low are students that are either EL students or students in Special Education. These
students I expected would not do as well as their classmates, even with the
accommodations (reading the instructions out loud, or walking them through the journal
page slowly).

61
 Post Instructional Plan Decisions

After reflecting on my instructional plan and all the data I have collected, I have decided
to move along in content. The third formative assessment and the post assessment
shows that more than 80% of my students have mastered the concept of speed and
how to find speed. I feel comfortable moving my class forward in instruction knowing
that they have speed under their belt. For the few students who did not quite master this
activity, my plan of action is to meet with them one on one to explore what they do know
and try to briefly reteach what they have not mastered. I will give them a similar
post-assessment while being in a one-on-one setting.
According to my pre- and post-assessment data, my students have grown in their
understanding in this content. They have showed improvement in knowing what speed
is and how to find the speed of any object. Before teaching this plan, most of my
students did not know much about speed. I have seen them grow in their understanding
of what speed is, how speed works, and why we need to know the speed of objects.
If I did have more time I would have a separate lesson on different types of speed and
what they are used for. For example, a car can travel with speeds in miles per hour, or
kilometers per hour. Planes fly with speeds in knots. We would also have the discussion
of why we use different measurements depending on the speed of an object. I would
also love to go into finding the time an object traveled given the speed and distance,
and the distance an object travels given the speed and time. I would have given them
examples using roller coasters, cars, planes, and so on.
The next instructional plan we are moving on to is graphing motion using distance and
time. What the students have learned in this past instructional plan will help them in the
next unit. We will actually be taking our data from this activity and graphing it. We will be
exploring how the slope and shape of the line of motion changes depending on the
speed of an object.
I would keep Plickers because the students are engaged and enjoy using this as
a formative assessment. It is an easy way for the teacher to assess where the students
are in relation to the concepts. If I did it all over again, I think that I would make my
groups a little smaller so each person has a job and no one is just standing around.
The positives of this lesson were that the students loved being active and going
outside. It was nice to see them enjoying measuring their classmates speed. The
downside is that some students did not have a job or they were not doing their job. If I
did have students who have already mastered these concepts, I think I would have had
them measure the speed of an object going down the slide and have them start
exploring inclines.

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Resources:

Curriculum:

Battle Creek Area Mathematics and Science Center Outreach Staff. “Measuring Speed.”
Forces and Motion​, Battle Creek Area Mathematics and Science Center, 2008, pp.
33–38

Battle Creek Area Mathematics and Science Center “Measuring Speed” Student packet.

Technology Used:

www.Plickers.com

Google Slides

Materials Used:

Stopwatches
Measuring Tape in Centimeters
The basketball court outside

63