FLORIDA GULF COAST UNIVERSITY

Lesson Plan Format

(Directions: Make all entries a 10 pt. font, single-space, check for spelling and grammar,
complete all answers fully.)

Name:
Danielle Christy
1/21/2016

Lesson Date:

Subject Taught: Science-Engineering

(Start/Finish): 60 min

Lesson Time

Florida Standards Addressed in Lesson:

SC.3.N.1.2: Compare the observations made by different groups using the same
tools and seek reasons to explain the differences across groups.
SC.3.E.5.4: Explore the Law of Gravity by demonstrating that gravity is a force that
can be overcome.

Essential Question:
What observations about the Laws of Gravity can students compare?

Lesson Objective:
After completing the ping pong ball exploration students will compare their
observations with 90% accuracy, which explore and overcome the Law of Gravity.

Introduction to Lesson:
Hello students, today we will be participating in a STEM investigation to
uncover the Law of Gravity and aerodynamics. You will learn how to make a PingPong ball levitate with just a straw and two paper clips! While I am delivering
instructions and information I expect you to listen with your eyes, your ears, and
your heart and remember our classroom rules. When we complete our exploration
you will get to discuss with each other what you thought about the different models
and the way they each worked. You will be evaluated off of a rubric that looks for
constructive problem solving, contributions, attitude, focus, and the ability to work
well with others. You will also be expected to complete the design sheet and goal
sheet. Does anyone have any questions about our task?

Teacher Presentation:
I will start the lesson by asking Q: Have any of you ever heard of the word levitate? I
will then explain how levitation is an object overcoming the Law of Gravity. I will also
answer any questions about the topic. T: I will then have the students grab their
engineering design process sheets and fill out the goal Make a Ping Pong ball
overcome the Law of Gravity and levitate. We will also discuss the engineering
design process sheet and I will ask Q: does everyone understand how the process
works? T: I will then have the students grab the design sheet. In the Design 1
section they will be instructed to draw their first design idea. They will be reminded
to only use the paper clips, straw, and tape in their design. T: once they have
completed their design they will be able to start building. After they finish building
they will try out their invention. If they need to redesign their project they will draw
their second idea under Design 2 on their design sheet. T: When all students have
completed their designs and have a final product we will discuss what they found. I
will ask Q: What are some of the problems you experienced? Q: What could we do to
solve those problems? Q: What did you think about the design process and how did
you come up with your final design? I will also gage questions off of the students
answers and results. T: Lastly I will ask Q: Does anyone have any questions about the
investigation we conducted today?

Formative Assessments:
The students will be formatively assessed through a rubric that looks for constructive
problem solving, contributions, attitude, focus, and the ability to work well with
others. I will also be looking for participation in discussion and their effort put toward
drawing and building their models. Their ability to complete, interest in the activity,
and level of accuracy will prompt my future lessons and instruction as well as give an
overview of the success of my instruction.

Summative Assessment:
The knowledge they acquire through this lesson will be tested on the district and
state exams.

Specific accommodations, modifications, and interventions planned:

We have one autistic student who will need an extended time and will need to
be evaluated differently in terms of participation and willingness to share
answers aloud.
There are a couple students who defiantly call out and disrupt their peers. I
will give clear expectations and explanations of consequences at the
beginning with reminders and seat changes if necessary.
We have a couple students who have a hard time listening to directions and
can be overly confident in their abilities, so I will make sure to remind those
students to stay with the pace of the group as well as challenge them with
extended questions.

Materials:
Straws
Paper Clips
Tape
Ping Pong balls
Student instructions and print outs
Instructional video
Technology Integration:
I will be using the projector to display and explain the instructional sheets as well as
to play a video.

Reminder in Planning Complete Directions:

(Follow these steps every time.)

1) Thoroughly know all of your directions before you start to ensure that you do not forget or
have to add more steps later as the students are already engaged in the task. Write
directions so that you know specifics of what you want done. Do not add more directions
after the student believe you are already finished.
2) Gain 100% attention from all students. Make sure that all eyes are on you before you begin.
Never start without 100% attention. Attention requires 2-point actions. This means, I
need to see pencils down and all eyes on me.
3) Stand still in one spot in the front of the classroom. Do not move during directions. Do not
multi-task during directions.
4) Provide an Introduction to your directions I am giving directions once, so make sure you
are paying full attention and can repeat these directions to me if I call on you.
5) Make directions sequential, using your fingers or another visual First, second, third
6) Demonstrate the process and/or show the final product to set the expectations.

7) Tell students what they are to do upon completion of the assigned task, if they have
completed the task early.
8) State clearly where materials are, how they will be treated, ground rules for their use,
and/or distribute them.
9) State a deadline/time frame for completion for the assigned and group task. Give a midtask warning of the time remaining.
10) Ask one or two students to repeat key parts of the directions. Solicit last questions.
11) Establish 3 before me policy in the classroom. You are never to be interrupted by one
student when you are working with another.
12) Tell students expectations for transition into the task in an orderly way.
13) Determine in advance if directions should be posted visually somewhere in the room. Do
this for sophisticated, multi-part questions.

Reflections on Student Learning:

(Evaluate your execution of the lesson plan. Based

upon your formative assessments, describe the student learning that took place and concepts requiring
additional review citing evidence to back up your description. What would you do differently if you taught
the lesson again?)

Reflections on Behavior Management:

(Describe the student behaviors and your

reactions during the lesson. What interventions worked or did not work for you?