Lesson Plan: Daring Dime

Name: Jaclyn Ryan		Title: Daring Dime
Grade Level: 4th RTI	Time: 25 minutes		Date: 9-22-14
Standards: Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions. PO 1. Differentiate inferences from observations. PO 2. Formulate a relevant question through observations that can be tested by an investigation. (See M04-S2C1-01) PO 3. Formulate predictions in the realm of science based on observed cause and effect relationships. Concept 2: Scientific Testing (Investigating and Modeling) Participate in planning and conducting investigations, and recording data. PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions. PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M04-S2C1-03) PO 2. Formulate conclusions based upon identified trends in data. (See M04-S2C1-03) PO 3. Determine that data collected is consistent with the formulated question. PO 4. Determine whether the data supports the prediction for an investigation.
Pre-Assessment:  Students have been reading book/text about various subjects involving gravity, movement, motion and force.
Objectives: ·      Content: SW formulate questions and predictions throughout the scientific investigation. ·      Language:  SW demonstrates their understanding of the Scientific Method through writing and performing the experiment.
Vocab and Equations:   Newton’s First Law of Motion Friction Inertia Gravity Science Inquiry Hypothesis Predictions
Questions (essential and HOTS/DOK): Why did the dime drop into the glass and not fly forward like the index card? Can the dime fall in the glass without touching the glass or dime?
Prior Knowledge: Students have been reading many books on force and motion along with many other science subjects. Newton’s Law in motion has been discussed in reading and we will discuss the steps in the Scientific Method and how to implement them in their experiment.
Procedures: ·      Gradual Release Model (GRM):  I will introduce the Scientific Method/Inquiry worksheet and how it is used in experiments. We will fill out the Science Experiment Form steps 1-3. Then students will perform the experiment with table groups. After we will complete steps 4 and 5 of the Science Experiment Form. · ·      Grabber: Scientific Method Steps · ·      Steps: Day1 1)    Technology: using the smart board I will project the Scientific Method Steps 2)    We will discuss what they are and how we use Science Inquiry in an experiment 3)    Next we will fill out steps 1-3 in the Science Experiment Charts, where students will make a question, hypothesize and write out the steps before we conduct the experiment. Day 2 4)    Students will work a partner and conduced the experiment 5)    Students will do the experiment till they have finished gathering their results (4-5 on Science Experiment Form) 6)    Students will be asked to illustrated what they saw during the experiment 7)    As a whole class we will discuss Newton’s First Law of Motion to conclude our results of the experiment. ·      Closure: 1.     We will have a class discussion to gather all the student tables data that they discovered during the experiment. Discuss similarities/differences and if our results match our hypothesis. I will explain Newton’s First Law of Motion to explain the results of the dime. 1.
Post Assessment: I will collect each of the students Science Experiments Forms. After reviewing the forms will express to me students understanding of the Scientific Method and how to organize/collect data.
UDL (specific accommodations for 504/IEP/OHI and others, modality of learners, culturally and linguistically diverse, gifted, below grade level, attentions and behavior difficulties): -       Students will work in partners so they can assist each other and ask classmates for help. The Smart Board of Science Inquiry steps will allow students to clearly see the steps no matter where they sit in the classroom.
Materials and Resources: Glass jars (7) Dimes (7) Index cards (14) Science Experiment Form (15), Newspaper, Paper towels, Colored Pencils