{"id":242,"date":"2016-08-06T23:31:33","date_gmt":"2016-08-07T06:31:33","guid":{"rendered":"https:\/\/blogs.ubc.ca\/gult\/?page_id=242"},"modified":"2016-08-14T11:29:40","modified_gmt":"2016-08-14T18:29:40","slug":"lesson-plan-primary","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/gult\/lesson-plan-primary\/","title":{"rendered":"Lesson Plan Primary"},"content":{"rendered":"<p style=\"text-align: center;\">Please download the\u00a0<a href=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/08\/Lesson-Plan-Primary1.pdf\">PDF version<\/a> of this lesson plan to view comments and connections.<\/p>\n<p style=\"text-align: left;\"><strong>Topic: Force and Motion \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Grade: 2 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Time: 1 hour<\/strong><\/p>\n<p style=\"text-align: justify;\"><strong>Big Idea (Students will understand):<\/strong>\u00a0Forces influence the motion of an object<br \/>\n<strong>Core competencies\/21st-century skills: <\/strong>students will generate hypothesis&#8217;, make predictions, and test their predictions. Throughout the process, they will <strong>communicate<\/strong> their understanding in any modality respecting the audience. The whole process of this involvement and care about other people (taking turns, only one person speaks at a time, etc.) during the lesson will foster <strong>positive personal and social identity<\/strong>. This lesson is an inquiry lesson, where <strong>critical and creative thinking<\/strong> is an essential part of the learning experience to be successful.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-245 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/08\/Primary-Force-and-Motion-300x271.png\" alt=\"Primary Force and Motion\" width=\"569\" height=\"514\" srcset=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/08\/Primary-Force-and-Motion-300x271.png 300w, https:\/\/blogs.ubc.ca\/gult\/files\/2016\/08\/Primary-Force-and-Motion.png 453w\" sizes=\"auto, (max-width: 569px) 100vw, 569px\" \/><span style=\"text-decoration: underline;\"><strong>1. Connect and Attend: (10 minutes)<\/strong><\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Teacher\u2019s Role &#8211; Motivator and Witness, Method-discussion, Question to be answered &#8211; Why?<\/strong><\/p>\n<p style=\"text-align: justify;\">The objective is to allow the learners to enter into the experience, to engage them, and to integrate the experience with personal meaning. Thus, teacher will try to create an opposite and fun\u00a0<b>experience (Demos\/Experiments)<\/b>\u00a0for students asking some fun <strong>inquiry questions<\/strong>, such as, I am going to put this ball on this table, and we will see if my magical words can move this ball. No one can touch this ball. Other important question can be I hypothesize that If I hold the ball at some distance from the Earth, it may go upward, downward or sideways, what do you think? Students already know that ball can only go downward because of gravity but this will help them recall their past experience, connect that to school\u00a0and prepare them to go further from the basic information. Students should now be able to predict that a ball needs force to move otherwise it won&#8217;t move.<\/p>\n<p style=\"text-align: justify;\">The teacher can do another demonstration to find out the effect of air resistance on freely falling objects-<\/p>\n<p><iframe loading=\"lazy\" width=\"750\" height=\"422\" src=\"https:\/\/www.youtube.com\/embed\/aRSHbHFJoXU?feature=oembed\" frameborder=\"0\" allowfullscreen><\/iframe><\/p>\n<p style=\"text-align: justify;\">After these <strong>demonstrations<\/strong>, students will draw upon their past experiences and do <strong>in-class experiments<\/strong> to answer the following question via a group dialogue-<\/p>\n<ol style=\"text-align: justify;\">\n<li><strong>What are different ways that objects can be moved?<\/strong><\/li>\n<li><strong>\u00a0How do different materials affect the motion of an object<\/strong><\/li>\n<\/ol>\n<p style=\"text-align: justify;\">Students can record \u00a0their reflections in a journal(pictures\/words\/pictures and words) or as a voice\/video note.<\/p>\n<p style=\"text-align: justify;\"><strong>Content (Students will know): <\/strong>Students will learn about balanced and unbalanced forces such as motion caused by different strengths of force, effect of air resistance on freely falling bodies.<\/p>\n<p style=\"text-align: justify;\"><strong>Curricular competencies (Students will do):<\/strong> Questioning and predicting,\u00a0Communicating<\/p>\n<p style=\"text-align: justify;\"><span style=\"text-decoration: underline;\"><strong>2. Image and Inform: (15-20 minute)<\/strong><\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Teacher\u2019s Role &#8211; Conceptualizer and \u201cTeacher\u201d,\u00a0Method &#8211; Imaging and direct instruction,\u00a0Question to be answered &#8211; What?<\/strong><\/p>\n<p style=\"text-align: justify;\">It is the place where they link their personal, subjective experience with the objective, analytic world of the content at hand.\u00a0Students will now move to deep reflection. Thus, they will focus on finding out different types of forces by analyzing different objects such as different types of vehicles (e.g. trains- diesel, electric, magnetic), people, bikes etc. Students will revise the content they learned in stage one and move towards more in-depth understanding of contact forces and at-a-distance forces. The teacher may provide organized \u00a0direct instruction to explain how different types of forces work with visuals and <strong>hands-on fixed variable experiments<\/strong>. This stage is very helpful for <strong>students with learning differences<\/strong>.<\/p>\n<p style=\"text-align: justify;\"><strong>Content (Students will know): <\/strong>Static and Magnetic\u00a0forces<\/p>\n<p style=\"text-align: justify;\"><strong>Curricular competencies<\/strong><strong>(Students will do):<\/strong>\u00a0<span class=\"98\">Processing and analyzing data and information\u00a0<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"text-decoration: underline;\"><strong>3. Practice and Extend: (10 minute)<\/strong><\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Teacher\u2019s Role &#8211; Resource and coach,\u00a0Method &#8211; Facilitation,\u00a0Question to be answered &#8211; How does this work?<\/strong><\/p>\n<p style=\"text-align: justify;\">Students will do a verbal test on the\u00a0vocabulary and concepts they have learned so far.\u00a0After\u00a0mastering the\u00a0basics of Force and Motion, now students are going to <strong>experiment with all the available materials<\/strong> to challenge their understanding (<strong>to create disequilibrium<\/strong>). Students will explore the <strong>effect of friction on motion by moving different objects on different materials such as moving a ball on different materials (may need a ramp with different types (different amount of friction) of clothes) such as clothes, ice, water, sand etc.<\/strong><\/p>\n<p style=\"text-align: justify;\"><strong>Content (Students will know):<\/strong> the way different objects move on different materials.<\/p>\n<p style=\"text-align: justify;\"><strong>Curricular competencies<\/strong><strong>(Students will do): <\/strong>Evaluation, applying and innovating<\/p>\n<p style=\"text-align: justify;\"><span style=\"text-decoration: underline;\"><strong>Refine and Perform: (20 minute)<\/strong><\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Teacher\u2019s Role &#8211; Evaluator\/Remediator and Co-Celebrator,\u00a0Method &#8211; Evaluation and Self &#8211; Discovery,\u00a0Question to be answered &#8211; What If?<\/strong><\/p>\n<p style=\"text-align: justify;\">Refine is the step where the learners are asked to analyze what they have planned as their <strong>\u201cproof\u201d of learning<\/strong>. \u00a0This analysis should be based on:<\/p>\n<p style=\"text-align: justify;\"><strong>Roller Coaster Workshop:<\/strong>\u00a0students will design a roller coaster based on their understanding of how ramps work, forces, push, pull, friction etc. The teacher may intervene and question\/explain the concept to <strong>scaffold<\/strong> the concepts further while students are designing the roller coaster. The teacher may invite other teachers and admin \u00a0to showcase students&#8217; success. Along with that, students need to reflect upon their learning in their Journals.<\/p>\n<p style=\"text-align: justify;\"><strong>Materials for Roller Coaster Workshop:<\/strong> vacuum cleaner pipe pieces, a big table, small wooden cubes and clamps to hold the pipe up and down, small iron ball (coaster).<\/p>\n<p style=\"text-align: justify;\"><strong>Content (Students will know): <\/strong>Nothing new<\/p>\n<p style=\"text-align: justify;\"><strong>Curricular competencies<\/strong><strong>(Students will do):\u00a0<\/strong>Communicating,\u00a0<span class=\"97\">Planning and conducting, performing<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Assessment:<\/strong> This age group learns by playing and may record their observations in their journals or just prove verbally. Students do not need to go through rigorous summative assessment procedures, rather, formative assessment during all the stages is sufficient.\u00a0Please see\u00a0<a href=\"https:\/\/blogs.ubc.ca\/gult\/references\/\">Assessment page\u00a0<\/a>to explore more about possible primary level assessments and rubrics in Rubric Symbaloo web mix.<strong>\u00a0<\/strong><\/p>\n<p style=\"text-align: justify;\"><a href=\"https:\/\/blogs.ubc.ca\/gult\/lesson-plan-elementary\/\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-686\" src=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/06\/Slide2-1-300x225.jpg\" alt=\"Slide2\" width=\"140\" height=\"105\" srcset=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/06\/Slide2-1-300x225.jpg 300w, https:\/\/blogs.ubc.ca\/gult\/files\/2016\/06\/Slide2-1.jpg 720w\" sizes=\"auto, (max-width: 140px) 100vw, 140px\" \/><\/a><a href=\"https:\/\/blogs.ubc.ca\/gult\/lesson-plan-primary\/\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-685\" src=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/06\/Slide1-2-300x225.jpg\" alt=\"Slide1\" width=\"140\" height=\"105\" srcset=\"https:\/\/blogs.ubc.ca\/gult\/files\/2016\/06\/Slide1-2-300x225.jpg 300w, https:\/\/blogs.ubc.ca\/gult\/files\/2016\/06\/Slide1-2.jpg 720w\" sizes=\"auto, (max-width: 140px) 100vw, 140px\" \/><\/a><\/p>\n<p style=\"text-align: center;\">_____________________________________________________________________________<\/p>\n<p style=\"text-align: center;\"><strong>References<\/strong><\/p>\n<p>4MAT Lesson Plans. (2016). Retrieved August 10, 2016, from http:\/\/www.4mationweb.com\/4mationweb\/4mation.php<\/p>\n<p><span id=\"js-reference-string-0\" class=\"selectable\"><i>Phone Book vs. Paper<\/i>. (2014). <i>Science World British Columbia<\/i>. Retrieved 12 August 2016, from https:\/\/www.scienceworld.ca\/resources\/activities\/phone-book-vs-paper<\/span><\/p>\n<p><span id=\"js-reference-string-1\" class=\"selectable\"><i>Roller Coaster<\/i>. (2015). <i>Science World British Columbia<\/i>. Retrieved 12 August 2016, from https:\/\/www.scienceworld.ca\/roller-coaster<\/span><\/p>\n<p><span id=\"js-reference-string-0\" class=\"selectable\"><i>Building Student Success BC\u2019s new curriculum<\/i>. (2015). Retrieved 12 August 2016, from https:\/\/curriculum.gov.bc.ca\/curriculum\/science\/2<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Please download the\u00a0PDF version of this lesson plan to view comments and connections. Topic: Force and Motion \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Grade: 2 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Time: 1 hour Big Idea (Students will understand):\u00a0Forces influence the motion of an object Core competencies\/21st-century skills: students will generate hypothesis&#8217;, make predictions, and test [&hellip;]<\/p>\n","protected":false},"author":28824,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-242","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages\/242","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/users\/28824"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/comments?post=242"}],"version-history":[{"count":43,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages\/242\/revisions"}],"predecessor-version":[{"id":831,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages\/242\/revisions\/831"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/media?parent=242"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}