Lesson Plan 3: Phase I

Lesson Plan 3: Blog Phase I

I. RATIONALE:

The purpose of this lesson is to give students the opportunity to develop problem solving and critical thinking skills as they work together through various team building activities.

II. OVERVIEW

Grade Level: Fifth Grade

Subject(s): Cross Curricular with science, math,reading,writing, art, and physical education

Topic of Study: Using the scientific method to solve a problem.

Time Allotment: 60 minutes

Standards:

Science

Concept 2: Scientific Testing (Investigation and Modeling)

Design and conduct controlled investigations.

PO 1.  Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

PO 2.  Plan a simple investigation that identifies the variables to be controlled.

PO 3.  Conduct simple investigations (e.g., related to forces and motion, Earth processes) based on student-developed questions in life, physical, and Earth and space sciences.

PO 4.  Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary).

(See M05-S4C4-01)

Physical Education

Strand 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

Strand 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings

Reading

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5.RI.7)

Mathematics

5.MD.C.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

5.MD.A.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Objective: Students will be able to solve multiple problems involving math, science, and reading through physical activity as a team.

Objective: Students will be able to identify and correctly use each step in the scientific method.

Objective: Students will be able to communicate efficiently with one another in order to solve each aspect of the mission.

Reflection

• Before this lesson, students will need to know the basics of how volume of liquids is affected when objects are placed into them. They will also need to know how to read scientific measuring instruments by the meniscus to get a correct measurement. Students will need to know how electrical circuits work and the safety required to work with the equipment being used.
• This lesson is based off of a variety of lessons throughout a science unit that would have been previously taught. Students are using knowledge they have gained throughout the unit to complete the obstacle course tasks while developing teamwork skills.
• This information is used to create the content of the different stations in the lesson and facilitate the discussions during and after the course is completed.
• This content should be taught at this grade level per the Arizona College and Career Readiness Standards.
• The objective of solving a variety of problems in different academic areas is included in the science, physical education, math, and reading standards. Being able to correctly use the scientific method is included in performance objectives 2-4 and being able to communicate effectively is included in the physical education standards listed. 
• I would like this lesson to be taught mid school year because I think having team building activities will help reinforce the sense of community I would like to build at the beginning of the school year.

III. IMPLEMENTATION

Procedure:

Students will...	Teachers will...
Gather outside for instruction	Give the students the mission and provide instructions.
Be divided into 3 groups of 4-5 students.	Allow students to explore with materials and create their starter box.
Create their starter box with a maximum of 5 different materials.	Hand out iPads to each group and go over the safe use of technology. They will then begin creating their hypothesis.
Begin creating a hypothesis about how they can use their materials to get from point A to point B. They will use a video journal  and continue to use it throughout the lesson to record their findings.	Be walking around observing and helping students through the first step of the scientific method.
The first group done will chose the station they want to go to first.	Give the group their pattern in which they will rotate to each station. A) 1, 2, 3, 4, 5 B) 1, 3, 4, 2, 5 C) 1, 4, 2, 3, 5
1. Use their box of materials to get to their first station.	Give verbal and written instructions at each station.
2. Create a hypothesis as to how they will solve the experiment and record it through their video journals.	Observe and help when needed.
3. Begin solving the experiment at each station and recording any notes they want.	Observe and help when needed.
4. Complete the station to get a piece of the riddle and collect their new box of materials to get to the next station.	Give the groups their riddle piece and reset the station for the next group.
Repeat steps 1 through 4	Repeat Steps 1 through 4
Upon completion of all 3 stations, students must return to the start to collect the final piece of the riddle.	Begin cleaning stations and observing the techniques used to solve the riddle.
As a class, students must rearrange the riddle pieces they have collected into its proper form and solve it.	Take anecdotal records as they solve the riddle.
Complete the human knot

Technology Integration:

Students will work with iPad’s to create a video journal of the inquiry process throughout their mission.

Differentiated Instruction:

• Cognitive delay: Students that are cognitively delayed will be working in groups with their peers. There will be written instructions along with verbal directions. These students can also be given the instructions for the whole day before the actual event that way they have extra time to process the information.
• Gifted: We will group students in heterozygous groups and everyone has to participate. Teachers will oversee each station and ask challenging questions and ask students to explain why they are doing what they are doing to expand their thinking and understanding.   
• ELL: This entire lesson will be very hands on and group oriented with many opportunities for students to use academic and conversational language. Instructions will have pictures next to them and tools will be labeled with words in both languages so that students can identify them.

Reflection

• I think allowing student to inquire about topics they have already learned about will further solidify their knowledge. I feel that lecturing further about what they have already learned would not be beneficial and if there are any misunderstandings or further learning to be had, their classmates can clarify which would be helpful to both the student with the question and the one explaining.
• Students asking each other questions and using their knowledge to teach each other is beneficial to both students, as previously mentioned. Sometimes students need to hear a topic explained by their peers rather than in academic language from the teacher to better understand. Students explaining an idea or topic to their peers also helps solidify their own knowledge.
• Students are using their creativity and problem solving skills to create a way to get from station to station using the given guidelines and limited resources given to them. They are also using their creativity to solve each station. They are not given step-by-step instructions for how to complete them; they are only told what the end result needs to be and to hypothesize with their group on how to get there.

IV. ASSESSMENT

Procedure:

Instruments:

Students	Initial Hypothesis	Station 2 Hypothesis	Success 2	Station 3 Hypothesis	Success 3	Station 4 Hypothesis	Success 4	Riddle
1
2
3

Reflection

• This form of assessment is formative and asks students to record their hypotheses as well as if they had success with their hypotheses and the riddle. Measuring, conducting investigations, using the scientific method, and communicating effectively with one another are all skills listed in the standards and objectives in this lesson, Each of these skills are required to form the hypotheses in this lesson and be successful.
• This method of assessment tracks the students' hypotheses and thinking process for each task and if they were successful in meeting the goal of each task.

V. MATERIALS AND RESOURCES

Transitioning materials

• min of 5 to chose from pile
• new materials at each station
• plastic dots
• hula hoops
• planks
• garbage bags
• boxes
• rope
• PVC pipe

Station 1 - Hypothesis

• *transitioning materials*

Station 2 - Rocks Chanel

• Large blocks/ cubes
• small blocks/ cubes
• Pebbles/ beads
• bucket
• Written instructions
• Goal: Your goal is to fit all the big rocks into the same bin as the small rocks.

Station 3 - Water Katherine

• Measuring beakers
• Water
• Bucket
• 6 items
• Written instructions
• Goal: Fit all of the required objects and materials into the smallest container possible.
• Students must use 200 ml of water
• Students must use 17 connector cubes

Station 4 - Fire (electricity) Ashleen

• Battery
• Battery cover
• Wire conductors
• Light Bulb
• Circuit
• Goal: Construct an electrical circuit and get the bulb to light up

Station 5 - Wind

• fan