Lesson Plan
1. Lesson Plan Information
Subject/Course: Science
Grade Level: 7
Topic: Structures
Name: Matthew Setchell
Date: 12/01/2010
Time: 2:30PM
Length of Period: 60 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
-
-
2.2 design, construct, and use physical models to investigate the effects of various forces on structures (e.g.,
the struts of a roof experience compression forces from shingles; the support cables of a suspension bridge
are in tension; a twisted ruler has torsion forces; the pin that holds the two parts of a pair of scissors
together has shear forces acting on it)
2.4 use technological problem-solving skills to determine the most efficient way for a structure (e.g., a
chair, a shelf, a bridge) to support a given load
2.6 use appropriate science and technology vocabulary, including truss, beam, ergonomics, shear, and
torsion), in oral and written communication
Learning Skills (Where applicable):
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Accepts responsibility for completing tasks
Works willingly and cooperatively with others
Begins work promptly and uses time effectively
3. Content
What do I want the learners to know and/or be able to do?
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Design and construct a bridge using only spaghetti and tape to investigate the effects of various forces on
structures
Using ideas presented in class, use technological problem-solving skills to determine the most efficient way
for a bridge to support a given load
Use both oral and written communication skills to demonstrate appropriate science and technology
vocabulary, including truss, beam, and shear.
Today learners will:
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See rubric and checklist as applies to building a spaghetti bridge
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Assessment to collect data via:
- Rubric
- Checklist
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Knowledge of:
- Structural features
- Vocabulary associated with structures
Skills in:
- Building with alternative materials
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
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Make booklets
For students with IEP’s, an oral checklist for further support (did you do that type questions)
Jacob Callery, Serge Gagnon, Jamie Kinzie, Malcolm Ramkeesoon, Fiona Worth-Bolton
B. Learning Environment
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Groups of 2-3 students
Anchor charts on the wall
Library
C. Resources/Materials
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Booklets
Spaghetti
Tape
Anchor charts
Weights
Library Computers
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
(10 minutes)
- Based on what they have learned I want students to think about: The form of a structure is dependent on its
function
- Using the materials students have been given, students should use their bridge design from the previous
class and begin construction
- If the students need to get further ideas or help, they may use the library computers for assistance
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(30
-
minutes)
Have students ask questions before checking design once checked have students work on building bridge
Float around the room completing checklist and asking students questions
For those students with IEP’s, give each a checklist to complete
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
(5 minutes)
- Each student is given a copy of the rubric, they are to put their name and give themselves an honest mark
as to how they felt they completed this activity
- I will mark in another colour and conference with students on differences
Checklist Questions:
- “Why did you use this particular piece of spaghetti this way?”
- “What are we trying to prevent when we are designing structures?”
- “Why do we need to test our bridges? What are we looking for when we do?”
- “Why are bridges not always the same design?”
- “What an important factor to take into consideration when designing a bridge?”
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
(20 minutes)
- Complete the testing for all the bridges
- Have each group demonstrate their learning orally through the application of the weight requirement
- Application will begin, but may go over time and continue the following day
CONCLUSION: How will I conclude the lesson?
(5 minutes)
- Have students clean up all work and workstations
- Have students individually answer the question: design and construct a variety of structures, and
investigate the relationship between the design and function of these structures and the forces that act on
them (homework)
- Inform students that this question is due tomorrow done in full paragraphs and using the vocabulary
presented in class.
- Inform IEP students that they are allowed to have their parents transcribe their ideas onto paper for them as
long as it is their own ideas.
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
☐ Use different materials?
☐
Give students more information?
☐
Allow students to problem solve longer?
☐
Allow for two days of building before testing?
☐
Give oral checklist to all?
☐
Make groups smaller?
☐
Make groups larger?
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011