Student: Katie Panchyn

Course: EDU 508

Grade: 4

Topic:Catapults

Professor: Dr. Esposito

Date: 11/20/16
Content Area: Science

INSTRUCTIONAL OBJECTIVE (S) (Lesson Objective(s)*)

After a hands on exploration of a simple machine, students will observe a power point of levers
and create a marshmallow launcher in groups. Students will answer the five questions on their
exit slip with 100% accuracy.
CCLS / + NYS STANDARDS AND INDICATORS
Science Standard (NYS) #1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.

Indicator:

This will be evident when students test and record the results during the marshmallow
launching activity.

ELA & Literacy Standard (CCS): Speaking and Listening (SL. 1)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly.
Indicator:

This will be evident throughout the lesson particularly during direct instruction and when
students work cooperatively in groups.

Mathematics (CCCS): Measurements & Data

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g;
lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a
larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
Indicator:

This will be evident when the teacher and students graph the average distance the
marshmallows traveled.
MOTIVATION (Engaging the learner(s)*)

Students will walk in and find a simple machine placed upon the teacher desk. Vocabulary words
will be placed on the board that will be crucial to the lesson.
MATERIALS

Smart board
Pre-made catapults
Simple machines
Marshmallows
Graph paper
Writing utensils
Worksheet
Exit Slip

STRATEGIES (Learning Strategies*)

Group Discussion: This will be evident when the teacher and students discuss the concept of
simple machines with a focus on levers.
Teacher Demonstration: This will be evident when the teacher is demonstrating how to properly
use the pre-made catapult.
Cooperative Learning: This will be evident when students work in groups of four to construct
their own catapult model.
Direct Teacher Intervention: This will be evident when the teach conducts a power point lesson
pertaining to the study of levers

ADAPTATIONS (Exceptionality*)

The English language-learning student will be given a sheet of directions in picture form to help
them construct a correct model of a catapult.

DIFFERENTIATON OF INSTRUCTION
Tier One: Students will be given an informational pamphlet template, which they will fill in
information based on their graphic organizer and Bones: Cells at Work book. Students must
fulfill all four parts of the graphic organizer in order to be deemed successful.
Tier Two: Students will create and informational pamphlet using their graphic organizer and
Bones: Cells at Work book. Students must fulfill all four parts of the graphic organizer in order to
be deemed successful.
Tier Three: Students will create an informational pamphlet using their graphic organizer and
Bones: Cells at Work book, and will construct 10 questions to challenge their peers in a game,
based on their graphic organizer. Students must fulfill all four parts of the graphic organizer in
order to be deemed successful.
DEVELOPMENTAL PROCEDURES

Students will collaboratively brainstorm the importance of bones in the human body.

(What purpose do our bones serve?)

Students will be introduced to the topic of bone health. (What is bone health and why is it

important?)
Students will observe a lesson on bone health, while recording information in their

graphic organizer. (What are the components that help keep our bones healthy?)
Students will be asked to recall evident key terms, which were used throughout the
presentation.

Students will be given Bones: Cells at Work and will be asked to look over pages 18 to 26

with a partner. (What is an informational pamphlet and what can it be used for?)
Students will then generate an informational pamphlet based on their notes taken during
class and the book, Bones: Cells at Work. (What can we do to keep our bones healthy and
why?)

ASSESSMENT (Artifacts* and assessment (formal & informal)*)

Students will complete the five questions on the exit slip. On the back of the exit slip students
will draw their model and label the correct parts of the marshmallow launcher with 100%
accuracy.
INDEPENDENT PRACTICE
Students will write in their journals based off their own opinion, the importance of levers and
why the world needs them.
FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention: The student, under direct intervention with the teacher, will read a
passage about levers and their important parts. The student and teacher will construct a list of
levers seen in the real world and how they are used.
Academic Enrichment: The student will use the computer to research a different type of simple
machine and its function.

TEACHER REFERENCES
Mitchell, R. (2005). Bones: Cells at work. Washington, D.C.: National Geographic Society.
Silver, D., & Wynne, P. (1993). The body book. New York: Scholastic Professional Books.

Unbeatable Bones. (n.d.). Retrieved from

http://www.dairy.edu.au/discoverdairy/Teachers/Unbeatable-Bones-Module.aspx