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LEARNING OBJECTIVES
1. By the end of the lesson, students will know if they’re successful if they can apply their
knowledge of our experiment, towards their small vehicle check in assessment.
PROCEDURE
Introduction Time
Attention Grabber: Go over what we are doing today
Go over what we are doing Discuss how we will be fixing our
today and why vehicles and if we have time re testing
5
them
mins
Then will end with a small assessment
on our car design/ experiment and what
we’ve learned
Body Time
Continue working/ fixing Let the students start fixing their cars
our cars Walk around to give assistance to anyone that
may need it 30
Advise students that have finished fixing their mins
cars to retest their vehicle and compare their
measurements to the old measurements
Clean up/ end of class
The students will clean up hand in their cars 5
and continue on to small assessment piece mins
Go over assessment/ what Bring up that we are doing a small assessment
it’s about based on your car, the experiment, and what we
2
have learned along the way
mins
Assessment is just used to see how much you
have learned
Want you all to succeed Let the class know you want them all to do
well
Go over first questions and show examples of 3
how you expect them to draw their car using mins
the example of a lever
Show examples of a 1,2 3 and 4
Go over second question Go over the second question and explain how
you would like that to be done
Describe what you’re looking for 3
Let them know that once they are finsiehd their mins
test they can read quietly until the period is
over or when everyone is done their test
Start the assessment Hand out the tests and have them write their
25
names on it first
mins
Then let them start
Head for Lunch or next
period Hand in their tests before they leave and put
everything away and then they are able to go
Assessment Formative assessment: Observation of the
students fixing their cars
Discuss with the students on why they are
making their car a certain way, and why that is
Summative Assessment: Car Design Check in
This summative assessment is meant for
students to apply their knowledge of what they
have learned with diagrams and explaining
what they have done through writing.
Adaptation If a student is ELL and has trouble reading, and
writing they can work on creating a design of
the car, while slowly working on labeling the
parts
Rationale
How does this By giving students the chance to work on fixing their vehicles,
individual lesson they learn the importance of why we must put work into our
scaffold learning simple machines to make them more efficient. I included the
opportunities for summative assessment because I wanted to see how much the
students? students understood from our experiment, and if they could
connect their understanding to a specific scenario. I want students
to learn not only how to apply their understanding into their own
vehicle, but how to explain how they did it and why.