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Elements of the Lesson

Evidence that Documents the Elements
Standard
MDE grade level or CCSS


P.PM.02.13- Measure the length of objects using rulers (centimeters) and meter sticks (meters).
S.IP.02.14- Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer,
balance) that aid observation and data collection.
S.IP.02.16- Construct simple charts and graphs from data and observations.
S.IA.02.13- Communicate and present findings of observations.
M.UN.02.01- Measure lengths in meters, centimeters, inches, feet, and yards approximating to the
nearest whole unit and using abbreviations: cm, m, in, ft, yd.
Objectives/Targets
What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed?
(formal and informal evidence)

I can measure the length of objects using rulers and meter sticks.
TLW measure the length of objects using rulers and meter sticks.
I can manipulate simple measuring devices to collect data.
TLW manipulate simple measuring devices to collect data.
I can construct a simple chart from data collected.
TLW construct a simple chart from data collected.
I can present what I found from observations.
TLW present what they found from observations.
I can measure lengths using appropriate units and abbreviations.
TLW measure lengths using appropriate units and abbreviations.
Anticipatory Set
How will my students be motivated, interested, or focused?
What prior knowledge is necessary?
What practice(s) will be implemented?

Watch the youtube video on how to make paper airplanes.
http://www.youtube.com/watch?v=I0a0p8ygfQM
(Connection) Today we will be measuring the distance a paper airplane can fly. We will be
using a form of measurement to help us measure. Can anyone tell me what type of
measuring tool we should use for this experiment?
Students should answer that we can use a meter stick, as well as a measuring tape.
The teacher will have students connect back to prior lessons and think about the
measuring tools weve used thus far in this unit.
Input
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Task Analysis: (2 Class Sessions: 40 minutes)
The teacher will gather quiet tables to come down to the carpet.
The teacher will show the youtube video using the computer and smartboard that
shows students how to make a paper airplane.
After watching the video, the teacher will tell the students that their science
experiment consists of them making a paper airplance.
There will be rules that students need to follow when making the paper airplanes.
The teacher will go over the rules with the students. The teacher will also go over
the expectations of using these airplanes.
o Should we throw paper airplanes at anyone?
Lesson Four: High Flying

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Creating
Accommodations: implementing differentiation principles
Remediation
Extension
Learning styles
Managing the lesson
Instructional methods
Engagement strategies
Materials needed and prepared

o If someone does, that student will not be aloud to participate for the
experimentthey will have to watch and observe what the other
students are doing.
o I expect all of you to act like 2
nd
graders with these paper airplanes, and I
know all of you can do this for me.
The teacher will then model how to make a paper airplane.
First you will fold your paper in half hot dog style. Then you will open your paper
up and fold the right side in from the outside corner to the middle of the fold
thats already been done. You will repeat this with the left hand side. Then you
will fold your paper back up into hot dog style. After that you will take the right
side of your paper airplane and fold down the flap so it touches the bottom
folded line, and do the same for the left hand side. You now have a paper airplane
that has been made.
Once the paper airplane is modeled, students will be dismissed back to their
seats.
At their seats they will get a blank piece of paper, and the teacher and students
will make them step-by-step together.
Next the teacher will tell students to leave their paper airplanes at their seat, and
dismiss quiet tables to come back to the carpet.
The teacher will show two paper airplanes.
The teacher will make a chart on the board for design A, and for design B.
The teacher will ask students which plane they think might fly farther. Ask the
students why they think their reasoning is.
The teacher will then throw the first paper airplane in one direction away from
students, and then ask a student retrieve it. Then the teacher will throw the
second paper airplane in another direction away from students. Another student
will retrieve this airplane.
Ask students if there is any data that supports which plane flew farther.
o Look for suggestions of measuring the distance the airplanes flew and
launching airplanes from the same location.
Before you all get a chance to fly your paper airplanes, we will talk about how we
are going to make a chart for our data for our own paper airplanes. Can anyone
tell me what kind of chart they would like to make on their data sheet?
o The teacher will be open to any suggestions; however the students will
focus on making a bar graph. (This is something they already know how
to do, due to covering it in math.)
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Next, tell the students that we will be going to the cafeteria with our paper
airplanes. (If the cafeteria isnt available, this will need to be done in the hallway.)
The teacher will quietly dismiss tables to quietly go back to their tables, grab
their airplanes, a clipboard, scrap piece of paper, a pencil, and line up at the door
in ABC order.
Once you get to the gym, there will be taped marks along the ground for the
length of each meter. Tell students that these help them measure the distance the
plane flew. The teacher will tell the students that 2 students will fly their plane at
a time. There should be two teachers/helpers to measure the distance a plane
flew. Use centimeters from the meter mark to measure the rest of the distance the
plane flew.
The teacher will first model how this is done for the students.
The students should have at least two trials to measure the distance of their
plane, however if there is additional time, a third trial would be beneficial.
When done the students will line up, go back to class, hand in their data sheets
and paper airplanes, and return to their seats.
2
nd
Session:
The teacher will gather students to the carpet.
The teacher will tell the students that they will be completing the activity sheet
for flying the paper airplane, and measuring their distance.
The teacher will model what they will need to do with their activity sheets.
The teacher will create a chart on the space allotted on the activity sheet, and
record the data from their paper airplane. This chart will be sorted into
measurements that the students got from flying their paper airplane. The
students will tell the teacher their measurements and the teacher will make a bar
graph on the activity sheet to show all the students results. The teacher will use
the smart board to do this, and the elmo so all students can see the results.
The teacher will then dismiss students back to their seats to make a chart, and
record their data onto their activity sheets. Give students about 10 minutes to
make their chart, and record their data.
The teacher will walk around to monitor and make sure students understand
what they are doing.
Students will turn in their work into finished work.
The teacher will then have the students come back down to the carpet.
The teacher will ask students that if she adds a paper clip to her paper airplane, if
that will make a difference on how far the plane traveled without the paper clip,
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and with the paper clip. Give students time to think about this, and share.
The teacher will then throw a paper airplane without a paperclip away from the
students. She will then throw the paper airplane with the paperclip in that same
direction. The paper airplane with the paperclip should have flown further.
Tell students to turn to a partner and share their thinking after seeing the
experiment, and then have them share as a whole.
o Students should have shared that the reason the paper airplane with the
paperclip flew further was because it had more weight on it.
Dismiss quiet tables back to their seats.
Thinking Levels
Understanding: Students will understand that a plane with a paperclip on it will
fly further than a plane without a paperclip on it.
Applying: Students will try out their own paper airplanes, and see how far their
planes will fly. They will also measure the distance the plane flew with the
assistance from the teacher.
Evaluating: Students will make a chart on how far their plane flew.
Creating: Students will be creating a paper airplane and will see modifications
done to an airplane to help it fly.
Accommodations
Remediation- students who find this activity too challenging will be offered more
assistance. If they have a hard time making the paper airplane, provide ones that
are already made for those students.
Extension- continue the modification of the paper airplanes and have the
students take their designs home and make more modifications with their family.
Managing the Lesson
Students will raise their hand if they have a question.
Students will line up in ABC order
Quiet tables will be dismissed back to their seats, and down to the carpet.
Students will take turns flying their airplanes.
Engagement Strategies
The teacher will ask questions to make sure students are engaged throughout
this experiment.
o What plane do you think will fly the furthest?
o How far do you think your plane will fly?
o What plane will fly farther; the plane with the paperclip, or the plane
without the paperclip?
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o Share with a partner your thinking about the two planes.
Materials Needed
Blank paper 8 X 11
Paper clips
Meter sticks
Measuring tape
Activity sheets
Clipboards
Pencil
Scrap paper
Reserve the cafeteria


Modeling
Provide details of what you will say and what you will do
Visual input accompanied by verbal input



The teacher will model how to make an airplane.
The teacher will fly two planes in two different directions to see which one flew
the farthest.
The teacher will model in the cafeteria how to throw and measure the distance
the plane flew.
The teacher will model the activity sheet for students.
The teacher will model the plane with the paperclip, and the plane without the
paper clip, and how far the planes flew.
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented



The teacher will continuously check for understanding by asking students
questions while they are doing this experiment.
o How far do you think your plane will fly?
o Do you think your plane will fly farther the first or second time, or do you
think it doesnt matter?
o Do you think the plane will fly farther with the paperclip on it?
Guided Practice
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility



The teacher and student will make paper airplanes together.
The teacher and student will fly their airplanes together, and measure the
distance the airplane traveled.
The teacher and student will determine if a paper airplane will travel farther with a
paperclip on it or if it will fly further without a paperclip on it.
Independent Practice (if applicable)

Students will complete their activity sheet on their own.
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Closure
Wrap up the lesson; summarize is one way


The teacher will close the lesson by comparing the distance flown by the plane
with the paperclip, and the plane without the paper clip. Students will share their
thinking with the class.
Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
Using your assessment data, what will you change?


Formative assessment will be used with this activity.
o Students will turn in their activity sheets, and the teacher will look over
to see if the students understand the experiment they did.
o The teacher will also monitor understanding throughout the experiment
by asking questions.
Reflection
How well did the students perform?
Were all students engaged?
How was my timing?
How was my instruction received? What should be modified?


Were my students engaged?
Did I manage time effectively?
Did my students understand their objectives?
What can I do next time to make this lesson more effective?