Name: Kevin Passafiume Cohort: A1

Science Culminating Task Lesson Plan

Lesson Title: _Investigating Materials Grade: ___1____ Date: February 7, 2017

Subject: Science Strand: Understanding Structures and Mechanisms: Materials, Objects, and Everyday Structures

Location: Classroom Time: (length in minutes): 150 minutes

Lesson Plan Description (one/two paragraphs with general details about what you will do and how you will do it)

Students will design, build and test a model of a piece of playground equipment that allows for movement.

CURRICULUM CONNECTIONS
Big Ideas/Fundamental Concepts
Materials have specific properties

Ontario Curricular Overall Expectations (numbers from documents and details)

2. investigate structures that are built for a specific purpose to see how their design and materials suit the
purpose;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

2.4 use technological problem-solving skills (see page 16), and knowledge acquired from previous
investigations, to design, build, and test a structure for a specific purpose.

2.5 use appropriate science and technology vocabulary, including experiment, explore, purpose, rigid, flexible,
solid, and smooth, in oral and written communication.

2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences
and for a variety of purposes.

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn

To design a model structure.

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess students learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: design a model of a piece of playground equipment;

I can: build my model;
I can: show how my model works;
I can: work well with my partner.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply for your taskthese should also be evident in your assessment tool): Knowledge
and Understanding; Thinking; Communication; Application

Assessment (Complete the appropriate sections of chart below)

Assessment Mode:
Written, Oral, Performance
(Write, Say, Do)
Assessment As Learning Say small group discussions.
(self/peer assessment)
Assessment Strategy Assessment Tool
Specific task for students Instrument used to record
e.g., turn and talk, brainstorming, mind data
map, debate, etc. i.e., rubric, checklist, observation sheet,
etc.
groups of students will Checklist with questions for
discuss their plan for their discussion.
model; including strengths
and areas they may wish to
change.

Assessment Of Learning Do presentation of model. Student pairs will present Rubric

their model to the class.

Class will be able to make

comments/ask questions.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have (briefly outline in point form content and skills learned in the unit)
*Students will have already:
Learned to follow established safety rules/guidelines;
investigated characteristics of various objects and structures, using their senses;
investigated, through experimentation, the properties of various materials; and
Learned that working well with my partner means collaboration.

Differentiation: General description of how you will differentiate this task.

Content: Students who require additional instruction prior to the CT will join the learning centre teacher for
the minds-on portion for a more focused prior learning activation. Vocabulary can be translated into other
languages to assist ELL. Aboriginal students may benefit from additional encouragement to feel a part of the
classroom community; Aboriginal content (such as traditional structures like wigwams) can be added as
options for content and product.

Process: Students with particular needs may work independently they will be allowed to choose how to
complete the task, including working in the learning centre. Students will also have the option of additional
time to support (particularly useful for ELL students).

Product: Students will have a choice of how to construct the model (selecting from various materials). In
addition, students will be able to use alternative methods to presenting their model (e.g. private teacher
conference, etc). See content for Aboriginal ideas.

Environment: environmental changes to meet any physical needs, including changes in seating/desk types
(ex. Standing desk). Students with sensor needs can work in the sensory section of the classroom (quiet
corner).

Learning Skills/Work Habits (responsibility, organization, independent work, collaboration, initiative, self-regulation):
Brief description of learning skills specific to this task:

Students will be working in pairs on this project. This will require appropriately sharing ideas, being respectful of different perspectives and
developing a shared approach to moving forward.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Vocabulary (for word wall and/or to develop schema)
Word wall:
Structures;
Fasteners;
Object;
Material; and
Foundation.

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson
plan where appropriate.
Checklist
Rubric
Success Criteria Posted/Projected on Whiteboard
Whiteboard
Word wall
Project Materials:
o Pipe cleaners;
o Toothpicks;
o Popsicle sticks;
o Tape;
o Scissors;
o Cardboard;
o Clay;
o Marshmallows; and
o Others as requested by students (and available in classroom)

Learning Environment (grouping; transitions; physical set up; location (e.g. classroom, gym, library)
Materials will be placed on the shelf in classroom.

Minds-on, students will be with the whole class in regular seating.

Hands-on, students will be able to move to other tables to work with partners. Reconvene as whole group to
briefly transition to peer assessment (group discussions), and then back to partners for developing models.
Groups will be allowed to get materials one at a time (at first afterwards, students can access materials as
needed).

Reconvene as whole group for presentations and consolidation.

Cross Curricular Links

Language, Visual Arts.

Safety (list any safety considerations for this task)

Review safety rules and use of materials.

Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to
guide lesson
Time: __10__-__15_ (Indicate time breakdown of instructional elements)
5 Mins:
Today we are going to use what we Students activating prior learning.
learned earlier this week about
different kinds of materials and how
they are used to make structures.
Remember, that the materials used in
a bridge are different than the ones Students engaging in discussion; learning from
used in food containers. other students.
Who remembers why? Why do we use
different materials for different
structures? [Looking for answers that Students brainstorming making connections to
reflect an understanding of how the prior learning and real world/playground.
property of materials relate to their
use]. Student developing class list. Suggestions may
Lets create a class list of different include:
materials and fasteners, and how they Wood is hard. You can use it to build
are used. [Teacher draws a table on homes.
the whiteboard Material Pipe cleaners are bendy. You can use
Property Uses].
them in areas that need to bend.
Who can think of some different
materials, their properties and uses?
[Teacher may need to use prompting
Students gaining understanding of task.
questions to engage students
thinking].
5-10Mins:
We are going to use this knowledge to
design, build and test a model
structure. Your task is to think about
a piece of playground equipment,
either a current one, or one of your
own imagination. Youll design the
equipment remember to think about
how the different parts of the
structure are connected and how the
structure moves or doesnt.
Youll work in pairs on this task and
will sketch your model. Once youve Students considering materials and structure
finished your sketches, well get options.
together in groups to discuss your
designs. This is where you will give
constructive feedback using a
checklist [Teacher projects checklist
on whiteboard].
Once weve discussed our designs you
can make any changes.
You will then use the design to create
your model. You can use any of the
supplies on the counter to create your
model. There are:
o Pipe cleaners;
o Toothpicks;
o Marshmallows;

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 o Popsicle sticks;
o Tape;
o Scissors;
o Cardboard; and
o Clay.
Students aware of what is required to successfully
Think about which materials you
complete task.
will use as you design your
structure.
We will then come together as a
class and you will present your
model and demonstrate how it
works. You will also show how
different parts of your model have
different purpose and how
different materials are used for Students selecting partner.
different reasons.

Success Criteria [posted on whiteboard]

To be successful on this task, you will:
o draw a model of a piece of
playground equipment;
o build my model;
o show how my model works; and
o work well with your partner.
[Teacher projects simplified list
on Whiteboard for remainder of
project].

Ill give you 2 mins to find a partner to

work on for this task, but before that
are there any questions before we
begin?

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: __120_-__130_ (Indicate time breakdown of instructional elements)
20min
You have 20 minutes to do your Students working in pairs to brainstorm and
drawing. You should make sure you sketch a model piece of playground equipment.
are thinking about what materials you
will use for what parts. Will you use Students considering their design and possible
hard materials to make the base or materials.
support supports? Will you use
flexible piece to make the moving
sections? [Teach may use Thumbs
up/down to gain understanding before
proceeding].

[Teacher circulating around the room to

answer questions. Teacher will also ask
students open questions to encourage
student reflection:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 As you think about
As you consider
Given what you know about
In what ways
In your planning Students provide feedback based on checklist.
What problem are you trying to solve?]

10-15min
[Once students are finished their design, teacher
refocuses students attention.]
You have all worked really hard on Students complete checklist.
coming up with some great ideas.
At your tables share with another
group your work. You will take turns
using the checklist to provide
feedback. [Teacher hands out
checklist].
I will collect the checklists at the end
of your discussion. Students reflect on design, and revise.
[Teacher moves around listening to
discussions and asking questions
related to success criteria to help
students clarify thinking].
[Teacher collects checklists]

40-60min
Now that you have discussed your
draft, you can make revisions and
begin to construct your model using
the supplies on the counter. Im going
to choose groups to select their
materials first. After all groups have
gone up, we may come back to Students collect materials and develop model.
exchange or get additional materials.
Remember, our classroom safety
rules, that only 4 people may get
supplies at one time, so get your
materials and return to your table
quickly.
Remember our success criteria.
[teacher reviews again]
[Teacher selects groups to get materials.] Students cleaning up.

[Teacher gives students time warnings to help

them stay focused and complete task. Posts time
remaining on whiteboard.]

[Teacher circulating to assist students and ask Students make presentations.

questions. Teacher may need to focus students on
completing success criteria items.]

[Teacher provides time for students to clean up.]

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 30-50min
[Teacher refocuses students attention to return
supplies.]
You have all done a lot of hard work.
We are now going to have a chance to Students learning from peer presentations and
present our models. demonstrating their thinking through responding
Remember to show how your model to questions.
works and tell us why you chose it.
Remember to also show how different
parts of your model have different
purpose and how different materials
are used for different reasons.
Who would like to go first?

[Teacher uses rubric to assess models, and

encourages peer feedback and questions.]
Teacher may ask probing questions:
What is the purpose of your structure?
What materials did you use to build
your structure?
Why did you choose those materials
instead of _____ to build your structure?
What did you use to fasten your
structure together?
What might happen to the materials in
your structure when it is no longer
being used?

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: ___5___-__15___ (Indicate time breakdown of instructional elements)

Great work today!

Success Criteria Recap [still posted on Students reminded of success criteria.

whiteboard]
Remember, to be successful on this
task today you needed to:
o draw a model of a piece of
playground equipment;
o build your model;
o show how your model works;
and
o work well with your partner. Students making connections between
task and learning.
We have seen that different
structures require different materials Students providing answers like:
and different fasteners. Can someone Hard material to form foundation or
give us some examples of different supports;
materials that were used and their Flexible material for moving parts;
purpose? Smooth material allows parts of the

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 structure to move;
Etc.

Students providing answers, including

wider at the base (i.e. Pyramids)
What about the shape of a structure? Students providing answers, including
materials, shape.
How can the shape of a structure
make it stronger?
What makes a structure strong?

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013