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RUNNING HEAD: INTEGRATING READING, WRITING, & MATH INTO A SCIENCE LESSON

Integrating Science Lesson

Sara Pope

ECE 640

Grand Canyon University

September 1,2022
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LESSON: Integrating Science Lesson

For this assignment, I will use a lesson plan that was created for Physical Science/Motion

on Motion and forces all around us. I will revise this lesson plan in order to include reading, writing,

and math into this lesson plan. I will also be using the 5E lesson plan template to revise this lesson

plan to show different ways that I would incorporate all of these aspects.

Teacher Candidate: Sara Pope

Grade Level: 2nd

Date: September 1, 2022
Physical Science/Motion
Unit/Subject:
Instructional Plan Title Motion and Forces All Around Us!

I. PLANNING
They will discover in this lesson that everything is in motion and how to create something that is
Lesson moving out of recycled materials.
Summary and
Focus:
Instructional Technology Equipment
Materials, Promethium Board
Equipment,
and Other Materials
Technology: SMART Exchange Interactive lesson activity: Push-Pull K-12 Science
Forces and Motion Vocab Worksheet
KWL Chart
31 Plastic bottles
31 pieces blue construction paper
31 pieces orange construction paper
30 scissors
30 glue sticks
62 toilet paper rolls
Ruler
30 copies of Adrienne Mason's educational book Move It! Motion, Forces, and you. The class has a
Classroom total of 30 pupils. One kid has hearing aids, three students have learning disabilities, two students
and student have IEPs, and one student has high-functioning autism and should be located at the front of the
information classroom. Additionally, the instructor will require an FM if possible, turn the system on.

National / Arizona State Standards

State Learning
Standards: Mathematics
2.MD.A.1: Choose the right instruments (such as a ruler, meter stick, yardstick, or measuring tape)
and use them to determine an object's length.
Estimate lengths in inches, feet, centimeters, and meters. 2.MD.A.3.
2.MD.A.1: Choose the right instruments (such as a ruler, meter stick, yardstick, or measuring tape)
and use them to determine an object's length.

Technology/Engineering
Identifying the components of a digital model or simulation is covered in Concept 2 of Strand 1.
Strand 1: Concept 2: PO.2: Using simulations or models, identify and describe how characteristics of
a scenario change.
Identifying the components of a digital model or simulation is covered in Concept 2 of Strand 1.
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Science
SC02-S1C1.2: Predict an investigation's findings (e.g., in animal life cycles, phases of
matter, the water cycle).
SC02-S1C2.1: In every science investigation, exhibit safe conduct and suitable techniques
(such as the use of tools, materials, and living things).
Participate in supervised investigations in the biological, physical, Earth, and space
sciences (Schedule C02-S1C2.2).
Use basic instruments to gather data, such as rulers, thermometers, magnifying glasses,
and balances (SC02-S1C2.3) (U.S. customary units).
Record data from guided investigations in an orderly and suitable manner, per SC02-
S1C2.4 (e.g., lab book, log, notebook, chart paper).SC02-S1C3.1: Arrange data in tables,
journals, and graphs (such as pictographs and tally charts).
SC02-S1C3.2: Create plausible explanations for observations using the data acquired
(e.g., Does this make sense in light of the data? Could this actually occur?
Language Arts
2.RI.1: To show that you grasp important aspects in a text, you should ask and respond to
questions such who, what, where, when, why, and how.

2.RI.2: Recognize and describe the main idea of a text with many paragraphs as well as
the key point of each individual paragraph.
Common Core
Literacy
Ask and respond to questions such who, what, where, when, why, and how to show that
you grasp important facts in a text, according to CCSS.ELA-Literacy.RI.2.1.

Describe the relationship between a sequence of historical occurrences, scientific ideas or

concepts, or stages in technical procedures in a text according to CCSS.ELA-
Literacy.RI.2.3. Determine the meaning of words and phrases in a text that are pertinent to
a grade 2 theme or subject area (CCSS.ELA-Literacy.RI.2.4).

CCSS.ELA-Literacy.RI.2.5: Be able to identify and effectively employ a variety of text

characteristics, such as captions, bold type, subheadings, glossaries, indexes, electronic
menus, and icons, to access important facts or information in a text.

Writing
Writing informational/explanatory texts that introduce a topic, utilize facts and definitions to build
ideas, and present a concluding statement or section is part of the CCSS.ELA-Literacy.W.2.2
standard.

Specific
of the items Learningthat
being measured Targets/Objectives:
are moving or have the potential to move will be subject to predictions made by the students.
Students will comprehend that everything is in motion and that an item must be propelled by force in order to move. The lengths of the
items being measured that are moving or have the potential to move will be subject to predictions made by the students.

Lesson Focus Question:

What exactly is motion, and what does it need to set an item in motion?

Academic Key Vocabulary: Instruction and Development:

Language: Motion There will be special exercises throughout vocabulary
Force lessons to aid pupils in learning the terms. There will also
Friction be conversations in big groups where the vocabulary
terms will be used. Additionally, it will encourage kids to
Gravitation
think critically about the concepts we are studying during
Speed the lesson. The vocabulary terms will also be included in
Push the evaluations so that I can gauge the students'
Pull comprehension of the words.
Measurement
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RUNNING HEAD: INTEGRATING READING, WRITING, & MATH INTO A SCIENCE LESSON

Summative While the instructor watches the pupils measure objects that are moving or may move, the summative
evaluation will occur..

Differentiation Strategies
Instruction Activities Assessment

All students will get a printed copy English language learners:

of the informational material so they Those who are learning English: So that Students will be able to refer to
may follow along if they are English we can go through the worksheets what they have learnt using their
language learners. Students will together and the kids can have a visual of
also create a vocabulary foldable the worksheet, the worksheets will be vocabulary foldable.
that they may use to help them posted on the promethium board.
remember the words. Special needs: Students will be
Needs-specific worksheets: The able to refer to what they have
Special needs: A paper copy of the worksheets will be shown on the
informative text will be provided to promethium board so that we can go learnt using their vocabulary
each student so they can follow through them together and the kids can foldable.
along. Students with specific needs see them in visual form.
will also benefit from the vocabulary
tool. Gifted students will receive extra
Students that exhibit special abilities will clarifying questions to encourage
be invited to elaborate on their
Gifted: Multiple clarifying questions
responses to the questions. deeper thought and critical
will be posed to pupils in order to thinking.
encourage deeper thought.

II. INSTRUCTION
The 5Es Probing Questions
Engage
The class will begin by assessing the students' prior
understanding of the subject. This will encourage
the pupils to consider the content more deeply and
will  to keep them interested in the lesson, engage
them. After learning about their prior experience,
I'll question the
Explore How are things able to move?
The educational literature Move It!: Motion, Forces, and You by
Adrienne Mason will be distributed to each student. We shall all How can you alter the velocity and force of
read this passage together  and stopping at the vocabulary
words only  that if necessary, the pupils may emphasize them.
Following the reading, I would pose a question to the pupil
any thing?
huge number How and in what ways may things move?
you alter an object's velocity and force?

Explain What are some things that we have learned Activity: To enhance the kids' learning, the teacher will use
from this activity? the promethium board to access the push-and-pull science
lesson activity on the smartboard as she explains force and
motion to the class. On the promethium board, the
students will be asked questions, asked to match
vocabulary phrases, and asked to recognize images from
this lesson. Additionally, the pupils will engage in a
push-pull game with other students.
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RUNNING HEAD: INTEGRATING READING, WRITING, & MATH INTO A SCIENCE LESSON

Elaborate How can you make an airplane move? Making an airplane out of recyclable items can help
students learn more about force and motion. The
Is an airplane in motion when you use force? students will use their finished airplane as a prop
while they explain to their group what they have
discovered about force and motion. Making an
airplane out of recyclable materials and presenting
what the class has learnt as a conclusion.

Formative Assessment: The students will take a quiz on the vocabulary from this lesson and be asked
Evaluate to write a two-sentence essay on what they learned about force and motion at the end of the exam.

Rationale:

I realized there were opportunities to combine math, reading, and writing after reading

the second-grade lesson on force and motion. When learning in a scientific classroom, having

these three things is crucial since they will help you understand more about each unique

subject. Additionally, I wanted to include more exercises that would keep the students interested

in the subject matter and motivated to learn more about force and motion. To help them

understand motion and connect the experience to the memory, I would add the hands-on craft

of building the airplane. This is something that, when I was in primary school, really helped me

to remember. Therefore, providing your students with hands-on learning opportunities is crucial

since it increases their motivation to study and aids in their retention of the material. With the

push and pull smartboard exercise, I will also broaden the students' understanding of the

subject. They will continue to be interested in the subject matter and learn more as a result of

this. There are several activities included that will keep them interested while teaching them

more about the push and pull approach. Because it will be more useful to them, I have the

students read the informational material in big groups so that we may pull it up on the

promethium board and pause to highlight the vocabulary terms.

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