1. HCPSS Lesson Plan Format DRAFT
Howard County Generic Lesson Plan Format Howard County Generic Lesson Plan Format
“Tell students what you’re going to teach, teach it to them, then ask them to say, show, or apply what they’ve learned.”
“Tell students what you’re going to teach, teach it to them, then ask them to say, show, or apply what they’ve learned.”
Unit: Roller Coasters Teaching Strategies
Designate appropriate strategies/areas
First Grade ___Scaffolded Questioning
___ Independent Reading
___ Interpretation of Graphics
Objectives:
(maps, graphs, cartoons, tables…)
Language Arts ___ Concept Attainment
1. Write to Express Personal Ideas Objectives- The student will be able to ___ Cooperative Learning
___ Think-Pair-Share
compose oral, written, and visual presentations that express personal ideas, ___ Roundtable
specifically: ___ Jigsaw
b. Present a message that includes details and personal experiences using ___ Pairs Check/Review
___ Independent/Group Project
dictation, picture writing, and complete and/or incomplete spelling. ___ Integration of Technology
___ Print alternatives, i.e., E-text
2.Write to Inform Objectives- The student will be able to compose oral, ___ Use of Audio Clip/Music
___ Interactive Student Notebook®
written, and visual presentations that inform by using details that support a ___ Formal Writing
topic with a clear beginning, middle, and end, specifically: ___ Informal Writing
___ Graphic/Visual Organizers
___ Modeling/Demonstration
a. Identify and use sufficient information, including factual details and/or ___Think Aloud
scientific observations, to adequately develop the topic using traditional ___ Reciprocal Teaching
and/or electronic retrieval sources. ___ Group Activities
___ Simulation
___ Use of Video Clip
c. Choose an appropriate form, such as a friendly informational letter, for the ___ Lecture “bursts”
intended audience and purpose. ___ 3-minute pause
___ Different purposes for
viewing/reading
Science: ___ Cross-Curricular Connections
Other___________________
Goal 1.
Forces - The student will use scientific skills and processes to
explain and compare the forces needed to move objects.
Objectives - The student will be able to:
a. Identify and describe a science problem related to the
forces needed to move an object.
Time required: ___6_ hours, over a two week time period
• Materials:
KWL chart, post-it notes, ipods, headphones, computers, Super 3
paper,

2. Roller Coasters by Adam Richard Schaefer, 10 copies of Machines
Make Fun Rides by Belle Perez and 1 copy of the teachers guide, clay,
popsicle sticks, straws, DiscoveryEducation,
• Pre-Assessment of Prior Knowledge: Differentiation Strategies
(Differentiate Content, Product, Process)
Pass out a post-it note to each student. Students will write down what
___ Tiered assignments
they know about rollercoasters. When finished, students will walk to ___ Flexible grouping
the floor and sit with their post-it note. Allow each student to share ___ Learning centers
___ Curriculum compacting
what the know. Add it to the KWL chart under K. ___ Varying questions
___ Independent Projects
___ Brain Compatible Instruction
___ Cultural Context
___ Multiple Intelligences
• Engagement: Learning Modalities
___ Visual
Have students share any experiences they have had on roller coasters.
___ Auditory
Read aloud Roller Coasters by Adam Richard Schaefer. ___Tactile/Kinesthetic
General Accommodations to
Access Curriculum
___Adapt the skill level
___ Adapt the number of items
___ Adapt materials
___ Provide learning strategy
___ Provide audio/video/digital access
___ Increase personal assistance
Lesson Development/Procedures: Co-Teaching Model
Day 1 Activity ___ One lead/one support
___ Station Teaching
• After reading have students add to what they Know. Then brainstorm a list of ___ Two Groups
what students want to know about rollercoasters. Write under W heading of ___ Alternative Teaching
___ Multiple Groups
KWL chart.
___ Team Teaching
• Review format of a friendly letter.
• Students will write a letter to a fifth grader asking 3-4 questions about roller IEP Goals/Accommodations
coasters. (Based on Students’
• Students will address envelopes and "mail" the letters. IEP/504 Plan)
Day 2 Activity
• Students will partner read Machines Make Fun Rides by Belle Perez
• Follow the lesson guide. Complete the set the scene and Read and discuss
section. http://www.ngsp.com/Portals/0/Downloads/41031_tg.pdf
• Have children suggest other machines that are amusement park rides. Discuss
how each
of these machines might work.the machines in the book works.
• Have children prepare simple diagrams, showing how one of the machines in the
book works.

3. Day 3 Activity Reading Strategies
• Watch The Number Crew: The Roller Coaster Part 01. (download Text
___Literary
from http://player.discoveryeducation.com/index.cfmguidAssetId=D3DEC9D9-3FBE-4775-9946-44F52
___Informational
28C5B6C&blnFromSearch=1&productcode=US)
Before
TITLE DESCRIPTION ___ Purpose
___ Prior knowledge
Nobody wants Bradley's bananas apart from the monkey, but when Bradley says as a joke he thinks ___ Preview
that they all would like a roller coaster, they think that it is a great idea. Fiz decides that Ted can build ___ Vocabulary/Concepts
the track, she can pull the cars with her wheelchair, and Bradley and Flo can make the cars. They ___ Predict
realize that they have to measure the passengers properly to build the cars. Seeing the monkey hold
up bananas against himself, Bradley gets the idea of measuring them in bananas. Now they can all During
have cars of the proper size. . ___ Chunking
___ Self-monitoring through
clarifying
• Discuss the math involved in roller coasters and rides. Discuss why the reason questions and notations on text
for height and age restrictions on some roller coasters. ___ Reread
• Using computers and http://www.ultimaterollercoaster.com/coasters/records/ ___ Metacognitive conversation
research the three types of roller coasters (material built from) and the
records for the tallest, longest, and fastest. Work with a partner to complete. After
___ Summarize or paraphrase
___ Write BCRs in response to
• If there is time watch The Number Crew: THe Roller Coaster Part 02 reading
questions
(Download from http://player.discoveryeducation.com/index.cfm?
___ Use rubrics
guidAssetId=6D3891BF-407C-4023-87A4-
E6C78A8B520F&blnFromSearch=1&productcode=US)
TITLE DESCRIPTION
Ted says the engine of Fiz's wheelchair is getting too hot, as she's been pulling too many passengers
on the roller coaster. Ted says she can tow no more mass than the Elephant. He suggests checking the
weight of each animal with a see-saw. It is proved rather dramatically that Baby Bunting weighs less
than the Elephant.
Activity:
During reading groups students will have the opportunity to complete the ipod center.
At the center an ipod has been placed into museum mode. Students will
watch Discovering Simple Machines: Work and Energy to learn more about the science
behind machines.
TITLE DESCRIPTION
Students will learn that work to a scientist is very different from work as we might think of it. To a
scientist, work is accomplished when an object with resistance is moved a distance. So, to a scientist,
reading an assignment in a textbook represents no work. Potential and kinetic energy are discussed
and illustrated, as well as forces such as friction that slow objects down.
download from: http://player.discoveryeducation.com/index.cfm?guidAssetId=BB6F8AF9-0896-4CED-
AC48-097E93C0F811&blnFromSearch=1&productcode=US

4. Days 4-8 Activity
• Students will be informed that the fifth grade teachers have some questions
they would like use to research so we can teach them. They want to plan a trip
to use the Six Flags Passes they earned by reading six hours. However, before
they go they want to figure out what rides they should go on. Our job is to
research the rides at Six Flags.
• Complete Super 3 organizer.
• Using computers and http://www.sixflags.com/america/rides/index.aspx
students will complete the organizer by researching the speed, number of
passengers, height restrictions, thrill rating, time the ride is, length of ride,
tallest height it reaches, and location of 1 ride at Six Flags America.
• Students will use shortcut to take a screen shot of the ride they researched.
The students will rename the picture file as the name of the ride and place it
in their teacher's hand in folder.
• Students will individually use one computer to add their photo to a slideshow of
all the rides researched.
• When finished students can go to the following website for games to playhttp://
sqworl.com/be22f8
Activity: General Reading Processes
• Pair each student with the fifth grade student who answered his/her letter. ___ Decoding
___ Vocabulary
Fifth graders will present what they know/have learned about roller coasters. ___ Fluency
• Add what we learned to the L part of the KWL chart ___ Comprehension
(Clarifying, Visualizing, Questioning,
Predicting, Accessing Prior
Knowledge, Summarizing, Making
Closure: Inferences, and Determining Main
• Students will pair up fifth grade students to build a roller coaster model out of Idea)
clay, straws, and popsicle sticks.
Approaches to Reading in
the Content Area
___ Reading Apprenticeship®
___ Other
Checking for Understanding throughout the Lesson
Assessment:

5. • Friendly letter to fifth graders for format, spelling, grammar, and clear ideas
• Six Flags Research Activity
• On-going throughout lessons
• Roller Coaster creation--rubric to be created
Students will evaluate the unithere =>
2
4/27/05