EDC 264 Modified Lesson Plan
(modifications are indicated in italics)
Name: Leslie Ferre
Subject: Science
Components
1 Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the number.
2 Learning Objective:
! Choose ONE objective
that leads toward mastery
of the standard
! Must be specific,
measurable, and realistic.
! Must have at least two
parts: learning and
behavior
3 Anticipatory Set:
! Sometimes called a
"hook" to grab the
student's attention
! Focuses student attention
on the objective and the
purpose of the lesson
! Activates prior knowledge
! Requires ACTIVE
PARTICIPATION from
ALL learners
4 Teaching-Input:
Using effective and varied
strategies, the teacher
provides information for
students to gain the concept,
strategy, or skill.
5 Teaching-Modeling:
Demonstrate and show
examples of what students are
expected to do (how to solve
the problem, answer the
question, do the activity etc.).
6 Check for Understanding:
! Various strategies that
are ongoing throughout
the entire lesson.
! Enables teacher to
determine whether ALL
students have "gotten it."
7 Guided Practice:
An opportunity for each
student to demonstrate new
learning by working through an
activity or exercise with the
teachers guidance.
Pima Course: EDC 264
Topic: Rocket Fins Grade Level: 8 Duration of Lesson: 43 mins
Description of Plan
Arizona State Science Standards, Strand 1: Inquiry Process; Concept 2: Scientific
Testing; PO 3. Conduct a controlled investigation to support or reject a hypothesis.
This is the third lesson in a unit of study that ends with students flying model
rockets that they have built themselves. This lesson will focus on why fins are
included on the rockets.
Objective:
Students will conduct an experiment to test and understand the effects of fins on Est.
rocket flight. # of
mins
To start the class, I will tell students that, based on their input on the pre-
assessment, the lesson will focus on fins and why they are part of a rockets design.
I will have two paper rockets in my hands; one will have fins and the other will not. I 5
will ask students how they think the paths of the two rockets will differ when I drop
them. We will take a few minutes to allow students to share their predictions. I will
then go to drop the rockets. I will start a countdown but will stop before I get to zero.
I will tell students that they are going to have to find out for themselves if there is a
difference by doing an experiment that compares the flights of rockets with different
fin designs, including no fins.
Start by discussing why it is okay to drop the rockets to test them instead of 5
launching them up in the air. This should access previous knowledge because
students were taught that aerodynamic going up means aerodynamic going down
(which is why rockets need parachutes or streamers).
Next, review the importance of varying only fin design (not drop height, drop
technique, rocket size) when comparing the effects of fins.
Describe the process for creating the paper rocket and go through the construction 5
of one to show students how to do it.
The first check for understanding will come from observing students as they make
their rockets. Students should be creating two rockets that are similar in
construction.
The second check for understanding will come from observing the students as they
test their rockets. Students should be dropping both rockets from the same height
and in the same manner.
Students will work with their lab partners to conduct an experiment that compares
different fin designs on paper rockets.
15
Students will observe the two rockets as they fall to the ground and decide what the

8 Closure:
! Actions or statements
made by teachers AND
students that summarize
lesson objectives.
! Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances
of retention and transfer.
! Must be done BEFORE
Independent Practice
9 Independent Practice:
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in
class or it might be homework.
10 Assessment:
The formative and/or
summative assessments that
are aligned with the objective.
11 Differentiation:
How you will reach diverse
learners by varying the:
! Content
! Process
! Product
12 21st Century Learning:
Includes technology as well as
the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.
13 List of Materials, Handouts and other Supplemental Documents:
paper rocket templates (rectangles of paper, all of the same size)
masking tape
EDC 264 Modified Lesson Plan
(modifications are indicated in italics)
effect of the fins is. Visit each group multiple times during the activity to monitor
progress.
Once all students have had a chance to test at least no fins and fins, they will be
asked to write a three sentence summary of their findings on their data sheet. The 5
summary must include: 1) whether or not they were able to support or disprove their
hypothesis; and 2) one improvement they would make to the experimental design.
7
There will then be a class discussion that will allow students to share with each
other what they learned from their experiments and how they might modify the
experiment for next time.
When students are working on their model rockets, they will apply some of the
knowledge that they gained by experimenting with fin design on paper rockets.
Students may also apply the same skills for conducting a controlled experiment
when trying to decide on a nose cone shape or parachute dimensions for their
model rocket.
The formative assessment will be informal and will consist mainly of the checks for
understanding mentioned previously.
The summative assessment will consist of the data sheet and answers written by
students during the closure activity. A complete set of data will be worth 10 points
and a three-sentence summary that addresses both issues clearly will also be worth
10 points.
Students will be given the freedom to decide what kind of fins they want to test. This
allows students to make the experiment as difficult as they are comfortable with.
Students who complete the first experiment early will be able to test as many fin
designs as they have time to test.
There will be a printed copy of the slides available to students who cannot copy
information off the board quickly enough.
Students will be collaborating and communicating during the Teaching-Model
portion of the lesson.
Students will need to use critical thinking to assess whether the date they collected
are good enough to make a statement about their hypothesis. Finally, students will
be able to use their creativity when they decide on a fin design to test.