Name: Katie Spielberger Lesson Title: Blowing Objects with Different Weights

Date: April 5, 2018 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):

From ACCESS standards-

Strand: Scientific Inquiry and Application
Topic: Inquiry
Standard: Make predictions
Standard: Make careful observations.

Pre-assessment of current knowledge: Our hook lesson pre-assessed the students and their knowledge of wind. We used our notes consisting
of student responses to questions asked by teacher and comprehension questions asked throughout the book.

Instructional Objectives (1- Assessment of Student Learning Learning Experience

2)

One/Two Assessed Identify Evidence: (What will you collect Academic Language:
Instructional Objective(s): or record as data to demonstrate students
The student will be able to... have met your objective(s) and skill?) Weight, wind, heavy, light

Make observations about the
experiment conducted
Make predictions of what will
happen before the
investigation is conducted
One Assessed
Developmental Skill:
Students will be able to blow
appropriately
Safety Considerations:
If the student blows a light
object too hard, the object
may fall off the table.
The teacher will take notes about what
each student predicts as well as their
observations made.
Program Monitoring: (How will you
aggregate or compile your evidence into a
class or group view?)
The teacher will then compile our notes
into a whole class view and see if the
majority (80%) of the students were able
to predict and observe accurately.
Procedural steps:
1. Katie will place a variety of objects on the table, some that
can be moved by blowing them as well as some that cannot
be moved. The materials are a piece of paper, a cotton ball,
a paper cup, a wooden block, a spoon, and a rock.
2. Children predict which objects they can move by blowing.
3. Then the students will experiment with each by blowing
each object.
4. The children will then discuss with Katie why certain objects
could be moved and others were not. Students will also
review by identifying which items would blow away in the
wind outside.
5. Olivia will take pictures throughout the lesson.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Wooden block, paper cup, spoon, paper, rock, cotton ball
 Adult Roles:

Facilitate investigation
Take notes before, during, and after investigation
Take pictures of lesson

Resources & References:

https://www.prekinders.com/can-the-wind-move-it/

Reflection: (What have you learned about your students? How will this inform future instruction?)

This lesson overall went very well. Almost all of the students were engaged and participated throughout the duration of the

lesson. Students came over either one at a time or two at a time. When I first asked the students to look at one object and determine if

they would be able to blow it, the majority answered correctly for each item. For example, almost all of the students predicted that

they could blow and move the cotton ball. However, almost all of the students predicted that they would be able to blow and move the

metal spoon, which was surprising to me. Only two people thought they could blow and move the rock as well as the block. The

lighter objects (paper, cotton ball, and paper cup) were all correctly predicted by each student. Some students had trouble articulating

why certain items were not moving, but with some prompting and guidance from myself, they were able to convey their ideas.

The students did a great job at the end when we were reviewing which items would be moved by the wind if they were taken

outside. Having that follow question after the lesson was conducted helped the students compile all of the information and connect it
to real-life. If I had more time with the students and was able to come more frequently throughout the week, I would have repeated

this activity many times over the course of the week. I would allow the students to explore different objects that were not previously

used, and possibly let the students choose their own objects. This way, the students will have many objects to compare to one another,

and hopefully could drive the point home about the strength of wind and its relationship to an object’s weight. I could also take the

materials and students outside on a windy day so that they can see these materials in a real-life weather situation.