What+can+be+done+to+protect+and+egg+from+the+forces+of+gravity?+part+2

The purpose of this lesson is to help students make the connection between carrying out an experience and then sharing and learning through the experience to others who were around it. Many times the best way to learn from our own situations is to stop and listen to the observations of those who were around us.
 * Lesson Plan: Problem Based Learning Part Two**
 * **GOALS** ||
 * Lesson Title:** What Happened to the Egg? **Related Lessons:** Forces of Gravity
 * Grade Level:** 2nd Grade **Unit:** Space Exploration
 * Brief Description:**

[x] 1. Facilitate and Inspire Student Learning and Creativity [x] 2. Design and Develop Digital-Age Learning Experiences and Assessments [x] 3. Model Digital-Age Work and Learning [x] 4. Promote and Model Digital Citizenship and Responsibility [x] 5. Engage in Professional Growth and Leadership
 * Content Standards:**
 * ISTE NETS-S:**

Science as Inquiry K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.
 * Instructional Objectives:**

S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.02.12 Generate questions based on observations. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IP.02.16 Construct simple charts and graphs from data and observations. S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.02.12 Share ideas about science through purposeful conversation.

S.IA.02.13 Communicate and present findings of observations.

S.IA.02.14 Develop strategies and skills for information gathering and problem solving (books, internet, ask an expert, observation, investigation, technology tools)

S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.02.13 Recognize that when a science investigation is done the way it was done before, similar results are expected. S.RS.02.15 Use evidence when communicating scientific ideas.

Students will have needed sufficient time to collect the materials for their egg drop mechanisms. Before the groups can assemble their prototype they are going to work as a group to map out their plan so that it can be added to the classroom wiki. Students will record their work and findings on the wiki.
 * **ACTION** ||
 * Before Class Preparation:**
 * During Class:**
 * **Time** ||  **Instructional Activities**  ||  **Time and Resources**  ||
 * 10 minutes || Explain to the students that they will be recording the plan for their PBL in a group wiki, as a scientist would be recording their own actions in an experiment. Along with this, the teacher will go over the rubric stating the expectations for the group wiki. || rubric ||
 * 45 minutes || The group will create their wiki page. The groups will be including information about their plan of action. The group will also input data and information regarding the results of their egg drop trials after the drops have taken place. || Action plan, computers, group wiki ||
 * 30 minutes || Groups will visit each other’s wikis and read about the plans of action each group took. After analyzing results from the first trial students will offer suggestions on how they may improve their mechanism’s design. || Computers, prototypes, group wiki ||
 * 1 hour || The group will record the modifications that they plan to carry out on their group wiki. Following the posting of their next plan, the group will move forward in the development of their next version of an egg drop mechanism. || Computers, prototypes, new course of action, group wiki ||
 * 30 minutes || Students will post the results of their second trial. They will reflect on whether or not their modifications improved the performance of their mechanism, or not. || Performance chart, computers, group wiki ||
 * 45 minutes || After the second round of egg drops students will revisit each groups’ wiki pages. There, they will leave discussion comments on each group’s execution of their plan. Students may offer more suggestions, or point out parts of a group’s plan that they liked. Students will analyze the data to help determine whether or not a group was improving the performance of their prototype. || Computers, group wiki ||

Students will work as a team to fill out an action plan, which can be used as a guide when we go to the lab to share the plan on the classroom wiki. Students will be recording the results of their trials on their group’s wiki. Students requiring more assistance and direction will receive support from their group members. The teacher will also be available to assist groups with questions or struggles through the steps of the collaborative experience. For individuals that need more, it is possible to add another segment to the collaboration lesson. I would have these students produce another wiki entry. In this entry they would share what connections they made between the dropped egg and human astronauts. Did they come up with any feasible options for protecting a human being from such a powerful force as gravity. If their egg drop mechanism proved successful, these individuals could write to explain what ways their experiment may be used more large scale in the real world. If time or inability to use technological equipment poses problems my back plan will still offer chance for collaboration. Groups will get to record their action plan and findings on a poster board. Groups will post these plans in the room. Groups will then travel to each poster, analyze their findings, and then leave sticky note comments and suggestions at each plan poster. Use rubrics to grade two components of this part of the PBL lesson. Students will be graded on their ability to carry out their plan and record their plan and findings on their wiki. A rubric will also come into play when analyzing each individual’s ability to interact with their classmates through the wiki commenting feature.
 * **MONITOR** ||
 * Ongoing Assessments:**
 * Accommodations and Extensions:**
 * Back-up Plan:**
 * **EVALUATION** ||
 * Lesson Reflections and Notes:**