Lesson 3: Inclined Plane

In this lesson, the focus was to explain how the inclined plane does work, take notes from

print and digital sources, and ask and answer questions about informational texts. This inclined

plane lesson was a continuation of helping students learn the enduring understanding that simple

machines make our work easier. Students learned how the inclined plane makes work easier.

Based on the previous lesson on simple machines, I knew students needed support with writing

notes and answering the questions completely. I knew they would struggle because some

students had incomplete answers for one or two questions. For example, when answering the

question how do simple machines make work easier, students did not include how the force

needed to move the load is reduced with the help of simple machines. Based on this realization,

I modified my instruction by creating mixed-ability groups, so students could support each other

in completing their notes correctly and accurately.

Instructional Plan

In this lesson, I taught three different strategies to help students understand the simple

machine, inclined plane. The first strategy was using question stems to ask questions. The use

of question stems allowed students to apply their prior knowledge and form questions about

inclined planes. The next strategy was reading sentence by sentence to answer questions. This

strategy was somewhat effective. Students missed important information about inclined planes

or recorded information in the incorrect box. I realized that my questions were not phrased

clearly. For example, I asked What is an inclined plane? Instead, I could have reworded this

question to What are the parts of an inclined plane? or added hints such as parts in parenthesis.

I selected those strategies because asking and answering questions give students a purpose for

reading, focus students attention on what they are to learn and encourage active reading (Adler,
n.d.). The final strategy was using Cornell notes to gather information and take notes. Taking

notes using the Cornell Notes were partially effective in helping most students record

information. Some students struggled with recording the source names, writing information in

the correct boxes, and answering how inclined planes make work easier. Some students failed to

write that the inclined plane helps to reduce the force needed to pull a load.

In this lesson, I presented the information about inclined planes through modeling,

discussion, and experiments. I modeled how to write information from the Dirtmeister article

and then provided students a brief moment to practice with guidance. We discussed what

information could be added after students read two more lines. I realized that I did not model

how to take notes and how to determine which information to write. I also did not provide

students enough time to read and record. For example, I read a line and then asked students if

the information should be recorded. Instead, I could have read the text and thought out loud to

demonstrate what information to use and how to record it on the Cornell notes.

During independent work, students read and completed an experiment to add additional

information about inclined planes to their notes. During the experiment, students had access to

see how different heights of the inclined plane affected the amount of force needed to move a

load up. For instance, I set up one model that was steep at approximately a 60-degree angle and

another model with a 30-degree angle. It was effective to have students interact with different

inclined planes because it helped them to visualize how distance impacts force. It was effective

to have students work collaboratively because they could make sense of information together,

however I should have given them more time to complete their notes. As a result, students did

not take notes from all sources, answer all questions, and record their sources. Completing

activities in groups and pairs meets the students needs because students are able to utilize each
other to make sense of the content by asking questions and sharing information within their zone

of proximal development (Gibbons, 2015).

Supporting Diverse Learners

The academic language, supports, and modalities had mixed results in this lesson. I first

focused on ensuring students learned the terms work, force, distance, inclined plane, angle, steep,

load, inquiry, hypothesis, materials, procedure, observation, and conclusion. This was critical

because students needed to comprehend the vocabulary in order to understand how the inclined

plane works and complete the experiment. For example, students needed to create a hypothesis

before testing the inclined planes. One student wrote, I think I can hook it. This student did

could have elaborated on his predicted, such as saying he would hook it and then pull it straight

up onto the chair or use a long ramp to pull it up. They also needed the vocabulary to explain

their learning. For instance, students used the word force to explain why work was easier when

using an inclined plane.

Students used all language modalities. The supports given were discussion, a word wall

with visuals for some words (e.g. work), and a hands on activity. The supports could have been

improved because my students could have benefitted from more visual supports. Borich (2015)

advised writing on the board, using the overhead, and demonstrating equipment to clarify

content. I failed to model how to complete the experiment clearly and write on the board. For

example, I did not clearly indicate which inclined plane was steep and which one was gradual or

attach the spring scale to the load (book). As a result, students were not able to complete the

procedure independently. Despite the lack of visual cues, students were able to answer questions

and complete the experiment about the inclined plane by asking questions when needed. Some

students asked which inclined plane was which or how to attach the spring scale to the load.
They were able to apply force, but did not apply work, distance, and load to their observation and

conclusion questions. One student wrote that less force was needed to move the book up the

long inclined plane. In future lessons, I would utilize more written words, visuals, and add

kinesthetic motions to make the learning of language more effective.

The differentiated instruction for this lesson on inclined planes was planned for ability

groups. Tomlinson (2014) claimed that differentiation provides specific alternatives for

individuals to learn as deeply as possible and as quickly as possible (p. 10). The first way I

differentiated for striving learners and SPED students was providing fill in the blank notes.

Neef, McCord, and Ferreri (2006) claimed that with guided notes there is a reduction in errors

associated with determining what to write, minimal writing requirements to allow more

opportunities to listen and participate...and requirements for active student responding in

completing the notes (p. 1). This means that the SPED and striving students can focus more of

their attention on processing the information rather than trying to write down everything.

While these differentiated notes were intended to help students, I noticed this support was

not effective. Students were not able to determine what words to write and the notes did not

allow for additional information, so I provided blank Cornell notes. For example, I wrote

nothing moves, you do! to partially answer how inclined planes work. However, this fact that

the inclined plane has no moving parts was not listed on the differentiated notes. The second

way I differentiated was asking students to work in partners. I strategically grouped students

based on ability. Striving and SPED students were paired with a peer who was a strong reader,

so they could access the information. Despite the striving and SPED students struggling with the

fill in the blank notes, working with peers enabled them to obtain knowledge about how the
inclined plane makes moving a load easier by creating changes to force and distance. In future

lessons, I would create notes that align with the sources so students can take notes independently.

Monitoring Student Learning

The student learning outcomes for this lesson were to identify examples of inclined

planes, explain what an inclined plane is, how it works, and how it makes life easier. They were

also expected to take notes, as well as ask and answer questions. I used the monitoring plan to

check if students were making progress for the student learning outcomes during collaborative

work time and while checking students notes after the lesson. For example, I read students

notes for the question What is an inclined plane?. Some students wrote another name is

ramp, but was missing the parts or descriptors of the machine. The feedback given was to write

down the machine parts, such as a sloping, flat surface. Other students had incomplete answers

for how does the inclined plane make life easier. In response, I said or wrote that students

needed to think about how force or distance has changed to explain how work became easier.

During the lesson, I mostly provided oral feedback, which was not the most effective way to

prompt students since many students need visuals supports. Instead I could have varied my

mode of feedback between oral, written, and body language depending on the needs of the

learner (Borich, 2015).

Overall, students demonstrate growth in this lesson. There was an increase of students

who meet with excellence or proficiency for all standards. Students improved in explaining how

simple machines do work, asking and answering questions, and gathering information and taking

notes. In the pre-assessment, data results on explaining how simple machines do work

(SC.3.7.1), 5 students were developing and 17 were well below. In this lesson, the students

improved. Five students were meeting with excellence, 15 were proficient, 1 developing, and 1
was well below. After revising using feedback, 7 students met with excellence, 13 were

proficient, 1 developing, and 1 were well below.

Students received many opportunities to learn the ask and answer question benchmark

(RI.3.1). In February 2017, 15 students were meeting proficiency, 5 developing proficiency, and

5 were well below (K. Hotema, personal communication, February 16, 2017). In the previous

lesson, 12 students met with excellence, 6 met proficiency, 3 were developing, and 1 was well

below. Then in this lesson, 12 met with excellence, 7 were proficient, and 3 were developing

after applying feedback. Based on this information, students are have progressed from the start

of the simple machines unit. Students in every progression level has moved up to the next level.

For example, 12 out of 15 students who were meeting proficiency in February 2017 has

progressed to meeting with excellence.

Students have shown the least progression in gathering information

and taking notes (W.3.8). In the pre-assessment, 6 students met proficiency, 11 were

developing, and 5 were well below. In this lesson, 5 students were meeting with excellence, 8

were proficient, 7 developing, and 2 were well below. After feedback, 5 students were meeting

with excellence, 10 were proficient, 5 developing, and 2 were well below. Developing and well

below students could meet proficiency if they took notes from all sources, recorded their

information in the correct boxes, and indicated their sources of information.

During the closing of my lesson, students shared examples of their questions and answers

about inclined planes. For example, one student shared that inclined plane helps people to move

objects. In hindsight, I realized that I failed to check students progress toward the enduring

understanding and if they accomplished the I can statements. I asked students the question: what

did you learn about simple machines to leave the discussion open to answering any of the

supporting questions. Students shared their knowledge of inclined plane (flat surface, high and
low) and how does it work (push things up, down). I did not have the opportunity to discuss the

enduring understanding, which relates to the supporting question how does the inclined plane

make life easier because of the lack of time. However, we finished discussing the experiment

and the implications of the findings during the next lesson. Providing a summary at the end of

the lesson would have clarified content that was not learned or misunderstood during the

lesson (Borich, 2015, p. 121) and reinforced the enduring understanding.

Student Progress for Lesson 3: Inclined Plane

16
14
12
10 15
8 12
6
4 8 7
2 5 5 6
0 2 3 1
1 1
Number of Students

ME MP DP WB

Student progress from lesson 3 for the benchmarks SC.3.7.1, compare how simple machines do
work; W.3.8; gather information and take notes; RI.3.1 ask and answer questions. These results
were derived from students notes prior to my feedback.

Student Progress for Lesson 3: Inclined Plane

14
12
10 13 12
8 10
6
4 7 7 0
2 5 5
0 2 3
1 1
Number of Students

ME MP DP WB

Student progress from lesson 3 for the benchmarks SC.3.7.1, compare how simple machines do
work; W.3.8; gather information and take notes; RI.3.1 ask and answer questions. These results
were derived from students notes after applying my written or oral feedback.
Informing Instructional Practices

The first benchmark utilized in this lesson was compare how simple machines do work to

make life easier (SC.3.7.1). Seven students met with excellence. They were able to use

academic language of inclined planes and answer the supporting questions accurately and

completely. Thirteen students met with proficiency. These students were successful with

answering all questions, but encountered challenges with using the academic vocabulary of work

(force and distance) and incorporating all important information. For example, they did not write

that the inclined plane increases the distance or it becomes longer, so less force is needed. One

student was developing. He was able to include some important facts, such as examples of the

inclined plane, which include a ramp and stairs. This student encountered challenges with

writing enough information to demonstrate knowledge of the inclined plane and using the

vocabulary of inclined planes. He was missing information about how the inclined plane makes

work easier and how it works. This student could have met proficiency if he wrote that the

inclined works by pulling or pushing a load up or down it and allows us to use less force to move

the load. One student was well below. She did not complete her Cornell notes, so she did not

demonstrate understanding of how the inclined plane makes work easier.

The second benchmark used in this lesson was asking and answering questions. Twelve

met with excellence. They were able to write more than one question about inclined planes using

the question stems and answer the questions completely using the feedback given. Seven

students met proficiency. Students answered the questions, however only wrote one question

about the inclined plane. To meet with excellence, students would need to write at least one

more question. Three students were developing. These students answered some of the

questions, but left some questions unanswered or incomplete. For example, one student did not
answer what are some everyday examples of the inclined plane. Another student only wrote

another name is a ramp to answer what is an inclined plane. His answer did not illustrate the

characteristics or parts of an inclined plane, such as having a flat surface.

According to the data, students made gains on every benchmark. Even though they made

gains, I realized my instruction could be more effective. The benchmark with the least

improvement was W.3.8, which involves gathering information and taking notes. For this

benchmark, 5 met with excellence. They were able to write the information about inclined

planes in the correct places, cite their sources, and take notes for all sources. Ten students were

proficient. They wrote information in the correct places, but either forgot to cite one of their

sources or take notes from one source. Five students were developing. These students had a

variety of challenges. Some challenges were writing notes from all sources, writing in the

correct box, and citing their sources, such as Dirtmeister. Two students were well below. These

students wrote information in the incorrect boxes more than half the time, did not write notes

from all sources, and did not write sources down. For example, one student wrote a ramp in

the answer box for how does it make life easier. That same student did not cite Machines Can

Move and the experiment. He left the sources box blank.

To help these students improve their note-taking skills, I can remodel and give students

more opportunities for guided practice for taking notes using the Cornell notes. I can emphasize

how to record sources after writing down information. I can also slow down the pace of my

delivery so students can process the directions and information given. Another challenge

students faced in this lesson was using the academic vocabulary of inclined planes and simple

machines, such as force and distance. To assist students, I can incorporate kinesthetic teaching,

which means to use hand gestures and body movements. Research demonstrates that learning is
enhanced when tactual/kinesthetic strategies are employed because movement improves

memory and retrieval (Vanhosen, 2015). Ultimately, movement engages and motivates students

to learn. Making these modifications will help students take more complete notes and develop a

clear understanding of how simple machines