Bri Leas

EDU 300

Early childhood education dual license

December 7, 2016

The first airplanes- 4th grade Ohio social studies standards- Ohio in the United States

1. Objective: The student will be able to understand how airplanes fly. Students will also
understand the parts of an airplane that allows them to fly.

2. Content Standard (s) Common Core if applicable: Ohio State standard PHYSICAL SCIENCE (PS)
Topic: Electricity, Heat and Matter This topic focuses on the conservation of matter and the
processes of energy transfer and transformation, especially as they apply to heat and electrical
energy.

3. Motivation: Students will need to know what an airplane looks like and some of the basic parts
that an airplane have. I will use this knowledge to teach students how these parts make
airplanes fly

4. Instructional materials:

 Introduction video

 List of vocabulary words

 Visual aid of parts of an airplane

 Gizmo

 Vocabulary quiz

 Worksheet

5. Procedures:

 Students will watch an introduction video on how airplanes fly

 Students will receive a list of vocabulary words of terms that help airplanes fly

 We will read through the list of words and re-watch the video to point out these terms

 Students will receive a diagram with the parts of a plane labeled

  Students will be able to tell their personal experiences of riding on airplanes

 Over the next two days, we will continue to discuss the terms and the diagram

 Students will take a quiz on the vocabulary terms

 Students will fill in the parts of an airplane in a blank diagram

 Once assessment is complete, students will be able to participate in the gizmo.

6. Classroom Discussion: The classroom discussion will include what parts of nature allow
airplanes to fly and what parts help them fly as well. Students will be able to tell their
experiences of flying on an airplane if they have had the experience.

7. Academic vocabulary: I will use a vocabulary list and a diagram to introduce key words.
Students will be able to point these terms out in the video.

 Thrust, lift, drag, aerodynamics, stability, and gravity

 Wing, tail, tail wing, engine, nose, pilot window, door, and passenger windows

 Gizmo

8. Assessment and Evaluation: Students will complete a vocabulary quiz and they will fill in a blank
diagram of airplane parts.

Value Added:

1. I will use a gizmo on excavation to add value to my lessons. Students will be able to dig
through “fossils” that incorporate airplane parts, boat parts, and wagon parts. Students will
find the parts of the airplane and put it together. This will require students to know the
parts of an airplane and where they go.

2. Universal Design for Learning –

 Student with a learning disability will be able to use his or her diagram during the
excavation activity.

 Student with an orthopedic disability will be able to work with a partner to help
them chip away to find the objects.

 ELL student will receive the list of words in English and their primary language of
Spanish.