October 21, 2014

Julia Giordano
Student Teaching
Emerson Elementary School
Mrs. Wenner-2nd Grade
Science Lesson Spinners: Tops
Title: Spinners: Tops
Lesson Essential Questions: How can you make the best top? What makes a top spin?
Standards
S.K-2.A.2.1.2: Describe outcomes of an investigation.
S.K-2.A.2.1.1: Understand that making a change to an investigation may change the outcome(s)
of the investigation.
3.2.3.B1: Explain how movement can be described in many ways.
Learning Objectives & Assessments
Learning Objectives
Students will be able to describe the best
method for creating and spinning a top.
Students will be able to design a top to spin.
Students will discover how to produce
rotational motion.

Assessments
Students will build and test their own tops.
The will record their findings in their science
journal.
Students will be given materials to make their
own tops.
Students will be given materials to make their
own tops.

Materials
For each student
1 large red disk
1 small yellow disk
1 wooden shaft
Science journal
Pre-lesson assignments & Prior Knowledge
Students have investigated balance. They have worked with materials to create their own models
and recorded their findings in their journal. They are familiar with building, testing, and
recording.
Lesson Beginning
Review balance with the students. Tell them that today; we will be starting to investigate
motion. Ask what they know about motion. Tell the class that the first type of motion we will
look at is spinning. Ask the class what type of things spin. Ask how we can describe these
things when they are spinning (in a circle, or rotating).

October 21, 2014

Instructional Plan
1. Tell the class they are going to build tops. Write How can you make the best top?
on the chart paper on the board. Have students copy this question in their science
journals.
2. Explain what the best top means. It can mean spinning the longest or the fastest.
Ask students what they think they need to make their tops.
3. Show students the materials. They will each get a large red disk, a small yellow disk,
and a shaft. Show students which side to put the shaft into. Do not tell the students
how to spin the top; instead, tell them they must figure that out themselves.
4. Tell each table captain to come and get the materials they need for their table. Tell
the class they may begin once they have what they need.
5. Give the class about 10 minutes to build and test their tops. Walk around and talk to
students about what they are doing and why.
6. After 10 minutes, call the attention of the class. Collect all materials except for two
models.
7. Ask the model students to come up to show what they made. They will spin their top
and explain why they chose this way.
8. Talk with the class about what they did to start the top. Explain that a force is needed
to start spinning the top.
9. Instruct students to answer the beginning question in their journal. Write a sample
answer and drawing on the chart paper on the board.
10. If there is time, students will copy the vocabulary words in their journals.
Differentiation
Students will build their own tops, allowing for individual hands-on learning.
During the investigation, I will walk around to assess students and help when necessary.
Questions
What is motion? What makes the best top? How can you start to spin a top? Which disk makes
the top spin faster? Which disk makes the top spin longer?
Classroom Management
I will have the materials ready to go for each group.
I will keep the students engaged and on task by asking for models.
I will explain in detail how the materials will be used.
Transitions
Before each different activity, explain fully what is expected of the students. Ask only table
captains to gather the materials.
Closure
As a class, we will review spinning. Students will record vocabulary words in their journals.