EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN

3rd Grade Science-Force and Motion

Katie Layne
Elements of the Lesson

Evidence that Documents the Elements

Standard

3-PS2-2 Make observations and/or measurements of an objects motion to provide

evidence that a pattern can be used to predict future motion.

Objectives/Targets I can statements

I can observe and measure the motion of an object to find a pattern to predict future
motion.

Lesson Management: Focus and Organization

As a way to get students attention, the teacher will say Class, Class! and the students
should respond Yes, Yes! To keep the students attention for an extended period of
time, the teacher will say Hands and Eyes and the students should stop talking and
put their eyes on the teacher.
To keep the lesson on task and moving, the teacher will keep a timer to make sure there
is enough time for each part of the lesson.

Introduction: Creating Excitement and Focus

The teacher will review some important vocabulary terms with the class that were
introduced the previous day (Ex. Force, Motion, Gravity, Weight, and Friction). He/she
will ask questions such as;
Who remembers what the book we read yesterday was all about?
- *Show the book under the ELMO*
What does it mean when something has motion (or is in motion)
- Exactly. Motion is when an object changes position.
What is force?
- Its a push or a pull on an object.
So can a force put something into motion?
- You got it! A force can put something into motion.

Input: Setting up the Lesson

Task analysis:

Input:
The teacher will begin by splitting the class into two groups. There should be 14

students in one group and 15 students in the other group.

Thinking levels: questions to engage students
thinking
Accommodations: implementing differentiation
principles
Methods, Materials and Integrated Technology

Task Analysis:
The teacher will begin this lesson on motion with his/her group by explaining the
upcoming activity. Today we will be doing an activity to learn some more about Force
and Motion. Before we even start the activity, I want you to take a second and think
about something. Please, just think quietly to yourself first and then we will share. Do
we think that force can be changed? *The teacher should give the students a few
moments to think through their answer* Who has an idea? *Take a couple
responses* So you think that force can be changed? Why do you say that? *Let
students explain their thinking* Okay! Great thinking. Well we are going to do an
activity to find out if you are right, but go ahead and write down a couple of those
predictions on your Predictions worksheet. *Give students time to write*
*Hand each student a Straw Activity Recording Sheet.* Now we have three different
types of straws here. A smoothie straw, a regular straw and a tiny stirring straw.
*Show each type of straw* I will use each straw to see how far I can blow a cotton
ball, a ping pong ball, a ball of paper, and a plastic ball. On our Recording Sheet, I
want each of you to record how far the ball rolls in inches.
1. The teacher will start with the cotton ball and the smoothie straw.
2. Place a piece of tape on the table to indicate where the ball will start.
3. Place the cotton ball on the table where the tape is.
4. Aim the straw at the cotton ball and blow through the straw. [I DO]
5. Choose a student to measure the distance it traveled from the tape to its current
place. (Choose a different student each time)
Repeat this process with each of the four balls.
Next, move on to the regular straw and repeat steps 3-5
Okay, now I need one person to grab the cotton ball, one person to grab the ping pong
ball, one person to grab the paper ball and one person to grab the plastic ball. You will
each get a stirring stick and try this. I will say the steps as we go and you just need to

follow my directions. [WE DO]

Once finished with the regular straw and the practice, repeat steps 3-5 with the
stirring straw. This time choose four students to help you through the process.
Have each student use a stirring straw to blow one type of ball. [YOU DO]
Do you think each one of these balls would have traveled farther if I had blown with
more power? *Let a few students answer* I think you might be right. So, lets think
back to our predictions we made before. Do you think that force can be changed now
that we have done this activity? Yes? Why? *Wait for an explanation from a student*
A force can be a PUSH or a PULL. What was the air through the straw doing to the
ball? Exactly it was pushing it! So The harder I blew through the straw, the bigger
force I was putting on the ball.
Accommodations:
For students that may need a little extra help with the concept of force, allow him/her
to have the ScienceReaders book out to refer back to.
For students who have trouble writing, have them quickly tell the teacher their
predictions and he/she can write them down while the rest of the students write down
their own.
Materials:
- ELMO
- ScienceReaders Force and Motion Book
- Smoothie Straws, Regular Straws, Stirring Straws
- Cotton Balls, Ping Pong Balls, Paper Balls, Plastic Balls
- Straw Activity Recording Sheet
- Predictions Sheet
- Pencils
- Ruler
- Masking Tape/Scotch Tape
Modeling: I DO

*See Task Analysis

Checking for Understanding

Checking for understanding will be done throughout the lesson. The teacher will
prompt the students for further explanation during the introduction and near the end of
the lesson. He/she will also check for understanding through formative assessment (i.e.
thumbs up, down, or sideways).

Guided Practice: WE DO

*See Task Analysis

Collaborative (YOU DO TOGETHER) and/or

Independent Practice (YOU DO)

*See Task Analysis

Closure

As a closure, the teacher review the groups findings from the day. The teacher should
restate that force can be changed. He/she should include that the push on the ball by air
being blown through the straw is the force. The more air that is blown through the
straw the farther the ball will move.

Assessment

Brief forms of formative assessment will be done throughout the lesson. During the
introduction, the teacher will do a quick thumbs up, thumbs down, thumbs sideways
activity to ensure that students have a general understanding of the vocabulary. This
will also allow him/her to assess if they need to do any quick re-teaching of any
concepts before moving on.
The following day, the class will analyze the data received and make some more
conclusions. After having a discussion about what everyone observed during this
lesson, each student will receive a worksheet to complete (Attached Below). This will
allow the teacher to have a copy of what the students are understanding and what they
still need to work on.

Reflection

(2014/2015)