USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First

Subject/Content: Science
Grade
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

Lesson Content
SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as in a straight line,
zigzag, back-and-forth, round-and-round, fast, and slow.
SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push or a pull.

How can forces change the motion of objects?

Given a pre-assessment carnival activity, students will be able to describe, classify, and communicate
observations about the motion of objects, i.e., straight, zigzag, circular, curved, backandforth, and fast or
slow.
Given Motion Mania tasks, students will be able to gain an understanding of force, energy, friction, and
work as they manipulate objects and critically think about the causes and effects of the motion.

This lesson is being taught in order for students to analyze changes in the movement of nonliving
things.
The lesson fits within a larger plan in which students gain an understanding of Physical Science
through the study of the forces of motion and the properties of materials.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

The lesson is being taught this way (in which the activities are hands-on) in order to
accommodate the students bodily-kinesthetic learning styles.
It is important for students to learn the concepts of force and motion because both concepts are
important to our lives and impact many things that we do. Force and motion are fundamental to
all matter in the universe. Everything is in constant motion because forces are always at work. By
learning about force and motion, students will come to understand how they can use forces to
produce motions that allow them to be safe and to enjoy themselves.
Formative Assessment
Whole-group discussion/Review QuestionsThe teacher while asking the guiding questions at the
beginning of this lesson can gauge students prior knowledge.
Observations of center activitiesThe teacher will check for understanding throughout the lesson
by circulating the room/outdoor area and listening to student collaboration and thought
processes.
Summative Assessment
Independent WorkThe teacher will review each individual students recorded observations and
question responses in their motion mania booklets.
Vocabulary
Motion occurs when an object or person moves from one place to another.
Force is the push or pull on an object. Force makes the object move or change direction.
Example: Kate pushes the tetherball to make it move.
Energy is the ability to do work. You need energy to make an object move.
Example: Susie uses energy to push off the ground to make her skateboard move.
Work happens when a force used to move an object moves another object.
Example: You do work when you push a friend on the swing. Your force causes the swing
to move.
Friction is a force caused when two objects rub against each other. Friction causes objects in
motion to slow down.
Push is a force that moves an object. Often, pushing an object moves it away from you.
Example: Tommy pushes off the ground to move his skateboard forward
Pull is a force that moves an object. Often, pulling an object moves it closer to you.
Straight is a type of direction or path an object can move.
Circular is a path or direction, in the shape of a circle that an object can move.
Example: This Ferris wheel travels in a circular pattern by moving around and around.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

Zig-zag is a type of direction or path an object can move with a back and forth, diagonal motion.
Slide is the movement of an object to smoothly glide or slip over a surface without rotating or
flipping.
Roll is the movement of an object that turns over and over in a circular pattern.
Background Knowledge
It takes energy to change the motion of objects.
Energy change is understood in terms of forces--pushes or pulls.
Some forces act through physical contact, while others act at a distance.
We exert force to move things.
Force has a direction. This direction can be back and forth, straight, circular, zigzag, curved, and
fast or slow.
Pushing or pulling can affect how an object moves.
Previous KnowledgePre-Assessment
Review previous concepts learned during science instructional time (i.e. push, pull, change of
direction)
Ask students questions such as:
Who has been to a fair or carnival?
What are some of the things that you see at the fair/carnival?
Record students ideas on chart paper (or white board)
Ask students: Which items on the list are things that can move?
As students answer the question, circle the answers
The teacher will show various pictures of items that move at a fair/carnival
As the teacher puts up each of the pictures, the teacher will ask: How do these items move?
On a bubble map the teacher will write down the item (from the carnival) into the center bubble.
Then the teacher will write down the students responses (how it moves) in the outside bubbles.
The teacher will do this for each picture shown.
Learners
Total of 17 students (7 boys, 10 girls)
Ethnicities
10 African American students
3 Caucasian students
2 Hispanic students
1 Multiracial student
Socioeconomic Status (SES)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

16 students eligible for free lunch

1 student eligible for reduced-price lunch
Exceptionalities
2 students w/language impairments (including 1 ELL)
2 students w/speech impairments (including 1 w/ADHD diagnosis)

What misconceptions might

students have about this content?

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:

ReadinessStudents have been learning about ways that objects can move (i.e. in a straight line, zigzag,
back-and-forth, round-and-round, fast, and slow). Students have also learned how to change the motion of
an object by applying a push or a pull.
Force is a property of an object ("an object has force" or "force is within an object") rather than as
a relation between objects
An object will slow down if there is no force
Faster moving objects have more force acting on them
Heavier objects fall faster than light objects
Objects will continue along a certain path after the forces are removed
Do not see motion as belonging to a number of different categories (i.e. speed up, slow down,
change direction, etc.)
Motion is moving or not moving
A moving object has a force within it which keeps it going
A moving object stops when its force is used up
Lesson Implementation
Gradual Release of Responsibility
Focus lesson (pre-assessment): Collaborative whole-group discussion and review of concepts
(motion and forces)
Guided instruction: Whole-group questioning in regards to ways objects move
Collaborative learning: Small-group center activities
Independent work: Students record observations and answer questions in notebooks
Time
Who is
Each content area may require a different step-by-step format. Use whichever
responsible
plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)?
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Pre-Assessment (Day 1)
9:30
Teacher/
The teacher will ask students:
Students
Who has been to a fair or carnival?
What are some of the things that you see at the fair/carnival?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

9:45

Students

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

As the students give their answers the teacher will write down their ideas on
chart paper. The teacher will then ask students:
Which items on the list are things that can move?
As the students answer the question, the teacher will circle the answers on the
chart paper. The teacher will show various pictures of these items that move at a
fair/carnival:
Pirate Ship
Spinning Teacups
Rollercoaster
Bumper Cars
Merry-go-round
Ferris Wheel
As the teacher puts up each of the pictures, the students will think-pair-share
using the following questions to guide their discussion:
Does the object move fast? Slow?
What is the direction of the motion? Does the object move in a straight
line? Zigzag? Round and round? Back and forth?
Does it change direction?
On a bubble map the teacher will write down the item (from the carnival) into
the center bubble. Then the teacher will write down how it moves in the outside
bubbles. The teacher will do this for each picture shown.
-----------------------------------------------------------------------------------------------------Lesson
Students rotate in small groups of four around the room to complete each of the
motion mania missions. Students record their answers to the mission task cards
in their Motion Mission notebooks.
-----------------------------------------------------------------------------------------------------Activity (Day 1)
Students complete each mission task using the objects provided at each station.
Students collaboratively discuss their observations after each task. Students then
use their critical thinking skills to record their thoughts and answers to the
questions in their Official Motion Mission Notebook.
Station 1: Marbles
Task #1: Roll the marble in a straight line across the floor.
Task #2: Roll two marbles toward each other, so that they bump into one
another.
Task #3: Record the results of this mission in your notebook!
o What did you do to move the marble in a straight line?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade

Group Size:
17

What happened to the marbles after they bumped into each

other?
Station 2: Toy Cars
Task #1: Roll the car forward.
Task #2: Push the car away from you one more time. Watch as it slows
down and stops.
Task #3: Record the results of this mission in your notebook!
o What kind of force did you use to move the car forward?
o What made the car slow down and stop? Circle one:
Motion
Friction
Direction
-----------------------------------------------------------------------------------------------------Activity (Day 2)
Students complete each mission task using the objects provided at each station.
Students collaboratively discuss their observations after each task. Students then
use their critical thinking skills to record their thoughts and answers to the
questions in their Official Motion Mission Notebook.
Station 3: Bouncy Balls
Task #1: Hold the bouncy ball low to the ground. Drop the ball. Observe
how high the ball bounces.
Task #2: Hold the bouncy ball as high above the ground as you can. Drop
the ball. Observe.
Task #3: Record the results of this mission in your notebook!
o Did the ball bounce higher when you dropped it closer to the
ground or high above the ground?
o Why do you think that ball bounced higher? (Hint: Think about
energy).
Station 4: Hula Hoops
Task #1: Spin the hula-hoop. Observe what happens.
Task #2: Now, try to spin the hula-hoop so that it never stops spinning.
Can you do it?
Task #3: Record the results of this mission in your notebook!
o Could you make the hula hoop spin without ever stopping?
o Friction is a force that causes objects in motion to slow down and
o

10:00

Students

9:30

Students

9:45

Students

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade

What will you do if

What will you do if

Meeting your students needs as

people and as learners

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

stop. What was rubbing together to make the hula-hoop slow

10:00
Students
down?
Station 5: Bubbles
Task #1: Make bubbles by blowing on the wand.
Task #2: Make bubbles without using your breath to blow on the wand.
Task #3: Record the results of this mission in your notebook!
o You did work when you blew on the wand. What happened when
you blew on the wand?
o What is another way you made bubbles?
a student struggles with the content?
Assign the below-level student a science partner (on-level or above-level student) to assist in the center
activities and work collaboratively to complete the assessment questions in the Motion Mania booklet.
The teacher can also choose to switch the small-group center activities to teacher-led demonstrations
with student volunteers for the whole class.
a student masters the content quickly?
Students can further their learning about energy and momentum by creating two ramps that are of
different heights to make a hypothesis and draw a conclusion on which ramp will cause the marble or toy
car to roll the fastest. Students will answer Will the marble move faster down the taller ramp or the
shorter ramp? and explain why they think the marble will roll down the taller or shorter ramp faster.
Then students will build the two ramps, complete the experiment, record their observations/results, and
draw a conclusion about which ramp made the marble or toy car roll down faster and farther.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Students have an interest in why everything around them is in constant motion. By learning about force
and motion, students will come to understand how they can use forces to produce motions that allow
them to be safe and to enjoy themselves.
If applicable, how does this lesson connect to/reflect the local community?
Forces and motion are integral parts of students daily lives. From kicking soccer ball at practice to
picking up a sandwich in the school cafeteria to dropping a pencil in the classroom, students will learn
that force and motion are always at play.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students will extend their learning on the effect of friction in order to understand that friction is a force
that can slow down objects in motion. Students will use sandpaper, construction paper, tape, and toy cars
to create a long ramp or road to experiment with friction. Students will set the cars at the very end of the

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First
Subject/Content: Science
Grade

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Group Size:
17

Name: Tori McNealy

Date of Lesson: November 4/5, 2014

ramp and lightly tap the cars until they fall off the ramp and slide down the two roads. Students will
observe the effects of friction and think about what happened with the two cars. Students will answer
Which car experienced more friction? and Why?
How will you differentiate instruction for students who need additional language support?
Have students observe and predict what they think will happen and share their ideas about the activities
aloud. Also, have students record their observations in the form of illustrations in their Motion Mania
booklets. Students can dictate descriptions of their pictures to the teacher.
N/A

Hula hoops (3)

Bouncy balls (2)
Marbles
Bubbles (10)
Toy cars (5)
Task cards for each station
Motion mania booklets (one per student)
Pencils