Mariah Martin Science 3/14/14 edTPA Indirect Instruction Lesson Plan Template Force and Motion _____________________________________________________________________________ Central

Focus/Big Idea: Observe how an objects speed or direction can change by pushing or pulling it. Subject of this lesson: How do forces on an object effect its direction and speed and what does friction have to do with speed? Grade Level: 3rd grade NC Essential Standard(s): 3 P 1.1- I will observe and record how the direction or speed changes when I push or pull it. Next Generation Science Standard(s): What K-5 performance expectation is addressed? Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here: http://www.nextgenscience.org/next-generation-science-standards. 21st Century Skills: Creativity because in their guided practice they are attaching things to a small toy car to make it change speed or direction. Critical thinking because they have to critically think to answer the questions as their independent practice. Collaboration because in their guided practice they will be working in small groups. Academic Language Demand Language Function: I chose compare/contrast because they will be comparing the speed of the car going down the ramp without any objects on it to when it has objects on it. Describe because they will need to be able to use the correct scientific vocabulary while telling about their experiment. The students at the beginning will also be predicting what they think the car will do each time they change what they put on the car. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Scientific Vocabulary: Push, Pull, Weight, Mass, Friction, Force and Motion

Instructional Objective: What happens to an object that is being pushed or pulled and what factors can we change to increase or decrease the speed of the object? How do force and motion effect an object? What effect does friction have on an object? During their experiment with the car I will be walking around and observing their responses to how the objects change the speed

of the car. I will also know by listening to their responses of what their vocabulary means when we look over their flash cards of the vocabulary. On their independent practice worksheet they should have all of the questions answered and 3 out of the 4 questions right. Prior Knowledge: Students should have a basic understanding of force and motion like push is when you move something away from your body and pull is when you bring an object towards you and vocabulary necessary for the lesson like push, pull, friction and speed. Content Knowledge (teacher): The teacher needs to know that when you push an object it moves away from you and when you pull an object it moves toward you. The teacher should know the movement of the object is its motion. The teacher should know that the objects like pipe cleaners, a straw and tape can all change the speed of the car going down the ramp. Accommodations for special needs (individual and/or small group): I would ask them more in depth questions like Why do you think only one object did not work? and Why do you think some objects worked better than others?to make sure they understand the experiment they are doing and then if they need it they can work with another student to complete their independent practice worksheet. Materials and Technology requirements: Class Ipads for stopwatch for 5 groups (one per group. One set of experiment directions per group (5). Their individual practice worksheet (attached). Hot wheels toy car. Pipe cleaners, straws, tape, paper clips, cubes, counters, and marbles to altar the toy car with. Total Estimated Time: 30-45 minutes Source of lesson: Teachers pay Teachers- Fantastic Force Friends Grade 3 Science Centers Safety considerations: The teacher should be monitoring the experiments and all the pipe cleaners and straws should be pre-cut so that they are not using any scissors.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: Professor Villain is getting away and only we can stop him! When we push or pull an object we are adding a force to that object. When we add a force to an object we change the objects motion. Professor Villains car is traveling down a hill. We can attach things to his car to slow him down so we can catch up to him. Which object do you think will slow him down the most? Do you think that it will take more than one? Explore: We are using little white boards as the ramps and text books to make it an incline. Start out by letting the car go down the ramp a couple of times with nothing on it and using the stop watch on the Ipad time how long it takes to get to the end of the ramp. Write down what time you get. Then take a look at the objects that are on your tables and think about how we could use them to slow Professor Villain down. Explanation: Why do you think the objects slowed the car down? Why did some of the objects work and others not work? Which objects worked best? Which objects worked the least? The friction between the car and the road was lowered because of the objects. The new heaviness of the car due to all the new objects being taped onto it lowered the speed that the car was traveling. Therefore, the objects that are the heaviest or affect the wind speed like a straw taped horizontally on the car work the best. Elaborate: After completing the experiment then the students will complete their paper individually about the experiment. On their papers they have to write down their original time and the time that they were able to slow their car down to, draw a picture and label three objects that they used to slow down the car, and then they had to write what they learned based on their work. Evaluate: I will collect and look over their individual assignment which is the paper that comes along with the lesson as a formative assessment and my questions and observations during the lesson will be my summative assessment. For the formative assessment I will check to make sure that they have both the times written down, they have a drawing and it has at least two of the three objects labeled and their sentence needs to have the word friction in it and describe how they knew their objects worked.