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Calin Deck

Lesson Plan
8 February 2018
Elementary Education: Science Lesson Plan
Background Information:
 Age/Domain: Grade 3
 Subject: Forces and Motion
 Lesson Plan Type: Problem Based Learning
 Title: Predicting Motion
 Time: 75 minutes
Goals:
 Students will work collaboratively to test theories about motion in relation to speed
and direction of motion.
 Students will identify the patterns of an objects motion in various situations to predict
future motion.
I can use the patterns of an objects motion to make predictions about the objects future motion.
Rationale:
 Classroom engineering activities, such as this, require students to work in teams
where they must collaborate and communicate effectively to solve a problem.
Teaching students at a young age skills that are essential for success in any career.
Objectives:
After completing the lesson:
 Students will be able to use domain-specific vocabulary when planning and
improving their cars course of action.
 Students will know and be able to manipulate materials to change the motion of an
object, as demonstrated in their investigations (Time dependent).

Next Generation Science Standards:
 PS2.B
Objects in contact exert forces on each other.
 3-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and
unbalanced forces on an object.
 3-PS2-2
Make observations and/or measurements of an objects motion to predict future
motion.
Curriculum Standards:
 CCSS.ELA-LITERACY.W.3.10
Write routinely over extended time frames for a range of discipline-specific tasks.
 CCSS. ELA-LITERACY.RI.3.7
Use information gained from illustrations and the words in a text to demonstrate
understanding of the text.
 CCSS. ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Teacher Preparation:
 Bill Nye the Science Guy video
(https://www.youtube.com/watch?v=8iKhLGK7HGk&list=PLAUp3cchRLSUZloebz
Wy8dDMzOiTuGssE&index=3)
 Prepare visual aid: Moovly-google
 Create guiding questions
Assessment Plans:
 Prior Knowledge:
o Students will come to class knowing the different components of the engineering
design process.
o Students will come to class with some understanding of the domain-specific
vocabulary.
 Assessment: (Formative)
Mrs. Ruble and I will place a star on the students completed plan for discovery, when
each member of the group has successfully completed each component of the
planning process.

I will also be circulating the room to ask students questions, guide student learning,
and to see that students are utilizing the domain-specific vocabulary.

Materials:
 Constant velocity cars
 Backup C batteries
 Bill Nye Video video
 Student Journals (Print pg. 10)

Instructional Procedures:
Introduction/ Anticipatory Set (15 Minutes):
 Bill Nye Video (5 minutes):
https://www.youtube.com/watch?v=8iKhLGK7HGk&list=PLAUp3cchRLSUZloebzWy8
dDMzOiTuGssE&index=3
- This video utilizes some of our domain-specific vocabulary. Every time you hear one
of our science terms, I would like you to raise your hand.
 Discuss Expectations (5 minutes):
What do you expect of yourselves?
How do we behave when working in groups?
What if you disagree?
What if your plan doesn’t work?
 The problem/question (5 minutes):
- Watch moovly video Today, we are going to be using the Engineering Design
Process to learn more about motion. Yesterday, we talked about the first two
steps. Today, we will be focusing on planning.
- Question: How can we change the motion of the velocity car?
I Can… Identify the patterns of an objects motion in various situations to predict future motion.

Open-Ended Phase (25 Minutes):
Activity 1: Planning- Page 10 of Student Journals
Using what we have read, each group is going to develop a plan. Your plan will need to
have these four things: the question, the materials you will use, and a drawing of how you
plan to set up the investigation.
When finished each group member will have their hand raised, and Mrs. Ruble or I will
come over to check for the components and listen to the group’s explanation.
- The expectations will be displayed on the overhead
Questions to facilitate planning/brainstorming:
- What do you already know from working with the cars that might help you to solve
the problem?
- What materials might you use?
- Can someone explain to me what you discussed so far?
- What happens when the car hits a wall?
- Is the exit directly in front of the car?
- What can we do to change the cars direction?
- How could we change the cars speed?
- What can we do to change the distance the car travels?

Activity 2: Creating/Testing
Students will collect their materials and begin testing their plans. At this time, the
students will not be using the course, as that will be the culminating activity. This time
will be used to test any questions that students may have regarding the cars motion.
Questions students might be testing:
- What can we do to change the cars direction?
- How could we change the cars speed?
- What can we do to change the distance the car travels?

 Convergent Phase (15 minutes):
Student led discussion:
The students will lead this discussion. My goal is for the students to become
comfortable sharing their ideas and collaborating at the end of each science lesson.
By the end of the school year Mrs. Ruble and myself would like the students to be
self-directed learners.
Discussion starters:
What materials are you using and why?
How are you changing the direction of your car?
What worked or did not work?
What will you do differently?
What problems did you run into?
What kind of questions were you asking yourselves?

Differentiation:
 The groups for this activity all consist of mixed ability levels. In doing this I am allowing
the students to help and teach one another.
 I will also be circulating the room to talk to different students. During this time I will be
touching base with the students who seem to be struggling.
- I will ask guiding questions similar to those listed above to help direct their
thinking.

Pre-Reflection:
This lesson is one of six. The students have been collecting information through observing
motion, reading The Fire Truck Express, and collaborating with other groups. During this
activity the students will be in the planning stage of the engineering design process. They will be
formulating a question and determining what they will need to set up their investigation.

Cars will be provided to those students who finish early. They are to use this time to put their
plan into action for the very first time. This means there will be a lot of trial and error, but by the
end of this lesson these students will have their plans for revision written in another color on
page 10 of their student journal.

I have not had a lot of experience with problem-based learning. To prepare for this I have
prepared many questions to facilitate and guide student thinking. I have also created discussion
starters for the convergent phase where the students will come together to further discuss their
findings.

Post-Reflection:

Overall, the lesson went very well. When watching Bill Nye, the students did a great job of
raising their hands when they heard any of our new domain-specific vocabulary words. I was
able to check what the students knew based on the number of hands in the air. I also noticed that
when Bill Nye discussed a push or a pull some students were raising their hands. After the video,
I asked the students if a push or a pull was one of our new science terms. Many responded with
no, but one student was brave enough to defend her reasoning. She explained that she wasn’t
sure whether she should raise her hand or not because a push or a pull is a force and, force is a
science term. This activity allowed me to see which students were recognizing the new
vocabulary, and which students had an understanding of the words meaning.

To improve this lesson in the future, I might consider putting students into groups of five or six
to cut down on the number of groups that I need to circulate between. I used all eight cars to
allow each student ample time with the car and the materials, but I feel the multitude of groups
made it hard for me to talk to any one group for an extended period of time. Fewer groups would
have allowed me to further facilitate and direct student thinking.