You are on page 1of 3

ED 345 Calvin College Teacher Intern Lesson Plan Template  

Teacher Intern: Hannah Hougen Date: April 2018  


Grade Level: 3rd Grade Subject/ Topic: Science/Force & Motion  
Approx. time spent planning this lesson: 1.5 hours  
DOMAIN 1: PLANNING & PREPARATION 
Main Focus​: Speed & Distance 
Brief Context​: This is the fifth & final lesson in the force & motion unit. Students will explore 
time, distance, and speed using toy cars. We will also explore through walking a set distance 
and timing it. 
Prerequisite Knowledge/Skills​: There isn’t much from previous lessons needed for this one. At 
this point in the unit, students will know about gravity, balanced forces, friction, and the 
effect that forces will have on different sized objects. They will also have experienced 
recording different types of data.  
Objectives:  
3-PS2-2​ Make observations and/or measurements of an object’s motion
Assessment​:  
Formative: Student responses during the introduction 
Summative: Student’s ability to solve one another’s problems that they write, exit ticket  
 
Worldview​ ​Integration​: Though each one is unique, all students are capable of learning.  
Instructional Resources:​Science Friction, ​2 toy cars, document camera, stopwatch  
 
Universal Design for Learning Networks/Domains (​see UDL Guidelines​ ) 
RECOGNITION   STRATEGIC  AFFECTIVE 
Multiple Means of  Multiple Means of  Multiple Means of 
Representation  Expression  Engagement 
Options for Perception  Options for  Options for recruiting 
Read the numbers aloud  action/interaction  interest 
while recording them on a  Students will be timed as  Students will get to take 
graph   they each walk across the  turns acting as the cars, and 
room  all students will be timed as 
they walk across the room  
 
 
Options for  Options for Expression  Options for Sustaining Effort 
Language/Symbols    & Persistence 
Clarify vocabulary - speed     Emphasize effort as students 
work on problems  
 
Options for Comprehension  Options for Executive  Options for Self-Regulation 
Activate background  Function   
knowledge - what do they  Embed prompts to show and   
know about speed?   explain your work as 
students try solving 
speed/distance problems  
 
 
 
DOMAIN 2: THE CLASSROOM ENVIRONMENT 
COVENANT MANAGEMENT: Relationship & community building​ ​(Note any specific ways in 
which you plan to build or strengthen relationships and community – student-student & teacher - 
student.] 
 
1. Class discussion 
2. Activity involving timing each student’s time walking 
 
CONDUCT MANAGEMENT:​ (Behavioral expectations, strategies to encourage self 
regulation, etc.) 
Identify at least 2 ways you will gain whole group attention: 
1. Ringing the bell 
2. Hand clapping rhythm 
3. “If you can hear my voice clap once”...etc.  
Strategies you intend to use to redirect individual students:   
1. Moving myself to be physically near to them 
2. Calling on individuals by name 
 
PHYSICAL ENVIRONMENT​: Note any specific ways you will use the environment to 
contribute to the learning.   
We will time students as they walk across the classroom, we will use space at the front of the 
room to pretend the toy cars are traveling a distance.  
 
DOMAIN 3: INSTRUCTION 
CONTENT MANAGEMENT: THE LESSON 
Motivation/Opening/Intro​:  
-Review yesterday’s science lesson on friction - read from the book ​Science Friction 
-Ask students what they know about the word ​speed​. Let students think for a while, then call 
on students to share what they are thinking.  
-Give students a problem to think about:  
-If it takes Car A 25 seconds longer to travel the same distance as Car B, Car B is  
traveling at what speed? (faster, slower, same)  
-Let students think about it on their own for a minute, then let them talk to a partner 
-As a class, ask students to share what they think and then explain/defend their reasoning 
-Call on two students to model this scenario using toy cars at the front of the room, let 
everyone see what’s happening. 
-Repeat with other problems:  
-If it takes Car A 30 seconds less to travel the same distance as Car B, Car B is traveling 
at what speed? (faster, slower, same)  
-If Car A travels a further distance than Car B in the same amount of time, then car A is 
traveling at what speed? (faster, slower, same)  
 
Development​:  
-Define speed: the distance traveled in a certain amount of time  
-Each student will walk across the classroom, from the door to the far counter.  
-Go in alphabetical order, which the students are very familiar with. As one student is taking 
their turn, the next person will move to their spot. 
-Time the students and record each student’s time on a paper displayed by the doc cam 
-Have students make up their own problem using the class data from walking across the room  
 
Closure​: 
-Call on some students to share their problems, talk about them as a class 
-Exit ticket: Write definition of speed 
 
 
 
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES 
CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM​: Please note recent evidence of 
your efforts as a professional.