Stetson University Department of Education Daily Lesson Plan

Name: Courtney Pindjak Date: 2-25-20

Time: 12:50-1:20pm Lesson # Tuesday

Big Idea/Topic: Force and Motion Grade/ Subject

K/Science
CPALMS/ Resource link
Lesson Structure: Whole Group/Small group practice
Standards: (CCSS/NGSSS)
SC.K.P.12.1
Investigate that things move in different ways, such as fast, slow, etc.
SC.K.N.1.1 Collaborate with a partner to collect information.
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
TSW describe the position of an object: (e.g., on, in, above, below, under, between, before, after, beside) after carefully
observing the change in an object’s motion.
TSW collaborate with a partner to discuss ways to change an object’s motion.
TSW predict how a push and pull will change an object’s speed and/or direction.
TSW investigate how push and pull can change the speed or direction of an object’s movement (fast, slow, back and forth, up
and down).
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

N/A
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional
Materials/Resources/Technology
Force- a push or a pull (include hyperlinks to videos & websites)

- 1 cotton ball, pencil, and quarter per

group
- 1 straw per student

https://safeshare.tv/x/ss5cf91151779e7

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

“What do you feel or notice?”

Do all objects move the same way and distance? N/A
“How far did the cotton ball travel? Did it travel a short distance or a far
distance?”
Ask the same question with quarters and pencils.
“Which object traveled the farthest? Which object traveled the shorter
distance? Why do you think so?”
“What do you think would happen if I use more puffs?”
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge)

Give students 1-minute warning with snack and come to the carpet
in a circle.
Introduce the lesson by reminding students what we have been 5 min

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

learning in science: Forces and movement.

Each student should have a cotton ball- ask students to move the Video
cotton ball without using their hands or bodies.
Play the video: https://safeshare.tv/x/ss5cf91151779e7

Instructional Steps:

After watching the video, ask the students again how they can 1 min
move their cotton ball without using their hands.

Explain to students that they will be using a straw and puff of air Realia
to move some objects. Pass out straws.

Tell students to blow air through their straws and place their hand
in front of it. Model it first. 3 min Modeling what is expected of them
Ask, “What do you feel or notice?” Turn and talk. Turn and talk
Model how to produce a puff of air to move the cotton ball using
the straw. Make sure I specifically say not to blow above the ball,
place the straw directly on the back of the cotton ball and then
blow.

Tell students that during our experiment we are going to be able to 1 min
answer the question: Do all objects move the same way and
distance?

Begin to collect hypothesis’: Record on the board (a column for

quarter, a column for a pencil, and a column for a cotton ball).
Have the students raise their hands if they think the quarter will 5 min Recording predictions on the board as a visual
travel furthest. Have the students raise their hands if they think the
pencil will travel the furthest. Have the students raise their hands if
they think the cotton ball will travel the furthest. Collect data on
the board.

Place students in groups of two (or three). Show students the

different rules before I let them go: Grouping students
 One student will place the cotton ball back to the start. 5 min
 One student will blow the cotton ball
 The other student may watch and look at the distance Giving them jobs
Students should go back and forth between blowing and moving
the object back. Modeling what is expected
Model this with another student. Set expectations.

Before letting students off on their own, remind them that they
should be thinking about which object traveled the furthest with
one puff of air. Let them know we will come back together as a
class and discuss our findings.

Experiment Time with timer 6 min Experimenting / timer

Bring students back by ringing bell for attention.

Rev. Spring 2019
Stetson University Department of Education Daily Lesson Plan

Let one person in the group place the quarters back, one person
place the cotton ball back and the other person place the pencil 2 min
back. Tell all students to throw away their straws.

Discussion
Begin reviewing what each group found. Ask, “How far did the 5 min
cotton ball travel? Did it travel a short distance or a far distance?”
Ask the same question with quarters and pencils.

Ask, “Which object traveled the farthest? Which object traveled

the shorter distance? Why do you think so?”

Explain to students that the cotton ball moved further because of

its weight compared to the other objects. (Refer back to the three Referring back to a previously watched video
little pigs story).

To wrap up, ask the final question “What do you think would
happen if I use more puffs?”

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Closures Pacing ESOL Support

Content: Excellent thinking scientists! Today we experimented N/A
how far a cotton ball, a pencil, and a quarter can go with one puff 5 min
of air into a straw. We found that objects that are lighter move
further than objects that are heavier. Just like in the three little
pigs: the hay and wood were easy to blow but the brick could not
move.

Procedural: Release my lowest kids to go onto computers. Tell

the rest of the students to grab their book boxes and walk quietly
back to a spot in the room with a stuffed animal for read to self.

ESE Accommodations
(content, product, process, environment)
Assessment of Student Learning: (congruent with instructional objectives)  Hands-on activity
 Group work/partners
Objective 1: TSW experiment with a partner to find which object can  Video
travel the furthest.

Objective 2: TSW predict how a push of air can cause a change in an

objects movement.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

Students were able to understand WHY some of the objects moved easier than others.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

This day was hectic! It was fun to be able to implement a fun hands-on activity but classroom management was hard. I was
able to bring it back under control by calling them all back to the carpet to wrap up with the formative questions.

Rev. Spring 2019