Lesson Plan Format 1

Name Lisa Reagan Content or Science Today’s 11/15/19

Subject: Date
12/3/19 2nd Grade No. of 18
Date to be Taught: Grade
Students
TSW examine with force and motion TSW describe the change in 2 of 3
Central Focus of
by conducting experiments and motion when the amount of Lesson ___
Learning Segment or Lesson Focus
examining results. force changes. of ___
Unit of Instruction
The students have yet to learn about force and motion this school year. The students have been focusing on life science, by examining changes made
by living things. Previously, in 1st grade the students learned about how objects can be moved in a variety of ways. This includes describing the
Connection to Prior
position of an object by things near the object or in its surroundings, an object tis moving when its position is changing, and the motion of an object
Learning or Previous
can be affected by pushing or pulling. They also learned that a push or pull is a force that can make the object move faster, slower, or in a different
Lesson
direction.

Pre-assessment: 12 out of 18 students were able to identify the correct definition for force. 14 out of 18 students were able to identify the definition
of motion. All of the students were able to identify that pushing a big box times more force than pushing a shopping cart. 12 out of 18 students were
Data Used to Inform
able to identify that the full can will win a race with an empty can. All of the students could identify that buttons were not magnetic, while nails,
Instruction
paperclips, and spoons can be magnetic.

Learning objectives stated Formative or Summative How will Feedback be Provided to

behaviorally including criteria
By experimenting with Oreos in bins,
TSW correctly identify the change in
motion by applying different levels of
force.
Alignment of Learning
Objectives, Content
Standards, and
Related Assessments
Academic Language Academic Learning objective stated
Objective behaviorally including criteria
By working with a partner, TSW
apply language to distinguish how the
force changed the motion.
Content Standard
PS.2.1.2. Forces change the motion
of an object. The change in motion
of an object is related to the size of
the force.
Content Standard
PS.2.1.2. Forces change the motion
of an object. The change in motion
of an object is related to the size of
Assessment Strategy Students
Assessment Method: TTW provide students with positive
Recording sheet and redirection and authentic verbal
observations of students feedback during the activity.
identifying the change in
motion with different TTW receive their score on the
levels of force. recording sheet the next day.
Scoring Guide: Rating
Scale
Formative: TTW collect
data on the rating scale by
reviewing the students’
identification of the force
on the motion. TSW
receive a score of 1-3, with
a total possibility of 9
points.
Formative or Summative How will Feedback be Provided to
Assessment Strategy the Students
Formative: TTW visit TTW provide students with verbal
groups to hear their praise and positive redirection linked to
observations. the outcome of the lesson.
 Lesson Plan Format 1

the force.
Previously taught and continuing with this lesson:
Description of
 Force: An action that changes the motion of an object by increase, change direction, or stop in motion.
Academic Language
 Motion: A change in position.
Demands
Teacher Materials: rating scale, balloon, blank anchor chart, virtual anchor charts from Day 1.
Resources and
Materials Required Student Materials: containers, Oreos, recording sheet

Speech IEP (2 Students): No accommodations for instruction in the classroom; both students receive speech therapy for thirty minutes a week.
Cooperating teacher recommended to ask students to restate and remind students to ask for clarification.
Accommodations for o Struggling learners (3): Small group instruction, teacher assistance, intervention, manipulatives
IEP/504 Students o Underperforming (5): Manipulatives, engagement through group work and discussions
o Advanced students (2): Expansion activities at the end of each lesson

ISTE Student Standard: Used during day 1.

Candidate and/or
Student Use of
ISTE Educator Standard: Used during day 1.
Technology
TTW introduce the lesson by stating, “Today, we are going to work on identifying what happens when we use different levels of force. Yesterday,
Lesson Hook,
we focused on identifying what motion was caused by the force. We are going to use a special object to do a little experiment and make observations.
Motivation, and/or
Give me a thumbs up if you’re ready to learn about difference levels of force!”
Instant Activity

Content Information
When a small force is applied,
the object will move only a little.
The balloon will move slowly
and a small amount if it is
tapped slightly.
When a large force is applied,
the object will move further.
The balloon will move further
and faster if someone hits it.
There are many different types
of force.
Some examples are blowing air,
tapping the object, or hitting the
object.
Lesson Plan Format 1
Process/Instructional Strategies/Learning Tasks/Planned
Targeted Differentiation Product
Supports (including academic language supports)
TTW review the definitions of force and motion by using the
anchor chart.
TTW ask students a question while holding a balloon. Process: TSW think-pair-share on
 “What do you think will happen if I tap the balloon?” their predictions for the balloon.
 TSW think-pair-share.
 “What do you think will happen if I hit the balloon?
 TSW think-pair-share.
 TTW ask for two volunteers. One to tap the balloon
lightly and one to hit the balloon as hard as they
would like to try.
TTW explain “You see class, the change in motion of an
object, like a balloon, can change depending on the size of the
force that was applied.”
TTW have a blank anchor chart for sizes of force. Process: All students will have a
- TSW brainstorm different kinds of force that can be chance to share their ideas for
applied to an object with their partner. creating force.
- TSW be called by table to come up and write their
ideas for different types of force.
TTW review the ideas that the students have brainstormed by
agreeing or respectfully disagreeing with a thumbs up or a
sideways thumbs up.
TTW explain to students that they will be given a recording
sheet, similar to what they had on the previous day.
TSW begin the activity. Each workstation will have two Process: Struggling writers will Product: TSW have completed the
groups. receive a recording sheet with two to three trials for the Oreo activity
1. Group 1 writes on recording sheet. TSW write the sentence starters. on the recording sheet.
force applied. TSW write what happened to the
Oreo.
2. Group 2 does activity with Oreos. The Oreos are
hockey pucks. The students’ goal is to apply little or
a lot of force to determine the changes in motion.

The Oreos will barely move
when little force is applied.
The Oreos will move further
when more force is applied.
If the object were different, for
example a real hockey puck and
an Oreo, then it we would need
to apply different amounts of
force to reach the same result. It
would be a lot harder to move
the hockey puck than it is the
Oreo.
Connection to
Research/Theory
Lesson Closure
ANALYSIS OF STUDENT WORK AND REFLECTION OF TEACHING TO BE COMPLETED FOLLOWING THE TEACHING EXPERIENCE
References:
Boschen, J. (2019). Scientific Method Posters & Science Experiment Recording Sheets • What I Have Learned. Retrieved from
https://www.whatihavelearnedteaching.com/scientific-method-posters-science-experiment-recording-sheets/.
Lesson Plan Format 1
The students will switch.
Each group will only record their own groups force and
motion applied to the Oreo.
TTW gather the students and discuss observations. Content: TTW ask the students a
- TSW discuss observations of different types of force variety of questions to further
on the object’s motions. extend their thinking on what
- What happened when little force was applied? What happened to the Oreos in terms in
happened when a lot of force was applied? What force and motion.
happened when it was in between?
1. In this lesson, the students are using a hands-on approach to learn about how different forces can affect the same object. It has been
found that hands-on science helps students effectively learn the content. Using a hands-on approach is not proven to advance the
students’ knowledge gains of the subject matter, but the students in this study showed a better understanding of the nature of
science. Though, a hands-on approach will increase the students’ interest in science. This is thought to also interest students to
study science in later years. In general, it was found that the hands-on method was favored over textbook based curriculum. (Foley
& McPhee, 2008).
2. In this lesson, the students are collaborating to determine what happens when the different types of force are applied to the Oreo.
The students are in groups of 3. Each student will try to attempt the same force and see what happens to the Oreo. By doing this, the
students have to collaborate to determine what happened. According to result, students need engagement for collaborative tasks.
Each student is going to contribute and seek support when their group members when needed. A curiousity is developed through an
engaging collaborative task that allows students to express and share their experiences with the activity with classmates and
teachers. (Watters & Ginns, 2000).
After the class discussion, the students will think-pair-share what they learned today. TTW say, “Today, we learned about how different
amount of force can change the motion of an object. Tomorrow, we are going to focus on how magnets affect the motion of an object. Now,
you will get ready to go on iReady for reading.”
 Lesson Plan Format 1

Boschen, J. (2019). Teaching Ideas for Force & Motion and Patterns in Motion. Retrieved from https://www.whatihavelearnedteaching.com/teaching-ideas-for-force-motion-and-
patterns-in-motion/.

Foley, B. J., & McPhree, C. (2008). Attitudes towards science in classes using hands-on or textbook based curriculum. American Educational Research Assocation. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.699.1126&rep=rep1&type=pdf

Mr. Fleming Science. (n.d.). Force and Motion Unit. Retrieved from https://www.mrflemingscience.com/force-and-motion.html.

Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaboration and authenthic learning practices in preservice education. Journal
of Science Teacher Education, 11(4), 277-313.

Materials:

 Rating scale
 Balloon
 Blank anchor chart
 Virtual anchor charts from Day 1.
 Large containers
 Oreos
 Recording sheet (2)
 Lesson Plan Format 1

Name: _____________________ Date: ____________________

Re c o rding S he e t S c ie nc e Day 2
Directions:
1. Pick a type of force to use on the hockey puck.
2. Write which force you applied.
3. Write what happened.

Trial 1
What force did
you apply?

What
happened?

Trial 2
What force did
you apply?

What
happened?

Trial 3
What force did
you apply?

What
happened?
 Lesson Plan Format 1

Name: _____________________ Date: ____________________

Re c o rding S he e t S c ie nc e Day 2
Directions:
1. Pick a type of force to use on the hockey puck.
2. Write which force you applied.
3. Write what happened.

Trial 1
What force did The force that was applied is _______________.
you apply?

What When I applied the force, the Oreo ___________

________________________________________.
happened?

Trial 2
What force did The force that was applied is _______________.
you apply?

What
When I applied the force, the Oreo ___________
happened?
________________________________________.

Trial 3
What force did The force that was applied is _______________.
you apply?

What
When I applied the force, the Oreo ___________
happened?
________________________________________.
 Lesson Plan Format 1

Name: _____________________ Date: ____________________

Rating Scale for Science Day 2

3 2 1 Rating:
Excellent Good Needs
improvement

Chang e I know when a I am starting to I need to work

in change in motion know when a on knowing
increases, change in when a change
mo tio n
changes motion in motion
direction, or increases, increases,
stops. changes changes
direction, or direction, or
stops. stops.

Larg e I understand that I’m starting to I need to work

fo rc e s a large force understand that on
makes a bigger a large force understanding
change in motion. makes a bigger that a large
change in force makes a
motion. bigger change
in motion.

S mall I understand that I’m starting to I need to work

fo rc e s a smaller force understand that on
makes a smaller a smaller force understanding
change motion. makes a smaller that a smaller
change motion. force makes a
smaller change
motion.

Comments: Ove rall

s c o re :

/9 points