KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Sarah, Jarred, Bobby, Laura Date: 3/17/2021

Cooperating Teacher: Coop. Initials

Group Size: Allotted Time : 45 minutes Grade Level: 3rd

Subject or Topic: Forces Section

STANDARD: RI.3.1 Ask questions to determine cause and effect relationships of electric or
magnetic interactions between two objects not in contact with each other. 3-PS2-3

I. Performance Objectives:
A. Third-grade students will be able to define motion by completing a journal
entry/drawing in their science notebook

B. Third-grade students will be able to determine the causes and effects of force through
a journal entry/drawing in their science notebook.

II. Evaluation of Students

A. Formative Assessment
1. Informal

Assessment: Documentation Tool: (e.g. Scale:

(e.g. product, quick response, rating scale, rubric, checklist, (performance levels)
interview) anecdotal notes)
Students will respond to Rubric: On a scale of 5-15
questions to show their https://www.quickrubric.com/r
understanding. #/qr/bobbyfrankenfield/motio Students should get all of
1. What is motion? ns-and-interactions- the questions correct to
2. “If ____ occurs, then rubric2/edit show a good
____ will happen.” understanding of the
3. Draw an image of what topic. 15/15
will happen when you
push a toy truck/car
down a hill. Then draw
a car and show
someone trying to push
it.
 B. Summative Assessment - none

III. Instructional Materials (with quantity)

A. Book
1. Title: “Newton and Me”
2. Author: Lynne Mayer
B. Crayons
C. Pencils
D. Binder (Used to create the ramp)
E. Textbooks (Used as a ramp)
F. 1 for every group and demonstration- Toy cars
G. 1 for demonstration - Marbles
H. 1 for every group and demonstration- Pinwheels
I. Sticky notes
J. Student Notebooks/journal prompt (1 per student)

IV. Subject Matter

A. Prerequisites
1. Students already know that when you push on something it moves away
B. Key Vocabulary
1. Motion: is a change in position compared to a place or an object that is not
moving (Britannica)
2. Force: a push or a pull on an object. (Britannica)
C. Big Idea –
1. Understand and define motion and the causes and effects
D. New Content
1. Forces
a. Motion
1) Push/pull
2) Pinwheels
3) Bowling ball knocks over pins
b. Cause and Effect Relationships
1) Cause
i. the initial variable that starts a reaction
ii. Push on the toy car
2. Effect
iii. the aftermath of the reaction
1. Used together to describe a chain of events
2. “If ____ occurs, then ____ will happen.”
V. Implementation
A. Introduction
1. Students will gather at the front of the class. Ask what they think motion is
or if they have heard of motion before. The students will Think, Pair, Share.
(2 minutes)

2. Inform class to look out for aspects of science, whatever they may be,
during the read-aloud and write those aspects in their science notebook.
Start the read-aloud of the book “Newton and Me” (10 minutes)

3. After the book is finished, tell students to Think, Pair, Share their findings
of science aspects in the book for 2 minutes. Call on 5 students to share 2
science findings each. (3 minutes)

4. Instruct students to return to their desks with their science notebooks for the
next part of the lesson, and that they will be able to be scientific artists.

B. Development
1. Students will sit at desks and open their science notebooks to a new page to
draw an image with crayons of the following prompt: What will happen
when you push a toy car down a hill? Then draw a real car and show
someone trying to push it. (5 minutes)

2. Tell students to leave their science notebooks at their desks and come to a
table in the room where a toy car, a binder, and textbooks sit.

3. Instruct the students to stand at a spot where they can clearly see the table in
order to observe the demonstration.

4. Take the toy car and push it on the table with one hand. Mark where the car
stopped moving with a sticky note.

5. Create a ramp out of the binders to have the toy car move down. The toy car
will be placed at the top of the ramp and let go of, mark where it stops
moving with a sticky note.

6. Ask students what they noticed about the distance the car traveled each time
and the class will discuss as a whole group. (5 minutes)

7. Split the class into 5 small groups and instruct one student each to blow on
the car, touching the car with their pinky, touching the car with their pointer
finger, or touching the car with their whole hand in order to move it on a
ramp at their desks. While each member of their group moves the car,
students will fill out an observation chart of how far the car moves with each
type of force applied. (5 minutes)
 8. Gather the class around the example table once more. Ask the students what
they think would happen if a marble was let down the ramp. Would it travel
farther than the car? Why or why not? Let the marble off of the ramp and
mark where it lands with a sticky note. Ask the class if their prediction was
correct or incorrect. (5 minutes)

9. Then the students will be asked what will happen if we walk around the
classroom with a pinwheel? Then the teacher will ask one student to walk
with the pinwheel in their hands. (5 minutes)

10. Then the students will go into the same groups they were in before and
experiment with the pinwheel. What happens if they run with the pinwheel?
What happens if they speed walk with the pinwheel? What happens when
they stand still with the pinwheel. (5 minutes)

C. Closure
1. Students will be prompted to return to their desks.

2. Ask students to Think, Pair, Share the following prompts. How do you
define motion? What have you learned today about causes and effects?

3. Inform the class to make one more science entry in their notebooks. They
will paste their observation chart in the notebook and respond to the
following: What was the cause and effect of each kind of push on the car
(blowing, pinky finger, pointer finger, whole hand, ramp)? (10 minutes)

4. The boys and girls will gather one last time on the carpet and share out their
findings with the whole class (5 minutes)

D. Accommodations
1. If a student can not write, the student will have access to work with another
student or teacher in the room.

2. If a student needs help or one on one interactions, the teacher will sit at the
back table when the students are working on the journal.

VI. Reflective Response

A. Report of Students’ Performance in Terms of Stated Objectives

B. Personal Reflection
1.
VII. Resources (APA)
 References

Boschen, J. (2020, May 28). Teaching Ideas for Force & Motion and Patterns in Motion.

Retrieved from https://www.whatihavelearnedteaching.com/teaching-ideas-for-force-

motion-and-patterns-in-motion/

Force. (n.d.). Retrieved from https://www.britannica.com/science/force-physics

Motion. (n.d.). Retrieved from https://www.britannica.com/science/motion-mechanics

Mayer, L. (2013). Newton and Me. Sylvan Dell Pub.

Newton and Me - Read Aloud. (2020, March 31). Retrieved from

https://www.youtube.com/watch?v=lPOZNsUu3tM

Next Generation Science Standards. 4 Mar. 2021, www.nextgenscience.org/.

Name : __________________
 Force Observation Sheet

Directions: Rank each type of applied force from 1 - 4 based on how far the toy

car traveled when put to use. 1 - traveled the farthest distance, 4 - traveled the

shortest distance.

Applied Forces: blow on the car, touch the car with a pinky, touch the car with a

pointer finger, or touch the car with a whole hand

1.

2.

3.

4.