Stlessonplan3 1

This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.
Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.
Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Wesley Grade-Level: Lesson Date:
Brooks-Jones 1 grade
st
10/17-10/21
Title of Lesson: FORCE and Cooperating Teacher: Shari
MOTION Williams
Core Components
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
Subject, Content Area, or Topic

Reading, writing, science
Student Population
18 students
Learning Objectives
ELA
ELA.1.1.1 Communicate effectively in a variety of settings.
ELA.1.4.1a Use vocabulary from other content areas.
ELA.1.6.1 Preview the selection and set a purpose for reading.
ELA.1.6.2 Use prior and background knowledge as context for learning.
ELA.1.6.5 Ask and answer who, what, where, when, why and how
questions about what is read.
ELA.1.6.6 Identify the main idea.
ELA.1.7.1c Focus on a topic.
ELA.1.7.1g Use letters to phonetically spell words.
Science
SCI.1.1.1 Ask questions and identify simple problems that can be solved
through the development of a new tool or improved object. (SOL1.1a)
SCI.1.1.2 Conduct investigations with guidance. (SOL 1.1b)
SCI.1.1.6 Obtain, evaluate, and communicate scientific information. (SOL
1.1f)
SCI.1.2.1 Describe how objects move. (SOL1.2a)

SCI. 1.2.2 Provide examples of vibrating objects that can produce sounds.
(SOL 1.2b)
Virginia Standard(s) of Learning (SOL)

ELA
ELA.1.1.1 Communicate effectively in a variety of settings.
ELA.1.4.1a Use vocabulary from other content areas.
ELA.1.6.1 Preview the selection and set a purpose for reading.
ELA.1.6.2 Use prior and background knowledge as context for learning.
ELA.1.6.5 Ask and answer who, what, where, when, why and how
questions about what is read.
ELA.1.6.6 Identify the main idea.
ELA.1.7.1c Focus on a topic.
ELA.1.7.1g Use letters to phonetically spell words.
Science
SCI.1.1.1 Ask questions and identify simple problems that can be solved
through the development of a new tool or improved object. (SOL1.1a)
SCI.1.1.2 Conduct investigations with guidance. (SOL 1.1b)
SCI.1.1.6 Obtain, evaluate, and communicate scientific information. (SOL
1.1f)
SCI.1.2.1 Describe how objects move. (SOL1.2a)

SCI. 1.2.2 Provide examples of vibrating objects that can produce sounds.
(SOL 1.2b)
Materials/Resources
Kinds of Forces; PebbleGo
Many Ways to Move: A Look at Motion; Epic! (book link)
What is Motion?; Epic! (book link)

Toys and objects that move (toy car, spinning top, yo-yo, balls, etc.)
Balloons and other materials for a balloon car Day 4 (straws, plastic bottle
tops, cardboard, etc.)
Balloon car slides
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Strategy Return
Used
YES Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
YES Reinforcing Efforts & Providing 29%
Recognition
YES Homework & Practice 28%
YES Nonlinguistic Representations 27%
YES Cooperative Learning 23%
YES Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
YES Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you
want for your students?
Check if Strategy Return
Used
YES Teach Others/Immediate Use of Learning 95%
YES Practice by Doing 75%
YES Discussion 50%
YES Demonstration 30%
Audio Visual 20%
Reading 10%
YES Lecture 05%
Safety Considerations
N/A
Tim
e
Process Components
(min
.)
*Anticipatory Set
DAY 1
TTW: What is the difference between a question and just a normal

sentence or statement?
TSW: Turn to their partner to share ideas. Volunteers will share ideas.
TTW: Call on students to share ideas. Sort the sentences as statements

or questions and discuss the difference.
TTW: Display slide 2 and read the header, “What do you wonder?”
Explain to students that a wonder is a type of question. A question can
be basic: Can I have a piece of gum? What time is it? A wonder is a
special question about you. It reflects your interests or what you think
about: I wonder why the sky is blue? I wonder why beach balls float?
TSW: Students discuss ideas and share wonders.
TTW: Look at this picture. What are you wondering? Give students
time to study the image quietly. Hold up the wonder talk card and model
sharing a wonder
TSW: Turn and talk to their partner about the image.
TTW: Call on students to share their wonders and record a few on the
slide or a piece of chart paper. Read the I can statement, I can ask
questions and share my wonders. Explain that scientists are always
observing and wondering, and this helps them create new questions to
research. Today we will read and ask questions or
Day 2
ENGAGE:
TTW: Hold up a basketball or any other type of ball. Ask, Is the
ball moving? Once students have replied. Ask, What can I do to
make the basketball move?
TSW: Turn and talk to their partner about what they observed when
the ball moved.
TTW: Have a few volunteers share their observations.
EXPLORE:
TTW: Place students in groups of 2-4 and provide various small
balls and/or toys that can be moved. Then say, Today, we are going
to see how we can make these objects/toys move. Discuss being safe
with the toys and objects (having enough space, not throwing
objects that shouldn’t be thrown, gently tossing, or rolling, etc.)
Instruct students to explore various ways to make the objects move.
TTW Tell them to discuss in their groups what they did to make the
objects move and describe how the objects were moving.
TSW: Explore movement of objects and share ideas with their

group.
TTW: Provide students with an opportunity to share ideas.
DAY 3
ENGAGE:
TTW: Gather students on the rug and demonstrate moving various
objects. Begin by rolling a ball back and forth with one student.
Have students discuss in pairs how the ball is moving and what is
making it move. Throw the ball back and forth with another student.
Have students discuss in pairs how the ball is moving and what is
making it move. Bounce the ball up and down. Have students
discuss in pairs how the ball is moving and what is making it move.
To engage students in meaningful discussion, ask questions such
as: How is the ball moving? How would you describe what the ball
is doing? Content vocabulary will be introduced later in the lesson.
EXPLORE:
TTW: Place students in groups of 2-4 and provide the following
objects that can be moved: ball, yo-yo, toy car, and spinning top.
Then say, Today, we are going to see how we can make these
objects move. Discuss being safe with the toys and objects (having
enough space, not throwing objects that shouldn’t be thrown, gently
tossing or rolling, etc.) Instruct students to explore various ways to
make the objects move. Tell them to discuss in their groups what
they do to make the objects move and describe how the objects are
moving.
DAY 4
ENGAGE:
TTW: Facilitate a discussion to review concepts learned in the last
two days about forces and motion. Allow students to share ideas
about things in the world around them that move, how they move
and what makes them move.
EXPLORE:
TTW: Place students in groups of 2-4 and provide them with a
spinning top and a toy car. If these items are not available, substitute
with two objects that move in different ways. Say, Today, you will
focus on these two objects and how they move. Spend a few minutes
exploring ways to make these objects move. Discuss in your groups
what you notice and if you have any questions/wonderings about
the movement. After a few minutes, have students share things they
noticed and pose any questions they have. If needed, prompt
students to use content vocabulary in these discussions.
TSW: Explore and discuss forces and motion in groups.
TTW: Read the Day 3 “I Can” statements for reading and science.
Day 5
ENGAGE:
TTW: Blow up a balloon and ask, What do you predict will happen
if I let the balloon go? Why do you think that will happen?
TTW: Demonstrate what happens when the balloon is released.

Facilitate a discussion of why that happens. Discuss how the air in
the balloon being released is a force causing the balloon to move.
The force is a push.
TSW: Participate in the discussion.
TTW: Read the Day 4 “I Can” statements for reading and science.
*State the Objectives (grade-level terms)
*Instructional Input, Modeling, or Procedures
Day 1
TTW: Show the cover of the book Questions, Questions. We are going
to read this book today. In this book the author shares his wonders like
we did about the penguin. We will read and listen to his wonders and
then create our own wonders.
TTW: Read the story Questions, Questions and stop on each page to
read the question the writer wrote about the illustration.
TTW: Prompt students to share other questions or wonders they might

have about that same topic or illustration.
TSW: Turn and talk to each other about what they are thinking about or
wondering on each page. Then they will share ideas with the whole
class.
Note: The teacher may wish to record student wonders on sticky notes
and add it to the page in the book or the classroom wonderwall for future
writing topics.
Day 2
EXPLAIN:
TTW: Display the text Kinds of Forces (PebbleGo). Explain,
Today, we have explored how these toys moved. We will learn more
about the science topic of motion. Motion describes how everything
moves. Both living and nonliving things can move. Living beings,
such as people and animals can move. Nonliving things, such as
sports balls, can also move. We will read about what makes things
move in this text Kinds of Forces. We will also learn some new
science words. As content vocabulary words are encountered, add
them to an anchor chart for students to refer back to throughout the
unit.
TW: Display and read the Day 1 “I Can” statements for reading and
science.
TTW: Read Kinds of Forces, as you read click on red vocabulary

words and discuss the definition. Discuss how each of the
vocabulary words are used in the sentence and allow students to
share their understanding of the words and ways they have heard the
word used before. See the example vocabulary procedure with the
word force. These words can be added to the anchor chart of
vocabulary.
Procedure
1. Display p. 1 and draw student attention to the red word on the
page.
2. This word is force. Introduce the new vocabulary word.(Click
on the word and play the audio.)
3. What is the word? Have the students repeat the vocabulary
word.
4. Repeat steps 1 and 2 for difficult to pronounce words.
5. Display student-friendly definition. (Keep the visual
definition on the screen.)
6. Force means a power that causes something to change or
move (use student-friendly definition). Tell students the
student-friendly definition for the word. Have students repeat
the student-friendly definition with you (as you point to the
words).
7. Provide examples of the vocabulary word that will help your
students understand the word. Here are some options:
1. Pictures- Discuss the image on p. 1 and how pulling
the wagon is a force.
2. Acting out the word- Act out pushing or pulling by
student using their arms and saying “A force is a
push or a pull”
3. Model sentences using the word- Use the word in a
sentence: I use force to open the door. (Consider using
a sentence based on the force used during the exploration
portion of the lesson.)
4. Sentences from the read-aloud text using the word-
“You place a force on a wagon when you pull or push
it.”
2. Check for understanding by asking students questions where
they will have to use the vocabulary word correctly in their
answer. Choose one or two of the options listed below.

Provide a sentence frame for student responses. For example:
A force is---- A force is not----
1. Ask the students questions that will prompt a complete
understanding of the vocabulary word or its meaning.
2. Ask students to generate examples or nonexamples to
show that they understand the correct use of the
vocabulary word.
3. Ask students to say a sentence that uses the vocabulary
word.
TSW: Follow along while the teacher reads and share their
background knowledge on words discussed in the text.
TTW: Explain, When we read nonfiction books, we read for

information about a topic. The topic is what the text is mostly about.
What was this text about? (forces, kinds of forces). This means the
topic of the text is forces (or kinds of forces). Identifying the topic
helps us understand what we are learning about when we read
nonfiction books or texts.
DAY 3
EXPLAIN:
TTW: Explain, Remember we learned that we use force to move an
object by pushing or pulling. (Demonstrate pushing and pulling
with your hands.) Today we will find out more about how objects
move in different ways. Some things move in a straight line. Did we
discover anything that moved in a straight line today? (Students
may say the ball rolled in a straight line, the car moved in a straight
line or the yo-yo moved straight up and down.)
TTW: Draw model representations to reflect straight movement.

Add examples from the exploration activity for objects that moved
in that way. See the sample Anchor Chart below for model
representations.
TTW: Follow the same procedure for things that move in a

spinning, back and forth, and circular way.
TSW: Share the way the objects moved as they explored.
TTW: After several students have shared. The teacher will share the
“I can” statements for Day 2.
TTW: Preview the book Many Ways to Move: A Look at Motion

(getepic.com) by reading the title, author. table of contents and by
looking at the headings and photographs. Explain, We read
nonfiction to get information about a topic. Yesterday we read
about forces. Today we will read more about forces and ways
things move. Ask students what questions they have about forces
and motion. Make an anchor chart of some of their questions.
Explain, We will read to see if we can find answers to any of our
questions about force and motion.
TSW: Participate in the discussion with questions about force and

motion.
TTW: Read pp. 4-6. Stop to discuss if any questions have been
answered or if students thought of any new questions. Add new
questions to the chart. Facilitate a discussion about what was
learned about forces and motion.
TTW: Follow the same procedure for pp. 7-11. Review the push and
pull forces and discuss how wind is a force that makes things move
outside.
TTW: Follow the same procedure for pp. 12-15. Discuss the various
ways things move and brainstorm other objects students know that
move in those ways.
TSW: Listen and participate in discussions.
TTW: Explain, When we read nonfiction books, it helps to ask

ourselves questions to help guide our reading. As we are reading,
we can search for answers to our questions to help us better
understand the topic. Today we asked questions and read to see if
our questions were answered
DAY 4
EXPLAIN:
TTW: Explain, This week we have been discussing ways things
move. We learned that forces make objects move. Sometimes we
push the object, sometimes we pull the object and sometimes there
is another force, such as wind, that pushes the air and causes the
motion. We learned that there are several different movements that
objects can make. Who can share one of the ways things move?
(straight, back and forth, spinning, circular) Remind students of the
chart with visual representations of movement. When you look at
the two items we explored with today, you may notice that they
move in different ways. How can we describe the movement of the
toy car? What about the wheels on the toy car? How do they move?
How is that different from the top? (Note: The wheels move in a
circular motion, while the top spins on an axis. You may need to
demonstrate to ensure students can see the difference in these
movements.) Let’s read another book about forces and motion to
locate additional information to help us understand the topic better.
TTW: Introduce the book What is Motion? on Epic! Today, we are

going to read from the book What is Motion? This is another
nonfiction text. Who remembers why we read nonfiction books? (to
get information or learn about a topic). What do you think the topic
of this book will be? (motion) What are some things we have
already learned about motion? (elicit responses from students that
use content vocabulary such as force, push, pull, spinning, circular,
back and forth, straight) Let’s look at the photographs in the text to
see if we can predict what we might read about.
TTW: Share some of the photographs in the book and ask students
what information they think may be included. Note the content
vocabulary used in children’s responses and if they are able to make
predictions using their background knowledge and previously
learned information. This is a great opportunity to collect data on
what students have learned and what confusions they may still have
about forces and motion.
TSW: Preview the book and participate in the discussion.
TTW: Read pp. 4-7. Stop to facilitate discussions about information

learned and what is happening in the photographs. Follow the same
procedure for pp. 8-13.
TTW: Earlier we talked about the difference between the motion

from a toy car and a top. Has anyone read about or seen something
that moves the same way or similar to a toy car? Has anyone read
about or seen something that moves the same way or similar to a
top? Prompt students to explain their thinking and use content
vocabulary when they share ideas.
Day 5
EXPLAIN:
TTW: Explain, Today we will be making a car that is powered by a
balloon. You will work in groups (or pairs depending on class size
and availability of materials) to design a car that will be moved by
the force created when air is released from a balloon.
Use these slides as a guide as you provide instructions to students.
Give them the scenario and let them explore and design their
balloon car.
*Check for Understanding
*Guided Practice
Day 1
TTW: Show the Content Image flood. Explain to students that they are
going to see pictures about investigating motion. We are going to learn
about these topics in our classroom. We will look at a few pictures.
While we look at the images, consider: What do you see? What do you
think? What are you wondering?
TTW: Display or print Slide 3. Consider each image and then discuss the
3 guiding questions:
● What do you see in this image?
● What does this image make you think about?
● What are you wondering about what you see here?
Model a think-aloud of one image and add your thoughts to the chart on
slide 3, allowing students to see your thinking process. I see a bowling
ball and pins. I think they are at a bowling alley. I wonder how the ball
rolls so fast on that floor?
TSW: View the images and share ideas for what they see, think and
wonder.
TTW: Continue with 2-3 other images and talk through the chart,
generating wonders.
Day 2
ELABORATE (through interactive or shared writing)

TTW: Display and read the Day 1 “I Can” statements for writing.
TTW: Lead students in brainstorming ideas about things that move.

Today we explored and read about things that move and what
makes things move. Who can tell us what new vocabulary word we
learned for what makes things move (forces)? Can forces also make
things stop moving? (Yes). What are some things that move? Let’s
write two sentences about something that a force can move. Elicit
ideas for what the class would like to write about. Using the
interactive or shared writing procedure, write two sentences as a
class about an object that can be moved by a force. You can tell
what moves, how it moves, what makes it move or stop moving,
etc.
(Example: A force can make a wagon move. I can pull or push the
wagon to make it roll.)
DAY 3
ELABORATE (through writing)
TTW: Share the Day 2 “I Can’ statements for writing.
TTW: Facilitate a class discussion about some of the things learned

from the text read today. Pass out writing paper or have students
open their journals to a new page. Explain, Today you will decide
on one object that moves to write about. You can use our anchor
chart to help you write two sentences to describe the motion of your
object and what makes it move that way. Remember to try to use the
vocabulary we have discussed this week in your sentences. Remind
students of the anchor chart of new words.
Students can independently write additional sentences and/or draw

picture representations of various ways things move.
Students can sort pictures of objects into categories by the ways
they move.
DAY 4
ELABORATE:
TTW: Read the Day 3 “I Can” statements for writing.
TTW: Model writing two sentences about the difference in how the
toy car and the top moved during the explore portion of the lesson.
Model correct use of capitalization and punctuation. (Example:
When I pushed the car, it moved forward in a straight line. The top
was spinning around in circles.)
Day 5
ELABORATION:
TSW: Design a balloon-powered car using the information they
have learned about force and motion. Cars can be raced and
movement demonstrated when students have finished designing and
building.
TTW: Facilitate a discussion about how the car moved and what
force caused the movement of the device. Ensure students are using
appropriate content vocabulary in discussions.
EVALUATE:
TTW: Share the Day 4 “I Can” statements for writing.
TTW: Assign students to write about the balloon-powered car they

created. The following sentence starter can be provided. Instruct
students to use content vocabulary to describe how the car moved.
Students can refer to the vocabulary chart made in previous lessons.
Remind students to begin each sentence with a capital letter,
capitalize the pronoun I, and end each sentence with punctuation.
Today I made a car that was powered by a balloon. My car
____________________________.
*Independent Practice
TSW have multiple opportunities for independence practice during

the writing assignment
Assessment
Student will assess student using checklist and collecting writing
assignments
*Closure
TTW: Summarize, This week we learned how to identify the topic of
a nonfiction text and ask and answer questions that help us
understand the topic better. As we explored and read nonfiction, we
learned information about forces and motion. We learned the
different ways things can move and what makes them move. As
scientists, we created a device that was powered by a balloon in
order to move. We can continue to explore other things that move
as we notice things at home, in school, outside, and anywhere. Now
that we know force is what causes things to move, we can use our
science brains to discover and learn more about forces.
Differentiation Strategies
TTW works directly with ESL students and helps with letter sound
correspondence. ESL students will not be required to write as
much as other students. TTW define key vocabulary, multiple-
meaning words, and figurative language. Use audio and visual
supports (google translate.) TTW Provide multiple learning
opportunities to reinforce key concepts and vocabulary. Provide
cross-content application of concepts, to help tie learning together,
making it more comprehensible
Classroom Management Strategies

TTW execute and model whole body listening and reinforce as
needed throughout lesson
My eyes are looking at the speaker
My ears are listening

My mouth is quiet
My hands are to myself
My body is still
My brain is thinking about what is being said
My heart cares and shows respect
Lesson Reflection. To be completed following the lesson. Did your

students meet the objective(s)? What parts of the lesson would you change?
Why? (Professor will determine if reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.
Candidate Signature Cooperating Teacher Date

Signature
Signatures indicate the candidate presented the lesson for cooperating

teacher review and input.
Reflection
This lesson was developed to be an integrated lesson plan, introducing both
force/motion, a science objective and using questioning to understand a text, an
english language arts objective. This makes this lesson meet one of the required
competencies. The lesson was successful and proved to be a productive way of
teaching science and reading at the same time. I begin to see the benefits and
effectiveness of integrated lessons and aim to use this model whenever feasible. In
fact, research states that integrated lesson plans promotes “higher-level thinking,
deeper understanding of content, Encourages active participation in relevant real-life
experiences and accommodates a variety of learning styles, theories, and multiple
intelligences.” (Mezni, 2020) Per my teaching philosophy this lesson plans
encourage a positive learning environment where the students are invited to multiple
group discussions and cooperative learning opportunities and are encouraged when
participating and answering questions. The students were engaged and by the end of
the week were able to show what they have learned by successfully completing a
kahoot that asked questions regarding force and motion. In order to differentiate, I
used key vocabulary, multiple-meaning words, and figurative language and audio
and visual supports to make the content more comprehensible. Overall, the lesson
was successful and effective.

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This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Subject, Content Area, or Topic

SCI.1.2.1 Describe how objects move. (SOL1.2a)

Virginia Standard(s) of Learning (SOL)

SCI.1.2.1 Describe how objects move. (SOL1.2a)

Many Ways to Move: A Look at Motion; Epic! (book link)

What is Motion?; Epic! (book link)

High Yield Instructional Strategies Used (Marzano, 2001)

TTW: What is the difference between a question and just a normal

TTW: Call on students to share ideas. Sort the sentences as statements

TSW: Students discuss ideas and share wonders.

TSW: Turn and talk to their partner about the image.

TTW: Have a few volunteers share their observations.

TSW: Explore movement of objects and share ideas with their

TTW: Provide students with an opportunity to share ideas.

TSW: Explore and discuss forces and motion in groups.

TTW: Demonstrate what happens when the balloon is released.

TSW: Participate in the discussion.

*Instructional Input, Modeling, or Procedures

TTW: Prompt students to share other questions or wonders they might

TTW: Read Kinds of Forces, as you read click on red vocabulary

answer. Choose one or two of the options listed below.

TTW: Explain, When we read nonfiction books, we read for

TTW: Draw model representations to reflect straight movement.

TTW: Follow the same procedure for things that move in a

TSW: Share the way the objects moved as they explored.

TTW: Preview the book Many Ways to Move: A Look at Motion

TSW: Participate in the discussion with questions about force and

move in those ways.

TSW: Listen and participate in discussions.

TTW: Explain, When we read nonfiction books, it helps to ask

TTW: Introduce the book What is Motion? on Epic! Today, we are

TSW: Preview the book and participate in the discussion.

TTW: Read pp. 4-7. Stop to facilitate discussions about information

TTW: Earlier we talked about the difference between the motion

ELABORATE (through interactive or shared writing)

TTW: Lead students in brainstorming ideas about things that move.

TTW: Facilitate a class discussion about some of the things learned

Students can independently write additional sentences and/or draw

TTW: Assign students to write about the balloon-powered car they

TSW have multiple opportunities for independence practice during

Classroom Management Strategies

My ears are listening

Lesson Reflection. To be completed following the lesson. Did your

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signatures indicate the candidate presented the lesson for cooperating

This lesson was developed to be an integrated lesson plan, introducing both

force/motion, a science objective and using questioning to understand a text, an

competencies. The lesson was successful and proved to be a productive way of

deeper understanding of content, Encourages active participation in relevant real-life

experiences and accommodates a variety of learning styles, theories, and multiple

intelligences.” (Mezni, 2020) Per my teaching philosophy this lesson plans

was successful and effective.

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