STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Katie Pflugrath Grade: 3rd Topic: Force, Motion, and Energy
Brief Lesson Description:
Students will be learning about how the force on an object can affect how it will move. This is will done through making their own version
of a seatbelt for a car. Students will watch videos and learn about push and pull, force also, motion. They will then be presented with
videos of crash dummies and explain the experiment of making their own seatbelt. They will conduct the experiment as if they worked in
the facility.

7 to 9 days: ranging 30 to 50 minutes per day

Specific Learning Outcomes:
- Understand how the force on object will determine how it moves due to size and direction
- Explain the safety rules at home and when riding a motor vehicle

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
- Students interest can be hard to grasp when so many enjoy different hobbies, that was hard to make sure all students enjoyed
the lessons. Not all students are up to the prior knowledge standard so I have to make sure to help them more so they can catch
up. If we are outside making sure all students can participate in the lesson in some format on the playground.

Narrative / Background Information

Prior Student Knowledge:
- Organize observations and patterns
- Read and interpret date
- Make conclusions off data and observations
- Distinguish between opinion and evidence
- -distinguish between a model and actual object
- Communicate observations using measures, pictures, speech and data
- Ask questions based on observation, make predictions, and ask about if a variable is changed
- -identify a problem that can be solved through the development of an improved object
Science VA SOL Health VA SOL NGSS
3.2 The student will investigate 3.2 The student will 3-PS2-2 Motion and Stability: Forces and
and understand that the direction demonstrate the ability to Interactions
and size of force affects the use essential health Make observations and/or measurements of
motion of an object. Key ideas concepts to improve an object’s motion to provide evidence that
a pattern can be used to predict future
include b) the net force on an personal health. motion.
object determines how an object Safety/Injury Prevention  Cause and effect relationships are
moves; a) Explain the importance routinely identified, tested, and used to
of following safety rules explain change. (3-PS2-3)
at home and when
riding in a motor
vehicle.

Science & Engineering Practices: (You must tie engineering practices into your plan)
- Creating an experiment
- Observing and recording data
- Asking questions
- Cause and effect
- Make predictions off data

Possible Preconceptions/Misconceptions:
- The seatbelt design does not need to be changed, talk about the history of the seat beat and how it has changed in the past for
the better. Processing to ask them if they can think of something that bugs them with their seatbelt currently.
- Force of an object affects nothing, show videos on different forces affecting an object. Do side note experiments on force of
throwing items.
 - There is no pattern, have that person record the data and help them look over their results.
- The seatbelt is not needed, go over newtons first law. Ask if they have ever heard of what can happen if we did not wear
seatbelts.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

10 to 20 minutes
- Students will come into the classroom with pictures of crash dummies on the whiteboard, asking
the students if they know what is on the white board and if anyone knows what they are used
for?
- The teacher will then ask the class if anyone knows what these are and what they are used for
- If students answer the teacher will help guide the conversation through that to if anyone has
ever seen a car crash in a movie, tv show, or read about one in a book? The teacher will then pull
up video clips of crash test dummies in action, links provided below. Preceding to ask students
how might a car crash relate to the force of objects
- The teacher will ask the class how did the change of seatbelt design in history help change the
amount of force it takes to throw a dummy around?
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

5 to 10 minutes
- Students will learn how a seatbelt, the net force, changes the force of a moving object, crash
dummy in an accident. Student’s will go throughout the week learning about how to set up the
experiment and small lessons to get their experimental minds ready to figure out how their
invention affects the dummy.

- How might the history of seatbelts give insight on the net force on a person from then to now?
- Why is it important to wear a seatbelt?
- How might the size of the seatbelt affect the object?
- Does the direction of the seatbelt matter in an accident?

-
Materials for each groups new seatbelt design:
- 1 doll for every 4 students
- Clay
- Fabric scraps
- Pipe cleaners
- Air bags found in package boxes or bubble wrap
- Wood
- Metal wire
- Scissors
- Craft paper
- Chalk to mark the dolls

1) Students will fill out a KWL chart on the 4 questions above. The teacher will be walking around
the groups to answer any questions students might have. Allow students 5 to ten minutes on
this portion.
EXPLAIN: Concepts Explained and Vocabulary Defined:
As a class: 50 minutes for as a class, then 30 minutes for the other three books
For literature circle option: 40 to 50 for 2 days

- Force concepts will be explained through videos from different websites and books going over
the vocabulary
- The videos are linked below, the website has many short videos break up the concepts and
definitions
- The book sections is “Roller Coaster” by Marla Frazee, “Motion Push and Pull, Fast and Slow” by
Darlene Stille, “Eyewitness: Force and Motion”, and “newton and Me” by Lynne Mayer
- If pre-approved by the school the class will go outside and see how the recess equipment uses
force and motion when they are playing on it
Vocabulary:
Direction- path an object takes
Force- push or pull that makes objects move
Pull- object has force used to move it closer to you
Push- object has force used to move it away from you
Motion- object is moving
Stop- object no longer moving
Strong- able to move heavy objects
Weak- hard to move heavy objects
Net force- all forces summed together

1) The teacher will ask everyone to pull out their Chromebooks, the website will be pulled up on the
smart boar (first link listed below.)
2) The teacher will have students explore the website having students write down on a sticky note
one question that came to mind while looking at the website. Students will be given 10 to 15
minutes. Once they have answered all three questions, they will put it on the classroom question
board.
3) Once the time is up the teacher will to see if everyone has their sticky up. After they are all as a
class they will go over all the questions, see how many are similar or the same. This should be
about 5 to 10 minutes. By the end there should be a few questions the class has come up with
together.
4) The teacher will write these on the white board so students can think about through the week.
5) The teacher will then play two videos from the website that relate to the book of the day, choose
1 of the 4 from the list above.
6) Students will then pull out their science journals to write the definitions from that were discussed
from the videos and to be seen in the book.
7) The teacher will have everyone bring their journals down to the reading circle.
8) The teacher will read aloud the book of the day. As reading stopping when there is a definition
used, talking about how they might see this word in the illustrations, only stopping for a few
minutes.
9) After reading the teacher will open a discussion to the class. Getting them started with the
question, how did this book talk about force and motion? The teacher will be there to help guide
the discussion back on track and add questions if no one speaks up. How might you use this
information to help you in designing your team’s seatbelt? Is there anything that is still unclear?
This should be around a 10 minute discussion.
  Another option is to have one book be the book for the main read aloud and the other three as
the Literature circle books. The lesson plan chosen for the literature circle would be used. If
done this way all definitions will be provided at the beginning of the lesson and students will
watch 3 to 4 videos.
ELABORATE: Applications and Extensions:

45 minutes:
- Students will use hands on activities, going through the experiment process, reading books,
watching videos, and sharing what they learned with their personal community

- If students want to explore more about force and motion they can watch clips or the full episode
from PBS, link provided below for the full episode
- The classroom library will have a variety of books students can choose from to read
- Coloring sheets on the information about force and motion will be in the art area

- If students are still struggling on grasping the concepts they will be pulled off into a small group
while the PBS video is playing

- Here the teacher will use worksheets on force and the experiment process, have flashcards for
the definitions, and have peers help each other. Students who excelled in one area can help their
peer who is struggling. Coloring worksheets on the concepts will be provided as well.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

- Exit tickets daily on the concepts from the day
- Read along questions
- KWL charts for definitions and concepts
- Class discussion led through talking in class or on virtual white board so students don’t know
answers
- Playing online quiz games as a class
Summative Assessment (Quiz / Project / Report) (Include a rubric):

45 minutes for three days, last one is for testing and finishing the experimental process.

Students will work in groups of 4 to create their own version of a seatbelt with supplies provided in the
classroom, mentioned in the beginning. They must build their invention to be tested against the other
groups.
Plan for differentiation: (Be sure to specifically address the following learners)
- Gifted learners will be asked to test their seatbelt against the doll to the bubble wrap and
another groups seatbelt design
- ELL students will be provided with definitions in their native languages and read aloud that have
closed caption as well. ELL students will be given extra help to complete the task with their
peer’s deadline
- Students with high incidence disabilities will be provided the rubric at the beginning and gone
over with them so they know what to expect from the unit. They will be given the option to work
alone if they work better independently or a smaller group.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
- I will see my students seat belt deigns and explanations of their experiments. Seeing if they grasp
the concepts by teaching their peers and anyone in their community. Making sure they know the
concepts to a high level.
 Where might/did learners struggle in the lesson?
- They might struggle with the group work if the students do not get along or have trouble
compromising ideas or work amount. They also may feel a little confused going from force and
 motion all around to back to the seatbelt talk.
 How can the lesson be strengthened for improved student learning?
- Students can collaborate with other groups of they feel stuck, making sure to carry the seatbelt
concept throughout all of the lessons when possible. Make sure students are enjoying
themselves while learning.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
- Not everyone has a car so make sure to think of any vehicle where they might wear a seatbelt or
have seen people wear them.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 - Small makeshift chair for a doll
1 “Roller Coaster” by Marla Frazee 7.99
1 “Motion Push and Pull, Fast and Slow” by 9.00
Darlene Stille
1 “Eyewitness: Force and Motion” 4.00
1 “newton and Me” by Lynne Mayer 7.99

1 - Chalk to mark the dolls ( 8 colors) 10.00

1 - Craft paper (50 sheets) 7.00

1 - Scissors (12 pack) 11.00

1 - Metal wire (32.5 ft) 5.99

1 - Wood (25 pieces) 5.00

1 - Air bags found in package boxes or 12.00

bubble wrap (12 by 30)

1 - Pipe cleaners (200) 7.00

1 - Fabric scraps (60 pieces) 7.50

1 - Clay (5pds) 12.00

5 - 1 doll for every 4 students 25.00

https://www.thirdgrader.com/sol-32-forces.html - website with video and definitions on force and motion

https://www.doe.virginia.gov/home/showpublisheddocument/16178/638036093855600000
https://virginia.pbslearningmedia.org/resource/idptv11.sci.phys.maf.d4kfom/force-and-motion/ - PBS full
episode on force and motion
https://www.youtube.com/watch?v=3vDQm0qIYi0 – national geographics on crash test dummies
https://www.youtube.com/watch?v=d7iYZPp2zYY – video of crash test dummy with and without seatbelt