Gwynedd Mercy University

School of Business and Education

Name: Katie McGovern Grade/Level: 1

Topic: Effects of force on movement

PA Core or Academic Standard(s): (1 point) PDE: ELS 3.2 Physical Sciences

Big Idea(s): (1 point) Physical properties help us to understand the world

Essential Questions: (1 point) What are physical properties of objects? How are physical
properties of objects discovered? What effect does energy have on the physical properties
of objects?

Objective/Performance Expectation: What will students know and be able to do as a

result of this lesson? (1 point) Students will understand how different sizes of force
effect the speed of movement by pushing a beach ball with different forces and recoring
how long it took to cross the finish line.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction). (2 points)
This 1st grade class has 23 students, 12 are girls and 11 are boys. There is
one students with an IEP and they will be handled accordingly to meet
their needs.

2. List the specific standard and expectations as outlined in the PA

Core/Academic Standards (SAS). (1 point)
PDE: ELS 3.2 Physical Sciences
3.2. B. Physics
3.2 1.B.1 Demonstrate various types of motion. Observe and describe how pushes
and pulls change the motion of an object.

3. Explain the psychological principles/theories you used in constructing this

lesson and explain how it is manifested in the lesson. (2 points)

The learning theory Behaviorism will be used. My students will have instructions on how
to act during the activity. The Constructivism learning theory will be used as well. They

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will have previous knowledge from pushing swings and will now understand why they go
high with bigger pushes.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time. (1 point)
• Students will enter the room and empty their schoolbags and put them and
all their belongings, lunch, jackets, and schoolbag, in their cubbies
• They will write their name on the attendance sheet
• They will hand their homework in in the designated subject folder
• They will sit in their desks an get out the materials they need for the day
• They will see a list of journal prompts: tell a story, what did you do after
school yesterday?, what are you doing after school today?, on the board and
will do one in their journal until class starts
• When class starts the students will use the materials they have for the
specific subject
• Halfway through classes they will have snack time
• They will go back to classes
• Around 12:15 they will go out for recess than eat lunch
• They will come in, collect themselves, and write their homework
• They will have their last 2 classes of the day
• They will get their stuff from their cubbies
• They will pack their bag with all their homework materials
• They will line up in their designated line: car riders, walkers, or bus line
• Each student will have an assigned job every week: cleaners, line leaders,
collectors, people who hand things out, or messenger

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)
• The students and I will discuss what rules and what I expect from them
in the beginning of the year
• We will discuss what rules should be added or changed
• Each student will bring a copy home and will be told to review with
parents and have bring it back signed by student and parent
• I will have a big copy on a bulletin board
• I will also give students a sticker on their sticker log each day if they
do not break any rules, after 14 stickers they will get to pick out a prize
• If the class is good each week they will get a marble in a jar after 10
marbles they get a pizza party or movie day

6. Identify what you will do to establish expectations for student

achievement. (1 point)

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 For this lesson I will clearly establish expectations for when they are
performing the activity. I will tell them not to throw the ball and only
throw the ball, so every student can have a successful experiment.

III. INSTRUCTION:

List Materials Needed beach balls, stop watch (iphone), worksheet

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
I will tell the kids we will be playing a game with beach balls after I teach
the lesson.

8. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review
previous lessons?
I will ask the students “who has been on the swings at the play ground?”. I
will also ask “Who has gone really high on the swings?” and “How did
you get super high?”. I will than explain that the harder you push a swing
the higher you go.

9. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
• I will show two videos that talks about force (the first video I will
play the whole video, the second video I will start the second video
at 4:35)
• I will explain about how force affects how far something move
• I will have the class get into four groups of four
• I will give out three beach balls to each group
• I will put a start and finish line on the floor
• I will explain to push the first ball with little force, second ball
with a little more force, and the third ball with a lot of force
• I will tell the students to record how long it takes the ball to cross
the finish line
• I will show the students an example of how to do that
• I will have the students do the experiment
• We will than talk as a class how the third ball crossed the finish
line the fastest because it had the most force

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*
10. Level of Learning/Assessment Evidence (1 point)
How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s
Taxonomy)? Identify what informal and/or formal assessments you will
use to monitor student learning. Also identify if this will be formative or
summative.
My informal formative assessment is when I have them do the activity and
they record the times. I will be using Bloom’s Taxonomy strategies. They
will evaluate and anaylize what happens with each ball when its pushed.
They will apply their previous knowledge from swings to this lesson. They
will understand the lesson after the hands on activity. .

11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow? (2 points)

I will do a quick review about how the amount of affecs how far an object moves.
I will talk about how tomorrow we will talk about the pull motion in force.