STEM 434/534 Lesson Planning Template Spring 2023

(Complete answers in PURPLE font)

Name: Cathleen Gregory Grade: 3rd Grade Topic: Science

Brief Lesson Descrip on: (Summarize your lesson here. Be sure to indicate how many minutes and days you an cipate this lesson taking.)
Students will be broken up into small groups, each group will be given a di erent force to research. Students will be responsible to create a
project to present to the class about their assigned force. In the project they will have to explain the force and how it acts upon di erent
objects. I will plan to give students 45 minutes on three separate days and 45 minters on the 4th day to present. In total I am hoping to get
this project done in a total of 3 hours

Speci c Learning Outcomes: I can understand how di erent forces act upon objects

Posi on in Team Unit Plan: Describe how your lesson ts into the overall Unit Plan:
This lesson will introduce students into force of mo on. It is the rst lesson of the unit!
___1___ out of ___6___ total lessons

How did this lesson develop as a result of your examina on of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, culture, race, gender, disabili es etc.)
I am using a project-based assignment this is great for students because it gives them the knowledge and skills they will need in the real
world such as research. This is student directed and will allow students to have an input in their assignments to mo vate them.

Narra ve / Background Informa on

Prior Student Knowledge: (What should students know about this topic from previous grade levels/instruc on?)
This is the rst unit that discusses forces so prior knowledge I believe that they will need is the understanding of credible sources and how to
research.

Science VA SOL Health VA SOL NGSS (You may have to look to a di erent
Physical Health grade level for the connec on)
a) Evaluate how sleep, physical 3-PS2-2.
3.2a) mul ple forces may act on an object ac vity, screen me, and healthy Make observa ons and/or
food and beverage choices a ect measurements of an object’s mo on to
one’s personal health provide evidence that a pa ern can be used
to predict future mo on.

Other relevant VA SOLs covered (think about math, social students, English SOLs also)

I think all English would be a great subject that is related to this. Students. Are using their skills to research and nd credible sources from
learning them in English.

Science & Engineering Prac ces: (Remember, you must e engineering prac ces into at least one of your two lesson plans.)

N/A

Possible Preconcep ons/Misconcep ons/Alternate Concep ons:

A possible preconcep on from the students could be lack of con dence.

A possible misconcep on is that the students are doing all the work and teaching themselves
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 Lesson Objec ves (You may either write these in the form of “The student will be able to (TSWBAT)” or “I can…” statements. Remember, you
should have at least one objec ve for every SOL you are covering in the lesson as indicated above.)

I can iden fy di erent forces

I can iden fy how di erent forces act upon an object

Science Safety: (What Personal Protec ve Equipment (PPE) should be used? What safety rules do I need to remind students of prior to and
throughout this lesson?)

When my students begin researching I will remind them that they are only allowed to look at materials that are directly related to their force
topic.
I will give them a list of websites they can go on and they will have free access to any book in the school library
We will go over the library rules that our school has in place.

LESSON PLAN – 5E Instruc onal Model

ENGAGE: (engage prior knowledge, establish focus, challenge percep on, gain interest)
1.) to prepare my students I will demonstrate how to research a topic by researching one of the forces for them
2.) I will discuss how we should work in a group and possibly give out group jobs for the students to pick
3.) I will introduce the remaining forces to my students while assigning them to their groups with mini videos of each force
For Push or Pull I will use this video: h ps://www.youtube.com/watch?v=zI-vmLrBQzU
For Fric on I will use: h ps://www.youtube.com/watch?v=qN0V0NXV3Kw
For Gravity I will use: h ps://www.youtube.com/watch?v=suQDwZcnJdg

For students with high-incidence disabili es or ELL I will have a list ready for them with di erent books or ar cles related to their topic and
suggest they use some of those while s ll allowing them to research. This books or ar cles will be directed for their reading level to ensure
they understand what they are reading. I will already have a rule in place for students that if there are 10 words they do not know in the
book/ar cle then they will need to pick a new one.
I would not change anything for my gi ed students but I will encourage them to push themselves and help their classmates if they want

This is the part where the students get their forces and their groups
EXPLORE: (opportunity to encounter new informa on, challenge preconcep ons)
While students are researching I will ask them to write down two new facts they learned each day.
Each day a er researching we will have a class discussion and problem shoot any issues that may arise and share our cool facts
If a student found a cool new website with lots of informa on we will share

This is the part of the lesson where students research their force on their own
EXPLAIN: (express what was discovered during the explora on process, make connec ons to lesson objec ves, content, and vocabulary;
remember, this is not always meant to be teacher-centered, direct instruc on)
Because students will be allowed on the computers I am sure they’re going to be words they do not know, I am going to be walking around
while they are researching and answer ques ons as they come up

This part of the lesson will be the students pu ng together the informa on they gathered from researching into a presenta on

ELABORATE: (apply, exercise and transfer newly constructed knowledge to a novel ac vity)
This part of the lesson plan will be when the students present their research and project to their classmates at the end of the week. Each
group will come to the front of the class and present what they have learned about how their force acts upon an object. This is also where I
will ll in any missed informa on on that Friday. (Students will be given the project on Monday, have Monday and Tuesday to research.
Wednesday will be used to put together their project as a group. Thursday students will present. Friday I will ll in informa on)

They will be given a worksheet to keep them on track posted at the bo om

FORCES GUIDE
WORKSHEET
DATE: NAME:

WHAT IS MY FORCE & WHAT DOES IT DO?

HOW DOES MY FORCE ACT UPON OTHER OBJECTS?

NEW COOL FACTS ABOUT MY FORCE:

FRIENDS MAKE SURE YOUR RIGHT DOWN YOUR SOURCES ON THE BACK
OF THIS WORKSHEET
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 EVALUATE:

Forma ve Monitoring (Ques oning / Discussion): What is your force? How does it act upon objects? What does it do?

Summa ve Assessment (Quiz / Project / Report) (Include a rubric): Students will be given a quiz to take at the end that is on a google
form and it will be anonymous to avoid kids being nervous. I have no created a rubric because I am not sure exactly what forces students
would be looking at,

Plan for lesson di eren a on: Be sure to speci cally address the following learners. What strategies/ac vi es will you use to meet the
needs of these learners in each part of your 5E lesson?
• Students with high-incidence disabili es (e.g., au sm, ADHD, mild learning disorders)
• ELL
• Gi ed learners
Checklist of ques ons for further re ec on on the lesson: (You should re ect and respond to these as part of your lesson plan.)
• How will you evaluate your prac ce?
• Where might/did learners struggle in the lesson?
• How can the lesson be strengthened for improved student learning?
• Did the lesson re ect culturally sustaining pedagogies? If not, how can this be enhanced?

FORCES GUIDE
WORKSHEET
DATE: NAME:

WHAT IS MY FORCE & WHAT DOES IT DO?

HOW DOES MY FORCE ACT UPON OTHER OBJECTS?

NEW COOL FACTS ABOUT MY FORCE:

FRIENDS MAKE SURE YOUR RIGHT DOWN YOUR SOURCES ON THE BACK
OF THIS WORKSHEET
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