Student Teaching Lesson Plan Template

(Indirect Instruction)

Subject: Central Focus:

Science Force and Motion

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

3.P.1 Understand motion and factors that affect 3/20 3/21
motion. 3.P.1.1 Infer changes in speed or direction
resulting from forces acting on an object.

Daily Lesson Objective (1):

Students will be able to explain and predict that when a force, either a push or pull, acts on an object it will result in a
change of speed and/or direction.

Tip: this is not the same as CF above; this is what you are teaching TODAY. This will drive this lesson; be sure it
is addressed throughout the plan, is assessed, and is included in the Closure.
21st Century Skills (1): Academic Language Demand (if Handbook applicable)
Critical thinking and problem solving: Tips: Only include language demands for THIS lesson.
Students have to think logically about
● Language Function:
the concept and apply them
o Tip: choose one action verb, multiple action verbs are
Communication and collaboration: allowed in plan BUT only one here.
Students have to communicate and o Here are the language function verbs: Analyze, Argue,
work with other classmates when they Categorize, Compare/contrast, Describe, Explain, Interpret,
Predict, Question, Retell, and Summarize.
are in their groups
o Your language function needs to align with the NC Essential
Creativity: Students have to be Standard you identified earlier. Explain why you chose this
creative when exploring and designing one.
Explain and predict: Students will be able to explain how a force acts on an
and designing a ramp. object, whether it is a push or a pull, as well as be able to predict how the fore
will act upon the objects and the direction that the object will move in.

Tip: for the bullets below consider your strategies for teaching these
concepts also.
● Content/Academic Vocab:
Reading a book about motion that explains these key words and
engages the students. (Force, push, pull, motion)
● Discourse possibilities:
Teacher talk: Teacher leads discussion in engage activity and asks questions.

Teacher to student: Teacher and students discuss ideas and concepts during
whole class discussion.

Student to student: Students discuss and collaborate with each other during
explore demonstration activity and explain, work in groups and engage in
turn and talks.
Prerequisite knowledge and skills
needed (1) (for both student and
teacher):
Students: Force is what moves objects.
Inanimate objects cannot move on their
own, force must be applied.
Teacher: How to explain and
demonstrate the concept of force since
it cannot be exactly drawn, has to be
visualized.
Source of Lesson:
My idea/memory
Activity
1. Engage (3)
2. Explore (3)
3. Explain (3)
Tip: “The student will be able to …”
Rephrase the daily objective in
“student language” if needed. This
may just be repeated from above.
4. Elaborate/Extend (3)
Global Awareness (1):
Students learn that force, either push or pull, controls and moves all objects
around the world. Forces, such as gravity, are what hold us onto the earth.
Safety Considerations:
Students construct their ramps in small groups at their tables so there should
not be a lot of movement around the classroom, materials used are their
everyday materials at desk so not dangerous supplies, students are working
sitting down.
Description of Activities and Setting Time
Ball on ramp demonstration. Students use books to 10 minutes
create an incline and they put a ball on the ramp. Ask
the students their predictions for what the ball will do.
(Ball rolls down the ramp). What would happen if I
made the ramp higher? What would the ball do if I took
the ramp away? What if the ball was bigger or heavier?
How do we move?
How would I make a ball move? (Apply force to it)
What is force?
What are the two types of forces that we use to make
something move?
Pushes of Pulls T-Chart 15 minutes
Students are given a paper that contains a t chart. One
side will have the title Push and the other side will have
the title Pull. Students will brainstorm and think of
when and where they have used force, either pushing
or pulling, in their daily routines.
Students will be able to describe how forces, push or 15 minutes
pull, cause an object to move.
Whole class discussion about force.
Answer the engage questions, what is force, push and
pull?
Explain that a push and a pull are both forces. Force
makes an object move or stop moving. When we push
something, we are moving it away from us. When we
pull something, we are moving it closer to us.
How do objects move and change position? (pushes and 10 minutes
pulls)
2

5. Evaluate (Assessment methods) (3)
Tip: Identify your formative and
summative assessments.
Tip: Identify methods as formal
and/or informal.
Tip: Try to have at least one formal
assessment per LP to collect data on
student understanding
Tip: Always connect your assessments
to the Daily Objective
What is a push? (a forward moving motion against an
object)
What is a pull?( a backward moving motion on an
object)
What other ways can objects move? (zig-zag, forward,
backward, around, spins)
What objects need a little bit of force to move? (pencil,
paper, a book, scissors)
What objects need a lot of force to move? (chair,
bookcase, desk, table, bookcase)
What other forces can move objects? (wind, water,
animals)
Motion is the change in position of an object because of
a force.
What factors affect force? (Speed and weight)
Push Pull or Both? 15 minutes
Formal Assessment: Students are given cards that
contain real world objects on them. The students have
to decide whether or not the objects moves if it is
applied with force in the form of being pulled or pushed
or both. The students then sort the cards on the venn
diagram.
Informal: Students responses and statements during
the whole class discussions.
Formal: Students accurate sorting of the push, pull, or
both venn diagram.

Force and Motion Kahoot:

Student(s) &
Modifications/Accommodations (2):
1. Students can record the results from
their ramps, different heights and
factors, in a science journal.
2. Students may read non-fiction books
about force, pushes and pulls. They can
then record facts from the book.
3. Students can draw and label a diagram
of facts about forces, push and pull.
https://create.kahoot.it/share/force-and-
motion/ddc3b921-403d-469b-80fa-d007a9557106
Student/Small Group:
Enrichment
Differentiation:
Enrichment:
Students can make ramps changing
variables to see how the force
changes accordingly. For example,
they can test how increasing the
height or using a bigger ball may
affect the distance. They can mark
how far the ball went with a piece of
tape and record the different
distances. Once they try different
methods, they can see which one
went the farthest and the least
distance and then they have to
Student/Small Group:
Additional aid:
Differentiation:
Additional aid:
Students can work in groups or with
partners when completing the t
chart or venn diagram. Students
may need additional help when
building or creating their ramps.
Students can also be given
examples of objects that require
force and have to sort them as push
or pull rather than coming up with
real life examples from their daily
routines.

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 explain why they think this
happened.

Materials/Technology (1):
Everyday school materials (binder, book, tape, etc.) to make ramps, balls, papers for t-chart and venn diagram,
technology (laptops) for students to use for the kahoot, force and motion kahoot: https://create.kahoot.it/share/force-
and-motion/ddc3b921-403d-469b-80fa-d007a9557106 ,
Reflection on lesson:
Overall, I think that this lesson went very well. All of the students were engaged and participated in the activities. The
topic of motion and forces acting upon one another was very interesting to them. The students really enjoyed working
in small groups to make the ramps during the explore part and they also really enjoyed playing the kahoot at the end of
the lesson. The students participated in many conversations within their small groups and they really enjoyed discussing
and sharing their thoughts and ideas during the whole class discussion. Since this was an introductory lesson to the
topic about motion, I really focused on asking the students hat their thoughts were and how they changed as the lesson
progressed to demonstrate what they have learned and how their thoughts and ideas about the topic were changing. If I
were to do the lesson again, the main thing that I would change would be the time allowed for each of part of the lesson.
Due to the limited amount of time for science, I had to modify and adapt the lesson in order to fit it all in. I also asked
other questions and discussed other ideas during the whole class discussion based on the student’s responses.

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