Lesson Plan Template
EDMD 3300 Fall 2009

 

Name: Jordan Lemons          

Lesson Title: Forces and Motion

Grade level: 3rd Grade

A. Target Audience
The targeted audience is a class of 3rd graders from north Alabama. The school system is predominantly white and middle class. The school classroom size is approximately 23 students with very high ratings in test scores. The school is very up to date in all technologies and availability. The school has a computer lab, a media center, and science lab. All teachers are able to use the facilities anytime as long as they sign in at a time they are scheduled. The range of students with disabilities is a moderate level; there are approximately three students with a learning disability in the general education classroom. The special education teachers are very hands on with the students in special education as well as with the general education teachers. There are three different types of disabilities in my classroom: behavioral disorder, dysgraphia, and vision impaired. The student with the behavioral disorder has a paraprofessional along side through every class. The student who is visually impaired is always seated closest to the board and has a special magnifier handy, when using the computers that student uses the monitor magnifier. The student with dysgraphia uses a typing device when doing assignments in group work, that student also works one-on-one with the special education teacher once a week to improve the handwriting.

B. Learning Environment
The classroom in which the lesson will take place is set up in 5 groups of four students. The students are in these groups to allow them to learn from each other and distribute the group work. All groups are required to have a reporter, researcher, reader, and gopher of the materials. The jobs change with each group activity. The room has five computers available for the students to use with permission. The room also has a classroom library with a reading rug and bean bags. My desk is at the back of the classroom out of the way of the students. The ELMO machine and computer are located at the back of the room also. I keep the back up projector in the closet in case technology fails me in the middle of class. We use the science lab and the outdoor classroom as much as possible when weather allows and scheduling is available. When we use these other facilities it gives the students a change of scenery and they enjoy that.

C. Summary of Lesson
The lesson on forces and motion will include a brief discussion of knowing what exactly a force is, how we make a force, and what does it look like in action. I will begin the discussion by showing a short clip from APT Plus on forces in nature, afterwards we will discuss what we saw with a short PowerPoint to guide discussion. Then shortly following the students will receive their experiment directions, perform the experiment, and close with a short quiz.

D. Alabama Course of Study Objective(s)

Science (2005)

Grade(s): 3

Web Links:

1

Lesson Plans:

4

4.) Define force and motion.

 

• Identifying forces that change an object's position or motion

 

Examples: lifting, pushing, pulling

 

• Identifying sources of friction

 

Examples: rubbing hands together, applying sandpaper to wood

 

• Describing the force of gravity

 

 

E. ISTE Technology Foundations Standards for Students Addressed
Copy and paste these standards from http://osx.latech.edu/students/. Include standards in their entirety, not just the reference numbers.

F. Student objectives for the lesson.                 
“Upon completion of this lesson, students will be able to:

§  Identify how an object is being moved from point A to point B.

§  Why the object is able to move only with a force.

§  Be able to identify the difference in all three types of forces such as push, pull, and lift.”

G. Length of the lesson activity
The length of the lesson and experiment is 60 minutes.

H. Learning Environment/Lesson Preparation
The projector will have to be turned on and ready to show the short clip. The computer will have to be turned on and clip website pulled up. Also I will use the ELMO to examine the experiment directions and explain what I expect them to do. At the close of the lesson I will have a PowerPoint quiz with a classroom set of clickers. If the internet is unavailable we will move straight to the PowerPoint presentation. If all the technology fails that I have planned to use I will try to express the lesson as many ways possible such as writing it on the white board, reading, physical involvement and so on.

I. Plan and schedule of activities

Time Period

The teacher will…

The students will…

9:00 – 9:10

Introduce the lesson to the students, explaining what is expected of them behaviorally and educationally.

Get their science notebook out along with a pencil.

9:10 – 9:20

Turn on the ten minute clip about forces and motion. While it’s playing I will get my notes and PowerPoint prepared to guide the classroom discussion.

Students should be watching and listening to the video.

9:20 – 9:25

Start the classroom discussion and guide the students to use the knowledge they just learned,

Students will take turns answering questions the teacher asks.

9:25 – 9:30

Explain more about the subject area and ask the students if they have any questions.

Students should be listening and filling in their graphic organizer.

9:30 – 9:32

Hand out the directions for the experiment and put them on the ELMO for the student who is visually impaired.

Write their names at the top of the paper and read through the directions as I read them aloud.

9:32 – 9:48

Walking around the room to make sure students do not need any help or making sure students stay on task. Closer to the end of the time I will pull up the quiz PowerPoint and pass out the classroom set of clickers.

Doing the experiment and using each other to work on the questions included.

9:48 – 10:00

Start the quiz PowerPoint and read the questions aloud

Use their clickers to buzz in to answer.

J. List of materials needed
PowerPoint, Video Clip, Graphic Organizer, Experiment directions and materials: chair, rope, and piece of carpet, ELMO

K. Assessment
Students will be assessed as a whole. Also at the end of the unit as a whole, students will have a multiple choice test pertaining to the subject area.

L. Accommodations
Forces and motion I feel is very good way to get my student with behavioral issues involved without an outburst. Having the hands on experiment mixed in with the lesson it enables that student to be able to let out some energy. But if the student does not succeed in keeping their composure throughout the class time then that student will be taken back to the special education classroom to work one-on-one with another teacher. My student with a visual impairment will be sitting at the front of the room. My PowerPoint is in very large font and very simple colors. That student also has magnified notes and directions for the experiment. The student with dysgraphia can read and understand all the material but can not put it on paper. The student will have the help of a typing device when it is time to take notes. When we split into groups that student will not be made to be the reporter they would have a different job.   

 

M. Technology Use Justification

I feel that using APT Plus as a video clip will allow the children to see forces first hand, as to just reading about it. Using PowerPoint presentation will provide another way to learn about the material just in a different way. I feel that these technologies are very important for students today because they are using the same technology and love it.