Spring 14 3rd Grade Science Unit

Level 5 - LESSON PLAN TEMPLATE
Name: Date: February 18,

2014
Grade: 3 Students: _14_ Male _7_ Female
CON!N FOC"S: To increase comprehension of forces and motion for 3
rd
grade students.
#!SSON $1
%SD! COMMON CO&!'(C(D!M)C S(ND(&DS:
Choose the content area and ESOL.
Ob*e+t,-es .Must relate t/ y/ur assessments0
Content:
Standard- STANDARD 2:
!"S#CAL SC#ENCE
The student will increase
their understanding of the
properties of objects and
materials that
they encounter on a daily
basis. The student will
compare, describe, and
sort and c$assif%
these materia$s &%
o&ser'a&$e properties.
Benchmark-
Benchmark : The
student will describe
the motion of
objects.
!ndicator- .
"The student
describes and
classifies
objects by
more than one
property.
#BC$% &bjecti'e ( The students will
correctly c$assif% ) out of *+ objects in the
school that can be pushed, pulled or
twisted.
,S&- Strand .S!&/0- *.
-istening
1rade - 2
Bo3ed Subheading-
Comprehension of
&ral !nstructions,
4uestions and
/rompts
-anguage -e'el-
!ntermediate
Num&er( 5.
6espond
appropriately to
classroom
commands
and instructions
to
complete grade-
le'el
tasks containing
modeled multi-
step
directions, with
repetition
and 'isual or
non-'erbal
support.
#BC$% -anguage 7nowledge &bjecti'e-
The students will properly c$assif% 8 out
of 5 objects in the categories of
push9pull9twist.
!ntegration :ithin:
ST#;$#6$ :
/<=S!C#- SC!,;C,
Benchmark : The
the mo'ement of
objects.
!ndicator: .
The student
describes change
in position of
objects when
mo'ed.
#BC$% &bjecti'e - The students will
properly c$assif% ) out of *+ objects in the
categories of push9pull9twist.
!ntegration #cross:
6eading Standards for
!nformational Te3ts
1rade ( 2
7ey !deas and
$etails
&)1311 ( #sk
and answer
>uestions to
demonstrate
understanding of
a te3t, referring
correctly demonstrate their knowledge *+
out of * times using the ?acts #bout
?orce worksheet.
e3plicitly to
the te3t as the
basis for the
answers.
%!2 3OC(4"#(&2
.S)O50
@otion ( 2 a : an act or process of changing place or position
?orce - 4 : an influence .as a push or pull0 that tends to produce a change in the
speed or direction of motion of something Athe force of gra'ityB
/ush ( 2 : to force forward, downward, or outward
/ull ( 2 a : to use force on so as to cause or tend to cause motion toward the force
Apull a wagonB Apull at a ropeB
Twist- + : to pull off, rotate, or break by a turning force Atwisted a small branch off
the treeB
$efinitions taken from http:))***.*ordcentra$.com
M(!&)(#S .ea+6er 7 Student0:
Man,8ulat,-es 9 motion cards
#,terature 9 Forces Make Things Move, by %,mberly 4ruba:er 4radley
e+6n/l/;y 9 ,lmo C whiteboard
Ot6er Mater,als Needed </r t6e #ess/n 9 pretest, recording sheet, pencil, crayons, whiteboards, dry erase
markers
ANTICIPATORY SET: (Opening: How will you activate prior knowledge?)
Think about how you got to school this morning? I drove my car to school. Tell me the method you used to
get to school. Did you walk, ride a bike, ride in a car, or a bus? Focus on the method of transportation you used
and think about the movement that was involved. We are going to study forces of motion and evaluate how
different objects move. First I am going to pass out a pre-test to see what you already know.
Essential Questions (SIOP Strategies) (What question statements will you pose BEFORE your lesson? Be
sure to include one at each level: knowledge, skills, reasoning.)
K: Tell me the method you used to get to school. Did you walk, ride a bike, ride in a car, or a bus?
S: Focus on the method of transportation you used and think about the movement that was involved.
R: We are going to study forces of motion and evaluate how different objects move.
PROCEDURES: Steps to carry out the lesson and how you will model this lesson. Be specific and include:
Grouping Configurations (SIOP Interaction), Hands-on Materials/ Manipulatives (How are you using these?)
(SIOP Practice and Application), Variety of Techniques (SIOP Comprehensible Input), Integration within
the content area, and Integration across the content area. Label ALL.
- Students will begin with pretest. Tests will be taken individually, at their desks. Grouping Configurations
(SIOP Interaction)
- Review of vocabulary words they will come across in the reading.
- I will read Forces Make Things Move, by Kimberly Brubaker Bradley. Variety of Techniques (SIOP
Comprehensible Input),
- Students will be instructed to identify terms they do not know so we can clarify; they will use whiteboards and
dry erase markers to write down the words they need to focus on further.
- After reading I will select a few volunteers and tell them to choose something new they learned from the
book.
- I will put up the motion cards which read Push / Pull / Twist up on the board. Hands-on Materials/
Manipulatives and Variety of Techniques (SIOP Comprehensible Input) I will call students up to the board to
categorize the cards that have objects/machines on them. They will tape the card under the proper section.
- We will divide into 3 groups Grouping Configurations (SIOP Interaction) and go on a quiet motion hunt
around the school. The students will take their recording sheets and a pencil. The students will identify at least
10 objects to list on their sheet. Integration within the content area
- Two Mighty Forces recording sheets will be turned in when we get back to class. Integration across the
content area and Variety of Techniques (SIOP Comprehensible Input)
Essential Questions (SIOP Strategies) (What question statements will you pose DURING your lesson? Be
K: Students will be instructed to identify terms they do not know so we can clarify
S: write down the words they need to focus on further
R: After reading I will select a few volunteers and tell them to choose something new they learned from the
book.
CLOSURE: You will have an exit slip today. Please explain where you see motion and draw an example.
Answers will vary, but I want to see what you understand and have you illustrate what you mean. Tomorrow
we will learn more about forces and motion and talk about how we will begin to generate hypothesis in a couple
of days.
Essential Questions (SIOP Strategies) (What question statements will you pose AFTER your lesson? Be sure
to include one at each level: knowledge, skills, reasoning.)
K: Please explain where you see motion.
S: Answers will vary, but I want to see what you understand and have you illustrate what you mean.
R: Tomorrow we will learn more about forces and motion and talk about how we will begin to generate
hypothesis in a couple of days.
(D(5()ONS
Accommodations)+odification
s
&e=ea+6: ! will use the Digsaw method for small group instruction. They
students will be paired up and will re'iew more information on the topics of
forces and motion. They will list four ideas they learn and then the pairs will
share together and create a big list of the new concepts they learned. ! will
also ha'e the para help with the ,S&- students who may need further
assistance.
!nr,+6ment: ! will pro'ide websites links to those who need enrichment in
this area of study. The students will list and define or e3plain 5 new ideas that
they learned. http:))interacti'esites.*ee&$%.com)ph%sics(and(motion.htm$ and
http:))***.$earningscience.org)psc2&motionforces.htm
S8e+,al Needs: ! will enlarge the print of the graphic organiEers for the
'isually impaired student.s0 and also any other papers that may be used
during the lesson. This will assist with them with being able to see the words
better. ! will also make sure they are seated up close to the front of the room
so they can see the whiteboard more easily.
ASSESSMENTS (SIOP Review Assessment): Method or instrument showing how students met the objectives.
Graphic Organizer: Two Mighty Forces See Appendix B of FPA
#!SSON $2
Content:
!"S#CAL SC#ENCE
Benchmark : The
the motion of
!ndicator- .
"The student
describes and
e,press their understanding, of ;ewtonFs
-aws, by successfully completing out of
materials that
sort and c$assif%
these materia$s &%
objects. classifies
objects by
more than one
property.
2 obser'ations on the pro'ided ;ewtonFs
-aws of @otion recording sheet.
,S&- Strand .S!&/0- *.
-istening
1rade - 2
Bo3ed Subheading-
Comprehension of
&ral !nstructions,
4uestions and
/rompts
-anguage -e'el-
!ntermediate
Num&er( 5.
6espond
appropriately to
classroom
commands
and instructions
to
complete grade-
le'el tasks
containing
modeled multi-
step directions,
with repetition
and 'isual or
non-'erbal
support.
Students will 'erbally comp$ete out of 2
definitions, by gi'ing the corresponding
;ewtonFs -aw.
!ntegration :ithin:
Standard- ST#;$#6$ *:
SC!,;C, #S !;4G!6=
Benchmark *: The
student will de'elop
the skills necessary to
do full in>uiry. ?ull
in>uiry in'ol'es
asking a simple
>uestion, completing
an in'estigation,
answering the
>uestion, and sharing
the results with others.
!ndicator- *. "
asks >uestions
that he9she can
answer by
in'estigating.
#BC$% &bjecti'e - The students will
demonstrate their understanding, of
;ewtonFs -aws, by successfully
completing out of 2 obser'ations on the
pro'ided ;ewtonFs -aws of @otion
recording sheet.
!ntegration #cross:
Standard-
6eading Standards for
!nformational Te3t
7ey !deas and
$etails
!ndicator-
6!.2.* ( #sk and
answer
>uestions to
demonstrate
understanding of
a te3t, referring
e3plicitly to
the te3t as the
basis for the
answers.
#BC$% &bjecti'e ( #fter 'iewing the
;ewtonFs -aws of @otion /ower/oint,
students will demonstrate their
understanding, of ;ewtonFs -aws, by
successfully completing out of 2
obser'ations, using the terminology found
in the informational /ower/oint, on the
pro'ided ;ewtonFs -aws of @otion
recording sheet.
%!2 3OC(4"#(&2
.S)O50
the treeB
Man,8ulat,-es 9 >uarter, glass, playing card
#,terature 9http:))***.&rainpop-r.com)science)forces)pushesandpu$$s)
e+6n/l/;y 9 computer, internet, projector, whiteboard, ;ewtonFs /ower/oint, brainpopjr.com
Ot6er Mater,als Needed </r t6e #ess/n 9 pencil, ;ewtonFs -aws of @otion :orksheet .1atlin0, notebooks
Yesterday we found lots of objects around the school that at some point are in motion. Identify some objects in
our everyday life that can, at one point or another, be in motion. Today we will examine laws of motion which
were created by a famous scientist, named Newton. We will then demonstrate a couple of experiments that
demonstrate the Newtons Laws of Motion and evaluate the laws.
http://www.brainpopjr.com/science/forces/pushesandpulls/
K: Identify some objects in our everyday life that can, at one point or another, be in motion.
S: Today we will examine laws of motion which were created by a famous scientist, named Newton.
R: We will then demonstrate a couple of experiments that demonstrate the Newtons Laws of Motion and
evaluate the laws.
- Students will be seated Grouping Configurations at their desks or on the floor in front of the white board.
- Students will watch http://www.brainpopjr.com/science/forces/pushesandpulls/ to learn more about the
scientific terminology were are learning about. Variety of Techniques
- Define what a force is and support with an example. I will take 2 3 answers.
- Students will then be introduced to Sir Isaac Newton through a PowerPoint. Variety of Techniques and
Integration across the content area
- Notes will be taken in their notebooks.
- Illustrate an example of an object the takes a lot of force to move and an object that takes a small amount of
force to put into motion. This will be done on your Newtons Laws of Motion recording sheet under the
second law.
- In your notebooks create a design of a simple machine that uses motion.
- Experiment with cup, playing card, and quarter will be done at the front of the class and projected via the
ELMO and the projector. I will model the experiment once and then I will have 3 4 students demonstrate the
experiment. Hands-on Materials/ Manipulatives. Students will record observation on their recording form.
Integration within the content area
- All students will record their observations on their recording sheet under Newtons 1
st
Law.
- Experiment with balloon will be modeled at the front of the room. I will then call o 3 4 students to also
model the experiment of blowing it up and then letting it go Record results under Newtons 3
rd
Law.
Integration within the content area and Hands-on Materials/ Manipulatives
K: Define what a force is and support with an example.
S: Illustrate an example of an object the takes a lot of force to move and an object that takes a small amount of
force to put into motion.
R: In your notebooks create a design of a simple machine that uses motion.
CLOSURE: (How will you review major points of the lesson?)
Who can define Newtons 1
st
Law of Motion? 2 3 responses. Today we illustrated many examples of
Newtons 2
nd
Law of Motion. We also evaluated a couple of experiments by making observations of our own.
Tomorrow we will break up into Grouping Configurations (SIOP Interaction) small groups of 3 to 4, for a
hands-on experiment which is focused around Newtons 2
nd
Law of Motion.
K: Who can define Newtons 1
st
Law of Motion?
S: Today we illustrated many examples of Newtons 2
nd
Law of Motion.
R: We also evaluated a couple of experiments by making observations of our own.
(D(5()ONS
s
&e=ea+6: Canned >uest,/ns, 8;1 771 99 ideas and activities for teaching
English learners with the SIOP .Hogt C ,che'arria, ++I0 Small group re-
teach - students will work in partners to answer the student-created >uestions !
draw from the can. /artners take turns sharing their answers with the group.
!nr,+6ment: Students in need of enrichment can find more information at
http:))***.ph%sics/0ids.com)fi$es)motion1$a*s.htm$
! will also ask them to Jin'entK an in'ention and describe the motion of their
in'ention.
S8e+,al Needs: ! will print off a copy of the /ower/oint and gi'e to the
student who is in need of ha'ing the print right in front of him. ?ocusing on
the board, e'en though he is in front, is sometimes difficult and needs to ha'e
a paper copy in his hands.
Newtons Laws of Motion recording sheet See Appendix B of FPA
#!SSON $3
Content:
!"S#CAL SC#ENCE
materials that they
encounter on a daily
sort and c$assif% these
materials by obser'able
properties.
Benchmark-
Benchmark : The
the motion of
objects.
!ndicator- .
"The student
describes and
classifies
objects by
more than one
property.
#BC$% &bjecti'e ( Students will
construct thorough obser'ation
information for 8 out of 5 >uestions on the
+o'e #t2 Sir #saac recording form, pro'ing
their knowledge of the lesson.
,S&- Strand .S!&/0- *. 1rade - 2 Num&er( 5. #BC$% -anguage 7nowledge &bjecti'e-
-istening Bo3ed Subheading-
Comprehension of
&ral !nstructions,
4uestions and
/rompts
-anguage -e'el-
!ntermediate
6espond
appropriately
to classroom
commands
and
instructions to
complete
grade-le'el
tasks
containing
modeled multi-
step directions,
with repetition
and 'isual or
non-'erbal
support.
Students will correctly e'a$uate out of 2
e3periments by properly completing the
obser'ation recording form.
!ntegration :ithin:
Standard- *
Strand- Science as
!n>uiry
Benchmark *: The
the skills necessary
to do full in>uiry.
?ull in>uiry in'ol'es
asking a simple
an in'estigation,
answering the
>uestion, and
sharing the results
with others.
!ndicator- 8. "
begins
de'eloping the
abilities to
communicate,
criti>ue,
analyEe his9her
own
in'estigations,
and interprets
the work of
other students.
#BC$% &bjecti'e - Students will
correctly ana$%3e out of 2 e3periments
by properly completing the obser'ation
recording form.
!ntegration #cross:
Standard- @easurement
and $ata .@$
@easure and
estimate lengths in
standard units.
!ndicator-
*. @easure the
length of an
object by
selecting and
using
appropriate
tools such as
rulers,
yardsticks,
meter sticks,
and measuring
tapes.
properly demonstrate the use of rulers 2
out of 2 times when measuring the
distance of the objects.
%!2 3OC(4"#(&2
.S)O50
Man,8ulat,-es 9 lumps of clays, paper clips, marbles, red and green construction paper strips, ruler
#,terature 9 N'(
e+6n/l/;y 9 ,lmo and projector
Ot6er Mater,als Needed </r t6e #ess/n 9 pencil, recording forms
Today we are going to have some fun out in the pod with clay, paper clips and marbles! Who can recall what
Newtons 2
nd
Law of Motion is? (2 3 answers) Today we are going to expand more on the 2
nd
law by
carrying out experiments of motion. You will use a lump of clay, paper clip and marble and evaluate the
distance they travel when pushed softly and pushed harder.
K: Who can recall what Newtons 2
nd
Law of Motion is?
S: Today we are going to expand more on the 2
nd
law by carrying out experiments of motion.
R: You will use a lump of clay, paper clip and marble and evaluate the distance they travel when pushed softly
and pushed harder.
-_I will model the experiment using all three objects. Experiments will be displayed via the ELMO and
projector, onto the whiteboard.
-_What differences to you recognize between the soft and hard pushes?
-_I will divide the students up in to groups of 3 and 4 Grouping Configurations. They will move to the
tables in the pod right outside the classroom to carry out their experiments.
-_The students will take turns performing the experiments, each getting to use one of the materials provided.
Hands-on Materials/ Manipulatives and Variety of Techniques
-_The students will give the object a soft push at the green starting line and measure the distance with the
ruler. The students will give the object a harder push and record the distance (Integration across the
content area) with a ruler. The red construction paper will be used for a finish line. Hands-on Materials/
Manipulatives and Variety of Techniques)
-_What can you conclude from the outcome of your observations during this experiment? (3 4 student
answers.)
-_The students will then answer the questions on the recording sheet. They will answer the questions in
complete, proper sentences. Integration within the content area
K: What differences to you recognize between the soft and hard pushes?
S: They will move to the tables in the pod right outside the classroom to carry out their experiments.
R: What can you conclude from the outcome of your observations during this experiment?
I hope you had fun analyzing your experiments as you learned more about the law of inertia which is
Newtons 2
nd
Law of Motion. There is more to come tomorrow as we focus on action to reaction which will
better help define Newtons 3
rd
Law of Motion. We will break up in to small groups (Grouping Configurations)
again tomorrow and we will experiment with different objects. We will also evaluate the experiments and make
more observations of the outcome of the experiments.
K: I hope you had fun analyzing your experiments!
S: There is more to come tomorrow as we focus on action to reaction which will better help define Newtons 2
nd

Law of Motion.
R: We will also evaluate the experiments and make more observations of the outcome of the experiments.\
(D(5()ONS
s
&e=ea+6: 99 ideas and activities for teaching English learners with the
SIOP .Hogt C ,che'arria, ++I0 pg. 8+ 8-Corners 'ocabulary will be used to
help reinforce the scientific terms of this science unit. *0 illustrationL 0
definitionL 20 sentenceL and 80 'ocabulary word.
!nr,+6ment: !nr,+6ment: Students in need of enrichment can find more
information at http:))***.ph%sics/0ids.com)fi$es)motion1$a*s.htm$
! will also ask them to Jin'entK an in'ention and describe the motion of their
in'ention.
S8e+,al Needs: ! will pro'ide assistance to the ,-- students in the
classroom. The para-educator will also be on hand to assist as there are I
,-- students in the class. They will recei'e e3tra support to help them be
successful in carrying out their e3periments and recording their obser'ations.
Move It Sir Isaac recording sheet see Appendix B of FPA.
#!SSON $4
Content:
Standard- ST#;$#6$
: /<=S!C#- SC!,;C,
materials that they
encounter on a daily
sort and classify these
materials by obser'able
properties.
Benchmark-
Benchmark : The
the motion of
objects.
!ndicator- .
"The student
describes and
classifies
objects by
more than one
property.
correctly diagram the results, on their
recording sheet, of 5 out of M objects they
obser'e for action, reaction, stopping
force.
,S&- Strand .S!&/0- *.
-istening
1rade - 2
Bo3ed Subheading-
Comprehension of
&ral !nstructions,
4uestions and
/rompts
-anguage -e'el-
!ntermediate
;umber- 5.
6espond
appropriately to
classroom
commands
and instructions
to complete
grade-le'el tasks
containing
modeled multi-
step directions,
with repetition
and 'isual or
non-'erbal
Students will correctly diagram the
results, on their recording sheet, of 5 out
of M objects they obser'e for action,
reaction, stopping force.
support.
ST#;$#6$ *: SC!,;C,
#S !;4G!6=
Benchmark *: The
the skills necessary to
do full in>uiry. ?ull
in>uiry in'ol'es
asking a simple
an in'estigation,
answering the
>uestion, and sharing
the results with others.
*. " asks
>uestions that
he9she can
answer by
in'estigating.
Students will 'erbally e,p$ain to the
teacher which object they think will tra'el
faster when thrown and why, gi'ing *
coherent e3planation.
!ntegration #cross:
and $ata .@$
@easure and
estimate lengths in
standard units.
!ndicator-
*. @easure the
length of an
object by
selecting and
using
appropriate
tools such as
rulers,
yardsticks,
meter sticks,
and measuring
tapes.
out of M times when measuring the
%!2 3OC(4"#(&2
.S)O50
the treeB
Man,8ulat,-es 9 -egos, <ot :heels, sponges, marbles, cotton balls
#,terature 9 N'(
e+6n/l/;y 9 ,-@&, projector, whiteboard, stopwatches, =ou Tube
Ot6er Mater,als Needed </r t6e #ess/n 9 measuring tape, recording forms, pencil
Attention Grabber: http://www.youtube.com/watch?v=MUgFT1hRTE4 (Variety of Techniques) Hypothesize
whether or not it takes the same amount of force to move an elephant as it does a mouse. Explain your
reasoning. (3-4 student answers) You are going to carry out an experiment to determine if the same amount of
force makes an object travel the same distance. You can use different actions, but the force will remain as close
to the same as possible. Lets break up in to our small groups and get started.
K: Does it take the same amount of force to move an elephant as it does a mouse? Explain your answer.
S: You are going to carry out an experiment to determine if the same amount of force makes an object travel the
same distance.
R: Hypothesize whether or not it takes the same amount of force to move an elephant as it does a mouse.
- Teacher will model the experiment using one to two of the manipulatives and demonstrate how to measure
and record their information.
- Students will be broken up into groups of 4 to 5. Grouping Configurations They will work in various areas
around the room and out in the 3
rd
4
th
grade pod.
- Students will move the -egos, <ot :heels, sponges, marbles, cotton balls .Hands-on Materials/
Manipulatives), in 'arious ways, but using the same amount of force.
- The students will discuss the way they are going to mo'e the object.
- Students will measure with a ruler .Integration across the content area0 the distance the object tra'eled
and indicate on their recording form. The students will also indicate what the stopping force was of the
object.
- T: J/lease e'a$uate the e3periment you ha'e just carried out and e,p$ain why certain objects mo'ed
further and faster than others.K .8 ( 5 student answers0 .Integration within the content area)
-
K: The students will discuss the way they are going to mo'e the object.
S: Students will measure with a ruler the distance the object tra'eled and indicate on their recording form.
R: J/lease e'a$uate the e3periment you ha'e just carried out and e,p$ain why certain objects mo'ed further and
faster than others.K
Today we examined how objects move differently when the same force is used on them. You were able to
apply the new knowledge you have gained during the past couple of days and I heard some great explanations
of why some objects move faster than others. Tomorrow you will be asked to generate a hypothesis in regards
to friction. For you exit slip I want you to produce the definition for a hypothesis. Hand your exit slip to me
when you turn in your recording sheets.
K: You were able to apply the new knowledge you have gained during the past couple of days and I heard some
great explanations of why some objects move faster than others.
S: Today we examined how objects move differently when the same force is used on them.
R: For you exit slip I want you to produce the definition for a hypothesis. Hand your exit slip to me when you
turn in your recording sheets.
(D(5()ONS
s
&e=ea+6: # small group re-teach of this lesson will be pro'ided. The same
manipulati'es will be used. Teacher will demonstrate again and help the
students properly measure and record their answers. Hocabulary will also be
re'iewed 'ia a /ower/oint with pictures to e3plain the word.
!nr,+6ment: -inks to e3plore
http://teachertechriceed!/Participants/lo!viere/"ewton/ and
http://wwwph#sics$kidsco%/files/%otion&lawsht%l @ore information on
;ewtonFs -aws of @otion and an online >uiE to challenge those in need of
enrichment.
S8e+,al Needs: The ,-- students are mi3ed in with students who are fluent
in ,nglish, to pro'ide them e3tra support. The para-educator is also in the
room for all science lessons. /raise and e3tra support helps lower the
affecti'e filter of the students to help them succeed.
Action to Reaction Recording Sheet See Appendix B in FPA
#!SSON $?
Content:
!"S#CAL SC#ENCE
materials that
sort and c$assif%
these materia$s &%
Benchmark-
Benchmark : The
the motion of
objects.
!ndicator- .
"The student
describes and
classifies
objects by
more than one
property.
correctly assess the distance tra'eled for 8
out of 5 objects tra'eling on different
materials, on the pro'ided friction
recording sheet.
,S&- Strand .S!&/0- *.
-istening
1rade - 2
Bo3ed Subheading-
Comprehension of
&ral !nstructions,
4uestions and
/rompts
-anguage -e'el-
!ntermediate
Num&er( 5.
6espond
appropriately to
classroom
commands
and instructions
to complete
grade-le'el
tasks containing
modeled multi-
step directions,
with repetition
and 'isual or
non-'erbal
support.
Students will correctly e,amine the
distance tra'eled for 8 out of 5 objects
tra'eling on different materials, on the
pro'ided friction recording sheet and also
e,amine the concept of gra'ity.
!ntegration :ithin:
ST#;$#6$ :
/<=S!C#- SC!,;C,
Benchmark : The
the motion of
objects.
!ndicator (
*. " mo'es
objects by
pushing,
pulling,
throwing,
spinning,
dropping, and
rollingL and
describes the
motion.
assess their obser'ation recordings to see
if they hypothesis was correct, getting *
out of * correct.
!ntegration #cross:
and $ata .@$
@easure and
estimate lengths in
standard units.
!ndicator-
*. @easure the
length of an
object by
selecting and
using
appropriate
tools such as
rulers,
yardsticks,
meter sticks,
and measuring
tapes.
out of 2 times when measuring the
%!2 3OC(4"#(&2
.S)O50
the treeB
?riction - b : the force that resists motion between bodies in contact Athe friction of
a bo3 sliding along the floorB Alubrication reduces frictionB
1ra'ity - b : a force of attraction between particles or bodies that occurs because of their
mass, is stronger as mass is increased, and is weaker as the distance between the objects is
increased c : ACCELERAT#ON O4 5RA6#T"
Man,8ulat,-es 9 <ot :heels, carpet, sand paper, wa3 paper, crinkled foil, bubble wrap, Story Town books
#,terature 7 The +agic Schoo$ 8us $a%s 8a$$, by Doanna Cole
e+6n/l/;y 9 ,-@&, white board, computer, brainpopjr.com
Ot6er Mater,als Needed </r t6e #ess/n 9 ?riction -ab recording sheet, pencil, ruler
Have you ever recognized how some objects stop faster on certain materials compared to others? For instance
have you ever slid around on the tile floor in your socks and wondered why this isnt possible on the carpet?
This force that resist motion between objects is called friction. We are going to examine the movement of
several different objects over several different materials. First you will create a hypothesis as to which material
you think will have the least amount of friction.
K: Have you ever recognized how some objects stop faster on certain materials compared to others?
S: We are going to examine the movement of several different objects over several different materials.
R: First you will create a hypothesis as to which material you think will have the least amount of friction.
-_Teacher will model the experiment using a Hot Wheel, carpet, and Story Town books. Two Story Town
books will be used to create a ramp. Teacher will let the car roll from the top of the ramp, allowing it to
roll onto the carpet. Teacher will measure the distance with the ruler. Teacher will record the distance on
the Friction Lab recording sheet. Integration across the content area and Variety of Techniques
-_The students will now be informed to create generate their hypothesis of which material will create the
least amount of friction.
-_The students will be broken up into groups of 4. Grouping Configurations
-_The students will follow this same plan with a Hot Wheel, the books, and all of the other materials, which
will be placed at the bottom of the ramp. Hands-on Materials/ Manipulatives
-_The students will be asked to conclude whether or not their hypothesis was correct and indicate on the
recording form. Integration within the content area
-_Teacher will also touch on gravity by showing and discussing the brainpopjr.com video
http://www.brainpopjr.com/science/forces/gravity/
-_Define gravity (2 student replies)
-_Teacher will hold quick answer / reply discussion over points from the video.
-_Students will give examples of gravity in everyday life.
7: The students will follow this same plan with a Hot Wheel and all of the other materials, which will be placed
at the bottom of the ramp.
S: The students will be asked to conclude whether or not their hypothesis was correct.
6: The students will now be informed to create generate their hypothesis of which material will create the least
amount of friction.
Show me a thumbs up if you concluded that your hypothesis was correct. Name some other materials you may
want to try with this experiment. (3 4 student responses) For your exit slip today I want you to construct a
sentence which properly uses the word gravity.

K: Show me a thumbs up if you concluded that your hypothesis was correct. \
S: Name some other materials you may want to try with this experiment. (3 4 student responses)
R: For your exit slip today I want you to construct a sentence which properly uses the word gravity.
(D(5()ONS
s
&e=ea+6: Hocabulary will be reinforced through 8 ( corners 'ocabulary.
,3amples of 'ocabulary will be shown to help the ,-- students and other
students 'isualiEe the 'ocabulary at hand.
!nr,+6ment: -inks for enrichment acti'ities:
http:))idahopt'.org)dia$ogue/0ids)season92)gra'it%)facts.cfm and
http:))sho*s.ho*stuff*or0s.com)stuff(to(&$o*(%our(mind):939;(stuff(to(&$o*(
%our(0ids(mind(gra'it%('ideo.htm Students will be asked to write a paragraph
or two which is to include new information they obtained from their research.
S8e+,al Needs: The ,-- students will be gi'en e3tra assistance with reading
and recording the ?riction -ab. #ssistance from peers, the para and teacher
will be pro'ided. <ands-on e3periments will help the ,-- students better
grasp the lesson at hand. Charts will also be pro'ided to help summariEe the
steps of the e3periment.
Friction Lab recording sheet See Appendix B of FPA
#!SSON $@
Content:
!"S#CAL SC#ENCE
materials that
sort and c$assif%
these materia$s &%
Benchmark-
Benchmark : The
the motion of
objects.
!ndicator- .
"The student
describes and
classifies
objects by
more than one
property.
correctly assess the a'erage of the
distance tra'eled for N out of I li>uids, on
the pro'ided 'iscosity recording sheet.
,S&- Strand .S!&/0- *.
-istening
1rade - 2
Bo3ed Subheading-
Comprehension of
&ral !nstructions,
4uestions and
/rompts
-anguage -e'el-
!ntermediate
;umber- 5.
6espond
appropriately to
classroom
commands
and instructions
to
complete grade-
le'el
tasks containing
modeled multi-
step
directions, with
repetition
and 'isual or
non-'erbal
support.
Students will correctly assess the a'erage
of the distance tra'eled for M out of I
li>uids, on the pro'ided 'iscosity
recording sheet.
ST#;$#6$ :
/<=S!C#- SC!,;C,
Benchmark *: The
skills to describe
objects.
!ndicator- *. "
obser'es
properties of
objects and
measures those
properties using
appropriate
tools.
compare the speed of the N li>uids, recording
results for all 8 trials.
!ntegration #cross:
Standard- @easurement and
$ata 8.@$
Benchmark-
Sol'e problems
in'ol'ing
measurement and
con'ersion of
measurements from a
larger unit to a smaller
unit.
!ndicator-
. Gse the four
operations to
sol'e word
problems
in'ol'ing
distances,
inter'als of time,
li>uid 'olumes,
masses of
correctly e'a$uate the a'erage of the timed
trials for M out of the I li>uids.
objects, and
money,
including
problems
in'ol'ing simple
fractions or
decimals, and
problems that
re>uire
e3pressing
measurements
gi'en in a larger
unit in terms of a
small-er unit.
6epresent
measurement
>uantities using
diagrams such as
number line
diagrams that
feature a
measurement
scale.
%!2 3OC(4"#(&2
.S)O50
1ra'ity - b : a force of attraction between particles or bodies that occurs because of their
mass, is stronger as mass is increased, and is weaker as the distance between the objects is
increased c : ACCELERAT#ON O4 5RA6#T"
Hiscosity - the >uality or state of being 'iscousL especially : the characteristic of a fluid that
resists flow Aan oil of high 'iscosityB
Man,8ulat,-es 9 milk, ketchup, chocolate syrup, orange juice, li>uid glue, paint, cooking oil, honey
#,terature 9 ;9#
e+6n/l/;y 9 Hiscosity /ower/oint
Ot6er Mater,als Needed </r t6e #ess/n 9 long paper marked with beginning and finish line, masking tape,
timer, calculator, measuring spoon, 'iscosity recording paper
Our final adventure today involves using everyday liquids. Some liquids you can eat, cook with, or create with.
We are going to identify with liquids move faster than others when traveling the same distance. This will be our
final experiment for this unit. After this experiment you will take your post-test.
K: We are going to identify with liquids move faster than others when traveling the same distance.
S: This will be our final experiment for this unit.
R: Some liquids you can eat, cook with, or create with.
- This will be whole group instruction with student volunteers. Grouping Configurations
- Lesson will begin in the classroom with a description of viscosity and some examples. Variety of
Techniques
- The students will indicate on their paper which liquid they think will move the fastest and which liquid
they think will move the slowest. Integration within the content area
- We will then move out to the pod.
- The class will sit together on the floor. I will choose 2 volunteers who are being respectful and
following directions to be my assistants. I will rotate helpers with every liquid we test. Grouping
Configurations
- The class will be informed that we will use a procedure for every liquid which will be exactly the same;
using the same amount for all trials, same distance, etc.
- The paper will be taped over the sink to help with the mess.
- One student will be in charge of the timer and one with placing the tablespoon of liquid on the paper.
Hands-on Materials/ Manipulatives and Integration across the content area and Variety of Techniques
- We will test each liquid 3 times and then average the speed of the three trials. Integration across the
content area
- All of the students will evaluate the times of all of the liquids.
- I will ask students if they have any questions.
- What do you recognize about the liquids that seem to be thicker? (4-5 student answers I will use the
number sticks to call on students.) Variety of Techniques
- The students will check assess their initial guesses and determine if their initial answers are correct.
- We will return to the classroom and the students will turn in their recording forms.
- I will pass out the post-test.
- The students will take the test individually at their desks. Grouping Configurations
K: What do you recognize about the liquids that seem to be thicker?
S: The class will be informed that we will use a procedure for every liquid which will be exactly the same;
using the same amount for all trials, same distance, etc.
R: All of the students will evaluate the times of all of the liquids.
After this unit on force and motion, I hope you are able to now recognize the difference in types of force and
motion. You have learned how to use procedures to test many things. Some of these experiments you may be
able to continue at home with the help of an adult. This concludes our unit on forces and motion. I hope you
enjoyed this unit as much as I did!
K: I hope you are able to now recognize the difference in types of force and motion.
S: You have learned how to use procedures to test many things.
R: This concludes our unit on forces and motion.
(D(5()ONS
s
&e=ea+6: Small group re-teach will co'er areas that need more discussion.
Students will brainstorm what they know about the lesson. Students will
share with a partner and try to find a couple of new facts. Students pairs will
pair up with another group to re'iew their facts. Students will share with the
teacher.
!nr,+6ment: Students will be asked to design an e3periment of their own to
test one of the new terms discussed in class. They will ha'e to describe the
steps in detail and, if possible, illustrate. #ll materials for the e3periment
must be included in the outline of the e3periment.
Special "eeds: *-* assistance will be gi'en where needed and small group
instruction. The higher-le'el ,-- students will be seated with a fluent
,nglish speaking student during the lesson, which can assist them if
necessary. The ,-- para-educator will be seated with the lower le'el ,--
students while ! am instructing the lesson. 6einforcement of the new science
'ocabulary will be re'iewed with the students and they will ha'e 'isuals
a'ailable to re'iew.
Viscosity recording form See Appendix B of FPA) and Post-Tests (See Appendix A of FPA)
*ABCD Objectives
A = Audience The students
B = Behavior Verb from Anderson and Krathwohls Taxonomy 2000 **
C = Condition What
D = Degree of measurement The degree must be stated as __ correct out of __ points possible
AA(nders/n and %rat6B/6lCs aD/n/my 2000
#/Ber #e-el
%n/Bled;e
M,ddle #e-el
S:,ll
E,;6er #e-el
&eas/n,n;
'e%e%(er )nderstand *ppl# *nal#+e Eval!ate ,reate
6etrie'ing,
recalling, or
recogniEing
knowledge from
memory.
6emembering is
when memory is
used to produce
definitions, facts,
or lists, or recite
or retrie'e
material.
Verbs to Use
Retrieve
Recall
Recognize
Define
Recite
Identify
List
Name
State
Tell
Repeat
Constructing
meaning from
different types of
functions be they
written or graphic
messages
acti'ities like
interpreting,
e3emplifying,
classifying,
summariEing,
inferring,
comparing, and
e3plaining.
Verbs to Use
!nterpret
Clarify
Translate
6epresent
/araphrase
,3emplify
Classify
SummariEe
!nfer
$iscuss
,3plain
,3press
CategoriEe
1eneraliEe
Conclude
Carrying out or using
a procedure through
e3ecuting, or
implementing.
#pplying related
and refers to
situations where
learned material is
used through
products like models,
presentations,
inter'iews or
simulations.
Verbs to Use
,3ecute
!mplement
Gse a procedure
Carry out
#pply
Complete
Construct
$emonstrate
$ramatiEe
,mploy
!llustrate
&perate
/ractice
Sketch
@easure
Breaking material
or concepts into
parts, determining
how the parts relate
or interrelate to one
another or to an
o'erall structure or
purpose. @ental
actions included in
this function are
differentiating,
organiEing, and
attributing, as well
as being able to
distinguish
between the
components or
parts. :hen one is
analyEing he9she
can illustrate this
mental function by
creating
spreadsheets,
sur'eys, charts, or
diagrams, or
graphic
representations.
Verbs to Use
$ifferentiate
$iscriminate
@aking judgments
based on criteria
and standards
through checking
and criti>uing.
Criti>ues,
recommendations,
and reports are
some of the
products that can be
created to
demonstrate the
processes of
e'aluation. !n the
newer ta3onomy
e'aluation comes
before creating as it
is often a necessary
part of the
precursory beha'ior
before creating
something.
Verbs to Use
Dudge
Criti>ue
#ppraise
#ssess
Choose
Select
Conclude
/utting elements
together to form a
coherent or functional
wholeL reorganiEing
elements into a new
pattern or structure
through generating,
planning, or
producing. Creating
re>uires users to put
parts together in a new
way or synthesiEe
parts into something
new and different a
new form or product.
This process is the
most difficult mental
function in the new
ta3onomy.
Verbs to Use
6eorganiEe
1enerate
<ypothesiEe
/lan
$esign
/roduce
Create
#ssemble
$e'ise
?ormulate
/redict $istinguish
?ocus
Select
&rganiEe
!ntegrate
&utline
$econstruct
#nalyEe
Compare
Contrast
$ebate
$iagram
,3amine
,3periment
!nspect
!n'entory
Test
,stimate
,'aluate
Dustify
6ate
6e'ise
Support
/ropose
&wen :ilson, -. .++M0. 8e%ond 8$oom 7 A ne* 'ersion of the cogniti'e ta,onom%. 6etrie'ed from
http:99www.uwsp.edu9education9lwilson9curric9newta3onomy.htm
As you prepare your lesson, be mindful of these additional SIOP components and features. You will
want to model these when you teach your lesson.
Comprehensible Input Speech appropriate for students proficiency levels
Interaction Wait Time
Lesson Delivery Pacing of Lesson
-esson /lan Scoring 1uide:
Standards and @easurable &bjecti'es O * point
#nticipatory Set, /rocedures, Closure O * point
#daptations O * point
#ssessment O * point
T&T#- P out of 8 possible points

Spring 14 3rd Grade Science Unit

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Level 5 - LESSON PLAN TEMPLATE

Name: Date: February 18,

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