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Teacher
Maggie Kirst Date Taught: March 16, 2017
Candidate
School /
Grade 3rd Grade River Trail School
District:
Subject Science Unit Forces and Motion
Lesson
Science in the real world
Segment
Lesson Title/
Force and Motion on the Playground
Focus
Form Developmental Model Used Direct Instruction
Conceptual Framework
Big Idea(s) Essential Question(s)

Force and motion are used and How do force and motion apply to the world
demonstrated everywhere in the world around me?
around me.

3-PS2 Motion and Stability: Forces and Interactions

Curriculum
Standards 3-PS2-2:Make observations and/or measurements of an objects motion to
Represented provide evidence that a pattern can be used to predict future motion.

1. Comprehend how force and motion are implemented on the

playground
Instructional 1.1 Define key vocabulary words (motion, force, push, pull)
Objectives 1.2 Identify how certain playground equipment demonstrates force
and/or motion
1.3 Generate more activities that use force
Vocabulary:
- Motion: occurs when an object or person moves from one place to
another
- Force: is the push or pull on an object. Force makes the object
move or change direction
- Push: is a force that moves an object. Often, pushing an object
moves it away from you
- Pull: is a force that moves an object. Often, pulling an object
Academic
moves it closer to you.
Language
Language Functions:
- Defining
- Identifying
- Generating
Syntax:
- Vocabulary cards
- Images

- PowerPoint
- Response cards (21 cards that say push on one side and pull on
Materials
the other)
- Dry erase board/marker
Assessment 1.1 In Phase 1, listen as the students define motion, force, push, and pull.
 This can be done individually or as a whole class. Observe as the
students act out the definitions of these words.
1.2 In Phase 3, observe the students response cards and check for the
correct answer (either push or pull). Listen as students answer the
question, Why is it pull/push? Listen as students answer the question,
Where has the object/person moved?
1.3 In Phase 4, listen as students come up with more examples of pushing
or pulling. Observe as students act out the examples.

Assessment Data Collection:

- Response cards
- Verbal question answering
- Observation of actions
- When students are demonstrating their own examples around the
room and raising their response cards, I am assessing an activity
for a product (Rapp)
Learning Activities
Phase 1: Introduction

Hello class! Today I get to teach you another lesson! But this time, it is
going to be a science lesson. Do you remember the vocabulary cards you
were making on Tuesday? Today we are going to focus on four of those
words and see how they apply to our everyday lives.

Before we begin, I want you all to leave everything on your desk and come
sit on the floor in front of me. You can come now. Wait until all the students
are on the floor.
10:00
To start our lesson, we are going to review our vocabulary words.
Does anyone remember what motion means? Wait to see if/what students
respond. Make comments as necessary.

Once the discussion is done, flip to the second page of the PowerPoint,
which gives the definition for motion. Read it aloud for the students. Use
motions to reinforce the definition. Have students join in saying and acting
out the definition.

Repeat the above for the words force, push, and pull.

7:00 Phase 2: Direct Instruction

Great job with all of the vocabulary! Now lets use this vocabulary by
applying it to the real
world. In order to make this relatable to you, we are going to relate force
and motion to something you see almost every single day. It is something
you can see at recess you occasionally play on it.it is located right
there (point). Students will most likely yell out the answer at some point. If
not, tell them.

Yes! The playground! We are going to discuss how we see force and motion
on the playground. We are going to do this by thinking about all of the
playground equipment and whether it requires a push or pull.

Now, since I want to be able to hear all of your answers, we are going to
use these cards to express whether we think certain playground
 equipment requires a push or a pull (demonstrate with the response card).
I am going to give you an example so you will understand what this
activity will look like.

Show next PowerPoint slide with a picture of a climbing wall on a

playground.

This is a climbing wall. When I play on the climbing wall, I know I make this
motion (make motion). When I do this, I get closer to the object. Am I
pulling or pushing on this piece of equipment? Students may shout out. I
am pulling! I am pulling myself up. Because I know I am pulling and not
pushing, I am going to hold up the side of the card that says, pull. Do
you all understand what we are doing? Clarify if needed. We will do the
next examples together.

Phase 3: Guided Practice

Go to the next page on the PowerPoint.

The first playground piece we will look at is the monkey bars. Now
without saying it out loud, think about whether you need to pull or
push. Is the object moving away from you or closer to you? Lets do the
action together before we hold up our signs.

All right, give me a thumbs up if you think you know the answer. Scan the
class. On the count of three, hold up your signs. One, two, three! Look at
18:00
the students and see how well they are understanding. Keep a mental log
of the students progress.
Nice work! The correct answer is pull.

Ask advanced students why it is pull.

Ask where the object or person has moved.

Repeat the above for the following pictures of the playground

equipment.

Phase 4: Independent Practice

Now that you have a good idea of how force is used on the playground
by either pulling or pushing I want you to think of more examples of
times when you would push or pull. Do not shout out your example, as
14:00 I will be calling on students who are quietly raising their hand to give an
example.

Allow the students to generate multiple ideas. Have the student who offers
the example come to the front to act it out. Have the other students
repeat the action.
Phase 5: Conclusion

Today we learned how force and motion are used in the world all around
1:00
us. We saw how even on the playground we need to push and pull in order
to play. Tomorrow, you will continue your learning about force and motion
with an activity with Mrs. Raupp.
Representation: definitions and examples are read, seen, and acted out;
 content builds off prior knowledge; PowerPoint (accessible presentation
software (Rapp)); there is a mix of lecture, whole group discussion, and
individual input; students are using real materials to demonstrate their
own examples
Expression: students demonstrate their knowledge through holding up
response cards, verbally answering questions, and acting out examples
(both their own and predetermined ones); throughout all of these there is
UDL Principles
integrative movement (Rapp)
Engagement: students are acting out every example; student input is
being valued and shared; students are actively holding up response cards;
students are working with content that is relatable to them; students move
around the classroom to demonstrate their own examples (demonstrate
and explain real-life situations (Rapp)); students are sitting on the floor
and moving around (Rapp)
Content: content is built upon students prior knowledge and allows them
to relate the content to something personal to their lives; questions are
leveled (Is this a push or pull? Why?); content is scaffolded from
definitions, to personal examples, to generating their own examples
Process: students receive the information visually, orally, and
kinesthetically; students are working as individuals and as a whole class;
Differentiation students are actively engaging with the information with actions, response
cards, and providing their own examples
Product: students demonstrate their knowledge by holding up response
cards, verbally explaining why they held up the answer they did, verbally
and nonverbally explaining definitions, and verbally and/or nonverbally
giving their own examples
While none of my students have an IEP, several of the students do have a
504 plan for speech/language. I am catering to these students by having
the definitions read aloud, read together, and visually displayed through
word, action, and picture. I also have students who are on medication for
Adaptations
ADHD. These students will benefit from acting out the definitions and
examples, sitting on the floor instead of their desks, holding up response
cards, and moving around the classroom to demonstrate their own
examples.

PowerPoint: