Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Noah Treffers

Date April 2, 2018 Subject/ Topic/ Theme ​Science - Forces and Interactions Grade ________3rd
grade________

I. Objectives
How does this lesson connect to the unit plan?
-This lesson has to do with object’s motion which has to do with forces and interactions.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Explain that there are patterns in the movement of objects. U
● Remember what unbalanced and balanced forces are. R
● Apply what they know about balanced and unbalanced forces to look at patterns. Ap
● Compare different patterns of motion to predict future motions. C
● Apply knowledge of patterns to examine different patterns in the real world (on the playground) with partners. A
● Demonstrate forces by studying motions in the real world. X X
● Demonstrate curiosity about future motions that could be predicted. X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict
future motion.

(Note​:​ Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite -Students will know what forces are and whether they are balanced or unbalanced.
knowledge and skills.

Pre-assessment (for learning): Pre-Assessment Quiz and their conclusion during lesson #1

Formative (for learning): Students will be sharing their creations with the class.
Outline assessment
activities
Formative (as learning): The students will be checking their work with the teacher before they start.
(applicable to this lesson)
Summative (of learning​): There will be a test at the end of the unit.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will be able to record in
their journal what their finding are.
Provide options for sustaining effort
and persistence- ​optimize challenge,
collaboration, mastery-oriented
feedback
Students will be choosing what
they study so that they can
challenge themselves. They will
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Students will be applying what
they know to the real world.
Then they will share it with the
class.
Provide options for language,
mathematical expressions, and
symbols- ​clarify & connect
language
Students will be discussing and
also writing down their
findings.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
Students should see the goal of
learning forces and interaction
through this unit. They should
monitor their progress through daily
quizzes.
Provide options for expression and
communication- ​increase medium
of expression
Students will be able to discuss
and ask questions, they will also
be able to write down their
findings.

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 also be in a group to
collaborate.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- ​choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Students will be able to work in They will be moving around on
They will be choosing what groups and also as a class. They the playground.
they study. will also be checking with their
teacher to check their
perception.
-Journal
Materials-what materials
-Pencils
(books, handouts, etc) do
-Supplies available in the room to make their creation
you need for this lesson
-Playground
and are they ready to use?

-The desk will be in a circle with bean bag in the middle.

-There will be space to meet as a class by the piano and whiteboard.
How will your classroom
be set up for this lesson?

III. The Plan

Describe​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Have the students journal using this question: -Students will start the lesson by journaling.
Motivation
5:00 1. What are balanced and unbalanced forces
(opening/
you have seen today?
introduction/
-Have the students all sit by the whiteboard area
engagement)
and challenge them to have a conversation with -Students will be having a conversation with their
10:00 each other like they would if they were sitting classmates and the teacher using the provided
around the dining room table, no raising hands. questions.
-Ask the students these questions:
1. What are some patterns that they have
seen before?
2. What are some patterns that could be seen
on the playground (thinkings about the
different forces on the playground)?
3. Can we predict future motions using our
knowledge of patterns?
4. How can we predict the future motion in a
game such as Angry Birds, that we played
in lesson #1.

-Break the kids into groups of 3 or 4 and explain to -Students will be creating an activity where they
them that each group has to come up with an can predict future motion.
activity that shows that they can see a pattern to -Students will share their activity with the whole
predict future motion. Tell the kids that an example class when they are finished.
Development could be the swings on the playground.
15:00
(the largest
component or -If the weather is nice:
main body of -bring the kids to the playground to find different
the lesson) motions to predict.
-Go around to each group and ask them what
activity on the playground they are studying and
what patterns they see.

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 -Tell the students to record in their thinker (journal)
the measurements and/or observations of each
25:00 activity. It might be length or weight.

-If the weather isn’t good:

-create an activity in the classroom that has patterns
that could be used to predict future motion.
-Tell the students to check their groups activity
with the teacher before creating it and observing it.
-Tell the students to record in their thinker (journal)
the measurement and/or observations of each
activity. It might be length or weight.

30:00 Closure -Have the students share the activity they found -Students will presenting their creation with their
(conclusion, with the whole class. groups.
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. ​(Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
​I thought this lesson went ok, but it was definitely a learning experience for me. During my motivation I was able to
see what the students were understanding from the journal question that they had answered. I was also able to get the
students thinking about what patterns are and how we can predict future motions using patterns. I tried to do this
through having a conversation with the students, which was something new for the class. Although we answered the
questions and got through them, the students really didn’t understand how to have a conversation with each other. I
tried explaining it as if a family sitting around a dining room table and having a conversation, but what happened was
that many students were still raising their hands and talking over one another. I was hoping for this to go better, but I
think it is something that will come with practice as it is used in the classroom. I also think that it would’ve helped if I
would’ve had more broader and opinion based questions in my lesson.
As I went into the development part of this lesson I had groups made for the students that were written on the board
and I allowed each of them to have a role in the future motion activity they were going to study, as Oakes, Lipton,
Anderson, and Stillman talk about how important it is for students to have specific roles in learning. One person would
be the observer and note taker, another person would be the person who demonstrates the motion, and the last person
would be the student who presented it to the class. I’m glad I did this as it allowed all of the students to have a role in
the activity. Before we went outside I also made it very clear that we were going outside to learn and not to play,
because this wasn’t recess it was learning time. I actually had them discuss some rules that they thought should be made
before we went outside, and I think that helped them when we were out there. As we were outside I walked around and
asked different students questions about the motions that they were studying, I helped them understand it better, and
overall I think that allowing the students to see the motions on the playground really helped them learn better. I think it
would’ve been hard to do this in the classroom, so I was glad that it was nice weather outside for this activity.
As we closed this activity I had each group come up and present what they did. I didn’t have them demonstrate it,
although I wish I would have. I wanted to keep the lesson going as I was already over 30 minutes. Although they didn’t
demonstrate it, I’m glad that they were able to incorporate that physical development and socio-emotional parts of the
objectives. As a Christian, I loved seeing students outside becoming curious about our awesome world we live in. In my

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Statement of Faith-Based Teaching and Learning I said, “Something I realized was that even if I can’t teach Christianity I
can teach using application to students lives, I can teach shalom through teaching about peace, and I can teach students
how to sit in awe and think about how awesome our world is that we live in. I want the students to think deeply about
the earth, and fall in awe of how complex our world is”. I think that this happened, to an extent, when we were outside
discovering different forces and interactions in our world. I’m glad students could experience that. Overall, I think the
lesson went well, I think I just need to work on pulling it together more in my next lesson. As I looked back through my
objectives I realized that I need to change a few things to make it more measurable what they are learning. This was a
great learning activity for myself. I learned things that I can work on and things that went well. I look forward to teaching
the rest of my unit.

Work Cited:
Oakes, J., Lipton, M., Anderson, A. & Stillman, J. (2012). ​Teaching to change the world (4th ed.)​. Boulder, CO: Paradigm.

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