Millicent

Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Ellen Weber

Grade Level: Third
Subject: Science
Date: Saturday, April 29, 2017

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson:

3-PS2-1 Plan and carry out an investigation to provide evidence of the effects of balanced and
unbalanced forces on the motion of an object.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to

Students will be able to identify that gravity is one of the forces that causes objects to stay on
the ground, fall down when tossed, and help other forces work.
Describe how the objective is relevant to students lives.
This objective is relevant to students lives because gravity is a basic force that can be used to
explain other phenomena later in their educational careers.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
Gravity, force, pulling. Balanced and unbalanced forces.
List the materials you will need to teach the lesson.
Ball (if not available stuffed animal)
worksheet
white board for diagram
Gravity Science Kit (tote with feather, ball, stuffed animal, pencil, paper, bag, various other
objects)
Chart for time and object calculation

ASSESSMENT

Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.
Have students pull out a blank piece of paper and ask them if they can write down what
gravity is.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
Two days prior to the lesson.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)

Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.
Once I know how much the students know about gravity I will base how much background
knowledge I have to give before working on the activity.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you
will use to measure students level of understanding toward the learning objectives
after teaching the lesson.
Is your post-assessment included at the end of this lesson plan?
The post assessment will be the same as the pre assessment in order to compare growth in
learning.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.
Is your key included at the end of this lesson plan?

TECHNOLOGY

Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

White Board, video on gravity

ACCOMMODATIONS

Describe the accommodations/differentiation/modifications you will use to meet the needs

of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task I).

Sally has a broken Leg so she will be able to stay in her chair for the music activity.

MANAGEMENT

Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively
engaged throughout the lesson.

While students are singing the song I will make sure to have it fast paced so that no one gets
off track. As students are working, I will walk around the room to monitor their progress and
make sure that they stay on task. All classroom rules will apply.

LESSON IMPLEMENTATION

I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
I will start by playing a gravity video for the children. Then, I will tell them that gravity is a
force that holds things into place. Forces can be balanced and unbalanced and in order to do
our experiment today we need to clearly understand gravity and then learn about balanced
and unbalanced forces.
Describe how you will communicate (to students) how the objective is relevant to their lives.
I will tell the students that for future assignments on forces they will need to clearly
understand what gravity and balanced and unbalanced forces are.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)
I will use explicit instruction (Archer) to state what gravity, balanced forces, and unbalanced
forces are. I will use my knowledge of Piaget to know that the students are in the concrete
operational stage and therefor can workout concepts internally inside of their mind.
Describe how you will check for students understanding before moving on to guided
practice.

I will ask the students if they have any questions by a formal raise of their hand. I will also
make observations on if the students look confused.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities
to practice the skills and content needed to meet the learning objective(s).
 First, students will communicate to each other through think pair share on what gravity
exactly is. Then, we will have a class discussion on where any confusion is on gravity and then
balanced and unbalanced forces.
I will then tell them that I have a song to help them remember gravity specifically before
moving onto balanced and unbalanced forces.
Together we will sing London Bridge a few times keeping the beat on our lap.
Then, I will introduce the new words and sing the whole song of Gravity is Falling
Down
Chorus
o Gravity is Pulling down, pulling down, pulling down
o Gravity is pulling down, all around you

o Take a ball and toss it high,
o will it stay in the sky
o Gravity will pull it down
o All around you
Chorus
o Gravity is Pulling down, pulling down, pulling down
o Gravity is pulling down, all around you

o Jump up high and down youll go
o Theres a force down below
o Gravity is pulling down all around you
I will break the words down into small chucks to teach them while the students keep
the macro beat through call and response.
Once the words are learned we will pass a ball or stuffed animal to the beat and do
the action of tossing it high and then jumping high.

Describe how you will check for students understanding before moving on to
independent practice.
I will use formative assessment to observe the students understanding of the activity.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
Students will work together in groups to do a gravity experiment and use stop watches to
calculate how long it takes for an object to fall to the ground when dropped from a gravity
science kit.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
Students will come back together and as a group we will discuss what they found in their
experiment. They will use their post assessment as an exit slip for leaving for recess.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require
re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is
strongly encouraged that you show the comparison.

Insert an image of your table/chart/graph here.
Description

REFLECT

List and describe two things you feel you did well to plan, implement, or assess
instruction (successes).


List and describe two things you feel were challenges during the planning,
implementation and/or assessment of the lesson.


List and describe two ideas for redesign you would make if you were to teach this
lesson again.