Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Noah Treffers

Date April 5, 2018 ​_ Subject/ Topic/ Theme Science - Forces and Interactions Grade _______3rd_________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is going to be the last lesson of the unit. It will be a way for the students to review and wrap up everything that they have been learning in this unit.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Write about forces that they have learned about. C X
● Demonstrate knowledge of the different forces we have learned about in this unit. A
● Explain how forces affect the students lives. C X
●
●

Common Core standards (or GLCEs if not available in Common Core) addressed:
3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an
object.
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.
3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in
contact with each other.
3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.
W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

(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
knowledge and skills.

Pre-assessment (for learning): Students took a pre-assessment at the beginning of the unit to assess what the did
and didn’t know.

Outline assessment Formative (for learning): The teacher will be checking their journals.
activities
(applicable to this lesson) Formative (as learning): Students will be able to check their rubric for the criteria.

Summative (of learning​): Students’ writings will be graded by the teacher at the end of the unit.

Provide Multiple Means of
Engagement
Provide options for self-regulation-
What barriers might this expectations, personal skills and
lesson present? strategies, self-assessment &
reflection
-Students will be able to be able to
follow their rubric to make sure that
What will it take – they are getting the criteria.
neurodevelopmentally, Provide options for sustaining effort
experientially, emotionally, and persistence- ​optimize challenge,
etc., for your students to do collaboration, mastery-oriented
this lesson? feedback
-Students will be sharing their
writing with each other when
they are finished.
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Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
-Students will be writing about
how forces have affected their
lives.
Provide options for language,
mathematical expressions, and
symbols- ​clarify & connect
language
Students should use vocabulary
such as:
-balanced forces
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
-Students will have a rubric to
follow.
Provide options for expression and
communication- ​increase medium
of expression
-Students will be able to write
and discuss what they are
writing about.

Provide options for recruiting
interest- ​choice, relevance, value,
authenticity, minimize threats
-Students will be able to write
about what they want as long as
they are meeting the criteria.
-unbalanced forces
-north pole
-south pole
-attraction
-repulsion
-prediction
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
-Students will be able to ask -Students will be able to work
questions and discuss anything wherever they will write best.
they don’t understand.

-Chromebooks
Materials-what materials
-Rubric
(books, handouts, etc) do
-Journals
you need for this lesson
and are they ready to use?

-The desk will be arranged in a circle with the bean bag in the center.
-There will be room by the whiteboard to meet as a whole class.
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.
Students will journal to this questions: Students will be responding to the journal question
Motivation
1. How do forces and interactions in their ‘thinker’.
(opening/
(unbalanced, balanced, predicted, and
5:00 introduction/
magnetic) affect us everyday?
engagement)

-Have students get their chromebooks out with a -Students will be getting their chromebooks ready.
new google doc ready to start writing.

-Tell the students that they are going to be writing

about the forces and interactions that we have been
learning about. Explain that this writing should be a
letter explaining what forces and interactions are to
their first grade buddies.
Development
(the largest
-Explain to the students what rubric is, while
component or
passing out a rubric to each of the students, show
main body of
them that it is something to help them as they are
15:00 the lesson)
writing. Tell them it’s almost like a checklist to -Students will ask questions about the rubric.
make sure they are getting everything the teacher
will be looking for

-Once students have their computers ready to start

writing give each of them a rubric to follow so that
they know the criteria that they are trying to follow. -Students will be writing their papers.
Students will be using the criteria:
-Introduction
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 -Accuracy of facts - including unbalanced, balanced
predicted, and magnetic forces
-Support for topic
-Sentence structure
-Connection to real world (their lives)

Talk through the rubric with the students and ask

them if they have any questions. Explain that this
rubric is meant to help them.

Set the students free to write, they are free to sit

wherever they will work best.

45:00 Students can work on writing their papers. If they

have any questions walk around and help them.

1:00 Closure -Students will be sharing their writings with their -Sharing their writings with peers.
(conclusion, peers as they finish.
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.)
This lesson went well. It was almost just like having a free writing time, but of course they had to follow the rubrics. The rubric was
really helpful for the students because they were able to see what I expected from them. Before we started the writing I went through
the rubric and we discussed how the writing needed to contain a introduction, body, and conclusion. I also had to change my rubric
that I was using because their grading system is backwards at this school, there exceptional is a 1 instead of a 4 so that it fits the same
idea as the M-Step. After explaining the rubric some of the students started writing right away, using their review sheet as a resource.
There were also a few students, who I would say aren’t the strongest writers in the class, that really struggled getting started. As I
noticed different students struggling I went around the class and talked it through with them, which helped them a lot.

I wasn’t able to be at the school when the students shared their writings, but I wish I could have been. I would’ve liked to see how
different students writing turned out and how it went when they shared them. Overall I thought this was a great way to finish the unit
and I think it was a good way to teach the students how to write papers. I’m excited to see the results when I get a chance to read
through the writing on my google drive.

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