Jaci Stewart

Teaching: November 21, 2019

Indiana Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards

LESSON RATIONALE
This lesson is designed for second grade students to help them understand forces and motion and what effect it has on
different objects. This lesson is presented in a discovery formation for the students to make hypotheses to test to see if
they made a correct prediction. This concept is important for students to learn because it can help them better
understand their body movements and its effect on other objects nearby.
(CAEP K-6 1.a)

READINESS
 Goals/Objectives/Standard(s)
A. Goal(s)—Students will identify forces and motions of different objects around the classroom.
B. Objective(s)—
1. Given an everyday object, students will be able to identify how it may move such as roll, slide, or stay
stationary unless pushed.
2. By completing the activities, the students will be able to describe how different items move and what
kind of force (push, pull, etc.) they need for motion.
3. After completing the lesson, the students will be able to identify the relationship between force and
motion.
C. Standard(s):
1. SEPS.2 Developing and using models and tools
2. SEPS.3 Constructing and performing investigations
3. SEPS.6 Constructing explanations (for science) and designing solutions (for engineering)
(CAEP K-6 3.c)
 Management Plan-
 Anticipatory Set: 5 minutes
 Mini-Lesson: 5 minutes
 Instruction:
o Friction Station: 15 minutes
o Ramp Station: 15 minutes
o Epic! Station: 15 minutes
o Closure: 5 minutes
 Materials:
o Water Bottle
o Sand
o Pencil
o Funnel
o Two bouncy Balls
o Piece of Paper
o Force and Motion Video
o Boxes (ramps)
o Books (ramps)
o Pencils, Markers, erasers, etc. (go down ramps)
o IPads
 Space:
o Anticipatory Set and Mini Lesson: at desks
o Stations: Jellybean table, rug, and desks
o Closure: desks
 Behavior:
o The students have cards on their desks, they start on green and move to yellow and red if they are
misbehaving after several reminders. The students use this method every day and if they receive
five days in a row staying on green the whole day, they will receive a price at the end of the week.
o For students who are working beyond what is expected of them and are paying close attention to
every detail, they will earn dojo points at the end of the lesson. The class collects dojo points every
day and receive prices once they earn so many.

1
 Anticipatory Set
 “Looking at these two objects in my hands, which one do you think will hit the ground first if I drop them from
the same level and at the same time?”
o Students make guesses
 “Alright I am going to drop them from the same level and at the same time. Let’s see which one hits the ground
first?”
o Repeat with bouncy balls, one ball and unfolded paper, ball and waded paper, waded paper and
unfolded paper
 “What you guys are doing right now is called predicting, or what they say in science is making a hypothesis. A
hypothesis is when you take the knowledge you already know about something and make a guess about what
is going to happen when you do something new with the items.”
 Purpose:
o “Today we are going to be making some hypotheses in a few stations with different items and talking
about force and motion.

PLAN FOR INSTRUCTION

 Adaptation to Individual Differences and Diverse Learners-
 For students who learn best with tangible items, there will be many opportunities for students to design
and be active in their learning through experimenting with different items.
 For students who may not be able to read on their own, they can read with a partner or they can look at the
pictures in the text to make inferences about what the book is trying to explain.
 For students who need to be directed through a process, there will be a chance to get directions step by step
with the friction station.
(CAEP K-6 1.b)

 Lesson Presentation (Input/Output)

 Mini lesson:
o “Let’s watch this force and motion video because you might be able to use some of the information in the
stations today.”
o Show Force and Motion Video: https://www.youtube.com/watch?v=rfeVlNL7d9U&t=68s
o “So what is force?”
 Student answers
o “And what is motion?”
 Student answers
o “Good. Let’s move into our stations now and see what we can discover about different forces and motions.”
 Dismiss students to stations
 Stations:
o Friction Station at Jellybean table with teacher:
 “We are going to start by making a hypothesis about what might happen if I fill this bottle with
rice and then stick this pencil in the middle and try to pull it back out.”
 “Remember a hypothesis is a guess about what you think might happen in this event.
 “Does anyone want to share their hypothesis?”
 Let a few students share
 “Those are some really good guesses. Let’s see what will happen when I do this. As I work
through this I want you to make some notes about what I am doing. In the procedure section you
can write things like pour rice in bottle, ta bottle on table, put pencil in middle of bottle, and
whatever else you see me do.”
 Complete experiment as students watch
 “So what did you see? Was your hypothesis right? Write that down in the observation section on
your paper.”
 “Does someone want to share what they wrote?”
 Have student share
 “In the conclusion section write down if the pencil stayed in the rice or if it fell out once the
bottle was full of rice.”
 “We can conclude from the pencil staying in the rice that the force of the rice was stronger than
the force of the pencil trying to leave the bottle.”
 “As you move to the other stations, think about different forms of forces you see and read about.”
 Collect papers from studnets
o Ramp Station:
 Students will take boxes, books, and anything else they want to use to make ramps

2
  The students will then take items such as blocks, bouncy balls, pencils, and more to discover
what motion takes place when put on the ramps
 Students will write down hypotheses and observations on lined sheets of paper provided
 Collect papers from students
o Epic! Station:
 Students will be given three books to read and look at to discover more about motion and
forces
 They will spend the time at this station reading those books and discussing what they find
with a partner if they desire

(CAEP K-6 3.f)

(CAEP K-6 3.d)

 Check for understanding.

 During the anticipatory set and mini lesson I will call on a variety of students to answer questions.
 During the stations, papers will be collected to see if students understood tasks and information.
 Student discussion will provide feedback on if students are understanding the tasks and information being
shared with them in the many forms.
 If students are not grasping the idea, then reexplain what forces and motions are and why we make hypotheses.

VIII. Review learning outcomes / Closure

 “Can someone share with the class a discovery that they made today in one of the stations? It can be from the ramp station or the
station with me, or even from the books.”
o Let students answer
 “Good can anyone remind me what force means? And what motion means?”
o Students answer
 “Good work today. If there are any papers that I did not collect, I will take those now.”

PLAN FOR ASSESSMENT

 Formative:
Walk around room while students work
Take notes of students who seem to be struggling
At the end ask students to share something they learned
 Summative:
Collect papers at the end of the lesson to see what students understood about the topic and what they did
not fully understand or what they might have confused.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students seem to take interest in what was being taught and stay engaged through lesson?
8. Did I move the students toward independence throughout my lesson?
9. Did students connect the activities to real life situations such as playing on the playground?

3
4
5
6
 Let’s Build a Ramp

Materials:
 Books, Boxes, Clipboards, other items to build ramps
 Pencils, Markers, Blocks, Bouncy Balls, and anything
extra you want to use to move down ramp

Instructions:
 Use materials available to build different size ramps
 Use different items to roll, slide, or push down ramp

 On a piece of paper write down what you built your

ramp out of and what item you are sending down
ramp
 Then write down how you think each item will move
(roll, slide, have to be pushed)
 Then write how it actually moved after testing it out

7
 Epic!
Instructions:
 In this station you will be reading and discovering
new things about motion and forces on Epic!
 Read any of these three books listed or all of them if
you have time

Books to read:
 Many Ways to Move
 Why do Moving Objects Slow Down?
 Give it a Push! Give it a Pull!