KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Colleen Bagonyi & Taylor Della-Croce Date: 10/1/14

Cooperating Teacher: N/A
Group Size:

25

Subject or Topic:

Coop. Initials N/A

Allotted Time 1 hour Grade Level Third Grade

Force

Section

N/A

STANDARD: 3.2.3.B1. Explain how movement can be described in many ways.

I.

II.

III.

Performance Objectives (Learning Outcomes):

A. The third grade students will be able to describe the ways in which force can
change the motion of an object by discovering and categorizing the forces on
a chart.

Instructional Materials
A. Forces That Make Things Move by Kimberly Bradley
B. Charts
C. Items throughout school
D. Video clip Force and Motion: Bill Nye Clip
E. Teacher created vocabulary notecards

Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of

additional content)
A. Prerequisite skills
1. Fine motor skills
2. Sorting through the use of a chart
B. Key Vocabulary
1. Force- a push or a pull than can cause an object to move, stop,
change speed, or change direction
2. Push- a force that moves an object away from another object
3. Pull- a force that moves an object closer to another object
4. Friction- a force caused by objects rubbing together that makes them
slow down or stop
5. Gravity- a force that pulls objects toward each other
C. Big Idea

IV.

1. What are the types of force and how do they affect objects in the
world around us?
D. Additional Content
Implementation
A. Introduction
1. To introduce the topic, the teacher will read the picture book Forces
That Make Things Move by Kimberly Bradley to provoke the
students interest.
2. The teacher will interact with the students by having them act out
some of the forces listed in the story.
a) Push
b) Pull
c) Slide
B. Development
1. The teacher will write force on the board and ask the students what
they think force is.
2. The teacher will explain that an object at rest stays at rest and an
object in motion stays in motion unless acted upon by an outside
force.
3. The teacher will then discuss the types of force using the pre written
note cards. The teacher will put note cards with the key vocabulary
words and definitions on the board.
4. The students will come up one at a time to match the definition with
the word.
5. The students will think of an object that they know of that uses push
and tell a neighbor one of them.
6. The students will think of an object that they know of that uses pull
and tell a different neighbor.
7. They students will pick an object that uses friction and tell a
different neighbor.
8. The teacher will take the students outside to explore the connection
between force and motion using a soccer ball and tennis ball.
9. The teacher will have the students make a circle and toss the tennis
ball around the circle.
10. After a few rotations the teacher will ask What is the force of your
toss doing?
11. The teacher will discuss the ball being at rest and the force of the
toss changing the speed of the object and making it move.
12. The students will experiment with harder and softer tosses.
13. After a few more tosses the teacher will ask the students what is
your hand doing to the ball during the catch?
14. The teacher will discuss that force can make an object stop moving
as well.
15. Next the teacher will have the students toss the soccer ball around in
the circle.

16. The teacher will ask the students to compare the force it takes to toss
the soccer ball in comparison to the tennis ball.
17. The teacher will have the students kick the ball lightly to their
neighbor and continue around the circle without stopping it.
18. The teacher will explain that force can also change to direction of an
object.
19. The teacher will explain that grass causes friction and compare the
movement of kicking it through the grass to tossing it in the air.
20. The students will go back into the classroom and take their seats.
21. The teacher will hand out the attached chart to each of the students.
22. The students will go throughout the classroom in groups of three and
identify three things that push and three things that pull.
23. As they are identifying these things, they will record them in their
chart.
24. After they record the objects they must determine if friction is used
during movement.
25. The class will reconvene and discuss the forces that they found.
26. The teacher will ask for each group to identity one object from each
category to share with the class.
27. In a group discussion the students will determine why the objects
belong in each category.
C. Closure
1. Students will watch the short video clip Force and Motion: Bill Nye
Clip.
2. After the video the teacher will ask the students a few things they
learned about force.
a) What does an object at rest do?
b) What does an object in motion do?
c) What are the three types of force?
D. Accommodations/Differentiation
1. To accommodate Joe, with a visual impairment, the teacher will use
a brightly colored soccer ball so he can easily see it. Before the
lesson begins the teacher would allow him to feel the texture of the
two balls so he is aware of what to expect. The book read will be
copied using a larger font size. He will be allowed to use larger chart
paper in order to read the writing better. He will be allowed extra
time to walk around the classroom to find the push and pulls.
2. Guided notes and detailed instruction will be provided for all
students
E. Assessment/Evaluation Plan
1. Formative
a) The teacher will listen to the pre-assessment discussion and use
a checklist to determine misconceptions.
b) The teacher will collect the charts the students made to see if
the understand the difference between push and pull.
2. Summative

a) There is no summative assessment

Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

V.

Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Did the children understand the concepts related to real life when
throwing and catching the balls?

2. Was the chart an accurate way to assess knowledge? Was it too

easy? Was it too hard?
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3.

VI.

Were the students able to make their own observations while

outside?

Resources (in APA format)

Book: Bradley, K. (2005). Forces That Make Things Move. New York.
Video: Force and Motion - Bill Nye Clip. (n.d.). Retrieved November 21, 2014, from
https://www.youtube.com/watch?v=8iKhLGK7HGk

Yes/No

Yes/No

Yes/No