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PERFORMANCE EXPECTATION: 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.
o NARROWED LESSON FOCUS: This lesson will focus on having students make observations and measurements relating to
the speed and direction of a moving object.
o SCIENCE AND ENGINEERING PRACTICE: 3-PS2-2 - Make observations and/or measurements to produce data to serve as
the basis for evidence for an explanation of a phenomenon or test a design solution.
o CROSSCUTTING CONCEPT: 3-PS2-2 - Patterns of change can be used to make predictions. In third grade, students identify
similarities and differences in order to sort and classify natural objects and designed products. They identify patterns
related to time, including simple rates of change and cycles, and to use these patterns to make predictions
o EQUITY FOCUS: Strategies to support economically disadvantaged students include: (1) connecting science education to
students’ sense of “place” as physical, historical, and sociocultural dimensions, (2) applying students’ funds of knowledge
and cultural practices; and (3) using project-based science learning as a form of connected science.
Students will be able to describe motion as the changing of the position of an object through exertion of forces.
Anticipated Time and Dates for Lesson Teaching: 50 minutes on Wednesday, November 16th 2016.
Materials:
Materials for whole class: Materials for table groups:
Procedures: What the Teacher and Students will DO and SAY Considerations for diverse
Activity & Time
learners
Probing/Pressing The teacher will stand in front of the The students will share their ideas The teacher will use the
Student ideas about class and ask the driving question: relating to the driving question. Some “revoicing” strategy in
answers to the possible answers may include ideas order to scaffold and probe
“How can we tell if something is in
Driving Question that were already addressed in the students to explore and
motion or has moved?”. The teacher sense making science talk. These ideas make sense of their ideas.
[3 min.] will probe and press student’s ideas by included: The teacher will also use
revoicing students’ opinions, and 1. Remote controls tier one and tier two
scaffolding the students’ answers 2. Roller coasters vocabulary words, in order
3. Animals moving to provide input that is
where appropriate. The teacher will be
4. Jumping on a trampoline easily comprehensible by
equipped with the following “back- 5. If something has legs the students.
pocket” questions, as use these when
necessary, in order to probe student’s
thinking further:
Trial 1 2 3
Distance
Time
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