DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Nicholas White___ Grade Level _3rd_ Title Predict and Observe Fan Experiment
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 26 students
9 boys/17 Girls
5 minority students

ELL: Reshiea WIDA 5 or 6

Elisabeth WIDA 5 or 6
Ryan WIDA 5 or 6
Josh WIDA 1

Struggling Learners:

Classroom environment: The classroom is

set up into six long tables. A majority of the
students in the classroom sit at these tables
except for one student whose desk is set at the
back of the classroom. There are 4 students at
5 of the tables and one table of 5. There is also
an ELMO, a smartboard, five student
computers and the teachers computer in the
room. The room is often decorated with the
students vocabulary words for the week,
posters to remind students what they need to
be working that week. The teacher also posts a
daylily schedule on one side of the white board
for students to refer to throughout the day.

Students above level: John

(GATE) Jasmine (GATE)

Students with an IEP:

Alison: Speech
Jason- Reading
Nathan
Comprehension/Writing
Matt-Fluency/Math/Writing
Ryan-Reading/Writing/Math
Sarah- Reading/ Writing/Math

Alison, Jason, Nathan, Matt,

Ryan, Sarah

Students with Behavior problems:

Ryan: Has to be reminded to stay on task. Sometimes has to be asked
multiple times to get his attention
Sarah: Does not stay on task. Has a tendency to bug the students
around her when they are working. At times will have melt downs
when other students touch her or she gets frustrated with something.
Alison: often is off task, has to be asked to sit down several times a
day, and has been known to be loud and mean.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 3

Students will understand the relationship between the force applied to an object and resulting motion
of the object.
Objective 2
Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the
object.
a. Predict and observe what happens when a force is applied to an object (e.g., wind, flowing water). (3)
Content Walk-Away: I will predict and observe what happens when a force is applied to an object and
write down what I predict and what I observe. (1)
Language Walk-Away: I will predict and observe what happens when a force is applied to an object and
write down what I predict and what I observe.(2)
Vocabulary: Predict, Observe (9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will use the words predict and observe in a sentence
Students will work with the teacher to make some predictions and observations
Working in groups, students will be able to make predictions about what will happen
when different objects go past a fan.
Students will be able to write down their predictions and observations accurately (30)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Josh: Group him with

students that will work with
him. Spend extra time with
him explaining the prompt.
Struggling Writers: Keep
the vocabulary words and

Content Walk-Away Evidence (Summative): Students will draw and describe to show
that objects at rest will stay at rest unless forces are applied to the object. (30)
Language Walk-Away Evidence (Summative): Students will fill out a Venn diagram
comparing the forces of pulling and pushing. (30)

Approx.
Time
5 min.

examples on the board so

they can refer to them when
they write.
Sarah: allow her to tell you
what will happen.
Ryan: During the
assessment, remind him to
stay on task. Occasionally go
over to him and make sure
that he is working. Ask him
questions about it.
John: If he scores 80% or
higher on the pretest, allow
him to participate in a selfguided web quest that will
extend his knowledge.
Jasmine: If she scores 80%
or higher on the pretest,
allow her to participate in a
web quest that will extend
her knowledge.
Alison: Put her with a table
that will work well with her.
Write down your
instructions that you want
them to follow, and when
she is off task, remind her of
those instructions.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Yesterday we talked about force, pushing, pulling, motion and rest. So, I want you to think about this
question. Can an object move if we do not apply a force to it? When I count to three I want everyone to
answer (16, 17, 18) That is correct, an object will stay at rest and not move unless there is a force pushing
or pulling it to get it to move. (8) We are going to work with this concept again today. Please read this
with me.
I will predict and observe what happens when a force is applied to an object and write
down what I predict and what I observe. (1,2)
Formative assessment:
Learning Goal
They will remember that an
object will stay at rest unless a
force is applied to it.

Success Criteria
Students will chorally respond
correctly to the questioning.

Assessment Strategy
Choral response to a question.

Modification/accommodations: (ELL, IEP, GATE, etc.) Josh: Review the words force, pulling, pushing,
motion, and rest if necessary. (19) Ryan and Sarah: use proximity to make sure they are paying
attention. Alison: observe to see if she is responding to the question. GATE: Ask them to describe why
they think an object will not move if a force is not applied.

Focus Lesson (I do it)

10 min

So, lets discuss what it means to predict and to observe. The word predict means to state what you think
may happen. When we predict, we think about what we already know and we make a guess. These do not
have to be right, it just has to be based on what we already know. Class, if I were to let go of this marker,
tell your partner what you predict would happen. Remember to use the word predict in your sentence.
The next word is observation. An observation is a statement about what happens. For example, when I
drop the marker I observe that the marker falls to the ground. Class, tell your partner what you think the
difference is between the words prediction and observation. (16,17,18)
Now that we know what it means to predict and observe. We are going to make some predictions and
observations. To do this, we are going to do a few experiments. First, I have this fan, and we are going to
make predictions about what will happen to the objects that I drop in front of it. The first object is a flat
piece of paper, the second is a crumpled piece of paper, and the third is a soccer ball. We will test each
object on low, medium, and high. (4,6,11,12)
The first object that I will test will be the flat piece of paper. (Write the words prediction and observation
on the smart board.) Now the first setting I am going to test is the low setting. Before I drop the paper in
front of the fan, I am going to make my prediction about what will happen. I think that it will blow clear
across the room. I am going to write this prediction down. Next, I am going to test my prediction by
turning on the fan and dropping the paper in front of it. (drop the paper) Now, I am going to record what
happened. Class what did you see? (write down what they saw) (16,17,18)
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will be able to use the
They can identify the difference
Think pair share
vocabulary words accurately
between predicting and
observing
They will make observations
They will tell me what happened Asking questions.
with the paper.
Modification/accommodations: Josh: Use gestures and multiple examples of the words if necessary.
Ryan: Have him tell you what will happen when you drop the marker. Sarah: Call on her to tell you
what happened with the paper. Alison: Work with her during the think pair shares. GATE: Putting a
tape measure on the ground, ask them far they think that the paper went. Add this to the observation
Guided Instruction (We do it)
Now, lets work together to test the rest of the objects. I want team leaders to come get some writing
paper. We are going to all be writing our predictions and our observations down (23, 24). Remember
that when we write, we need to use full sentences and be as detailed as possible. The next setting that we
will test will be the low setting with the crumpled up paper. Students write down your predictions. (18).
Share with your partner what prediction you wrote. (17) Now, who would like to share their prediction
with the class? (16, 18,29,30) (Write the students prediction on the board.) Now lets test this prediction.
(Drop the paper) class, write down what you observed. Now, what did you see? (29,30) (write down
what they saw) (do this for the soccer ball on low as well)(6,25)

15 min

Formative Assessment:
Learning Goal
Students will make observations
and predictions

Success Criteria
They will be able to make
predictions and observations
accurately.

Assessment Strategy
Student led writing.
Think pair share.

Modification/accommodations: Josh: Ask him what he observed, use wait time and prompting to help
him with his answer. GATE: Ask how far the objects went. From what they have seen so far, what
distance do they think the objects will go on the different fan settings? Sarah: Ask her what she predicts
will happen to the crumpled up piece of paper. Alison: Have her tell me what she predicts will happen to
the soccer ball. Struggling writers: Leave the words prediction and observation on the board so they
can copy them on their paper.(5)
Collaborative/Cooperative (You do it together)

At your tables, I want you to continue making predictions and observations. First, what do you think will
happen for each of the objects when we drop them with the fan turned on medium? (18) Now, talk at your
table and tell them what you think will happen. (16, 17) Drop each of the objects in front of the fan and
have them make observations.) (11,12,16,17,21,22,23,24,25,29,30)
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
They can make predictions and
Working at their tables they will
Group work.
observations
write a prediction for each object Writing.
when the fan is set to medium
and then write an observation.
Modification/accommodations: Josh: Encourage him to work with his group and encourage his group
to help him. Struggling Writers: Help them spell words if they need help, allow them to get a
dictionary to help them spell words. Sarah: ask her what she thinks will happen, then encourage her to
write down what she tells you. Help her with spelling if necessary. Ryan: Encourage him to write and
stay on task. Alison: Ask her what her predictions and observations are. Make sure she is working with
her group.
Gate: encourage them to be as detailed as possible with their predictions and observations.

10 min.

Independent (You do it alone)

Now that we have had practice making predictions and recording our observations, I would like you to
work by yourself to write down the three predictions about what will happen to the three objects when I
drop them in front of the fan. When I drop them in front of the fan, I want you to write your observations.
Remember, I will be looking for three things. 1. A prediction is made 2. A detailed observation is made. 3.
You use the vocabulary words prediction observation.
Summative assessment: have the students write down their predictions and their observations for the
rest of the experiment.(30)
Modification/accommodations: Josh: help him with his writing. Help him to write sentences that make
sense. Struggling Writers: keep an example of work done earlier in the lesson. Sarah: ask her about
her predictions and observations, have her write these down. Alison: Remind her to stay at her desk,
encourage her to stay on task and at least write one sentence for each prediction and observation. Ryan:
use proximity to make sure that he is staying on task. Gate: encourage them to add as much detail as
they can.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)

Have a few students share what they wrote for their predictions and their observations for
each of the objects. (call on Alison, Ryan, Jasmine, John and Josh)
Class what is a prediction?
What is an observation?
Lets look at our objective. How did we accomplish this goal today?(27,28,29,30)

10 min
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
This lesson should take about 45 minutes to an hour to complete. I will need two pieces of paper, a soccer ball, and a
fan. I will also need to make sure that I have lined paper, and slides ready.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I
set to improve my practice and student learning?
This lesson may have been too simple for my students to keep them engaged for very long. They had problems staying
on task. I think that when I teach a lesson like this in the future, I am going to increase the pace or have enough
materials to allow groups of students to conduct the investigation.
Looking at the data from the summative assessment, I think that most of my students got the concept of making
predictions and observations, but much of their work did not use complete sentences and some of their work was a
little unorganized. I think that to help my students with a lesson like this in the future I can create a graphic
organizer and stress that we write our predictions and observations so that others can understand what we are
saying. However, most of the students participated in the activity and wrote predictions and observations. Also from
the formative assessments, I think that students understand the difference between observe and predict.
In future lessons, I am going to try to help my students be organized by using a graphic organizer and will stress the
importance of writing so that others can read their work.