Struggling Learners:
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)
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.
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.
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.
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.