Name: Alura Mallonee

Class: Science

Date: 3/20/2017

Indirect Instruction Lesson Plan Template

Place a title for your lesson here

_____________________________________________________________________________

Central Focus/Big Idea: What is Force and Motion

Subject of this lesson: Force and Motion

Grade Level: 5th

NC Essential Standard(s): 5.P.1 Understand force, motion and the relationship between them.

Next Generation Science Standard(s): 5-PS2-1. Support an argument that the gravitational
force exerted by Earth on objects is directed down

21st Century Skills:

- Critical Thinking and Problem Solving: This will be used during the lesson because students
will be conducting investigations, constructing explanations from their observations.

- Collaboration: Students will be working in small groups during part of the lesson

Academic Language Demand

Language Function: I chose predict because in the worksheet of the second
activity students will make a hypothesis before beginning the hands-on portion of the
activity.

Analyze Argue Categoriz Compare/contr Describe Explain

e ast
Interpret Predict Question Retell Summariz
e

Scientific Vocabulary: Force, motion, friction, speed, inertia, acceleration,

distance, length

Instructional Objective: Students will explore force and motion by

experimenting and documenting the results of force when it is applied at different
 lengths. In small groups students will complete the worksheet by making individual
hypothesis and record the different lengths and distance from the activity.

Prior Knowledge (student): Students should have prior knowledge pertaining to the following:
Force, motion, gravity, acceleration and Newtons laws of motion.

Content Knowledge (teacher): The teacher needs to know what force, motion, gravity,
acceleration and Newtons laws of motion are.

Accommodations for special needs (individual and/or small group): For the students who
struggle with English I will pair them up in a group of students who can help guide them through
the lesson activities. For the worksheet that goes along with the activity I will provide the ELL
student(s) with an altered worksheet that will work best for them if needed. I will also be
facilitating and walking around to different groups and providing help and guidance.

Materials and Technology requirements:

1 package of sticky notes (1 sticky note per student)
6 marshmallow shooters (one per group of 4 students)
6 paper cups
6 balloons
1 roll of duct tape
26 worksheet handouts
1 whiteboard
1 dry-erase marker
1 bag of mini marshmallows (8 mini marshmallows per group of students)
(6) 5 measuring tape (1 per group of students)
1 poster board

Total Estimated Time: 40-50 minutes

Source of lesson:
Youtube: Videos
Force and Motion: pull and push teaching lesson
prt. 1
https://www.youtube.com/watch?
v=m5E-h5E2iFI
Force and Motion: pull and push teaching lesson
prt. 2
https://www.youtube.com/watch?
v=H9jVZpEOMdI
Pinterest - Anchor Chart Idea:
http://3.bp.blogspot.com/-bV_Cv3H9ePU/WCIw-
tV0neI/AAAAAAAACqA/4LKHe1U7iVYRK8EYQ7T9HnpJFcFVFZEa
QCK4B/s1600/IMG_1170-770105.JPG
Teachers Pay Teachers: Activity sheet/handout:
https://www.teacherspayteachers.com/Product/Forc
 e-and-Motion-Marshmallow-Launcher-Activity-2051826
Blogspot: How to create a marshmallow launcher:
http://owlwaysbeinspired.blogspot.com/2014/10/ma
rshmallow-shooters-force-motion.html

Safety considerations: Before I start the lesson I will set some rules that the students must
follow or they will not be able to participate in the activity. I will be walking around and making
sure students are not misusing the materials needed for the activity.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage:
Before my introduction I will write on the board three columns labeled: Push, Pull or
Both? then to begin, I will tell the students, Today, my young scientists, were going to
further explore force and motion with a couple of fun activities. The first activity I have is a mini
activity that I would like for us to start with to get out minds rolling.

Explore:
Before I begin the mini-activity I will first do a quick review with the students about what they
know about force and motion. I will ask questions such as, Who knows what force and motion
are? Who can explain to me what motion is? Can you also give an example of force? once the
student answers Ill ask another question, Great job! Then can someone tell me what causes
motion? Ill let the students answer and use this time to get other students involved and ask
them to add on to the previous response. Then I will move on to the mini-activity. I will ask for a
volunteer to hand out sticky notes that have examples of push and pull written on them. These
are needed for the first activity.
I make sure that every student has at least one sticky note that has examples of push and pull on
them. Once every student has a labeled sticky note I will direct them to read over their sticky
note carefully and make sure they process what is written on the note. I will now begin and I will
say, Once you have studied your sticky note I want you to quietly come up to the board and
place your sticky note under the category you think it belongs too. The categories are push,
pull or both. Dont discuss your answer yet. Please wait until everyone is finished.
The examples on the sticky notes are everyday actions such as, switching a light on, clicking
a computer mouse, writing your name with a pencil, opening a classroom door. These
examples are relatable and should get students thinking about which would fit best under push,
pull or both.
The purpose of this mini-activity is to get students thinking about everyday activities require
them to push or pull, or maybe it can be both.
Explanation:
After the mini-activity, I will then begin another open discussion. Since the students werent able
to discuss their choice with one another before I will give them the chance now to turn and talk.
After the students have had a moment to turn and talk with a neighbor I will get their attention to
now openly discuss the topics in the mini-lesson. To do this I will read aloud the sticky-note
examples under each column. For the sake of time I will only call out a few examples I feel are
interesting and will spark a conversation. I will say, All right, so this is looking pretty good.
Lets see, switching a light on...would that be a push or pull? I will let the students answer
freely. Okay, then what about writing your name with a pencil? Is that a push or pull? The
students might answer yes or no and I will ask them to explain why they think that way, I
continue, Hm. Then what about opening a classroom door? This example I expect the students
to have different opinions or questions and I will ask them to elaborate.
After the open discussion I will then introduce and go over the directions for the main activity.

Elaborate:
With this activity, students will have the opportunity to explore a different way to experiment
with force and motion.
I will introduce the next activity along with a set of rules for the students to follow in order to
participate in this activity. I will say, Before I put you into groups I do have a couple of rules for
you all to follow. When I tell you what youll be doing you will understand why I have these
rules. First rules is: do not launch a marshmallow at any classmates. If I see this misbehavior
happening I will remove you from the group and you will have to do a different activity or
worksheet. Rule 2: be mature about this activity. I want us to have fun but I also need you to
complete the worksheet. Once I finish directing the rules I will move on to explain the
directions before telling them that they will be working in groups. I will do this so that they
wont be distracted by mentally picking out their groups. So I will say, All right, for the next
activity you all will be using these marshmallow launchers to complete the worksheet that goes
along with the activity. I already made the launchers for the students at home so it will give the
students more time to work on the activity. Here I will demonstrate how to use the launcher,
What you will do first is make sure the balloon is inside the cup and you will place the
marshmallow inside the balloon. Now if you will look at your worksheet the directions are also
on there. Your instructions are to pull the balloon at different lengths three times. Inside the cups
I marked the line lengths that you need to pull the balloon knot back to and release! The
marshmallow should go only a little distance since I didnt pull back far, After you launch your
marshmallow you will need to take your measuring tape and measure the distance. I realize that
the marshmallows will go further than 5ft, so just double up on the measuring tape. As in, mark
where it ends and start measuring from that distance and so on until you get an accurate
length.After I complete demonstrating and modeling for the students of what they will do I will
then tell them they will be working in groups of 4 and to go ahead and make their groups and
find a spot on the floor.
Once students are at their spots they will receive the following: 1 marshmallow launcher, 1 bag
of marshmallows (6 included in the bag), and 1 measuring tape. I will as if the students have any
questions or concerns and if they do not then they can begin.
I will be walking around and observing, taking notes. I will help students who need it, or who
might have questions, and also make sure that they stay on task.
Evaluate:
I did a formative and summative assessment. For the formative assessment I made an exit
ticket/slip for students to fill out in class to represent their understanding of a topic. The exit
ticket has two questions that reflect what we covered in class, and students had the option to
write or draw the answer. For the summative assessment I had the students complete a worksheet
that went along for the activity that I took up for a grade.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________