ED 345 Calvin College Teacher Intern Lesson Plan Template  

Teacher Intern: Hannah Hougen Date: April 2018  

Grade Level: 3rd  Subject/ Topic: Science/Force & Motion  
Approx. time spent planning this lesson:  1.5 hrs.   
DOMAIN 1: PLANNING & PREPARATION 
Main Focus​: Effect of Forces - Ball Flick 
Brief Context​: This lesson will allow students to predict and test theories regarding different 
forces on two different balls.  
Prerequisite Knowledge/Skills​: Students will know that forces can be balanced, and about the 
force of gravity.  
Objectives:  
-3-PS2-1​. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object.
-​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.
 
Key points: 
* The greater the force placed on an object, the greater the change in motion. (Newton's Second 
Law of Motion)  
*The more massive an object is, the less effect a given force will have upon the motion of the 
object.
Assessment​:  
Formative: Student worksheet, class discussion at the end of the class period 
Summative: exit ticket  
Worldview​ ​Integration​:Though each one is unique, all students are capable of learning.  
Instructional Resources: 
-​Golf balls, Ping pong balls, Work sheet, Tape measures to measure, paper for exit ticket 
(blank)  
 
Universal Design for Learning Networks/Domains (​see UDL Guidelines​ ) 
RECOGNITION   STRATEGIC  AFFECTIVE 
Multiple Means of  Multiple Means of  Multiple Means of 
Representation  Expression  Engagement 
Options for Perception   Options for  Options for recruiting 
Verbally walk students  action/interaction  interest 
through the written  Students will be active and  Design activities so that 
worksheet  interact with materials   learning outcomes are 
authentic, communicate to 
real audiences, and reflect a 
purpose that is clear to the 
participants 

Options for  Options for Expression  Options for Sustaining Effort 

Language/Symbols    & Persistence 
Review the meaning of force,  Create cooperative learning 
clarify the structure of the  groups with clear goals, 
worksheet   roles, and responsibilities - 
students work in a group 
  
Options for Comprehension  Options for Executive  Options for Self-Regulation 
Use advanced organizers  Function  Provide emotional support by 
during the activity   walking around and helping 
individual groups  
 
 
 
 
DOMAIN 2: THE CLASSROOM ENVIRONMENT 
 
COVENANT MANAGEMENT: Relationship & community building​ ​(Note any specific ways in 
which you plan to build or strengthen relationships and community – student-student & teacher - 
student.] 
-Students will be divided up into groups and work together to complete the experiment  
 
CONDUCT MANAGEMENT:​ (Behavioral expectations, strategies to encourage self 
regulation, etc.) 
Identify at least 2 ways you will gain whole group attention: 
1. Ringing the bell 
2. Hand clapping rhythm 
3. “If you can hear my voice clap once”...etc.  
Strategies you intend to use to redirect individual students:   
1. Moving myself to be physically near to them 
2. Calling on individuals by name 
 
PHYSICAL ENVIRONMENT​: Note any specific ways you will use the environment to 
contribute to the learning.   
-Students will be able to move around the room to conduct the experiment together 
 
DOMAIN 3: INSTRUCTION 
 
CONTENT MANAGEMENT: THE LESSON 
Motivation/Opening/Intro​:  
-Review from lesson 1 - Hold up a golf ball and a ping pong ball and ask students which will 
hit the ground first if dropped. (same time)  
- “Today gravity will not be the force acting on the ball, instead it will be your finger!”  
-Hand out the Ball Flick paper to the students and explain the experiment  
-Students should complete their own worksheet by doing their own flicks while their group 
members help to record, measure, and retrieve the balls after they’ve been flicked.   
-​With students, review how to measure the distance traveled  
 
Development​:  
-Put students in small groups (limited by supplies). Ideally 3-4 people per group. Let the 
students spread out throughout the room to work  
-Walk around the room to help students  
-Bring the class back together 
-Compare results and ask each group to come up with a summary of their results  
Discuss some or all of the following questions:  
-What effect does the force of the same strength have on objects of different weights?  
-What did you discover about the ping pong ball as a force in motion?  
-What did you discover about the golf ball as a force in motion?  
-Which ball produced the greater direction/distance and why?  
-What can you conclude about amount of force and the weight of the object? Use your 
data to draw conclusions.  
-How would the speed of the object and distance change if the force had increased or 
decreased in strength? Use your data to draw conclusions.  
-What does weight have to do with force?  
 
Closure​: 
-Exit ticket - Students write the answer to this question: 
 
-What impact does a force of the same strength have on objects of different weights like  
the golf ball and ping pong ball?  
 
 
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES 
 
CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM​: Please note recent evidence of 
your efforts as a professional. 
 
Reflection: 
-​while observing the students do the ball flicking and measuring of distance travelled, it 
seemed as though it was not always accurate. Looking back, I think I should have spent more 
time explaining this step, or modeling it, so more accurate results could be taken.