LESSON PLAN

TEMPLATE
1. Lesson Plan Information
Subject/Course: Science - Forces
Grade Level: 3
Topic: Forces Causing Movement Push and Pull

Name: Miss Cameron

Date: Tues Nov. 18th 2014 Time: 2:05PM 3:25PM
Length of Period: 80 Minutes

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
3.1 Identify a force as a push or a pull that causes an object to move
3.2 Identify different kinds of forces
Learning Skills (Where applicable):
Collaboration
Independent Work
3. Content
What do I want the learners to know and/or be able to do?
Use technology to explore and learn about forces and their impact
Know the difference between a push and pull
Today learners will:
Explain the difference between surfaces in terms of friction
Understand that something moves in the direction the force is applied
Understand and describe the difference between a push and pull
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Anecdotal notes will be taken while the students are working at the computers. I will have the opportunity to go
around and talk to each student (10 Grade 3 students, the Grade 4s will be gone to a different class during this
lesson).
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Yesterday, students were introduced to the topic of force causing movement. Most students were familiar with the
forces gravity and magnets.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Some students do not have the same familiarity with technology as others and may require additional assistance
initially.

M will be paired up with D

C will have a chair that he can sit on while we are at the carpet
For my kinesthetic learners/students having troubles paying attention I will have them come up to the SMART Board
activities.
The games give verbal instructions of what the students need to do
B. Learning Environment
Students will gather on the carpet in front of the SMART Board in the library and then will go to the computers in the
library to work on the online games/activities.
C. Resources/Materials
Computer Lab
SMART Board
Laptop
Dongle
Projector

6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
Today we are going to be heading to the Library for our Science lesson. (5 Minutes)
Teacher says: Yesterday, during science we talked about forces. Who can remind me about the forces we talked
about yesterday? What are some things that you remember about the forces? (3 Minutes)
Gravity, muscular, friction
Today, using the SMART Board, we are going to talk about how objects move when we apply forces.
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
SMART Board Activity (35 Minutes)
Teacher says: Today, we are going to be learning about forces and movement by using the SMART Board. Before
we get started I want you all to show me what ready looks like. I know it is really exciting because we dont get to
use the SMART Board very often and I know were going to have a lot of fun today.
Teacher asks: A, can I get you to read what is on the board
A - Objects move when we apply forces.
Teacher says: There are different actions that can cause them to move including stretching, tearing and twisting.
Can I get somebody to come and match the word with the picture they think represents the motion?
Teacher says: A push and pull are two other motions related to forces. Together we are going to decide whether
each picture is a push or pull.

Do sorting activity
Teacher says: The strength of the force impacts the objects movement. The harder an object is pushed or pulled
the more the object moves. What do you think will happen when a large man and a young girl push a basketball?
Have students come up and drag the basketball to visually represent what they think will happen.
Teacher says: Another thing we know about forces is that the direction of a force determines the direction an object
moves.
Have students come and put the arrows in the direction the force is being applied and the direction the object
moves. It maybe beneficial to act out the action so the students can visualize the force and the direction it moves.
Direction of Force = the direction of movement
Experiment with Force Friction
Teacher says: Were going to be conducting an experiment. We have two different cars and 3 different surfaces.
Were trying to figure out which vehicle and which road condition allows for the fastest stop and the slowest stop.
Were going to make some guesses? Which car do you think will stop faster? Which road surface do you think will
be the quickest to stop on? Lets write our guesses down and then we can come back to them after
Have students come up and select car and surface.
Back up Plan
Read the book Amazing Forces and Movement. Pause and talk about the forces at work in the book and talk about
whether they were push or pull. Demonstrate the difference in movement by applying different amount of force to
pushing a ball. Demonstrate the difference in strength of different magnets.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
Today we talked about a number of things. We talked about the how objects move when we applying different
forces to them. Who can remind me, which direction does an object move when we apply force? (The direction the
force was applied). Prompt students using an example such as pushing the door vs. pulling it open. (3 Minutes)
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
Students will have time to further explore forces on the computers with a couple online games. (20 Minutes)
http://www.science4us.com/elementary-physical-science/force-and-motion/
CONCLUSION: How will I conclude the lesson?
Students will fill out an exit ticket before we head back to class. (5 Minutes)
Students will need to go back to class to fill out agendas and get ready for home. (10 Minutes)

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?
I realized after the lesson that I should have had paper slips with the link to the games typed out on them. After
talking to another educator they suggested that you can bookmark a link to the generic log in and then remove it
once your students are done. I thought that this was a great suggestion and would have helped with my classroom
management when the students went to the computers because I was constantly hearing Ms. Cameron, Ms.
Cameron I wanted to change my name after the end of the day. Also, because I was so focused on helping the

students get logged on and at the appropriate site I did not have time to interact with them to collect the assessment
data that I wanted to.
The students really enjoyed using the SMART Board as this was not something that they got to do very often but
had all used one in the past. They were able to help me out when I was trying to use the pen but still had the eraser
in my hand. They let me know that I needed to put the eraser back down. This was a really cool experience and
reminded me that the teaching and learning goes both ways in a class.
In my classroom I would develop clear routines and expectations for behaviour during computer lab. One thing that
I would instigate would be to ask at least to other students before asking myself. This would have limited the
number of problems with the computers that I would have had to deal with.