March 10, 2014

Candidate: Heather Newman Subject: Science

Modified Lesson Plan Template
Learning Goal: Students will use a predictions chart to develop a purpose for reading about
"How do Forces Affect Acceleration?" Students will read to find out how forces affect
acceleration and will use the chart to demonstrate whether their predictions were accurate.
Core Curriculum Standards:
Content Standard: Motion can be described as a change in position over a period of time.
5.2.4.E.1 Demonstrate through modeling that motion is a change in position over a period of
time.
Content Standard: There is always force involved when something starts moving changes its
speed or direction of motion. A greater force can make an object move faster and farther.
5.2.4.E.2 Identify the force that starts something moving or changes its speed or direction of
motion.
Content Standard: Earth pulls down on all objects with a force called gravity. Weight is a
measure of how strongly an object is pulled down toward the ground by gravity. With a few
exceptions, objects fall to the ground no matter where they are on Earth.
5.2.4.E.4 Investigate, construct, and generalize rules for the effect that force of gravity has on
balls of different sizes and weights.
Procedure: The lesson for Science will begin with me saying that last week we read about how
forces affect motion but today we will read to find out how forces affect acceleration. Then I will
have the class access their prior background knowledge to apply to the new topic. I will have the
class look at the title of the section, "How do Forces Affect Acceleration?' and I will inquire
what they know about force and acceleration. I will begin by saying, "What comes to mind when
you hear the word force" and "What does this remind you of? Does this remind you of the text
we have read prior? What is acceleration? Can someone demonstrate a force and demonstrate
acceleration?" Then while we are brainstorming, I will have the students come to the board to
write their prior knowledge related to the topic.
Then I will have the students write a prediction of what the text may be about in their Science
journals. Once they are done, the class will discuss as a whole about what their predictions are
and then I will have Mrs. Koper write them on the board in the prediction chart. I will use their
predictions to fill in my chart and will later refer to them after the reading to see if our
predictions were correct. Then I will say, "Let us read 'How do Forces Affect Acceleration' to
find out if our predictions are correct" which will give the class a purpose for reading. I will have
the class read sections of the text silently to check their silent reading comprehension. When a
March 10, 2014
student finishes reading they will put their hand in the book and close it to show they are
finished. They will then turn and talk to their shoulder buddy quietly, to discuss what they just
read until the rest of the class has finished reading. After each section of the text, we will discuss
and make text to self, text to world, and text to text connections. For example, after the first
section, they will read about how swimming is applying a force. I will then inquire what other
activities can require a force? After the class reads the section, "Forces Add Up" I will stop to
demonstrate force and acceleration. I collaborated with Mr. O'Toole, the gym teacher, and
borrowed a jump rope and rolling platform. I will place textbooks on the platform and tie the
rope to the handle of the platform in order for it to be pulled. I will ask for volunteers for my
demonstration of mass and force affecting the acceleration.
Then at the end of the reading, we will compare what we read to what we predicted to see if we
were correct in our predictions. I will tell the students to take out a correcting tool to make
corrections to their previous predictions with the current knowledge they possess after reading.
Once the students finished correcting or adding information to their prior predictions in their
Science journals, I will hand out an exit slip to each student. There will be two different exit
slips, one in which the higher level learners require more critical thinking. The exit slips each
have the same amount of questions in order for the students to not notice the difference in the
slips.
Lesson Activity: The class will participate in a brainstorming activity of their prior knowledge
related to the new topic. The class will make predictions and then will read to check if their
predictions were accurate after finishing the reading. During the reading students will volunteer
to be a part of demonstrations. After completing the chart, they will be given an exit slip in
which it demonstrates their understanding of the text they just read.
Assessment: The students will write their predictions within their journals and I will walk
around assessing their predictions. During the lesson, Mrs. Koper will be taking anecdotal
records of the students in order to see who is progressing and who is in need of extra assistance.
This will be an informal assessment. Also, an informal assessment of the students knowledge
through whole group discussion. Then a formative assessment at the end with a exit slip.
Technology: PowerPoint presentation will be shown to organize the notes for the lesson.
Materials: The students will need their textbooks, science journals, and pencils.