Anthony Locicero

Teacher Work Sample

1/13/16
General Information
Lesson Title: Force Charades
Unit of Study: Force and Motion
Grade: 3
Instructional Setting: 16 third grade students in a general education classroom.
Students have individual desks which face a Smart board and a white board. The room
includes a carpeted meeting area where movement activities will take place.
Standards and Objectives
District Core Curriculum Standards:
Lamoille North Science Standard 2.3, Benchmark 3:
Students will know that the greater the force, the greater the change in motion.
Lesson Goals:
Students will be able to identify motions and the forces that cause them.
Students will demonstrate their knowledge of motion and the forces that cause motion
by using body movement to depict objects in motion with varying levels of force.
Lesson Objectives:
Students will name in writing at least four examples of objects in motion and the sources
of the force which causes each motion.
Students will create a movement phrase with a partner that depicts a motion of their
choice and act that motion out with both a high and low amount of force.
Materials and Resources
Instructional Materials:
-Lined writing paper and pencils
-Inflatable play ball
-Whiteboard and markers
Resources:
Source for District science standards:
http://lnsu.cloudaccess.net/index.php/cia/science

Instructional Plan
Student Prerequisite Skills Needed for Lesson:
Students will need some experience in expressive body movement, and the ability to
write legibly or dictate to a scribe.
Presentation of New Information or Modeling: 10 minutes
Gather the students on the carpeted meeting area of the classroom. Explain that
the new science unit they will be starting today will focus investigating how objects
move and and the pushes or pulls that move them. Write the words motion and
force on the whiteboard. Explain that motion is when an object changes its location
and that a force is a push or pull that changes how an object moves. Write these
definitions with the appropriate terms.
Take out the inflatable play ball and put it in front of you. Ask students if the ball
is in motion. Refer to the definition on the board to remind students if needed. Students
will say that the ball is not in motion.
Ask students to tell you how they could get the ball in motion. Students may
suggest bouncing, kicking, rolling, or throwing the ball. Explain that these are all forces
that will cause the ball to go into motion.
Ask a student volunteer to come up to the ball and give it some force by gently
rolling it across the circle to another student. Ask that student to roll the ball back, but
with more force.
Explain that when more force is applied to an object, the object will have a
greater change in its motion, meaning it will roll faster or go farther. Explain the next
task. Draw a table on the whiteboard that looks like this:

Object in motion

Force that moves it

1.

1.

2.

2.

3.

3.

4.

4.

Explain to students that they will need to come up with four examples of objects
in motion, and the forces that move them. Check for understanding by asking students
what was in motion during the demonstration. They should be able to identify the ball as
the object in motion. Write ball in the object in motion column. Ask students what the
force was that moved the ball. Students should be able to identify that the force of the
students hand pushing it caused it to move. Write hand push in the force column.
Guided Practice: 15 minutes
Dismiss students to their seats. Remind students that they need at least four
different examples of objects in motion and what provided the force to move it. As
students work, circulate through the room and check student work. verify that students
are identifying both the objects in motion and what is providing force. If students have
finished early, challenge them to identify more examples.
Independent Student Practice: 10 minutes
Call the students to the carpet with their examples of forces. Explain that they will
work with a partner to make a movement phrase that depicts a movement with both a
low amount of force and a high amount of force.
Explain that the partners will work in unison. Ask a student volunteer to stand
with you before the class. Use the example of rolling a ball and come up with a motion
that depicts it with both low and high force. Move in unison with the student volunteer to
show the motion with both high and low force. Exaggerate your movements to show
high force.
Let students pick partners for the activity. Allow students to spread out through
the room to work. Give enough time for all groups to come up with a high force motion
and a low force motion. When groups have finished, call the class back to the carpet.
Closing Activity: 5 minutes
Ask for groups to volunteer to go first. Have each group announce the motion
first. Before their low force motion, have each group say low force and before their
high force motion, have each group say low force.
Give each group an opportunity to share. Keep notes of each groups
performance for assessment. When all groups have finished, review the definitions of
force and motion, citing examples from the lesson.
Collect written work for assessment.
Pedagogical Strategy
Active learning, partner work, direct instruction.

Differentiated Instruction
There are two students who present a learning disability in written expression.
These students will be assisted by the classroom teacher and a paraeducator who will
help these students structure their written responses and spelling. One student presents
a learning disability in reading comprehension. There are no written directions, but when
the student is finished with his examples of force and motion a paraeducator will read
through the students work aloud to assist the student in recalling their written work
without needing to read it.
Student Assessments
For the first lesson objective, I will review each students written responses.
Students will reach proficiency in this objective by identifying at least four examples of
objects in motion and what provides the force to provide motion. An example of an
acceptable response would be a flag waving for the object in motion and wind as
what provides the force.
For the second lesson objective I will observe each partnerships performance.
Proficiency in this objective will be determined if the student participates in the activity,
moving in unison with their partner to express a motion that evokes their chosen
subject.
Secondly, students will be proficient in this objective if they act out a low force
motion as having slow or gentle motion, and a high force motion as having fast or
exaggerated motion.