Goals: 1. To manage negative behaviors without becoming overwhelmed or stressed. 2. To manage my time effectively Danielson: 2a.

Creating an environment of respect and rapport 3c. Engaging students in learning LESSON PLAN TEMPLATE
Name: Date: 2/20/14 Grade Level/Subject: 3rd, Science Prerequisite Knowledge: Balance vocabulary, have seen the Bill Nye video on Motion Approximate Time: 25 minutes Student Objectives/Student Outcomes: Students will use their bodies to demonstrate various aspects of forces and balance, such as gravity and pushes and pulls. Students will write vocabulary definitions related to balance in their own terms. Content Standards: CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Materials/Resources/Technology: Forces worksheet, screen shots from Bill Nye video and other sources on Smart Board, chairs Implementation:

Time
5 min

Opening of lesson: (Objectives, hook, behavior expectations) Chairs should be set up along the edge of the carpet so they are there when we need them but students are not to sit in the chairs when they come over. Partners assigned before lesson starts. Students come to the carpet in groups based on when they show theyre ready Review behavior expectations - Respectful: Students are sitting on their bottoms, their arms and legs are still, their eyes are forward and mouths are closed. Students are listening when others are speaking and raising their hand when they have something to ask or comment on. - In this activity the students will be doing a lot with their bodies and working with partners so they have to remember to be respectful when doing the activities so nobody gets hurt - Empathetic: Students are listening to the ideas of their peers and thinking about how those ideas are relevant to them. Students are aware of how their words and actions might affect those around them and use self-control to monitor their behaviors. - Students have to be aware of how their actions might affect somebody else because they will be moving and interacting with each other and they have to be careful not to do something that is going to hurt somebody else - Confident: Students try their hardest and make an effort to complete the task before asking for help. Students arent afraid to make mistakes and ask for help when they are struggling.

Students have to trust their partners and themselves so that they dont do anything that could cause injury Review the Bill Nye video on balance and go over the key vocabulary from that lesson - Force, gravity, motion, push, pull, balanced, unbalanced (posted on front white board) Students to be aware of (behavior management): RC, PK, EB, XD, LD JJJ: Autism, will be in the classroom for the lesson, may be at his table or on the carpet with the class, usually quiet but will make noises when agitated or bored, most students know to ignore
17 min

Procedures: Include critical thinking questions and accommodations for individual needs Before each activity show the picture of the scene from Bill Nye that corresponds to it. After each activity show the clip from the video that explains why the activity works. Activity 1: Tug of war Have students guess who would win in a tug of war between two sample students - Xavier (small) vs Treylen (large)? - Asia vs Gloria (both small)? - Brandon vs Nathan (both average size)? - Joe (large) vs Makenzie and Texiana (both average)? Start with two students, one on each side, pulling a rope, if the students are relatively the same size the forces should be balanced (both pulling equally on the rope) and neither student should move. Then add one student to one side so that there are two students on one side and one on the other. The forces should be unbalanced and the student who is alone on their side of the rope should be pulled. Be careful not to choose students who are going to be rowdy together. Remind the students that they could get hurt or hurt each other so they shouldnt pull the rope with so much force that they knock the other person over. Activity 2: Stuck in a chair Have students pair up and each choose a chair. One student should sit in the chair and the other should stand in front and put their thumb on the sitting persons forehead. The person who is sitting should have a hard time standing up because their center of gravity is pushed back in the chair. When their center of gravity (torso) is above their feet they can stand up but when it is not they are unbalanced and cant. Activity 3: Balance, Counter-balance Students should stay in their pairs and stand up facing each other with their toes touching. They should then grab hands and slowly lean back until they are both holding each other up but they are not standing upright. Students will have to be very careful with this one and not let go so that the other person doesnt fall. If a student does not feel safe doing this activity they can sit out and watch. Remind students to be respectful of their partner and not let them fall. Activity 4: Chair lift Have one girl and one boy grab a chair and stand in front of the wall (3 steps away). They should then bend at the waist with their forehead against the wall and both should lift the chair. Both students should then try to stand up. The boy should struggle and the girl should be able to do it because a girls center of gravity is lower, which means that it is more supported by her legs than a boys would be when he leans over. *Behavior: Students get warnings checks for bad behavior, if a student is being too disruptive they will be sent back to their desks (or out in the hall for continuous behavior).

3 min

Summary/Closing:

Students will then get a worksheet with a balance vocabulary list and they will have to write the definitions of each in their own words. Then we will review their definitions as a whole class and if time we will discuss which activity was their favorite and why. Student Assessment: The assessment will be informal and based on participation. Each student should get a chance to participate in at least one of the activities and all students will have to complete the balance worksheet at the end.

Post Lesson Reflection: Student Interest

Student Motivation

Teacher Knowledge

Teacher Organization

Teacher Articulation

Student Understanding

Other