DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Nicholas White___ Grade Level _3rd_ Title _Draw and Describe Throwing a Ball__
_____
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 26 students
9 boys/17 Girls
5 minority students

ELL: Reshiea WIDA 5 or 6

Elisabeth WIDA 5 or 6
Ryan WIDA 5 or 6
Josh WIDA 1

Struggling Learners:

Classroom environment: The classroom is

set up into six long tables. A majority of the
students in the classroom sit at these tables
except for one student whose desk is set at the
back of the classroom. There are 4 students at 5
of the tables and one table of 5. There is also an
ELMO, a smartboard, five student computers
and the teachers computer in the room. The
room is often decorated with the students
vocabulary words for the week, posters to
remind students what they need to be working
that week. The teacher also posts a daylily
schedule on one side of the white board for
students to refer to throughout the day.

Students above level: John

(GATE) Jasmine (GATE)

Students with an IEP:

Alison: Speech
Jason- Reading
Nathan
Comprehension/Writing
Matt-Fluency/Math/Writing
Ryan-Reading/Writing/Math
Sarah- Reading/ Writing/Math

Alison, Jason, Nathan, Matt,

Ryan, Sarah

Students with Behavior problems:

Ryan: Has to be reminded to stay on task. Sometimes has to be asked
multiple times to get his attention
Sarah: Does not stay on task. Has a tendency to bug the students
around her when they are working. At times will have melt downs when
other students touch her or she gets frustrated with something.
Alison: often is off task, has to be asked to sit down several times a day,
and has been known to be loud and mean.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 3

Students will understand the relationship between the force applied to an object and resulting motion of
the object.
Objective 2
Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the
object.
e. Show how these concepts apply to various activities (e.g., batting a ball, kicking a ball, hitting a golf
ball with a golf club) in terms of force, motion, speed, direction, and distance (e.g. slow, fast, hit
hard, hit soft). (3)
Content Walk-Away: I will draw and describe the forces that are involved in an activity on the playground.
(1)
Language Walk-Away: I will draw and describe the forces that are involved in an activity on the
playground.(2)
Vocabulary: force, (9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will remember the words force, and how to draw and describe.
Students will describe an activity of picking up a book.
Students will be able to draw and describe what forces are involved in picking up the

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Josh: Make sure that he has

his copy of vocabulary
words with definitions.

book.
Students will be able to describe to each other the forces involved in throwing a
ball.(30)
Content Walk-Away Evidence (Summative): Students will draw and describe the
forces involved in throwing a ball.(30)
Language Walk-Away Evidence (Summative): Students will draw and describe the
forces involved in throwing a ball.(30)

Approx.
Time
5 min.

Struggling Writers: Keep

the vocabulary words and
examples on the board so
they can refer to them when
they write.
Sarah: work closely with
her to draw and describe the
action. Use questions to help
her know what she should
be drawing. Keep her on
task.
Ryan: Use proximity and
make sure that he gets to
work on the task before you
leave.
Gate: Have them put as
much detail into their draw
and describe as possible.
(the strength of the force,
the direction of the force,
the direction the force
moves the ball.)
Alison: Check to see if she is
drawing what you ask her
to. Ask her questions while
she and a partner are
throwing the ball. (How
would you draw the force of
you throwing the ball?)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Think for a moment about this question and then when I tell you, tell your partner the answer. Can an
object at rest move unless a force is applied to move the object? (16,17,18,29,30)
Today, we are going to do a similar activity with that we did to show that, except we are going to be
drawing the forces necessary to get an object to move. Here is todays goal.

I will draw and describe the forces that are involved in an activity on the playground.
(1,2)

Formative assessment:
Learning Goal
They will remember that an
object at rest will stay at rest
unless acted on.

Success Criteria
Students will tell their partner
that an object at rest will not
move unless acted upon.

Assessment Strategy
Think pair share.

Modification/accommodations: (ELL, IEP, GATE, etc.) Josh: Ask him the question directly to give him an
opportunity to use his language. Ryan/ Sarah/ Alison: have them pull out their drawings to show you.
observe that they are responding to the question. GATE: Ask them if they can remember that the book not

being able to move when no force was applied.

10 min

Focus Lesson (I do it)

So today we are going to be using the strategy of drawing and describing again. This time though we are going
to draw and describe a ball as it leaves your hand when you throw it. To do this we are going to be throwing a
ball in pairs and we will want to ask ourselves while we do this, what forces are needed to get this ball from
resting in my hand into the air? (11)
First though lets review some vocabulary words. Stand up you can remember what the word force means?
(16,18) (when all students have stood up, have them chorally respond to the question.) Tell a partner what the
word motion means. (16,17,18) and what the word rest means? (12,16,17,18)
Now, here is the drawing of an object at rest that shows that a force is needed to get a object to move. I am
going to be looking for important parts. (write these on the board) the first thing that I notice is that we have a
circle to represent a ball, so the first thing is that we need to represent the object.
The next thing I notice is that on one of the drawings I have drawn an arrow to show the direction of the force
that was put on the ball and an arrow showing the direction the ball went. Lastly, I see that we have labeled
each of those arrows. What words did we use to label those arrows, class? (16,17,18) Lastly I notice that there
is a description of what the drawing is showing.
This means that when we draw and describe today we are going to be making sure our drawings have the
following in them.
1. Both the object being thrown and the object throwing are represented.
2. There are arrows showing the direction and size of the force on the object.
3. There are arrows showing the direction the ball went as a result of the force
4. The arrows have appropriate labels
5. There is a description of the action at the bottom of the drawing. (11)
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will remember the
They will remember the meaning
Think pair share
words force, motion, rest.
of force, motion, rest.
Stand if you know
Choral response
They will be able to identify the
They will identify the labels.
labels on the draw and describe.
Modification/accommodations: Josh: Point to the labels when I ask the question so he will remember the
words. Ryan: Ask him questions directly to make sure he is engaged. (what is a force, what is motion)
Sarah: Ask her what the where the labels of force and motion are. Have her come to the board and point
them out. Alison: use proximity to keep her on task. Ask her during think pair share what rest, motion and
force are. GATE: Ask them to summarize the 5 things that they need in their drawing.

15 min

Guided Instruction (We do it)

Now, lets work together to make a new drawing that has all of these. We are going to be using this text
book, and we are going to be drawing the forces required to pick it up. What is the first thing that I should
draw? (16,18) (the book and my hands. Now, class get in a line and I want you to carefully take turns
picking up this book. I want you to pay attention to the kind of force that you are using. Is it a pushing or a
pulling force? (6,12,1820,21) At your tables in a moment, I want you to share what you would do when we
draw and describe picking up the book. (16,17,18)Will we put an arrow on showing the force pushing the
book away or towards me? Will the direction of the motion be going towards me or away from me? Now,
turn to your partner and tell them how you would describe the force that move the book towards you? Is it a
pulling force? (16,17,18) now, what should I write? (12,16,18,29,30)
Formative Assessment:
Learning Goal
Students will be able to help the
teacher draw and describe picking
up a book.

Success Criteria
They can answer all of the
questions with prompting.

Assessment Strategy
Think pair share
Questioning

Modification/accommodations: Josh: Pause to give him extra time before letting students answer the
question. GATE: Ask them what type of force it is. (pulling or pushing) Sarah: listen to the answer that she

gives her partner. Have her share with Mandy. Alison: Have her tell you what directions the arrows will
go. Use prompting if she does not understand. Struggling writers: Write the description of picking up the
book and what kind of force it is. Keep it up there for the summative assessment as an example of what they
need. Also keep the 5 things that they need to have in their drawings.(5)
Collaborative/Cooperative (You do it together)
Now, we are going to go outside and throw a ball. I am going to put you in pairs and give each pair a ball to
throw. When you throw it, think about what kind of force you are using to get the ball to move from your
hand. (16,17,18,20,23,25)
While they are throwing the balls to each other, ask students what kind of force they are using to get the ball
into the air.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Understand that to throw a ball
They can identify that they are
Activity and questioning.
you will use a pushing force with
using a pushing force to throw the
your arm and hand.
ball.

10 min.

Modification/accommodations: Josh: let him choose his partner. Struggling Writers: ask them to
describe the kind of force that they are using on the ball to you. Sarah: pair her with Alison and remind
them to stay on the field where with the rest of the class. Ryan: Pair him with student B (see contextual
factors) and ask him the questions multiple times if possible and after he has had a chance to throw the ball.
Alison: position her group near me. Have her pause when I ask her the questions.
Gate: Ask them what kind of force is needed to stop the ball from moving in addition to the kind of force to
throw the ball.
Independent (You do it alone)
Now that we have thought about how we throw a ball, we are going to be drawing and describing that
experience. I want you to include all five of the things that I listed (review the list.)
(6,21,22,29,30)
Summative assessment: have them draw and describe what kind of force is needed to throw a ball.(30)
Modification/accommodations: Josh: have him implement the list of on the board on step at a time.
Provide a list of vocabulary words so he can refer to them to know where to place the labels. Struggling
Writers: keep the example of the lifting on the book on the board to help them know what I expect. Sarah:
Use proximity to keep her on task. Use questions to help her to know what draw next. Alison: remind her to
stay on task. Ryan: Use proximity at the start of the activity and make sure he gets to work before you
move on.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Lets read our goal again.

I will draw and describe the forces that are involved in an activity on the playground.(1,2)
Now who would like to share what they drew with the class? (pick John, Jasmine, Alison, and one other
student to share)

10 min

What does the words force, rest, and motion mean?

How did we accomplish our goal?

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:

reading, writing, listening, speaking

Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
This lesson should take about 45 minutes to an hour to complete. I will need two pieces of paper, a soccer ball, and a fan.
I will also need to make sure that I have lined paper, and slides ready.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
This lesson went great. I had all of my students engaged most of the time, the pacing was appropriate, and I had the
opportunity to model and set expectations for their draw and describe activities. It even took me less time to pair them
up to get ready to throw the balls around. However, I did have difficulties with one or two students losing balls because
we threw them perpendicular to the fence instead of parallel, and I had some of my more advanced students finish the
final draw and describe ten minutes before some of my class. I did keep the students who were finished engaged by
asking them some questions like what kind of force do we use when kicking a soccer ball? How do you know? This
however kept me from helping my students who were struggling with the task. I think that in the future I will check out
the area that we will be doing outside activities before the lesson so that I know what I need to tell them in order to be
safe, and I will have students share what they created so that I can help those students who are struggling to finish.
Looking at the assessment data, I think that if I had more time to focus on the skill, I would give them more time to draw
and describe things. This would help them to really understand what I was asking them to do at the end of the lesson,
and it would make the work easier to assess. I think that most of the class understood that they had to add arrows to
show the directions of the force and motion, but they thought that the force and motion always go in opposite directions.
In future lessons, I will make it clear that the force and the motion go in the same direction unless we are using a simple
machine to change the direction of the force.