Lesson Plan Format

Name: Hannah Bakies

Grade: Second Grade
Subject: Science
1. Title/Source of lesson: Force and Motion
Created by myself with help from Naz, TeachersPayTeachers and Pinterest
2. Grade Band Theme: Observations of the Environment
Strand: Physical Science
Topic: Changes in Motion
Condensed Content Statement(s): Forces change the motion of an object.
Science Inquiry and Application:
Observe and ask questions about the natural environment
Plan and conduct simple investigations
Employ simple equipment and tools to gather data and extend the
senses
Use appropriate mathematics with data to construct reasonable
explanations
Communicate about observations, investigations and explanations
Review and ask questions about the observations and explanations of
others
3. Instructional Objectives:
Students will be able to describe the relationship between force
and motion.
Students will be able to classify how objects move.
Students will be able to determine what causes objects to move.
Students will be able to identify what causes some objects to
move faster.
4. Differentiation(s): I will differentiate instruction to meet the needs of all students
through various learning styles. I will begin with whole group discussion for
auditory learners in completing the pre-assessment and discrepant event. I will
then allow students to work in small table groups through an inquiry based
hands-on activity for tactile learners. Finally, I will encompass visual
representations (example experiment four and the book) throughout the lesson
for visual learners. I will also differentiate learning by including various learning
centers during the inquiry activity exploring force and motion. Students will be

able to gain a deeper understanding of the concept through multiple hands-on

activities. These four stations will allow students to explore and gather their own
findings. I will group the students based on their developmental learning level in
order for myself as the teacher to assist/model for the students who need
additional help. Differentiation will occur amongst each group, as they will each
determine their own findings based on their particular skill and developmental
level.
5. Materials/Resources Needed:
Tennis Ball
Golf Ball
Marble
Books
Block
Pencil
Feather
Sandpaper
Marker
Toy car
Ruler
Paperclip
Science Journals
6. Sequence of events:
First I will engage students with the idea that there are many different
ways to move an object. I will pre-assess their learning by asking them the
open ended question What causes objects to move? to allow students to
think deeper about the concept. All students will then be able to share
their insights with the class during the discussion. Students will then have
the opportunity to discuss with one another about their ideas as I
informally observe their conversations. I will contract any preconceived
notions and misconceptions the students may present during this time
through an example. As a whole class, I will inform students how they
now will become scientists and be able to explore the laws of motion. I will
explain to the students their tasks in completing four experiments.
I will have four learning stations set up throughout the classroom with
various activities and materials. Students will work in small groups and
rotate to the different stations with the set timer. The activities will be

hands-on and student centered to allow them to discover, gather and

interpret data. I will explain as a whole group the learning stations in
depth for students to be prepared of the tasks they are expected to
complete.
Classification of Objects The first experiment students in a small group
will observe the different ways objects move. There will be physical objects
laid on the desk for the students to move. The students will work together
to discuss and classify the objects by grouping them with other objects
that move in the same way into categories using a Venn diagram. They
will determine the categories and characteristics of the objects by
recording their findings in their science notebook.
Force of Objects The third experiment students in a small group will use
their own force to move various objects along a flat surface. Students will
discover they use their own forces every day. One student from the group
will blow on the object at the start line and another student will determine
when the objects stops moving, they will then measure the length with a
ruler. The group will work together allowing all students to take a turn.
They will record their findings of measurement in their science notebook.
Speed of Objects The second experiment students in a small group will
plan an investigation to see what objects move the fastest down the ramp.
Students will use three types of balls to determine the different speeds.
They will release the balls one by one to see which moves the fastestslowest. The students will then record their findings in their science
notebook.
Motion of Objects The fourth experiment students in a small group will
determine what objects you push and pull. They will sort pictures to
determine what everyday objects they push or pull into categories.
Students will then record the actions and their findings in their science
notebook.
The students will be able to explore in small groups the four different
learning stations where they will be able to think, make decisions and
problem solve. I will observe, walk around and answer questions during
this time. After students complete all four stations, I will have the students
come back to a whole class discussion. Students will then be able to share
their findings and results in depth from each of the stations to the class.
We will discuss the stations one by one. I will ask questions such as how
did you classify how objects move or what was the cause for some objects
to move farther or what objects moved faster? Students will analyze their
exploration and provide clarification from evidence in their journal. I will

then readdress and explain the question of What causes an object to

move? I will begin the post-assessment by observing and listening to see
if students use the appropriate vocabulary of force and motion during the
discussion. I will then elaborate the concepts of motion and force by
incorporating literacy by reading the book Newton and Me. Through
reading, this will extend on the experiments the students completed as
well as connect how force and motion is used in day to day routines.
Students will then conclude the lesson by writing in their science journals
a reflection of what they learned today by pulling information from the
experiments, class discussion, and book. I will collect and read their
journals as the post-assessment. I will be able to evaluate their findings at
all four stations and reflection in order to determine how much they
learned about force and motion. I will ask students when they go home
tonight think of the how they are using motion and force through various
activities (opening doors, playing catch, etc). This will allow students to
share with their parents what they learned at school as well as extend
their learning outside the classroom and apply it to everyday routines.

7. Assessment plan
Pre-assessment: As a whole group, we will have a class discussion to begin by
asking what causes objects to move. This question will give me the opportunity
to determine the students prior knowledge and potential misconceptions on
force and motion I need to address.
Post-assessment: I will use their findings from the various learning stations to
determine their ability to recognize on force and motion. I will also observe and
listen to see if students use the appropriate vocabulary of force and motion
during the whole class discussion. Finally, I will have students write a reflection
of what they learned and I will be able to use this to conclude what knowledge
they gained from the lesson.

Experiment One

Directions: Observe and classify the objects by the way they move.

Experiment Two

Directions: Begin at the start line and using your mouth blow on an object. Measure the
length the object traveled with a ruler. Record your findings below.

Object One
Name of Object: ____________________________
Length Traveled:____________________________
What you
learned:

____________________________

Object Two
Name of Object: ____________________________
Length Traveled:____________________________
What you
learned:

____________________________

Object Three
Name of Object: ____________________________
Length Traveled:____________________________
What you
learned:

____________________________

Experiment Three

Directions: Release the balls from the top of the ramp. Determine which ball moves the
slowest to fastest down the ramp. Complete the trials three times and record your
findings below.

Trial One
First:____________________________________
Second:__________________________________
_Third:___________________________________
_What you learned:
_______________________________________
Trial Two
First:____________________________________
Second:__________________________________
_Third:___________________________________
_What you learned:
_______________________________________
Trial Three
First:____________________________________
Second:__________________________________

_Third:___________________________________
_
What you
learned:

_________________________________

Experiment Four

Directions: Determine which pictures show the different motions push and pull.

Push

Pull

Today I learned
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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