Grade: 3

Strand: Understanding Matter and Energy

Topic: Forces Causing Movement
LEARNING PLAN
Resources & Technology Assessment Evidence
Text Resources FOR:
 Observation worksheet and exit ticket below.
Video resources: 1) Think-pair-share to activate prior knowledge
 Link to demo on gravity and air resistance identify interests and potential questions about
 Link to video on magnetism the topic.
Web resources: 2) Talking Circle, completed worksheet after
 Explanation on gravity and air resistance: visiting stations.
https://www.physicsclassroom.com/class/newtlaws/ 3) Exit ticket on why people float in space.
Lesson-3/Free-Fall-and-Air-Resistance
 Aboriginal Perspectives: A Guide to the Teacher’s AS:
Toolkit: 1) Through the discover teaching orientation,
https://www.tncdsb.on.ca/Programs/Program/Indigen students will visit various stations to
ousEd/Documents/Guide_Toolkit2009.pdf experiment and complete a worksheet on the
 Resource on magnetism: various forces.
https://www.lasallebackus.org/ourpages/auto/2017/9/
23/58721375/Gr3_ELA_Week4_LP.pdf?rnd=15878 Assessment differentiation: students with special
31699000 needs (e.g., IEPs). Less detail on their worksheet and
exit ticket is acceptable since they may prioritize more
of the hands-on learning.

Assessment and checks for understanding:

Provide oral feedback to students, circulation

Inclusion and Diversity Differentiated Instructional Strategies

IEP Students: Use a variety of media and tools to support student
Pair stronger students with weaker students to facilitate learning styles and strengths – includes demonstration,
learning and support. technology, texts, class discussions

ELL: Think-pair-share: students will have a couple minutes to

Provide ample visual resources, as well pair them with a reflect by themselves, and then share their ideas with a
student who is well-versed in English. peer. This will support all learners, including those who
might have been struggling with generating ideas.
Accommodations include oral conferencing, simplified
instructions, peer support, group, and whole class support Discovery  science stations: students can draw or
throughout the lesson. write to demonstrate their observations.

Talking Circle: Allows students to learn about the value

of talking circles for Aboriginal people. Students will be
sitting in a circle and will take turns talking using a
stick. Attentive listening and respect will be paramount
to the success of this instructional method. This strategy
also provides a whole-group opportunity to review
important learnings and concepts.
 This strategy also aligns with the historical
STSE current.
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Lesson Design Template – Adapted from Madeline Hunter

Topic: Forces Causing Movement

Grade: 3 Subject: Science Time: 10:00 – 10:40

Resilience Factors:
Caring Relationships, High Expectations, Opportunities for Meaningful Participation

Emotional Intelligence Skills:

Self-perception, Self-expression, Interpersonal, Decision-making, Stress-management

OBJECTIVES
Curricular Expectations: (Specific Page 49) 2.1 follow established safety procedures during
science and technology investigations (e.g., use eye protection when twisting, bending,
compressing, or stretching materials) 2.5 Use appropriate science and technology vocabulary,
including push, pull, load, distance, and speed, in oral and written communication. 3.2 identify
different kinds of forces (e.g., gravity – the force that pulls objects towards the earth; electrostatic
force – the push or pull that happens with charged objects; magnetic force – the force of a magnet
that attracts objects containing iron or nickel). 3.5 identify ways in which forces are used in their
daily lives (e.g., magnetism – fridge magnet; gravity – a falling ball; friction – bicycle brakes).

Lesson Goals:
1. Activate prior knowledge about movement terms through a think-pair-share task
2. Identify and define the various forces that cause movement (gravity, air resistance,
magnetism, muscular force)
3. Conduct a demonstration on gravity and air resistance
4. Peer investigation task through various stations set up for students to explore
5. Class discussion on the forces that they encountered in each station
6. Review social skills

Social Objectives: Mutual Respect, Participation, Engagement, Inclusion

MENTAL SET: Estimated time: 5 minutes

Assessment FOR Learning: Teacher poses a question on the slide:

 “Some of the forces that cause movement are gravity, air resistance, magnetism, and
muscular. Can you think of any examples? Think for a few minutes”
 (2 minutes) Think pair share task: In pairs, students come up with examples on the various
forces that they encounter daily.
 (3 minutes) students have the opportunity to share their examples with the class.
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STATED OBJECTIVES AND PURPOSE: Estimated time: 1 minute

Today you are going to:
• Learn about the following forces that cause movement: gravity, air resistance, magnetism,
muscular force.
• Observe a demonstration on gravity and air resistance.
• Work in pairs and visit stations to explore the various forces that cause movement.
• Share your observations with the class.
• I will be paying attention to how well you are practicing mutual respect, participation, and
engagement.

INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 12 minutes

a) Teacher reviews some terminologies from last year’s curriculum on movement.

b) Teacher introduces gravity and air resistance.
c) Teacher conducts a demonstration on gravity and air resistance.

Steps in demonstration:
1) Stand in an open space, ideally on a carpet
2) Hold the book with one hand and paper with the other. Ensure they’re at the same height.
3) Extend your arms as far out as possible to ensure that you don’t hurt your feet when you drop
the materials.
4) Drop the book and paper at the same time and observe how the book hits the ground first.
5) Pick up the materials and put the paper on top of the notebook. With both hands holding them
together at an elevated level, release your grip. Observe how both the book and paper
accelerate towards the ground at the same speed.
6) Finally, scrunch the paper into a ball. Hold the book and scrunched paper at the same height
and drop them. Observe how they both accelerate to the ground at the same speed.

d) Teacher introduces and provides examples on both magnetism (video) and

muscular force.
 Magnetism: refrigerator, paper clips, coins etc.
 Muscular force: opening a door, writing, picking up a ball etc.
NOTE: Safety considerations prior to demo and again right before
the breakout activity
Checks for understanding: Questions will be provided throughout to encourage students in making
predictions, forming hypothesis, and testing them as a class.
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PRACTICE: Estimated time: 20 minutes Materials:

Chart paper,
(10 minutes) Assessment AS Learning: Discovery method through a partner markers
activity: In pairs and with a clipboard on hand, students visit various stations.
They will 1) identify the objects in each station, 2) experiment with the
objects, 3) identify what force is working on them.
 Stations:
1) Two feathers and two dodgeballs (gravity and air resistance)
2) 5 pick me up objects (muscular force)
Tactics:
3) Several magnets (e.g., paper clips)
Think, Group, Share
Differentiation: students can write or draw to demonstrate their learning. Class discussion
(5 minutes) Assessment FOR Learning: Talking Circle  Aboriginal
worldview and significance of talking circle will be discussed. Students will
then sit in a circle and go around taking turns to share their observations from
the stations with the class.
 Careful attention to social skills will be observed.
 Importantly, teacher will look for investigative vocabulary such as
push, force, etc.
CHECKS FOR UNDERSTANDING (Throughout):

• Framing questions throughout

• Think, Pair, Share – students share examples about the various forces act in their daily lives.
• Class discussion is facilitated throughout the lesson to gauge understanding (e.g., questions,
circulation, talking circle).
• Exit ticket – allows students to demonstrate their understanding of gravity and air
resistance.

CLOSURE: (5 minutes)

• Assessment FOR Learning  Exit ticket: why do people float in outer space?

Differentiation: students can write or draw to demonstrate their learning.

CONSIDERATIONS

Multiple Intelligences: Accommodations: Assessment:

verbal linguistic Who: - self-evaluation
logical/mathematical How - group evaluation
musical/rhythmic - kind of assignment - teacher evaluation
bodily/kinesthetic - breadth - observation
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visual/spatial - depth - anecdotal notes

interpersonal - pace - quiz/test
intrapersonal - grouping - checklist
naturalist - time - rubric
existential - place - interview
- other - discussion
- learning log/journal

Madeline Hunter’s Eight-Step Lesson Design

Dr. Madeline Hunter's research shows that effective teachers have a methodology when
planning and presenting a lesson. She found that no matter what the teacher's style,
grade level, subject matter, or student demographics, a properly taught lesson contains
eight elements that enhance and maximize learning. She labeled the elements and
began decades of teacher training that continues to this day.

1. Mental Set (focus, hook): A short activity or prompt that focuses the students'
attention before the actual lesson begins. Used when students enter the room or in
a transition (moving between classes). A picture book, music, a game, a handout
given to students at the door, review question written on the board, “two problems”
on a chart, are all examples of the mental set. You want to engage the students!
2. Objectives (various): Curriculum objectives are indicated in the curriculum of the
board or district; learning goals are for the teacher and make a connection to the
unit of study (if applicable); stated objectives are what the teacher tells the students
they will be doing in the lesson using “kid friendly” language (e.g. Today we are going
to read a story and then you will draw a picture about your favourite part); make
stated objectives meaningful by telling them why they are learning this content; have
a visual of the stated objectives; and social objectives (e.g., mutual respect, attentive
listening, sharing resources). In planning the objectives part of the lesson, the
teacher needs to be clear about the purpose of the lesson, why the students need to
learn it, what they will be able to “do”, and how they will show learning as a result.
3. Input (vocabulary, skills, and concepts the teacher imparts to the students: This is
the “stuff” the students need to know in order to be successful in the lesson. It might
be a concept that is taught, a video or book. The pupils might also use the inquiry
method to explore the input on their own through learning centres or a web quest.
4. Modeling (show): The teacher shows in graphic form or demonstrates what the
finished product looks like. It’s the idea that a picture is worth a thousand words.
5. Guided Practice (follow me): The teacher leads the students through the steps
necessary to perform the skill using the tri-modal approach of “hear/see/do”.
6. Checking for Understanding (a variety of questioning strategies to determine “Got
it”, “Not yet” and to pace the lesson): In other words, move forward/back up. The
teacher also needs to know if the students know how to practise. Ensure the
questions are open-ended. You should include as many students as possible in the
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checks. It is important to note that checks for understanding are sprinkled

throughout the lesson because the teacher must be constantly aware of their
understanding.
7. Independent Practice: The teacher releases students to practise on their own based
on the input and the checks for understanding. While the students are engaging in
independent practice, the teacher is always assessing through observation,
questioning, facilitating, and helping.
8. Closure (A review or wrap-up of the lesson): “Tell me/show me what you have
learned today “. The teacher always brings it back to the objectives and includes as
many of the students as possible (e.g., community circle, think, pair, share and then
random selection of students).
SCIENCE & ENVIRONMENTAL EDUCATION

Forces
Causing
Movement
Grade: 3
Strand: Matter & Energy
Some of the forces that cause movement are gravity, air resistance,
magnetism, and muscular. Can you think of any examples?
 Today's
Agenda!
Refresher on movement
Define gravity, air resistance, magnetism, muscular force
Demonstration on gravity and air resistance
Stations to experiment with the different kinds of forces
Class discussion throughout
 Review
What do these terms mean? Think of movement
Pull
 Review
What do these terms mean? Think of movement
Pull
--> Process of moving something towards itself
 Review
What do these terms mean? Think of movement
Pull
--> Process of moving something towards itself
Resistance
 Review
What do these terms mean? Think of movement
Pull
--> Process of moving something towards itself
Resistance
--> An attempt to slow, stop, or prevent movement
 Review
What do these terms mean? Think of movement
Pull
--> Process of moving something towards itself
Resistance
--> An attempt to slow, stop, or prevent movement
Speed
--> The rate (how fast) at which something is able to move or operate
 Some New Ones!
Gravity
 Some New Ones!
Gravity
--> A force that pulls an object towards the ground
--> Rule: gravity alone does NOT affect the speed of falling objects with different
mass
 Some New Ones!
Gravity
--> A force that pulls an object towards the ground
--> Rule: gravity alone does NOT affect the speed of falling objects with different
mass

Air Resistance
 Some New Ones!
Gravity
--> A force that pulls an object towards the ground
--> Rule: gravity alone does NOT affect the speed of falling objects with different
mass

Air Resistance
--> is a type of friction between air and another material (slows movement)
--> Rule: An object's mass & surface area determines how well the air can slow
down its movement towards the ground
 Demonstration
Materials & Safety
A book that you can drop on the floor
Piece of paper the same size as the book (e.g., 8.5" by 11")

Safety:
1) extend your hands as far out as possible so that you don't drop the materials on
your feet
2) Your book does not have to be that heavy. A light chapter book will do.
3) I encourage you to try this demonstration with a partner. Has many safety and
science benefits!
Demonstration Time!
 So what happened?
Step 1
Influence of mass & surface area on air resistance, but
not gravity
Step 2
Air resistance to the paper was almost non-existent
Step 3
Little air resistance due to the reduced surface area of
the paper to the air
Great Job Everyone!
 Magnetism!
A magnetic field that attracts or repels certain magnets
Metal objects are sensitive to magnetic fields
All magnets have a north pole and a south pole
Rules
1) Opposite poles always attract
2) Like poles always repel

Examples
 Muscular Force
Force applied using our muscles
Skeletal muscle: connected along our bones and it is responsible for the movement
of our body
Can you think of examples where you use muscular force to do certain tasks?
 Activity Time!
In Pairs, you are going to visit each of the three stations and do the following:
1) Identify the objects in each station
2) Experiment with the objects
3) Identify what force is acting on them

Safety:
a) Make sure there is enough space between you and your peers
b) Make sure there is enough space between you and the objects
c) Make sure you do not drop the objects on the floor
d) If you want to drop an object, do it slowly and guide it towards the table it was
on.
 Talking Circle
Represents important elements in the Aboriginal worldview
Related to nature
Circle encourages inclusiveness and respect for all
Talking stick
--> Gives everyone a chance to participate and anyone can pass.
Name: Date:

Observations

Write about or draw your observations for each station you visit.

Station 1

Station 2

Station 3
Name:

Why do people float in space? Draw or write in the box below.