Ashland University

Dwight Schar College of Education

Lesson Plan Form
Lesson 4

Candidate Name: _____Emily Baker_______

Subject
Grade
Learner Profile

Date: ____October 16,

2014_________

General Info.

Science
6th
23 students: 8 girls, 15 boys
8 students on IEP
IEPs include:
Modified assignments/assessments
Extended time of assignments/assessments
Enlarged print
Graphic organizers
Preferential seating
Small group for tests
Reader for tests

General Information: This section is used to identify the subject and grade you teach. It is also where you will place a description of the
class makeup. Items such as total number of students, number of boys and girls, students with IEPs and the types of learning or behavioral
issues should be added, and any other factors that might help you target your lesson to the learners in the class.

Target

Common Core or 6.PS An objects motion can be described by its speed and the direction in which it is moving
Academic
Content
Standards
Objectives,
Students will be able to identify that when an object changes position it is in motion.
Goals or
Students will be able to identify when motion has occurred based on a reference
Essential
point/frame of reference.
Questions
Students will understand that motion can appear different when they change the
reference point/frame of reference, but that the motion has not truly changed.
Essential Questions:
1. What are two ways to identify that a motion has occurred.
2. Can you give an example when motion may appear different when it is actually the
same?

Prior Learning

Post Learning

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Prior to this lesson students will have learned:
Objects can move in many ways.
An object has a specific position at any given time.
In order to describe the position of an object you must use a reference point.
Students will have discussed relative motion the day before
Students will apply their knowledge of motion and relative motion to further investigation of
motion, that is to speed and velocity.

Target: This section is used to identify the specific content you plan to teach. Here you make your connections to the standards appropriate to
your content area. Then you will identify specifically what you expect learners will know or be able to do as a result of the lesson. This must be
a measureable objective. Also list IEP goals that are being addressed in this lesson (if any). Additionally, you should place this lesson into the
context of their overall study. So, identify what the learners learned to get to your lesson and then where they will go after mastering your
lesson.

Introduction or
Hook
Activities/
Procedures

Delivery

As students walk in to the room they will see the demo set up in the back, this will help spark
their interest in what the lesson will be about today.
Review what we talked about yesterday in regards to relative motion have students repeat
the definition and key words multiple times.
1. Notes will be pulled up on Promethean board for students to copy down in case they
missed any the day before.
2. Review the bus scenario presented in the Plato movie the day before
a. How did motion appear to the passenger on the bus when they looked out of the
window? (The person knew they were moving) How? (The scenery was moving
passed him).
b. How did the motion appear to the passenger on the bus as they looked at another
passenger in front of him? (Position between the two were not changing therefore
they did not appear to be moving)
3. Introduce the word comparison as a way for students to understand relative motion.
a. They are using relative motion when they compare their change in position in
comparison to a reference point or frame of reference.
4. Instruct students to gather around demo set-up in the back of the room.
5. Begin demonstration
a. Before demonstrating any motion, point out the lamp post as the scenery and
instruct students to use those when they describe what motion is occurring.
b. Begin with the wind-up Hot Wheels car and roll that down the track. Ask: Is the car

Differentiation

Learning
Conditions

Ashland University
Dwight Schar College of Education
Lesson Plan Form
moving? How do you know? So what is your frame of reference?
c. Try having the car slowly roll down track to reinforce how it moves past the lamp
posts (Slow-mo).
d. Next you will use the walrus and turtle in a couple different scenarios.
i. By directing them, have them travel next to each other down the track at the
same speed so their position relative to one another is never changing. Ask:
1. If turtle looks at walrus, and only walrus, will he know he is moving?
Why? What is his reference point?
2. If walrus looks at turtle will he know he is moving? What is his
reference point?
3. Lastly, what reference point would turtle or walrus have to look at in
order to notice they are actually moving?
ii. Next scenario, start turtle and walrus moving at the same speed next to one
another. Now allow walrus to begin moving faster and begin to change his
position relative to turtle (walrus should move ahead of turtle slowly). Ask:
1. Would turtle now realize he is moving? How? What is his reference
point? Which direction would it appear he is moving?
2. Would walrus now realize he is moving? How? What is his reference
point?
iii. Give students the opportunity to think of a scenario to show relative motion.
6. At the end, have students return to their seats and write an example beneath their
relative motion notes. They now have observed two examples: 1. The bus example on
the video; 2. The demonstration using turtle and walrus. This will help the students
gather their thoughts and put in words what they learned through the visual
demonstration.
Students should be placed up front and near the demonstration track so they can easily
see and hear.
Multiple types of questions should be asked as well as repeating of information and
questions to help remind and reinforce what the demonstration is representing.
Notes will be given to the students with an example written on them in case they
struggle with summarizing the examples.
Students should be able to clearly see the board.
Students will be position around the demonstration so everyone can easily see and understand
relative motion.
Students are respectful to the equipment and keep their hands to themselves.

Academic
Language Used

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Vocabulary used includes:
Motion the change in position over time
Relative motion motion described in relation (comparison) to something else(frame of
reference)
Reference point point (object) used to compare to something else (motion of an object)
Frame of reference set of reference points used to describe if a motion is occurring

Delivery: This is the action plan for your lesson. Think of this part as the script for your performance. First identify how you plan to hook the
learners into your lesson. Make this as creative and exciting as you can. Then continue to develop your lesson plan in the procedures section.
This should be developed enough so that anyone could use your plan and teach the class. Lastly, think about the students who need more
help, and the ones who will grasp the material quickly. What will you do to enrich the learning for both groups. Here you might consider
Blooms Taxonomy, Learning Styles, Tomlinsons Tiering approach, and Multiple Intelligences. Also, be sure to include accommodations for
students on IEPs.
Learning conditions include any classroom considerations that may apply. These might include classroom safety, such as laboratory
procedures or rules for discussion that assure physical and emotional safety of students. Remember that the lesson must move the
learners toward the objectives stated above.
Academic language refers to both the content area vocabulary (i.e. perimeter, photosynthesis, theme) and instructional language (i.e.
cooperative groups, analyze, proof) that you will use in the lesson and expect your students to understand and use .

Assessment

Formative
Assessment

Ability to answer variety of questions

Ability to come up with their own scenario to show relative motion
Summary of video example and/or demonstration in class

Summative
Assessment

End of unit test

Assessment: How will you know if the learners are grasping the information as you teach and when you have completed the lesson? Identify
the types of formative (while instruction proceeds) and summative (when instruction is done) assessments you will use. Remember that the
summative assessment must match the objectives stated above.

Technology

Promethean Board

Materials

Links/Media
Resources

Board used for track, rules, brown paper (or any color), pictures of lamp post (or something
similar), Hot Wheels car, two motion cars with characters taped on top

Ashland University
Dwight Schar College of Education
Lesson Plan Form

Materials: This section is your repository for all the tools you will need to teach your lesson. The first two sections are used for the electronic
items you will need, the last is used for handouts, readings, etc. Be sure to include both instructional technology and adaptive technology
needed for this lesson.

Refection

Content
Delivery
Overall

Reflection: Professional refection is a focus of Ashland Universitys College of Education. Here is where you are to refect on your teaching
and determine what you did well, what needs improvement or modification. There is an area to refect on your delivery of the specific content,
an area to discuss the process you used, and a last one to add anything you feel needs to be stated.