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Force and Motion

Brandi Confer and Terra Smith SPED 334

on 5 December 2013

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Transcript of Force and Motion

We are doing a lesson on Force and Motion. We are using books on Force and Motion and airplanes, graphic organizers, and technology resources. We chose airplanes, because they are a good example of both Force and Motion. The lesson we chose is with all of our students diversified needs in mind.
2.2 Force and Motion
Students will identify the influences of forces on motion.
Motion 5.2.2.a
Describe motion by tracing and measuring an objects position over a period of time (speed).
Forces/Newton's 2nd law 5.2.2.b
Describe changes in motion due to outside forces (push, pull, gravity).

The Activity with Airplanes:
We will have our class split into 5 groups of 4 and 1 group of 5.
The groups would have two members that are at grade level. They would motivate the others to learn.
Supporting Materials
These Resources will help us teach the lesson.
Image by Tom Mooring
Force and Motion
Brandi Confer and Terra Smith
SPED 334 - December 9, 2013

Student Accommodations......
To Accommodate the students with reading SLD and Spanish speaking student:
The teacher would have the students sit on the floor and listen to the books about motion and force.
Have students discuss the books that are read to them. Make sure that everyone speaks.
Make sure to stop every now and then to make sure everyone is on task
Accommodations Cont.....
Help AD/HD Kids and Students That Have Trouble Handing in Assignments.
Number the students in each group 1-4
Have a chart one what each number is to do.
This will help the students stay organized and motivate the group to share the work
Student Accommodations
Content Focus:
Graphic Organizers
Books Resources
Technology Resources
Motivational Set:
Teaching Strategies
Lesson: Force and Motion
Objective: Students will gain the knowledge of force and motion through a lesson about flight, using paper airplanes.
1 student receives speech/language 40 min/week for articulation.
1 student has an SLD; he reads two years below and receives 1 hour/day resource support for reading/writing expression and speech language 40 min/week for expressive language.
1 student has AD-HD; he is not in special education. He has problems with organization, being out of seat, late/missing assignments, and not returning homework.

1 student is an ELL learner with Spanish as the primary language at home. She has average ability, all of her skills are 1 year behind, and the school doesn't have an ELL program.
1 girl and 1 boy are gifted/talented and our school has no GATE program.
12 students have grade level skills.
10 are motivated students.
2 do not complete work efficiently or effectively.
7 students work .5 below grade level and 2 of those do not complete their work.
We have been teaching the content for 2 weeks.
We work at a Title 1 school with a poverty level of 38%. We work in a 5 day/week school district. Our school has 420 children grades K-5th. We have 25 students; 12 girls and 13 boys.
Science Journal
Have the students write about what they know about the topic in their science journals before and after.
Graphic Organizers
Visual Organizers
Have the students write in the center what they know before. Then as they learn about the subject have them keep adding to the web.
Here is a great free download to go to make these organizers.
http://www.noaa.gov - National Oceanic and Atmospheric Administration
http://www.sciencekids.co.nz - Science games
http://www.nsta.gov - National Science teachers Association
http://www.globe.gov - Science and Math collaboration across several countries
http://www.appitic.com - apps for teachers, students and parents
http://www.prezi.com - photographs
terrashannon30@gmail.com - personal plane photographs

A Crash Course in Forces and Motion with Max Axiom, Super Scientist.
by National Geographic learning
Forces and Motion: A Question and Answer Book
by Catherine A. Welch
FORCE and MOTION Grinch SONG by Heath
Fun Video to Learn Vocabulary for Motion, Force, Speed, Friction, and Gravity
Technology Resource
This application will allow students to answer questions about motion and force. This can be played on IPads or computers.
Previous Content:
In the last two sections we worked directly with the buoyancy of water and boats, and also how gravity effects everything on Earth.
The focus this week is on the force, motion, and gravity involved in the flight of airplanes.
As soon as the students come in from recess ask them to take a seat and then turn on the YouTube video called, "The Forces and Motion Grinch Song."
This is a very fun video to grab their attention and get them going while teaching them the vocabulary they need to know prior to the lesson.
1. Previous to the lesson the class sits down on the floor and we read through the books on planes.
2. After the YouTube video students will go over the new vocabulary they learned. Then we'll add the four forces of flight to our new vocabulary in their science journals. Ask the class to find out what drag, lift, thrust, and gravity mean through the use of technology or book sources. Then go over with the class how these forces effect the aircraft. Show the class an example of a paper air plane we made earlier and ask them describe what these forces would do to the plane if they were not all working together.
3. Split the class up into 5 groups of 4 and one group of 5. As they are learning this new information have them fill out their graphic organizer as a group.
4. With the help of paper airplane books have each student in the group construct a different type of airplane, and have them write their name and group number on the plane.
5. Ask each group to hypothesis which plane will stay in the air the longest and why.
6. Find a big enough space to do the test flights. (hallway, gym)
7. As each student flies their plane another will use a stop watch to time how long they were in the air and another will document the time.

Great Directions and is easy to follow
by Ken Blackburn
8. After their flights ask each group to answer the questions:
How does the design of the airplane effect the lift?
What features of the plane kept it flying the longest?
What features of the plane made it crash faster?
9. Review all of the new information learned today, and based on what the students know now ask them if they've drawn any other conclusions from what they experienced today.
10. All of this follow up helps to gather information for any assessments that come later on.
11. Dismiss the students from this end of the day lesson with the final clean-up bell.

For a child with Autism: Treat them like any other kid as much as possible.
For a child with AD/HD: Hands on activities are great and allow for some steady movement. For example they might enjoy taking turns with others in their group, retrieving the planes.
For a child who needs ELL services: Have the student think allowed to themselves while preforming a skill or strategy.
Problems with organization: Use on-task cues constantly. they're kind of like a refresh button on the brain.
Collaboration: Teachers can create an activity and then encourage their students to work together either in a group or with a partner. This method inspires students in several ways including:
Problem solving
Communication skills
Interactive learning
This method is also helpful in determining which areas their students need assistance in and which areas they are stronger. Collaborations should be followed by a group discussion where students can converse about their perceptions and findings.
Hands-off: In this style of teaching, teachers give their students only minimal instructions. Instead, teachers urge their students to study independently. This develops their self-actualization and critical thinking skills.
This teaching style is considered more sophisticated. This approach works best for students in their later years of elementary school. Students who can take on more responsibility related to the learning process are ideal candidates for this teaching method.
Teaching Strategies for students who need special accommodations:
Every student is different, so it is important to have multiple ways of teaching to multiple types of students.
Each group will fill out a worksheet that goes with the plane activity.
Tic Tac Toe
Students will now individually pick an activity on their science tic tac toe board.
This can be a PowerPoint, poster, paper, video, or the students can make a suggestion.
The activities will be taught at the beginning of the year
This will be a final project for the unit
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