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# WVSU LESSON PLAN FORMAT (Updated 1/13)

## Teacher Candidate: Ashley King

Date 3-18-14
School: Andrew Jackson Middle School
Unit Topic: Forces
Lesson Topic: Forces Change Motion
Lesson 1
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will examine the effects of balanced and unbalanced forces on a playing card, penny
and block.
2. Students Will assess balanced and unbalanced forces on the playing card, penny, and block
3. Students will identify what Newton and Galileo studied and determined.

WV CSOS
1. SC.O.6.2.22 apply the effects of balanced and unbalanced forces on motions of objects.
2. SC.0.6.1.10 utilize experimentation to demonstrate scientific process and thinking skills (e.g.,
formulating questions, predicting, forming hypothesis, quantifying, or identifying dependent and
independent variables.)
3. SC.0.6.1.1 realize that scientists formulate and test their explanations of nature using
observation and experiments.

NATIONAL STANDARDS
1. Collect, analyze, and use data to explore and explain related science concepts.
MANAGEMENT FRAMEWORK
Overall Time: 60 minute lesson
Time Frame: 15 minute teacher intro and demonstration
30 minute student activity in groups
15 minute regroup for assessment and closure

STRATEGIES
Teacher/student led discussions
Group practice
Teacher modeling/demonstration
Cooperative groups
Think, pair, share

(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
When watching Brainpop video, I will use closed captioning for those who learn better by
reading, the video for those who are visual learners, and audio for those who are auditory learners.
I will use hands-on learning for those who are kinesthetic learners
I will use group work for students who like to be leaders and for students who like to bounce
thoughts off of other people.
I will use think, pair, share

PROCEDURES: Introduction/ Lesson Set
I will show the students a picture of Sir Isaac Newton and ask can you identify this man? I will also
show the students a picture of Galileo and ask them can you identify this man? I will then ask students
Who is Sir Isaac Newton? and what did he do? I will ask the same questions about Galileo. I will
then ask the students if they know what: velocity, vector, acceleration, and mass are that they should
have learned in previous chapters. I will then ask them if they can tell me what a force is. I will ask the
students if they know how many laws Newton has, and if they do, ask them to tell me what each of
them are.

PROCEDURES: Body & Transitions
I will have a picture printed of Newton and Galileo: see attachments
I will hold up the picture of Newton and Galileo.
I will ask the students can you identify these men?
I will ask the students what did they do?
If the students do not know what either of these men did, I will tell them that: Newton wrote a
book called Mathematical Principles of Natural Philosophy, which formulated the laws of
motion and universal gravitation; built the first reflecting telescope; also studied the speed of
sound; invented calculus; discovered prisms Galileo realized that the earth revolved around the
sun, and not the other way around; Galileo discovered that a moving object will continue to
move even if there is no force acting on it and Newton restated Galileos conclusion in his first
law.
We will then watch a Brainpop video on Newton
The students will answer questions on the quiz after the video, to make sure that they paid
attention and grasped the content of the video.
I will tell the students that newtons first law is that an object in motion stays in motion and that
an object in rest stays at rest until acted upon by an unbalanced force.
I will tell them that they will see this law occurring during our procedure today
I will then ask the students if they can give me any examples:
o Car suddenly stops and you strain against the seat belt
o When riding a horse the horse suddenly stops and you fly over its head
o The magician pulls the table cloth out from under a table full of dishes
o Car turns left and you appear to slide to the right
I will then tell the students what they will be doing for the rest of the day.
The materials for the experiment will already be set up on their desks
I will tell them the directions to the Penny on a Card Experiment
The students will hold onto the cup with one hand, with the other hand they will flick the card
slow. The students will then observe what happened to the penny. They will repeat the process with
flicking the card fast.
They must flick the playing card twice per person in the group.
They must not flick the cup or penny around anywhere.
They must be mature about the assignment, or the students will do the questions from the end
of the chapter individually.
I will ask the students to write down their hypothesis for the experiment before they do it.
I will then ask the students to pair up in their group and talk about what their hypothesis is
They will then share with the entire class some good hypothesis from each group.
They will be asked to write down their observations, and they will do the experiment.
We will come together as a class and I will ask them what happened to the coin
They will fill out data/observation charts and they will answer the questions on the handout and
turn it in as an exit slip
I will then tell them the definition of inertia ( or Newtons 1st law)
I will introduce the definition of force and ask the students where force was applied in the
experiment.
I will then explain to them the directions for the blocks
Each group member will flick the bottom block of a stack of blocks fast one time, and slow the
other.
They will make a hypothesis of what may happen when they do this.
They will think, pair, share again
They will then do the experiment and write down the observations
We will then discuss what happened when the blocks were hit.
Students will then stack up materials in the middle of the desk.

PROCEDURES: Closure
I will give the exact definition of what Newtons law is one more time and ask the students how we
applied it in the classroom today. I will take up their data sheets with the questions they answered. I will
then dismiss the class when class is over and collect the exit slip.
ASSESSMENT: Diagnostic
I will ask students the definition of balanced and balanced forces, and vocabulary that goes along with
this unit. (objective 1)
I will ask students who Newton is. (objective 3)
I will ask students to explain Newtons law. (objective 3)

ASSESSMENT: Formative
Observe students as they begin the process of understanding balanced and unbalanced forces (objective
1)
observe students as they work collaboratively to figure out answers to unbalanced and balanced forces.
(objective 2)
Assess students as they answer the quiz questions from Brainpop. (objective 3)

ASSESSMENT: Summative
the exit slip (objective 1, and 2)

MATERIALS

Smartboard
Internet access
Computer access
Blocks
Pennies
Pencil
Paper
Textbook (if students lose privilege of hands on experiment)
Cups
Data Sheet (see attached)
Pictures of Newton and Galileo (see attached)

EXTENDED ACTIVITIES
If Student Finishes Early: They will check to see if their hypothesis they made before the experiment was
correct and then read their leisure book they are required to bring to every class.

If Lesson Finishes Early: The students will begin to make flip book for Newtons three laws.

If Technology Fails: The Brainpop video on Newton will be provided by me telling them what all Newton
did for Newtons three laws. I will then quiz them myself to make sure that they have listened to me

POST-TEACHING
Reflections
See reflection attached.
Data Based Decision Making
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10
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1st
Qtr
East
West
North
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problem number
Period 1- Frequency of Wrong Answers per
Question

These are period ones data for the diagnostic quiz.This chart shows that everyone in period one knew
the definition of mass. It also shows that only one person did not know what the definition of force is.
Number one was the definition of inertia, which is Newtons first law. This makes since that eleven
people missed this question, because the students have not went over Newtons laws before today.
Number two is the definition of acceleration. Im not sure why nine people got this problem wrong
because the students have already went over this information with Mr. Holston. This means that during
my next lesson, I will have to go over what acceleration is again, since it is part of that lesson. Most
students knew what a net force was, but I will still have to go over this because three people got this
question wrong. Six through ten were true and false about what each of Newtons laws say. I will
obviously have to go over this since the majority of the students missed these questions.

0 0 0
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5
6
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3 3
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1 2 3 4 5 6 7 8 9 10 11
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Points
Period One-Diagnostic Scores

This chart shows the amount of students who scored at each level. They ranged from four points to nine
points, and the majority of students got a sixty percent on the test. The average grade for this was a
sixty five percent, which is barely passing. This means I will have to teach the students very well this
week, as I did today.

1 2 3 4 5 6 7 8 9 10
wrong 18 16 3 2 8 14 9 12 13 9
0
5
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15
20
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Period 2- Frequency of Wrong

This is period twos diagnostic quiz. These are similar results as period one, so I will have to go over the
same things as period one.
0
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Number of Problem
Period 2-Diagnostic Scores
Series1

This chart shows that the most percentage for period two was a fifty percent. The students ranged from
a twenty percent to a ninety percent. There was again, no one who got a one hundred percent. The
average percentage for this class was a forty nine percent, much lower than first period. Obviously, I will
have to teach these students thoroughly as I did today with Newtons first law.

Since these were the scores from Friday, I got to look over them this past weekend to figure out where
my students stood. After looking at them, I knew that I had a big job to cover. That is why I planned
accordingly. We went over Newtons first law today. As they watched the Brainpop video, I observed
them to make sure they were paying attention. I then formally assessed the students to make sure that
they paid attention by giving them the quiz at the end of the video. They did a great job, and I knew they
were ready to move on to the activity that I had planned for them, the penny lab. As we discussed, I
formative assessed the students by asking them questions to make sure that they understood what
Newtons first law meant. I then let them do the experiment and went around the room formatively
assessing the students on their abilities to do the lab, and their understandings of the lab, and how
Newtons first law applied to the penny and blocks being affected. I also took a formal formative
assessment of the students when they did their lab page. I did not count their observations as part of my
data, but I did include the questions that I asked them afterwards. Here are the charts from each period.
0
0.5
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1.5
2
2.5
1 2 3 4
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question
wrong answers on lab 1-period 1
Series1

Out of 27 students, only two students did not get a 100% on this portion of the assessment. Those two
students both missed number four, and the only reason that these two students missed this was
because they did not even attempt it. This tells me that the students are either lazy, or they really didnt
understand how the lab related to Newtons first law, which is what the question asked. One
Wednesday, when I teach my next lesson, I will review what we did today, and these questions to make
sure that all students understand.

This is period twos chart:
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0.5
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1.5
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2.5
1 2 3 4
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question
wrong answers on lab 1-period 2
Series1

Out of twenty-four students, twenty-two students got all of these answers correct. Just like period one, I
feel like these students were either lazy, or just didnt understand how the lab related to Newtons first
law, or didnt even care.