Lesson Plan Template

Name: Claire Trahan

Date to be taught: October
Targeted Grades: (Circle or
(yellow highlight=Jordans part 22, 2015
highlight one.)
K-2
3-5
of the lesson)
6-12
Content & Focus of Lesson: Newtons Laws
School: Central Intermediate School
Language Arts:
o RI.3.1 - Ask and answer questions to
Host Teacher: Ms. Lavergne
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
o W.3.7 - Conduct short research projects
that build knowledge about a topic
o W.3.8 - Recall information from
experiences or gather information from
print and digital sources; take brief
notes on sources and sort evidence into
provided categories
Math:
o MP.2 - Reason Abstractly and
quantitatively
o MP.5 - Use appropriate tools strategically
o 3.MD.A.2 - Measure and estimate liquid
volumes and masses of objects using
standard units of grams, kilograms, and
liter. Add, subtract, multiply, or divide to
solve one-step word problems involving
masses or volumes that are given in the
same units, by using drawings to
represent the problem.
Other:
Art Drawing pictures demonstrating Newtons
Laws
5E Lesson Title:
Newtons Book of Tricks
Louisiana GLEs:
Motions and Forces
9.
Demonstrate a change in speed or direction of a object in motion with the use of
unbalanced forces (PS-M-B5)
Motions and Forces
7. Demonstrate a change in speed or direction of an objects motion with the use of
unbalanced forces (PS-M-B5)
Next Generation Science Standards:
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and
unbalanced forces on the motion of an object. [Clarification Statement: Examples could include
an unbalanced force on one side of a ball can make it start moving; and, balanced
forces pushing on a box from both sides will not produce any motion at all.] [Assessment
Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces.
Assessment does not include quantitative force size, only qualitative and relative. Assessment
is limited to gravity being addressed as a force that pulls objects down.]
From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

Crosscutting Concepts:
Cause and effect relationships are routinely
identified. (3-PS2-1)

Disciplinary Core Ideas:

Each force acts on one particular object and
has both strength and a direction. An object at
rest typically has multiple forces acting on it,
but they add to give zero net force on the
object. Forces that do not sum to zero can
cause changes in the objects speed or
direction of motion. (Boundary: Qualitative and
conceptual, but not quantitative addition of
forces are used at this level.) (3-PS2-1)

Science and Engineering Practices:

Plan and conduct an investigation collaboratively to produce data to serve as the basis for
evidence, using fair tests in which variables are controlled and the number of trials considered.
(3-PS2-1)
Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)
Student Learning Objective(s):
TSWBAT explore the laws of motion using various objects.
TSWBAT distinguish which scenario depicts Newtons First Law.
TSWBAT distinguish which scenario depicts Newtons Second Law.
TSWBAT distinguish which scenario depicts Newtons Third Law.
TSWBAT recall parts of Newtons Laws in order to fill in blanks on anchor charts.
TSWBAT illustrate pictures of scenarios depicting Newtons three laws.
TSWBAT explain Newtons Laws in their own words.
Key Vocabulary:
1. Acceleration
2. Action/Reaction
3. Balanced Force
4. Force
5. Friction
6. Inertia
7. Mass
8. Unbalanced
Force

The rate at which the speed or direction of

motion of an object changes over time
Forces that act against each other
two forces that are equal in size acting in
opposite directions on an object
push or pull on an object
resistance of motion when one object rubs
against another
The tendency of an object to resist any
change in motion
tendency of a body to resist change in
motion or rest
two forces not equal in size acting in
opposite directions on an object

Material Needed: (List quantities. Indicate whether quantities are per student or per group.)
Balloons
From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

Ball
Boxes (one heavy and one light)
Dump truck with blocks
Hoola Hoops
Which Law Lab Worksheet
Three poster boards for entire class made by teacher describing the Newtons three laws
Newtons Three Laws worksheet for each student
One flip book per student
Crayons for each student

Lesson Context: (e.g., introduction, developing,

independent, review, etc.)

Introduction to Newtons Laws of Motion

Time Planned for this Lesson:

One hour. 12:45-1:45

Review of Newtons Laws that have

been taught throughout the week.
5E Lesson Sequence: (Describe fully what students will do in each stage of your lesson. Include guiding
questions you might ask to help students. Include transitional methods to be used between phases of the lesson.
Please number your steps under each portion of the lesson plan.)

Engage:
1. Brain Pop Video about Newtons Laws
2. Phet Stimulations
3. Posters with the three laws on them to review with the students before the lab

Explore:
1. Which Law Lab- There will be 6 groups and 6 stations with different materials and the
students are required to figure out how to use the materials to act out one of Newtons
three Laws of Motion. On their lab sheet they are required to write their materials used at
each station, which law they used, explain their answer, and draw a picture to show their
demonstration. I will walk around the room and observe what the students have come up
with and highlight some. Those that I have highlighted will explain to the class what they
came up with at the end of class if we have time.
Explain:
1. I will start off by asking the students to recap what Jordan did with them on Tuesday.
a. What did Ms. Grant teach you about on Tuesday?
b. Can anyone tell me what Newtons first law is?
c. Can anyone tell me what Newtons second law is?
d. Can anyone tell me what Newtons third law is?
2. After seeing what the students know about the laws, I will go over them with the class.
3. Show Lego video on Newtons Laws
a. https://www.youtube.com/watch?v=NWE_aGqfUDs
4. I will show the students the anchor charts of Newtons Laws with blanks left in them. As a
class, we will decide which words go in the blanks.
5. Students will be given Newtons 3 Laws worksheet (attached at bottom). Working in
their table groups, they will decide which answer is correct, and I will call on each table to
give an answer. The table that gets the most answers correct will get a small prize. After
each question is answered, we will discuss why the answer is that certain law What
makes it correct? Why couldnt it be another law?
Elaborate:
1. Students will be given blank booklets that they will turn into flipbooks for Newtons Laws.
2. They will be instructed to do a cover page, table of contents, write definitions for the
From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

three laws, draw a picture depicting a scenario in which the law is happening, and add a
glossary of vocabulary words at the end.
Evaluate: I will evaluate the students as the lesson is going on by walking around the room to monitor how they

work on the flip books and as they do the Newtons 3 Laws worksheet. At the end of the lesson, I will hand out an
exit ticket to each student where they will answer 2 questions and turn it in to me (exit ticket attached at the end of
the document).

Accommodations for Diverse Learners: (How can your activity/lesson be modified for diverse (English
language learners, learning disabled, academically gifted) learners?)

this lesson could use pictures to demonstrate the scenarios found on the worksheet for
ELLs and learning disabled.
Lesson Source: (Where did you get the idea for this Check for Success:
lesson? Check one.)
__ I/We created the whole lesson ourselves and did not
borrow elements from other sources or the Internet.
_X_ I/We used the following resources to build our lesson:
(Put the author/date/book name or the title of the website
and complete URL.)

Yes No 1. Does your lesson focus on and achieve the

student learning objectives you listed?
Yes No 2. Did you attach your evaluation?
Yes No 3. Did you attach any data sheets or
worksheets?
Yes No 4. Did you review the rubric that will be used
to evaluate your lesson?

The activity was taken from Mrs. Lavergne. She

said she has her students do this every year and
wanted this class to do it.

References
https://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/
https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-andmotion-basics_en.html

From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)

Lesson Plan Template

Exit Ticket
Name
___________________________
______
1. Fill in the blanks for Newtons
First Law
An object at ___________________ will
stay at rest. An object in
_____________________ will stay in
motion, at the same speed and in
the same ________________________
unless acted on by an outside
_____________________.
2. Which of Newtons Three Laws is
this describing?
One team moves forward while one
team moves backward during a
game of tug-o-war.
_______________________________

From B. B. Levin & S. Mercier, TED 680B, UNCG, Spring 2010, v.3.1; Adapted based on P. Blanchard, EDCI 3125, LSU, Spring 2011
Based on Marzano, Pickering, & Pollack (2001), Hill & Flynn (2006), and WIDA Standards (2007)