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SUBJECT CREDENTIAL PROGRAM


LESSON PLAN FORMAT
Last Revised: August 10, 2014

TEACHER CANDIDATE NAME /CO-TEACHER NAME:




CRYSTAL HINMAN
SUBJECT:

GEOSCIENCE
COURSE TITLE, GRADE LEVEL(S):




GEOPHYSICAL SCIENCE; GRADE 9/10
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE SENTENCE):

THIS MOTION UNIT INCLUDES ALL 3 OF NEWTONS LAWS OF MOTION, GALILEO AND INERTIA.

LESSON TITLE: NEWTONS SECOND LAW OF MOTION
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: OVERHEAD NOTES; GUIDED NOTES FOR STUDENTS TO COMPLETE WITH
LECTURE; CART, RAMP, WEIGHTS, STOP WATCH, & ELECTRONIC TIMING GATE WITH DISPLAY; KQHL WORKSHEET; LAB WORKSHEET.
CLASS DESCRIPTION:
Section 3A contains 27 students including: 3 Fluent-English-Proficient, 1 Limited-English-Proficient, 4 Redesignated, and 2 Special Need Students.
The FEPs and Redesignated students within this section currently have not displayed any difficulties in understanding the content so far. The LEP
student tends to loose interest and focus during lecture instruction, however she works well with others in group discussion and group labs.
During lecture/PP sections of the class teacher must make note to check her guided notes throughout to assess understanding. The two special
needs students include 1 with ADHD/Anxiety and 1 with focus problems. The ADHD student participates in class and follows along successfully so
far. He is allowed to get up and have bathroom breaks whenever needed if he needs to remove him self from an anxious situation. The girl with
focus issues completes classwork, however struggles to complete guided notes appropriately and finish/turn in the homework on time.

Section 4A contains 30 students including: 4 FEP, 4 LEP, 5 Redesignated, and 1 Special Needs Students. Similar to the 4A section, the FEP and
Redesignated students appear to have no additional struggles with following along and understanding the content. The LEP students within this
class need to be monitored throughout each activity. They all appear to have difficulty with explaining concepts or thoughts on paper, however
they struggle less with verbal explanations. Assessments for these students should be primarily verbal and less emphasis on written assessments.
The special needs student within this section is a high functioning autistic. He completes his work, pays attention in class and fills out guided
notes well, however he is very secluded and does not voluntarily interact with peers or answer questions within class.


LESSON SUMMARY:
1) This lesson will span over 1 class sessions
2) Intro: Students will ENGAGE in conceptualizing the lesson topic through a student included demonstration
Body: The teacher will present a lecture on Newtons 2nd Law of Motion to prepare them to EXPLORE further during a
group lab activity. Through post lab analysis students will EXPLAIN the relationship between the variable mass,
acceleration, and force. They will then ELABORATE on this topic by creating their own lab for further investigation.
Closure: Students will EVALUATE their comprehension of the topic by connecting Newtons 2nd Law to real-world examples

Evidence:

nd

The evidence that students demonstrate mastery of the content or perform the expected skills will include successful computations of Newtons 2 Law of Motion
(F=MA) and making successful predictions of the effect that a change in one of the variables will have on the others.


CONTENT STANDARD
(S)IF APPLICABLE



HS-PS2-1. ANALYZE DATA TO

COMMON CORE STATE STANDARDS


ENGLISH LANGUAGE ARTS AND LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND
TECHNICAL SUBJECTS, PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION VERSION WITH
FEBRUARY 2014 CORRECTIONS

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS (ELD)

RST.11-12.7 INTEGRATE AND

9-10.I.A.2. INTERACTING WITH


OTHERS IN WRITTEN ENGLISH IN

SUPPORT THE CLAIM THAT


NEWTONS SECOND LAW OF

EVALUATE MULTIPLE SOURCES OF


INFORMATION PRESENTED IN

MOTION DESCRIBES THE

DIVERSE FORMATS AND MEDIA

MATHEMATICAL RELATIONSHIP
AMONG THE NET FORCE ON A

(E.G., QUANTITATIVE DATA,


VIDEO, MULTIMEDIA) IN ORDER TO

(PRINT, COMMUNICATIVE
TECHNOLOGY l AND MULTIMEDIA)
9-10.I.C.12 SELECTING AND

MACROSCOPIC OBJECT, ITS MASS,

ADDRESS A QUESTION OR SOLVE A

APPLYING VARIED AND PRECISE

AND ITS ACCELERATION.

PROBLEM.
MP.2 REASON ABSTRACTLY AND

VOCABULARY AND OTHER


LANGUAGE RESOURCES TO

QUANTITATIVELY.

EFFECTIVELY CONVEY IDEAS

9-10.II.C.6 CONNECTING IDEAS



OBJECTIVE (S) OF LESSON


(STUDENTS WILL BE ABLE TO.)

Objective:
Students will be able to accurately compute 90% of
the given equations for Newtons second law of
motion mathematically as well as descriptively,
through verbal and/or illustrative explanations.
Content Purpose:
Students will learn Newtons second law of motion
and how it can be applied to day-to-day forces
around them.
Language Purpose (vocabulary):
Explain specific real life examples using the variables
net force, mass, and acceleration in respect to
Newtons second law of motion.

VARIOUS COMMUNICATIVE FORMS


ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S (SUMMATIVE)

TYPE
PURPOSE
IMPLEMENTATION
FEEDBACK STRATEGY
HOW WILL THE



(TO THE STUDENTS)
ASSESSMENT INFORM YOUR

TEACHING


Informal
EL

-Determine students
background knowledge of the
relationship between Mass,
Force, and Acceleration

Informal
PM

-Monitor students
comprehension throughout
lecture, lab, and activity


Formal
PM

-Students understanding of
the relationship between
force, mass, and acceleration

Informal
PM

-Monitors students
comprehension of Newtons
nd
2 Law and its application in
outside the classroom

-Whole-class discussion
resulting from student/cart
demonstration
-Open ended/evaluative
questioning
-Individual responses to
whole-class or group directed
questions
-Experiment data, analysis,
conclusions assessed through
paper/pencil based
-Individual submission, group
collaboration for experiment
procedures

-TWPS will be completed


individually for TW, partners
with P and whole-class with S

-Immediate response from


teacher and/or students

-Accountable talk
-Prompting, queuing, and
questioning
-Feedback will be provided
individually on submitted lab
report
-Whole-class feedback
discussion on common
misunderstandings

-Feedback will be provided by


fellow students and by
Teacher during whole-class
discussion

-Students responses will


determine how quickly class
can move through the lecture
to start the experiment or if
additional preparation is
required before lecture
-Student understanding at
particular points
-If confusion occurs: review
concept again or redirect to a
clarification activity
-If majority of students have
difficulties with completing
the lab successfully then a
review of F=MA will occur
and additional practice
problems will be provided
--Students responses will
determine their level of
comprehension above simple
mathematical computations.
-If students struggle with
creating real-world
applications then Teacher will
que student thinking with
examples

LESSON INTRODUCTION/ANTICIPATORY SET (LESSON WILL OCCUR OVER 2 CLASS SESSIONS)


TIME
LENGTH
IN
MINUTES:




10 MIN
(D1)









5 MIN
(D2)

TEACHER(S)
DESCRIPTION:

STUDENTS

DAY 1:
TEACHER WILL BEGIN THE LESSON WITH A STUDENT ASSISTED
DEMONSTRATION. TEACHER WILL PICK A STUDENT TO PUSH AN

DAY 1:
2 STUDENTS WILL VOLUNTEER OR BE SELECTED TO PARTICIPATE IN THE CART DEMONSTRATION.
STUDENT 1 WILL PUSH AN EMPTY SHOPPING CART ACROSS THE CLASS ROOM. AFTER THEY WILL
DESCRIBE HOW IT FELT TO PUSH THE CART INCLUDING HOW DIFICULT/EASY IT WAS TO MOVE IT.
STUDENT 2 WILL THEN SIT INSIDE THE CART AND STUDENT 1 WILL PUSH THE CART ACROSS THE
FRONT OF THE CLASSROOM AGAIN. STUDENT 1 WILL AGAIN DESCRIBE HOW IT FELT AND
COMPARE/CONTRAST THE DIFFERENCE BETWEEN THE EMPTY CART AND THE FULL CART.






DAY 2:
STUDENTS WILL RESPOND TO TEACHERS QUESTIONS ABOUT PREVIOUS DAYS LECTURE NOTES.
STUDENTS WILL ASK CLARIFYING QUESTIONS IN REGARDS TO CONFUSIONS WITH PREVIOUS CLASSES
NOTES.

EMPTY SHOPPING CART ACROSS THE FRONT OF THE CLASSROOM


AND ASK THE STUDENT TO DESCRIBE HOW IT FELT TO PUSH THE
CART. TEACHER WILL THEN PICK AN ADDITIONAL STUDENT TO
CLIMB INTO THE CART. THE ORIGINAL STUDENT WILL PUSH THE
CART AGAIN ACROSS THE FRONT OF THE CLASS. TEACHER WILL
ASK THE PUSHER TO DESCRIBE HOW IT FELT THE SECOND TIME.

TEACHER WILL LEAD A CLASS DISCUSSION OF WHY THE STUDENT


FELT THE WAY THEY DID WHEN PUSHING THE CART WITH AND
WITHOUT THE STUDENT IN IT.


DAY 2:
TEACHER WILL ASSESS STUDENTS COMPREHENSION OF PREVIOUS
CLASSESS NOTES THROUGH DISCUSSION QUESTIONING. TEACHER
WILL GO THROUGH THE NOTES TAKEN PREVIOUSLY AND ASK
STUDENTS FOR EXPLANATIONS OF PARTICULAR CONCEPTS AND
IDEAS

DESCRIPTION:

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME
LENGTH
(MINUTES)


15MIN
(D1)









15 MIN
(D2)
LECTURE

15 MIN
(D2)
KQH

20 MIN
(D2)
LAB




10 MIN
(D2)
L

TEACHER(S)
DESCRIPTION:

STUDENTS

DAY 1:
TEACHER WILL PASS OUT THE GUIDED NOTES ASSOCIATED WITH
THE LECTURE. DURING THE LECTURE THE CO-TEACHER WILL ASSIST
THE TEACHER BY MONITORING STUDENTS COMPLETION AND
ATTENTION OF THE GUIDED NOTES. THE CO-TEACHER WILL ASSIST
STUDENTS ONE ON ONE TO CLARIFY ANY CONFUSION,
PARTICULARLY IN REGARDS TO THE EL STUDENTS AS THEY HAVE A

DAY 1:
STUDENTS WILL COMPLETE THE GUIDED NOTES ASSOCIATED WITH THE LECTURE AND ASK CLARIFYING
QUESTIONS WHEN NEED BE EITHER FROM THE TEACHER OR THE CO-TEACHER







DAY 2:
STUDENTS WILL COMPLETE THE GUIDED NOTES ASSOCIATED WITH THE LECTURE AND ASK CLARIFYING
QUESTIONS WHEN NEED BE EITHER FROM THE TEACHER OR THE CO-TEACHER
STUDENTS ASSIST THE TEACHER IN COMPLETION OF THE EXAMPLE KQHL BY PROVIDING 2 THINGS
THEY KNOW ABOUT THE WATER CYCLE, 2 RESEARCH QUESTIONS REGARDING THE WATER CYCLE, AND
1 HYPOTHESIS FOR THE WATER CYCLE.








STUDENTS WILL GO INTO GROUPS AND COMPLETE THE KQH SECTION OF THE KQHL WORKSHEET
WITH THEIR GROUP MEMBERS.



STUDENTS WILL REVIEW THE LAB INSTRUCTIONS WITH THE TEACHER. THEY WILL THEN COMPLETE THE

TENDENCY TO NOT ASK QUESTIONS IN FRONT OF THE CLASS WHEN


THEY ARE CONFUSED.

DAY 2: CONT. LECTURE
THE TEACHER WILL CONTINUE THE LEACTURE PICKING UP WHERE
THEY LEFT OFF THE PREVIOUS CLASS.
UPON COMPLETION OF THE LECTURE AND GUIDED NOTES
TEACHER WILL PASS OUT BLANK KQHL WORKSHEETS TO EACH
STUDENT. THE TEACHER WILL PROJECT A BLANK KQHL ON THE
OVERHEAD AND WALK STUDENTS THROUGH COMPLETION OF THE
WORKSHEET. TEACHER WILL USE THE TOPIC OF THE WATER CYCLE
TO FILL IN THE EXAMPLE KQHL WITH THE ASSISTANCE OF THE
CLASS. THE TEACHER WILL PROVIDE 2 EXAMPLES FOR K, 2
QUESTIONS FOR Q, AND 1 EXAMPLE H. THE TEACHER WILL GUIDE
STUDENTS ON HOW SHE ARRIVED TO EACH EXAMPLE AND HAVE
STUDENTS CREATE AND ADDITIONAL 2 EXAMPLES FOR EACH AS A
CLASS.

TEACHER WILL BREAK STUDENTS UP INTO THEIR LAB GROUPS AND


ASK STUDENTS TO COMPLETE THEIR OWN KQHL WORKSHEET
WITH THEIR PARTNER ON THE CONCEPT OF MASS, FORCE, AND
ACCELERATION. TEACHER WIL INSTRUCT GROUPS TO ONLY
COMPLETE KQH AND WAIT UNTIL AFTER THE LAB TO COMPLETE L.
THE CO-TEACHER WILL PASS OUT LAB INSTRUSTIONS TO EACH

DESCRIPTION:

STUDENT WHILE THE TEACHER DRAWS A BLANK DATA TABLE ON


THE WHITE BOARD FOR STUDENTS TO SHARE THEIR DATA ON. THE
TEACHER WILL INSTRUCT STUDENTS TO WORK AS A GROUP TO
READ AND COMPLETE THE LAB. THE TEACHER AND CO-TEACHER
WILL MOVE FROM GROUP TO GROUP TO MAKE SURE STUDENTS
ARE COMPLETING AND EXECUTING THE LAB CORRECTLY.

LAB ACTIVITY WITHIN THEIR LAB GROUPS AND COMPLETE THE LAB ANALYSIS QUESTIONS
COLLECTIVELY.

AFTER COMPLETION OF THE LAB THE TEACHER WILL INFORM

STUDENTS WILL RETURN TO THEIR SEATS AFTER COMPLETION OF THE LAB AND FILL OUT THE L
SECTION OF THE KQHL WORKSHEET INDIVIDUALLY FOR 5 MIN. THEY WILL THEN CONTRIBUTE THEIR
ANSWERS IN A CLASS DISCUSSION

STUDENTS TO RETURN TO THEIR SEATS AND COMPLETE THEIR L


SECTION INDIVIDUALLY FOR 5 MIN AND THEN WILL LEAD A CLASS
DISCUSSION OF THE STUDENTS ANSWERS

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT YOU, THE TEACHER, (S) AND STUDENTS WILL BE DOING,
INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME
LENGTH
(MINUTES)


10-15
(D2)
TWPS

TEACHER(S)
DESCRIPTION:

DAY 2:
TEACHER WILL HAVE STUDENTS PARTICIPATE IN A THINK-WRITE-
PAIR-SHARE ACTIVITY. TEACHER WILL REVIEW THE TWPS
PROCEDURE. THIS WILL INCLUDE REMINDING THEM THAT I WILL
GIVE THEM 30 SECONDS OF QUIET TIME TO INTERNALLY THINK OF
THE PROBLEM, 2 MINUTES TO WRITE DOWN/DRAW THEIR
THOUGHTS, 4 MINUTES TO EXCHANGE IDEA WITH THEIR PARTNER,
AND 5 MIN FOR A CLASS DISCUSSION. TEACHER WILL READ THE
QUESTION HOW DOES NEWTONS SECOND LAW RELATE TO REAL
LIFE SITUATIONS: PLEASE PROVIDE EXAMPLE AND EXPLANATIONS
FOR SITUATIONS INCLUDING SPORTS, HOME, WORK, ETC.

STUDENTS

DESCRIPTION:
DAY 2:
STUDENTS WILL PULL OUT A PIECE OF SCRATCH PAPER TO USE DURING THE TWPS ACTIVITY. EACH
STUDENT WILL INDEPENENTLY THINK FOR 30 SECONDS IN RESPONSE TO THE QUESTION HOW DOES
NEWTONS SECOND LAW RELATE TO REAL LIFE SITUATIONS: PLEASE PROVIDE EXAMPLE AND
EXPLANATIONS FOR SITUATIONS INCLUDING SPORTS, HOME, WORK, ETC.. STUDENTS WILL WRITE
DOWN THEIR THOUGHTS ONTO THE SCRATCH PAPER. AFTER 2 MINUTES STUDENTS WILL PAIR UP
AND SHARE WHAT THEY HAVE WRITTEN ON THEIR SCRATCH PAPER. FOLLOWING 4 MINUTES OF PEER
DISCUSSION STUDENTS WILL CONTRIBUTE THEIR IDEAS WITHIN A WHOLE-CLASS DISCUSSION.


CO-TEACHING STRATEGIES PLANNED
ONE TEACH, ONE ASSIST

TEAM TEACHING

ONE TEACH, ONE OBSERVE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS (INCLUDING ASSESSMENTS)
FOR THE LESSON.
ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH IDENTIFIED

ADVANCED STUDENTS

SPECIAL NEEDS

TWPS allows students to


internalize and then share
thoughts with a partner to
build confidence to share
with the class

RATIONALE SECTION:

Guided notes will aid in


comprehension and attention
during lecture

The example KQHL that


the class helps the teacher
fill out will help students
understand the thought
process to fill out their
worksheet

These students will be


utilized as facilitators
spread out into the groups
to help assist other
students

ND

THIS LESSON IS BASED ON THE EPISTEMIC PRACTICE OF INQUIRY. STUDENTS WILL BECOME ENGAGED IN THE TOPIC OF NEWTONS 2 LAW OF MOTION UTILIZING A
DEMONSTRATION AT THE START OF THE LESSON. THIS DEMONSTRATION WILL NOT BE ACCOMPANIED WITH ANSWERS FROM THE TEACHER. STUDENTS WILL
SEE/PARTICIPTE IN THIS DEMONSTRATION AND THE TEACHER WILL FACILITATE A DISCUSSION ON WHAT IS OCCURING DURING THE DEMONSTRATION. STUDENTS
ND
HYPOTHESIS ON WHAT IS OCCURING DURING THE DEMONSTRATION WILL BE THE TRANSITION INTO THE TEACHER LECTURE ON NEWTONS 2 LAW OF MOTION.
AFTER THE LECTURE THE EPISTEMIC PRACTICE OF INQUIRY IS FASCILITATED THROUGH A KQHL WORKSHEET AND LAB ACTIVITY. THE KQHL WORKSHEET REQUIRES
STUDENTS TO CREATE RESEARCH QUESTIONS AND HYPOTHESES FOR THOSE QUESTIONS. THESE WILL HELP STUDENTS PREPARE TO CREATE THEIR OWN
EXPIREMENTS LATER IN THE SEMESTER. FOR THIS LESSON STUDENTS WILL BE PROVIDED WITH A LAB THAT IS ALRREADY ESTABLISHED. HOWEVER TO CONTINUE
TEACHING STUDENTS HOW TO BEGIN TO CREATE THEIR OWN EXPERIMENTS THEY WILL BE REQUIRED TO START BRAINSTORMING THEIR OWN AXPERIMNENTS THAT
ND
WILL BE AN EXTENSION OF THE NEWTONS LAB. THE TWPS ACTIVITY WILL EVALUATE STUDENTS COMPREHENSION OF NEWTONS 2 LAW LESSON AND THEIR
UNDERSTANDING ON HOW IT IS APPLICABLE OUTSIDE THE CLASSROOM IN REAL-WORLD EXAMPLES.


INSERT SUPPORT MATERIALS.