Instructional Cycle 1

Multiple Subject and Single Subject

Sample Lesson Plan Template

Lesson Overview

Title of Lesson [Centripetal Force]

Subject [Physics]

Grade Level [11-12]

Time Frame [3 Days]

Class Demographics [6 Female Students & 8 Male Students, 8 Asian, 4 Hispanic, 2 White, 1
Socio-Economically Disadvantaged, 6 English Only, 2 Initially Fluent English Proficient (I-FEP),
6 Redesignated Fluent English Proficient.]

Class Environment [The seating configuration are long tables where 6 students face each other
(3 on a side) (when filled), and the board is at the end of the room so the students generally
face each other and turn to face the teacher during the lecture. There are physics apparatuses
surrounding the room, in addition, there are physics posters, inspirational posters, student
contributions, reference books, and rules of respect and expectations. It is an inviting place
where physics is learned and done.]

California Content Standard(s) [NGSS-HS-PS2-1. Analyze data to support the claim that
Newton’s second law of motion describes the mathematical relationship among the net force on
a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data
could include tables or graphs of position or velocity as a function of time for objects subject to a
net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object
being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-
dimensional motion and to macroscopic objects moving at non-relativistic speeds.] ]

California ELD Standard(s) [CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in

a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
CCSS.ELA-Literacy.L.11-12.6. Acquire and use accurately general academic and domain-
specific words and phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
CCSS.ELA-Literacy.WHST.11-12.1.a. Introduce precise, knowledgeable claim(s),establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and

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 Instructional Cycle 1
Multiple Subject and Single Subject
Sample Lesson Plan Template

create an organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.]

Learning Goal(s) [Students Will Be Able To (SWBAT) derive the centripetal force equations by
applying Newton’s Second Law of motion to the centripetal acceleration equations.

SWBAT calculate the tangential speed of an object based on its circular path, the radius, the
period (or frequency), and then use that speed to calculate the centripetal acceleration using the
derived equation and subsequently the centripetal force on that object, and be able to find any
of the missing parameters if given sufficient information in the centripetal force problem.]

Content of Lesson

Based on student assets, what do you expect students to deeply understand about the lesson?
What do you expect students to retain after the lesson and use in future learning?
Students will be able demonstrate how Newton’s Second law of motion applies centripetal
forces and extract unknowns using the circular variables of radius, mass, speed, frequency,
period. The students will be introduced to the concepts of frequency and period which will
continue to be developed in further lessons; this geometric application of frequency and period
are intended to provide a strong foundation to develop a deep understanding, especially of
frequency, which can be a difficult concept to master.]

What misunderstandings or misconceptions do you expect students might have from the
lesson?
[Rotational motion is difficult for many to understand and life experience gives a false
impression of apparent forces; in particular, when making a left turn in a car, passengers have
the impression that there is a force pulling them away from the turn, when in fact it is the car that
is accelerating toward the center of the circle formed by the curve of the turn. Frequency and
period have not yet been discussed and we are relating these parameters to circular motion.
When students think of frequency they are likely to think more of repetitiveness radio
frequencies; however, these concepts also relate to circular motion.]

What knowledge, skills, and abilities (higher-order thinking and academic language
development) do you expect students to have after engaging in the lesson?
[Students will develop a deeper understanding of Newton’s Second Law of motion as it is
applied to circular motion and consequently centripetal forces and be able to describe why
observed phenomena is misleading to the uneducated observer.]

Assessment/Checking for Understanding

What essential questions will you ask to determine if students are not meeting, meeting, or
exceeding the learning goal(s) of the lesson?
[How do centripetal forces relate to Newton’s Second Law of Motion and centripetal acceleration
and consequently to the period and frequency of circular motion? What misconceptions are
easy to make when viewing circular motion, and how can one show the nature of these
misconceptions?]

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Multiple Subject and Single Subject
Sample Lesson Plan Template

What will students do to demonstrate achievement of content during the lesson?

[They will derive the centripetal force equations though write-think-pair-share, table-talk to their
spokesperson, and the transferring their equations to the board for a class discussion. These
equations produced are how the students understanding is assessed. The students will then
solve problems through write-think-pair-share, table-talk-to-their-spokesperson, and the
transferring their equations to the board for a class discussion in a step-by-step logical
sequence. Finally, the students will be given a worksheet with problems similar to the ones they
have just solved to complete individually at home.]

How will you know students understand the content?

[The students will derive the correct equations (either initially after their write-think-pair-share,
table-talk-to-their spokesperson or after class discussions) meeting the first learning
objective. What is discussed by the students during the think-pair-share and table-talk
discussions will also be monitored by the teacher and will also be used as a formative
assessment in addition to the product that each table produces and writes on the board. The
students will also be able to correctly answer through a logical sequence of steps the in class
group problems (either initially after their write-think-pair-share, table-talk-to-their spokesperson
or after class discussions) meeting the second learning objective. Then the students should
be able to complete their homework worksheet correctly further meeting the second learning
objective.]

Structured Student Learning Activities

Based on student assets, what activities will the students be involved in during the lesson to
support, engage, and challenge their achievement of the learning goal(s)?
[The students will be prompted with warm-up questions to assess retention of key concepts of
the previous lesson (academic prior knowledge) and to assess other prior knowledge necessary
for today’s lesson (Centripetal acceleration equations & Newton’s Second law).

Students will be prompted with questions which they will all answer with response cards. Based
on the response, write-think-pair-share then table-talk discussions may ensue which will be
observed by the teacher to further assess understanding. The write-think-pair-share & table-
talk-to-spokesperson-to-board activities use the students’ assets and funds of knowledge to
better communicate with English Learners, striving readers, students with special needs (the
504 paperwork indicates more time is needed to process information and the discussion gives
the student the time to talk at their own pace). Advanced students will be required to clearly
explain their understandings and answer questions posed by other students. Actually all
students will be required to do this, but advanced students will be benefited by engaging in
higher level thinking by having to justify their positions in a clear and coherent way even if they
understand the material which other students are still struggling with learning.

Students will construct the models and equations (with teacher guidance) by applying the
previously assessed prior knowledge (i.e. they will be asked questions like, what would happen
to this equation using Newton’s Second Law of motion) and other prior knowledge to derive the
equations they will need for this lesson by engaging in write-think-pair-share then table-talk-to-
spokesperson-to-board then to class discussion. The students will describe the oddities of
circular motion, and how Newton’s second law of motion always applies to circular motion just
as it did with linear motion.
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 Instructional Cycle 1
Multiple Subject and Single Subject
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The students will be provided with problems very similar to the worksheet which they will solve
as a class logically step-by-step using the write-think-pair-share to table-talk-to-spokesperson-
to-Board to whole-class-discussion routine with teacher guidance. The students will then be
provided with a worksheet, and they should have no problems completing it based on their deep
understanding of the material as well as how to approach the problems, but if they do have
difficulties, on the next day’s lecture, the students will solve the worksheets parts they had
difficulty using the write-think-pair-share to table-talk-to-spokesperson-to-board to whole-class-
discussion routine with a little teacher guidance. What is most important is ALL students will
have a good understanding of the material before proceeding to the next section, and additional
scaffolding and accommodations will be provided as necessary.]

How will you group students and manage group work to support student learning?
[Students are groups into tables of 6 or fewer. This is their table-talk group. ]

How will you engage students in higher-order thinking (i.e., analysis, synthesis, evaluation,
interpretation, and transfer) activities?
[During the write-think-pair-share to table-talk-to-spokesperson-to-board to whole-class-
discussion activities, they will necessarily need to use analysis, synthesis, evaluation, and
interpretation to create, transfer, and argue content and understanding to each other.]

Instruction to Support Learning

What instructional strategies will support student learning through multiple modalities?
[The write-think-pair-share to table-talk-to-spokesperson-to-board to class-discussion activities
support students through multiple modalities beyond the lecture itself by using the other
students’ assets and funds of knowledge to make the material more understandable.]

What resources, materials, and/or educational technology will you or your students use during
the lesson?
[The students will have access to class materials through their chrome book, PowerPoint will be
used and a copy of the text in the power point will be provided to the students. In addition, they
will be encouraged to take photographs of the board for their reference. I will also be
photographing the board and make the photographs available to the students who don’t have
smart phone cameras. Google translate is also encouraged.]

What adaptations and accommodations, including, as appropriate, assistive technologies, will

support focus students and other individual student learning needs beyond the UDL supports
built into the lesson?
[Primarily, the write-think-pair-share to table-talk-to-spokesperson-to-board to whole-class-
discussion activities use the students’ assets and funds of knowledge to better communicate
with English Learners, striving readers, students with special needs (the 504 paperwork
indicates more time is needed to process information and the discussion gives the student the
time to talk at their own pace). Advanced students will be required to clearly explain their
understandings and answer questions posed by other students. Actually all students will be
required to do this, but advanced students will also be benefited by engaging in higher level

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 Instructional Cycle 1
Multiple Subject and Single Subject
Sample Lesson Plan Template

thinking by having to justify their positions in a clear and coherent way even if they understand
the material which other students may still be struggling with learning.

Vocabulary
Tier II Tier III
Acceleration Centrifugal Force
Velocity Centripetal Force
Circular Motion Centripetal Acceleration
Force Normal Force
Weight Mass
Displacement Radius
Gravitational Force Gravitational Constant

Selected students will receive a guided notes/graphic organizer sheet to support their
acquisition of lecture material. Any student who demonstrates a need will be provided with this
support. Furthermore, additional supports will be provided if assessment deems it necessary.
The sheet will also contain the definitions of key tier II and tier II Vocabulary. Also, students will
be allowed to give their explanations verbally or in writing, however, equations will still need to
be written, either in pencil or using a computer equation editor.]

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