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WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Ashley King

Date: 4-4-14
School: Andrew Jackson Middle School
Grade/Subject: Sixth Grade General Science Education
Unit Topic: Forces
Lesson Topic: Force and Mass Determine Acceleration
Lesson 2
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will calculate force, mass, and acceleration to see how they relate to everyday life.
WV CSOS

1. SC.O.6.2.22 apply the effects of balanced and unbalanced forces on motions of objects.

NATIONAL STANDARDS

1. Collect, analyze, and use data to explore and explain related science concepts.

MANAGEMENT FRAMEWORK
Overall Time: 60 minutes

Time Frame: 15 minute teacher intro
40 minute activity
5 minute regroup, collect formal formative assessment, closure

STRATEGIES
Teacher/student led discussions
Group practice
Teacher modeling/demonstration
Cooperative groups

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)

Students should have watched my flip video, so that allows them to watch, and rewatch my
video as many times as they want until they pick understand.
Students will work in groups to complete math assignment, but they also will be doing an
individual sheet so that if they do not agree with their group, they can write down the answer
they believe is correct.
I will show a virtual lab on forces, mass, and acceleration that will help the students visualize
what is actually happening between these variables.

PROCEDURES: Introduction/ Lesson Set
I will show the students my flip video lesson. My flip lesson is going to be on how force, mass and
acceleration relate. I will show the students an example of a heavy mass (a dog food box) and a light
mass (an empty root beer box.) I will then push both of the boxes with the same force to represent how
force is related to acceleration. Students will watch my video and take notes, writing down any
questions they may have, or anything that they learn.
https://www.youtube.com/watch?v=qQF6akp0Zw4 this is the link for my video.

PROCEDURES: Body & Transitions
I will show the students http://www.sciencechannel.com/games-and-interactives/newtons-
laws-of-motion-interactive.htm
This will allow them to visualize what happens when force, mass and acceleration occur.
When there is a constant force: acceleration increases and mass decreases
When there is a constant acceleration the force or mass decrease
I will then ask the students that if two similar sized sixth graders pushed a text book between
each other, then what will happen. The answer should be that the book should not move
because the force between the two would be similar.
I will then ask the students what would happen when a sixth grader and a senior in high school
pushed on the same book. The answer should be that the book would move because the sixth
grader has a smaller mass than the senior, making the acceleration of the senior to increase.
I will have the students come up with examples of force, mass and acceleration
Next, I will have a student pass out the hand out: Newtons Second Law- Force = mass x
acceleration( see attached)
I will go over the instructions for the hand out
I will show an example of how to do each problem
I will explain to the students that they can work in groups, but they MUST participate.
I will walk around and answer their questions if they happen to have any
I will make sure that they are putting units with their numbers.

PROCEDURES: Closure

I will one student to collect the hand out for me
I will then have the students tell me what they have learned for the day
I will summarize everything they have said, and add details that they have left out.
ASSESSMENT: Diagnostic
I will ask the students if force is constant and acceleration increases, what happens to mass.
(Objective 1)
I will ask the students if acceleration is constant then what happens to force and mass.
(objective 1)

ASSESSMENT: Formative
I will make sure that the students understand my flip lesson (objective 1)
I will also make sure students understand the website simulation (objective 1)
The hand out will be formal formative (objective 1)
I will also be walking around the room checking to make sure that the students are on the right
track with their answers, informal formative assessment. (objective 1).

ASSESSMENT: Summative
I will walk around the room to evaluate the students answers, if I see MANY are wrong, then I
will adjust my lesson plans for my third lesson. (objective 1).

MATERIALS
Textbook
Pencil
Paper
Force= Mass x Acceleration handout (see attached)
Internet and computer access
Smartboard
Cell phone (for voice recorder)
My flip lesson: https://www.youtube.com/watch?v=qQF6akp0Zw4

EXTENDED ACTIVITIES
If Student Finishes Early: If a student finishes early, I will allow them to read their leisure books they
must carry to every classroom.

If Lesson Finishes Early: If they lesson finishes early, I will allow the students to either start their flip
book for Mr. Holston, or allow them to play with the website I showed them earlier.

If Technology Fails: If technology fails, I can show them the meter stick trick. I will make sure to have
index cards and tape with me. I will explain to them what happens on the virtual lab.

POST-TEACHING
Reflections
Please see reflection page attached.
Data Based Decision Making
For this lesson, I did a formal formative assessment with the students, along with informal diagnostic
assessment, and informal formative assessment. I was able to collect quantitative data from the formal
formative assessment, and qualitative data from the informal assessments. My qualitative data let me
know that the students really had a hard time with this lesson. If it did not involve math, they would
have been fine though. I have the charts to show the quantitative data from the formal formative
assessment for both period one and two.
0
1 1
0
1 1 1
2
3
2
0
2
4
1 2 3 4 5 6 7 8 9 10
s
t
u
d
e
n
t
s
problem number
Force=Mass x Accleration
Assessment
Period 1
Series1

I have to keep in mind that only seven people turned this assignment in to me. These results are all over
the bored. Number nine was the one that was wrong most frequently. Number nine asked what force is
needed to accelerate a ten kg shopping cart 3m/s/s. This I thought was going to be easy for them
because all they have to do is multiply three by ten. On Friday, when I teach my last lesson, if I have
time, I will have to go over this. Also this data shows that almost every one of the problems that were
just equations was missed. If I had time, and this was my own classroom, I would have to reteach this
lesson, but considering time restraints, I am going to have to move on with my third lesson: Newtons
third law.
This is second periods chart.
0
1
2
3
4
5
1 2 3 4 5 6 7 8 9 10
s
t
u
d
e
n
t
question number
Force = Mass x Accleration
Assessment Period 2
Series1

I have to keep in mind that only ten people who turned in this assessment. This chart shows that four
students did not understand question number five, which was an equation. I think that I should review
for both classes Newtons second law, even though period two did a better job than period one.