SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

DANIEL HUMPHREYS / ERIN GOULET
SUBJECT:
PHYSICS
COURSE TITLE, GRADE LEVEL(S): PHYSICS 10-12
METHODS COURSE
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): Forces and Motion
LESSON TITLE: FREE BODY DIAGRAMS AND NEWTONS 3RD LAW
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION:
CLASS DESCRIPTION: The class is a mixture of boys and girls, 10-12 grades.

STANDARDS AND OBJECTIVES

Content STANDARD
(s)if applicable

HS-PS2-1.
ANALYZE DATA TO
SUPPORT THE CLAIM THAT
NEWTONS 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 NONRELATIVISTIC SPEEDS.]

HS-PS2-2.

USE
MATHEMATICAL
REPRESENTATIONS TO
SUPPORT THE CLAIM THAT
THE TOTAL MOMENTUM OF A
SYSTEM OF OBJECTS IS
CONSERVED WHEN THERE IS
NO NET FORCE ON THE
SYSTEM. [CLARIFICATION
STATEMENT: EMPHASIS IS
ON THE QUANTITATIVE
CONSERVATION OF
MOMENTUM IN
INTERACTIONS AND THE
QUALITATIVE MEANING OF
THIS PRINCIPLE.]
[ASSESSMENT BOUNDARY:
ASSESSMENT IS LIMITED TO
SYSTEMS OF TWO
MACROSCOPIC BODIES
MOVING IN ONE
DIMENSION.]

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
4. DETERMINE THE
MEANING OF SYMBOLS,
KEY TERMS, AND
OTHER DOMAINSPECIFIC WORDS AND
PHRASES AS THEY
ARE USED IN A
SPECIFIC SCIENTIFIC OR
TECHNICAL CONTEXT
RELEVANT TO GRADES
1112 TEXTS AND
TOPICS.

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

5. LISTENING ACTIVELY
DEMONSTRATE
COMPREHENSION OF ORAL
PRESENTATIONS
AND DISCUSSIONS ON
FAMILIAR
SOCIAL AND ACADEMIC
TOPICS BY ASKING
AND ANSWERING
QUESTIONS, WITH
PROMPTING
AND SUBSTANTIAL SUPPORT.

OBJECTIVE (s) of Lesson

(Students will be able to.)

-STUDENTS WILL BE ABLE TO IDENTIFY AND APPLY NEWTONS

3RD LAW
-STUDENTS WILL BE ABLE TO DRAW A FREE BODY DIAGRAM

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

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Informal, EL

This assessment
will be used to
check for prior
knowledge and
ability to critically
think

Informal PM

This assessment is
intended to
monitor student
progression and
assess the level of
understanding
during lecture

Informal PM

This will be an
assessment of the
understanding of
free body
diagrams

The assessment
will be given to the
class, students will
be asked to predict
what will happen
during
demonstrations
This assessment
will be
administered
during the lecture,
the class will be
asked questions
pertaining to the
lecture to check
for understanding

Students with
correct answers
will be identified
and the teacher
will build upon
answers

This will allow the

teacher to assess
the starting point
of the lecture, and
to see what areas
will need attention

Student answers will be

corrected and correct
answers will be
expanded upon

This will allow the

teacher to assess
the understanding
of the class,
knowing whether
the style of
teaching is
working and
whether the pace
or style needs to
be modified

Students will be
tasked with
completing a
worksheet drawing
FBDs

Questions will be
answered and
feedback will be
given during the
work, the answers
will be explained
the following class

This will allow the

teacher to assess the
understanding of the
class, knowing whether
the style of teaching is
working and whether
the pace or style needs
to be modified

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:
. INTRODUCTION/ DEMONSTRATION TO
NEWTONS 3RD LAW, THE TEACHER WILL
DEMONSTRATE EQUAL AND OPPOSITE
ACTIONS, ASKING THE STUDENTS TO
HYPOTHESIZE ON WHAT WILL HAPPEN
-THE DEMONSTRATION WILL THEN TAKE PLACE
AND THE TEACHER WILL ASK STUDENTS TO
BACK UP THE DEMONSTRATION FINDINGS
WITH EVIDENCE FROM PRIOR LESSONS

DESCRIPTION:
-STUDENTS WILL BE TASKED WITH HYPOTHESIZING ABOUT THE
OUTCOME OF 3RD LAW DEMONSTRATIONS
-THEY WILL WATCH THE DEMO AND BACK UP CONCLUSIONS WITH
EVIDENCE

H IN
MINUTE
S:7

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

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
-THE TEACHER WILL GIVE A LECTURE ON
NEWTONS 3RD LAW ACTION AND REACTION
-THE TEACHER WILL THEN DEMONSTRATE AND
MODEL FREE BODY DIAGRAM DRAWINGS
-THE TEACHER WILL ASK THE STUDENTS TO
IDENTIFY THE FORCES AND PARTS OF THE
DIAGRAMS
-STUDENTS WILL THEN BE TASKED WITH
COMPLETING A WORKSHEET ON FREE BODY
DIAGRAMS

DESCRIPTION:
-STUDENTS WILL FOLLOW THE LECTURE, FILLING IN GUIDED NOTES
AND ANSWERING FACILITATIVE QUESTIONS
-STUDENTS WILL TAKE NOTES ON FREE BODY DIAGRAMS AND
COMPLETE THE DIAGRAMS MODELED ON THE BOARD, IDENTIFYING
THE FORCES IN EACH DIAGRAM/SITUATION
-STUDENTS WILL COMPLETE A WORKSHEET, WORKING IN GROUPS TO
DRAW FREE BODY DIAGRAMS

40

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

YOU, THE TEACHER,

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
-THE TEACHER WILL ASK FOR AN EXIT TICKET
IDENTIFYING NEWTONS 3 LAWS

DESCRIPTION:
-STUDENTS WILL COMPLETE AN EXIT TICKET, IDENTIFYING NEWTONS
3 LAWS BEFORE LEAVING THE CLASS

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X
ONE TEACH, ONE
STATION TEACHING
ASSIST
TEAM TEACHING
DIFFERENTIATED
TEACHING

PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE

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

STRIVING READERS

LEARNERS

Guided notes and modeling

will be used to help support
English Language Learners.
The use of modeling will also
assist ELs. Group work will
be used in addition.

Guided notes and group work

will assist striving readers.

RATIONALE SECTION:

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

Students with identified needs

will be assisted in accordance
with their individual needs

ADVANCED
STUDENTS

Advanced students will be

asked to assist students who
are struggling with concepts

STUDENTS HAVE LEARNED BOTH NEWTONS FIRST AND SECOND LAWS, AND HAVE BEEN INTRODUCED BRIEFLY TO THE 3 RD LAW.
DEMONSTRATIONS ARE USED TO HELP STUDENTS VISUALIZE CONCEPTS THAT MAY BE DIFFICULT TO GRASP, SUCH AS WHAT EQUAL
AND OPPOSITE ACTIONS REALLY MEAN AND LOOK LIKE IN LIFE. GUIDED NOTES WILL HELP STUDENT TO STAY ENGAGED IN THE
LECTURE WHILE KNOWING OBTAINING NOTES ON KEY INFORMATION. STUDENTS WILL BE ALLOWED TO WORK COLLABORATIVELY TO
IMPROVE SOCIAL SKILLS AND COLLABORATION SKILLS IN COMLETING THE ASSIGNED PROBLEMS.

INSERT SUPPORT MATERIALS.