INTERACTIVE LESSON PLAN

Name
Date

Megan Thornton
Grade/Subject

8th grade Physical Science

GOAL(S):
Students will observe Newtons First, Second, and Third Laws of Motion in action through
three mini labs.
Students will be able to make a connection between real world events and Newtons Laws.
Students will create and interpret a bar graph.
LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Learning Objectives

TLW perform three

tasks stated in the
lab procedures.
TLW analyze their
bar graph.
TLW apply their prior
knowledge to
connect it to real
world experiences
from the lab.

What measurement
criteria will be used
to assess the
objective?
The lab worksheet.

Formative or
Summative
Assessment?
Formative

Response to the lab Formative

Questions and graph
Science starter (next day)
Summative

LIST OF TECHNOLOGY TOOLS/APPS:

TedED (Internet)
http://ed.ted.com/on/kqgRmAis
PowerPoint
Laptop

Level of
Thinking in
Blooms
Taxonomy OR
Webbs
Depth of
Knowledge
Knowledge/
Comprehension
Analyze
Application

Create a Graph
School website (Internet)
SmartBoard

PRIOR KNOWLEDGE/SKILLS:

Students will have some prior background knowledge on Newtons Laws of Motion,
Gravity, friction, and forces. They have been exposed to fill-in-the-blank PowerPoint notes and
have watched a TedED video lesson on Newtons Laws.

Notes: The FIB PowerPoint notes are posted to my school website and the students
download them to their computer. As a class, we go over the notes to introduce and expose the
students to the information. The completed notes are shown on my SmartBoard.

TedED lesson: Students watch "Newtons 3 Laws on their personal laptops for homework
the night prior to this lab activity.

INSTRUCTIONAL PROCEDURES:

Lesson Opener (5-10 minutes)

o Attention-getter (sign that lesson is starting)

As students enter the room a Science Starter (bell work) is on my

SmartBoard. Students will use their assigned clickers to answer the questions. The
questions are based on the previous nights homework lesson on TedED. This will
allow me to quickly gauge the level of understanding.

o Bridge (relate to past learning)

The TedED lesson is discussed in detailed. The TedED video is connected to

the prior days notes. The past information will connect to the lab through hands on
activities.

Development of concepts and/or skills

o Step-by-step Explanation (include planned questions, differentiation,
technology integration 40 minutes)

Students will be put into small groups and handed the lab procedures
for Newtons Laws of Motion. I will cover the directions to clear up any possible
questions. By this point in the school year students are responsible for carrying out
the lab with little help from the teacher. I will walk around and monitor the groups. I
will look and listen for any groups/students needing help and ask them guiding
questions to get them on the right track. I will also ask groups questions to gauge
their comprehension and connection of the lab to class content.

One addition to the lab has been made. Students will create a bar
graph using the online site Create a Graphfor the Newtons Race portion of the
lab. Students will have to print/email their graph and use it to answer the questions
from the lab on their data.

Independent Practice, if applicable (

minutes)

Homework: Any unfinished lab questions

Alternative and/or supplemental activities for additional practice

Students will have access to further information located on my school

webpage.

Lesson Closure (include question for reflection) (

minutes)

Students will reflect on the lab and their results by responding the the
questions within the lab.

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S)

&/OR SKILLS:

Students will be given a summative test later on over Newtons Laws of Motion.

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative:
Greet, seat, complete

X
Active learning/multiple modalities incorporated

X
Cl Mgmt Plan: Rules/consequences/routines/procedures

Parents contacted

Supportive: X
Directions given

Students redirected

Positive learning behaviors recognized

X
Academic feedback given

X
Proximity control used

X
Individuals/small groups monitored

Appropriate learning behavior cued

Lesson pace considered

X
Teacher withitness anticipated

X
Classroom management plan implemented
(routines/consequences/routines/procedures)

Corrective:
Procedures and rules cued

X
Individual behavior observed

Individual behavior described

Correction for individual behavior planned

Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

Students will need the following supplies:

1. Lab procedures
2. Laptop
3. Weights (washers)
4. Toy car
5. Clothespin
6. Penny
7. Plate with a string
8. Meter stick
9. Ramp
10. Internet access (for Create a Graph)

N am e_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

N e w to n s F ir s t L a w o f M o tio n
What is Newtons First Law of Motion?

P a rt A : W a c k y W a s h e rs
To prepare for this experiment, stack 4 washers one on
top of the other so that you form a tower of washers. Place the
stack of washers on top of your textbook or on the floor so that
you have a smooth, slick surface.
Aim one washer at the bottom of the stack of four washers and give it a good hard flick with your finger
or hand. What happens?
Flick a stack of two washers into a stack of four washers. What happens?
Flick a stack of four washers into a stack of four washers. What happens?
Explain your observations in terms of Newtons 1st Law.

Part B: Tricky Tricks

Now that you are an expert at Newtons First Law of Motion, try these tricks.
Without inertia, they would not be possible!
Set up the situation shown in the top diagram. The goal is to remove the circle by
pulling on the string, but the penny must remain in place on top of the clothespin. Can
you do it? Keep trying until you are able to do it!
Try the experiment again using the plain circle (no string). Can you flick the circle out
from under the penny and keep the penny on the end of the clothespin? Keep trying until you are
able to do it!
Balance the penny on a circle (string or no string) on the tip of you finger as shown in
the second diagram. Try to remove the paper circle to leave the penny balanced on
your finger. Can you do it?
How does this activity relate to the pull the tablecloth trick used by magicians?