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Teacher Name: Subject/Grade Level: Lesson Date/Time:
Charity Peetz Science 8th Grade February 8, 2017
MS-PS2-2. Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the
forces on the object and the mass of the object.
Content Learning Outcomes (1c): What are the conceptual understandings, content, and/or procedural knowledge that you
want students to learn? What do you want students to understand, know or be able to do in relation to the
standard(s)?
In order to be able to plan an investigation showing that an objects motion depends on the sum of the forces on the
object and the mass of the object, students must first understand that:
An object in motion changes position.
Speed measures how fast position changes.
Acceleration measures how velocity changes.
Forces change motion.
Force & mass determine acceleration.
Forces act in pairs.
Forces transfer momentum.
Assessment (1f): What formal or informal assessment at the close of the lesson will serve as evidence that students have met
the lesson objectives (e.g.: student work, exit slip, etc.)
The teacher will use questioning throughout the lesson to informally assess student understanding of the science
concepts.
The students will be summatively assessed through the unit exam as well as the student-created theater project rubric.
Art Form Standard (1a): What art form(s) do you want the students to learn? What do you want students to understand, know or
be able to do in relation to the art standard(s)?
Students will create a comedy theater presentation in which they show all three of Newtons laws in use.
Art Form Learning Outcomes (1c): What are the conceptual understandings, content, and/or procedural knowledge that you
want students to learn? What do you want students to understand, know or be able to do in relation to the standard(s)?
Students will be able to use the art form to show their understanding of how Newtons laws work within our world.
Academic Language taught or reviewed (1b, 1e): What academic language will be taught or reviewed?
Student Progress
Prerequisite Skills (1a, 1b): What prerequisite skills are essential for students to be successful in accomplishing the objectives?
Prior Knowledge (1a, 1b, 1f): What do students need to know and understand in relation to the objectives? What data (formal or
informal) provides evidence for their prior knowledge?
Students need to understand how objects move in the world, and how potential and kinetic energy work with objects,
either within their motion or their position.
Data on previous knowledge has already been obtained through the previous lesson. However, these concepts will be
reviewed at the beginning of this lesson.
What student misunderstandings/misconceptions do you anticipate, and how will you address those (1a, 1b)?
Students may have misconceptions about the components of a theater project. These will be addressed through the
creation of a student created rubric.
Students may have misconceptions about how items move as well as confusing the definitions of speed and
acceleration. These will be addressed within the content instruction portion of the lesson.
Procedures
Materials (1d): What materials, resources, and/or technology will be used in the lesson? How will they support the instructional
outcomes for this lesson?
Lab Materials (develop kinesthetic understanding of force and motion): Photogate system, Meter sticks, Masking tape,
Marbles, Paper Plates, Paint, Books, Rulers, Stopwatch, Calculator, Straws (small and large diameter), Plastic bottles,
Modeling clay, Scissors, Construction paper, Scotch Tape,
Resources (provides content knowledge and methods for retaining that knowledge): eScience3000 textbook, Lab sheets,
Doodlenote sheets on Newtons Laws, Student-Created Rubric for Theater Project
Technology (provides accurate numerical data and provides methods for displaying information): Photogate system,
calculator, mimio
Structures/Procedures (1e): What structures and classroom routines/procedures will increase academic engaged time in this
lesson?
Lesson objectives and materials needed are listed on the board and students gather those items when they enter the
classroom, reducing entry time.
Students sign in as they enter class, reducing time for taking roll and giving the students the ability to self control part of
the classroom.
Seating is open in the classroom and students are allowed to sit where they feel most comfortable. For some that is
sitting at a table, on a table, on the couch, or on the carpet.
Volume levels and expectations are based upon activities. These are explained to students when the activity starts and
they may be reminded of them within the work time.
Grouping (1e, 1f): How will you group students (whole class, small groups, pairs)? How will you use data to assist you in
forming these groups?
Students work as a whole class for the lecture component of the lesson with some pair work.
Students work as a whole class for the creation of the rubric.
Students work in small groups of 3-4 students for the lab activities.
Students work in small groups of 2-5 students for the theater project.
Students are typically placed into groups based upon a high/low model. High students are placed with low students in
order to assist them with a growth-mindset and assistance in understanding the concepts. However, this class is mostly
middle to high level students and are therefore allowed to self-select groups.
Instructional Sequence
What opportunities will you provide for students to make sense of what they are learning and construct new
knowledge? (1d)
How will you make content relevant to students interests and cultural heritage? (1b)
Students are interested in cars (as they will be driving in the near future) and this lesson provides
information that they should know to drive safely.
Students are interested in sports which are directly related to Newtons laws.
Cultural Heritage: The topic applies to all items within the universe, in every culture.
What strategies, linked to lesson objectives, will you use to maximize participation of all students for the
entire instructional block? (e.g. discussion, student talk, inquiry, questioning, reflection) (1a, 1e)
Discussion students will discuss the content as a whole group, in pairs, and in small groups.
Questioning the teacher will question the students as they work regarding the labs they are
completing, how the theater objective is being met, and about their understanding of the content.
Reflection students will write a reflection after they present their theater projects indicating how
they met the standards in the lesson, covered the topics in the rubric, and understand the content.
What opportunities are you providing for students to engage in higher level thinking (e.g. analysis, synthesis,
application) (1e)
Students will apply their content knowledge gained through the lectures by completing lab
experiences using that knowledge.
They will synthesize that information into a presentation where they apply the information to their
theater project.
What questions do you plan to ask students so that they can demonstrate their reasoning? (1e)
Imagine you are on a roller coaster. What are some clues that you are moving?
Is speed a vector?
What is the difference between speed and velocity?
If you sit still in a chair, you are not moving. Or are you?
What mathematic skills are used within the formula?
Student and Teacher Interactions (1d, 1e, 1f)): Outline your sequence of instructional activities.
There are no students in this class with disabilities. There are no students within this class with an IEP or 504 plan.
Enrichment (1b. 1c. 1d): How will you enrich and deepen learning opportunities for students who have already achieved mastery?
There are many students within this class that are in need of enrichment. Those students are supported by discussion of
more in depth aspects of the topic as well as increased expectations for labs. Those students can also be placed with
low level learners as they increase their depth of knowledge by teaching it to others.
Assessment
How will you communicate to students what proficiency or mastery looks like? What distinguishes mastery/proficiency from non-
mastery/below proficiency) (1f)
Students will create the rubric for the theater project. I will guide them in the process which should include breadth of
content as well as the theater concept of characterization. The level of mastery will be determined through the rubric.
Student proficiency/mastery will also be shown through scores on the unit exam and through their reflection at the end of
the project.
What evidence will let you know that all students understand how to demonstrate proficiency/mastery?(1f)
During the theater project, using questioning, I can ask students what level of the rubric they believe they are showing
within their project. Students can self-assess using the rubric.
During the lesson, what are some of the different strategies you will use to check for understanding? (1e)
Questioning
Student self-assessment
Next Steps
What will be your next steps after this lesson? (1a, 1c, 1f)
Students will watch the podcast on the lesson content and be summatively assessed through the chapter exam.
How will you record and utilize evidence of student learning to inform your next steps? (1a, 1c, 1f)
Each of the summative and formative assessments will be entered into the gradebook. The chapter exam scores are
tracked on a spreadsheet that shows students previous knowledge as indicated on a pretest. Scores are then compared
to indicated learning and evaluation if more teaching needs to take place.