Life without Newton's First Law of Motion

Teachers: Subject:
Denise Cantu 8th Grade Science
Common Core State Standards:
• State 8th Grade Science Standards
Strand 5 - Physical Science, Concept 2 - Motion and Forces
PO2 - Newton’s 1st Law of Motion
PO3 – Newton’s 2nd Law

• Anchor - Comprehension and Collaboration

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.

• Anchor - College and Career Readiness Anchor Standards for Speaking and Listening
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.

• ISTE - 6. Creative Communicator

b. create original works or responsibly repurpose or remix digital resources into new creations.
d. publish or present content that customizes the message and medium for their intended audiences.

• ISTE - 7. Global Collaborator

a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in
ways that broaden mutual understanding and learning

• Workplace-6.
a. Uses relevant intergenerational and cross-cultural communication that creates cultural synergy in the
workplace.
o Adapts communication style to engage diverse others.
o Adapts communication style to engage other generations

Objective (Explicit):
• Student teams will reproduce observations of Newton’s First Law of Motion and interpret how
objects would act if Newton’s First Law did not exist.
• Student teams will manipulate objects to reflect the inverse of Newton’s Fist Law.
• Student teams will record both versions of the objects motion with a video recording device and
upload their records for a completed video collaboration that will be presented to the school.

Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

The student team captures video of an object at rest and an object in constant motion in a single direction
(20% Team Grade). The student team then records the objects moving without Newton’s First Law. The
objects should move freely and randomly with no “visible” interference (20% Team Grade). Each student
adds part of the verbal or visible description to the video recalling the meaning of Newton’s First Law
(20% Individual Grade). Students work together to create and record the video for the project (20% Team
Grade). The credit for parts of the video and feedback about the project is documented on paper, signed
by team members, and turned in to the teacher (20% Team Grade).

1
Sub-objectives, SWBAT (Sequenced from basic to complex):
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
• Define constant motion as a constant rate of speed
• Understand Newton's 1st Law of Motion
• Create effects of Newton's 1st Law of Motion being removed
• Use Newton’s Second Law to affect change with “hidden” forces

Key vocabulary: Materials:

• Inertia • Thread and fishing line

• Mass • Metal ball bearings
• Speed • Magnets
• Velocity • Cell phone with camera
• Acceleration • Chromebook
• Friction • Internet access
• Frictionless

Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?

Student’s will view a video of a teacher that fell asleep at his desk and started dreaming of an
infomercial. The salesman offers a box that turns off Newton’s First Law of Motion. The teacher orders
the box, opens it, and tries it out.

Students will be given a team worksheet to brainstorm, document the credit for the team members, and
give feedback on the assignment.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
Instructional Input

another person could teach it?

Students will be given a team worksheet to: Students will use the team worksheet to document
• Brainstorm ideas they want to use.
• Document the credit for the team
members
• Give feedback on the assignment.

Teacher will ask student for ideas of how to
show the before and after the box is engaged.
Make sure the ideas are valid.
• Does the before include linear motion?
• Does the before include a still object?
Student will raise their hand and give ideas of
what things would look like if Newton’s First Law
of Motion was demonstrated and if Newton’s First
Law of Motion was switched off.
2
 • Does the after include non-linear Teams will document ideas based on the teacher’s
movement? feedback to prepare for their physical
• Does the after show an object at rest demonstration of objects motion under the two
that begins to move? circumstances.
Before and after refer to the “Newton Switch”
where before Newton’s First Law is on and
the after Newton’s First Law is off.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

The teaching helper will talk one on one with everyone that missed the previous days or does not
understand Newton’s First Law of Motion. The teaching helper will give examples of motion (or
non-motion) that follows Newton’s First Law of Motion. The students can talk about or write down
their ideas on the worksheet. This will help students that feel overwhelmed by large projects.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

The teacher or teacher helper will model the activity for students that feel overwhelmed by large
projects. PowerPoint instructions will restate the teacher’s instructions with pictures for visual
learners.

Student that need a challenge can take on the “film director” role and plan camera angles make the
footage engaging.

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Guided Practice

Teacher will show students 30 second video
example of what the students are going to
create and then ask if they have any questions.
• Ask students to video record examples
of linear motion, still object, non-linear
motion, and an object at rest that
begins to move.
• Ask students to use one team members
phone and upload the video to Google
Drive.
Student will watch the video and raise their hand
to ask questions.
As a team, students will use the props given or
their own items to show the before the box is
engaged.
• Linear motion
• Still object (object at rest)
Students will then use the props given or their own
items to show the after the box is engaged.

3
 • Ask students to keep the videos short
(about 5-6 seconds) and work as a team
to get the perfect recording angle and
set-up.
• Non-linear motion
• An object at rest that begins to move
One team member will video record the
demonstrations with their phone in 5-7 sec
segments for each of the four examples. The
segments will be uploaded to that students Google
Drive.

Give one Chromebook to each team so they

They will work as a team to complete a < 30
can link the videos together with Adobe Spark.
second video collection in Adobe Spark. The
Explain that the 5-6 second videos can be
videos should be engaging while demonstrating
accessed in Adobe Spark directly from Google
Newton’s First Law of Motion and life without
Drive.
Newton’s First Law of Motion. The videos will be
linked in order with an image of the switch box
Show a PowerPoint with screenshots Adobe
between the before and after.
Spark and instructions on set up and give
students by email an image of the switch box.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

The teacher and teaching helper will talk one on one with any team that struggling to complete the
task.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?

Some team members will manipulate the objects, one student will record the demonstration with a
phone, and others can write down the ideas and record team member contribution.

Teacher Will: Student Will:

 How will you plan to coach and correct during this
practice?
 How will you provide opportunities for remediation and
extension?
 How will you clearly state and model academic and
Independent Practice
 How will students independently practice the knowledge and
skills required by the objective?
 How will students be engaged?
 How are students practicing in ways that align to
assessment?


behavioral expectations? How are students using self-assessment to guide their own
 Did you provide enough detail so that another person learning?
could facilitate the practice?  How are you supporting students giving feedback to one
another?

Teacher will ask students to individually
describe Newton’s First Law and what
happens when it is removed. They will use this
information to add part the law into the video
text like the example video.
Each student will add part of Newton’s Law in text
overlay or voice overlay.
The team will document each students’
contribution and give feedback on the assignment
using the team worksheet.

4
 Students will be asked to write Newton’s First Students will write Newton’s First Law on a piece
Law on a piece lined paper with their name on on paper with their name and turn it in as an exit
the top for an exit ticket. ticket.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

The teaching helper will talk one on one with any team that struggling to complete the task.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Students can take turns using Adobe Sparks and each one can add text or voice for their part of the
demonstration. The teacher, teaching helper, or teammate will talk one on one with any student that
does not know how to use Adobe Sparks.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

The team will turn in the worksheet for grading. The worksheet should include brainstorm ideas, credit
for each team members, and feedback on the assignment.

Students turn in the video link by emailing it to the teacher. They will be viewed as a class on another
day. The teacher will grade the team and individual work on that day.

Students have mastered the topic if they:

• Video record linear motion before the box is engaged (10 pts Team)
• Video record still object before the box is engaged (10 pts Team)
• Video record non-linear movement after the box is engaged (10 pts Team)
• Video record an object at rest that begins to move after the box is engaged (10 pts Team)
• Add text or voice overlay that describes motion or rest state of object (20 pts Individual)
• Create 30 second or less video of examples of linear motion, still object, non-linear motion, and
an object at rest that begins to move (20 pts)
• Complete worksheet with brainstorm ideas, credit for each team members, and feedback on the
assignment (20 pts)
• Individual students can lose points for non-participation. (-50 pts or alternate assignment…
Students choice)

After lab follow up (in a different class period):

Students will vote on the best video (one per class). The winning videos should be engaging while
demonstrating Newton’s First Law of Motion and life without Newton’s First Law of Motion. The best
videos will be forwarded to the principle for the email newsletter.

Back at home:
Students will each have a video link to their “hands on” demonstration that they can share with their
family.