SEL / Science Grade 9 – Early 1st Quarter Badar Jabeen

SEL Lesson Plan

Grade: 9 Subject: Physical Science
Grade Level:Explain
Standards: ________________ Subject(s):
the movement of objects by applying Newton’s _balanced
three laws and unbalanced
of Motion. Demonstrate that any object does not accelerate
(remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

SEL Strand: Demonstrate decision-making skills and responsible behaviors in personal, school and community.

SEL Competencies Addressed: Self-management skills, responsible decision making skills.

1. I can describe how forces (balanced and unbalanced) act on a car.

Learning Targets 2. I can understand Newton’s Law is enhanced when they have opportunities to actively explore and relate them to
real-world contexts.
3. I will be able to distinguish between balanced and unbalanced forces

SEL OBJECTIVES

1. I can identify and perform roles and behaviors that contribute to personal &class room well-being.
2. I can solve problems respectfully.
3. I can participate in class meetings to develop a sense of community.

 chart paper
Materials  markers
 coins
 index cards
 rope
 gloves
 tape
 Paper
 Pencil
 Computer/internet
SEL / Science Grade 9 – Early 1st Quarter Badar Jabeen

Instructional duration 3-4 class periods

Procedures Activity #1
Day one
1.Conduct the pre-assessment tug-of-war activity.(50 minutes)
2. Provide feedback during a class discussion of the students’ written responses for the pre-assessment activity (20
minutes) Refer to the teacher information provided in Attachment and, Pre-Assessment Scoring Guidelines.
Activity#2
Day two
1. Organize students in small groups. Provide students background information regarding the content and
vocabulary for this lesson.(10 min)
2. Have each student group construct a graphic organizer (e.g., concept map) for the ideas discussed about the tug-
of-war observations, content and vocabulary to this point in the lesson.(20 minutes)
3. Provide chart paper or transparencies and markers to the groups. Have each group share their graphic organizer
with the class.(20 minutes)
4. Ask students to clarify, as needed, the organization and/or connections they applied to the information in their
graphic organizers. Collect and display the graphic organizers as lesson reference.(25 minutes)
5. Describe and conduct inertia demonstrations for the class. For example, position a large index card centrally
across the opening of a large drinking glass. Place a coin in a centered position on top of the card.
Day three
6. Prior to the teacher demonstration ask students discussion questions such as the
following:(10 minutes)
a. Why is the penny at rest?
b. What are the forces acting on the penny? Sketch forces acting on the coin.
7. Conduct the inertia demonstration. Ask the class to predict and explain what they expect
to observe for each inertia demonstration situations:(40 minutes)
a. Slowly set the card in motion by gently applying with your hand a constant, horizontal pushing or pulling force
on the edge of the card.
b. Quickly set the index card in motion by rapidly applying with your hand a horizontal pulling force on the edge
of the card. To help create the desired effect, firmly attach a long piece of tape to the edge of index card. Firmly
hold the free end of the tape and gently stretch the tape out in a horizontal position from the end of the index card.
Then quickly pull the tape horizontally until the index card clears the opening of the opening of the top of the
glass.
8. Discuss the demonstration/observations with the class focusing on the conditions that affected whether balanced
or unbalanced forces acted on the objects (index card, coin) and introduce the term inertia. This includes focusing
the discussion on the following ideas for each scenario:
When the index card is removed slowly.
9. Have students write their responses in their science journal for the demonstration. Note that student answers
SEL / Science Grade 9 – Early 1st Quarter Badar Jabeen

may vary. As an idea starter for students having difficulty developing an inertia demonstration ask students to
think about what they observe happening to the surface of the water in full glass of water that they are holding in
their hand while starting and stopping in a walking motion.(10 minutes)
10. Have student reflect on the content of the lesson discussed to this point and update, refine and/or extend their
groups’ graphic organizers. Also ask student to describe what they are still wondering about regarding the ideas
discussed in the lesson.(10 minutes)

Assessment Tug-of-War Pre-Assessment-Attachment

1.Have the following materials available: An eight to ten foot length of rope, colored masking tape to attach to
the mid-point of the rope, gloves to decrease the possibility of rope burn and ample non-slip, obstruction-free floor
space
2. Select three student volunteers to participate in a controlled tug-of-war (two opposing forces).
3. Assign the three students to a long rope. Attach a reference object (e.g., colored tape) to identify the midpoint of
the rope. Place a reference point on the floor (e.g., meter stick). Identify each student’s role: one
observer/recorder and the two rope pullers.
4.Ask each student in the class to write his/her prediction of what they think they will observe and to make a
diagram of the forces including labels (type/source of the forces, direction and relative magnitude) to explain their
prediction.
5. Before they begin provide directions for the tug-of-war student volunteers. Tell the two students holding the
ends of the rope that they will pull from opposing directions while the third student records observed movement of
the marker relative to a fixed point on the floor. Tell the students that they will begin and stop the tug-of-war on
the teacher’s signal.
6. Perform the tug-of-war demonstration and allow time for the students to write their observations on their
papers.
7.Ask each student to write his or her response to questions/tasks such as the following:
8. What did you observe about the motion during the tug-of-war demonstration that agreed with your prediction?
9. What are you still wondering about?
10. Describe what causes the rope to begin moving.
1. Describe the observations that you would make of a basketball rolling on a gymnasium floor that can show
that the ball is not accelerating.
2. When you are a passenger in a moving automobile, describe what you “feel” and/or observe that shows
you that you are or are not accelerating.
3. Ask each student to redraw/refine their tug-of-war diagram based on their observation and identification of
the forces causing the observed motion.
4. Have each student write a short paragraph to describe and explain why they think the observations of the
tug-of-war agreed or they differed with their prediction.
SEL / Science Grade 9 – Early 1st Quarter Badar Jabeen

5. Collect, review and evaluate the student work.

Pre-Assessment Scoring Guidelines

1.Sample Questions and Focus of Responses

2. To evaluate students’ responses and guide the follow-up class discussion for the tug-of-war pre-assessment
questions/tasks, please see the ideas on which student responses should focus.

3. What did you observe about the motion during the tug-of-war demonstration that agreed with your prediction?
.
Post-Assessment.

1. Have students demonstrate their understanding of Newton’s First Law of motion by designing and testing a
restraint system for a crash-test dummy and evaluating the results.

2. Have each student write his or her explanation and labeled diagram that describes the balanced and unbalanced
forces that act on the crash-test dummy before, during and after the crash.

3. Remind students to use appropriate vocabulary from Newton’s First Law of motion in their response.

Scoring Guidelines:
4. Students design a successful restraint system and write an explanation that demonstrates an
understanding of balanced and unbalanced forces acting on the crash dummy before, during, and after the
crash, with and without the restraint system. The explanation is thorough and uses appropriate vocabulary (force,
balanced and unbalanced forces, and Newton’s first law of motion, acceleration, and inertia) and includes
correctly labeled diagrams showing the different forces acting on the dummy before, during and after.

3 Students design a successful restraint system and write an explanation that demonstrates some
understanding of the balanced/unbalanced forces acting on the crash-test dummy. They use some of the
appropriate vocabulary and their labeled diagram shows most of the forces acting on the crash-test dummy.

2 Students design a successful restraint system but the explanation and diagram lacks vocabulary, includes
incorrect vocabulary, or shows an incomplete understanding of the balanced and unbalanced forces acting on the
crash-test dummy during some or all segments of the crash scenario.

1 Students design a successful restraint system but do not include an explanation or diagram.
SEL / Science Grade 9 – Early 1st Quarter Badar Jabeen

0 Students do not complete the design process.

REFLECTION:
1. What were some of the challenges/issues as you worked together?
2. As a group, did you find it difficult to work together? If so, list the barriers for cooperative group.