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Lesson 1
Lesson 1
SCIENCE LESSON PLAN TEMPLATE Revised 11/19
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Paul Matsumoto n/a Physics
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Modeling and Testing Newton’s Making Automobile
CP Physics 11‐12th 300 (1 week)
Second Law of Motion Collisions Safer
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
Highlight in the appropriate color the DCI, SEP, and CCC Common Core State Standard Connections
NGSS‐HS‐PS2‐1. Create and test a model to support the claim that CCSS.ELA‐Literacy.SL.11‐12.1 Initiate and participate effectively in a
Newton’s second law of motion describes the mathematical range of collaborative discussions (one‐on‐one, in groups, and teacher‐
relationship among the net force on a macroscopic object, its mass, led) with diverse partners on grades 11–12 topics, texts, and issues,
and its acceleration using the cause and effect relationship between building on others’ ideas and expressing their own clearly and
force, mass, and acceleration. [Clarification Statement: Examples of persuasively.
data could include tables or graphs of position or velocity as a function CCSS.ELA‐Literacy.L.11‐12.6. Acquire and use accurately general
of time for objects subject to a net unbalanced force, such as a falling academic and domain‐specific words and phrases, sufficient for reading,
object, an object rolling down a ramp, or a moving object being pulled writing, speaking, and listening at the college and career readiness level;
by a constant force.] [Assessment Boundary: Assessment is limited to demonstrate independence in gathering vocabulary knowledge when
one‐dimensional motion and to macroscopic objects moving at non‐ considering a word or phrase important to comprehension or
relativistic speeds.] expression.
CCSS.ELA‐Literacy.RST.11‐12.8. Evaluate the hypotheses, data, analysis,
and conclusions in a science or technical text, verifying the data when
possible and corroborating or challenging conclusions with other
sources of information.
CCSS.ELA‐Literacy.WHST.11‐12.1.a. Introduce precise, knowledgeable
claim(s),establish the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that
logically sequences the claim(s), counterclaims, reasons, and evidence.
Lesson Objective(s)
Highlight in the appropriate color the DCI, SEP, and CCC Evidence
1. Students will develop plausible models of Newton’s second law of Students develop and produce models (product) which are consistent
motion consistent their prior knowledge of cause and effect with the phenomenal relationship between net force, mass, and
relationships between net force, mass, and acceleration and share acceleration.
their models on the board and engage in peer review based on
plausibility and then record them for later testing.
2. Students will collect data generated by the motion of a falling object Students will collect and record several sets of data (time and
for comparison of their Newton’s second law of motion models by displacement) of a known mass falling and record them into
observing the cause and effect of gravity on a known mass. spreadsheet tables (product).
3. Students will graph the data generated by the motion of a falling Students will produce a graph which illustrate which of the models is
object, and overlay it with what the each of Newton’s second law of most consistent with the observed phenomena of an object of a
motion models predicted and analyze the results to find which known mass and force with the plausible models they had developed
model best predicted, by the cause and effect relationship between at the beginning of the lesson.
net force, mass and acceleration, of the motion of a falling object.
4. Students will write which of their models was most consistent with Students will produce a CER paragraph citing all of data sources
(patterns) was most consistent with Newton’s second law of supporting their claim and using reasoning to connect them to
motion. indicate what model best describes observed phenomena.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Gauge that the students Students are given a worksheet Students will self‐assess their If the students are having
are able to recall previous on concepts previously learned knowledge and should be able difficulty with the worksheet
EL (Entry content necessary for which they will need to know to answer all of the worksheet questions, even after the
Level) tackling this lesson. for this lesson. Students will be questions all of the answers activities, additional teaching,
shown a video in tandem to from the class activities. review, and scaffolding will
remind them of the already Teacher will walk the room to need to be applied.
learned concepts. The students assess student understanding
will then engage in think‐pair‐ and if the lesson needs to be
share, table discussions, and modified.
class discussions to complete
and demonstrate
understanding of the
worksheet questions.
The students each produce Review of the models though Student feedback to the This assessment will help the
two or three models which student group and class proposed models as a gallery teacher identify if more prior
are consistent with prior discussions allowing for and walk. coursework or scaffolding
experiences. noting revisions. necessary.
The students produce a The students will use video The students will compare This assessments determines if
PM
graph of falling ball bearing analysis to project the falling of their results with the rest of the students are able to
(Progress
overlaid with the an object (a ball bearing) using the class to determine which of construct graphs using the
Monitoring)
projections which the the plausible models they their models accurately collected data and overlay it
plausible models the developed earlier in the less. predicted the motions of the with models. The students are
student previously The graph will show an overlay falling object (the ball bearing). scaffolded not only with the
developed. of the falling object with each instructions, but by comparing
of their models projections. what they have done with
other student work.
Determine if the students Each student writes an Using the CER rubric, teacher The CER paper will let the
can analyze their models individual CER paper where the will assign students a score. teacher know if any additional
Summative
and construct a well student explains which model Students can use this feedback scaffolding is necessary before
(within the
thought out argument for best explains the phenomenal to alter their paper and submit proceeding to the next lesson.
lesson ‐ not
which model best describes relationship between net an adjusted paper. The teacher will allow rewrites
a summative
the relationship between force, mass and acceleration of the paper after they receive
exam)
net force, mass, and and how it compares to teacher feedback.
acceleration using the Newton’s second law of
academic vocabulary. motion.
FOCUS OF INSTRUCTION
Instructional Strategies
Most of the lesson will focus on student centered teaching with teacher guidance.
Eliciting student ideas through a hockey puck thought experiment where the students will be able to derive plausible models in the form of
equations and subsequently derive Newton’s second law of motions though experimentation.
Facilitating the construction of multiple plausible models describing the plausible relationships between net force, mass, and acceleration.
Facilitating a gallery walk for peer review of the plausible models.
Pressing students assess the plausibility of the proposed models and provide feedback to the other students
Provide scaffolds and instructions on how to use the class iPods to collect data
Facilitate discussion between students as they plan on how to collect data.
Provide scaffolds and instructions on how to use google sheets to record data and produce graphs.
Facilitate discussion between students as they analyze the data collected and overlay it with their models.
Lesson Introduction
Time Teacher Does Student Does
RECALL PRIOR KNOWLEDGE
Teacher hands out review worksheet tells the students that Students watch the Animoto video and fill out their worksheet.
we are going to review content covered in previous lessons,
but will be helpful for this next lesson, and plays Animoto
review video.
Teacher instructs the students to discuss their answers with Students decide on a spokesperson and discusses each of their
each other and assign a spokesperson to act as their answers and why they used them.
representative to the rest of the class. It is very important
that students support their spokesperson since they
1 Day
represent your table.
Teacher randomly selects one of the tables to share the first Students share their answers and why if appropriate (especially
answer and then has each of the other tables also share the if answers differ).
first answer, then the next table in order will share the
second answer where upon each of the tables .
The teacher (using Prezi) askes the students a series of Students will all share their answers with fingers, but if the
questions about how some simple equations work. response is not 100%, a think‐pair‐share/table talk will ensue
and then each of the tables will share their understandings.
ENGAGE
The teacher gives the students a thought experiment of Students watch and listen to the teacher giving the thought
giving large and small pushes to large and small hockey experiment and imagine which it is like to giving small and large
pucks. pushes to large and small hockey pucks
EXPLORE
The teacher asks the students to create a 4 x 4 grid to Students will discuss in small groups what they think happens
describe what happens when large and small hockey pucks with large and small pushes on large and small hockey pucks
are given large and small pushes. and create a 4x4 grid to explain this in words, pictures or
anyway which coveys their understanding.
The teacher asks each of the tables to post their grids for The students read each of the other students’ grids and write
display and be ready to answer any student questions about any questions which they have. After everybody has seen the
their answers. The teacher tells the students to read each of grids, students ask the various teams questions about their
the other students’ grids and write any questions they grids.
might have.
Lesson Body (EXPLORE, EXPLAIN, EXTEND/ELABORATE, EVALUATE)
Time Teacher Does Student Does
EXPLAIN
The teacher askes the students to write down the answer • Students write what they think the terms are and discuss the
and discuss it with their table and then be prepared to share reasoning with their table group.
it with the class. The teacher asks what academic term
might be applied to push such as the large and small pushes
on the hockey puck (force). The teacher asks what academic
term might be applied to the size of the hockey puck (mass).
The teacher askes what academic term might be applied to
the change of movement of the hockey puck going from
standing still to moving (acceleration).
The teacher randomly calls on tables to share their answers • Students share their answers and ask questions of other tables’
and allow the students to explain their answers or ask answers and adjust their answers.
questions of the other tables’ answers.
ELABORATE
The teacher askes the students to construct two to three • Students write 2 to 3 plausible models which are consistent
plausible models which are consistent with the thought with the thought experiment and prior knowledge using the
1 Day experiment phenomena of the hockey pucks using the academic terms of force, mass and acceleration.
academic terms of force mass and acceleration based on
their prior experices outside the classroom.
The teacher tells the students will confer with their table • Students will discuss which models they would like to use, and
and decide on the three best models for their table, and then share them on their boards for a gallery walk.
write them on their boards for a gallery walk.
The teacher tells the students to discuss any concerns they • Students observe and bring up questions if something doesn’t
have with any of the models whereupon the students who seem right to them and the students who created the model
submitted the models discuss and/or defend the model. will defend them or adjust their models.
The teacher gives the students instructions of how to set up • Students read the provided sheets, prepare for the next day’s
an iPad for collecting video data of a falling object and for data collection by preparing tables on Google sheets. The
how to set up a google sheet to record the data. The rest of student’s pose questions to the classroom which other students
the class is dedicated to preparing for tomorrows data will answer. The teacher will refrain from answering unless the
collection and asking questions. Questions will be given to instructions have a typo in them, letting the students answer
the teacher who, in turn will write the question on the most of the questions.
board, and get answers from the other students unless
there is a typographical error in the instructions.
ELABORATE contiuned
The teacher tells the students to construct the lab setup The students set up the iPad and meter stick and then drop the
using the iPad and meter stick with the ball bearing and ball bearing collecting video data with the iPad of the falling ball
then video data collect data of the falling ball bearing. bearing
The teacher tells the students to graph the data with their The students enter the data and the equations their 3 models
1 Day model overlays (per the instructions) and determine which imply and determine which model is most consistent with the
model best described the fall of the ball bearing. falling ball bearing.
The teacher tells the students to upload copies of their The students upload their data and graphs and look at the data
documents to a shared site so students can type questions and graphs of the other students. They then pose questions is
which they can answer. something doesn’t make sense to them, while at the same time
answering questions which are posed to them.
EVALUATE
The teacher tells the students to write a paper in class The students write a paper using academic language describing
1 Day
describing which of their models most accurately predicted the relationship of force, mass, and acceleration and what it
the fall of the ball bearing and what that means in a general means in a general sense, and compare their paper to what the
case. The teacher allows the students to ask each other other students have written and making adjustments.
questions, but they must all write their own paper and use
appropriate academic language.
Lesson Closure
Time Teacher Does Student Does
EVALUATE continued
The teacher gives the students a handout describing The students read the handout describing Newton’s Second law
Newton’s Second Law of motion, and the students are told of motion and look for and note differences.
to compare it to their paper, noting and differences.
The teacher calls on each student and asks them to share The students share any differences they found and the class
1 Day any differences noted which is written on the board. The discuss what the differences mean and if it is important. The
students are told they may adjust their paper if they think students then adjust their papers with this added information.
they should do so.
The teacher asks the students to submit their final paper The student turn in their paper or consult with the teacher why
unless they need more time, and to come with any they need more time, and the teacher will help the student
difficulties they might be having. achieve their goal.
Instructional Materials, Equipment, and Multimedia
Prezi, Projector, poster board, colored pens, iPad, Google Sheets, meter stick, ball bearing, text‐to‐audio software
Co‐Teaching Strategies
As co‐teacher gives the lesson, the MT walks the room to check on model development and discussion.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
English learners are permitted to Striving readers will be provided The IEPs and 504s will be adhered Advanced students will need to
use google translate as well as use with text‐to‐audio readers as well to and scaffolds are built into the use and develop their higher order
bulleted statements rather than as be scaffolded by student lesson using the class assets and thinking skills to effectively
formal paragraphs. However, they interaction in the lesson design. funds of knowledge. The students communicating their positions to
will also see how other students However, if the student are allowed to re‐write their paper the rest of the class. They are
use paragraphs. experiencing difficulties the a number of times based on group likely to add aspects of Newton’s
teacher will provide more discussion and comparison to Second Law not covered by the
scaffolding. other student work. paper or the coursework which
will add to everyone’s
understanding.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The lesson has twofold intentions. First to give the students a deep understanding of Newton’s Second Law of Motion by developing and testing
the model themselves using prior knowledge and experimentation. Second, to understand that models must survive testing in order to gain weight
or credibility. A challenge of the lesson is to get the students to come up with different plausible models, as they used to only considering one
model to be correct which is a mistake in science. Many times multiple models accurately predict one phenomena but only by testing that model in
different circumstances does one arrive at the conclusion that plausible models are not the end of science, but the beginning. In fact, plausible
models, have been shown to be completely incorrect, such as with the case of epicycles in astronomy.