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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
Minimizing Force on an Object by Making Automobile
CP Physics 11‐12th 370 min (6 Days)
Design and Model Finalization 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. Use Newton’s second law of motion to finalize a CCSS.ELA‐Literacy.SL.11‐12.1 Initiate and participate effectively in a
models to support the claim that force is related to impulse and that range of collaborative discussions (one‐on‐one, in groups, and teacher‐
using, Newton’s third law of motion momentum is conserved using the led) with diverse partners on grades 11–12 topics, texts, and issues,
mathematical relationship among the collisions of macroscopic building on others’ ideas and expressing their own clearly and
objects, its mass, and its velocity change using the cause and effect persuasively.
relationship between the initial and final velocities. CCSS.ELA‐Literacy.L.11‐12.6. Acquire and use accurately general
NGSS‐HS‐PS2‐2. Using the derivation conservation of momentum to academic and domain‐specific words and phrases, sufficient for reading,
improve a model to support the claim that conservation of momentum writing, speaking, and listening at the college and career readiness level;
describes the mathematical relationship of the collisions of demonstrate independence in gathering vocabulary knowledge when
macroscopic objects, when there is no net external force, by its mass, considering a word or phrase important to comprehension or
and its velocity change using the cause and effect relationship of expression.
collisions between masses and the initial and final velocities of the CCSS.ELA‐Literacy.RST.11‐12.8. Evaluate the hypotheses, data, analysis,
masses after impacts. and conclusions in a science or technical text, verifying the data when
HS‐PS2‐3. Apply scientific and engineering ideas to design, evaluate, and possible and corroborating or challenging conclusions with other
refine a device that minimizes the force on a macroscopic object during sources of information.
a collision.* [Clarification Statement: Examples of evaluation and CCSS.ELA‐Literacy.WHST.11‐12.1.a. Introduce precise, knowledgeable
refinement could include determining the success of the device at claim(s),establish the significance of the claim(s), distinguish the claim(s)
protecting an object from damage and modifying the design to improve from alternate or opposing claims, and create an organization that
it. Examples of a device could include a football helmet or a parachute.] logically sequences the claim(s), counterclaims, reasons, and evidence.
[Assessment Boundary: Assessment is limited to qualitative evaluations
and/or algebraic manipulations.]
Lesson Objective(s)
Highlight in the appropriate color the DCI, SEP, and CCC Evidence
1. Students will test plausible models of the relationship between Students will test and share developed and produce models (product)
impulse and the change of momentum using Newton’s second law and refine with the phenomenal relationship between the change of
of motion consistent with the cause and effect relationships of momentum and impulse (the product of force and time) and the
collisions between masses and the initial and final velocities of the conservation of momentum.
masses after impacts and share their models on the board and then
record them for later testing.
2. Students will test their conservation of momentum model by Students will collect and record data of impacting objects recording
observing the relationship between the initial and final velocities the initial and final velocities of colliding masses including the various
after impacts. times of impact and the magnitude of the forces.
3. Students will tabulate the data generated by the motion of a Students will produce a model which illustrates the time and force
colliding objects, and overlay it with conservation of momentum relationship (impulse) with the change of momentum and the
models derived and analyze the results to find how force and time conservation of momentum consistent with the derived models.
relate to the momentum change, by the cause and effect
relationship between the initial and final velocities of masses after
impacts, of the motion of a falling object.
4. Students will write how their models are consistent with (patterns) Students will produce a final drawn explanatory model and a gapless
observations are consistent with and how the change in momentum written explanation about the anchoring event
is related to conservation of momentum and the force and the time
that force is applied (impulse).
5. Students will design test and write how their model vehicle is Students will produce a successful egg drop and a CER paragraph
consistent with (patterns) observations are consistent with and how citing all of data sources supporting their claim and using reasoning to
the change in momentum is related to conservation of momentum connect them to indicate that the design supports the model best
and the force and the time that force is applied (impulse). describes observed phenomena and how it relates to the anchoring
phenomena.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Gauge that the students The students discuss and Students will self‐assess how If the students are having
argument and defense decide on a key claim to use well they were able to defend difficulty defending their CER,
their CER linked to their for their model and figure out their CER and determine if they is it because their CER needs
drawn model and written the evidence which supports need to make modifications to modification or is because they
explanation of the the claim as well how it their model. are having communication
anchoring event or modify supports the claim (i.e. the difficulties. In either case, the
their CER. reasoning). Then the group proper scaffolding will be
defends their CER or modifies provided.
EL (Entry
it based on the questions
Level)
posed by the rest of the class.
The rest of the class asks
questions about the CER which
doesn’t make sense to them.
.
Gage the students’ The teacher gives the students The teacher circulates among This assessment will help the
development of their final handouts and the students the groups of students and teacher scaffolding necessary
drawn explanatory model are told to finalize their drawn prompt them to consider gaps generally in the form of leading
and a gapless written explanatory model and written in their final model or questions, but it will depend on
explanation about the gapless explanation using the explanations like, “You seem to the difficulty.
anchoring event. handouts (before and after have a beginning and an end in
(collision) templates with your explanation, but what is
spaces for the students to happening in the middle?” or
write their explanations) and “This part of your model looks
they are told to use all of their like it may not ‘fit’ with the
products including all of the others.” If they are missing a
class product like the summary key part of their model, point
board. The teacher tells the to the summary table and ask
class, “The model should show them to recall what they
how the unobservable (the learned in a particular activity
causes) and the observable that could fill that gap.
(the effects) are linked.” Students will not always do
these things without
prompting. In the end the
students should produce a final
PM
drawn explanatory model and
(Progress
a gapless written explanation
Monitoring)
about the anchoring event.
Gage the design and The teacher gives out a The teacher monitors the The teacher observes if
building of the handout tells the students they students’ progress on their students are in need of more
vehicle/capsule and if are going to use their final teacher initiated inquiry lab scaffolding, especially if not
proper references are drawn explanatory model and and consequently does not enough emphasis is being
being made to the final a gapless written explanation provide any direct instruction, placed on referencing the
drawn explanatory model about the anchoring event to but may provide prompting students’ final drawn
and a gapless written build a vehicle/capsule capable questions if scaffolding is explanatory model and a
explanation about the of protecting and egg from a deemed appropriate. gapless written explanation
anchoring event. 15 foot drop, but the design is about the anchoring event.
not allowed to significantly
change the velocity of the
vehicle/capsule, nor can
bubble wrap or packing
material be used (i.e. it must
be designed and built). In
addition, a paper must be
written referencing the final
drawn explanatory model and
a gapless written explanation
about the anchoring event no
instructions will be given for
how to accomplish this task.
You are the engineers (teacher
initiated inquiry lab). You may
test your design, but the
official design will be in 3 days.
The teacher monitors the
student progress giving
scaffolding if appropriate or
necessary, but not direct
instruction.
Gage student success at The egg in the vehicle/capsule The grade is based on how The teacher determines if the
designing and building and is dropped by the students undamaged the egg is, but students were provided with
egg drop vehicle while from a height of 15 feet linked mostly how the design is linked adequate scaffolding and if not,
referencing their final to a design paper referencing to the final drawn explanatory the students may be given
drawn explanatory model the final drawn explanatory model and a gapless written another chance at the drop.
and a gapless written model and a gapless written explanation about the
explanation about the explanation about the anchoring event.
anchoring event. anchoring event.
Summative
(within the Gage student success at The final drawn explanatory The final drawn explanatory The teacher has been
lesson ‐ not creating their final drawn model and a gapless written model and a gapless written monitoring the progress of this
a summative explanatory model and a explanation about the explanation about the final drawn explanatory model
exam) gapless written explanation anchoring event is turned in for anchoring event is graded by and a gapless written
about the anchoring event. a grade. how gapless the written explanation about the
explanation is as well as how anchoring event throughout
sound the drawn models is. the lesson. There should be no
surprises here and the student
should do well, but if not, the
teacher will need to reexamine
their monitoring process as
well as give the student the
opportunity for a rewrite.
FOCUS OF INSTRUCTION
Instructional Strategies
Most of the lesson will focus on student centered teaching with teacher guidance.
Supporting on‐going changes in student thinking.
Pressing for evidence based explanations.
Eliciting student model finalization, designing and carrying out an investigation, and argumentation (epistemic practices).
Pressing students assess the accuracy of the derived models and provide feedback to the other students
Provide scaffolds and instructions on how to collect data and use the equipment
Facilitate discussion between students as they plan on how to collect data.
Provide scaffolds and instructions on how to use the equipment (including using physical modeling)
Facilitate discussion between students as they use the products of Lesson 1 and 2 to modify class understandings and their model for the
anchoring phenomena.
Lesson Introduction
Time Teacher Does Student Does
ENGAGE
The teacher tells the students, “You have done a great work Students listen to the teacher.
on your models, and you have collected a lot of great
evidence which supports their models, and now we are
getting to the exciting part of completing our models.”
EXPLORE/CONSTRUCTING AND EVALUATING CLAIMS
/MODIFY MODELS (EPISTEMIC PRACTICE)
55 min The teacher tells the students, “Now pick a key claim in your The students discuss and decide on a key claim to use for their
model and get ready to justify your claim with evidence are model and figure out the evidence which supports the claim as
reasoning; remember, a claim is a statement about some well how it supports the claim (i.e. the reasoning). (The teacher
event, process, or relationship in the natural world that you walks to room making sure all students are participating and
believe to be true, not simply a statement about trends in being included).
data.” The teacher walks to room making sure all students
are participating and being included in the discussion.
After the students have all put together their CER, the The group defends their CER or modifies it based on the
teacher chooses one of the groups (randomly) to be first to questions posed by the rest of the class. The rest of the class
present their claim evidence and reasoning, and the rest of asks questions about the CER with don’t make sense to them..
the class them questions about their CER.
Lesson Body (EXPLORE, EXPLAIN, EXTEND/ELABORATE, EVALUATE)
Time Teacher Does Student Does
EXPLAIN/ELABORATE/DRAWING FINAL IDEAS TOGETHER
IN MODELS AND EXPLANATIONS/MODIFY MODELS
(EPISTEMIC PRACTICE)
(first step) The teacher gives handouts and the students
are told to finalize their drawn explanatory model and • The students, in small groups, finalize their models
written gapless explanation using the handouts (before and incorporating all relevant ideas and forms of evidence they
after (collision) templates with spaces for the students to have encountered so far using the provided with before and
write their explanations) and they are told to use all of their after (collision) templates with spaces for the students to write
products including all of the class product like the summary their explanations, including all of the class product like the
board. The teacher tells the class, “The model should show summary board.
how the unobservable (the causes) and the observable (the
effects) are linked.”
55 min
(second step) The teacher circulates among the groups of
students and prompt them to consider gaps in their final • The students listen to the teacher feedback as the teacher
model or explanations like, “You seem to have a beginning travels from group table to group table looking at their models
and an end in your explanation, but what is happening in like, “You seem to have a beginning and an end in your
the middle?” or “This part of your model looks like it may explanation, but what is happening in the middle?” or “This
not ‘fit’ with the others.” If they are missing a key part of part of your model looks like it may not ‘fit’ with the others.” or
their model, point to the summary table and ask them to “Are you using the summary board in your model?” and
recall what they learned in a particular activity that could fill construct their final drawn explanatory model and a gapless
that gap. Students will not always do these things without written explanation about the anchoring event.
prompting. In the end the students should produce a final
drawn explanatory model and a gapless written explanation
about the anchoring event.
ELABORATE/ DESIGNING AND CARRYING OUT AN
INVESTIGATION & MODIFY MODELS (EPISTEMIC
PRACTICES)
The teacher gives out a handout tells the students they are The students listen and read their handout and begin to discuss
going to use their final drawn explanatory model and a and plan the design their vehicle/capsule.
gapless written explanation about the anchoring event to The students build the test vehicle/capsule designs.
build a vehicle/capsule capable of protecting and egg from a Students write what principles their vehicle/capsule design is
15 foot drop, but the design is not allowed to significantly using.
165 min change the velocity of the vehicle/capsule, nor can bubble
3 days wrap or packing material be used (i.e. it must be designed
and built). In addition, a paper must be written referencing
the final drawn explanatory model and a gapless written
explanation about the anchoring event no instructions will
be given for how to accomplish this task. You are the
engineers (teacher initiated inquiry lab). You may test your
design, but the official design will be in 3 days. The teacher
monitors the student progress giving scaffolding if
appropriate or necessary, but not direct instruction.
Lesson Closure
Time Teacher Does Student Does
EVALUATE
The teacher randomly determines the order in which The students share interesting aspects of their lab reports and
student group the egg drops occur. turn them in (unless they would like to adjust them for
The teacher inspects the egg after the drop and notes the tomorrow).
condition of the egg (whole, cracked, or destroyed).
55 min
The teacher congratulates the students tells them to turn in The students turn in their paper or hold it for tomorrow to
their engineering design report and for grading and tells make adjustments and then look at the other student group
the students to look at the other group’s models for the models of the anchoring event and ask each other questions.
anchoring event and ask each other questions about the
models for the rest of the class.
Instructional Materials, Equipment, and Multimedia
Wood pieces, straws, glue , Projector, poster board, colored pens, iPad, Google Sheets, text‐to‐audio software, graphic organizers, worksheets
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. Activities will be experiencing difficulties the a number of times based on group likely to add aspects of
physically modeled (in addition to teacher will provide more discussion and comparison to conservation of momentum not
the verbal and written scaffolding. Activities will be other student work. Activities will covered by the coursework which
instructions). Graphic organizers provided with verbal instructions be provided in the format the will add to everyone’s
will be made available. (in addition to the written ones). paperwork instructs. Graphic understanding.
Graphic organizers will be made organizers will be made available.
available.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The lesson has manifold intentions. First to give the students a deep understanding of how impulse (the product of force and time) is related to the
change in momentum. Second for the students to give students a deep understanding of conservation of momentum which is one of the most
important concepts in physics. Third, to test key equations and concepts they derived, Fourth, to build upon these equations/models and apply
them to the anchoring event model and other outside phenomena. The lesson is rich in higher level thinking skills with very little emphasis on
simple memorization.