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_____________________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)
3.2.10. B1. Analyze the relationships among the net forces acting on a body, and the mass of the body, and the resulting acceleration using Newton’s Second Law of Motion. Apply Newton’s Law of Universal Gravitation to the forces between two objects. Use Newton’s Third Law to explain forces as interactions between bodies.
Lesson Objective(s) (Stated in observable and measurable terms) The students will be able to… 1. Use the Web 2.0 application http://www.scholastic.com/kids/homework/flashcards.htm to create a flashcards as a study tool for this unit. Assessment Plan (What will be done to determine if lesson objectives have been met?) The students will be assessed on their flashcards. The students must create a minimum of fifteen flashcards: 5 about Newton and 10 about Newton’s Laws of Motion. The flashcards will be assessed on content, mechanics, grammar, and material covered. Materials: Materials needed include access to a computer. Inclusion Techniques for Students with Special Needs: Students with special needs will have the option to create fewer flashcards. Also, they may print their flashcards then put pictures if they are visual learners. Enrichment Techniques:
Students may make additional flashcards that contain more detailed information about Newton and the laws of motion. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students with fine motor skills or other learning disabilities may have the option to create their flashcards paper. This should be used only to allow all students entry into the lesson. Once the students have their ideas/thoughts on paper, a teacher or paraprofessional will aid the student in creating their flashcards online. Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: The teacher will present their flashcards. Ask the students to write down three eyecatching details. Also ask the students why they think it is important to make flashcards? Why are these useful? Share some of the students’ responses. This should lead into a discussion about what the flashcards should look like, what information they should contain, and teacher expectations. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) • • • • • Share teacher flashcards Discuss elements of teacher flashcards Discuss expectations of student slide show (Use Rubric) Allow students time to explore http://www.scholastic.com/kids/homework/flashcards.htm. Instruct students to create fifteen flashcards: 5 about Newton and 10 about Newton’s Laws of Motion
Guided Practice/Independent Practice/Assessment Activities Students will create fifteen flashcards: 5 about Newton and 10 about Newton’s Laws of Motion. This is an end of the unit activity. These flashcards should be something that the students create and then use as a study tool. The flashcards will be assessed on content, mechanics, grammar, and material covered. Closure: Students will print and cut out their flash cards. Then they will pair up with a partner and quiz each other on the material covered in the unit by using their flashcards.