SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Lisa Maddox and Courtney White Subject Physics
Unit Name and Unit Name: Momentum (Leave this
Week (Leave this blank for
Driving Unit Driving Question: What forces are acting on blank for EDSC to
of EDSC 442C)
Question the Dragon capsule? 442C)
Anchoring Phenomenon:
Forces acting on an object in freefall, the egg. There is more going on in the system besides gravity, which is
different than what we observed earlier. Now, we are looking to expand our minds and look into other
forces that affect objects as they fall to Earth.
Students will be exploring how SpaceX had to design their Dragon capsule to come back to Earth safely.
Students will be looking at the forces that are used for astrophysicists to use in space travel. They will be
exploring this phenomenon with a more common experiment like an egg drop.

Anchoring Activity:
Anchoring Students are the new employees of SpaceX and are asked to design a capsule that would safely return to
Phenomenon or Earth. Since the program does not have unlimited money, the experiment will be done with an egg and a
Design Problem shoe box. Students will be given 10 items in addition to this: 5 pipe cleaners($1,000 each), 10 popsicle
(with Anchoring sticks($1,000 each), two balloons($5,000 each), 20 paper clips($100 each), a small pack of tissues($5,000 for
Activity for the the pack), 20 toothpicks($500 each), 10 rubber bands($1,000 each), roll of tape($100 for each cm), a foot of
unit) string ($500 for each cm), a piece of foam($10,000). There will be a maximum of $25,000 allowed to create
this device. What forces will they need to take into account when an object falls to Earth? These items
simulate what could be used in a life-size operation of the Dragon capsule coming to Earth, students will be
shown how these home items are related to the realistic experiment.

Students will later relate their experiment to the Dragon capsule from August by a video presentation to
the class. The video presentation will be worked on in class and at home, using the equations that have
been demonstrated through the entire unit.

HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is
conserved when there is no net force on the system.
Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative
NGSS Performance
meaning of this principle.
Expectation
Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.
Safety: Students need to be cautious with expensive equipment (laptops, video cameras) that could easily be
damaged during videotaping.
 Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
PS2.A: Forces and Motion ● The conservation of total momentum is
● Momentum is defined for a particular frame of demonstrated when the Dragon capsule collides
reference; it is the mass times the velocity of with the ocean surface. The students will be
the object. In any system, total momentum is pressed for an explanation of how momentum is
Disciplinary Core always conserved. (HS-PS2-2) conserved during the collision.
Ideas (DCIs) ● If a system interacts with objects outside itself, ● The students will explain how the system of the
the total momentum of the system can change; Dragon capsule interacted with the system of the
however, any such change is balanced by ocean surface such that the change in momentum
changes in the momentum of objects outside among the two systems was balanced and
the system. (HS-PS2-2), (HS-PS2-3). conserved.
Using Mathematics and Computational Thinking ● Students will develop a free body diagram as a
Science and ● Use mathematical representations of mathematical representation of the collision of
Engineering phenomena to describe explanations (HS-PS2- the Dragon capsule with the ocean surface.
Practices (SEPs) Teachers will assist students with mathematical
2), (HS-PS2-4).
equations associated with the free body diagram.
Argumentation
● Analyzing and interpreting data
● Using mathematical and computational
thinking.
Epistemic
● Obtaining, evaluating, and communicating
Practice(s)
(Bundled SEPs)
information.
● Engaging in argumentation from evidence.
● Constructing explanations and designing
solutions

Systems and System Models ● The teacher will discuss what a system is and how
Cross Cutting ● When investigating or describing a system, the this hypothetical system relates to Dragon.
Concepts (CCCs) boundaries and initial conditions of the system Students will ask about their system model and if
need to be defined (HS-PS2-2). they need to make any adjustments.

3D Learning
Objective (Lesson- Students will use a system model based on mathematical representation to argue how momentum is conserved when
Level Learning the Dragon capsule collides with the surface of the ocean.
Expectation)
Lesson-Level Momentum is conserved when the Dragon capsule collides with the ocean surface.
Phenomenon

Connections to CCSS.ELA-LITERACY.RST.11-12.5
other standards
 Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas.
CCSS.ELA-LITERACY.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve a
problem.
CCSS.ELA-LITERACY.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or concept, resolving conflicting
information when possible.

CCSS.MATH.CONTENT.HSA.SSE.A.1

Interpret expressions that represent a quantity in terms of its context.

(CCSS ELA, CCSS
Math) CCSS.MATH.CONTENT.HSA.SSE.A.1.A

Interpret parts of an expression, such as terms, factors, and coefficients.

CCSS.MATH.CONTENT.HSA.SSE.A.1.B

Interpret complicated expressions by viewing one or more of their parts as a single entity.
For example, interpret P(1+r)n as the product of P and a factor not depending on P.
CCSS.MATH.CONTENT.HSA.SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of
the quantity represented by the expression.
CCSS.MATH.CONTENT.HSA.SSE.B.4
Derive the formula for the sum of a finite geometric series (when the common ratio is not 1),
and use the formula to solve problems. For example, calculate mortgage payments.

Target Vocab to be
Momentum, Impulse, Change in Time, Change in Momentum, Mass, Velocity, Force
Developed

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
 In person, the teacher will organize students to come
and pick up a laptop at the front of the room. In an
online setting, the teacher will begin the explanation of
the video submission. The teacher will explain that the
students will create a video that will analyze their
knowledge of the entire unit. The teacher should give a
Lesson Intro
rubric of how they will be grading the students and what
(Engage)
aspects of the video are required: their pencil drop FBD,
TIME: 10min their egg drop experiment and cost, a FBD of how
Dragon came to Earth, and equations showing the
momentum and impulse that are changing in the
system. The teacher has already demonstrated the
equation for momentum to the class in the previous
lesson. The teacher should discuss what a system is and
how this hypothetical system can relate to Dragon.
The teacher will mostly be walking around the classroom
to check if students need any assistance. This is the time
students can ask questions on their previous submission,
the teacher should be walking around, providing
feedback, and demonstrating equation use when
Lesson Body necessary. This means the teacher can talk to the
(Explore, Explain, students about how to perfect the pencil drop FBD,
Elaborate) ensure the students have the correct cost assessment
for their egg drop experiment, make annotations to the
TIME: 45 min FBD of Dragon, and assist students in manipulating
equations. The teacher should be providing assistance to
the students because this assessment is how well
students understand the major concepts. If a student is
not understanding something, it is the teacher’s job to
help the student make those connections.
Lesson Closure The teacher will take the last few minutes to get all the
(Evaluate) students attention. For students that have not finished
their assignment, the teacher should warn the students
TIME: 5min
for how much time is left in the class. They should advise
the students to finish up their work and return the
computer before class is over. The teacher can offer
students to come to the classroom during lunch or after
class to continue to work on the assignment if they did
not have enough time to finish. The teacher can assess
the students’ completeness of the project by asking
students to turn in a red or a green slip that is at the
The students will come into class and stay organized and
on task as they gather their laptops or listen to instruction.
The students will be required to gather all their previous
work: the pencil drop FBD, the egg drop experimental
design and cost, a FBD of how Dragon came to Earth, and
momentum and impulse equations that change in the
system. Students will be accessing prior knowledge when
putting this submission together. This is the time students
can ask any and all questions if they do not understand the
video submission assignment. The students will find their
group mate, the one(s) they conducted the egg drop
experiment with, and begin brainstorming ideas for their
submission. Students can ask about their system model
and if they need to make any adjustments.
Students will begin designing their video submission.
Working with their partner(s), they will start to design the
video. This can be done on any platform the student
enjoys using: PowerPoint, Animoto, Prezi, etc. Here is a
great time for students to ask questions, either to the
teacher walking around or the students in their group. The
students’ goal is to create a video that includes the forces
and motion of an object falling to the Earth. Through the
entire lesson, the class has discussed many different ways
to demonstrate these concepts. The students need to
work on gathering all the information and assignments
they have previously accomplished and make edits to
these documents to put into the video. The presentation
should last 10-15 minutes long. Students will have this 45
minutes to design the video that will be presented next
class. Students should be using the forces, equations, and
concepts we have been using in class for the entire unit.
The students should be wrapping up their presentation.
This includes and citations the students would need to
include if they are using outside sources. If students did
not finish the assignment, they should schedule a time
with their group members to come back to the classroom
to finish the work. If students are done early, they can turn
in the laptop and grab a green slip of paper to fill out. The
slip of paper asks group members names and provides a
checklist for the items students need for the assessment. If
the students do not finish the video in the allotted time,
they will grab a red slip, fill out all the group members'
 front of the class. The teacher explains the students pick
green if they are done, and red if they are not, then the
students fill out the information like group members
names.
ASSESSMENT
TYPE PURPOSE
The purpose of the entry
level assessment is for
students to be exposed to
all the equations that were
discussed through the unit.
Students may have
forgotten some of the
important equations we use
to solve for force,
Entry Level momentum, and impulse. In
order to excel in the video
presentation, students
should be exposed to the
equations once more. The
video presentation will have
to include these equations,
so the class discusses the
equations so everyone has
access.
PM (Formative) Drawing physics diagrams
falls into a different concept
than understanding the
equations that are being
used. The purpose of the
students handing in a packet
of the FBDs and engineer
design is to check if students
have the right forces acting
on the objects. Students
should be able to create
clear drawings that depict
what forces are acting on
the object with respect to
the medium in which it falls.
names, and check off the items they have already
completed for the video. The groups will need to turn
either slip of paper in to the teacher before they leave for
the day.
HOW IT INFORMS
FEEDBACK STRATEGY
IMPLEMENTATION TEACHING
Feedback will be given to
This will start to give the
the students immediately.
This is done in the very teacher an idea of how
Either the teacher will say
beginning of class after students are doing in the
the teacher has hands the student is correct and
unit. If students are
out the laptops and can write the equation on
struggling with coming up
explains the video the board or a PowerPoint,
with equations, the teacher
presentation. The or the student will be
teacher will be asking is aware that the video
incorrect and the teacher
students to remind them presentation may be a
will have to address this. If
of the equations they struggle for students. This
students are not registering
have used throughout also means the teacher may
the unit. The teacher will a few equations, the
have to spend more time
not specify the equations teacher can give hints and
during class explaining the
they want, but will see provide feedback while the
equations to students and
what students student is talking to help
immediately come up possibly give examples to
them reach the correct
with. make it more clear.
equations.
This would be the The feedback would be This will inform the teacher
drawings of the FBD that given to the students in the on if students understand
students have been form of a grade for the final how to draw physics related
working on throughout
project. This part of the problem solving pictures. If
the unit. These FBDs will
assignment will be graded students still do not have
be handed in as a packet
to the teacher right separate, but will also this skill, the teacher will
before they present their contribute to the overall have to revisit this area
video to the class. This grade for the assignment. since drawings will still be a
packet will include a FBD Students will have received big part of the rest of the
of pencil falling to the feedback on previous semester. This is a skill
desk, a schematic of an
assignments, so they have students will need to excel
egg drop experiment
with a cost estimate, and the capability to fix in the physics classroom.
a FBD for Dragon coming mistakes they made when

The purpose of this
summative assessment is
for the teacher to test if the
students have fixed
mistakes from previous
assignments and
understand the physics
concepts on a deeper level.
Students should be gaining
Summative
knowledge and learn how to
better their own
understanding. This
assignment is a check for
students and gives them an
opportunity to prove they
know the concepts that
were discussed in the
lesson.
DIFFERENTIATION
English Learners
English learners may
struggle with this
assignment since students
are required to present their
data and presentation to
the class. For this student,
the teacher should be
looking to the class for
assistance in making the
student feel welcomed and
accepted. The teacher
should grade this student
according to the
information they can relate,
which can be the
PowerPoint slides. Even if
their presentation is weak,
due to the inability to speak
they turned in the FBD the
to Earth. first time.
This assessment informs the
The implementation of teacher in two different
the summative Feedback will be given in
ways. The first way is for
assessment will be the form of a formal grade.
the teacher to check if
students presenting their Students will have received
students are listening and
videos to the class, this feedback on each of their
will take about two days taking into consideration
assignments throughout
to get through the whole the comments made on
the unit. With this
class. Students will their previous work. If
feedback, students should
present their slides, students listen to the
have been able to fix any
resources, drawings, in previous feedback, their
one document and take mistakes they had.
presentation should have
10-15 minutes to explain Students will have the final
the proper physical
all of this to the class. feedback of this summative
Students will discuss concepts involved. The
assessment in the form of a
each part of the second thing the teacher
video presentation to the
presentation since all checks for is understanding
class.
information was of the unit as a whole with
required. forces and motion.
Students with Special
Striving Readers Advanced Students
Needs
Throughout the lesson, Students with special needs Advanced students can
striving readers have had may have different excel at this assignment.
accommodations made accommodations. These students would be
for them along the way. Depending on how extreme able to use their creative
These students have the disability is, the student ability to present
been given assistance on may be excused from documentation of the unit.
how to analyze any presenting to the class. If These students can perfect
written material. For this the student is able to the look of their FBDs. In
assignment, this student participate, they will be addition, these advanced
will not have to read graded on the information students can create more
external tools, but will on the screen and not in-depth definitions for the
have to design the necessarily the delivery of physics technical terms they
presentation. The the information. The need to include in the
teacher should look to student should be able to video. These students have
grade the student with construct drawings to received feedback on
this in mind. That means represent the concepts that previous assignments and
the student may not be have been discussed in the they can use this to shape
able to create an unit. The student will be their finalized video. Their

English, but the information
is on their slides, the
student should receive full
credit.
graded on how well they video should be held to the
amazing presentation,
understand the physics rubric that is created for the
but may be able to talk
concepts we have covered entire class, their grade
through the concepts
based on the disability should reflect the
more effectively.
requirements for their plan. knowledge.

Materials needed:
Computers (laptop cart for in-class work/ student access to media for online setting)
FBD from the pencil drop experiment
The drawing and cost analysis of the egg drop experiment
Materials Needed FBD for how Dragon returns to Earth
and Links to
Calculations for Dragon, using the required equations
Instructional
Resources
Links to Instructional Resources:
https://www.physicsclassroom.com/Physics-Interactives/Momentum-and-Collisions/Egg-Drop/Egg-Drop-
Interactive
https://www.spacex.com/vehicles/dragon/
https://www.nasa.gov/mission_pages/station/structure/elements/dragon.html#.X5rONkeSk2w
Reflection, How we are pressing for explanation:
Summary, Students will be asked to explain the forces behind a falling object, this is what has been discussed throughout the
Rationale, unit. To press students for further information, they will have a slide or two discussing conservation of momentum and
Implementation if the experiments conducted had the conservation of momentum. The students will need to provide evidence for why
they believe an experiment has conservation of momentum or not.

Reflection:
Students do not always understand how forces and motion can be used in a bigger picture. The idea behind the unit,
and this lesson, is to show students a more extreme example of the problems we are working on in class. Students fall
into the, “how is this going to help me in the future?” mindset. This unit is shaped to show students they can use
physics in an intense setting like designing a spacecraft, or a sports setting like throwing a ball, or a medical setting like
the force used to cause concussions.

Summary:
Students will be using all the equations and concepts that have been mentioned through the unit in one video that
would take the student 10-15 minutes to explain. This will include the pencil drop experiment, the egg drop
experiment, engineering design, an explanation of the Dragon capsule, equations for impulse and momentum, and
physics technical terms. Students should use vocabulary terms from each lesson we did and use our experiments to
design their scientific explanation.

Rationale:
Students will define the system boundaries and initial conditions as they explain the conservation of momentum as
the Dragon capsule collides with the ocean surface. Students will use mathematical representations of the collision
phenomenon to describe their explanation of the Dragon-ocean surface interaction.
Implementation:
Teacher will press students for explanations of how momentum is conserved when the Dragon capsule collides with
the ocean surface. Students will be pressed to explain specifically how momentum is conserved using mathematical
representations and video verbal explanation.

Challenges:
1. Time constraint for students
2. Little knowledge using the presentation equipment: PowerPoint, Prezi, etc.
3. (Online) If students have spotty internet

Solutions:
1. Offer additional time for students to complete the presentation, like during lunch or after or before school
2. The teacher can walk around and assist students, their group members might have more knowledge on the
presentation, or the students will have to take extra time to learn the server
3. Students will be put into groups where it is guaranteed that at least one student has a strong internet. This
way, the team can complete the project even if another group member would have to only text the other
members.