Assure Model Lesson Plan

General Information

Name: Hielvin E. Ermac

Grade Level: Grade 12

Topic/ Unit of study: Newton’s Laws of Motion

1. Analyze Learners

The Lesson is intended for the higher-order thinking of Grade 12 students. A

learner-centered class of 40 students with different learning skills and capabilities but the
majority of them are visual learners. The students' knowledge from previous learnings
during junior high school about the basic component of Newton’s Laws of Motion will be
re-study as applied to another course of intended learning outcome based on the K-12
Science Curriculum.

2. State Objectives

Standards: Identify the questions and concepts that guide scientific inquiry.
Formulate and Solve scientific explanations about understanding the principles
that govern Newton’s Laws of Motion.

Lesson Objectives:
The Students are expected to:

1. Explain the change in motion (acceleration) of an object.

2. Demonstrate that motion is a measurable quantity that depends on the
observer’s frame of reference and
3. Describe and calculate the object’s motion in terms of position, velocity,
acceleration, and time.
4. The students will be able to use sequence words in their oral presentations
proving Newton’s Third Law of Motion.
5. activate their prior knowledge about, deepen their understanding of, and
compare/contrast primary principles of Newton’s Laws of motion-Physics.
Center of Gravity, rotation; motion, special relativity of space and time
over acceleration and relative motion, length, momentum, and energy.
3. Select Methods, Media, and Materials

a. Methods

1. Interactive Teaching - Discuss the Lesson Objectives, and present

calculations derived from given problems with the use of videos and
PowerPoint presentations
2. Inquiry-based learning - Guide students to develop critical thinking and
develop problem-solving skills.
3. Cooperative Learning - The students will be in a group and work with
their classmates in their group activities.
4. Project-based learning - Create a simulation of Newton's laws of motion

b. Media and Materials

1. Laptop - The teacher will use the laptop to present her PowerPoint
Lessons, and Educational Video Instructions during the lesson.
2. TV- The Television will screen mirror the lesson PowerPoint, instructions,
and videos to the learners during the class.
3. Calculator - To calculate the given problem.
4. Flash Drive - The flash drive will be used to store files such as Modules,
Lesson Powerpoints, and Videos.
5. Printed/Online Modules - This module will serve as the basis for learning
for each learner.
6. Whiteboard - This will be used to solve the problems regarding the
object's motion in terms of position, velocity, and acceleration.
7. Pen and Paper - This will be used as a draft of students' calculations on a
given problem.
8. Simulation App or Free Simulation Website- This will be used to make a
3D simulation of each law of motion.
4. Utilized Method, Media, and Materials

a. Interactive Teaching- In this method for one whole session of 1 hour and 20
minutes, the teacher will encourage learners to recall and bring back their own
experience and knowledge of the basic Newton’s Laws of motion into the process,
while also contributing to defining and organizing their learning. This will happen
through interaction between student-students via student-teacher interaction using
demonstrations and exercises as well as audio, visual, and video.
b. Inquiry based-learning- In this method, the teacher in the second session will
form active learning in the class of 1 hour and 20 minutes by engaging students
and moving them beyond general curiosity into the realms of critical thinking and
understanding more about Newton’s laws of motion by activating students
curiosity that this will be done through questions related on the how they will be
able to demonstrate, calculate and present to compare/contrast primary principles
of Newton’s Laws of motion-Physics. Center of Gravity, rotation; motion, special
relativity of space and time over acceleration and relative motion, length,
momentum, and energy with investigation processes that help students develop
their skills.
c. Cooperative learning- In this method, the teacher in the third session will
instruct the class on their group activity within 5 minutes. Students are given 1
hour and 10 minutes of the Group Activity should be done, students will receive
the rubrics and instructions for their group activity on calculating the object’s
motion in terms of position, velocity, acceleration, and time. As well as students
will be able to use sequence words in their oral presentations proving Newton’s
Third Law of Motion.
d. Project based-learning- In this method for the last session, the teacher will
instruct the students on the Simulation App or Simulation Website to create
individually a 3D Simulation of Newton’s Laws of motion for 1 hour and 20
minutes.

● Preview - Before this, the teacher will check the module and other
references for the exercises to guarantee that the exercises and worksheets
are adjusted and effective for the given examples. The teacher will get all
the educational materials ready and check the PowerPoint presentations,
download, and record videos on his or her PC to verify that it is good to
go. Additionally, other educational materials will be checked like the TV
and remote to guarantee that they are working properly to avoid any
burden during the lesson proper.
 ● Prepare Media and Materials - The teacher will connect his or her
laptop consisting of all PowerPoint presentations, downloaded and
recorded videos using screen mirroring to the TV with a speaker and s, et
up the PCs required for all the class. These pieces of Materials will then, at
that point, be turned and tried.
● Prepare Environment - The teacher will have the final setting plan that
will organize his or her class. The class will be organized in 4 columns
with 5 rows where the students are classified by partnering girl and boy in
each row. The door will be closed to avoid glaring outside, the ceiling fan
will be turned on and the teacher will ask his or her students if they can
see the presentation's plainly and assume the music is discernible. In the
ICT laboratory, the students will be organized in sequential order
confronting front with their singular PCs.
● Prepare Learners - Students will get their printed textbooks, notebooks,
and writing utensils. The teacher will advise the students about the grading
systems regarding the subject. The lesson objectives will be given as well
as the exercises to be done in the class. The students will be likewise
informed that there will be an expected final output that they will be
working in groups. they will make a 3D simulating model of each
Newton's Law of motion.

5. Require Learner Participation

INSTRUCTIONAL PLAN Length: 6 Class periods (1 hour and 40 minutes each)

The sequence of instructional procedures/activities/events:

Presenting the lesson objectives and conducting a Review Assessment!: (Day1)

The teacher will set up his or her PowerPoint Presentation on the TV. Before the lesson is
proper, the teacher will call somebody that will lead the prayer to ask for guidance from
the Lord and Allah. A short recorded film on Basic Newton's Laws of Motion will be
viewed by the class. The teacher will ask the students to recall and bring back their own
experience and knowledge of the basic Newton's Laws of motion into the process. The
one who can answer the recall knowledge or experience question by explaining
descriptively the basic Newton's Laws of Motion will have the opportunity to gain plus
points in the pre-assessment test. From that point forward the teacher will introduce the
lesson objectives presented on TV. The teacher will instruct the students to get one entire
sheet of paper to do a reassessment test, where the students will review or recall their
 prior knowledge about Newton's Laws of Motion. The students will be given at least 1
hour to answer the questions.

Here are the pre-assessment questions;

Part A: Mass, Inertia, Weight, and Newton's First Law of Motion

1. Which of the following statements are true of inertia? List all that apply.

A. Inertia is a force.
B. Inertia is a force that keeps stationary objects at rest and moving objects in
motion at constant velocity.
C. Inertia is a force that brings all objects to a resting position.
D. All objects have inertia.
E. A more massive object has more inertia than a less massive object.
F. Fast-moving objects have more inertia than slow-moving objects.
G. An object would not have any inertia in a gravity-free environment (if
there is such a place).
H. Inertia is the tendency of all objects to resist motion and ultimately stop.
I. In a gravity-free environment (should there be one), a person with a lot of
inertia would have the same ability to make a turn as a person with a small
amount of inertia.

Part B: Force, Acceleration, and Newton's Second Law of Motion

2. Which of the following statements are true of the concept of force? List all that
apply.

A. A force is a push or pulls exerted upon an object which results from the
interaction of that object with its environment.
B. Bubba approaches Billie and gives him a swift shove. Timid little Billie
keeps his hands in his pocket during this interaction. Subsequently, while
Bubba places a force upon Billie, Billie does not place a force upon
Bubba.
C. A quarterback throws a football down the field. Once thrown, the force
from the quarterback persists upon the ball to cause it to continue on its
upward trajectory towards its peak.
D. A sled slides down the hill and reaches the bottom where it gradually
slows to a stop. Once on the level ground, the force of the hill persists
upon the sled to allow it to continue its forward motion.
 E. Forces always cause objects to move.
F. An object can experience two or more forces and not accelerate.
G. A contact force results from the physical contact between two objects.
H. A field force results from the action of two objects which are positioned
some distance away.
I. Spring and tension forces are examples of field forces.
J. A force is a vector quantity; there is always a direction associated with it.
K. Force can be measured in kilograms or Newtons depending upon the
system of measurement (metric or otherwise).

Part C. Each one of Newton's Laws can play a role in any one particular situation.
However, one of the laws is often most obviously dominant in governing the motion
of a situation. Pick which of Newton's most governs the situations described below.

● First Law (inertia)

● Second Law (F = m•a)

● Third Law (action-reaction)

L. A helicopter must have two sets of blades to fly with stability.

M. If you were in an elevator and the cable broke, jumping up just before the
elevator hit the ground would not save you. Sorry.

N. You usually jerk a paper towel from a roll to tear it instead of pulling it
smoothly.

O. A student desk changes the amount of force it puts on other objects

throughout a school day.

P. Heavy objects are not easier to move around horizontally on the Moon
than on the Earth.

Q. The stronger, heavier team in a tug-of-war does not create a larger tension
in the rope than the weaker, lighter team.
Interactive Teaching

After the pre-assessment test, the teacher will collect the pre-assessment test papers which will
not be checked until the end of the lesson. The remaining 50 minutes will be the proper lesson
discussion. The teacher will instruct his or her students to open their printed textbooks and
notebooks to write down their notes. The first topic to be discussed by the teacher is the
Newton's First Law of Motion which is divided into four sections; First, to discuss the Newton's
First Law which is the law of Inertia which the teacher will present to the class his or her
recorded video on "What is the meaning of Newton's First Law". It also includes two causes: a
condition that predicts the behavior of stationary objects and another that predicts the behavior of
moving objects. The second is about the discussion on the "Inertia and Mass", the teacher will
present her or his recorded video on "Inertia and Mass" which also discusses the term inertia as
well as how inertia relates to mass. Third, is the state of motion which discusses the object in
motion with velocity. Lastly, regarding the Balanced vs. Unbalanced forces, the teacher will
present her or his recorded video on what the way forces do? And on why forces affect the
motion of an object as well as what the force diagram looks like for speeding up and for slowing
down objects. After the whole coverage of the discussion, the teacher will randomly ask the
students what they have learned from the session. As well as to ask students randomly what are
their queries and questions to the lesson discussion. Moreover, the teacher will give an individual
assignment: entitled "Force and Interactive; frictionless situations". This activity can be found in
their printed textbooks, the students can answer it through provided printed activity to be passed
in the 5th Session of the class.

On Day 2, the teacher will have the lesson 2 discussion on "Force and its Representation". The
lesson is divided into 4 sections. First, the teacher will present her or his recorded video on
"What Is Force?" And how do you identify the presence of a force? This also includes the
object's interaction with another object. Moreover, it also includes the discussion on the contact
forces Vs. action at a distance forces. Second, the teacher will discuss the "Types of Force" with
recorded video presentations on "What are effective strategies for recognizing force types?"
Third, the teacher will discuss "Determining the Net Force of an Acceleration". After the whole
coverage of the discussion, the teacher will randomly ask the students what they have learned
from the session. As well as to ask students randomly what are their queries and questions to the
lesson discussion.

On Day 3, the teacher will have the Lesson 3 discussion on "Newton's Second Law the Law of
Motion" The lesson is divided into 6 sections. First, the teacher will discuss with the class
Newton's Second Law with a recorded video on "What is the meaning of Newton's Second Law"
which also includes the discussion of what claims Newton's Second Law makes regarding the
acceleration of objects? And how can Newton's Law be used to make comparisons of
acceleration values, to predict acceleration values, or to predict how an object will move.
Second, the teacher will discuss the "Big Misconception" with the class on what is so difficult to
remember that F=ma? As well as to present the recorded video to the class about "Force and
Motion Misconceptions". Third, the teacher will discuss with the class "Finding Individual
Forces" which determines the magnitudes of all individual forces if the mass and acceleration of
the object are known. Moreover, the teacher will present his or her recorded video on "How to
determine an individual force value using F=M-A". Fifth, the teacher will discuss the " Freefall
and Air Resistance" which will explore why objects that encounter air resistance ultimately reach
a terminal velocity. The teacher will present his or her recorded video on "Free Fall and Newton's
Second Law" on why the free-fall acceleration of an object does not depend upon the mass of the
object. Lastly, the teacher will discuss with the class the "two-body problems" on what happens
if there are two objects connected in one way or another as well as present a recorded video on
"How to solve a two-body problem with examples". After the discussion, the teacher will
instruct the class on the Individual Assignment Practice Lesson 3 Discussion. This activity can
be found in their printed textbooks. The students can answer it on a blank sheet of bond paper to
be passed in the 5th Session of the class. After the whole coverage of the discussion, the teacher
will randomly ask the students what they have learned from the session. As well as to ask
students randomly what are their queries and questions to the lesson discussion.

On day 4, the teacher will have the lesson 4 discussion on "Newton's Third Law of Motion". The
discussion coverage will be divided into 2 sections. First, the teacher will present to his or her
class a recorded video presentation on "What is the meaning of Newton's Third Law" that also
includes the discussion of forces resulting from interactions, what way does Newton's Third Law
of Motion describe the nature of a force if an object. As well as how can Newton's Third Law
and Newton's second law be combined to describe the magnitude of the forces and the
acceleration of two interacting objects. Lastly, the teacher will discuss with the class "The
Identifying Interaction Force Pairs" which discusses Identifying and describing action reactions
force pairs. As well as to present to the class the recorded video on "How do you identify
Interaction Force Pairs". After the whole coverage of the discussion, the teacher will randomly
ask the students what they have learned from the session. As well as to ask students randomly
what are their queries and questions to the lesson discussion.

Note: Both 1,2,3 and 4-day sessions were conducted inside the classroom with the use of
prepared materials; a TV, a Laptop of the teacher with PowerPoint presentations, and a recorded
video from the Youtube prepared by the teacher. Also during each session, there were a teacher
and student interactions. Where students will have the opportunity to ask the teacher any queries
regarding the lesson as well as the teacher will ask the student randomly what they have learned
from the session.
Inquiry-Based Learning

On day 4, the teacher will instruct the students to get their answered assignments with a
calculator. In this session, the teacher will call randomly the students to answer or show solutions
on board. After each item per the given assignments activist of selected sessions, the selected
student will show their answers or solutions onboard the teacher will present his or her
PowerPoint presentation Key answers on TV and discuss intensively each key answer to the
class

Cooperative Learning

On Day 5, the teacher will group his or her students into 8 groups and instruct the class to form a
line with their respective groups because they will have to go to the School's Computer
Laboratory and remind the students of the House Computer Laboratory Rules. Each group is
assigned to a computer so they will have a group simulation activity on “Balanced VS.
Unbalanced Forces'' for proving the transition from Newton’s First Law to Newton’s Second
Law. The teacher will give them 50 minutes to finish the 8 questions group simulation laboratory
activity on Balanced and Unbalanced forces.

Description of Laboratory Activity

The Balanced vs. Unbalanced Force Interactive is a skill-building exercise that challenges
students to associate representations of an object's motion with the presence of balanced or
unbalanced forces. Several representations are used including dot diagrams, position-time
graphs, velocity-time graphs, position-time tables, and velocity-time tables. The Interactive
offers three different levels of difficulty and includes built-in progress-tracking for each level.
Every question is accompanied by a Help page that includes question-specific help relevant to
the question. The Interactive makes a great classroom activity for the transition from Newton's
first law to Newton's second law.

How it Works:
Using the Balanced vs. Unbalanced Forces Concept Builder is quite simple. You will be
presented with a representation of an object's motion and you will have to answer two questions.
Answer the questions by simply tapping on the answer choices. When you tap on the answer
choices, they will be highlighted in Yellow. Once you are satisfied with your answers, tap on the
Check Answers button. Your answers will be evaluated and your Progress Report will be
updated.
Your goal is to earn "Stars" and to complete one or more levels of difficulty. Stars are earned
when you show the success on a particular question. Once you show the success on all the
questions at a particular difficulty level, you will earn the reward for that level.

Project-Based Learning

On the last session/day the teacher will instruct the students to form a line in alphabetical order
for their project laboratory. Remind the students again, that the Home Computer Laboratory
Rules because they will have to perform their simulation project in the school computer
laboratory room. Each student is assigned to a computer. In the first 10 minutes, the teacher will
discuss the simulation works.

Description of Project-Based Learning

The students are given 1 hour and 30 minutes to complete the simulations on Newton's Laws of
Motion. The following are:

1. Force
Description:
Force Interactive provides an environment that allows the learner to explore the factors
that affect the acceleration of an object when acted upon by an unbalanced force. The
environment allows a user to modify the amount of force applied to a box, the mass of the
box, and the friction between the box and the surface it is pushed across. The amount of
friction is altered by altering a coefficient known as the coefficient of friction. Learners
can modify a variable, run the simulation, measure the acceleration and draw conclusions
about what factors affect the acceleration.
 Force Interactive
Frictionless Situations
Purpose:
The purpose of this activity is to investigate the variables that affect the acceleration of
an object and how those variables affect the acceleration.

Background:
When forces are unbalanced, objects accelerate. But what exactly affects the acceleration
of the object? You will explore this question by running a collection of simulations in
the absence of friction. Set the friction value to 0.00 and run the following trials. Collect
sufficient velocity-time information (fifth column) for determining the acceleration in the
last Column
2. Free-Body Diagrams

Description

The Free-Body Diagrams Interactive is a skill-building tool that allows the learner to
interactively construct free-body diagrams for 12 physical situations. Each situation is
described and the learner clicks/taps on-screen buttons to select forces that are directed
upward, downward, rightward and leftward. Learners must decide upon the type of each
force and its relative magnitude. Diagrams can be checked for accuracy; feedback is
immediate and opportunities for correction are endless. The built-in score-keeping makes
this Interactive a perfect candidate for a classroom activity.
3. Rocket Sledder

Description

The Rocket Sled Interactive simulates the motion of a horizontally-moving rocket sled.
Learners can modify the propulsion force, the resistance forces (friction and air
resistance), and the mass of the rocket sled. The net force and velocity of the sled are
displayed.

How does it work?

The Rocket Sled Interactive is shown in the iFrame below. There is a small hot spot in the
top-left corner. Clicking/tapping the hot spot opens the Interactive in full-screen mode.
Use the Escape key on a keyboard (or comparable method) to exit from full-screen mode.

There is a second hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot
allows you to change the size of iFrame to whatever dimensions you prefer.

The PDF file below accompanies the Rocket Sled Interactive.

https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Rocket-Sledder/
Rocket-Sledder-Exercise
4. Atwood’s Machine

Description

The Atwood's Machine Interactive provides an environment that allows the learner to
explore two-mass systems. An Atwood's machine (two masses connected by a string that
stretches over a pulley) and a modified version of the Atwood's machine (one of the
masses is on a horizontal surface) can be explored. The environment allows a user to
change the amount of mass, introduce friction into the horizontal surface and measure the
time for the system to move a particular distance.

How does it work?

The Atwood's Machine Interactive is shown in the iFrame below. There is a small hot
spot in the top-left corner. Clicking/tapping the hot spot opens the Interactive in

full-screen mode. Use the Escape key on a keyboard (or comparable method) to exit from
full-screen mode.

There is a second hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot
allows you to change the size of iFrame to whatever dimensions you prefer.

This Interactive should be reserved for later stages of the learning cycle on Newton's
second law of motion. It is intended for courses in which two-mass systems are part of the
curriculum. The Interactive provides an environment for investigating the motion of a
two-mass system. Two basic two-mass systems can be explored. By default, the Interactive
opens as a modified Atwood's machine. A low-friction, wheeled cart is on a table and
connected by a string to a mass that hangs over a pulley. Once the Start button is
 pressed/clicked, the hanging mass accelerates the cart. The distance traveled and time of
travel is reported and can be used to determine the acceleration. The amount of mass that
is suspended over the right-side of the pulley can be altered by clicking/tapping on one of
the blue masses. The system can be reset for additional trials by dragging the wheeled cart
to a desired position along the table. Tapping/clicking on the non-wheeled block will turn
the frictionless system into a modified Atwood's machine with friction along the horizontal
surface. Tapping.clicking on the red mass will transform the Interactive into an Atwood's
machine with two masses connected by a string that stretches over a pulley.

6. Evaluate and Revise

Students will be evaluated for scores in the activity, final project, and their Post
assessment, the teacher will also check the students' notebooks to be able to know what
additional information they get from the entire sessions.

These points will be recorded in the record book of the teacher. From the discussion in
class, the teacher will determine whether or not the students displayed an understanding
of the lesson concept.

To evaluate the objectives and implementation/effectiveness of the methods and media

the students will be given a written assessment. The teacher will give 5 questions about
the lesson that was being discussed. To be answered individually and directly in one
whole sheet of bond paper within 40 minutes. These are the following questions:

Newton's Laws of Motion: Problem Set

1. An African elephant can reach heights of 13 feet and possess a mass of as much
as 6000 kg. Determine the weight of an African elephant in Newtons and in
pounds. (Given: 1.00 N = .225 pounds)
2. About twenty percent of the National Football League weighs more than 300
pounds. At this weight, their Body Mass Index (BMI) places them at Grade 2
obesity, which is one step below morbid obesity. Determine the mass of a 300
pound (1330 N) football player.
3. Unfortunately for Vanessa, the wheels on her suitcase are not working. She pulls
on the strap in an effort to budge it from rest and drag it to the curbside check-in
desk. The free body diagram at the right depicts the forces acting upon the
suitcase. Use force values to determine the net force, the mass and the
acceleration of the suitcase. The values of the individual forces are:

Fgrav = Fnorm = 207 N

Ftens = 182 N
 Ffrict = 166 N.

4. a. Determine the net force required to accelerate a 540-kg ultralight car from 0 to
27 m/s (60 mph) in 10.0 seconds.
b. Determine the net force required to accelerate a 2160-kg Ford Expedition from
0 to 27 m/s (60 mph) in 10.0 seconds

5. Ethan is dragging a bag of grass from the garage to the street on the evening
before garbage pick-up day. The diagram at the right is a free-body diagram. It
uses arrows to represent the forces acting upon the bag. Each force is labeled
according to type. The magnitude of the force is represented by the size of the
arrow. Use the free body diagram to determine the net force acting upon the bag.
The values of the individual forces are:

Fgrav = Fnorm = 60.5 N

Fapp = 40.2 N

Ffrict = 5.7 N.

After implementing the lesson, the teacher will write notes about what to revise for the
preparation of the next lesson and suggest the students to give comments/feedbacks about the
methods that are being used by the teacher so that if there is a lack the teacher can be able to
revise and improve his/her lesson plan.