L4+Bemis,+Julia

LESSON PLAN FORMAT

Teacher’s Name: Julia Bemis Date of Lesson: Four Grade Level: 9-Diploma Topic: Comparison of Newton’s Laws of Motion

Objectives Student will understand that Newton's three laws of motion impacted our understanding of force and motion. Student will know important events and people: Laws of Conservation, Aristotle, Galileo, and Inertia. Student will be able to relate the three laws to each other and their other knowledge of force and motion

Maine Learning Results Alignment

Maine Learning Result: Science and Technology- D. The Physical Setting D4. Force and Motion Grade 9-Diploma Students understand that the laws of force and motion are the same across the universe. a. Describe the contribution of Newton to our understanding of force and motion, and give examples of and apply Newton's three laws of motion.

Rationale: Students will be looking up other information about force and motion and relating it to Newton’s Three Laws of Motion. The information they are looking up has to do with the development of the Three Laws and what influences their creation.

Assessment

Formative (Assessment for Learning)

Students will be answering questions from a work sheet using the internet, their text book and other materials. This worksheet has multiple questions that they have to find answers to and then relate what they have found to Newton’s Three Laws of Motion. The worksheet and paper they fill out will not be collected or graded but the teacher will walk around the room to make sure that students are actively researching what they are suppose to. The worksheet gives them topics to look in to but does not tell them how much information they need, it will be up to the students to decide what information is relevant.

Summative (Assessment of Learning)

After students answer all the questions on their worksheet they will be compiling the knowledge into a Wiki page. On the Wiki page they will have to display the knowledge using written statements and graphics. Students can not just list the questions and type in the answers. Instead students will find a creative way to display the research they have learned. Wiki pages will be graded according to the rubric. (Attached)

Integration

English: Students will be writing Wiki pages to present their research. Social Studies: Students will be researching the lives of Galileo and Aristotle. Math: Students will be presented with an incorrect way to calculate force and will have to explain why it is wrong Type II Technology: Student will be creating Wiki pages including pictures and links to their resources.

Groupings

Students will be working alone doing their research online. After they have gotten everything they think they need they will compare their work with another student. Since students will be finishing at different times students will work with a student who gets done around the same time as them. Students will compare what they found during their research and discuss how it relates to Newton’s Three Laws. After students have discussed with their partner what they have learned they will begin on their Wiki pages. Students will be working alone to create their Wiki page.

Differentiated Instruction

Strategies Linguistic: Students will research topics and do a write up on them. Logical: Students must realize how topics are related. Spatial: Some topics will need to include diagrams. Bodily-Kinesthetic: Students will have a chance to sit where they want during their research, then move to be able to share their findings. Musical: Interpersonal: Students will work in pairs to compare their research Intrapersonal: Students will do individual research. Naturalist

Modifications/Accommodations

∑ I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absent Students: Students with excused absences will have a chance to make up the assignment. Upon returning to class they will be given the worksheet that they need to fill out and can schedule time with the instructor to come in and use the computers. Students can finish the worksheet at home and have it looked over and discuss it with the teacher before they create their Wiki pages. Students will have a week after they return to finish their Wiki pages.

Extensions

After doing research to find the answers to the questions provided on the worksheet students will be creating a Wiki page that displays what they have learned. Students will be required to write up the information they have learned and find graphics that correspond with their research. All research but be cited and linked to the page. Wiki pages will be graded according to the rubric (attached). Students will have to use their understandings of Newton’s Three Laws of Motion in order to compare them to what they are researching.

Materials, Resources and Technology

Work Sheet Rubrics Textbooks Laptops with Internet Access Extra Pencils Extra Paper Projector

Source for Lesson Plan and Research

Comparison Worksheet- Created by Julia Bemis Cartoon- http://socialstudies.mpls.k12.mn.us/sites/555afc63-c3e0-4da3-828e-95ad8f1cbaac/uploads/screen_w_newton_60.gif

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by consistently helping students make connections between current content and their own background experience in the following ways: Students will be using the resources provided to them to answers given questions. They will have to use their knowledge of how to search the internet and do research from books in order to answer the questions. They will also be discussing a common misconception in physics and that is why F=ma not F=mv. They will be required to think about what is happening when an object is falling and how this could be different from what they observe.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by giving them an opportunity to work on their own to find the answers to the given questions. Students will then be able to compare the information they have found with another student before they go on. They will then write up their information in a creative way and present it on a wiki page. In addition MI theory will be used through out the lesson to ensure that the individual learning styles of each student is being addressed.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by consistently using media and technology in the following ways: Students will be using the internet to research their given topics. Students will have to establish good searching skills in order to find the answers to some of the questions. Students will then have to write up their research on a wiki page and find graphics that go along with their information. They will link their resources to their wiki pages as well.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: Students will be required to answer questions from a worksheet. They will not be turning in the worksheet but the teacher will look them over to make sure students are completing them. Students will then create wiki pages that explain the information they have found. They will then answer questions that relate the knowledge they have learned to what they know about Newton’s Three Laws of Motion.

Teaching and Learning Sequence:

During their research students will be able to sit in any location. Students can move desks around or sit at lab benches in order to do their work. When students are working in pairs they can once again move the seating arrangement around to best help them compare answers. Agenda: View Cartoon - http://socialstudies.mpls.k12.mn.us/sites/555afc63-c3e0-4da3-828e-95ad8f1cbaac/uploads/screen_w_newton_60.gif (5 min) Handout Worksheet (5 min) Work on Research (70 min)

Students will be shown a cartoon while worksheets are being handed out. Cartoon is a comical way of using Newton’s First Law of Motion. Students will then get laptops and textbook in order to start looking up the information they need to answer the questions given. Students will be looking up information that is related to Newton’s Three Laws of Motion and influenced their creation. The first law is almost exactly the same as research done by Galileo, and students will find the Second Law has resemblance to research done by Aristotle. Aristotle’s research will be very important for students to understand since it is often incorrectly used instead of Newton’s Second Law of Motion. Where, Why, What, Hook Tailor: Linguistic, Bodily-Kinesthetic, Intrapersonal

Students will be doing their own research during the class period and will be answering questions that are on a work sheet. Students must answer the entire worksheet but can use any resources they want and work at their own pace. They will have to find the information with little help from the teacher and will interpret if what they are reading answers the questions. If students are having trouble teacher can give help on where to start looking. What the teacher is looking for is on the Teach Worksheet Guide (attached). The worksheet will not be collected but the teacher will walk around the classroom to make sure that students are filling them out. Equip Tailors: Linguistic, Logical, Intrapersonal

Students will be working on their own and making decisions for themselves. The worksheet they are working on only tells the topics that students are to be looking up. Students will have to make decisions about the best way to look up the information and what is important for them to know. After students find all of the research they will have to compare what they have learned to the Three Laws of Motion. The three topics, inertia, Aristotle’s law of motions, and conservation of momentum are all closely related to the three laws but students will have to show they fully understand the laws in order to accurately compare them. Students will then pair up with another classmate in order to discuss their research and talk about why they relate to the Three Laws. Students will choose partners with the classmate who gets done around the same time as them, that way no one is just waiting to be done. After students have compared their information they will begin to make their Wiki pages. Students will be working on their own to create their Wiki pages, which will include graphics and linked information. Explore, Experience, Rethink, Revise, Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.

Students will submit their Wiki pages to the teacher a week after the assignment is given. They will be graded according to the rubric and will receive feedback within a week. Students will have a chance to redo their Wiki pages and turn them in to get a better grade. Along with their resubmissions students will have to submit a written statement in the discussion section of their Wiki page as to what they fixed. Students will also pass in their rubrics with their resubmissions. Students will have up to a week to inform a teacher that they are doing a resubmission. Evaluate, Tailor: Linguistic, Interpersonal, Intrapersonal

Reflection: