L2+Bemis,+Julia

LESSON PLAN FORMAT

Teacher’s Name: Julia Bemis Date of Lesson: Two Grade Level: 9-Diploma Topic: Three Laws Rewrite

Objectives Student will understand that Newton's three laws of motion impacted our understanding of force and motion. Student will know students will know Critical Details: How to explain the three laws. Student will be able to translate the three laws into their own words.

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: This lesson shows students how to rewrite the laws into their own words. By rewriting the laws they will have a full understanding to what each law actually means. They will also be showing examples of each law using pictures.

Assessment

Formative (Assessment for Learning)

Students will be asked at the beginning of class if they know what Newton’s Three Laws of Motion are. Using their tic-tack-toe graphic organizers they will write down the three laws in their most used form. After a discussion on what each law means they will be asked to rewrite the laws in their own words. In partners they will then discuss their rewrites. They will have another chance to rewrite their laws based on their partner’s comments and suggestions. Graphic organizers will be turned in with the final project they will be worth points towards the projects final grade (see rubric).

Summative (Assessment of Learning)

Students will be using ComicLife to create an illustration of each of the three laws. They will be using their finalized rewrites that they have discussed with their partner. Each student will create a page that tells each of the three laws in their own words as well as showing a graphic representation of each of the laws. The illustrations will be graded using the ComicLife Illustration Rubric. Students will have a chance to recreate any illustration that does not accurately show one of the three laws and turn in to be re-graded. Completion of this assignment will used to see if students understand each of the three laws and if further discussion needs to happen for any of the laws.

Integration

English: Students will be using their vocabularies to rewrite each of the three laws. Type II Technology: Students will use ComicLife to creatively show each of the three laws of motion.

Groupings

After the hook, the students and teacher will have a brief discussion about what each of the three laws means, and how one uses them everyday. Students will then have a chance to write a draft of the three laws in their own words. Students will then get into pairs of their choosing and discuss their rewrites and ways of showing each of the laws. Each member of the group will give the other member feedback on how to improve their interpretation of each of the three laws. After this discussion students will have another chance to rewrite their laws before they start using ComicLife.

Differentiated Instruction

Strategies Linguistic: Students will write each of the three laws into their own words. Logical: Students will rewrite and use F=ma during their discussion of the Second Law of Motion. Spatial: Using ComicLife Students will show a visual example of each of the three laws. Bodily-Kinesthetic: Move around to get into partners and groups. Musical: Interpersonal: First writing of the laws will be done on own. Intrapersonal: Students will discuss with partners how to better represent each of their rewrites. Naturalist:

Modifications/Accommodations

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

Absent Student: Absent students will not have the opportunity to participate in the group discussion, but will be supplied with the information they have missed. An absent student will receive a graphic organizer which they can find help, either by other students or the teacher, in order to fill out. They will have to write each of the three laws in their own words as well as create the ComicLife illustration. The project will be due one week after they return to class, but no extra in class time will be given to absent student. One point will be deducted from project grade each day the project is late.

Extensions Students will be using ComicLife in order to show an illustration and their rewrites of each of the three laws. They will be required to show a visual example of each of the three laws; since they are using ComicLife they can show each example in a creative way. By using ComicLife students be showing that they understand the three laws of motion and can relate them to everyday actions.

Materials, Resources and Technology

Laptops (with wireless internet access) ComicLife TicTacToe Graphic Organizers Original Three Laws Extra Pencils Rubrics

Source for Lesson Plan and Research

Tic-Tack-Toe http://www.eduplace.com/graphicorganizer/pdf/tictack.pdf (modified by Julia Bemis) Original Laws -http://en.wikipedia.org/wiki/Newton%27s_laws_of_motion Content Notes modified from http://www.clas.ufl.edu/users/rhatch/NSF-PLANS/2-2_NEWTON.htm

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: After a class discussion students will be rewriting the three laws of motion using their own words and will be finding examples of each. Students will work with a partner in order to develop their ideas further. In the end the will be creating a ComicLife illustration. During this process they will be working by themselves and in groups and will have a chance to express their own ideas verbally and visibly. Students will use their creativity to come up with the best way to show each of the three laws. Students will use their understanding of how things work to find examples of each of the three laws.

• 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 using a discussion to gauge how much students already know about the three laws of motion. During this time each law will be discussed in detail and real life examples will be given. Misconceptions of the three laws will be addressed and then students will be asked to explain each of the three laws in their own way. 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 ComicLife in order to write up and display the original versions of the three laws of motion. Students will also have to search the interent and use digital photographs to find or create examples of each of the three laws. Students will be able to discuss ideas on how to write up and show each of the three laws. They will also write them out and have them critiqued by another class member.

• 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 participate in a discussion on what they already know about Newton’s three laws of motions. This will inform the teacher how much the students already know about each of the three laws. By doing this the teacher can modify their lesson of each of the three laws to either talk more or less about each individual law. Students will then write the laws in their own words, this will show their initial understanding of each of the laws. By discussing their rewrites with a partner will give the students a better understanding of how to interpret each law. By using ComicLife they will have a final assessment of how well they know each law by finding examples that visually show each of the three laws.

Teaching and Learning Sequence:

Classroom will be set up with desks in five groups of four, each student will be able to choose which group they want to sit in. This setting will give students an opportunity to see the teacher while they give instructions and be able to easily discuss the assignment with group members.

Agenda: Hook (2 min) Discussion of Three Laws (10 min) First Rewrite (10 min) Partner Discussion (18 min) ComicLife (40 min)

Students will be shown the original text of Newton’s Three Laws of Motion. This will be presented using a handout that has both the original Latin and in it’s translations. After this the tictactoe graphic organizer will be given out to each student. There will then be a class discussion of each of the three laws. Students will participate in the discussion by giving examples of uses or information they have heard about each of the three laws. This will give the class an overview of how each of the three laws affect our daily life as well as address any incorrect assumptions students have about each of the laws. Where, Why, What, Hook Tailor: Interpersonal, Intrapersonal, Linguistic

Students need to know how to apply each of the three laws to daily life and how they will affect them. Teacher will lead a discussion of what each of the three laws is and how to use them. Each grouping of students by desks will be required to come up with an example of the first and third law to check understanding of how the laws work. Students will then work together to use the second law of motion to calculate how much force is required to push an elephant. Since some of the information presented for the second law of motion might be new to students a discussion of what a Newton of force is as well as what kg and acceleration is. (Teacher Notes) Equip Tailors: Linguistic, Logical, Interpersonal

Students will be creating an illustration of each of the Laws of Motion using ComicLife. They will use graphic organizer to write out their understandings of each of the laws. They will then work in partners to discuss how to show and better explain each of the three laws. Students will be able to choose their own partners at this time and are not limited to the people they are sitting with. Each student will read their original rewrite to their partner and then they will discuss a better way of wording it. After the second partner will do the same thing. After they have decided on the best way to word each of the three laws partners can discuss ways to visually show each of the three laws. Using ComicLife they will create an illustration using their own interpretations of how each of the laws should be explained as well as showing a visual example of the laws. These examples can be pictures that they have found on the internet, ones they have created, or photographs. At anytime during this process they can discuss with the teacher their ideas and ask questions. Explore, Experience, Rethink, Revise, Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-kinesthetic, Musical, Logical, and Spatial.

Students will have a week to finish the assignment, but no more in class time to work on their ComicLife illustrations. They will turn in both their graphic organizers and printed ComicLife illustrations. They will be graded according to the ComicLife Illustrations Rubric (Attached). Students will receive grades on their project a week later, at which time the illustrations and rubrics will be handed back. Students who wish to redo their illustrations or rewrite their laws and hand them in to be re-graded will have a week to do so. The grade received on the new illustration will replace that of the old one. Students will use their understanding of how each of the three laws work through out the rest of the unit and will apply real life examples to their final project. Evaluate, Tailor: Linguistic, Intrapersonal

Reflection: