L1+Bemis,+Julia

LESSON PLAN FORMAT

Teacher’s Name: Julia Bemis							Date of Lesson: One Grade Level:	9-Diploma						Topic: Who Was Isaac Newton

Objectives Student will understand that Newton's three laws of motion are the same across the universe. Student will know important events and people: When discovery was made, when it was accepted, who Newton was. Student will be able to describe the contributions of Newton to our understanding 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 This lesson shows students when Newton discovered The Three Laws of Motion, and how it was presented to the public as well as when it was accepted by the scientific and public community. Students will also learn about who Newton was and about his life.

Assessment

Formative (Assessment for Learning)

At the beginning of the lesson students will fill out KWL charts (What I Know, What I Want to Know, What I Learned), this way not only will the teacher find out what students already know but the teacher will be able to see what they want to learn. KWL charts will be collected but not graded. Students will work in groups to create either a blog or Wikispace research article that describes Newton's life and contributions to science. Comments on either the blog or Wiki will be made by the teacher and other groups and students will have a chance to revise their articles. Each team is responsible for reading other teams articles and making comments on them. Draft articles will not be formally graded; instead completion of assignment will be checked.

Summative (Assessment of Learning)

Students will submit a final draft of their research articles the following class period and will be grade according to the rubric (Attached). Students will be able to make further corrections to their articles and resubmit. Resubmissions will be accepted up to a week after graded assignments are given back. With the resubmissions the group must include what changes were made and along with reasons why, these will be submitted as either a blog comment or as a Wiki discussion. Along with the article students will fill out their own rubrics of what they expect to get along with any considerations that should be made when calculating their grade. (Attached). The research used to create the articles will be used again in the last lesson.

Integration

English: Students will be writing an article on the life and contributions of Sir Isaac Newton. Social Science: Students will be researching the history and location of Newton and his work. Type II Technology: Students will be making either a blog or Wikispace posting their articles, including pictures and links. Students will also be using the comment and discussion sections to give and receive feedback from the teacher and other students.

Groupings

After the Hook students will be placed into groups of four. These groups will be decided by choosing playing cards students with the same card numbers being in groups together. After groups have been decided students will within their teams decide how they want to break up the research and article. There are four sections that the group needs to write about, Life History, Education, Work, and Discoveries, each member will be responsible for their chosen section, a list of who is doing what section will be given to the teacher on an index card. Through out the class period there will be periodic three minute reviews. During this time each group will have a chance to ask questions or make comments. Students will also share one thing they have learned so far that they have found interest. Each group will also decide if they are going to create a blog entry or Wikispace and choose one member of the group to set it up. Research and writing of their section of the article will be done independently, but teams will work together to put together their digital presentations and find images.

Differentiated Instruction

Linguistic: Students will write articles to be posted on either a blog or a Wikispace. Logical: Students will be research the life and works of Sir Isaac Newton. Spatial: Bodily-Kinesthetic: Students will be doing group work as well as moving around to discuss research with other groups. Musical: At the beginning of class students will listen to The Ballad of Sir Isaac Newton. http://www.acme.com/jef/singing_science/ Interpersonal: Students will work in groups to create an article about the life and works of Newton. Intrapersonal: Students will fill out there own KWL charts, as well as research and write their section of the article they have learned. Naturalist: Modifications/Accommodations

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

Absent Students: If a student is absent on days groups are assigned they will be assigned to a group and their group members will decide what research they will be doing. When student is back in class they will be given the assignment and the parts they are responsible. Students will have until the next class period to submit their section of the article, and will have an extra day to submit their final revision. Students who are absent the second day are still required to post their rough draft of the article on either their team blog or Wikispace. Students who don’t do so will have 2 points deducted from their projects grade for everyday it is not posted. If a student has a valid reason to why their article was not posted this will be taken into consideration. Final revisions will be due on the class specified, if students are absent they are still required to post a final draft, once again consideration will be taken if students were unable to access a computer. What is posted to the group’s blog or Wikispace will be graded on the due date, students will have a chance to make revisions and resubmit.

Extensions Students will be putting their articles into either a blog or a Wikispace. Both images and links to their sources will be integrated into their chosen media display. Students will also be making use of either the comments or discussion board associated with their chosen media. Students will be able to use these as a ways of communicating to other group members what they adding to the group project. They can also use the history section of their Wikispace to see what others have added or deleted from the project. By using these features on their blogs or Wikispaces students will be able to give and receive quick feedback as well as easily keep track of the feedback. They can also see what changes have been made to their group project and discuss with group members outside of class, and what else needs to be done. Materials, Resources and Technology Day 1: Syllabus KWL Charts Ballad of Sir Isaac Newton URL http://www.acme.com/jef/singing_science/ Speakers WebQuest URL http://www.lee.k12.fl.us/schools/cym/Site%20Map%20pages/Academics/Scientist%20Webquest1.htm WebQuest Changes Handout Rubric Deck of Playing Cards Index Cards Laptops with Internet Access Blogger Accounts Wikispace Accounts

Day 2: Laptops with Internet Access Blogger Accounts Wikispace Accounts Extra WebQuest Changes Handout

Source for Lesson Plan and Research

Ballad of Sir Isaac Newton http://www.acme.com/jef/singing_science/ KWL Chart http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf WebQuest http://www.lee.k12.fl.us/schools/cym/Site%20Map%20pages/Academics/Scientist%20Webquest1.htm Resources http://del.icio.us/JulezB/Newton

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 learning about the life and accomplishments of Sir Isaac Newton. They will be conducting research using the internet so they will have to make decisions about what make a good and reliable internet source. They will also have to remember how to cite sources and how to synthesize the information they are reading about. The history of who Newton was will give them an understanding of why they are learning these laws and the impact one man had on the knowledge of force and motion.

•	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 KWL graphic organizer. This will inform the teacher what the students already know about Newton and the Three Laws of Motion. It will also show the teacher what the students are most interested in learning about. Using this knowledge the teacher can modify any of their lessons to incorporate what students already know and what they want to learn.

•	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 creating either blogs or Wikispaces to show the information that they have collected and share their articles. Each entry will have links within them and provide pictures. Students will use the comment sections of each source to give ideas and improvements to other groups. They will also be able to use comment and history sections to discuss the changes that each member has made.

•	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 filling out a worksheet that keeps the information they are looking up organized. They will also be creating either blogs or Wikispaces that will be graded according to a rubric. Students will also fill out group rubrics discussing the work that each individual member did for the group project.

Teaching and Learning Sequence:

Day 1: Students will enter room and be in seats when the bell rings. Seats will be arranged in an U-Shape with the opening facing the board and projector. This will allow students to receive instructions and handouts before group work begins. When students start group work they will be allowed to move their desks into clusters or use a lab bench. (15 min)

Agenda Introduce New Unit Handouts Rubric Assign Groups Group Work

Day 2: Students will come into class and arrange desks, so they can continue group work, before the bell rings. (10 min)

Agenda Commenting Continue Group Work

Students will be introduced to the new unit and will go over the syllabus. Teacher will then explain the WebQuest that students will be completing during the next two class periods. Students will also listen to The Ballad of Sir Isaac Newton so they can get a brief summary of his life in a fun and original way. http://www.acme.com/jef/singing_science/. Rubrics will be passed out and groups will be assigned so each student knows what will be expected from them. Students will be researching the life and accomplishments of Sir Isaac Newton before they begin their in depth discovery of the Three Laws of motion so they can understand who Newton was. Where, Why, What, Hook Tailor: Linguistic, Logical, Bodily, Musical, Interpersonal, Intrapersonal

Students will be given a WebQuest http://www.lee.k12.fl.us/schools/cym/Site%20Map%20pages/Academics/Scientist%20Webquest1.htm that will have them research the life and contributions of Sir Isaac Newton. Students will be in assigned groups chosen by matching playing cards. In the groupings they will decide which members want to do what part. The four topics are Life History, Education, Work, and Discoveries. Each student will be responsible for one of these topics to research and write up an article on. In their groups students will designate a technology person who will be in charge of setting up either the group blog or Wikispace. Students will hand in an index card that has what each group member is responsible for, and the website that their Wikispace or blog can be found on. (65 min Day 1) Equip Tailors: Linguistic, Logical, Bodily, Interpersonal, Intrapersonal

Students will be conducting there own research on the internet using sources given to them as well as sources that they have found. Students must use judgment on what makes a good source as well as being able to search the internet for the section of Newton's life and contributions. Students will write up articles about their chosen topic and upload them to their groups Wikispace or blog account. During day 2 each group will read the other groups research articles and make suggestions on them using the comment section of their chosen media. After commenting on each of the groups students will improve their own entries. They will also find graphics that go along with their article. (Day 2 60 min) Explore, Experience, Rethink, Revise, Refine Tailors: Linguistic, Logical, Interpersonal, Intrapersonal

Students will fill out the rubric for themselves of what they expect to give. On the rubric they will provide teacher with any information that should be taken into consideration when giving grade. This includes if they did extra work on their chosen media to help out a group member. Comments will be made on their chosen media by teacher and by other students and they will be able to make changes before they submit their final article. Final projects will be graded within two classes of turning them in and students will have a week to revise them for a better grade. In order to turn projects back in they must write a paper which tells what they changed and why. Students will use their articles in the last assignment as part of their Performance Task. (Day 2 10 min) Evaluate, Tailor: Linguistics, Interpersonal

Reflection: