L3+Bemis,+Julia

LESSON PLAN FORMAT

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

Objectives Student will understand that Newton's three laws of motion impacted our understanding of force and motion. Student will know Formula: F=ma, and how to use it. Terminology: Force, acceleration, motion, and how they relate. Student will be able to infer what will happen if you change one of the variables.

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 doing experiments in the laboratory to test Newton’s three laws of motion. They will answer questions that will describe how each law relates to what they are demonstrating in the lab.

Assessment

Formative (Assessment for Learning)

After being presented and reading through the lab each student will fill out a Fact and Opinion graphic organizer. They will be completing it by writing down what there hypothesis is for each of the four labs. These organizers will be collected at the end of the lab and will be given points based on completion. (See Rubric) Student hypothesis will be discussed in class; students will tell their hypothesis and explain why they think that. This will give the teacher an idea what students think is going to happen and if there are any misconceptions students have about the Three Laws of Motion. Hypothesis’s will not be corrected since after completing the lab students will understand if they were incorrect in their assumptions and why.

Summative (Assessment of Learning)

During the lab students will be completing a lab sheet that asks questions about what happened during the lab. During the second lab they will be completing a data table that has measurements of how far their cart went. After the lab is completed they will finish filling in their graphic organizers, this time what happened during the experiment. Students will be creating blog entries that describe what happened during each experiment and answering discussion questions. Students will also be finding and describing a current event that has to do with one or more of the Laws of Motion. Blogs will be grade according to the blog rubric (attached) and points will count towards completion of blog at the end of the lesson. Lab papers, including data table and graph, will be turned in upon completion of the lab and will be graded according to correctness and completion.

Integration

English: Students will be writing blog entries that describe what happened during the lab. Social Studies: Students will be finding current events that relate to Newton’s Laws of Motion. Math: Students will be taking down data and creating a graph from it. Type II Technology: Students will be creating blogs that describe what happened during the lab and answers discussion questions. These blogs will also include an entry on a current event that is linked into the entry.

Groupings

After the hook students will read over the lab and fill out the graphic organizer, writing down their hypothesis. At this time students can ask the teacher questions to clarify what they are going to be doing during the lab. Students will then break up into five groups of four. This will be accomplished by grouping students together by birthdates, the four closes will be grouped together. These groups will be developed before class begins. Students will be working at the lab stations with their groups. Students will discuss their hypothesis with their lab groups before they do the experiment.

Differentiated Instruction

Strategies Linguistic: Students will have to read instructions in order to set up the lab. Also respond in writing after the lab is finished. Logical: Students will have to use their knowledge of the laws especially F=ma to hypothesize what is going to happen. Spatial: Students will be seeing the three laws being used; they will also be creating a data table and graph to explain what is happening Bodily-Kinesthetic: Students will be constantly moving in order to complete the lab. Musical: Interpersonal: Students will do lab in groups of four. Intrapersonal: Students will be making hypothesis and doing the lab write ups by themselves. Naturalist:

Modifications/Accommodations

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

Absent Students: Students absent from lab will have a chance to make up the lab by making arrangements with teacher. Labs can be made up before or after school, or during a teacher or students free period if arrangements are made and agreed upon in advanced. When student returns from absence they have one week to schedule a time to make up the lab. Student is responsible for setting up this time, if student does not set up make up time within a week, five points will be deducted from completed lab grade. Upon returning from class teacher will give student all handouts and explain how to fill them out.

Extensions

At the end of the lesson students will be completing lab write up using their Blogger accounts. Each lab will be a blog entry in which they will explain what they thought would happen, what happened and answer any discussion questions. (Lab Report on Blog Account Attachment) Students will also search online to find a current event that is related to one or more of Newton’s Three Laws of Motion. They will create a blog entry that includes a link to the article or website and will provide a brief description of the article and tell how they think it relates to Newton’s Three Laws of Motion.

Materials, Resources and Technology

Lab Handouts Lab Report Handouts Fact and Opinion Graphic Organizer Graph Paper Laptops Extra Pencils

For Lab: 40 Washers Deck of Playing Cards 10 Pennies 5 Cups 5 Ramps 15 Books Masking Tape 5 Carts 5 Meter Sticks 5 Weight Sets 5 Balloons 5 Flexible Straws 5 Strait Pins 5 Pencils with Erasers

Source for Lesson Plan and Research

Lab- http://sciencespot.net/Media/newtonlab.pdf (Modified by Julia Bemis) Graphic Organizer-http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf (Modified by Julia Bemis) Blog Questions- Modified from Newton Lab pdf Hook- http://www.youtube.com/watch?v=C5h2NF2xMYI

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 asked to make predictions to what is going to happen during each of the experiments. They will have to use what they already know about Newton’s Three Laws of Motion in order to make an educated guess towards the outcome of each experiment. Students will also be finding a current event that relates to Newton’s Three Laws of Motion. The student can choose any type of current event, so it can be a subject that interests them or that they want to learn more about.

• 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 making students hypothesize what is going to happen during each experiment. In class students will discuss their hypothesis; this will give the teacher a chance to evaluate students thinking process. If student has an incorrect assumption it will not be addressed unless still there after the lab, in hopes that seeing the experiment will help explain the concept to the student further. 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 creating blog entries that describe what happened during the lab and answer the labs discussion questions. They will also be linking an article or website about a current even that has to do with one or more of Newton’s Three Laws of Motion. Students will also be using Excel to create a data table and accompanying graph.

• 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: Before the lab students will be filling out a graphic organizer that predicts what is going to happen during the lab. Through out the lab students will be completing a lab worksheet and handing it in to be graded at the end of the lab. They will also be creating a graph and data table that explains on of the lab. In addition to this students will be writing blog entries that describe the lab and answers questions about the lab. At the end of the lab students will finish filling out their graphic organizers say what actually happened during the lab. These different ways will have students reflecting multiple times on what happened during the lab and why.

Teaching and Learning Sequence:

Students will enter the class and sit in seats that are set up in five groups of four. They will receive instructions from this seating arrangement and then be separated into lab groups. Lab groups will then move back onto lab benches for the rest of class.

Agenda: Handouts (3) (5min) Discuss Lab (10min) Write Hypothesis (15min) Do Lab (90min)

Students will by applying their knowledge of Newton’s Three Laws of motion to predict what is going to happen during each of the labs. They will see and experiment with examples of Newton’s Three Laws of Motion and document what is happening. Students will understand how each law works and how it can be applied to everyday life. Students will begin class by watch a video about crash test dummies and wearing your seat belt. There will then be a class discussion on which of Newton’s Three Laws applies to wearing your seatbelt. Where, Why, What, Hook Tailor: Linguistic, Spatial, Interpersonal, Intrapersonal

Students will be using knowledge that has been discussed in past classes in order to set up and explain what is happening during the lab. They can use notes or books if they get stuck on a concept and at any point can ask the teacher a questions. Teacher will walk around the lab benches to check on student progress and will address any concerns the students are having. Teacher will also ask leading or inquiry questions to keep groups thinking. Students will become very comfortable using F=ma as well as creating a graph and data table that shows the formula. Equip Tailors: Linguistic, Spatial, Logical, Interpersonal

Students will set up and run experiments with little teacher interaction. Students will be in self run groups with the only task of finishing the lab. Groups will be decided by students age, four in each group, and the groups will sit at separate lab benches. They will be able to do the labs in any order they want as long as they do all of them. There will be periodic “time warnings” so students can judge for themselves how much time they have left. Students will have the freedom for personal inquiry outside of the given experiments and will be encouraged to ask questions and create as way to answer them. Students will change some variables through out the experiment and they will have to explain what happened as well as why it happened. Students will discuss these answers with group members and will have time to think about it for themselves before creating their blog entries. Each group will be responsible for creating a data table and graph of Newton’s Second Law, as well as answering all the questions on the lab worksheet. After class students will create blog entries that describe the experiments that they did. They will describe all four experiments and tell what happened and why as well as answer the given discussion questions. They will also find a current event that relates to one or more of Newton’s Three Laws of motion and explain why it does. Explore, Experience, Rethink, Revise, Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.

At the end of the lesson students will be required to finish filling out their graphic organizers, explaining what actually happened during the lab. There will be a discussion at the end of class to see what the differences in the hypothesis and actual out come were. Students will also be discussing the lab in their groups before they do the blog entries. After students create their blog entries teacher will provide feedback in the form of a comment as to what the student’s grade for the blog is and what they should do to fix it. Feedback will be given one week after blogs are submitted and students have one week after that to make any changes to their blog entries and resubmit them. Any resubmissions must be accompanied by a comment explaining what changes were made and why. Students will add to this blog during their next lab period and will be comparing this lab to the lab they will be doing with Interactive Physics. Evaluate, Tailor: Linguistic, Intrapersonal

Reflection: