WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Ashley King

Date: 4-3-14
School: Andrew Jackson Middle School
Grade/Subject: Sixth Grade General Science
Unit Topic: Forces
Lesson Topic: Forces Act in Pairs
Lesson 3
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will test Newtons third law of motion to see that for every action there is an equal and
opposite reaction.
2. Students will explain how the third law of motion is applied to the penny lab.

WV CSOS
1. SC.O.6.2.22 apply the effects of balanced and unbalanced forces on motions of objects.
2. SC.0.6.1.10 utilize experimentation to demonstrate scientific process and thinking skills (e.g.,
formulating questions, predicting, forming hypothesis, quantifying, or identifying dependent and
independent variables.)


NATIONAL STANDARDS
1. Collect, analyze, and use data to explore and explain related science concepts.

MANAGEMENT FRAMEWORK
Overall Time: 40 minutes (2 hour early out)
Time Frame: 10 minute teacher intro
20 minute activity
10 minute closure
10 minute summative testing


STRATEGIES
Teacher/student led discussions
Group practice
Teacher modeling/demonstration
Cooperative groups
Think, pair, share


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
I will use hands-on learning for those who are kinesthetic learners
I will use group work for students who like to be leaders and for students who like to bounce
thoughts off of other people.
I will use think, pair, share


PROCEDURES: Introduction/ Lesson Set
I will ask the students if they can tell me what we did on Wednesday (force = m x a). After that I will ask
the students if any of them can tell me Newtons third law. Then I will tell them that it is defined: for
every action, there is an equal and opposite reaction. This means that if you punch someone in the face,
that their face hits your hand with the same force your hand hit their face. This is why hands are broken
during fights. I will then ask the students if they can think of any examples. I will let them know that the
action and reaction force are not on the same object. The action is on the object the force is applied to
and the reaction is on what applied the force. So the action force of the fight would be on the face from
your hand and the reaction force would be on the hand from their face.


PROCEDURES: Body & Transitions
Next we will do the coin lab.
I will ask one person to distribute 6 pennies to each group
I will then tell them the procedures of the lab:
o They will need to line their pennies up side by side, and leave one out.
o Next I will tell them they will be flicking the left over penny onto the groups of the other
pennies
o I will then tell them that before they start to write down their hypothesis at the top of their
paper.
o They will flick the penny five times ( one time for each group member)
o Next, they should hold down the pennies in the row, and flick the penny at the group to see
what happens
o They will also hypothesize both of those before they do them.
o They will be filling out their observation chart the whole time
o They will then answer the questions that are after the chart.


PROCEDURES: Closure
We will clean up the mess
We will discuss what happened during the lab and how it related to Newtons third law
We will then take the formal summative assessment ( see attached)
ASSESSMENT: Diagnostic
I will ask the students if they know what Newtons third law is, or if they know any examples. (objective
1 and 2)


ASSESSMENT: Formative
I will observe the students as they work on the lab to make sure they are doing it correctly (objective 1
and 2)
Also asking the students if they understand what is happening during the lab (why did one penny fly off
the table and the other didnt?) (objective 1 and 2)

ASSESSMENT: Summative

Post test testing all objectives from this lab and previous labs (all)

MATERIALS
Pencil
Lab data sheet (see attached)
Pennies
Summative assessment (see attached)

EXTENDED ACTIVITIES
If Student Finishes Early: Help start cleaning up the mess or read their leisure book if not enough people
are finished to clean up.

If Lesson Finishes Early: Review all three of Newtons laws, what we have done all week, and then start
the flip book if we have not already started it by now.

If Technology Fails: I do not need technology for this lesson.

POST-TEACHING
Reflections
Please see attached
Data Based Decision Making
I did plan and implement a variety of assessment measures throughout the lesson, beginning
with my introduction. When I began the lesson, I summatively assessed their knowledge of the
two previous lessons we did. I asked them what Newtons first law was, and they were able to
tell me by heart what it was, but when I asked them what Newtons second law was, it wasnt
as easy for them. I asked them what force, mass, and acceleration were and they did know
what that was. I then diagnostically assed the students if they knew what Newtons third law
was and they had a pretty good idea about it. They said that if one there was an equal and
opposite force, which is right. I formatively assessed the students afterwards by asking them if
they understood my example about someone punching another in the face. I then formatively
assessed the students while they were working on the lab. This made a lot of since to them, and
they were able to apply it to Newtons law very well. I then summatively assessed the students
about my three lessons. They had to take a formative summative quiz, which was the same as
their diagnostic quiz. I was able to get qualitative data from the informal diagnostic and
formative quizzes, and I was able to get quantitative data from the formal and summative
assessment, which I have put the information in a chart:

0
1
2
3
4
1 2 3 4
s
t
u
d
e
n
t
Problem Number
Lab 3, Fromative Assessment- Period
1
Series1

This chart shows that only one student missed question number two, and those three students missed
question number four. The only reason theses students missed these was because they did not answer
them. Question number two asked what happened to the coins at the end when you slid the other
coins. This question should have been answered very easily. Number four, actually assessed how this lab
related to Newtons third law. This means that the students would have had to use higher order thinking
skills, but the only problem with this is that the question was left blank.
This is the chart for Period two:
0
1
2
3
4
1 2 3 4
s
t
u
d
e
n
t
Problem number
Lab 3, Formative Assessmen-Period
2
Series1

This shows that second period did worse than first period, but they only missed one more problem, with
two missing it. I think that the students were being very lazy today, and I think that the students would
have been able to answer these questions if their minds were not on the early out and on spring break
being next week.
After finishing this formative assessment, I gave the students a summative assessment. These are the
results for it:
0
2
4
6
8
10
1 2 3 4 5 6 7 8 9 10
S
t
u
d
e
n
t
Problem Number
Formal Summative Frequency of
Each Problem- Period 1
Series1

This shows that the students still had trouble with question number 1, 2, 8, 9, and 10. Only five students
missed number one compared to eleven on the diagnostic quiz. Only four students missed number two,
compared to eight. No people missed number three, compared to one on the diagnostic quiz. One
missed number four, compared to none on the diagnostic quiz. Two missed number five compared to
three on the diagnostic quiz. One missed number six, compared to fifteen on the diagnostic quiz. No
students missed number seven, compared to eight on the diagnostic quiz. Eight people missed number
eight which was the same as the diagnostic quiz. Six people missed number nine compared to ten
people on the diagnostic quiz. Four people missed number ten compared to six. Overall, I think that the
students learned during my teaching, even though these scores do not look very good.

The students range was from a fifty percent, to a hundred percent compared to the diagnostic test
which was a forty percent to a ninety percent. The average score was eight-three percent compared to a
sixty- five percent average on the summative quiz. This was a raise of eighteen percent, which I consider
very good! Especially since this was my first time teaching a unit.
Here is the frequency chart for period two:
0
5
10
15
1 2 3 4 5 6 7 8 9 10
S
t
u
d
e
n
t
Problem Number
Period Two-Formal Summative
Assessment
Series1

Thirteen students missed number one, compared to eighteen on the first quiz. Ten students missed
number two, compared to sixteen students. Zero students missed number three, compared to three on
the first quiz. Zero missed number four, compared to two. Five students missed number five, compared
to eight. One missed number six compared to fourteen on quiz one. Zero missed number seven
compared to nine on quiz number one. Zero missed number eight, compared to twelve on quiz number
one. Seven missed number nine compared to thirteen on the first quiz. Eleven people missed number
ten compared to nine on the first quiz. Overall the students increased their learning even though this
chart looks like the students missed a lot. Here are the percentages of the grades for these quizzes:
0
2
4
6
8
10
1 2 3 4 5 6 7 8 9 10
S
t
u
d
e
n
t
Score
Summative Assessment Grades
Series1

The students range for this assessment was from sixty to one hundred, compared to their first quiz,
which was twenty to ninety. I think that this is great. The average percentage on this summative
assessment was a seventy three compared to forty nine. Their average increased by twenty four
percent, which is great in my opinion! This means that they did learn something from me, and I think
that for my first time, this is a great increase!

Today is my last day of observations and teaching, but if I were teaching this entire unit, I would review
with the students on Monday, and I would then have them work on a Newtons law flip book where
they would apply their knowledge and show examples of each of Newtons laws and a definition for
each of the laws. Overall I believe that the students got the majority of this lesson!