Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Andrew Lewis
04/10/2015

Subject/ Topic/ Theme

Forces and Motion

Grade

7th

I. Objectives
How does this lesson connect to the unit plan?
This lesson will teach the students a little of the background of Isaac Newton which will help them remember his three laws. These laws a critical to a solid
understanding of force and motion.
cognitiveR U Ap An E C*

Learners will be able to:

Students will remember and understand Newtons laws and give examples of each.
Students will analyze the effect that Newtons discoveries have had on the world in the last 400 years.
Students will write a brief essay describing the importance Newtons discoveries on the present world or an alternate
universe where Newton did not make the discoveries he did.

physical
development

socioemotional

R, U
An
C

Common Core standards (or GLCEs if not available in Common Core) addressed:
7 H1.2.6 Identify the role of the individual in history and the significance of one persons ideas.
W.GN.07.01 Write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate
conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists,
personification).
P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.
P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Understand what Force, mass, acceleration and motion are. Remember Newtons three laws. Be able to
write a brief creative essay.
Pre-assessment (for learning): Questions on Newtons three laws and examples of each.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Questions at the end to see how much of Newtons life they remember.
Formative (as learning): Short essays on how the world would be different without Newtons discoveries.
Summative (of learning): Test at the end of the unit.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Teacher gives the students

examples they have seen in real
life for each law.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Teacher writes Newtons Laws

on the board and says them out
loud, in a variety of different
ways. 2nd law written as F=ma
and spelled out in words.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Interesting stories of Newtons

youth and life engage the
students more in his laws.
Provide options for expression and
communication- increase medium
of expression

Students get to be creative

about what aspect of their life
Newton has affected.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students get to choose what part

of their life Newton has
affected.

Provide options for comprehensionactivate, apply & highlight

Stories of Newtons childhood

will help students remember
these concepts.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Teacher tells students they

should have a rough draft to
have other students proofread
the day before handing in.
Whiteboard, markers, paper, pencils or pens, laptops

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Teacher tells students what they

are doing for the day.

Traditional classroom set up with the four rows and two students to a desk.
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components

2 min

5 min

Motivation
(opening/
introduction/
engagement)

8 min

11 min

14 min

15 min

18 min

22 min

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher begins class by reviewing with the students Newtons three laws
of motion.
Whose laws have we been learning about the past couple of days?

Students think back to the laws they have been learning about and think
about Isaac Newton.

Teacher goes through the 1st law giving an example of someone flying
through a car windshield if they dont have a seatbelt on.
Newtons 1st Law states that every object in motion tends to remain
in motion and every object at rest tends to remain at rest unless acted
upon by an Unbalanced Force.
What does Newtons 1st Law say?
What is another name for Newtons 1st Law?
.
Teacher goes through the 3rd law giving an example of when a bird flies it
exerts a force backward and an equal and opposite force pushes the birds
wings forward, and Newtons Cradle.
Newtons 3rd Law states that for every action, there is an equal and
opposite reaction.
What does Newtons 3rd Law say?
Teacher goes through the 2nd law giving an example of a professional
football player having more Force than the students because the football
player is more massive.
Newtons 2nd Law says that objects mass and acceleration equally
affect the Force. This can be shown by the equation F=ma.
What does Newtons 2nd Law say?
What affects the size and direction of a Force?

Students recall that Newtons 1st Law is why we have to wear a seatbelt
and think back to the concept of Inertia by answering the questions posed
by the teacher.

Teacher talks about the difference between acceleration and speed.

Acceleration is how fast an object changes speed, speed is how fast
you go from here to there, how long it takes.
What does mph stand for?
If Billy is faster at accelerating but has a slower top speed then John
who will win a short race?
What about a long race?
What does 0 to 60 in 4 seconds for a car mean? When Drake says 0 to
100 real quick which is he talking about?

Students will have most likely misunderstood acceleration to be speed. So

students think about the difference between acceleration and speed and
the real life situations they have seen acceleration.

Teacher explains that Newton did much more than just developing these
three laws.
Today we will be learning a little background knowledge on Newtons
life.

Students listen to Newtons upbringing on a farm and picture how he

grew up. Students wonder what would be different without Newtons
ideas and theories.

Teacher talks about Newtons upbringing how he was born prematurely

in 1643 and due to this he was picked on at school. This bullying
motivated him to excel at school. His mother later pulled him from school
wanting him to be a farmer but he was awful at it.
Just imagine if his mother had gotten her wish. How would the world
be different? Just keep that in mind.
Teacher describes how Newton went to Cambridge University and how
he developed his theories of Calculus, gravity, optics (properties of light)
and made his own telescope.

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Students recall that Newtons 2nd Law is what was shown by Newtons
Cradle, and why rockets can fly in outer space.

Students remember that mass influences force from the activity involving
different size balls and the distance of cups. Students take notes that
acceleration also affects a Force. Students think about how acceleration
can affect Force.

Students think about the three laws and wonder what else Isaac Newton
did in his lifetime.

Students are in wonder of how Newton discovered these things and

developed all these theories well he was on a year and a half break.

Newton came up with the idea that white light can be separated into
its component parts with a prism.
What do you do on your summer break?
I work and hangout with my friends I dont develop world chaning
ideas.

28 min

Teacher brings up the story of the apple falling on Newtons head.

What is the famous example of Newton that demonstrates gravity or
led him to think of gravity?
Do you think an apple actually feel on his head?
His theories of gravity led to the discovery of Uranus.

Students recall the story or hear it for the first time and it helps them
remember that Newton came up with the theory of gravity. However
students question the validity of the story that an apple hit him in the
head.
Students think about what an honor it was for Newton to be knighted and
what a complex life he lived.

30 min

Teacher brings up story of Isaac Newton being knighted by the Queen

Anne of England.
Why do you think we call him Sir Isaac Newton?
Newton was knighted by the Queen for both scientific reasons and
political reasons.

32 min

Teacher reviews Newtons three laws.

Who can name one of Newtons laws?

Students think back to Newtons 3 laws and hopefully connect them to his
stories and upbringing to make it easier to remember for next time.

Teacher brings class back to the discussion of what if Newton became a

farmer.
So what would be different if Isaac Newton hadnt existed or had
become a farmer?
Next time you watch T.V. or text one of your friends thank Newton
for coming up with a theory on gravity that keeps satellites in orbit.
Would much change?

Students think back to all of Newtons theories and ideas and wonder
about how they have affected the world around them. Students think
about the T.V. and texting they watch and wonder how Newton affects
that.

Teacher tells students that their assignment due in a week is to write a one
page paper on Isaac Newton. They are to write a paper on at least one
aspect of their life that would be different without at least one of
Newtons theories or ideas.
This is the main question to think on, how would life be different if
Newton had not made his discoveries?

Students continue to think on how the world would be different without

Newton and begin to brainstorm for their paper.

Teacher engages students with a discussion on science as model making,

and the nature of science.
If science is the modeling of the real world will there ever be a point
in time when humans understand everything about the world?
The world is so big and we cant understand everything is that okay?
Can we ever make a perfect model of some natural process?

Students think about how science is about making models and wonder if
there is any point where we will know everything. Students discuss with
other students their worldviews and ponder their own.

34 min

36 min

40 min

Closure
(conclusion,
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I was given the opportunity to teach this lesson. However some minor changes were made, Mr. Smith said we did not have
time to do the paper on how Newtons discoveries and inventions have changed the students lives. Also I did not have time to
have the discussion on science as model making. I would have to condense the lesson a bit more or some who keep the
students more on task. That was the final problem, the students did not engage with the material as much as I thought they
would. They seemed energetic and would talk between each pause as well as arguing with other students at every question
they answered. I need to keep the students more engaged next time by asking more interesting questions or having pictures
and a slideshow. Also maybe making them take more notes would help keep them on task.

9-15-14