Name: Hannah Ligon

Class: ELED 3221

Date: March 23rd, 2016
edTPA Indirect Instruction Lesson Plan Template
Newtons Laws of Motion
Elementary Science
_____________________________________________________________________________
Central Focus/Big Idea: Forces and Motion
Subject of this lesson: Newtons Laws
Grade Level: 5th Grade
NC Essential Standard(s):
5.P.1 Understand force, motion, and the relationship between them.
5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of
objects.
Next Generation Science Standard(s): 3-PS2-1. Plan and conduct an investigation
to provide evidence of the effects of balanced and unbalanced forces on the
motion of an object.
MS-PS2-1. Apply Newtons Third Law to design a solution to a problem
involving the motion of two colliding objects.
21st Century Skills:
Communication: Outcome for 5th grade students addresses the importance of students being able
to understand Newtons three Laws of Motion. They should be able to memorize them and
explain what they mean.
Collaboration: Outcome for 5th grade addresses the importance of students being able to work
with other students in small groups, or as a whole class, to answer questions and share ideas.
Academic Language Demand
Language Function: Students are expected to summarize Newtons three laws of motion.
Next, students are given real life examples of each law, and students must work together
in groups to decide what real life scenario goes with each law.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: force, inertia, friction, speed, velocity, acceleration, balanced

forces, unbalanced forces, action, reaction, gravity, weight.

Instructional Objective: Students are expected to be able to summarize Newtons three laws. In
addition, students will be given real life examples of each law and students are to identify which
law goes with each scenario. Students will work in groups for this assignment. By checking the
students results after they figure out what law goes with each scenario, I will be able to check
for understanding as a class. Finally, students will be given an exit ticket at the end of the lesson
to complete individually. Students who score a 3/3 on the exit ticket, will have met the overall
objective.
Prior Knowledge (student): Students are already familiar with Newtons Laws. They do not
have a perfect understanding, but by reading the chapter in their textbook, students have been
introduced to the concept and the three laws.
Content Knowledge (teacher): The teacher should be familiar with the content (Newtons
Laws) so that they can assist students that need help. In addition, the teacher should have
everything prepared and ready to go.
Accommodations for special needs (individual and/or small group): When students are
completing the assignment (as a group), I will be walking around to the groups to make sure all
students are contributing, students are on task, and students understand what is expected of them.
When the students are completing their exit ticket, I will also be walking around monitoring.
ELL students will be given a hard copy of the notes (as requested by my IMB teacher). For
students who finish their work before the class is done, they will continue defining the chapters
vocabulary in their science notebooks.
Materials and Technology requirements:
SmartBoard, Power Point, YouTube Video, Newtons Laws scenarios worksheet (enough for four
groups), Exit Tickets (enough for 26 students).
Total Estimated Time: 40 minutes
Source of lesson: IMB teacher specifically told me to review Newtons Laws and focus on
relating those laws to real life scenarios.
Safety considerations: I will make sure that students are save in my classroom by walking
around monitoring them during the lesson. Also, students will be staying inside and in the
classroom where I am able to see them and help them if there is an issue.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: Yesterday during our science block, we continued learned about Newtons three laws
of motion. You created a foldable out of construction paper. Your foldable was divided into three
separate sections. In each section, you talked about Newton first, second, and third law. You
defined each law with the definition from your textbook, and then explained it in your own
words. Today we are going to continue learning about Newtons three laws. As a review, we are
going to watch a quick YouTube video. https://www.youtube.com/watch?v=mn34mnnDnKU
*Students are allowed to come sit on the carpet in front of the smartboard so that they can
properly see.
*If the YouTube video does not work, or if I do not have access to the Internet at the time of my
lesson, I will instruct students to take out their foldable and have a few students share what they
wrote for each lesson.
Explore: Okay, now that you have watched the video explaining each of Newtons Laws, we
are going to look at the PowerPoint. Students are allowed to stay seated on the carpet. On the
PowerPoint, there is a slide for each of Newtons Laws. Pull up the first slide and just show the
title Newtons First Law. Call on a few students to share what they know about the first law.
What does the first law state? Pull up the definitions for the law on the PowerPoint. Can you
think of any real life examples that support Newtons first Law, etc. Try to have three students
share examples. Show students the picture on the slide that relates to the first slide. Explain how
it shows the first law. Continue with Newtons second and third laws.
Explanation: Okay, now I would like everybody to return back to their seats. For our activity,
you are to work with the other students in your group. The desks are split into four groups.
Groups are labeled 1, 2, 3, and 4. Students already know what group they are in. Each group will
be given a packet with ten scenarios in it. With your group members, you need to decide which
law applies to each scenario. You may use your textbook and your notes, but you may not
collaborate with any other groups. Once you have identified which scenario goes with each law,
write the number of the law in the boxes. On the back of your paper, your group needs to come
up with their own example for each law. It may not be an example that is already provided on the
worksheet. Finally, each group will explain the examples that they created for each law, so make
sure you can explain the situation you came up with.
Elaborate: Okay, lets see what you guys came up with. Group one will read the first and
second scenario and say what law it applies to. They will then explain why they chose that law.
Ask the other groups if they agree. Group two will read the next two scenarios and explain their
answer. Continue until group three and group four have answered two of the questions. For
question eight and nine, ask for volunteers to share what their group came up with and their
explanation. After you have gone over all the scenarios, start with group one and ask them the

three examples that they came up with for each law. Make sure that they explain why that explain
relates to that law. Continue with the other groups.
Evaluate: For the formative assessment, ask students what is one thing they have learned today,
one thing that they enjoyed, or one thing that they do not understand. Try to have as many kids
answer as possible. The teacher should make a mental note of what the students say (especially if
they share something that they do not understand).
In order to check for understanding, give students a quick quiz. (See below for questions). This
quiz will serve as a summative assessment. Students who make at least a three out of three will
have met the objective The teacher can also evaluate students by looking at their results of the
group work to make sure they were able to figure out which law applied to each scenario and if
they were able to come up with their own realistic example.
Summative Assessment Quiz:
Name:__________ Date: _________
Match each law with the correct definition.
a. Newtons 1st Law

b. Newtons 2nd Law

c. Newtons 3rd Law

1. _______ For every action, there is an equal and opposite reaction.

2. _______ The state of an object does not change until a force is applied to it.

3. _______ The greater the mass of an object, the more force it will take to accelerate the
object.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
During the group work, 3 out of 4 of the groups correctly matched all 10 scenarios with the
correct law. The 4th group only confused one of the laws. In addition, all of the groups were able
to come up with reasonable scenarios to relate to each of the laws. For the Summative
assessment quiz, 24 out of 26 students correctly answered all three questions and therefore met
the objective. The other two students confused Newtons second and third law.
CT signature/confirmation: _________________________________ Date: ________________