SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

REVISED 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Sara Hoffman

Subject Area

891472409

Class Title

Physical Science

Lesson Title

Physical
Unit Title

Forces and
Motion

Newton

Grade Levels

Total Minutes

55

CLASS DESCRIPTION

This class has 30 students, 16 boys and 14 girls. The class is mostly caucasian, with several asian, Indian, and
hispanic students. These students range from 13-14 years old and most live in the Ladera Ranch community.
Students are social and enjoy a wide range of extracurricular activities such as sports, playing an instrument,
charity organizations, and church. This group has many high achievers and most students hope to attend college
upon high school graduation. There is one student with a 504 plan that needs more time to complete quizzes and
exams. Several other students take longer to complete assessments as well.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
Content Standards

English Language Development Standards (ELD)

MS-PS2-1.
Apply Newtons Third Law to design a
solution to a problem involving the motion of two
colliding objects.*
MS-PS2-2.
Plan an investigation to provide
evidence that the change in an objects motion
depends on the sum of the forces on the object and
the mass of the object.

Common Core State Standards Connections:

ELA/Literacy RST.6-8.1
Cite specific textual evidence to
support analysis of science and technical texts,
attending to the precise details of explanations or
descriptions.
RST.6-8.3
Follow precisely a multistep procedure
when carrying out experiments, taking measurements,
or performing technical tasks.
WHST.6-8.7 Conduct short research projects to
answer a question (including a self-generated
question), drawing on several sources and generating
additional related, focused questions that allow for
multiple avenues of exploration.

Lesson Objective(s)

Evidence

Students will view several short videos and watch the

teacher demo to build background knowledge and
vocabulary to better understand Newton's Laws of
Motion.
Students will consider the big question of the unit and
begin their investigation guide that will be used over
the course of the unit.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
EL
To provide and gauge

student background
knowledge about forces

Implementation

Journal Questions

Formative: Students will include new vocabulary in

their vocabulary journal. Students will be presented
with anchoring activity and given an investigation
guide to start research questions.
Summative: Students will show teacher 4 potential
research questions in response to the anchoring
activity.
Feedback Strategy

Class discussion.
Students will volunteer
to provide answers and

How Informs Teaching

This will inform the

teacher if there are any
common

and motion.

teacher will go into

more detail depending
on students' depth of
knowledge.

PM

Check for
understanding
throughout the lesson.

There will be
immediate feedback
given in the form of a
class discussion
throughout the video
and demo. Teacher will
periodically stop
instruction to check for
student understanding.

To show what students

have taken away from
the lesson. Evidence of
learning. Also to
engage students in an
investigation. Prompt
for future lessons.

Thumbs up, thumbs

down & Think-PairShare

4 Research Questions
on their Investigation
Guide

Students questions will

be stamped by the
teacher at the end of
class.

misconceptions about
Newton's first and third
law. This will also build
background knowledge
that students will revisit
multiple times
throughout unit.
This will inform the
teacher whether or not
there is any confusion
about the concepts of
motion. If students are
hesitant to answer
questions or give an
affirmative/unanimous
thumbs up, teacher will
need to stop and relate
concepts to their
everyday lives to make
the content more
relevant and
understandable. Can do
this by relating
concepts of motion to
sports, riding a bike or
a skateboard, etc.
Will inform teacher
where to start the next
lesson and if students
are applying the
vocabulary and
concepts appropriately.

INSTRUCTION
Instructional Strategies

Journal Questions, Video, Demo, Investigation Guide

LESSON INTRODUCTION/ANTICIPATORY SET
Time
Teacher Does

20 min

Journal Questions:
1. List all the factors that affect a car's ability
to move from one point to another.
2. Name 3 factors that would increase the
speed of the car.
3. Is there a force pulling on you right now?
If so, what is it called?
Teacher has these questions projected on the
television screen in the front of the classroom.
Teacher several minutes for students to complete
the questions, then initiates calls for volunteers to
answer questions and begin class discussion.
Videos:

Student Does

Journal Questions:
Students know to start jump start questions at the
beginning of class. They work individually and
wait for the teacher to start the lesson. Journal
questions are turned in with their unit packet on
the day of their unit test.
Videos:
Students will watch 2 short videos and activate
prior knowledge to deepen understanding about
Newton's Laws of Motion.

https://youtu.be/08BFCZJDn9w
(Physics in the NFL)
https://youtu.be/PNTLDNxTMdg
(Bozeman Science- Newton's Laws)
Teacher will show these videos, stopping several
times to check for understanding. For example,
stopping during the NFL video and asking
students for other examples of laws of motion in
their daily lives.
LESSON BODY
Time

Teacher Does

Student Does

Demo:
Teacher will demo motion by sliding a skateboard
and determine variables that would impact the
skateboard's speed or ability to move. Teacher
will test several variables and ask for more
examples of Newton's laws that are common in
students' everyday life.
20
mins

Vocabulary Journal:
Teacher will have essential vocabulary on the
board. Teacher will review each vocabulary word
that students have already heard in the videos and
in the demo. Students will work in pairs to add
the words to their vocabulary journal.

LESSON CLOSURE
Time

15
mins

Demo: Students will watch demo and use

background information to consider variables that
will impact the speed of the skateboard. They will
begin to think about

Vocabulary Journal:

Teacher Does

Investigation Guide:

Student Does

Investigation Guide:

Instructional Materials, Equipment, and Multimedia

Co-Teaching Strategies

One Teach- One Assist

DIFFERENTIATION
English Learners

Front load vocabulary

with pictures.
Visuals such as the two
videos will help reinforce
the vocabulary used
throughout the lesson.

Striving Readers

The videos reinforce the

vocabulary and the
concepts used throughout
the lesson.
Students will add new
vocabulary to a
vocabulary journal.

Students with Special

Needs

Students will receive

extra time to complete
assignments upon
request.
Students will be allowed
any accommodation
necessary to complete
instructional activities.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Advanced Students

Students can use phones

to do additional research
and can collaborate with
others when considering
their 4 research questions
on their Investigation
Guide.