Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) I will be teaching a 7th and 8th grade inclusion science classroom at alternative residential school program. The class will be comprised of student with grade level abilities and below grade level abilities in the class. I will need to modify expectations and provide accommodations such as a printed data table for some students. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? No other teachers or paraprofessionals will be present in this lesson plan. Considering part of the lesson will be administered in the parking lot, school staff will be present to ensure that no students AWOL, as it is a residential campus that is court ordered in many cases. What is the long range goal(s) that is tied to this lesson? Gather an understanding of Newtons Laws of motion and more specifically Newtons 2 nd Law, F=ma. What is the specific learning objective(s) for this lesson? Apply Newtons 2nd law, F=ma, to solve for the mass of a car. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Student must understand the scientific concepts of weight, force, mass, and acceleration. Most importantly, they must understand the difference between weight and mass and grasp the concept of using weight as a force. Students will need a basic understanding of algebra in order to solve for mass using Force=mass * acceleration and to solve for acceleration using change in velocity/time. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This lesson is a learning acquisition lesson they are learning how to apply the concept of Newtons 2 nd Law, F=ma. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) The first day of the lesson will be setting up the data chart, completing the experiment and finding values for our final calculations. The lesson will be differentiated in a sense that the lesson will be a one day lesson for specific students, with the expectations of completing all calculations for homework. Other students who receive the accommodation will complete the calculations with the class on Day 2. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? The lesson will begin by presenting the experiment in the classroom and having student create their data chart. The lesson will then move outside to the parking lot where the experiment will be completed. The lesson will return to the classroom to obtain and share data. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? It is an interesting concept, how can I measure the mass of this car without a scale to do so? This lesson teaches students how to apply Newtons 2nd law of motion and find the mass of a car. This lesson is part of the Newtons Laws of Motion Unit. This must be presented to students in order to build a true understanding of Newtons laws, to exemplify how to answer a question with a scientific process, and finally this lesson is a great way to integrate math into my science class. Most importantly, the standards require me to teach this. Also, it teaches teamwork, problem solving skills, integration of math and science, and is a fun hand-on activity. How does this lesson relate to the PA Academic Standards?

S6.A.1.1.1: Explain how certain questions can be answered through scientific inquiry and/or technological design (e.g., consumer product testing, common usage of simple machines, modern inventions). S8.A.1.2.3: Describe fundamental scientific or technological concepts that could solve practical problems (e.g., Newtons laws of motion, Mendelian genetics).
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson will follow the introduction lesson of Newtons 2nd law. In this previous lesson students will understand the concept of more mass means slower acceleration. This lesson will allow them to apply Newtons 2nd law to find values for variables and solve for the mass of a car. The next lesson will begin introduce Newtons 3nd law and will reference this current lesson when giving examples of equal and opposite forces. How will you determine if students have met the lesson objective? (Think assessment) A rubric will be used to assess students completion of the science experiment report. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) This will be a whole group activity with jobs. The experiment will be introduced in a direct instruction whole group method. The students will group off into different jobs and work in cooperative learning groups while we are completing the experiment. When we return to class, if there is time available, students will complete calculations independently and some students will complete calculations in a small group setting.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

S6.A.1.1.1: Explain how certain questions can be answered through scientific inquiry and/or technological design (e.g., consumer product testing, common usage of simple machines, modern inventions). S8.A.1.2.3: Describe fundamental scientific or technological concepts that could solve practical problems (e.g., Newtons laws of motion, Mendelian genetics).

Lesson Objective(s) (Stated in observable and measurable terms) - Students will be able to apply Newtons 2nd Law and determine the mass of a car. - Students will be able to record data and complete their data chart. - Students will be able to use data and F=ma to solve for the mass of a car. - Students will be able to create a lab report to the guidelines of the rubric. Assessment Plan (What will be done to determine if lesson objectives have been met?) - Students will be completing a lab report and assessed according to the rubric attached. Materials: - Computer with PowerPoint and projector - printed data chart (accommodation for some students) -paper and pencils - scales - stop watches - meter sticks - Cones

- Car - Calculators Inclusion Techniques for Students with Special Needs: - Students will receive a printed version of the data chart - Students will receive small group instruction time dedicated to completing the calculations for the experiment. Enrichment Techniques: - Students will do research and find the cars 0 to 60 time. - They will use this value and the mass of the car to determine the maximum force output of the engine. - They are encouraged to try to find the conversion and convert the value to horsepower. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): - One group of students will be expected to copy their own data chart while the other will receive a printed version of the data chart - One group of students will be expected to complete the calculations on their own after the experiment or that night for homework. The group of students who receive accommodations will receive examples of how to complete the algebra. Students who receive modifications will wait to complete the calculations after we do it as a class the next day. - Certain students will receive preferential job choice if they are affected by a limitation. For example, 2 students could be separated by job choice if they dont work well together or a student can be selected to be a recorder if they are on crutches.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: - The introduction will be reviewed in the F=ma Experiment PowerPoint presentation and the outline is attached below. - They will be motivated be a bellringer of estimating how much a car weighs and then completing the experiment to solve for the weight. - All prerequisite skills will be reviewed in the PowerePoint presentation. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) - Present F=ma experiment introduction PowerPoint. - Provide time for students to copy the data chart at the end of the PowerPoint. Also, provide a printed data chart for students who are on the list to receive accommodations. - Take time to assign students to the jobs that are listed in the outline below. - Gather materials and proceed to go outside and set up the course for the car. - Complete experiment using the procedures listed in the PowerPoint and outline. - Come back to class and communicate all of the data so all students can complete their data chart. - Use excess time to allow students to complete calculations. - Work with students receiving accommodations to complete the calculations necessary for the experiment. Guided Practice/Independent Practice/Assessment Activities - Students will complete calculations independently or in a small group. - Students will be given an outline and a rubric to complete their lab report. - They will be assessed based on the outline. Closure: - Remind students that calculations will be completed for homework and that we will review the calculations before any lab report is assigned. Remind students receiving accommodations that they can try the calculations for homework but not to get stressed because we will be reviewing the calculations tomorrow.

Newtons 2nd Law Force=Mass*Acceleration 7th 8th grade Physical Science By: Jim Doran
1. How would you measure the mass of a car?

You dont have a big enough scale! Or a small enough car. The beauty of physics, math and newtons laws, we are able to calculate the mass of a car using newtons 2nd law (F=m*a). In this case, the variables are: Force of push= mass of car*its acceleration
2. Experiment: F=M*a

In the school parking lot, we will push a car across a 10 meter course. While the car is being pushed, we will use scales, stopwatches and the speedometer to find values for the two variables, force and acceleration. We will use determined values of the variables to solve for the mass of the car. Force = Mass of car*Acceleration
3. Determining Force (F)

When students are pushing the car, scales will be placed on the back of the car. You will place your hands on one scale and push the car while estimating the average amount of weight you are pushing with.
4. Determining Force (F)

HINT!!! The car pushers should choose a force to push with. Do your best to keep the scale on that number. Because weight is a measure of force we can use scales to find our value for force. We will add up the weight pushed with by each pushers and use that number for our value for force.
5. Determining Acceleration (a)

Acceleration is the rate of change in velocity

Change in velocity/time In order to determine the acceleration Record the final velocity and use it to determine change in velocity. We need to time how fast the car is pushed across the finish line.
6. Determining Acceleration (a)

Time Begin with front tires on start line. Using stopwatch, record time it took to push car across course. Final Velocity I will be in the car and will communicate the final velocity the car reached. In class after activity, we will convert change in velocity and time into acceleration using the equation V(final)-V(initial)/t
7. F=m*a

Solve for mass, find F and a, M=F/a To summarize, we must find value a value for 2 variables. (force and acceleration) Force
Measured with scales placed on the back of my car. We will convert Pounds to Newton as a class after activity.

Acceleration
Use a speedometer to determine final velocity. Use a stopwatch to time how long it takes to push the car over a 10 meter course. We will convert change in velocity and time to acceleration as a class after activity.

8. Jobs

Measurers- measure and cone off course Timers- Use stopwatches to determine time it takes to push car across 10 meter course. Recorder- record all data on a data chart. Communicators- Make sure recorders are getting the correct numbers from me and timers.

Car pushers- Use scales to measure the force it takes for them to push car across course. Data Chart

Force (lbs) Trial 1 Trial 2 Trial 3

# of Pushers

Velocity Final (mph)

Velocity Initial (mph)

Time (s)

Distance (m)

Lab Report : Determine Mass of Car Using F=ma Teacher Name: Mr. Doran Student Name: CATEGORY Participation ________________________________________ 3 Used time pretty well. Stayed focused on the experiment most of the time. 2 Did the lab but did not appear very interested. Focus was lost on several occasions.

4 Used time well in lab and focused attention on the experiment.

Purpose/ Hypothesis

Procedures

Data

Conclusion

Error Analysis

Safety

1 Participation was minimal OR student was hostile about participating. The purpose of the The purpose of the The purpose of The purpose lab is clearly lab is identified, but the lab is partially of the lab is identified and is stated in an stated, but in an erroneous or stated. Hypothesis unclear manner. No unclear manner. irrelevant. for lab is included Hypothesis No hypothesis No in purpose. hypothesis Procedures are Procedures are listed Procedures are Procedures listed in clear in a logical order, listed but are not do not steps. Each step is but steps are not in a logical order accurately numbered and is a numbered and/or are or are difficult to list the steps complete sentence. not in complete follow. of the sentences. experiment. Accurate data in Accurate data in Accurate data in Data are not tables and/or tables. Tables are written form, but shown OR graphs. Tables are labeled and titled no table is are labeled and titled. inappropriately. presented. inaccurate. Conclusion Conclusion includes Conclusion No includes whether whether the findings includes what was conclusion the findings supported the learned from the was included supported the hypothesis and what experiment. in the report hypothesis, was learned from OR shows possible sources of the experiment. little effort error, and what and was learned from reflection. the experiment. Experimental Experimental errors Experimental There is no errors, their and their possible errors are discussion of possible effects, effects are mentioned. errors. and ways to discussed. reduce errors are discussed. Lab is carried out One safety Several safety Safety with full attention procedure needs to procedures need procedures to safety be reviewed. to be reviewed. were procedures. ignored.

Total

______________________