Download Lesson Plan 4

5E Template- Science
Name: Daniel Cassagne
Content Area: Physical Science
Date: 12/1/11
Grade Level(s): 8th
Topic(s): Newton’s Second Law &
Acceleration
Standards (NSES or Benchmarks)
An unbalanced force acting on an object changes its speed or direction of motion, or both.
4F/M3a
Standards (SOL)
PS.1
The student will plan and conduct investigations in which
a) chemicals and equipment are used safely;
b) length, mass, volume, density, temperature, weight, and force are accurately
measured and reported using metric units (SI—International System of Units);
c) conversions are made among metric units, applying appropriate prefixes;
d) triple beam and electronic balances, thermometers, metric rulers, graduated cylinders,
and spring scales are used to gather data;
e) numbers are expressed in scientific notation where appropriate;
f) research skills are utilized using a variety of resources;
g) independent and dependent variables, constants, controls, and repeated trials are
identified;
h) data tables showing the independent and dependent variables, derived quantities, and
the number of trials are constructed and interpreted;
i) data tables for descriptive statistics showing specific measures of central tendency,
the range of the data set, and the number of repeated trials are constructed and
interpreted;
j) frequency distributions, scattergrams, line plots, and histograms are constructed and
interpreted;
k) valid conclusions are made after analyzing data;
l) research methods are used to investigate practical problems and questions;
m) experimental results are presented in appropriate written form; and
n) an understanding of the nature of science is developed and reinforced.
PS.10 The student will investigate and understand scientific principles and technological
applications of work, force, and motion. Key concepts include
b) Newton’s laws of motion
Objectives (UKD’s)
Students will understand…
 Newton’s second law of motion
 Acceleration is the change in velocity over a certain period of time
Students will know…


The amount of a force on an object effects its mass or acceleration
If the mass or acceleration on an object is altered, the force needed to move that object is
also altered
 How to calculate the mass, acceleration, or force of an object
 How to calculate acceleration
 How changes in acceleration change forces in Newton’s second law
Students will do…
 Change the amount of force acted on an object to find results in the change of mass
and/or acceleration
 Change the mass and/or acceleration off an object and find results in the change of force
 Calculate force, mass, and/or acceleration given a variety of factors
 Calculate acceleration (speeding up, slowing down)
 Show how changes in acceleration affect forces on an object
 Connect acceleration to Newton’s second law
Topic/Essential Question
Topic: Newton’s Second Law & Acceleration
Essential Question: How are forces related to mass and acceleration of an object?
Materials & Resources
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
Desk
Ball
Engage – Time Estimate 5 minutes
Start to go over what I taught the days before with a quick demonstration. First I will push on a
desk and move it across the floor. Then I will try and push up against the wall and ask my
students while it won’t move. Hopefully they remember that the greater the mass of an object,
the more force required to move that object. Since the wall has a much greater mass than the
desk, the force needed to move the wall is simply unattainable. When talking about acceleration,
I will roll a ball across the front table with very little force and watch it accelerate very slowly.
Then I will apply a very large force to move the ball very quickly. Again, I am hoping that my
students remember what we had gone over the day before about the force on an object affecting
the mass and/or acceleration of that object.
Explore – Time Estimate 10 minutes
Since students will know the relationship between mass, acceleration, and force, I will have
students get in groups of three and start to think about possible equations for force, mass and
acceleration. I also want students to come up their own definition of what each term is. I will be
walking around the room to make sure that work is getting done and everyone is participating in
their group.
Explain -- Time Estimate 10 minutes
Once students have an idea of the equations that they think are correct, and some potential
definitions, we will discuss these as a class. I will take the time to give very accurate definitions
of each term based on what I want students to know and what they are coming up with. This is
where I will introduce the units for force (Newtons), mass they will already know (kg) and
acceleration (m/s2). I will also work with students to get the correct equations that are required.
(F=ma, m=F/a, a=F/m).
Extend -- Time Estimate 10 minutes
Once we as a class have all of the correct equations and definitions, I will have students come up
with their own questions. In the same groups, I want students to come up with 2 word problems
that have numbers for two of the values, and the third needs to be solved. This is the first time
that students will be working with actual values for these terms.
Evaluate -- Time Estimate 10 minutes
Once all groups have finished making their word problems, groups will switch papers. Again,
while working in groups, students will need to solve these problems and turn them in for a grade.
I will grade both the questions developed by a group and the questions answered by a group.
This will be a formative assessment of what students can do while working in groups. As for
some independent practice with this, I will assign a few homework problems where students
have to work on their own. I will also collect that and count that as a sort of formative
assessment to obtain feedback to see where my students are at with solving word problems.
Plans for Diversity
ELL’s Accommodations: ELL’s will be in groups throughout most of the lesson. Then when we
are talking as a whole class, there will be no writing or reading, so talking through words will be
more beneficial to them.
Struggling Learners Accommodations: Struggling learners will also be in groups and I will make
sure that they are with students who are my top students. This way, I will be sure that my
struggling learners have a very helpful hand throughout the entire length of the lesson. I will also
be walking around the room and checking on groups occasionally.
Special Needs Students Accommodations: Special needs students will have the ability to get up
and walk around the room and be interactive with other students. Hopefully, this will prevent
them from getting off task and will keep them engaged and interactive with the activity. I will
also be checking in on these students as much as possible throughout the lab activity.
Connections
This is the fourth lesson in the unit and ends the teaching of Newton’s Second Law. We will take
time in the beginning of class to make sure that every student understands this Law and that they
are comfortable answering word problems when given to them.