Download Synthesized Integrated Lesson Plan for Newton

Synthesized Integrated Lesson Plan for Newton’s Laws and using Algebraic Formalae
This lesson plan combines a science lesson introducing Newton’s three laws of motion
with a math lesson on the basics of algebraic functions. Changes made to the original Newton’s
three laws lesson can be identified with the following: green text denotes addition of math
lesson; blue bold text denotes WAC elements; and purple italicized text denotes cultural
inclusion elements.
Algebraic formulas and Introduction to Newton’s three laws of motion
Grade: Adult Education GED prep
Length: 90 minutes (or longer
Date: 07/27/19
depending on experiment
chosen)
Title
Part 1: Review of algebraic formulas
CASAS Competencies:
Standard
6.5.1, 6.5.3, 6.5.4, 7.2.2, 7.2.4, 7.2.6, 7.3.2, 7.3.4
GED accelerations: A.1.a, A.1.b, A.1.d, A.2.a. A.2.b
SP.6.c
SP.3.b.
Central Focus
(CF)
Academic
Language
Lesson Part
do
Instruction
Inquiry
Preview
Review
Review variables and solving algebraic formulas (DOK 2), practice real-life
use of formulas for problem-solving (DOK 2-3), describe other ways to
solve the same problems without formulas (DOK 3).
variables, algebra, formulas, expressions, equations
Activity description/Teacher does
Teacher asks class if they know what
algebraic formulas are, and what the
differences are between formulas and
equations or expressions. Teacher then asks
what they want to learn about it.
Teacher passes out intro to algebra
handouts and reviews concepts and
vocabulary. Vocabulary goes on the board,
and students take notes on definitions.
Provide videos on introduction to algebra at
www.mathantics.com for whole class or
groups, as necessary.
Teacher then asks students to think of reallife situations where using a formula would
help with problem-solving (examples:
figuring out fuel efficiency in your car;
Students
Students share their opinion
about what the KNOW about
the unit and what they WANT
to know.
Cultural inclusion: Ask
students if or how they learned
about math in their home
countries.
Students relate real-life
experiences with problem
solving using formulas.
Cultural inclusion: students
can share how the cost of loans
or credit cards might work in
their own countries
how much interest you’re paying on a loan
or credit card balance).
Practice
Activity
Support
Provide worksheet for practice in solving
formulas when given values to enter for
variables. (Worksheet was designed to
include formulas that have similar
composition to those for Newton’s laws of
motion.)
Teacher reads the introduction and
instructions with the class and students
work in groups comprised of students with
differentiated abilities. Teacher will
circulate through the class and check in on
groups, and provide additional supports to
those who are not proficient at this level of
math understanding.
Review answers as a class when finished.
Informal
Assessment
As students share answers to the worksheet
problems, teacher will ask probing
questions to determine how they arrived at
their answers, or whether they can think of
alternative methods.
Title
Part 2: Introduction to Newton’s three
laws
CASAS Competencies:
0.1.5, 4.8.1, 5.7.2, 7.2.1, 7.2.2, 7.2.3, 7.2.4,
7.4.8
Standard
Central
Focus (CF)
GED accelerations:
P.b, SP.1.a, SP.1.b, SP.1.c, SP.7.a, SP.7.b
Understand the concepts of the three laws
of motion (DOK 2), use the formulas for
the 2 and 3 law to solve problems (DOK
2-3), describe the relationships between
force, mass, and acceleration or velocity
(DOK 3).
variables, physics, formulas, mass,
acceleration, velocity, force, Newtons,
inertia, equations
nd
Academic
Language
Lesson Part
Students will solve formulaic
problems.
Students will also learn to
identify how variables work
within a formula, and use the
appropriate terms for elements
of a formula (variable, term,
operation, etc.)
Students who need additional
support are encouraged to use
computers to access Kahn
Academy or other study
websites for further work.
rd
Activity description/Teacher
does
Students do
Instruction
Inquiry
Preview
Review
Teacher asks class if they’ve heard of
Newton’s laws of motion. Teacher then
asks what they want to learn about it.
Using the text and the Newton’s 3 laws
website, review all 3 laws and how they
work.
Students share their opinion
about what the KNOW about
the unit and what they WANT
to know.
Cultural inclusion: Ask
students if or how they learned
about science/physics in their
home countries.
Teacher then asks students to think of reallife situations:
1. If you are skateboarding and
Students share ideas and
your skateboard hits a rock, what
answers to the questions.
happens to the skateboard? To you ?
2. How much fuel does it take to
launch a rocket ? Is it more or less
than the fuel it takes to get a car
moving ? Why ?
Practice
Activity
Support
Provide worksheet for practice Activities
on pages 288-289, “Ch. 8.1 Newton’s Laws
worksheet”
Teacher reads the introduction and
instructions with the class and students
work in groups comprised of differentiated
abilities. Teacher will circulate through the
class and check in on groups.
Review answers as a class when finished.
Informal
Assessment
Practice
Activity
Support
As students share answers to the worksheet
problems, teacher will ask probing
questions to determine how they arrived at
their answers, or whether they can think of
alternative methods.
Choose an activity that complements
Newton’s laws. Included are “Matchbox
Cars” or “Superball Bounce”.
For whichever experiment is chosen,
teacher distributes the copies of handouts
and materials, and reads the instructions
aloud, asks concept-checking questions to
make sure that students understand the
instructions, and reviews all vocabulary.
Teacher pairs students with different
partners to complete the tasks. (NOTE:
both labs include a computer research
component. If computers are not available,
Students will solve laws of
motion problems.
Students will also learn to
identify how variables work
within a formula, and use the
appropriate terms for elements
of a formula (variable, term,
operation, etc.)
Student work in pairs or groups
to complete the experiments.
Cultural inclusion: have
students form groups that are
culturally diverse to whatever
extent possible, and encourage
discussion amongst them while
they are performing the
activity to compare their own
ideas about how their culture
would approach the problem.
Students complete all steps of
the given experiment in
Organize,
Synthesize
and
Compare
provide basic background information
handouts for the students to complete those
tasks.)
Teachers ask prompting questions to spur
cultural discussion, and circulate to hear
and participate in them.
Teacher monitors the class and provides
support when needed, writes down some
common mistakes for error correction later
on. Progress through the steps of the
experiment can be kept on the board, and
data collected from each group can be
compiled in a table on the board so students
can see how data can vary even when
they’re all doing the same thing.
Discuss how algebra skills helps
understanding of how Newton’s laws of
motion work. Ask students to think of ways
to solve motion problems without algebra,
and emphasize how difficult
communicating it to others would be
without algebra. While things can be
explained, detail and accuracy are lost.
Ask students what sort of jobs would
require the kind of skills or knowledge they
learned today with the formulas and laws of
motion.
Cultural inclusion: ask students what sort
of jobs are available in their home
countries that are relevant to this lesson,
and encourage them to describe how it’s
the same or different from how it’s done
here (technology differences, regulations,
etc)
groups, and turn in individual
lab worksheets.
Students share ideas about how
hard it would be to understand
physics without math or
algebra. Students attempt to
explain a specific example of
Newton’s 2 law without math.
Students discuss different
kinds of jobs they think would
need these skills and
knowledge.
nd
Formal
Assessment
Teacher hands out the writing prompt,
and reads through the instructions with
the class to ensure understanding.
Vocabulary is also reviewed. (Optional:
provide information about Newton and
his historical context, and students can
do additional research to write about
what they learned about him and his
work.)
Differentiated assignments: requiring
one paragraph or an essay, and grading
at skill level for concepts and mechanics.
Cultural inclusion: Review vocabulary
words in other languages represented by
the students in the class, and discuss
similarities or differences in the word
structure or variations in definition.
Students write a reflection
paragraph (or essay depending
on level) explaining what they
learned and how it was reflected
in the activity, as well as how
the scientific method (learned in
an earlier lesson) was used in
this activity.
Cultural inclusion: student can
also write about jobs in their
home countries, or how their own
culture is represented in jobs in
the U.S. that are relevant to this
lesson.