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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.