Lesson Planning Form for Accessible Instruction — Calvin College Education ProgramTeacher Date Andrew Lewis 03/26/2015 Subject/ Topic/ Theme Forces and Motion Grade 7th I. Objectives How does this lesson connect to the unit plan? The students will see that the mass of an object is one factor determining the size of the Force and therefore the amount of motion of the object. This is important when predicting the motion of an object after experiencing a given force and how far it will move. cognitiveR U Ap An E C* Learners will be able to: Students will understand that the mass of an object affects the size of the force which can be seen in the change in motion of an object. Students will understand how to measure and graph results of an experiment. Students will analyze the results to see if they match what they should theoretically be. Students will calibrate and work together. Students will accurately measure using a ruler and meter stick. physical development socioemotional U U An x x Common Core standards (or GLCEs if not available in Common Core) addressed: P.FM.05.34 Relate the size of change in motion to the strength of unbalanced forces and the mass of the object. S.IP.07.14 Use metric measurement devices in an investigation. S.IP.07.13 Use tools and equipment appropriate to scientific investigations. S.IP.07.12 Design and conduct scientific investigations. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create II. Before you start Identify prerequisite knowledge and skills. Students should know about Forces. A definition of mass. How to create graphs and interpret them. Pre-assessment (for learning): Grading the quiz from the previous lesson. Outline assessment activities (applicable to this lesson) Formative (for learning): Students writing down the relationship between mass and Force. Formative (as learning): Questions at the end of the activity. Google documents graph presentations. Summative (of learning): Test at the end of the unit. Completion of graphs and tables. What barriers might this lesson present? What will it take – neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson? Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Activity will give the students experience with the content and make it easier to remember and connect it to something. Provide options for language, mathematical expressions, and symbols- clarify & connect language Students have the graph to look at and a verbal/written description. 9-15-14 Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Activity involves the students physical measuring, rolling the balls and graphing the points. Provide options for expression and communication- increase medium of expression Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Activity to make it more interesting and engaging. Students get to choose the balls to drop. Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback Students work in groups with students of differing abilities than their own. Provide options for comprehension- activate, apply & highlight Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Teacher tells students they will find out one influence on Force. Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use? Inclined Plane, balance, Tennis balls, ping pong balls, super balls, bouncy balls, golf balls, meter sticks, rulers, Styrofoam cup, graph paper, worksheets, labtops Traditional classroom set up with the four rows and two students to a desk. How will your classroom be set up for this lesson? III. The Plan Time 4 min Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Components Motivation (opening/ introduction/ engagement) 8 min 10 min Teacher begins class by asking students questions to get them thinking about what affects the size of the Force. If I ran at you and pushed you how far do you think you would fly backwards? How would it be different if Ndamukong Suh (NFL defensive lineman) hit you at the same speed? Why would you fly further back if he hit you? Students will answer the questions posed by the teacher and begin thinking about what affects the size of a Force. Students think about experiences seeing people or objects colliding and how these collisions have differed. Teacher introduces the activity and describes the goals and potential difficulties. Each group of four will be given a book, ruler, meter stick, Styrofoam cup, graph paper, and three balls of varying mass of their choice. The balls will be pre-weighed and each group will construct a ramp using the books and a ruler. The cup will be placed at the end of the ruler with the meter stick beside it. The groups will roll each ball down the ramp three times and measure the distance the cup moved on the table. The weight of the ball and the distance traveled will be recorded on the worksheet by each student. When they are finished they will ask the teacher for a piece of graph paper before as a group creating a graph. At the end each group will know how mass affects the size of a Force. What do you predict the graph should look like? Students think about the activity, picturing it in their mind and wondering how mass will be affecting the size of the Force. They will think about their past experiences to predict what the graph may look like. Teacher describes how the bigger the force the more the cup is pushed backwards. So more distance pushed means a greater force was exerted on it. What is required to push the cup backward? Would that be a push or a pull, our definition of a Force? If we are testing for the influence of the cup we should keep everything the same but what? What Force is stopping the cup? Students will answer the questions and understand that Force is applied to the cup when it moves because it is in motion. Students will see that the bigger the Force the more motion the cup should experience in other words the farther distance the cup should move. . 11 min 13 min 40 min 9-15-14 Development (the largest component or main body of the lesson) Teacher splits the students into groups of three, organizing the groups so that students with different abilities are in the same group. Teacher has groups preplanned. Students answer the questions thinking about what they need to do to begin the activity and what they need to do throughout the activity. Teacher tells students to begin the activity. What does each group need? Should you graph first or record the information in the table first? What does cm stand for? What can we use to represent grams? Students begin the activity in their groups taking turns recording the distance and mass of objects, dropping the ball, and measuring the distance traveled by the cup. Teacher walks around and asks students clarifying questions. Have you noticed any trends so far? It is okay to not see any trends. What is different between the three balls? What would happen if you had a steeper slope? Students begin to notice that the more massive the ball the farther back the cup slides on the table. Since it takes Force to cause motion and the cup moved farther this must mean the cup experienced a greater Force. What does a greater distance mean? This will be need to be finished during the next class period. First 10 minutes of the next period. 15 min 20 min 24 min 26 min 30 min Closure (conclusion, culmination, wrap-up) Teacher gives the students a piece of graph paper reminding them to put the distance traveled on the y axis and the weight of the ball on the x axis. Also students are given one laptop per group to create a Excel graph of the distance and mass. Which axis do you put mass on? Which axis do you put distance traveled on? Remember to graph the average of the distance traveled for each mass. Students ask the teacher for a piece of graph paper and a laptop to begin to graph the mass on the x-axis and distance traveled on the y-axis. Students create a graph on paper and a graph using excel which they share on the classes Google documents page. Teacher brings the groups together and has the groups present their graph from the Google documents file. What does this graph show us about the relationship between mass and force? What does the line steeped upward mean? Is there any relationship? Students look at each graph and think about how their graphs compares to the graph being shown. Students think about how the greater the mass the greater the distance and therefore the bigger the Force. Teacher asks students questions to review the relationship between mass and force. What do you think would have happened if the cup was heavier? How would the experiment change if instead of being done on the table top was done on a rugged carpet? Would the change be consistent throughout all the trails? Students answer question applying their knowledge that mass affects Force and their knowledge of how other Forces such as Friction. Students understand that with a rugged carpet the cup would go less far because of the increase in friction. Teacher tells students to write a brief description of the relationship between mass and force on a sheet of paper and these will be graded for accuracy. After they have turned that in the teacher repeats, “The greater the mass of the object the greater the size of the Force.” and has the students repeat it as well. Students think deeply about the relationship and write down in their own words what they think the relationship is before repeating what the teacher tells them is their version of the relationship. Teacher asks students a series of questions to get them thinking about the morals of telling the truth and honesty. Why shouldn’t we lie in our society, is it just morally wrong or is there more to it? Why is it important to be honest and accurate when reporting your results for this activity? What would happen if a real scientist lied on an experiment? Why would you probably be fired or lose credibility? Students think about how dishonestly is wrong for many reasons more than simply because people to you not to lie. Students think of the real life consequences of lying both in science and a job setting. Teacher gets students to think about how the world is consistent and this is what allows us to conduct a scientific experiment. Is the world consistent or random? In other words does nature follow patterns? Could we have gotten anything out of this activity if the world wasn’t consistent? Why is the world consistent? Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) I did not teach this lesson however it was apparent that students needed more time to both finish the activity and to create their graphs. This worked perfectly because the first half of the next class can be used to finish the activity and discuss what trends or relationship the students saw. I will tell the students up front this information so they do not feel rushed and pressured. The majority of students seemed to enjoy the activity and were interested in the results. Most students tried a couple extra objects and continued to explore the content until they no longer had time. I like that this lesson was able to integrate other disciplines and was able to have the students practice different aspects of scientific literacy. This makes it a powerful lesson because it not only teaches content but how to conduct an experiment and gets them to think about consequences and morals in science. 9-15-14