Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
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.

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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

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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 shouldnt 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 wasnt
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.

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