Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Andrew Lewis
3/25/2015

Subject/ Topic/ Theme

Forces and Motion

Grade 7th

I. Objectives
How does this lesson connect to the unit plan?
It is important to make the distinction between contact and non-contact forces when talking about forces and motion. This is an easy way to categorize the forces and
helps students understand that not all forces look the same or are even visible.
cognitiveR U Ap An E C*

Learners will be able to:

Students will understand that gravity and magnetism are non-contact forces and can still create motion.
Students will understand that forces can still be acting on an object even if they arent touching.
Students will be able to say whether a force is contact or non-contact.
Students will cooperate and have a group discussion where both voices are heard.

physical
development

socioemotional

U
U
Ap
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
P.FM.05.21 Distinguish between contact forces and non-contact forces.
P.FM.05.22 Demonstrate contact and non-contact forces to change the motion of an object.
(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.

Force, Friction, Gravity, Direct Contact (touching), Push and Pull

Pre-assessment (for learning): Teacher asks students review questions before beginning the new material.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students putting each force into a group.

Formative (as learning): Questions at the end to review what contact and non-contact forces are
Summative (of learning): Quiz at the end of the week. Test at the end of the unit.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Visual demonstrations along

with explanations.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Write down the key vocabulary

on the board.
Provide options for comprehensionactivate, apply & highlight

Students discuss with their

partner which forces goes in
which category.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

If we had more magnets we

could pass out those and
paperclips.
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

Students get to have a guess

which force goes where
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students discuss with their

partners what they saw and
which force goes where.

Videos and demonstration.

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

Students are told at the end of

the class they will be able to put
the forces in two categories.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Video demonstrating friction, computer, projector, magnet, paperclips, pen, whiteboard and markers

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

Components

2 min

4 min

Motivation
(opening/
introduction/
engagement)

8 min

12 min

14 min
18 min

22 min

30 min

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher asks the students a series of questions to begin thinking
about forces and the motion around them.
If I drop this pen what will happen to it?
Will something different happen if I drop the pen in outer
space?
What causes this difference?

Students will answer the questions about forces and begin to

think about gravity and how gravity can exert a force on an
object.

Teacher asks students to review what Force.

What did we say force was again?
A force is any kind of a push or pull on an object.
Do objects have to be touching in order to exert a force on
one another?
What about objects on Earth? How can I move this
paperclip?

Students recall the information about forces they went over last
week and refresh the content.

Teacher asks students questions that makes them think of the

names of different forces. The teacher writes these examples on
the board
Other than gravity what other Forces do you know?
Can you give any examples of these forces?
By the end of this class we will be able to put each force into
two categories.

Students think about different forces and try to come up with

examples of each and name them as one student writes them on
the board.

Teacher demonstrates to the students how a magnet attracts

paperclips and other metals.
What is this? (While pointing at the magnet)
Do magnets only attract or stick to metals?
Does the magnet have to touch the paperclip for it to stick?

Students pay attention and look at the magnet while wondering

what type of a force it is.

Teacher demonstrates to the students how a magnet can repel

another magnet or attract another magnet depending on which
way you try to attach them.
Which of these is a force? Are both the repulsion and
attraction forces?

Students watch the demonstration with the magnet repelling and

attracting.

Teacher begins demonstration on friction by having three flat

wooden blocks with different surfaces on the bottom. One block
has sandpaper attached, one is just the normal block and the
final one is greased up. Teacher has the blocks set up on a
rectangle of cardboard and has students predict what will
happen as he slowly raises it so the blocks slide off.
Which block do you predict will slide off first? Why?
Which block do you predict will slide off last? Why?

Students guess which block will slide down first and which one
will slide down last. Students think about it and write it down on
a piece of scrap paper.

The teacher slowly lifts the cardboard so it is like a ramp.

What forces were involved in this scenario?
How is friction different then gravity?
How is friction different than the magnetic force?

Students think about why each slid in the order that it did. And
wonder what forces were at work during that demonstration.

Teacher describes magnets and gravity as examples of a noncontact force and defines a non-contact force as when two
objects arent in direct contact but exert a force one another.
Teacher describes friction as a contact force and defines a
contact force as when two objects are in direct contact with one
another.

Students listen and take notes on the description of the

difference between contact and non-contact forces.

If non-contact force is without direct contact then what do

you think contact forces are?
Jedi powers in Star Wars would be an example of which
type of force?

32 min

40 min

Closure
(conclusion,
culmination,
wrap-up)

Teacher asks students to discuss with their partners which of the

examples of forces written on the board would be in the
category of contact and non-contact forces. Students discuss
with their partners and place each force in a category writing
their answers on a piece of paper.
Contact Force
Friction
Pull
Air Resistance
Push
Springs
Teacher asks students which force they put in each category and
a couple review questions.
Which forces did you put in each group?
How is a contact force different then a non-contact force?

Students discuss with their partners which of the forces written

on the board earlier would go in which category. In their notes
students table that looks something like the one on the right.

Non-Contact Force
Gravity
Magnetic Force
Electrical Force

Students think about why each force goes where it does and
review the concepts they have just gone over.

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 taught this lesson and the students seemed very attentive and interested. I believe the material engaged them with the many different
examples of each kind of force. At the end while giving different examples of contact and non-contact forces the students started to
correct each other about which type of force the given example was. I believe this is evidence that the students were able to
comprehend the material. One thing I would change about this lesson is I would have an easier way to show magnetism to the whole
class. Only the students in the front were able to see that demonstration so I had to move to the middle and back of the room to allow
these students to see. Also while doing this lesson I was not able to get all the needed materials for the friction demonstration but I
was able to find a video so I went with that instead.

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