Lesson Plan Template

Name: Blake Manasco Grade: 8

Subject: Physical Science
Lesson Objectives
2 or 3 student
outcomes
Begin with verb

I can
Use the phet simulations to show how an objects motion
depends on the specific forces on an object and the mass of
the object.

Natl / State Standards

AL College & Career
Ready Course of
Study - Common
Core
Learning Targets /
District Standards
National Standards
(NCTM; NCTE; etc)

Next Generation Science Standards

MS-PS2-2
Plan an investigation to provide evidence that the change in an
objects motion depends on the sum of the forces on the object
and the mass of that object.
Clarification Statement:
Emphasis is on balanced (Newtons First Law) and unbalanced
forces in a system, qualitative comparisons of forces, mass,
and changes in motion (Newtons Second Law), frame of
reference, and specification of units.
Engaging students: Set up multiple demonstrations showing
simple motion in class; i.e., a bouncing ball, an object sliding
horizontally across a surface, etc. Ask the students to explain
the scenarios based on prior knowledge of changes in velocity
and acceleration.

Pre-Instructional
Activities
Review
Formative
Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary
Teaching
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher
Demonstration
Guided Practice
Independent Practice
Small Group
Activities
Experiential Activities
Research / Study
Simulations
Problem Solving
Activities
Differentiated
Instruction
Accommodations
Ongoing Assessment

Materials Required: A computer for each student group

URLs used:
http://phet.colorado.edu/simulations/movingman/movingman.j
nlp
http://phetdb.colorado.edu/contrib_display.php?
cid=87
Explore: They will first begin by learning how to move the
man both by dragging him and by using the sliders by the
graphs at the bottom. Once they seem to have learned how to
make the moving man move direct them to notice the shapes
of the graphs that form. Ask them to change one variable at a
time and write down the effect it has on the other variables.
After theyve changed all the variables individually ask them to
try combinations of variables and see what motion patterns
they can produce. Challenge the students to create a situation
where the man moves 4 meters then reverses direction.
Explain: Have each group discuss how the variables of
position, velocity, and acceleration are related. How does a
change in each variable affect the other two? Once each group
has gotten a chance to discuss bring the class together for a
whole group discussion and ask them to relate what they
learned to the other groups. Keep them focused by asking
related questions such as: Suppose the man starts out at the
house and moves towards the tree at a constant velocity what
will the three graphs look like? Ask for three volunteers each
from a different group to come up and draw one of the graphs

on the board. After each graph is on the board discuss with

the students how they know each is right or wrong.
Closure
Summary /
Conclusions
Ret-teaching
Formative
Assessment
Review
Reflection

Using the data on each computer, students will be assess on

data analysis and concept retention by answering questions
presented with this simulation.
Assessment: Verbal explanation of the graphs and how they
relate to motion.

1. Below is a graph of a balls motion. Which of the following gives the best interpretation of
the balls motion?

a. The ball moves along a flat surface. Then it moves forward down a hill, and then
finally stops.
b. The ball doesnt move at first. Then it moves forward down a hill and finally stops.
c. The ball is moving at constant velocity. Then it slows down and stops.
d. The ball doesnt move at first. Then it moves backwards and then finally stops.
e. The ball moves along a flat area, moves backwards down a hill and then it keeps
moving.
2. Which graph would best depict the following scenario? A man starts at the origin, walks
back slowly and steadily for 6 seconds. Then he stands still for 6 seconds, then walks
forward steadily about twice as fast for 6 seconds. Note that these are velocity-time
graphs.

3. For the same scenario as # 2, which position-time graph best depicts the motion?

4. A car is traveling along a road. Its velocity is recorded as a function of time and is
shown in the graph below.

During which intervals is the car accelerating? Choose all the answers that apply.
a.
b.
c.
d.
e.
f.

between 0 and 3 seconds

for a brief instant at 3,8,13 and 17 seconds
between 3 and 8 seconds
between 8 and 13 seconds
between 13 and 17 seconds
between 17 and 20 seconds

5. Which of the following position-time graphs would be consistent with the motion of the
car in question #4?

6. A car is moving forward and applying the break. Which position-time graph best depicts
this motion?