Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Jansen

Date

Subject/ Topic/ Theme

Physics

Grade ___9th_____________

I. Objectives
How does this lesson connect to the unit plan?
cognitiveR U Ap An E C*

Learners will be able to:

Identify different types of force (applied, drag/air resistance, friction) and their acting direction on an object
Complete conceptual and mathematical problems involving F=F(a)-F(b) and F(g)=mg as well as the resulting free
body diagrams
Create own video demonstrating a problem involving a force applied and a force acting in the opposite direction

physical
development

socioemotional

R, U
U, Ap
R, U,
App, C

Common Core standards (or GLCEs if not available in Common Core) addressed:
HS-PS2-1. Analyze data to support the claim that Newtons second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
Mathematics:
MP.2
Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4
Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
English Language Arts Standards Anchor Standards College and Career Readiness Anchor Standards for Speaking and Listening 5: Make strategic use of digital
media and visual displays of data to express information and enhance understanding of presentations.
Next Generation Science Standards (see reference cited page)
(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.

Newtons first law and falling bodies. The concept of force, mass, and acceleration. The difference
between mass and weight. The difference between velocity and acceleration. Using movie maker or
apple video. Concept of falling bodies and f(g)=ma
Pre-assessment (for learning):

KWL on board for group discussion.

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Questions during demonstrations and notes. Students can ask questions or ask for clarity on Exit
Slip .
Formative (as learning):

Share goals for the day at beginning of class. Exit slip practice
Summative (of learning):
Creative video showing forces. Exit slip practice questions.

What barriers might this

lesson present? Students
will be required to answer
questions to a new concept.
A limited time is provided
to
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Showing demonstrations (concept
of idea), providing notes with
drawings of behavior, and giving
mathematical questions (concept
through mathematical relations).
Provide notes electronically
(because can save smart board)
after class is over.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Allow students to write own

notes (written conceptual).
Work through mathematical
practice questions regarding
topic (numeric expression).

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students write their own notes.
Students will engage in both class
and small group discussions.
Allow volunteers to engage in
demonstrations. Creative video
allows space for students to interact
with applications.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
KWL on board. Encouraging
attitude by teacher. Discussions of
previous knowledge to relate to this
topic. Engage through creative
video opportunity-they can be the
star of their own lesson.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Large group and small group

discussions. Notes. Creative
video where students can
convey concept anyway they
like.

Practice questions, discussion

requiring answering of
problems.

Provide options for

comprehension- activate, apply &
highlight

Relate to real life examples and

give demonstrations. Allow
creative video.

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

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

KWL on board and in notes.

Exit quiz. Rubric for video.

Exit quiz with spot for

questions and comments. KWL
on board and in notes. Rubric
for video.
Smartboard. Wooden block. Bucket of sand. Piece of paper. Pencil. Video cameras for students to
check out if they dont have a camera phone or camera themselves. Access to computer lab if
students dont have a movie editor on their own devices. Rubric for video and exit slip.

Set up for students to be in clusters of either 2,4, or 6, depending on chairs and room size. Preferably
clusters of four. Teacher up front with the smart board. A fair amount of open space available for
demonstrations.
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

3min
4min

Motivation
(opening/
introduction/
engagement)

25min
Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
KWL on board. Writes ideas on board.
Respond with ideas for KWL
Share what we hope to learn for the day: Different
types of forces (applied, friction, drag) and how
they look on a free body diagram. Quickly inform
them of creative video assignment showing
application of forces. (Ideally showing them a
video from a previous year or class, but in this case
just quickly telling them they get to make a video
to show concepts).

Demonstration comparing high friction vs low

friction and how that affects acceleration. Start by
sliding a smooth wood box on a layer of sand.
Next, slide smooth wood box on smooth tabletop
counter.
Ask students to come up with answer in small
groups to the question: Which accelerates faster,
objects interacting with high friction (sand) or low
friction (tabletop)?
Demonstrate two objects, A piece of paper with
high drag and a pencil with low drag.
Ask students to answer in small groups one

Answer questions in small groups and then report

back to big group.
Ask questions if they dont understand concepts.

Take notes

accelerated faster. Ask what might cause the

difference in drag. Ask students if they have any
general questions.
Write equation F=F(a)-F(b), F=Fapp-Ff and
F=Fapp-Fdrag on smart board. Go through two
mathematical problems on smart board. First
question: If a car has an applied force of 1000N
and a net force of 800N, what is the force of
friction? Second question: If a 1500kg car has
an acceleration of 2.1m/s^2 and force of friction
acting on it of 75N, then what is the Net force and
what is the applied force? Save notes online to
make available to students. Stop periodically to
ask questions such as does this step make sense?
and What two equations can we use if we are
given these variables? Have students first ponder
in small groups then report back to big groups.
Relate to real world examples such as parachuting,
and driving on water as well as the associated free
body diagrams. Then ask students if they have any
other examples or ideas.

20min

5 min

Closure
(conclusion,
culmination,
wrap-up)

Answer questions and give real world examples of

concepts of force of friction and force of drag.

Take notes. Ask questions if steps of math

problems dont make sense.

Students talk in small group and then report back

to whole class discussion.

Introduce creative video assignment. Tell students

they need to demonstrate the idea of F=FappliedFfriction or F=Fgravity-Fdrag. They can do this
with white board video, real world objects, or any
way to convey concept clearly.

Students create a script and procedure before they

record videos demonstrating concept of one of the
mentioned forces acting on an object. They then
film on their own time and turn into class to be
evaluated.

Wrap up the class period by reminding students the

goals of the day and due date of the video. Ask if
there are any questions. Hand out an exit slip.

Students complete exit slip. Open to ask any

questions.

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.)

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