EdTPA Indirect Instruction Lesson Plan Template

Place a title for your lesson here

Force and Motion
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Central Focus/Big Idea: To what big idea/unifying science concept does your idea align? Think about
how you would teach this standard in multiple lessons- how would it build?
Subject of this lesson: Newtons Laws of Motion
Grade Level: 5
NC Essential Standard(s): 5.P.1 Understand force, motion and the relationship between them.
Next Generation Science Standard(s):
Grade3-5 Asking Questions and Defining Problems
Grade 3-5 Developing and Using Models
Grade 3-5 Obtaining, Evaluating and Communicating Information
21st Century Skills:
Creativity and Innovation. Students will have to think how Newtons laws of motion relate to everyday
activities in the world around them.
Critical Thinking and Problem Solving. Students will have to come up with their own explanations of
each law and how it applies to the activity they chose.
Communication. Students will have to demonstrate their activity and explain to the class how the laws are
incorporated into the activity the chose
Collaboration. Students will have to work in small groups to come up with the activity and how the laws
are applied to the activity they have chosen
Academic Language Demand

Language Function: Students are expected to explain the class what they have learned about each
of the laws of motion by presenting to the class an everyday activity and how the laws of motion
can be applied to that activity

Analyze

Argue

Categorize

Compare/contras
t

Describe

Interpret

Predict

Question

Retell

Summarize

Explain

Scientific Vocabulary: Newton, force, mass, acceleration, reaction, inertia, motion, gravity,
unbalanced force, balanced force, friction

Instructional Objective: Students will be able to explain the laws of motion by relating them to everyday
activities. They will present to the class a skit how the laws are incorporated into their activity they have
chosen with 100% accuracy.

Prior Knowledge (student): Students should know what friction

Content Knowledge (teacher): The teacher should have solid understanding of all three of Newtons
Laws of Motion and the characteristics of each to be able to successfully explain the to students. The
teacher should brainstorm some every day activities that would be a good fit for the assignment the
students will be doing. The teacher should watch the videos beforehand to know what questions to ask the
students during the lesson.
Accommodations for special needs (individual and/or small group): For children with special needs I
can have them work with stronger group members that can help the student understand the content and
participate in the skit. For ELL students I can have the key terms in their native language to try and make
it easier for them to understand the laws of motion
Materials and Technology requirements:

SMART board

Paper

Internet

o
o
o

https://www.youtube.com/watch?v=mn34mnnDnKU
https://www.youtube.com/watch?v=Q0Wz5P0JdeU
https://www.youtube.com/watch?v=WzvhuQ5RWJE

https://www.youtube.com/watch?v=cP0Bb3WXJ_k

Set of card sort cards (7 sets)

Pencil
Total Estimated Time: 2-3 class periods (l hour segments)
Source of lesson: from the science textbook the class uses and from Pinterest
Safety considerations:
Students should not throw props (balls) in the classroom or at other students. Students should not
physically harm another student to demonstrate one of the laws
Content and Strategies (Procedure)
Engage:
Have the video https://www.youtube.com/watch?v=mn34mnnDnKU on the SMART board. Before you
show them the video ask the students in anyone can tell them one of the three laws of motion? (call on
students until all three have been said) Who came up with these laws of motion? After watching the video
ask the following questions:
What is Newtons first law of motion?
What does that really mean?
Can anyone explain to me what the second law of motion is?
What does the third law of motion mean?
Explore:
Put student in groups and have them come up with an everyday activity such as any sport, or shopping or
fishing. In their groups the students will brainstorm how to demonstrate the three laws of motion and

explain how they apply to the activity they have chosen. Have students write down what they are going to
say when they present their ideas to the class.
Ask students, how does their activity represent the first law of motion? Does their activity apply to the
second law of motion? How are you going to incorporate the third law of motion into your activity? Are
you going to use props?
Explanation:
When all the students have finished collaborating and coming up with their ideas for their skit and have
written down what they want to say in their skit have each group come up and present to the class. They
will use props if they have any to demonstrate how the laws apply to their activity. The teacher will
monitor the use of correct terminology and vocabulary when talking about the laws and forces. Ask the
students how mass effects the force needed for an object? What forces can change an objects
acceleration? What is inertia?
Elaborate:
Watch videos https://www.youtube.com/watch?v=Q0Wz5P0JdeU
https://www.youtube.com/watch?v=WzvhuQ5RWJE
https://www.youtube.com/watch?v=cP0Bb3WXJ_k
After watching the videos ask the students the following questions:
What did you learn about the first law of motion? Second? Third? Can you apply the laws to different
activities? Were there any similarities between these explanations and the ones that you gave for your
skit?
Have the students count off into groups of four. When the students are in their group give them cards with
descriptive examples of the different laws. Based on what they learned from other classmates and from
the videos, they will have to sort the cards by which law it is describing. Have the students discuss how
they matched the clues to the correct law. Ask the students, How did you figure out what law it was? Were
there any difficult ones to figure out? Why were they hard?
Evaluate
Formative: The questions I asked throughout the lesson and the observations I made while the class was
working in groups.
Summative: The skits will be graded on whether all the laws were addressed, correct terminology and
vocabulary was used and how well it was organized.
Assessment Results of all objectives/skills:
6 out of the 7 group were able to demonstrate all three laws in their skit and answer questions that were
asked correctly
Reflection on lesson: See reflection on Weebly
CT signature/confirmation: _________________________________ Date: ________________