Lesson Cover Page

Lesson Topic: Introduction to Newtons 2nd Law Length of Class Period: 55 min
th
Course: 8 Grade Science (Physics) Grade Level: 8
TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):

Students will be able to use observations from the straw and ball lab to describe two characteristics of physical forces in their own words.

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.

AZ State Science Standards, Grade 8

SC08-S1C3-01. Analyze data obtained in a scientific investigation to identify trends.
SC08-S1C4-05. Communicate the results and conclusion of the investigation.
SC08-S5C2-03. Describe how the acceleration of a body is dependent on its mass and the net applied force (Newtons 2nd Law of Motion).

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 the object.

Common Core State Standards in ELA/Literacy:

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

ELL STANDARDS AND ACCOMMODATIONS

List the language objective for listening, speaking, reading and writing: Arizona ELP Standards [http://www.azed.gov/english-
language-learners/elps/], as well as accommodations, vocabulary, strategies:

ELL Stage IV Listening and Speaking Standard 1 L1-6: Following multi-step instructions/ directions, procedures and processes which contain
specific academic content vocabulary.

ELL Stage IV Listening and Speaking Standard 2 B-6: Making predictions about academic content using complete sentences.
ELL Stage IV Reading Standard 4 HI-22: Following a set of written multi-step instructions to perform unfamiliar procedures, answer questions
or solve problems in math, science and social studies.

ELL Stage IV Writing Standard 1 LI-5: Recording hypotheses, reflections, questions, speculations, decisions, and conclusions structured around
scientific investigations with instructional support.

ELL Stage IV Writing Standard 5 LI-2: Organizing student collected data (e.g., facts they learn, procedures they conduct) in appropriate format.

SPECIAL EDUCATION ACCOMMODATIONS

List accommodations you will make for special education students:

As needed, students may do a shortened version of the lab conclusion write-up (1-2 sentences, or ability to use bullet points), or do it verbally
with the teacher. Students may also have extra time to complete the assignment.

HOMEWORK
If there is homework following this lesson, list it here:

Lab conclusions (if not completed in class) are due the following day.

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:

PowerPoint presentation and projector

Straws
Scrap paper to make balls
Lab handout
Slates and EXPOs
Half sheets of blank paper for exit tickets

The sub-objectives should include content and behavior. The first sub-objective should be your BW/Anticipatory Set.
The last sub-objective should match your terminal behavioral objective. (Add more rows as needed for your lesson.)
TIME TASK ANALYSIS
(Sub-objectives/topics, with Bloom)
8 min. Students will be able to describe one
example of a time they used a force in
their own words.
Blooms: Understanding
20 Students will be able to graph their data
min. results from the straw and ball lab.
Blooms: Applying, Analyzing
20 Students will be able to write a
min. conclusion paragraph about the ways
physical forces push and pull objects,
using examples from the lab activity.
Blooms: Analyzing
Lesson Sequence
TEACHING STRATEGY
(BW, lecture, lab, group work, handout,
etc)
BW/ Anticipatory Set:
1. What is at least one definition of a
force in your own words?
2. Describe a time when applied a
force on something in the last 24
hours. What did you do, and what
happened as a result?
Group Work: Straw and Ball Lab
Written directions read aloud
Teacher models activity
Small groups do the practical and
take data
Small groups graph data
Lab Write-up and Discussion
Individual conclusions (written
from a prompt)
Class discussion
WHAT ARE THE STUDENTS DOING?
(Active participation, Int. Closure)
Students write individual reflections in
their BW journal (IC).
Students share their BW answers verbally
with the class.
Students read and follow lab directions.
Teacher models lab activity.
Students in small groups complete a
written lab packet with short answer
questions for each lab step, a data table, and
a graph (IC).
Students write individual lab report
conclusions: 3-4 sentences about pushing
and pulling forces as evidenced through the
lab (IC).
Students discuss their results and
conclusions as a class.
7 min. Students will be able to use observations
from the straw and ball lab to describe
two characteristics of physical forces in
their own words. (T.O.)
Blooms: Analyzing, Evaluating
Closure: Students verbally brainstorm ideas about
Given the observations and results from the forces as a class.
lab, what are two conclusions we can make
about forces? Students write individual exit tickets.
Class brainstorm
Individual exit ticket