FSC School of Education
Standards-Based Lesson Plan 2017-2018
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Name: Kylie Harris & Bethany
Blevins
Total Length of Lesson: 50 minutes
Subject Area/Topic of Lesson:
Science/ Newtons 1st Law
FL Standards
(Write the benchmark number and description.) Find these
on the FLDOE website or CPalms.
http://www.cpalms.org/Standards/FLStandardSearch.aspx.
Student Achievement Objectives
The objective and SAO must match the FL standard.
Example: The students will demonstrate understanding of
mixed numbers and improper fractions by drawing
models of equivalent mixed numbers and improper
fractions with an 80% mastery level.
(The objective should be aligned with the summative
assessment.)
Summative Assessment / Evaluation
This must assess the students mastery of the
objective/standard. Examples: final project, paper test,
report, chapter test, etc. Be sure that this assessment
directly links to the above objective and standards. This
section will be copied at the bottom of this this lesson
plan to show the sequence of instruction.
Attach a copy of the summative assessment to this
lesson plan.
Possible misconceptions for this
lesson and strategies to address
misconceptions
ESOL Strategies specific to the
students in your class and content of
the lesson
You must include these strategies under the assumption
that there are ELL students in the classroom. Please list
both the code and the description given.
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Course Number/Title: EDU 2241
Grade Level: 5
Total number of students: 10
Number of ELL students: 0
Number of ESE students excluding Gifted: 0
Number of Gifted students: 0
SC.5.P.13.1 Identify familiar forces that cause objects to move, such
as pushes or pulls, including gravity acting on falling objects.
LAFS.5.SL.1.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others ideas and
expressing their own clearly.
The students will demonstrate understanding of Newtons First Law
by conducting a collaborative experiment that exhibits the
characteristics of mass, acceleration, and force with an 80% mastery
level.
The students will demonstrate understanding of Newtons First Law
by successfully completing the collaborative experiment and taking a
quiz at the end of the lesson with an 80% mastery level.
Students may have difficulty understanding what to do during the
experiment. T will model experiment on a smaller scale using a straw
and a bead.
C1: Involve students hands-on learning experiences to allow the
LEP students to be more active participants.
C4: Model instructions for experiments to introduce and explain new
vocabulary.
C7: Utilize the cooperative learning approach in which the student is
given the opportunity for peer instructions.
 FSC School of Education
Standards-Based Lesson Plan 2017-2018
___________________________________________________________________________________
Materials / Technology / Equipment
/ E-Learning
List all.
Vocabulary
Necessary for Students to Understand the Lesson.
Be sure to give words and meanings.
Teaching Strategies
List various specific strategies used throughout the lesson.
(whole group, small group, centers, specific graphic
organizers, paired discussion, think-alouds, Kagan
strategies)
Introduction to the lesson / Engage
This shouldnt take too long, but should be effective. This
is used to activate background knowledge, introduce
vocabulary (if needed at this time), and create excitement
about what is about to be taught. Use videos, games,
graphic organizers, etc. to do this.
Instruction / Explanation
Explanation and Modeling/Demonstration
When using the 5E model, Explanation and Exploration
are reversed.
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Marbles
Pool Noodles
Straws
Beads
Smartboard
Video
Inertia: the tendency of an object to resist any change in motion or
rest
Mass: the amount of matter in an object, measured in kilograms (kg)
Acceleration: change in speed and direction
Force: a push or a pull measured in Newtons (N)
Whole group instruction/discussion, small group collaboration
1. Today we are going to learn about Newtons First Law. Estimated Time:
We are going to be conducting an experiment but first we
5 minutes
will talk about our expectations.
2. Weve made a scoreboard with 2 columns: + and -. If
you are working well with your groups and following
instructions then you will receive a tally mark in the +
column. If you have difficulty following directions or are
misbehaving you will receive a tally mark in the
column. This is a class scoreboard, so even if one person
is off-task it will affect the whole class. At the end of the
lesson, if the + column has more tallies than the
column, the class will receive a prize. Any questions?
3. To start, we have a quick video to review Newtons
First Law.
4. (Slide 1) Watch the video and think about our
vocabulary words that are used when speaking about
Newtons First Law. They are acceleration, mass, force,
and inertia.
Higher Order Apply Predict what would happen to the
Questions (List questions and soccer ball in the video if it didnt go into
identify level of Blooms the net.
Taxonomy.)
5. Now we will quickly review the vocabulary before Estimated Time:
beginning our experiment. 10 min.
6. (Slide 2: Inertia, 3: Mass 4: Acceleration, 5: Force) T
will present slide with only the vocabulary word showing.
T will take volunteers to tell T what they think it means.
 FSC School of Education
Standards-Based Lesson Plan 2017-2018
___________________________________________________________________________________
After, T will reveal the textbook definition on the slide
and explain it. T will pick sticks to determine who reads
one of the sentences provided on the slide.
7. Now we will start our experiment, but first we are
going to model what we would like you to do using a
smaller example. We will be using a bead and a straw,
you will be using pool noodles and marbles. We will be
creating roller coasters to show how Newtons First
Law works. T will show how the rollercoaster works
using a bead and a straw.
8. T will break students up into 3 groups.
9. T will walk around and monitor will S work together to
create their rollercoaster

Higher Order Apply Explain why the marble moves the

Questions (List questions and
identify level of Blooms
Taxonomy.)
way it does when you set it on the top of
the roller coaster and let it go using
vocabulary terms: acceleration, force,
mass, inertia. (Every term correctly use in
explanation will result in a tally in the +
column)

Formative Assessment T will check for student understanding of

Guided Practice / Exploration
Paired or group activities and discussion that will provide
feedback from peers and/or teacher.
When using the 5E model, Explanation and Exploration
are reversed.
Check for student understanding why the marble is doing what its doing
and adjust instruction if necessary.
Examples: student response to when it goes down the rollercoaster
questions, journal entries, graphic
organizers, small group discussions
with teacher notes, kinesthetic (See higher order question above)
assessments, white board responses,
exit slips, Kagan strategies, etc
9. T will walk around and monitor while S work together Estimated Time:
to create their rollercoaster.
30
10. Each group will show how their rollercoaster works
and explain it using vocabulary words that were minutes
explained in the beginning of the lesson and the other
groups will watch and listen quietly.

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 FSC School of Education
Standards-Based Lesson Plan 2017-2018
___________________________________________________________________________________

Higher Order Synthesis What would happen if there was

Questions (List questions and a piece of paper lodged into the middle of
identify level of Blooms your roller coaster? Would your marble be
Taxonomy.)
able to dislodge it? Why or why not?

Formative Assessment T will check for student understanding by

Differentiated Instruction
Address ELLs, Students with difficulties, and Advanced
students. Remember content, process, and product.
Include student first names if used in any clinical
experience or with a hypothetical class.
Check for student understanding
and adjust instruction if necessary.
Examples: student response to
questions, journal entries, graphic
organizers, small group discussions
with teacher notes, kinesthetic
assessments, white board responses,
exit slips, Kagan strategies, etc
ELL Students (include
ELL level)
Content, Process, or Product
Students with
difficulties
Content, Process, or Product
Advanced Students
Content, Process, or Product
asking them higher order questions about
their experiment
Stage 3: Process- Engage students in
producing language such as describing and
retelling
Content: During the experiment, T will
remind what each vocabulary word means
in order to help them be able to explain
what is happening in their experiment
Content: ask them higher order questions
that are more progressive than the ones we
ask other students

Independent Practice / Elaboration
Application of the objective.
Example:
Create What other experiments could you
perform to showcase the laws of inertia
and gravity?
11. After the groups clean up, the summative assessment Estimated Time:
quiz will take place. T will explain the directions of the 10
assessment and then walk around and monitor in case minutes
students have questions.

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 FSC School of Education
Standards-Based Lesson Plan 2017-2018
___________________________________________________________________________________
Wrap up / Closure
Review the objective through higher order questioning.
Summative Assessment / Evaluation
This must assess the students mastery of the
objective/standard. Examples: final project, paper test,
report, chapter test, etc.
Attach a copy of the summative assessment to this
lesson plan.
Remediation
What will you do with the students who do not meet the
mastery measurement level provided in the
objective/summative assessment?
Resources for development and
implementation of lesson
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12. (Slides 8,9,10) T will review the experiment and ask Estimated Time:
questions that lead to a quick discussion
5 minutes
(See higher order questions below)
Higher Order Analyze What conclusions could you draw
Questions (List questions and from a marble that is at the top of the roller
identify level of Blooms coaster?
Taxonomy.)
Analyze What were your groups motives
in creating your rollercoaster the way you
did?
Apply Which factors about your
experiment would you change, if any?
Formative Assessment T will observe answers given from students
Check for student understanding and will make sure everybody answers at
and adjust instruction if necessary.
Examples: student response to least one question
questions, journal entries, graphic
organizers, small group discussions
with teacher notes, kinesthetic
assessments, white board responses,
exit slips, Kagan strategies, etc
The students will demonstrate understanding of Newtons First Law
by successfully completing the collaborative experiment and taking a
quiz at the end of the lesson with an 80% mastery level.
Students who do not meet the mastery level of 80% will meet with the
T the following day to go over the ideas that S are unsure of using
another mini experiment using a coin, a glass, and an index card. The
card will be place on top of the glass, and the coin will be placed on
the notecard in the center. Each student will take turns flicking the
notecard which will show how Newtons First Law works. T will
review vocabulary using the experiment and then confirm that they
understand Newtons First Law using higher order questions about the
mini experiment in relation to Newtons First Law.
Apply Why does the coin proceed to fall into the glass after the note
card is flicked out of the way? Use vocabulary words to explain:
inertia, force, acceleration, mass.
X Cpalms
X Grade level planning meeting
Professional Development at School
X Observation of another teacher
Websites (list):
 FSC School of Education
Standards-Based Lesson Plan 2017-2018
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Cooperating teacher
X Supervising Professor
Coursework
X Other: Sample Question Stems Based on Blooms Taxonomy,
ESL/Bilingual Resource Guide

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