UbD Lesson Plan Outline:

Names: Morgen Patterson, Scott Peterman

Lesson Title: Newtons First Law of Motion
Content Areas: Physical Science
Grade Level: 6

Stage I: Identify Desired Results

1) Enduring Understandings:
a. The definition of Newtons First Law of Motion.
b. How Newtons First Law applies to motion.
c. Real world events can be symbolically represented numerically in the form of
data.
d. Data measured can be analyzed using mathematics and data analysis.

2) Essential Questions:
a. Why do objects on Earth move the way that they do?
b. How can math be used to describe the real world?

3) Standards:
Academic Standards for Science and Technology and Engineering Education
Pennsylvania Department of Education
Physical Sciences: Chemistry and Physics

3.2.6.B1. Explain how changes in motion require a force.

3.2.6.B2. Describe energy as a property of objects associated with heat, light,
electricity, magnetism, mechanical motion, and sound.

Differentiate between potential and kinetic energy.

3.2.7.B1. Describe how unbalanced forces acting on an object change its velocity.

Analyze how observations of displacement, velocity, and acceleration provide

necessary and sufficient evidence for the existence of forces.

3.2.8.B1. Explain how inertia is a measure of an objects mass.

Explain how momentum is related to the forces acting on an object.

3.2.8.B2. Identify situations where kinetic energy is transformed into potential
energy, and vice versa.

6.CC.2.4.6 Measurement, Data, and Probability

6.CC.2.4.6.B Statistics and Probability

6.CC.2.4.6.B.1 Demonstrate an understanding of statistical variability by

displaying, analyzing, and summarizing distributions.

ISTE Student Standards:

1. Empowered Learner - Students leverage technology to take an active role in

choosing, achieving and demonstrating competency in their learning goals, informed by
the learning sciences.
1a. Articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect on the learning process itself to improve learning outcomes.
1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.

4) Behavioral Objectives
Students will be able to:
a. Define Newtons First Law of Motion in their own words.
b. Explain how Newtons First Law of Motion relates to real world events such as a
swing or pendulum.
c. Classify kinetic energy versus potential energy and discuss situations where one
is transformed into the other and vice versa.
d. support their knowledge of inertia, kinetic energy, and potential energy by
creating a glog of their own using Glogster.

Stage II: Determine Acceptable Evidence

1) Informal Assessments
a. Teacher observation of active student participation in group work.
b. Students will be able to answer questions posed by teacher while moving
between groups. Questions will be mainly open-ended in form.
 c. Teacher observation of students making appropriate contributions during class
discussion.
d. Students able to use unit vocabulary correctly.

2) Formal Assessments
a. Glog (rubric attached).
b. Pendulum worksheet.
c. Graph of pendulum data

3) Grading criteria and Rubrics

Making A Poster using Glogster : Newton's First Law of Motion

Teacher Name: Scott Peterman Morgen Patterson

Student Name: ________________________________________
CATEGORY 4 3 2 1

Contains 3 original 2 original There is only Poster is

examples of examples of one example of submitted but
Newton's First Newton's First Newton's First contains no
law of Motion law of Motion Law of Motion original
are contained are contained located on the examples of
on the poster. on the poster. poster. Newton's First
Law of Motion.

Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout though it may poorly
design, layout, and neatness. be a bit messy. designed. It is
and neatness. not attractive.

Required The poster All required All but 1 of the Several

Elements includes all elements are required required
required included on the elements are elements were
elements as poster. included on the missing.
well as poster.
 additional
information.

Graphics - All graphics are All graphics All graphics Graphics do

Relevance related to the are related to relate to the not relate to
topic and make the topic and topic. Most the topic OR
it easier to most make it borrowed several
understand. All easier to graphics have borrowed
borrowed understand. All a source graphics do not
graphics have borrowed citation. have a source
a source graphics have citation.
citation. a source
citation.

Graphics - Several of the One or two of The graphics No graphics

Originality graphics used the graphics are made by made by the
on the poster used on the the student, student are
reflect an poster reflect but are based included.
exceptional student on the designs
degree of creativity in or ideas of
student their creation others.
creativity in and/or display.
their creation
and/or display.

Use of Class Used time well Used time well Used some of Did not use
Time during each during each the time well class time to
class period. class period. during each focus on the
Focused on Usually class period. project OR
getting the focused on There was often distracted
project done. getting the some focus on others.
Never project done getting the
distracted and never project done
others. distracted but
others. occasionally
distracted
others.
 Mechanics Capitalization There is 1 error There are 2 There are
and in capitalization errors in more than 2
punctuation are or punctuation. capitalization errors in
correct or punctuation. capitalization
throughout the or punctuation.
poster.

STAGE III: Plan Learning Experiences and Instruction

1) Materials
-Reading material on Newtons First Law of Motion
-Notebooks
-Pencil
-Graph paper
-Laptops
-Playground with swings
-Clipboards
-Pendulums
-Pendulum worksheet
-Access to Glogster
-Glogster rubric
-Model roller coaster (optional)

2) Procedures
Step 1) Anticipatory Set
T: Present students with an introduction to Newtons First Law of Motion, utilize a
child in a swing as a basic example. Initiate discussion to brainstorm a couple examples
of Newtons First Law in action. Create K,W,L chart.
S: Record important definitions, engage with presentation. Participate in
discussion with proper use of relevant vocabulary. Successfully generate the desired
examples as a class.

Step 2) Outdoor Demonstration

T: Take students to playground, specifically swing set, and demonstrate the
previously taught example. Demonstrate how a still student on a swing does not move
until pushed by the teacher or another student.
S: Students will separate into groups and complete the demonstration for
themselves.
Step 3) Energy Introduction
T: Present a lesson on potential energy and kinetic energy, including how they
differ and the basic mathematics needed to calculate them.
S: Record definitions and equations as instructed.

Step 4) Pendulum Lab Introduction

T: Explain the experiment that will be completed. Ask students to make
predictions about what they believe they will observe. Provide students with an
explanation of how to properly record data. Split students into groups. These groups will
be used for the remainder of the unit.
S: Demonstrate understanding of the introduction by appropriately responding to
questions, making reasonable predictions about the results of the lab, asking
appropriate questions, and utilizing vocabulary appropriately.

Step 4) Pendulum Lab

T: Provide each group with necessary materials to complete the lab. Rotate
between groups to ensure understanding and appropriate use of time. Provide help to
students as needed.
S: Complete experiment and individually complete Swinging Pendulum
worksheet.

Step 5) Pendulum Lab Regroup

T: Guide discussion on lab results, focusing on whether the results were
expected and understandable. Complete graphing exercise as class. Have students
individually graph their groups data.
S: Participate in discussion, follow along during graphing exercise, and complete
graph of data from the lab, as instructed.

Step 6) Glogster Project

T: Provide students with a brief introduction, as necessary, to the Glogster
program. Provide students with expectations for their glog. The Glogster activity will be
completed in groups.
S: Create a glog with their group that demonstrates their understanding of the
concepts of kinetic energy, potential energy, and Newtons First Law. Submit Glogs to
be graded.

3) Closure: Students will participate in a discussion about the topics covered in this
unit. They will be encouraged to share any interesting facts or examples they acquired
while completing their Glogs. Closing questions will be asked by teacher and students
to confirm that all students have grasped the concepts.

4) If time activity: Students will participate in a discussion about roller coasters,

determining where potential energy can be found along the roller coaster track and how
it is transferred to kinetic energy. Students will attempt to determine the importance of
the potential energy at the top of the first hill. If it cannot be determined, they will be
guided to the conclusion that the coaster cannot function without sufficient potential
energy at this position on the track. If available, a model roller coaster may be utilized
during this time, for example a KNex roller coaster.