ISTC 301PTE Lesson Plan w/Edits - STEM

Name: Shirley and Jaime Grade Level: 6th Grade

Date lesson is taught: 12/13/2019 Time Scheduled: 12:35 – 12:55 PM

PRE-TEACHING
Justification
This section of the planning process helps you think through why this lesson is necessary.
It is the data that supports your purpose for the lesson. Each section in bold below
needs to be fully answered. It contains the following:

1) Pre-assessment:
Math: The pre-assessment would be the warm up we are doing. The warm up will be
the teacher has four presents. In the four presents there are four pieces of candy. The
students will need to figure out how many groups and how many people need to be in
each group so that everyone gets one piece of candy. The students will need to figure
out how many students there are total in the class, how many groups they need to get
into, and how many students should be in each group. This exercise will get the students
engaged while giving the teacher an idea of their understanding of multiplication.

2) Purpose and relevance:

“Newton's second law of motion provides the foundation for much of the mathematics
in engineering mechanics. In the study of dynamics, engineers apply Newton's second
law to predict the motion of an object experiencing a net force. Using the equation F =
ma, engineers can model the position, velocity and acceleration of an object, or they
can measure these values to learn about the forces acting on the object. In the field of
statics, engineers use Newton's second law to calculate forces acting upon stationary
objects. Because a non-moving object's acceleration is zero, the forces acting on the
object must sum to zero. For example, in designing structures, engineers apply Newton's
second law in calculating the forces acting on joints in the framework of buildings and
bridges.” (https://www.teachengineering.org/lessons/view/ucd_newton_lesson02)

3) Objectives:
After this lesson, the student will be able to: understand Newton’s first and second laws
of motion. Students will then be able to explain how mass affects force and acceleration by
reading, evaluating, and solving algebraic expressions from word problems.

4) Common Core Alignment:

Math Standards:
● CCSS.MATH.CONTENT.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
● CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of their variables. Include expressions
that arise from formulas used in real-world problems. Perform arithmetic
operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular

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order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2
to find the volume and surface area of a cube with sides of length s = 1/2.
● CCSS.MATH.CONTENT.6.EE.B.5
Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or
inequality true? Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
● CCSS.MATH.CONTENT.6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-
world or mathematical problem; understand that a variable can represent
an unknown number, or, depending on the purpose at hand, any number in
a specified set.

MP.2 Reason abstractly and

quantitatively. (MS-PS2-2)

MS-PS2-2 Planning and carrying out investigations to answer questions or test solutions to problems in
6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and
provide evidence to support explanations or design solutions.

● Plan an investigation individually and collaboratively, and in the design: identify independent
and dependent variables and controls, what tools are needed to do the gathering, how measurements
will be recorded, and how many data are needed to support a claim.
● the change in an object’s motion depends on the sum of the forces on the object and the mass
of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced
forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second
Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to
forces and changes in motion in one-dimension in an inertial reference frame and to change in one
variable at a time. Assessment does not include the use of trigonometry.]

5) Technology Standards Alignment:

1. Creativity and innovation
c. Use models and simulations to explore complex systems and issues
4. Critical thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for investigation

ISTE-S: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

6) Post-Assessment:
The students will be assessed several times throughout the lesson. During the math
portion, students will be answering problems on quiziz.com, where they can be
evaluated and answers can be analyzed. Additionally, students will be assessed at the
end of the lesson via Plickers where all content presented is combined into word
problems. Teachers are able to evaluate individual responses via the Plickers app.

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 LESSON PLANNING
Think about the following considerations as you plan instruction to better meet the
needs of all learners.

Instructional Materials:
Plickers cards https://www.plickers.com/classes/5d9b6a3592a22f001249e3f7
quiziz.com
Prezi (https://prezi.com/view/LwxEkegs7PAIuHW7gUlN/)

Teacher Preparation and Resources:

Teachers must know Newton’s laws of motion (especially 1st and 2nd) and algebra.
Teachers must have an understanding of the parts of an algebraic multiplication and
division expression.

Media and Technology:

Teachers will be using Prezi to present slides with content and word problems.
Students will be using a website to access a simulation which demonstrates the laws of
motion. No account is needed.
Students will also need a device to access quiziz.com. A room code will be provided in
order to access the material, but an account will not be necessary.
Lastly, the students will need Plickers cards in order to track answers for the word
problems at the end of the lesson.

Differentiation:
To ensure that all students have access to achievement, instruction will be adapted for
students who have limited mobility and who have limited sight. This will be done through
a simulation demonstrated in person. Additionally, the word problems will be answered
through Plickers. This allows the teacher to see who requires more assistance after
content delivery.

Adaptations for students with special needs:

To ensure that all students have access to achievement, instruction will be adapted for
students who have limited mobility and who have limited sight. This will be done through
a simulation demonstrated in person.
Additionally, the word problems will be answered through Plickers. This allows the
teacher to see who requires more assistance after content delivery.
Finally, a word bank will be provided in Spanish/English for ESL students.

Multicultural and Diverse Perspectives:

A word bank will be provided in Spanish/English for ESL students. Also, the word
problems will incorporate a variety of situations that reflect various cultures.

Possible Modification of Plans:

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In case of extra time, the following video elaborates on key points of the lesson as well
as hits on ideas in the upcoming lesson (Newton’s 3rd Law):
https://www.youtube.com/watch?v=kKKM8Y-u7ds

In case of running out of time, the teacher will demonstrate the Acceleration simulation
scenarios as a whole group discussion. Additionally, the demonstration activity for
Newton’s 1st Law can be cut out completely.

During Teaching
Procedures:
These are the sequential steps you design to scaffold the students’ understanding of the
skills or concepts necessary to achieve the objectives.

Introduction:
● Students will be engaged in the beginning via a warm-up activity. Ms. Jaime will
have 4 presents, and the students are asked to figure out a way to split up the presents
in a manner where every student can share the presents equally.
● Students will learn multiplication and division expressions.
● Students will then discuss main ideas learned from last lesson (Newton’s 1st Law).
Students should be reminded that there are several kinds of existing forces and that no
object will move unless an unbalanced force is acting upon it.
● Students will learn about Newton’s 2nd Law of Motion.
● The students will then spend time playing with a simulation that demonstrates the
laws of motion, which also combines algebraic content learned earlier in the lesson.
(https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-
motion-basics_en.html)
● Students will combine all content learned (including algebraic expressions and
Newton’s 1st and 2nd Laws) in order to solve word problems presented through Plickers.
Teachers will track understanding based on their answers.
https://www.plickers.com/classes/5d9b6a3592a22f001249e3f7

Describe the sequence of your lesson: this should involve not only what you will do, but
also what the students will do.

Teacher Steps Student Steps

(What the teacher does)
Introduction of Lesson (warm up on
prezi) Jaime’s part
Have students sit in one big circle
around the tables. Show them the four
presents and say “inside of each
present is four pieces of candy. You
guys will need to figure out how many
groups you need to get into and how
many people in each group there
should be so that each student gets
(What the students should be doing
Students will begin by moving their
chairs in a circle around the tables.
They will then be told about the
presents, where they will need to say
“we need to be in ____ number of
groups, with ____ amount of people in
each group.” Once they figure this out
they can have the candy.

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one piece of candy.” The correct
answer is four groups with four kids in
each group.
Jaime’s part The students should be paying
Begin to explain the parts of the basic attention and not talking to each other
multiplication expression. “We will be during the review part of this lesson. If
using, a=(b) x (c). ‘a’ stands for the they choose to they can take notes on
product of the equation and ‘b’ & ‘c’ their own if they wish. When we get to
are the factors of the equation. The the apply section of the prezi have the
order of the factors does not matter students repeat each step to
with multiplication. Now I will do a multiplying to reiterate the steps. After
quick review about how multiplication the teacher’s example, the students
is basically rows times columns. (There is should work out the two problems
a picture diagram on the prezi to there are for practice, and raise their
demonstrate.) *Then review the steps to hand if they want to give the answer.
multiply an equation.* Now I will Once they give the answer they should
demonstrate step by step how to explain the steps they took to get to
multiply this equation.” “Now that we that answer.
have done an example as a class, I
have two problems for you guys to do.
You can work with your neighbor if
you’d like. When you are done, raise
your hand and I will call on one of you
to give the answer. Please be prepared
to give an explanation on how you got
to your answer. (What were the steps
they took to get there?) The second
problem may need some extra
explaining because it is a word
problem, so you will need to search for
the numbers you will need to complete
the problem.” As you go through the
lesson check the students for
understanding and ask if they have any
questions.
Jaime’s part The students should be paying
Continue to the next part of the prezi. A attention and not talking to each other
question will pop up. “What do you do during the review part of this lesson. If
if you are only given one factor and they choose to they can take notes on
the product of an equation?” *Wait for their own if they wish. When we get to
answers* “That’s right! Division! For the apply section of the prezi have the
division, our goal is to find the second students repeat each step to dividing
factor. Sticking to the theme from to reiterate the steps. After the
multiplication (rows times columns), for teacher’s example, the students should
division we need to figure out what the work out the two problems there are
rows or columns are since we are given for practice, and raise their hand if
the product.” The next slide shows the they want to give the answer. Once

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steps of division. “Now I will show you to they give the answer they should
apply the steps of division to an actual explain the steps they took to get to
expression.” *As you do it, reiterate that answer.
each step as you go along.* “Now that
we have completed an example
together, there are two division
problems for you to complete. You can
work with your neighbors if you want to.
When you have the answer, raise your
hand and I will call on one of you to
give the answer and explain how you
got to that answer. (What were the
steps they took to get there?) The
second problem may need some extra
explaining because it is a word
problem, so you will need to read the
problem and find the numbers to plug
into the equation.” As you go through
the lesson check the students for
understanding and ask if they have any
questions.
Jaime’s part Students will take out their devices, go
“Please take out either a laptop or your to the website joinmyquiz.com, and
cell phone. Please go to this website enter the code. Then complete the
______ and enter the code. You do not quiz.
need to make an account. Please
complete the short quiz.”
https://quizizz.com/admin/quiz/5dd582
71115aa5001d3f252b?studentShare=tru
e
Then pass it over to the science section
of the prezi.
Shirley’s Part Students will answer review questions
The teacher will use Prezi to review and discuss what vocabulary terms
previously learned content on (inertia, velocity, acceleration, force)
Newton’s 1st Law of Motion. mean.
Begin with asking for volunteers for Students will determine which forces
definitions of inertia, velocity, are contact (applied, spring, drag,
acceleration, and force. If none, ask frictional) or non-contact (magnetic,
students to read the Prezi slide. electric, gravitational) forces.
Remind students there are two kinds of Students will be able to describe in
forces: contact and non-contact their own words what Newton’s 1st Law
forces. Allow students to name a few of means. (Objects in motion stay in
each before showing Prezi slide. motion, and objects at rest stay at rest
Give students a chance to recall and - unless acted upon by an unbalanced
describe what Newton’s 1st Law is in force).
their own words.

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Shirley’s Part cont’d...Teacher can ask
for volunteers for a demonstration.
Have Student 1 sit in a chair (preferably
on wheels)and Student 2 stand. Ask
what will happen if Student 2 pushes
Student 1 gently. Volunteers perform
activity. Question how they could keep
Student 1 from moving. Ask for 3rd
volunteer and have Student 3 stand on
opposite of Student 2. Now ask, what
will happen if Student 2 and 3 push at
the same time. Discuss what happened
and how it relates to Newton’s 1st Law
of Motion.
Shirley’s Part
Begin teaching new content on
Newton’s 2nd Law of Motion. Allow a
volunteer to read the Prezi slide.
Request the class to discuss the
equation, F=ma, at their tables.
Teacher monitors and listens for things
like:
● What does each variable
represent?
● If Force equals mass x
acceleration, what does acceleration
equal?
● What does mass equal?
Question the students on how different
magnitudes of each variable would
alter the system. Change one variable -
what happens to the others?
Demonstrate by showing Prezi slide
(wagon with 2 different masses).
Ask students what the difference
between mass and weight is.
Allow students to read “A Goldilocks
Story” slide. What is happening in the
table that begins with “F = m x a”?
Move on to discuss the differences in
acceleration due to gravity on Earth,
the Moon, and Jupiter. Allow students
to choose which of the 3 equations fits
best and explain why.
Ask if anyone has heard of an atwood
machine before. If yes, allow student
3 volunteers will do Newton’s 1st Law
activity. Students will explain that, if
Student 2 pushes Student 1 gently,
student 1 will move. When asked how
to stop Student 1 from moving,
students will say another person can
stand on the other side, or to put the
locks on the wheels, or have Student 1
against a wall or other heavy object.
Student volunteers to read “an
object’s acceleration depends on
1)the strength of the unbalanced force
acting on it, and 2)the mass of the
object.
Students discuss the equation, F=ma.
(what each variable represents, how
they’re related).
Students engage in conversation
about how differences in each
variable would alter the system (can
reference wagon slide).
Students make informed estimates on
how gravity is substituted for
acceleration in the F=ma equation.
They should be discussing why gravity
and force changes in font size.
Students will answer which equation fits
best, knowing what the acceleration
due to gravity is on Earth vs. the Moon
vs. Jupiter. They should mention that if
gravity is smaller, force should be
smaller and vice versa.
Students will discuss as a class or in
groups what the Atwood Machine is.
Should be hearing words like pulley,
wheel, string, weights, etc. Students
explain that if the masses are the
same, they would level out at the
same acceleration. If masses are
different, the heavier one will have a
lower height. If the pulley system is
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Shirley’s Part cont’d...the opportunity to balanced, the amount of frictional
describe. If no, present the figure of forces should equal the amount of the
one on slide. Focus on what happens if force of gravity.
you have objects with the same mass
first, then 2 different masses, then equal
masses with different heights.
● “What happens when I let go?”
● “Will mass 1 or mass 2 have a
faster acceleration/higher force? How
do you know?”
● “If we know the mass and the
force of gravity, what would make it
balanced?”

Shirley’s Part The students will then spend time

The teacher shows instructions to set up solving problems of different scenarios
simulation activity on students’ devices. by experimenting with a simulation
(https://phet.colorado.edu/sims/html/f demonstrating the laws of motion,
orces-and-motion-basics/latest/forces- which also combines algebraic
and-motion-basics_en.html) Ensure content learned earlier in the lesson.
students are on the “Acceleration” Students should be comfortable finding
activity at the bottom of the page. the unknowns for acceleration and
Make sure Forces, Sum of Forces, applied force, but struggle with finding
Values, Masses, and Acceleration are unknown mass amounts. Students may
checked and there is NO friction. struggle with negative numbers.
Allow the students to work in groups or
as a class to complete the simulation
scenarios.
Demonstrate what happens if you
apply Force in both positive and
negative directions.
If students are struggling over all, review
answers as a class.

Shirley’s Part Students will listen and watch quietly.

In case of extra time, the following
video which elaborates on key points
of the lesson as well as hits on ideas in
the upcoming lesson (Newton’s 3rd
Law) can be shown:
https://www.youtube.com/watch?v=k
KKM8Y-u7ds