Teacher:

Mr. Hudak

Subject:
th
8 grade science, physics unit

Standard:

S5C2PO3 Describe how the acceleration of a body is dependent on its mass and the net applied force.
Objective (Explicit):

Predict what will happen to the other two variables when one variable increases or decreases (F=ma)
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Newtons Second Law Activity worksheet

http://bit.ly/newton2
Explain the relationships between force, mass and acceleration according to the second law of motion
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT predict what will happen to the other two variables when one increases or decreases
SWBAT predict the outcome of situations involving Newtons second law
SWBAT explain why given situations demonstrate Newtons second law
Key vocabulary: force, mass, acceleration
Materials:
Newton worksheet
Computer (teacher can operate or students can use them in the
computer lab)
Website
Shoeboxes with Do Not Open written on it
Phrase cards with vocab
Pictures of rockets and papertowel rockets inside shoeboxes
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Before class, prepare video, (include subtitles for IEP and ELLs). Place one shoebox on each groups table, and put
one teacher-made model rocket (from paper towel tube) inside as a hands on manipulative. This will induce curiosity
and suspense!

Instructional Input

Engage students with video about rockets, and the importance of Newtons second law. Students will write down 3
observations in science journal during video. Teacher will ask around the room after video, and cold-call on students
about what they observed, and if anything surprised them. Use Wait time strategy to provide time for reflection. Lead
into why Newtons laws are important.
Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?

Student Will:
What will students be doing to actively capture and
process the new material?
How will students be engaged?

Use the youtube video to introduce the unit on

motion. Include subtitles for IEPs and ELLs. Have
students make 3 observations about the video,
specifically the relationships between the three
variables: force, mass and acceleration. After the

Students will make 3 observations in their science

journals, then tell the class when they are asked to
present observations.The box on the table will have Do
not open written on it. This will induce suspense and
curiosity.

video, ask students what they observed. Present

notes section and show a portion of the module
where the variables can be manipulated. What
happens when the mass is increased?
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
While teacher A is addressing the class, teacher B can check for understanding by reviewing written statements in science journals
and walk the room
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Differentiation with closed captioning in the video, provide ELs with flipcards containing definitions of key vocabulary and pictures.

Guided Practice

Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as you are
observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

Teacher will operate website to demonstrate

variables of F=ma. Handout worksheets to describe
what students are observing.
Then allow students to open boxes and check out
rockets. Students can see how it is put together so
they can make their own at home.
Teacher will handout Thinkpad laptops for students
to use and operate webmodule in order to
incorporate media and technology.

Student Will:
How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?

Students will break into TPS and interview each other

about video, then groups will observe teacher
demonstrate F=ma website, fill out worksheet about
demonstration.
Students will check out rockets in boxes and can write
down instructions for making their own.
IEPs and ELLs are placed in groups with bilingual and
other students that work well with them for student to
student interaction.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Teacher A can check for understanding while Teacher B works with ELs on worksheet
Second teacher will circulate to IEPs and ELLs, checking in for understanding and sustain students attention
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
IEPs and ELLs are placed in groups with bilingual and other students that work well with them for student to student interaction.

Independent
Practice

Teacher Will:
How will you plan to coach and correct during this
practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?

Student Will:
How will students independently practice the knowledge and
skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one

another?

Teacher will show website on overhead, demo

module for students, handout worksheet and
circulate as they work on it.

Students will observe teacher demo of web module

then work independently as they explore variables of
F=ma

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Bring students back together in closing statements. Ask about their findings with the website: what
changes vector? What happens when mass is increased? What about initial acceleration? What do
you think would happen if you could fire a projectile faster than 17,500mph? Draw a circle (planet
earth) and show a cannon firing over the horizon. It eventually goes into orbit, and falls forever as it
does so. Close with discussion prompts and e-ticket.
Provide IEPs and ELLs with vocabulary cards and a sentence frame so they can use this during
sharing and E-ticket.

Teachers:
Mr. Hudak, Original Lesson Plan

Subject:
th
8 grade science, physics unit

Standard:

S5 c2 po3 Describe how the acceleration of a body is dependent on its mass and the net applied force.
Objective (Explicit):

Predict what will happen to the other two variables when one variable increases or decreases (F=ma)
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Newtons Second Law Activity worksheet

http://bit.ly/newton2
Explain the relationships between force, mass and acceleration according to the second law of motion
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Predict what will happen to the other two variables when one increases or decreases
SWBAT predict the outcome of situations involving Newtons second law
Explain why given situations demonstrate Newtons second law
Key vocabulary: force, mass, acceleration
Materials:
Newton worksheet
Computer (teacher can operate or students can use
them in the computer lab)
Website
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Instructional Input

Engage students with video about rockets, and the importance of Newtons second law.
Students will write down 3 observations in science journal during video. Teacher will cold
call around the room after video asking students what they observed, and if anything
surprised them. Lead into why Newtons laws are important
Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?
Use the youtube video to introduce the unit on motion. Have students make
3 observations about the video, specifically the relationships between the
three variables: force, mass and acceleration. After the video, ask students
what they observed. Present notes section and show a portion of the
module where the variables can be manipulated. What happens when the
mass is increased?

Student Will:
What will students be doing to actively capture and
process the new material?
How will students be engaged?

Students will make 3 observations in their science journals, then tell the
class when they are asked to present observations.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
While teacher A is addressing the class, teacher B can check for understanding by reviewing written statements in science
journals and walk the room

Guided Practice

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Differentiation with closed captioning in the video, provide ELs with flipcards containing definitions of key vocabulary and pictures

Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as you are
observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

Teacher will operate website to demonstrate

variables of F=ma. Handout worksheets to
describe what students are observing.

Student Will:
How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?

Students will break into TPS and interview each other

about video, then groups will observe teacher
demonstrate F=ma website, fill out worksheet about
demonstration.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Teacher A can check for understanding while Teacher B works with ELs on worksheet

Independent Practice

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Teacher Will:
How will you plan to coach and correct during this
practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?

Teacher will show website on overhead, demo

module for students, handout worksheet and
circulate as they work on it.

Student Will:
How will students independently practice the knowledge and
skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

Students will observe teacher demo of web module

then work independently as they explore variables of
F=ma

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?

Why will students be engaged?

Bring students back together in closing statements. Ask about their findings with the
website: what changes vector? What happens when mass is increased? What about initial
acceleration? What do you think would happen if you could fire a projectile faster than
17,500mph? Draw a circle (planet earth) and show a cannon firing over the horizon. It
eventually goes into orbit, and falls forever as it does so. Close with discussion prompts
and e-ticket.