Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Jansen

Date

Subject/ Topic/ Theme

Physics

Grade ___9th_____________

I. Objectives
How does this lesson connect to the unit plan?
Introduction and practice of Newtons second law which is part of the whole unit plan of understanding forces and motions, specifically related to Newtons laws..
Lesson will provide introduction to equation. Will explain each term of the equation associated with Newtons second law: F=ma.
cognitiveR U Ap An E C*

Learners will be able to:

Conceptually relate behavior of the force on an object to the objects mass and acceleration
Take self-created written notes while the teacher discusses introduction to the material
Use the F=ma mathematical equation to explain an objects behavior
Think critically on motion and its relation to previous course topics (Newtons first law and falling bodies) and real
life examples

physical
development

socioemotional

R, U, A
R, C
U, A,
R, U, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
HS-PS2-1- Analyze data and physical evidence to support the claim that Newtons second law of motion describes the mathematical relationship among the
net force on a macroscopic object, its mass, and its acceleration. Specifically done through demonstrations and conceptual ideas as well as mathematical
questions.
HS-PS2-2- Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system and the behavior of acceleration as force is changed on a constant mass. Specifically, Mathematically finding the behavior of force or
acceleration on an object with constant mass while the other component is given.

HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.
http://www.nextgenscience.org/hsps2-motion-stability-forces-interactions
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Newtons first law and falling bodies. The concept of force, mass, and acceleration. The difference
between mass and weight. The difference between velocity and acceleration.
Pre-assessment (for learning):

KWL on board for group discussion.

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present? Students
will be required to answer
questions to a new concept.
A limited time is provided to
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to
do this lesson?

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Exit quiz and class discussion allowing questions, worksheet

Formative (as learning):

Practice questions on a worksheet as well as exit quiz/slip, class discussion as part of the
demonstrations using a tennis ball and medicine ball.
Summative (of learning):
Practice sheet (finished) and exit quiz
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Showing demonstrations (concept
of idea), providing notes with
drawings of behavior, and giving
mathematical questions (concept
through mathematical relations).
Provide notes electronically
(because can save smart board)
after class is over.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Allow students to write own

notes (written conceptual).
Work through mathematical
practice questions regarding
topic (numeric expression).

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Students write their own notes.
Students will engage in both class
and small group discussions.
Allow volunteers to engage in
demonstrations.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Relevant video. KWL on board.
Encouraging attitude by teacher.
Discussions of previous
knowledge to relate to this topic.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Large group and small group

discussions. Notes.

Practice questions, discussion

requiring answering of
problems.

Provide options for comprehensionactivate, apply & highlight

Relate to real life examples and

give demonstrations. Show
video.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

KWL on board and in notes.

Exit quiz.

Exit quiz with spot for

questions and comments.
KWL on board and in notes.

Heavy ball (medicine ball) and 2 lighter balls (tennis ball). Practice worksheet handout. Exit
quiz/slip. Smartboard. Access to internet/projector for clip

Set up for students to be in clusters of either 2,4, or 6, depending on chairs and room size. Preferably
clusters of four. Teacher up front with the smart board. A fair amount of open space available for
demonstrations.
How will your classroom
be set up for this lesson?

III. The Plan

Time

Components

7 min
4 min
8min

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
KWL on board. Writes ideas on board.
Respond with ideas for KWL
Video clip
(https://www.youtube.com/watch?v=qu_P4lbmV_I)
Demonstration of a heavy ball and light ball being
pushed with same force. Of two tennis balls being
pushed with different force. Will provide small
group and large group opportunities for discussion.
Example questions:
If both tennis balls have the same mass and they
are rolling at the same acceleration what can we say
about the forces acting on the objects?
If I push with the same force on the medicine ball
and tennis ball, which one appears to have a greater
acceleration?
What force must be greater if you want the
medicine ball and tennis ball to accelerate the
same?

12min

Development
(the largest
component or
main body of
the lesson)

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Notes on smart board. Start with equation and then

draw supporting diagrams to visually represent the
equations concepts and relations. Show
relationship of F=ma with diagrams and
mathematics to support how they change. Provide
opportunity for large group and small group
discussions. Example discussion questions: If I
double the Force and mass stays the same, what
happens to the acceleration? If I draw a diagram
of one heavy object and one light object
accelerating the same, which would have a greater
arrow of force applied?

Looks for main equation in Newtons second law

Students must think what ball went further.
Conceptually think how this applies to F=ma
equation. More specifically, what happens when
same force but different mass as well as same
mass and different force. Conceptually think
about relationship between F, m, and a. Students
will have opportunity to discuss in small group as
well as large group situations.

Students take notes and answer questions as

teacher provides prompts such as with two
similar massed objects, how can one have greater
acceleration? If two objects, one heavier than
the other, have equal forces applying on them,
which one will accelerate faster?
Answer questions such as Calculate the force if
the objects mass is 10 and acceleration is
6m/s^2.
Students follow along on worksheet as well as do
questions on their own as instructed.

Notes transition into math based questions to give

numeric value to concepts. Hand out practice
worksheet. Assess students as they ask questions
and work though math based questions. Provide
time for questions. Have students hand in next
class.

12min

5min

6 min

Closure
(conclusion,
culmination,
wrap-up)

Give real life examples as to why this is relevant:

bowling, nascar, etc
Ask students for examples.
Hands out exit slip/quiz, allow students to complete,
and then briefly go over answers as a class so
students can be aware of their initial comprehension

Students work on worksheet, ask questions as

needed, and plan on worksheet being homework
due the next day by class time.

Provide real life scenarios for this topics use.

Students answer questions on exit slip to best of

ability and state any questions or comments.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I wanted to enable students to dive into the material both conceptually as well as support the material with mathematically
sound relationships. Some students will learn better with the concepts and some with math, so I wanted to make sure and hit
them both. I knew student would want to be engaged visually and hands on. For this reason I provided different forms of
information to be displayed. The video clip related to sports, the smart board where notes could be written and saved to be
shared electronically with the class. I did demonstrations because they provide real life evidence of Newtons law in action. I
found it hard to differentiate. My hope was having questions on the worksheet that are both conceptual and numeric based
will help students show their strength. I also want to provide an exit slip so that students can do a quick assessment of how
they are doing and also provide a space for students to leave an questions they would like covered that they didnt or couldnt
ask during class.

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