Emily Salveson

Flipped Lesson Plan

Lesson Title: Newtons 3rd Law of Motion: Forces and Interaction

Subject: Science; Physical Science

Level: 7th grade

Prerequisite skills or knowledge: Students have learned the concepts of Newtons 1st and 2nd laws of
motion.

Time Requirements for First Exposure & Incentive: 15-30 minutes at Home
Time Requirement for In-Class Activity: 30-45 minutes
Time Requirement for Post-Class Activity: 20-30 minutes

Worksheet for preparing what students will do before, during, and after the lesson
The success of your flipped class depends on the alignment of the what you want your students to
accomplish before, during, and after the class.

Before During After

15-30 minutes 45-60 minutes 30 minutes

1. Students will take a pre- 1. Discussion regarding 1. Students will take a

assessment on
GoogleForms to assess
their prior knowledge of
Newtons Law of Motion.
2. Students will watch a
screen cast of directed
instruction
3. Students can further their
learning by practicing their
vocabulary words through
this quizlet
4. Students have the option
of watching videos that
reinforce the ideas of the
lesson (see below)
student answers to the
google form from Before.
2. Answer any questions
about Newtons 3rd
law/videos.
3. Students will complete a
Lab activity with 3 centers.
4. Students will complete
this handout.
post-assessment on
GoogleForms to assess
their individual
knowledge
2. Students will finish their
lab activity questions as
homework from During.
3. Students will complete a
GoogleDrawing of
Newtons 3rd law to
create a model and
apply their learning.
Step 1: Define Content Scope, Learning Objectives, & Instructional Strategies

What is the scope of your topic? Defining scope is important in terms of providing your students relevant
and connected content that is not too granular or wide in terms of scope, otherwise students will have
difficulty building a mental model and connecting content. Concept maps are useful exercises to help
define scope.

The scope of my lesson includes teaching students the content vocabulary necessary for
Newtons 3rd law of motion. Students will learn that for every action, there is an equal and
opposite reaction. Since students have already learned the concepts of Newtons 1st and 2nd
laws, this lesson is a review of past material, and also a introduction to the 3rd law.

How will students use or apply the material? Clearly write the learning objectives and outcomes that
align with the activities students will do before, during, and after the class. It is not enough to for
students to just read, listen, watch, and take notes. They need to use it to really learn it. Creating and
communicating the learning objectives will help you to align your lesson and clearly define what you
want your students to accomplish before, during, and after the class. When writing the learning
objective including cognitive, affective, interpersonal, psychomotor domains. Describe what students
will need to be able to know and do using active verbs from Blooms revised taxonomy. Use the chart
below to fill out each goal.
 Content Type Learning Objective Task, Question, or Activity

Before Students will be able to recall content Pre assessment

vocabulary words to apply them to At home video
Newtons 3rd law of motion. In class workshop
Post assessment

During Students will be able to analyze Newtons In class workshop

3rd law of motion in action, and draw Post assessment
conclusions through their observations of
different lab activities.

After Students will be able to apply their Post Assessment

knowledge of before and during activities to
show their learning of Newtons 3rd law
through completing an assessment and
extension activity.

Which instructional approach fits best for the main learning activity? Choose the evidence based
instructional approach will fit the main learning activity (i.e.: direct or indirect instruction, peer-
instruction, team-based learning, case-based learning, process-oriented guided inquiry learning)

Guided inquiry works best for the main learning activity, as students are going to observe and
draw conclusions about what is occurring in their lab centers.

Step 2: Students gain familiarity with new material before class

What instructional materials and resources will you use for students to familiarize themselves with the
content prior to class? The pre-class work should set the scene for the in-class activity. Plan through
how you will communicate the new instructional ideas. Would students benefit more from watching a
video demonstration outside of class at their own pace and as often as needed or would some other
media type (i.e.: text, animation, graphic) serve the presentation of instructional content more
effectively? Review research literature for best uses of media and technology for your audience, topic,
and objectives.

1. Students will complete this Google Form before class.

https://docs.google.com/forms/d/129mWhSiW5ZHW131EGJ3ls8luYdzI5KEtvkhDUhON-
 94/edit?usp=sharing This GoogleForm introduces students to vocabulary and Newtons 3rd law
of motion.

Step 3: Activities that motivate students to prepare before class

What kinds of activities will motivate students and prepare them for class? What questions will I ask
students? What should students be able to do to prepare? Align & match these activities with the
learning objectives. Identify the kinds of incentives or motivations that will engage students in the new
instructional material and prepare for the in-class activity. Determine how you can provide feedback to
students about what they know and do not know prior to class. NYU Classes has tools that can provide
students immediate feedback on their progress, strengths and weaknesses.

To help students prepare for class

1. Students will watch this Video Screen Cast of Newtons 3rd law via Youtube. This allows
students to watch the video and supporting videos as often as they would like in order to
preview the information before class the following day.
2. Students will be provided with this link to Quizlet to review vocabulary as necessary before
class. There are different activities that students are familiar with. Games, quizzes, etc.
3. Students can watch the following videos to learn more about real world applications of
Newtons 3rd Law
a. MythBusters Video- 6 minutes
b. MythBusters 2 minutes (Cradle)
c. Newton's 3rd Law 3 minutes

Step 4: In-class activities that provide students opportunities to deepen understanding

What kind of in-class activities will focus students to attain higher-level cognitive abilities? Align & match
these activities with the learning objectives.
In all these examples prepare clear instructions for distribution to students in-class.
Use a timeline work plan to help you keep manage the activity and keep students on task.

1. Review Google Form Preassessment Responses. Have discussion with students about different
answers and misconceptions that were seen throughout their responses.
a. Ask students to define terms. Encourage students to lead discussion.
2. Newtons Laws Lab Centers Observation (45 minutes)
a. Students will work with their collaborative group of 5-6 students to complete 4 different
centers that are mini-labs that
b. Students will receive this handout that is for the worksheet for the different centers that
focus on Newtons Laws of motion.
c. Each center will take about 10-15 minutes. Centers will be spread out around the room
for students to move through with their groups.
i. Center 1: Coin Activity
 1. Equipment: Cup, Index card, Coin
ii. Center 2: Coat Hanger
1. Equipment: Bent coat hanger, penny/coin
iii. Center 3: Newtons Cradle
1. Equipment: Newtons Cradle
d. Questions that do not get finished in the class time, can be completed for homework.
Some questions must be completed in class, as they are directly related to what
students are observing in each center.
e. These questions allow students to work together and learn from one another while
allowing the teacher to observe student learning, guide student learning with questions,
and provide additional support for students who need more help/time with the
material.
f. These questions and centers allow students to apply their prior knowledge, and their
knowledge of Newtons 3rd law to real lab activities. Students will be able to apply the
content vocabulary to these activities as well.

For students that need:

Independent Practice The lab center above can be completed as a
group/independently. Each student will be
responsible for finishing their own questions on
the provided worksheet.

More support/instruction Based on the results of the pre-assessment the

teacher will walk around during student
independent lab time and check in with students
who need more help.
Also through the discussion, teacher can help
clarify misunderstandings and develop a deeper
understanding.

Exploratory activity extension Students can start on their Google Drawing and
finishing their laboratory questions.

Students can also complete a secondary lab

experiment for more practice with Newtons 3rd
Law. This can be found at this worksheet. This
allows students to complete by themselves if they
need more of an extension.

Step 5: Post-class activities that extend student learning

How will students continue the learning experience from the inside class activity to outside of class? Align
& match these activities with the learning objectives. Note, we do not retain well what we may learn
from just one exposure to the materials but over an extended period of practice.
 1. Students will have access to the following video that summarize and restate the learning
objectives of Newtons Laws of motion.
a. Crash Course Video- 11 minutes
2. Students will complete a post assignment Google Form to evaluate their learning.
3. As homework, students will be finishing their questions from the lab and completing a Google
Drawing of Newtons 3rd law. This will help students solidify and create a model of the law to
apply their knowledge.

Describe how you will connect this lesson to the next lesson so that they flow coherently.
1. Since this lesson was a review of Newtons first two laws, and an introduction/application to
Newtons 3rd law, the following lesson will be going over the observations that students made
and having a discussion about the differences and applications of the different laws of motion.

Step 6: Ongoing Evaluation and Assessment

How will you evaluate students learning and progress? Evaluation and assessment are ongoing
throughout the process. Plan how you will evaluate the effectiveness of the flipped experience and
assess student understanding at all stages.

Lesson Task Assessment Strategy

1. Preassessment Google Form

Teacher will review answers with students prior to beginning lab activity
and have discussion.

2. Video Instruction Through discussion in class (mentioned above) students will be able to
answer questions correctly and understand the concepts in the discussion
and video.

3. Lab Centers Day of the Lab Centers:

Teacher will walk around and observe student learning. Teacher will guide
student learning through questions and guidance through the centers.
Teacher will be taking anecdotal notes about misconceptions and
dilemmas observed during lab.

The day after the lab is completed:

The teacher will be having a discussion about the lab centers with students
and about the misconceptions or difficult concepts that were gone over.
Teacher will collect lab assignments.
Students will be able to demonstrate their understanding of both concepts
and vocabulary through completion of their lab activities.
4. Post Assessment GoogleForm

Teacher will review each students answers to evaluate students

individually, since the lab activity was completed in a group.

5. Google Drawing GoogleDrawing

Teacher will check for understanding through Google Drawing. This allows
students to apply their knowledge and create a model of Newtons 3rd
law.