Name: Ben Strack Date: 04/30/2018

1. Standards:

A. NYS P-12 Science Standards:

3-PS2-2. Make observations and/or measurements of an object’s motion to provide

evidence that a pattern can be used to

B. Iste Student Standards:

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.

2. Lesson Objectives:

A. Students will be able to calculate the distance an object had traveled.

B. Students will be able to use paint to calculate formulas.

3. Introduce the Learning Activity

A. To start the students will be introduced to the force of gravity and how it acts on

objects flying through the air. After the students will be introduced to small motion

physics problems to help their understanding of acceleration, height, velocity and

distance. Doing this will prepare the students to use the formulas on a game later on

in the lesson.

B. The students will be provided with a small context of what the lesson is about before

they play the game. They will be told that there is an interactive way to wok and view

problems in physics online. This will set them up to be prepared for working with the

website.
4. Provide Information

A. If there are any questions on definitions I will have the students let me know and I

will answer them when I can. If I am busy I will tell the students to search definitions

on google but to be careful because they may be the wrong definitions. The

vocabulary words are usually tier 3 and will only have one definition.

5. Provide Practice:

A. I plan to write the lesson objectives on the board before the lesson and convey it to

the students before starting. The activity is a game on the Colorado edu website

where you try to stop a bird from soiling the football field. There is a robot and you

have to make calculations to see if the robot can catch the package before it hits the

football field. During the activity the students will be using paint to calculate their

formulas and after they finish the game I will have the students make their own

problem. After the students make up a problem I will have them pair up and solve

each other’s problems.

B. The students will be interested because I will be telling them we will be playing a

game to see who can make the most progress. The game itself is interesting because it

is a joke, but it gives physics motion problems a visual for students, so they can see

their calculations at work. The game does neglect air friction, but they would not have

learned about that yet in their unit. Air friction comes after this unit because it is too

difficult to learn both at once. The students will pair up after to solve a problem they

each make in paint.

6. Provide Knowledge of Results:

 A. I will be walking around making sure that all of the students are on task and I will

help as needed. This lesson is difficult to pick up so, I will be giving as much verbal

feedback to the students as possible.

B. I will have the students drop their paint sheets in google drive for me to look at, so I

can see their work and results. I will also write the feedback on the paint sheets.

7. Review:

A. I will have the students write the main points of the lesson, or the ones they got from

the lesson, in paint next to their made-up problem.

8. Methods of Assessment:

A. I will pose a question to the students before the class is over and I will have them turn
it in to make sure that they understand what they have done.

B. I will be assessing the ability for students to navigate websites and how to work with
paint.