Developmental Lesson Plan: Common Core/PA Standard(s)

Developmental Lesson Plan
Teacher Candidate: Amanda Johns and Erica Lis Date:
Group Size: 17 Allotted Time: 25 minutes Grade Level: 3rd

Subject or Topic: Newton’s Three Laws of Motion - Matter and Motion Unit
Common Core/PA Standard(s):
3.2.3.B1 -Explain how movement can be described in many ways.
3.2.3.B2 -Explore energy’s ability to cause motion or create change.
S4.C.3.1 - Identify and describe different types of force and motion resulting from these
forces, or the effect of the interaction between force and motion
S4.C.3.1.1 - Describe changes in motion caused by forces (e.g. pushes or pulls, gravity,
friction)
Learning Targets/Objectives:
Students will apply Newton’s 2nd law of motion in order to answer scenarios.
Assessment Approaches: Evidence:

1. Observational 1. The teacher will watch the students
as the experiment occurs.
2. Formative 2. The students will answer scenarios

about Newton’s 2nd Law.
Assessment Scale:
Formative Assessment Grade

5 points - student answered all 5 questions correctly
4 points - student answered 4 of the 5 questions correctly
3 points - student answered 3 of the 5 question correctly
2 points - student answered 2 of the 5 questions correctly
1 point - student answered 1 of the 5 questions correctly
0 points - student answered none of the questions correctly
Subject Matter/Content: Science - Force and Motion

Prerequisites: What is a force?, Push and Pull, Balanced and Unbalanced Forces, Newton’s
1st Law of Motion
Key Vocabulary:
Newton’s Second Law of Motion - the greater the mass of an object, the more force it will
take to accelerate the object
Mass - the amount of substance that makes up an object
Acceleration - the rate of change in the velocity of an object
Velocity - Speed and Direction
Content/Facts:
● Mass is the amount of substance an object is made out of, this impacts its weight and
the ease of making in move.
● Acceleration can be an object sitting still that begins moving or an object that is
moving and changes its velocity.
● The more mass an object has, the more force it will take to move it
Introduction/Activating/Launch Strategies:
“Yesterday we learned about Sir Isaac Newton. Who remembers anything about Isaac
Newton?” Allow the students to respond. “We also learned about his first law of
motion, anyone know what it was?” Allow students to respond. “Yes, Newton’s first law
of motion states that an object at rest will stay at rest and an object in motion will
stay in motion until acted upon by an unbalanced force. Today we are going to learn
about his second law of motion!”
Development/Teaching Approaches:
“Newton’s 2nd Law of motion has three main parts. The force you exert, the mass of
the object, and the acceleration of the object. We already know what a force is, it's
any push or pull on an object. We have talked about mass in math class when we
learned about grams and kilograms. Mass is the amount of substance that makes up
the object. The third aspect of Newton’s second law is acceleration. Acceleration is the
rate of change in the velocity, which is the speed and direction an object is going .”
The teacher will play this video to further explain the concept of acceleration.
https://www.youtube.com/watch?v=t17DDbwl_ag
The teacher will then define Newton’s 2nd law. “The greater the mass of an object the
more force it will take to accelerate the object.Think about it... If you push your friend
on a swing, you don’t really have to push that hard to move them. But if you were
pushing an adult, you would have to push a lot harder to move them on the swing .”
The teacher will then begin the experiment and call forward 3 star engineers. These will be
three randomly selected students. All students will have an opportunity to be a star engineer
over the course of the unit.
“Here I have a tub of flour. We are going to use it to observe how different sized
objects have different sized landings into the flour when dropped from the same
height. Our first test has a golf ball and a paper ball that are around the same size. ”
The teacher will hand the two objects to the first star engineer. She will ask them which one
is heavier and they will say the golf ball. “The golf ball has more mass than the paper ball.
Which one do you think will have a greater impact force into the flour when you drop
it?” The student will answer. Then they will hold the objects at the same height and drop
them at the same time. The teacher and the student will describe what they see in the flour
to the rest of the class.
This process will repeat two more times with different objects.
The next star engineer will be given a quarter and a dime and will be asked the same
questions.
The last student will be given a pencil and a marker and will be asked the same question.
After the experiment the teacher will say, “We noticed that the heavier object hit the
flour with more force than the lighter object every time. This is because the heavier
object has more mass and therefore will have more acceleration to hit the flour with
more force.”
Then the students will complete the google form as their formative assessment.
Closure/Summarizing Strategies:
“Today we learned about Newton’s 2nd law of motion. The heavier the object is (the
more mass it has), the more force you have to put on it to get the same reaction.
Tomorrow we will learn about the final law of motion! ”
Accommodations/Differentiation:
This experiment cannot be done by everyone due to safe concerns, therefore, there will be
three students that will share the experience with the class to continue to be engaging while
staying safe.
Students with IEP’s will have aides in the classroom to offer assistance if needed.
Materials/Resources:
Newton's Second Law of Motion. (n.d.). Retrieved January 23, 2021, from
https://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-Second-Law
Clear container of flour, golf ball, paper ball, quarter, dime, pencil, marker, computers
Acceleration video - https://www.youtube.com/watch?v=t17DDbwl_ag
Google Form -https://forms.gle/BU6Rm2e8Uq9xKfYs9
Webquest
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Additional reflection/thoughts

Developmental Lesson Plan: Common Core/PA Standard(s)

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Developmental Lesson Plan: Common Core/PA Standard(s)

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Developmental Lesson Plan

Teacher Candidate: Amanda Johns and Erica Lis Date:

Group Size: 17 Allotted Time: 25 minutes Grade Level: 3rd

Common Core/PA Standard(s):

3.2.3.B1 -Explain how movement can be described in many ways.

3.2.3.B2 -Explore energy’s ability to cause motion or create change.

Assessment Approaches: Evidence:

2. Formative 2. The students will answer scenarios

Formative Assessment Grade

Subject Matter/Content: Science - Force and Motion

Remediation Plan (if applicable)

Personal Reflection Questions

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