|Lesson Plan ID:
|| Experiencing Newton's Laws of Motion|
This lesson will approach the study of Newton's 3 Laws of Motion using McGraw-Hill Science textbook Unit F. The students will be given an overview of the laws and vocabulary words to study. After introducing and explaining the concept of the laws, the students will be divided into three groups and provided a syllabus for producing a multimedia presentation of one of the laws. The lesson will culminate with the presentation by the students and an activity time in which the laws will be explored with games and activities.
|SC(5) ||6. Compare effects of gravitational force on Earth, on the moon, and within space. |
|TC2(3-5) ||1. Use input and output devices of technology systems. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|Primary Learning Objective(s):
|| Students will define and give examples of each of Newton's Laws of Motion. |
Students will demonstrate an understanding of the vocabulary by using the words correctly in their presentations and in classroom discussion.
Students will create meaningful activities and/or games to demonstrate the 3 laws of motion.
|Additional Learning Objective(s):
|| Students will produce a slideshow presentation with downloads from related web sites. Students will take digital pictures of their games and activities.|
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
McGraw-Hill Science 5 Unit F, handouts of syllabus for groups (see attachment)
|Technology Resources Needed:
Computers with Internet access, printer, floppy disks, teacher-provided disks with appropriate web sites (see attachment for a list of suggested Web sites to include),
digital camera, student-selected materials for activity chosen by group,
word processing software, presentation software, computer projection device for presentations is desirable
The students will have had several practice activities producing slideshow presentations.
1.)The teacher will introduce the lesson on Day 1 by giving an overview of Chapter 12 of Unit F in McGraw-Hill Science 5 using teacher-made transparencies and an overhead projector.
2.)Introduce the vocabulary and have the students define each word and write a sentence or draw a picture to enhance memory.
3.)Divide the students into three groups of five (approximately) for the purpose of researching and presenting a multimedia presentation of their assigned law. Provide a syllabus for each group (see attachment).
4.)The students will go online and research their topics using a teacher provided floppy disk to access appropiate and meaningful websites (see attachment for a list of Web sites to include on the floppy disk.)
5.)The students will print needed information.
6.)The individual groups will work together to design their slides for the slideshow presentation.
7.)Each student will produce one slide on the computer for the group's presentation, making sure that sources from the Internet are properly credited.
8.)Each group will plan one activity for a culminating activity after presenting its multimedia presentation.
9.)Each group will present its slideshow presentation.
10.)Each group will introduce its activity for the culminating experience and appoint one person to photograph the activity using the digital camera.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Suggested Web Sites for Research.doc|
The teacher will assess this unit with a multiple choice test on terms and concepts. The multimedia presentation and activities will be assessed using a check sheet.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: