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  This lesson provided by:  
Author:Sue Zupko
System: Huntsville City
School: Weatherly Heights Elementary School

  General Lesson Information  
Lesson Plan ID: 7242


Isaac Newton


During this lesson, students have the opportunity to explore the life of Isaac Newton. Students use reference books and the Internet to investigate Newton's life. Following group discussion and individual research, students create a slide of an aspect of Isaac Newton's life. The class will create a slideshow presentation and students will deliver it to other classes.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
1. Use input and output devices of technology systems.
Examples: input—recording devices, keyboards, touchscreens
  • Demonstrating ergonomics relative to technology systems
  • Demonstrating correct keyboarding techniques
  • Demonstrating safe removal of storage media
    TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
    TC2 (3-5)
    10. Use digital environments to collaborate and communicate.
    Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts
  • Producing digital works collaboratively
  • Examples: developing shared writing projects and group multimedia projects
    ELA2015 (5)
    23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
    a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
    e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
    ELA2015 (5)
    38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]
    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]
    c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]
    d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
    e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]
    ELA2015 (5)
    39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
    a. Use punctuation to separate items in a series.* [L.5.2a]
    b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
    c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]
    d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
    e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
    ELA2015 (5)
    40. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]
    a. Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]
    b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. [L.5.3b]
    ELA2015 (5)
    41. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]
    a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]
    b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]
    c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]

    Local/National Standards:


    Primary Learning Objective(s):

    Students will use reference books and the Internet to research contributions to science made by Isaac Newton. Students will develop key words to use for Internet searches. Students will edit work to refine grammar and spelling. Students will create a slide that will be incorporated into a presentation for the class. Students will practice and present a slideshow.

    Additional Learning Objective(s):


     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Any reference books available that contain information about Isaac Newton

    Technology Resources Needed:

    Computers with Internet access, presentation software


    Teachers should have a basic knowledge of Isaac Newton's explanations, including his work with the telescope, color and light, calculus, gravity, and the laws of motion. Students should have a basic knowledge of slideshow software unless the teacher is using this lesson as an introduction to this software.

    1.)Introduce the lesson and create interest by asking what students know about Isaac Newton. Most often they will say he discovered gravity by having an apple fall on his head. Some know he was "Sir" and that he was smart. Write all answers on the board, overhead, or chart paper.

    2.)Ask students where they might go to find information on Isaac Newton. The most common answer is the Internet, so ask where else. Have reference books hidden from view. When someone mentions a specific book, hand it to them and ask them to wait for everyone before starting.

    3.)If students falter over how to proceed, ask what field of study people usually associate with Newton. Most often they will say science. Hold up different science reference books and ask if they think it might be in there. Hand out books which most probably would have information on Newton after asking if they think they might find something helpful inside.

    4.)Check for understanding of using reference books by asking how information is found in books. For example, words are arranged in alphabetical order in the dictionary. Another response might be that the index would have topics listed alphabetically.
    Ask what they might look up to find Isaac Newton (i.e., which volume in the encyclopedia or what keyword to use on the Internet). When students have suggested several good ways, have students open their books and find information on Isaac Newton.

    5.)When all students have some information on Newton, have them share an item they learned with the class. Write all answers on the board including key words used. This gives more ideas on places to find information and key words to use.

    6.)Hand out copies of the "Isaac Newton Information Sheet" (see attached). Divide categories among student groups and have them be responsible for a section of the slideshow presentation the class will assemble. Show the class the teacher-prepared slide show (see attachments). This slideshow demonstrates what is expected of each group.

    7.)Explain the rubric which will be used to evaluate their work. Students will need to do more research on their topic to make their slides complete. Provide copy of rubric to all.
    After students have used the reference books, allow them to visit the following sites to gather more information on Isaac Newton.
    (Sir Isaac Newton)
    This site provides details about Newton's life.

    (Force and Inertia)
    This site informs students about Isaac Newton and provides experiments.

    9.)Once all research is complete, have students complete their slides. When slides are complete, combine into one slideshow by copying and pasting. Have each group help assemble and add the appropriate hyperlinks and animation so the show will flow smoothly.

    10.)Discuss Newton's life. Ask what they have learned about him they did not know before. After hearing answers from all students, ask what they noticed about Newton's discoveries (it does not take them long to notice that Newton built on other's ideas and gave more accurate explanations).

    11.)Have students practice presenting the completed slideshow. Make appointments and have students present the show to other classes.

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    Assessment Strategies

    The teacher will use the attached rubric to assess students' work.




    Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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