Total Duration: 
91 to 120 Minutes 
Materials and Resources: 
Presentation Rubric, Graphic Organizer, Graphic Organizer Rubric, hair dryer, pingpong ball, basketball

Technology Resources Needed: 
laptops or computers for each group of students to complete research and create presentations. 
Background/Preparation: 
Basic concepts and definitions of Newton's Laws should be taught prior to this lesson. 
Before/Engage: Prepare a demonstration where you will use a hair dryer to propel objects of different masses to provide a visual representation of Newton's 2nd law of Motion. Show students that you have a hairdryer that you will use to push different objects with different masses across the room. Then show students the basketball and the ping pong ball. Ask students to write in a journal which ball they expect to accelerate most quickly and why they think so. Call on a few students to share their reasoning. Then perform the demonstration using the hair dryer to accelerate the two objects one at a time. Ask the students to write if their hypothesis was supported by the experiment. (As an optional review of key terms  Ask students if this experiment measured qualitatively or quantitatively. Ask students how this experiment could be changed to measure quantitatively). In concluding the demonstration, explain how this demonstrates Newton's 2nd Law. After you share the definition of the 2nd Law, have students "turn and talk" to restate the Law in their own words. During/Explore/Explain: Within groups (Recommended group size of 34 with varying skill levels) students will work together to create a presentation explaining Newton's 2nd Law, providing examples and questions concerning Newton's 2nd Law. Students can use research articles, online journals, or textbooks as resources. Presentations should be prepared according to the rubric provided in the attachments. The presentations should explain how forces and the mass of an object can predict an object's motion. Emphasize the development of authentic scenarios as questions and wellexplained answers to the questions. Students will then share these presentations with the class and can be graded with the presentations rubric attached. After/Elaborate: Direct students to work individually to complete the graphic organizer attached as collect all of their experiences with Newton's 1st, 2nd, & 3rd Law of Motion back together into one chart. Allow students to complete the organizer using chrome books/laptops or by designing a hard copy from scratch. Encourage students to define and creatively explain the Laws through written & picture form without outside resources. You may choose to give more time or resources to struggling students. Allow students to share examples from the graphic organizers and solidify their understanding through verbal explanations of the laws of motion. The graphic organizers will provide examples and explain the differences in Newton's three laws of motion. 
Attachments: **Some files will display in a new window. Others will prompt you to download. 
Assessment Strategies 
The rubric for the group activity presentation requires that students collaboratively create a technology product that requires a high depth of knowledge to explain Newton's 2nd Law through collaborative research and critical thinking to create authentic scenarios and questions for other students. The presentations will explain how forces and the mass of an object can predict an object's motion. The rubric for the graphic organizer is a good checklist for students to selfevaluate their own products as a form of formative assessment. The graphic organizer should provide examples and explain the differences in Newton's three laws of motion. 
Acceleration: 
Presentations can be expanded to include Newton's 1st and 3rd Laws as well as other motion related concepts. 
Intervention: 
Peer support within tiered groups Varying roles within presentations

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 shortterm 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 