Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Andrew Lewis
03/16/2015

Subject/ Topic/ Theme

Forces and Motion

Grade

7th

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson of the unit so it introduces the students to the concepts of Force and Motion. Without the content, definitions and examples from this lesson the
students will not be able to understand the more in depth descriptions of forces and motion later in the unit.
cognitiveR U Ap An E C*

Learners will be able to:

Students will understand that forces can still be acting on an object even if it isnt moving.
Students will be able to describe the forces acting on a given object.
Students will be able to describe the motion of the object when told the direction and balanced/unbalanced nature of
forces.
Students will cooperate and have a group discussion where both voices are heard.

physical
development

socioemotional

U
Ap
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x

Common Core standards (or GLCEs if not available in Common Core) addressed:
P.FM.05.31 Describe what happens when two forces act on an object in the same or opposing direction.
P.FM.05.32 Describe how constant motion is the result of balanced (zero net) forces.
P.FM.05.33 Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

What the difference between a push and a pull are from background knowledge. A general knowledge
of what motion is.
Pre-assessment (for learning): Questions to the class on what Force and Motion are.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning): Questions to the students about what causes objects to move or why stuff isnt moving.
Summative (of learning): Quiz at the end of the week, Test at the end of the unit.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Will give students multiple

examples of each kind of force.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Write the definitions on the

board and speak them out loud.
Also will draw a diagram on the
board.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Students will exert different

examples of forces on objects.
Provide options for expression and
communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Give multiple examples of

familiar forces. Students choose
force example to draw.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students are challenged to think

of an example of movement
without a force exerted.

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students are told the long term

goals of the unit and goals of
the lesson.

Students are given explicit

learning objectives for the
lesson.

Stapler, desk, whiteboard, markers

Traditional classroom set up with the four rows and two students to a desk.
How will your classroom
be set up for this lesson?
III. The Plan
Time
4 min

5 min

Components
Motivation
(opening/
introduction/
engagement)

6 min

10 min

14 min

20 min

23 min

27 min

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher begins class by asking the students to give a brief definition of
Motion.
What is motion?
What are some examples of motion?
What do you think causes motion?

Students think about a definition of motion and what causes motion to

occur.

Teacher explains that each example of motion was caused by Force being
exerted on an object.
Can you name anything that moves without a force acting on it?

Students realize that all motion is caused by Forces but wonder what
exactly is a Force?

Teacher tells students that the goal of this lesson is to be able to

understand what a Force is and how it can lead to motion. The goal of the
unit is to be able to identify the Forces acting on a given object and
predict the future movement.
.
Teacher defines a Force as a push or pull on an object.
Is it possible to have more than one force acting on an object?
What examples of Forces do you know of?
Do forces always lead to motion?
What if I push on this brick wall? It wont move but am I exerting a
Force?

Students know what they should be able to understand and explain after
the lesson is over. This allows the students to track for themselves their
learning.

Students write down the definition of Force and begin to think about
examples of Forces and how they cause motion by answering the
questions.

Teacher explains that Balanced Forces do not change the motion of the
object.
What would happen if there was no table for this stapler to sit on?
The table just disappeared instantly.
Is gravity always acting on the stapler?
Why doesnt the stapler always go down?

Students wonder if all it is still a Force if it doesnt cause motion.

Students write down the definition of Balanced Forces and wonder what
an Unbalanced Force is/if it exists?

Teacher explains that Unbalanced Forces change speed or direction,

unbalanced forces lead to motion. Has students discuss with their partners
the forces that may be causing motion on some moving objects.
If the stapler is balanced now when it is falling what name do you
think we give that Force?
So if I push this stapler that is an Unbalanced Force.
Unbalanced Forces occur when a new force begins acting on an
object or an old force stops acting on an object.
Find a moving object and discuss with your partner what makes it
move.

Students see that if the Forces arent balanced that leads to motion but
Forces act on objects all the time. Students discuss with their partner the
forces they think are making the object move.

Teacher describes to students that gravity is the cause of the stapler

falling and gravity is caused by the mass of an object. Teacher also
mentions that gravity will be covered more in depth in a later lesson.

Students know that gravity is an example of Force and is always acting on

objects but other Forces balance it out.

Teacher describes friction as the action of one object rubbing against

another and gives examples.
Why do your hands get warm when you rub them together?
Why did the stapler stop when I pushed it?
How would roller skating be different Bri if you skated on a shag
carpet instead of a slick floor?

Students think about how friction is the Force that stops the stapler from
moving and most objects in motion. Also write down the definition of
friction. Students think about how friction is what stops things they dont
just stop themselves.

31 min

32 min
40 min

Closure
(conclusion,
culmination,
wrap-up)

Teacher describes Newtons 1st Law or the Law of Inertia.

Inertia is the tendency of objects to keep moving in one direction.
Newtons 1st Law is an object at rest stays at rest unless acted upon
by an Unbalanced Force.

Students see the connection to friction because if it wasnt for friction the
stapler would keep moving due to Inertia. Students write in their notes the
definitions for Inertia and what Newtons 1st Law says.

Teacher has students pick an object in the room so they can draw it on the
board.
What object should I draw with the Forces acting on it?

Students choose an object in the room for the teacher to diagram for them.

Teacher draws a diagram of the Forces acting on the student chosen

objects using arrows to show the direction of the Force,. Teacher takes
examples of both Unbalanced and Balanced forces.
Is this an example of an Unbalanced or Balanced Force?

Students copy the diagram into their notes and think about if it is a
Balanced or Unbalanced Force, recalling what we talked about earlier.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson may have too much information (new concepts and terms) for the students and cognitively overload them. However they
will review this material multiple times before they will need to have it in order to learn more in depth concepts. Overall I think this
is a good lesson to introduce students to Forces and Motion. The students should leave with an understanding that forces are all
around them and that motion is caused by these forces.

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