Teacher: Megan McInerney

Course: Global
Grade Level: 10
Date: Day 4 of School
Dates of Lesson: Day 4

The Importance of Isaac Newton

I. Lesson Objectives:
SWBAT formulate explanations for motion as if they were Isaac Newton.
SWBAT understand Isaac Newtons 3 Laws of Motion.
SWBAT discover everyday occurrences of Newtons 3 Laws of Motion.
SWBAT hypothesize how life would be different if the opposite of Newtons 3
Laws of Motion were true.

II. Lesson Context:
Isaac Newton is a key person to be studied as part of the Scientific
Revolution.
This lesson also allows students to think as if they were a scientist during
that time period.

III. Standards:
Comprehension and Collaboration: 1 - Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
IV. Materials:
Projector/Computer/something to show videos on
Mini Bio video on Newton:
https://www.youtube.com/watch?v=PCxP24qj2UQ
Experiment 1-3 Worksheet
Newtons 3 Laws of Motion Handout
5 cups, 5 cards, and 5 coins
Skateboard
Newtons cradle (or if you dont have one, show video:
http://www.youtube.com/watch?v=0LnbyjOyEQ8#aid=P9aqoCEHj4w)

V. Anticipatory Set/ The Hook:
Explain to students that today we are all becoming scientists, because we are
in fact learning about the Scientific Revolution so why not?
Start off by showing the Mini Bio video on Newton
https://www.youtube.com/watch?v=PCxP24qj2UQ
The students have all probably heard of Isaac Newton, but are not sure why
he is so important well here it is, his contributions to the Scientific
Revolution.

VI. Procedures:
1. Pass out Experiment 1-3 Worksheet to each student.
2. Go over the directions with students, explaining to them how after each
experiment they will each have to write on their own worksheet how they
would describe this law of motion.
3. Have the students count off by fives. Then tell them to separate into five
groups according to their numbers.
4. For Experiment #1: Give each group 1 cup, 1 card, and 1 coin.
5. Verbally instruct the group to:
a. Place the card on top of the cup.
b. Place the coin on top of the card.
c. Pull the card quickly toward you, or sharply flick the card out from
under the coin (the coin should drop into the cup).
6. Let students take turns each doing this. Once they have mastered it, challenge
them to put the card on their finger and the coin on top. Now they have to try
and pull the card out until the coin stays on their finger. It can be done!
7. While they are experimenting, remind them to be filling in the worksheet.
8. For Experiment #2: Direct student attention to the front of the classroom.
a. Have one student stand on the skateboard at the front of the class.
b. With one hand, gently push the student so the skateboard slowly
moves.
c. Next, with two hands, push the student harder so the skateboard
moves fast.
d. Direct students to write down on their worksheet how they would
explain this law of motion.
9. Finally, for Experiment #3: Either pull out your Newtons cradle or show the
video: http://www.youtube.com/watch?v=0LnbyjOyEQ8#aid=P9aqoCEHj4w
10. Once again instruct students to write down how they would explain this.
11. Now that students have had the chance to act like a scientist, pass out
Newtons 3 Laws of Motion Handout.
12. Start off by reading aloud the Background Information at the top of the
handout. Explain to students how we all just acted like Isaac Newton when he
was trying to figure out how to describe the laws of motion. Have them
compare what they have written down on their Experiment 1-3 Worksheet
with how Newton actually worded his three laws.
13. Briefly, go over the directions with students and ask if there are any
questions.
14. Give students 5 minutes to work independently on the handout. Then, give
them another 5 minutes to compile answers within their groups.
15. While students are working, walk around the classroom to answer questions
and to make sure students are being productive.
16. After it looks like most students have completed the handout, ask each group
to share with the class an example from all three of Newtons laws.

VII. Conclusion:
To finish up the lesson, if there is time, generate a class discussion about how
things on earth would be different if we lived under the reverse of Newtons
laws. To encourage participation, first give them an example such as: you
would not be pushed back in your seat when undergoing the acceleration of a
car. If time has run out before you reach the discussion, assign them to write
a short journal entry about this topic for homework.

VIII: Assessment:
Collect both worksheets from each student at the end of class to ensure
understanding and to check for completeness. If it seems that there are
frequent misunderstandings of a certain concept, go over these the next day.

IX. Differentiation:
For students with learning disabilities, during the times where students are
working independently, work with them one-on-one to come up with how
they would describe the law of motion.
When they are working in groups, they will be able to collaborate with other
students.
On the Newtons 3 Laws of Motion handout, provide them with a few
examples from everyday life already written in on the sheet so that they may
have a better idea of what you are looking for.

X. Reflection: N/A

XI. Bibliography:
https://www.youtube.com/watch?v=PCxP24qj2UQ
http://www.youtube.com/watch?v=0LnbyjOyEQ8#aid=P9aqoCEHj4w