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Delffs LessonPlan US OBS2

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6 views3 pages

Delffs LessonPlan US OBS2

Lesson plan example

Uploaded by

tdelffs
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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edTPA Lesson Plan: Unbalanced Forces Inquiry Lab

Date: [September 17th, 2024]

Grade: [8th]

Lesson Title: [Unbalanced Forces: Inquiry-Based Lab Activity


Length of Lesson: [45 minutes]
Standard: [MS-PS2-2 - Plan an investigation to provide evidence that the change in an object's
motion depends on the sum of the forces on the object and the mass of the object.]
Objectives: [ o Students will understand the relationship between force, mass, and
acceleration through an inquiry-based lab.

o Students will be able to apply the formula F=ma to predict how changing either force or
mass affects acceleration.

o Students will be able to graph data and interpret how changes in mass or force affect the
slope, representing acceleration.]

Assessment: [

o Formative: Teacher observation during group discussions and lab activity.

o Summative: Lab report and conclusion answering inquiry questions, including a graph
showing the relationship between force, mass, and acceleration.

o Performance-Based: Completion of inquiry-based lab, with data collection, analysis,


and conclusion.]

Activating Strategy: [

o Begin with a brief demonstration showing different masses being pushed with varying
forces (e.g., using a small cart). Ask students to predict how changing the mass or the
push (force) affects the motion of the cart.

o Discuss real-life examples, such as the difference in pushing a heavy box versus a light
box, to activate prior knowledge of Newton's Second Law.]

Instruction: [Introduction to Newton's Second Law:


1. Introduction to Newton’s Second Law (10 minutes):
a. Review Newton's First Law briefly and introduce the concept of force, mass, and
acceleration.

b. Present the formula F = ma and explain each variable.

c. Discuss how the second law predicts that acceleration is directly proportional to
force and inversely proportional to mass.

2. Inquiry-Based Lab Instructions (10 minutes):


a. Divide students into small groups and provide lab materials: carts, weights,
spring scales, and rulers.

b. Explain that each group will vary the force applied and the mass of the object
to measure how it affects acceleration.

c. Students will record their data and graph the results to observe patterns.

d. Provide guiding questions: "What happens to acceleration when the force


increases but the mass stays constant?" and "How does increasing the mass
affect acceleration when force stays the same?"

3. Lab Activity (25 minutes):


✓ Groups conduct the experiment, applying different forces to carts with varying
weights.

✓ Students will use spring scales to measure the force and record acceleration using
measured distances and times.

✓ They will repeat trials for accuracy and consistency, noting any challenges.

4. Data Analysis (10 minutes):


✓ After completing the lab, students will plot their data on a graph, with force on the x-
axis and acceleration on the y-axis.
✓ As a class, discuss the trends in the graph, reinforcing the understanding that F= ma
can be represented as a linear relationship when mass is constant.]

Closure: [Conclude by reviewing key takeaways:

o Newton's Second Law explains how an object's motion changes when a force is applied,
and this relationship can be represented mathematically and graphically.

o Ask students to reflect on the lab's findings by sharing their conclusions with the class.
Each group will briefly present their graph and summarize how changing mass and force
affected acceleration.

o Tie the lesson back to real-world applications (e.g., vehicle acceleration, sports
dynamics).]

Modifications/Grouping: [

o Differentiation: Provide additional scaffolding (e.g., pre-labeled graphs) for students who
may need support with graphing and interpreting data.

o Grouping: Heterogeneous groupings ensure students with different strengths work


together, promoting peer learning.]

Academic Language: [ o Key Vocabulary: Force, Mass, Acceleration, Proportional,

Inversely Proportional

o Instruction on Language Use: Students will use the terms in lab reports and group
discussions to explain their findings.]

Materials/Resources/Technology:

➢ [Tape ➢ Index cards

➢ Ping Pong ➢ Meter stick

Balls/Golf Balls ➢ Ruler


➢ Kesler Science]

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