L5+Archambault+Michael

=**UMF LESSON PLAN FORMAT**=

Grade 9-Diploma Students will explore Newton's three laws of motion.** a. //Describe the contribution of Newton to our understanding of force and motion, and give examples of and apply Newtons three laws of motion and his theory of gravitation.// Students will be working on their brainboards and constructing free body diagrams of pendulums and springs. The brainboards will be brought to the front of the class and talked about, with the entire class offering feedback and the teacher getting the final say to clear anything up. This allows the students to hear multiple explanations for the same thing and connect with a visual and interactive demonstration. Students will be blogging about their experiences using pendulum physlets and any questions they have on the information. They are required to ask at least two questions in their own blogs and answer at least one other classmates blog question. They will be graded based on the blog rubric used in lesson 1. Language Arts: Students will be writing blogs entries that require word processing and writing skills. Art: Students will be drawing pictures on brainboards and explaining them to the class. They need to clearly show the forces involved, acceleration, and velocity vectors. Students will be grouped by pendulum positions. When they enter the classroom, they will be given snapshot photos of pendulums and springs, and they must go to the tables that have the same position. This will allow the students to interact with each other and establish a more realistic work environment that takes them out of their comfort zone. The classroom will be set up in a horseshoe shape so that each student can see the board, and conversation is inward. I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Absent students will be required to get the lab data from another student in the class and copy another student's notes. All make-up work must be completed the class following the absences. If the student misses more than one class period, case-by-case situations will be handled between the teacher and the student. In their blogs, my responses will send the student into more research or thoughtfulness. The idea is to differentiate to each student with the help of their blogs, and assess each student on their own level. They will answer my questions with a response to my comment, which has the requirements of a type II technology. I will use the blogs as a one-on-one engagement with the students. I will ask more challenging questions in my feedback to gifted students, and more basic questions to students who are having a harder time grasping the concepts. Paper Writing Utensils Brainboards dry erase markers Blog accounts laptops overhead projector
 * __ Teacher’s Name __**** :Mr. Archambault __Date of Lesson__: 22NOV08 **
 * __ Grade Level __**** : 12 __Topic__: Newton’s second law **
 * __ Objectives __**
 * Student will understand that ** conservation laws are a big part of why things heat up when re-entering the atmosphere, and why people get hurt in car accidents.
 * Student will know ****//Newton's Laws of motion describe everything around us.//**
 * Student will be able to **demonstrate the difference between elastic and inelastic motion.
 * __ Maine Learning Results Alignment __**
 * Maine Learning Results: Science and Technology D. The physical setting**
 * D4: Force and Motion
 * Rationale: //Students will be learning about simple harmonic motion, momentum, and potential vs. kinetic energy. These aspects of classical physics are important because they bring the idea of energy into the F=MA dialogue. Students will often question where the force comes from, and how it can be true that something can have zero velocity and its maximum acceleration. This is where springs and pendulums fit into the big idea. They are a perfect way to visualize energy in different forms.// **
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Logical: ** My math intelligences will be catered to with the organization of pendulum data. They will be making quantitative charts on graph paper that show energy levels and total energies in the system.
 * Intrapersonal: ** My intrapersonal intelligences will be catered to because they will work on their blogs separately.
 * Interpersonal: ** My interpersonal students will be catered to when they work together with their groups on the brainboards. They will need to present to the class with each student contributing. They will also comment on each other’s blogs.
 * Verbal: ** The verbal learners will learn when each position of the pendulum and spring is explained. They will hear what the pendulum is doing when it has certain energy levels when the group and teacher explain.
 * Visual: ** The visual learners will learn with the pendulum physlets and brainboard drawings. They will have a visual component to learn from that goes along with the verbal component.
 * Kinesthetic: ** My kinesthetic learners will be catered to when they move around to present to the class.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**

http://www.emporia.edu/physics/keithron/collegelab2/pendulum.htm ** Logical: ** My math intelligences will be catered to with the organization of pendulum data. They will be making quantitative charts on graph paper that show energy levels and total energies in the system. Students will be using blogs throughout each lesson in the unit, and other students and I will respond to them with follow-up links, comprehension questions, and comments to provide feedback and scaffolding. This is a type-II technology.
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** : This lesson exceeds Maine's standards for initial teacher certification because it fosters growth in all of the student’s development. Students are exploring a new concept of physics that will become clearer as the scaffolding goes up. They will begin to see growth from the seeds I am planting in this lesson very shortly in the unit. Students will have clear rules and boundaries that respect others, and incorporates teamwork and problem solving skills. They will be interacting with other students from different areas in the community based on classroom setup, and bolstering their diversity appreciation.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson exceeds Maine's standards for initial teacher certification because I will differentiate towards each student’s needs via their individual blogs. Each student will gain knowledge and confidence from the group work and intergroup work that will take place during this lesson. They will also continue to achieve higher understanding in the post-lesson dialogue on their blogs. I have designed this lesson to be part of a unit that meets the Maine Learning Results and that differentiates towards each individual student’s learning style and multiple intelligences.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : This lesson exceeds Maine's standards for initial teacher certification because I will teach towards several of the multiple intelligences during this class period.
 * Intrapersonal: ** My intrapersonal intelligences will be catered to because they will work on their blogs separately.
 * Interpersonal: ** My interpersonal students will be catered to when they work together with their groups on the brainboards. They will need to present to the class with each student contributing. They will also comment on each other’s blogs.
 * Verbal: ** The verbal learners will learn when each position of the pendulum and spring is explained. They will hear what the pendulum is doing when it has certain energy levels when the group and teacher explain.
 * Visual: ** The visual learners will learn with the pendulum physlets and brainboard drawings. They will have a visual component to learn from that goes along with the verbal component.
 * Kinesthetic: ** My kinesthetic learners will be catered to when they move around to present to the class.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : This lesson exceeds Maine's standards for initial teacher certification because I will be constantly formatively assessing the students as a group and individually. I will conversate with tables as a group and lead individual students on their own paths for thinking by asking questions and giving alternative scenarios. I will summatively asses each student's blog and apply immediate feedback through my response. They will meet my checklist’s expectations for their blogs, and I will be able to assess their learning by their answers and responses to my questions and comments. I will give a score on each blog based on completeness, with every student's final result capable of being 100% complete.
 * __ Teaching and Learning Sequence __**** : **

Students will be grouped by pendulum positions. They will randomly draw a position and sit with other people who have the same position. The classroom will already be set up (See grouping). >> > >> > = =
 * The hook is a demonstration involving a bowling pin, and two pendulums of equal mass and length, with different properties.
 * The first pendulum will have a clay ball as its bottom, and the second will have a bouncy ball as its bottom.
 * The students will make predictions about which pendulum will have a greater affect on the bowling pin and write them down.
 * Each pendulum will be pulled to the same height, and when released, the bouncy ball will have a significantly greater affect on the pin.
 * This is an example of the conservation laws.
 * This should take 10 minutes. **(Hook) Tailor: Visual, Intrapersonal**
 * Brainboard activity: Draw a picture of your pendulum and spring positions.
 * Use free body diagrams to explain the forces involved
 * Include velocity and acceleration vectors.
 * This will take 10-15 minutes. **Tailor: Visual, Intrapersonal, Logical.**
 * Students will understand simple harmonic motion and conservation laws. **(Where, Why)**
 * //** Newton's Laws of motion describe everything around us. **////** (What) **//
 * Have the students use their laptops and go to these physlet websites: http://webphysics.davidson.edu/Applets/pendulum/pendulum.html (**Equip)**
 * Have students work alone on the physlets for 25 minutes. **(Explore, Experience) Tailor:** **Intrapersonal, Logical**
 * Students will confer with their groups to reach a collectively explain what they saw and start a blog entry.(**Rethink, Revise, Rehearse, Refine) Tailor: Interpersonal, Verbal.**
 * This will take 20 minutes.
 * Homework will be blogging about what they found. They will need to provide one link of the conservation laws in action, and explain what the forces are. They are required to comment on at least one other student’s blog, and respond to teacher feedback.