Newton's Laws of Motion

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S: Miss Munsell's 4th Grade Class

FC: Newton's Laws of Motion


2: Sir Isaac | 1643- 1727 | Mathematician | Laid a foundation for modern day science

3: "No great discovery was ever made without a bold guess" | Professor at Cambridge | Passion for learning | Newton

4: First Law of Motion: | States: An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force.---Inertia. What this means: This means that there is a natural tendency of objects to keep on doing what they're doing.

5: The ball will remain at rest until one of the soccer players hits it.

6: Second Law of Motion: | States: Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object). F=ma What this means: Heavier objects require more force to move the same distance as lighter objects.

7: The boy on the right does not have to assert as much force as the boy on the left does to be able to move the rocks.

8: Third Law of Motion | States: Whenever two objects interact, the force exerted on one object is equal in size and opposite in direction to the force exerted on the other object. What this means: For every force there is a reaction force that is equal in size, but opposite in direction. That is to say that whenever an object pushes another object it gets pushed back in the opposite direction equally hard.

9: As each object moves, it pushes another object away from it. For example, the man getting out of the boat pushes the boat farther away from him.

10: To the right is my lesson plan for Newton's Laws of Motion, which is aligned with the Missouri Show-me Standards and Performance Goals.

11: MixBook Lesson Plan SECTION ONE Author: Michelle Munsell Email Address: Semester Created: Fall 2009 LESSON OVERVIEW Title: Newton’s Laws of Motion Brief Description: Newton’s Laws of Motion and how they’re applied. ESSENTIAL QUESTIONS/GENERALIZATIONS: How will the student be able to apply Newton’s Laws of Motion to everyday tasks? The student understands how to relate and use Newton’s Laws of Motion. ENGAGING QUESTION/SCENARIO: Who wants to create a project that each group of students can call his or her own? SUBJECT AREA(S): ___ Math X Science ___ Reading X Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE X Information and Technology Literacy GRADE LEVEL: ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 X Grade 4 Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION: GLE #1: The SWBAT recognize that balanced forces do not affect an objects motion; describe how unbalanced forces acting on an object changes it speed (faster/slower), direction of motion, or both; explain how increasing or decreasing the amount of force on an object affects the motion of that object; explain how the mass of an object (e.g., cars, marbles, rocks, boulders) affects the force required to move it; predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object (GLE Science, Forces Affect Motion, Strand 2 Properties and Principles of Force and Motion, Concept D- Newton’s Law of Motion, Grade 4) (Performance Goals 1.4, 1.5, 1.8, 2.1, 2.4, 4.1, 4.6) GLE #2: The SWBAT compose text in a in a format appropriate to audience and purpose (GLE Writing, Compose well developed text, Concept A- Audience and Purpose, Grade 4) (Performance Goals 1.4, 1.5, 1.8, 2.1, 2.7, 4.1, 4.6) STUDENT ASSESSMENT: The assessment tools needed to address the standards and benchmarks includes: -A checklist to monitor the group’s progress. This should be created by the students to help them accomplish their own goals, this will be turned in. -A final essay (no more than a couple of paragraphs) done individually to gather the students final thoughts on the project. Including a review of Newton’s Laws and how he or she put the project together- a step by step analysis. -The groups’ thoughts- to show how well the group worked together, along with what each individual person contributed to the project. -A final presentation to show off the book created, and an even more in depth explanation of Newton’s Laws by the students to check for further understanding. Each presentation should take no more than ten minutes. PERFORMANCE ASSESSMENT CRITERIA: Presentation/ Paragraph Rubric Evaluation Rubric- Yourself COLLABORATION: The instructional technology teacher will be involved in the composing of the mixbook. Also, the librarian may be used for students to find information other than what is in the text book and online dealing with Newton’s Laws of Motion. LESSON IMPLEMENTATION: Time: The lesson should last no more than five days with forty-five minutes to an hour each day, with an additional sixth, seventh, or even an eighth day for the presentation. Prerequisite Skills: Students must be able to understand and apply Newton’s Laws of Motion to create a book based on those laws. Also, students must be able to have knowledge on how to use the computers to create this mixbook. ACCOMMODATION OPTIONS: Some students may prefer to work individually, so they can be given that option. If needed, students can use the technology options in windows XP. Assistive Technology Needs: a co-teacher can be available to assist the students if they need the additional help or a different computer program can be available. MANAGEMENT/ORGANIZATION TIPS: Have a rubric planned and given to the students before he or she begins so he or she can have a clear idea in mind of what the objectives of the assignment are exactly, this will also help the amount of questions the students will ask along the way. Have the students already placed into groups so there will be no arguing. MATERIALS AND RESOURCES REQUIRED FOR UNIT: Computer, internet, science books, any other books/resources needed, pencils, and paper. Website to use: TECHNOLOGY: Web-based resources UNIT PLAN FLOW CHART/TIMELINE: Anticipatory Set: We will begin a project that each and every person is going to be a part of, whoever wants to get started, sit down and raise your hand. Day 1: A.The teacher will introduce the lesson topic to the students, by asking specific questions. (Who was Isaac Newton? What were his three laws? Etc) Then, the teacher will go into detail about the introduction of the project “Newton’s Laws of Motion”, particularly explaining that each group of students will be creating their own book about Newton and his three laws of motion. B.The teacher will have the mixbook website ( pulled up and show the students just a couple of examples that other students have created. C.The teacher will tell students who they will be working with. D.Have students get into their groups. E.Pass out the rubric and have students look over it. (explaining that you will review it at a later date) Day 2: F.Start in the classroom, with the teacher showing in detail an example of a mixbook project (something from the education background). Show examples and where some of the resources are located that could be used to create the mixbook- internet, science book, class notes, etc. G.Have students go to the instructional technology teacher so they can begin to explore with the mixbook website as a group (look at page layouts, colors; learn how to create a mixbook, etc.)- not creating it yet, but still keeping ideas floating around in the backs of their heads. Day 3: H.Explain the rubric in detail so that each group and student will understand what the main purpose of the project is. I.Have students get into their groups. Each group should find the information they want to use. By using the resources available (internet, class notes, library, etc) J.Have students begin to create a checklist for their group. This should include what each group wants to do and in what order. K.Have the students lay out on paper a general idea of how they want to compile their book. (What each page should or should not include) Day 4: L.Have the students meet with the instructional technology teacher, so as a group they can begin to put their books together (spend the entire class time doing this project). The teacher may need to help keep students on task so students will not wander away on the internet. Remind students of their checklist along the way and how they need to be following it. Day 5: M.Continue to work on the books if needed. By the end of class each group should be doing their final touches. Remind students to look over their group checklist again, for any missing parts. N.If time, each student individually should return to his or hers desk and begin to write his or hers paragraph, including a review of Newton’s Laws and how he or she put the project together (a step by step analysis). Day 6: O.If students still need time, have the continue working on their books and/or paragraphs. Also, have students within their groups rehearse their presentation. If not, begin the presentations (not lasting more than ten minutes per group). Day 7: P.All students should be done by this point, and presentations should be taking place. Students should have a presentation that follows the guideline of the rubric, not lasting more than ten minutes, and fully explains Newton’s Laws. Day 8: Q.Final day for presentations. (only if needed)

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  • By: Michelle L.
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  • Title: Newton's Laws of Motion
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  • Published: almost 5 years ago