Conservation of Momentum

SINGLE SUBJECT CREDENTIAL PROGRAM
LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.
TEACHER CANDIDATE NAME /CO-TEACHER NAME:

DANIEL HUMPHREYS / ERIN GOULET
SUBJECT:
PHYSICS
COURSE TITLE, GRADE LEVEL(S): PHYSICS 10-12
METHODS COURSE
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): Forces and Motion
LESSON TITLE: CONSERVATION OF MOMENTUM THROUGH NEGOTIATION OF TEXT
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: CONSERVATION OF MOMENTUM TEXT
AND ANNOTATION INSTRUCTIONS
CLASS DESCRIPTION: The class is a mixture of boys and girls, 10-12 grades.
STANDARDS AND OBJECTIVES
Content STANDARD
(s)if applicable
HS-PS2-1.
ANALYZE DATA TO
SUPPORT THE CLAIM THAT
NEWTONS SECOND LAW OF
MOTION DESCRIBES THE
MATHEMATICAL
RELATIONSHIP AMONG THE
NET FORCE ON A
MACROSCOPIC OBJECT, ITS
MASS, AND ITS
ACCELERATION.
[CLARIFICATION STATEMENT:
EXAMPLES OF DATA COULD
INCLUDE TABLES OR GRAPHS
OF POSITION OR VELOCITY
AS A FUNCTION OF TIME FOR
OBJECTS SUBJECT TO A NET
UNBALANCED FORCE, SUCH
AS A FALLING OBJECT, AN
OBJECT ROLLING DOWN A
RAMP, OR A MOVING OBJECT
BEING PULLED BY A
CONSTANT FORCE.]
[ASSESSMENT BOUNDARY:
ASSESSMENT IS LIMITED TO
ONE-DIMENSIONAL MOTION
AND TO MACROSCOPIC
OBJECTS MOVING AT NONRELATIVISTIC SPEEDS.]
HS-PS2-2.
USE
MATHEMATICAL
REPRESENTATIONS TO
SUPPORT THE CLAIM THAT
THE TOTAL MOMENTUM OF A
SYSTEM OF OBJECTS IS
CONSERVED WHEN THERE IS
NO NET FORCE ON THE
SYSTEM. [CLARIFICATION
STATEMENT: EMPHASIS IS
ON THE QUANTITATIVE
CONSERVATION OF
MOMENTUM IN
INTERACTIONS AND THE
QUALITATIVE MEANING OF
THIS PRINCIPLE.]
[ASSESSMENT BOUNDARY:
ASSESSMENT IS LIMITED TO
SYSTEMS OF TWO
MACROSCOPIC BODIES
MOVING IN ONE
DIMENSION.]
COMMON CORE STATE

STANDARDS
ENGLISH LANGUAGE ARTS
AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
4. DETERMINE THE
MEANING OF SYMBOLS,
KEY TERMS, AND
OTHER DOMAINSPECIFIC WORDS AND
PHRASES AS THEY
ARE USED IN A
SPECIFIC SCIENTIFIC OR
TECHNICAL CONTEXT
RELEVANT TO GRADES
1112 TEXTS AND
TOPICS.
ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)
5. LISTENING ACTIVELY
DEMONSTRATE
COMPREHENSION OF ORAL
PRESENTATIONS
AND DISCUSSIONS ON
FAMILIAR
SOCIAL AND ACADEMIC
TOPICS BY ASKING
AND ANSWERING
QUESTIONS, WITH
PROMPTING
AND SUBSTANTIAL SUPPORT.
OBJECTIVE (s) of Lesson

(Students will be able to.)
STUDENTS WILL BE ABLE TO CALCULATE THE MOMENTUM IN A

SYSTEM AND UNDERSTAND THAT MOMENTUM IS CONSERVED
ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.
Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?
Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?
Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?
Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?
How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY
IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY
IF THE RESULTS ARE MIXED,

THE TEACHER MAY.
Informal, EL
This assessment
will be used to
check for prior
knowledge and
ability to critically
think
Informal PM
This assessment is
intended to
monitor student
progression and
assess the level of
understanding
during lesson
The assessment
will be given to the
class, students will
be asked to predict
what will happen
during
demonstrations
This assessment
will be
administered
during the reading,
the class will be
asked questions
pertaining to the
lecture to check
for understanding
Students with
correct answers
will be identified
and the teacher
will build upon
answers
This will allow the

teacher to assess
the starting point
of the lesson, and
to see what areas
will need attention
Student answers will be

corrected and correct
answers will be
expanded upon
This will allow the

teacher to assess
the understanding
of the class,
knowing whether
the style of
teaching is
working and
whether the pace
or style needs to
be modified
LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
TEACHER(S)
STUDENTS
LENGT
DESCRIPTION:
. THE TEACHER WILL PULL UP A VIDEO OF
BUMPER CARS COLLIDING ON AN AIR TRACK.
THE TEACHER WILL ASK THE STUDENTS TO
PREDICT WHAT WILL HAPPEN IN DIFFERENT
SCENARIOS.
DESCRIPTION:
H IN
MINUTE
S:
15
STUDENTS WILL HYPOTHESIZE ABOUT THE COLLISIONS BETWEEN

CARS. THEY WILL BACK THEIR HYPOTHESES WITH EVIDENCE FROM
LIFE AND PRIOR KNOWLEDGE
BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
TIME
TEACHER(S)
LENGTH
(MINUTE
S)
DESCRIPTION:
-THE TEACHER WILL GO OVER THE
INSTRUCTIONS ON HOW TO ANNOTATE AND
NEGOTIATE A SCIENTIFIC TEXT. THE TEACHER
WILL DEMONSTRATE BY ANNOTATING THE
FIRST PARAGRAPH WITH THE CLASS, THEN LET
THE CLASS COMPLETE THE REST ON THEIR
OWN
30
STUDENTS
-STUDENTS WILL
READ AND ANNOTATE THE SCIENTIFIC TEXT ON

CONSERVATION OF MOMENTUM
-AFTER THE READING THE STUDENTS WILL COMPLETE QUESTIONS
FROM THE READING, USING THEIR ANNOTATIONS AND NOTES
LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.
YOU, THE TEACHER,
TIME
TEACHER(S)
STUDENTS
LENGTH
(MINUTE
S)
DESCRIPTION:
-THE TEACHER WILL ASK FOR AN EXIT TICKET
IDENTIFYING 3 NEW THINGS, 2 VOCAB TERMS, AND ONE
INTERESTING FACT
DESCRIPTION:
-STUDENTS WILL COMPLETE AN EXIT TICKET ON CONSERVATION OF
MOMENTUM
CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X
ONE TEACH, ONE
STATION TEACHING
ASSIST
TEAM TEACHING
DIFFERENTIATED
TEACHING
PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE
ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.
ENGLISH
STRIVING READERS
LEARNERS
English learners will be

seated with a student of the
same language and will be
allowed to ask this student for
translations and for help
during the reading. The
student will also be
encouraged to use a vocab list
and to look up new words in
the dictionary or online.
The instructions for
annotating and tips for
interpreting text will help
striving readers. These
students will be allowed extra
time and to take the reading
home to complete if
necessary
The instructions for annotating

and tips for interpreting text
will help striving readers.
These students will be allowed
extra time and to take the
reading home to complete if
necessary
STUDENTS
WITH
IDENTIFIED
SPECIAL NEEDS
Students with identified needs

will be assisted in accordance
with their individual needs
ADVANCED
STUDENTS
Advanced students will be

asked to assist students who
are struggling with concepts
RATIONALE SECTION: THIS LESSON IS INTENDED TO TEACH STUDENTS HOW TO NEGOTIATE AND
OBTAIN INFORMATION FROM A SCIENTIFIC TEXT. THE DEMONSTRATION AND EL ASSESMENT AT
THE BEGINNING WILL GIVE THE TEACHER AN IDEA OF THE CLASSS PRIOR UNDERSTANDING OF
THE TOPIC AND WHAT WILL NEED ATTENTION. THE READING IS FAIRLY EASY AND ALL
STUDENTS SHOULD BE ABLE TO IDENTIFY THE MAIN IDEAS AND KEY POINTS. THE STUDENTS
WILL ALSO KEEP THE INSTRUCTIONS ON ANNOTATING SO THAT THEY CAN USE THIS STRATEGY
THROUGHOUT THEIR EDUCATION.
INSERT SUPPORT MATERIALS.

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SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

STANDARDS AND OBJECTIVES

COMMON CORE STATE

OBJECTIVE (s) of Lesson

STUDENTS WILL BE ABLE TO CALCULATE THE MOMENTUM IN A

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

How Will the

IF THE RESULTS ARE MIXED,

This will allow the

Student answers will be

This will allow the

LESSON INTRODUCTION/ANTICIPATORY SET

STUDENTS WILL HYPOTHESIZE ABOUT THE COLLISIONS BETWEEN

READ AND ANNOTATE THE SCIENTIFIC TEXT ON

YOU, THE TEACHER,

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

English learners will be

The instructions for annotating

Students with identified needs

Advanced students will be

INSERT SUPPORT MATERIALS.

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