Lesson Plan Title: Force and Motion Introduction

Date: 03/29/17
Subject: Science Grade: 10
Topic: Forces/Newtons Three Laws of Motion
Essential Question: How do traditional FNMI games reflect the modern scientific
relevance of Newtons Three Laws of Motion?

Materials:
Two hoola-hoops, four indoor bases, six bean-bags, and a kick-ball
Laws of Motion Traditional Games Review slip

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students need to be able to understand how Newtons Three Laws of Motion, translate
so specific aspects of the traditional cultural games completed during this lesson. They
need to know what the three laws are, and can follow directional instruction toward their
participation in; bean-bag-tag, kick-ball, and line-tag

Broad Areas of Learning:

Lifelong Learners: students participation in the physical activity associated to the
completion of this unit, promotes a healthy lifestyle through engagement in active
exercising. It also develops students natural athletic ability, while still maintaining a
simplicity that allows for the inclusion of all learners, prompting them toward additional
physical action.
Sense of Self, Community, and Place: by taking part in this lessons, students are
establishing a cultural relatability to games often incorporated in traditional FNMI
persons. Students establish solidarity in all four facets of there being per traditional First
Nations cultural systems of wellness; mental, physical, emotional, and spiritual.

Cross-Curricular Competencies:
Developing Thinking: thought development during this lesson takes place through
students polled association of Newtons Laws to the aspects of traditional-
gamesmanship outlined by the instructor. Students must also use strategy development
as a means to ensure the success of their teams during the games.
Developing Identity and Interdependence: students must be constantly aware of
their environments during the completion of this lesson. Failure to be consciously aware
of their actions, and the actions of other may result in negative consequential action on
the parts of multiple students during the games. Students are required to work together
cooperatively, reassuring one another, and working to ensure the inclusion of their
peers.
Developing Literacies: physical, oral/communicative, and cognitive (thinking)
literacies are all enacted during this lesson. Students physicality during the game
completion, communication among team-mates and during the discussion circles, and
association between Newtons Laws and FNMI traditional games are the mechanisms of
action.
Outcome(s):
Outcome SCI10FM1 Explore the development of motionrelated
technologies and their impacts on self and society. [DM, TPS]
a. Create a representation of different types of motion and motionrelated
technologies from various cultures, including First Nations and Mtis. (S, STSE)
Outcome SCI10FM4 Explore the relationship between force and
motion for objects moving in one and two dimensions. [SI, TPS]
g. Describe and provide examples of Newton's three laws of motion in
practical situaons such as sports, flight and transportation. (K, A)

PGP Goals:
2.3 knowledge of First Nations, Mtis, and Inuit culture and history (e.g., Treaties, Residential
School, Scrip and Worldview)
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings

4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge, content and perspective into all
teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
Formative (FOR learning) assessment of students, is completed during this lesson via the
sharing circle polling of students, after each subsequent traditional game. After each
game, students will be asked to form a circle in the center of the gym, which is
representative of the First Nations adoption of the medicine wheel, representative of
holistic wellness. Students will be asked to consider a particular component of each
traditional game; a bean-bag at rest, a kick-ball accelerating off a foot, and an
oppositional force that occurs during line-tag. Poling students to show a numbered
representation on their fingers between one and three, students must determine which
of Newtons Three Laws of Motion are enacted during the situation given.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
Summative (OF learning) assessment, will occur through students completion of the
Laws of Motion Traditional Games Review exit/re-entry slip completed either after the
lesson, or the beginning of the following class, time-permitting. This summative
assessment will evaluate students on their comprehension/understanding of the
incorporation of the Laws of Motion, into the traditional FNMI games. Students will recall
concepts of motion covered during the sharing circles to articulate answers to three
questions:
1. Newtons 1st Law of Motion; an object at rest, tends to stay at rest, unless an
 outside force acts upon it. What is an example of this Law from our games
yesterday? Explain.
2. Newtons 2nd Law of Motion; force is equal to the change in momentum per change
in time, meaning it is equal to the mass of an object multiplied by its acceleration.
What is an example of this Law from our games yesterday? Explain.
3. Newtons 3rd Law of Motion; for every action, there is an equal and opposite re-
action. What is an example of this Law from our games yesterday? Explain.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (5-10

min)
The instructor will gather students together in a circle at the center of the gym, and
briefly explain the relevance of the circle in-terms of the First Nations cultural
perspective on holistic wellness (Medicine Wheel). Developing on the concepts of;
physical, mental, spiritual, and emotional wellness, the instructor will introduce the first
game, bean-bag tag (Sticks in traditional FNMI culture). A capture the flag-like
cooperative game where students must work together to capture all the other teams
bean-bags, while simultaneously avoiding members of the other team/saving members
of their own team from elimination. Two student captains will be picked and teams
quickly arranged.

Main Procedures/Strategies:
- Students will progress through the completion of the first game, only one round is
to be played or-else play will continue until the allotted time has expired. (10
min)
- Students will return to the gym forming the circle once, again and be polled on
their understanding of Newtons First Law of Motion, as it relates to a bean-bag
remaining stationary on the ground. This is before students return to their teams
and set-up for the second game, kickball. (2-3 min)
- Students will play through a single inning of kickball, modified for unlimited outs
to ensure a single bat for all students. (20 min)
- Students will again re-form the circle to be polled a second time on their
understanding of Newtons Second Law of Motion, as it relates to the force applied
on a kick ball when enacted on by a players foot. One or two students will then
be selected for it in the third game (2-3 min)
- Students will play the third and final game for a single round, or until the allotted
time expires for; line-tag. (10 min)
- Students will form the circle and be polled for a final time on their understanding
of Newtons Third Law of Motion as it relates to their pull and push as a line during
the game (2-3 min)

Adaptations/Differentiation:
- Due to the anxiety of some learners, opposition to the team captaining strategy
may take the form of instructor distribution of teams, as well as the
supplementing of a single student as it to multiple students during the third
game.
- Physical limitation associated to a student with cerebral palsy in the class, may be
 adapted for via the inclusion of the instructor into the games as an ally/substitute
for this student during specific intervals.
- Adapting for classroom management in an open space (i.e. gymnasium) may be
elicited using behavioral modification tools, designed for gaining student attention
when volume levels are high (i.e. a whistle)

Closing of lesson: (2 min)

Should time-permit, students will receive their exit slips as they depart from the
gymnasium for submission the following day (more likely they will be given as a recall
tool at the beginning of the following day). The instructor should ask that these be
completed providing for specific detail as to why the provided examples fit the
description for Newtons Laws of Motion.

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Laws of Motion Traditional Games Review:

 Name:

Exit Questions:

1. Newtons 1st Law of Motion; an object at rest, tends to stay at rest, unless
an outside force acts upon it. What is an example of this Law from our
games yesterday? Explain.

2. Newtons 2nd Law of Motion; force is equal to the change in momentum per
change in time, meaning it is equal to the mass of an object multiplied by
its acceleration. What is an example of this Law from our games
yesterday? Explain.

3. Newtons 3rd Law of Motion; for every action, there is an equal and opposite
re-action. What is an example of this Law from our games yesterday?
Explain.