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: PAUL AYERS

SUBJECT: PHYSICAL SCIENCE
COURSE TITLE, GRADE LEVEL(S): PHYSICS, GRADES 11-12
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): THIS LESSON IS FOLLOWING A PAIR OF LESSONS THAT EMPHASIZE IMPULSE AND
HOW IT RELATES TO CHANGES IN MOMENTUM. THIS LESSON IS MEANT TO EMPHASIZE
CONSERVATION OF MOMENTUM, BOTH WITH AN ARTICLE AND A LAB ACTIVITY.
LESSON TITLE: CONSERVATION OF MOMENTUM
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION:

CLASS DESCRIPTION: Class holds about forty students. There are about an equal number of males and
females. The majority of the ethnical demographic is Latin, while there are also some Caucasian and
Asian ethnic students. There are two English Learners, one is from China and another is from South
Korea.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
HOW WOULD YOU SUMMARIZE THE LESSON? IF YOU WERE ASKED TO DESCRIBE YOUR LESSON TO A PRINCIPAL, A SUBSTITUTE
TEACHER, OR PARENT/GUARDIAN, WHAT INFORMATION WOULD YOU PROVIDE? THE SENTENCE FRAMES BELOW MAY HELP GET YOU
STARTED.
The purpose of this lesson is to allow students to develop deeper levels of inquiry for momentum and the principles of its interactions.
The lesson will begin with an article that will be read out loud on conservation of momentum and its applications for baseball. This will
be used as a tool to help engage the students to the upcoming topics in the lesson. After the reading, the students will work in groups
to perform a lab based on conservation of momentum. This lab will be a great way for students to perform some hands-on learning
and understand the content

STANDARDS AND OBJECTIVES

Content STANDARD (s)if COMMON CORE STATE STANDARDS
ENGLISH LANGUAGE ARTS AND LITERACY IN
applicable

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS (ELD)

COPY AND PASTE THE RELEVANT

STANDARDS INTO THIS AREA.

COPY AND PASTE THE RELEVANT

STANDARDS INTO THIS AREA.

HISTORY/SOCIAL STUDIES, SCIENCE, AND

TECHNICAL SUBJECTS, PUBLICATION VERSION
OR
MATHEMATICS, PUBLICATION VERSION WITH
FEBRUARY 2014 CORRECTIONS
COPY AND PASTE THE RELEVANT STANDARDS INTO
THIS AREA.

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.

CCSS.ELA-Literacy.RST.11-12.6
Analyze the author's purpose in
providing an explanation, describing
a procedure, or discussing an
experiment in a text, identifying
important issues that remain
unresolved.

O
(S

PAY CLOSE ATTENTION TO HOW YOU

SPECIFIC, CONCISE, MEASURABLE, AN
REVIEW THE URL FOR WRITING INST
HTTP://WWW2.GSU.EDU/~MSTMBS/C

PART 1: INTERACTING IN
MEANINGFUL WAYS.
B. INTERPRETIVE
5. LISTEN ACTIVELY TO ENGLISH IN
A RANGE OF SOCIAL AND
ACADEMIC CONTEXTS.

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.

EL

The entry-level
assessment will
take place as an
informal
assessment of how
students follow
along with the
concepts that have
been studied for
the past week.
This article will
cover
momentums use
in baseball and
sports, and will
cover most

The assessment
will be
administered as a
whole class. The
reading will take
place together and
the students that
read each
paragraph will be
called upon
randomly to read.

The students will

only be informed
on their progress
informally as they
read the article.
This is because
based on how
difficult or simple
the content is to
them when they
are reading, they
may gain an
understanding of
how they are doing
in this unit.

This assessment
will informally
provide the
student teacher
will evidence of
assessment. This
is only informally
based on how
comfortable
students feel as
they are reading.
This assessment
can also inform the
teacher of how
motivated or
interested the

PM

content on
momentum
already discussed.
It will also
introduce further
the new topics that
will be covered in
todays lesson of
conservation of
momentum. The
Goal is for
students to gain
an inquiry about
how conservation
of momentum
further applies in
their everyday
lives. This is
because the
students will be
introduced to how
momentum exists
in sports, which is
something the
students are
already familiar
with.
The progress
monitoring will
take the form of
the monitoring the
teacher and
student teacher do
as the students are
carrying out their
lab experiments.
As the students
work together in
their labs, the
students teacher
and teacher will be
asking the groups
questions based
on how they are
doing. The goal is
to see that
students can work
well together and
make progress
towards learning
together. This will

students are
feeling based on
how they carry out
the lab
experiment.

The assessment
will be done
informally as the
teacher asks the
students questions
in their groups.
The teacher will
only gain a sense
of how well the
students
understand
momentum in the
physical world by
asking them
questions as they
perform their lab
that pertain to
their labs.

The students will

understand how
well they assess
based on the
knowledge they
gain from the
conversational
exchanges
between them and
the student
teacher and
teacher. When the
students discuss
with the student
teacher how they
are doing, they will
be able to
understand how
well they know (or
lack of) the
material and how
it applies to the
material. Fro

The teacher and

students teacher
will gain an
understand of how
well the students
understand the
material based on
how they respond
to the teacher in
their
conversations. As
the students work
in groups and the
teacher asks them
questions about
their progress in
the lab, the
teacher and
student teacher
will understand
how well or
comfortable the
students are doing

follow the
objective that the
students will be
able to understand
how conservation
of momentum
works in the
physical world.

The summative
assessment will be
the student
teachers
assessment of the
students final lab
books and how
they filled out their
book for todays
lab. The goal is to
see that students
are able to made
sound conclusions
based on evidence
taken from data
and that they
notice trends in
their experiments.

example, after the

students talked
with the students
teacher and then
immediately after
make progress,
they will
understand which
topics are most
difficult and least
difficult for them.
The assessment
will be very formal,
and the students
will be getting an
assigned grade
from their lab
books inspection.
The assessment
will take place
outside of class by
both (or either) the
teacher and
student teacher.

The students will

understand how
well they
performed and
understood the
material based on
their final grade in
the lab books.
Based on how well
their final grade
was, the students
will understand if
they really
understood that
lesson (or lab) as
well as they
thought, or if this
is a lesson they
would like to go
back to

in the material.
They will
understand also, if
the lab is an
effective tool for
promoting further
understanding of
conservation of
momentum.

The teacher will be

informed on the
student learning
based on the
progress and
depth shown in
their lab books.
Based on the
success of the
students in their
lab books, the
student teacher
will be able to
understand if the
lab was a
successful one at
promoting student
learning of the
content. The
teachers will be
able to understand
which students are
also struggling
more in this unit or
are struggling
more with lab
activities, and
which students are
excelling.

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:

DESCRIPTION:

H IN
MINUTE
S:

THE

THE

10 MIN

STUDENT TEACHER WILL BEGIN THE

LESSON BY SLOWLY GATHERING THE
STUDENTS ATTENTION AS HE TAKES
ATTENDANCE. AFTER THIS, THE STUDENT
TEACHER WILL INTRODUCE THE STUDENTS TO
AN ARTICLE THAT FURTHER ELABORATES ON
THE CONCEPT OF MOMENTUM. THE STUDENT
TEACHER WILL PASS THIS ARTICLE OUT TO
THE CLASS, AND THEN HE WILL BEGIN THE
READING BY RANDOMLY CALLING ON
STUDENTS FROM THE FLASHCARDS WITH
THEIR NAMES. AFTER THE READING IS OVER,
THE STUDENT TEACHER WILL INTRODUCE THE
LAB BY DEMONSTRATING HOW THE STUDENTS
WILL TAKE DATA AND FILL OUT THEIR TABLES
AND MAKE THEIR STEPS TOWARDS THEIR
CONCLUSIONS.

STUDENTS WILL SLOWLY GATHER INTO THE CLASS TALKING WITH

ONE ANOTHER. AS THE STUDENT TEACHER GATEHRS THEIR
ATTENTION TO THE FRONT, HE WILL INTRODUCE THEM TO THE
ARTICLE THAT THEY WILL BEGIN THE LESSON WITH. THE STUDENTS
WILL BE CALLED UPONE RANDOMLY, AND IF THEY ARE CALLED UPONE
THEY WILL READ THE ARTICLE. IF THEIR NAME IS NOT READ, THEY
WILL LISTEN AS THE STUDENT READS THAT PORTION OF THE ARTICLE.
THE STUDENTS WILL HOPEFULLY BE ABLE TO REFLECT ON THEIR
KNOWLEDGE OF MOMENTUM AND LEARN ABOUT ITS CONSERVATION
IN THE PHYSICAL WORLD AS THEY READ ABOUT HOW IT INTERACTS IN
SPORTS. THE STUDENTS WILL FOLLOW ALONG WITH THE READING
UNTIL IT IS CONCLUDED. AFTER THE CONCLUSION OF THE READING,
THE STUDENTS WILL OBSERVE AS THE STUENT TEACHER INTRODUCES
THEM TO THE LAB THEY WILL BE PERFORMING IN GROUPS. THE
STUDENTS WILL OBSERVE THAT THIS LAB WILL BE AN OPPORTUNITY
TO FURTHER ELABORATE ON WHAT STUDENTS KNOW ABOUT
MOMENTUM AND ITS CONSERVATION IN PHYSICAL SYSTEMS.

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)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:

DESCRIPTION:

THE STUDENT TEACHER WILL RANDOMLY ASSIGN WHO IS

THE

30
MIN

IN EACH GROUPS BASED ON THE INDEX CARDS WITH

STUDENTS NAMES ON THEM. AFTER THE STUDENTS GET
INTO THEIR GROUPS, THE STUDENT TEACHER WILL
OBSERVE THE STUDENTS PROGRESS IN THEIR LABS BY
ASKING THEM QUESTIONS ABOUT HOW THEY ARE DOING
IN THEIR PROCEDURES. THE TEACHER AND STUDENT
TEACHER WILL ASK EACH GROUP QUESTIONS ABOUT
THEIR PROGRESS AND HELP ASSESS WHAT INFORMATION
STUDENTS KNOW AND WHAT INFORMATION THEY SEEM
TO CURRENTLY BE LEARNING.

STUDENTS WILL GET INTO THEIR GROUPS FOR THEIR LAB AND
BEGIN FOLLOWING THE PRCEDURES AND COLLECTING THEIR DATA.
AS THE STUDENTS ARE COLLECTING THEIR DATA AND PERFORMING
THE LAB, THEY WILL BE ABLE TO USE THE TIME TO LEARN FROM
EACH OTHER AND MAKE THE APPROPRIATE STEPS TOWARDS MAKING
PROGRESS IN THE LABS. THE STUDENTS WILL HAVE THE
OPPORTUNITY TO ASK THE STUDENT TEACHER ANY QUESTIONS THEY
HAVE, AND WILL EVEN BE APPROACHED BY THE STUDENT TEACHER
ON THEIR PROGRESS. THE STUDENTS WILL BE ABLE TO UNDERSTAND
HOW WELL THEY UNDERSTAND THE CONTENT BY THEIR EXCHANGES
WITH THE TEACHER DURING THIS PORTION OF THE LESSON AS WELL.

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:

DESCRIPTION:

THE STUDENT TEACHER WILL ASK THE STUDENTS TO

10
MIN

CLEAN UP THEIR LAB STATION AND RETURN TO THEIR

SEATS. AS THE STUDENTS COME BACK TO THEIR
ASSIGNED SEATS, THE STUDENT TEAEHR WILL REVISIT
THE CONCEPTS OF CONSERVATION OF MOMENTUM THAT
WERE DISCUSSED AT THE BEGINNING OF THE LESSON.
THE STUDENT TEACHER WILL USE THIS AS AN
OPPORTUNITY TO SEE IF THE LAB WAS AN EFFECTIVE AND
USEFUL EXERCISE FOR THE STUDENTS BASED ON THEIR
UDNERSTADING OF THE MATERIAL COVERED IN THE
BEGINNING OF THE CLASS.

THE STUDENTS WILL BE TOLD TO CLEAN UP THEIR LAB STATIONS AND THEN RETURN
TO THEIR SEATS. AS THE STUDENT SCOME BACK TO THEIR SEATS THEY WILL BE
REMINDED FURTHER BY THE STUDENT TEACHER OF THE CONCEPTS OF CONSERVATION
OF MOMENTUM THAT WERE DISCUSSED IN THE BEGINNING OF THE CLASS. THE
STUDENTS WILL USE THIS AS AN OPPORTUNITY TO GAIN SOME LAST INSIGHT INTO
HOW THE CONTENT OF THEIR LESSON THAT WAS USED IN THE BEGINNING AND
DURING THE LAB IS UNDERSTOOD.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
YES
ONE TEACH, ONE
STATION TEACHING
ASSIST
TEAM TEACHING
YES
DIFFERENTIATED
TEACHING

PARALLEL TEACHING
YES

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
The English learners will
benefit from this lesson
during the group work that
takes place during lab time.
This is because by, working
with others in a group the
English learners will have
opportunities to gain alternate
perspectives of how to
approach problems. By
working in groups with other
students who are not English
learners can help a student by
having a resource to ask for
help or clarification if, they
do not understand a word or a
certain phrasing.

The striving readers will

benefit from working groups
because they will a resource to
ask for help or clarification if,
they do not understand a word
or a certain phrasing. The
striving readers will also
benefit from the oral reading of
the article at the beginning of
the class, by listening to others
read when it is there turn, and
gaining and opportunity to hear
how words are pronounced by
others.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

Students with special needs

will benefit the most from the
group work done during the
lab. This is because, if their
special needs gives them
difficulty in carrying out the
procedure and interpreting
parts of the lesson or lab, they
will have others there to work
with as a resource. Being able
to work in a lab with other
students will provide the
students with special needs a
resource to specify and
elaborate how certain steps and
measures should be taken.

ADVANCED
STUDENTS
The advanced students will
benefit the most in the lab
activity. This is because they
will be working with other
students, all with varied
learning backgrounds. If the
gifted students is working
with English learners or
students with identified
special needs, they will be
given the opportunity to
provide other students with
help from their experience
with the problems. The
advanced students will even
be able to grow their own
understanding and learning
by helping the others in their
group learn.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

The decisions for providing the article at the beginning of the lesson are to show how the concepts that will be covered and elaborated
on during todays lesson play a crucial role in the real world. The students will also be given an opportunity to develop inquiry and
become engaged as they read through the article on momentum and billiards. This article isnt too long either, and this helps because it
is concise enough that the students can understand the main premise of the article. The lab activity takes up the majority of this lesson,
and that is because this will give the students with a significant amount of time to see how the concepts they are learning can be
understood through their practice of them. By giving the students groups to work with and tools appropriate to use, the students are
given the chance to facilitate their own learning, and to grow and monitor what concepts they understand well and what concepts they
might not know as well that tie with the lessons content.

INSERT SUPPORT MATERIALS.