Physics Lesson Plan

Groner Elementary

Grade/Teacher

6/7/8

Artist- Nicole McCall

 

 

Essential Questions and Student Understanding

ESSENTIAL QUESTION:

How do Forces affect Motion?

ASSESSMENT:  HOW WILL STUDENTS DEMONSTRATE THEIR UNDERSTANDING?

Students can demonstrate through physical motion how different masses and unbalanced forces affect that motion.

STUDENTS WILL UNDERSTAND THAT (ONE STATEMENT):

Students can provide evidence that the change in an object’s motion depends on the sum of forces on the object and the mass of the object. (Newton’s first and second laws of motion)

 

Anchor Standards

Oregon State Science Standards (choose one):

MS-PS2-2

 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.                 

 

Vocabulary

Force, Motion, Acceleration, Velocity, Mass, Magnetic, Gravity, Resistance, Friction, Energy, Kinetic, Transfer, Potential, Convert*

*Due to length of residency, vocabulary is limited to 4-5 items.  At this time, I’ve designed a plan with Motion, Force, Newton’s First and Second Laws,  Unbalanced Force, Resistance

 

Right Brain Arts-Based Strategy/ies modeled during the residency

Snapshot (On/Off)

ABC

Tableau

LESSON PLAN

Pre-residency (include introducing students to artform/teaching artist/content)

Share video clip with students: https://vimeo.com/40698672

Another AWESOME video is this Tedx Talk.  If you only watch the first 5 minutes, it’s still way cool.

And it’s all about science and dance.

Residency Day #1

Science Concept: Motion

Dance Concept: Locomotor/Non-locomotor skills, Space/Pathways

Dance Activity: Line Shadow Dance (follow the leader)

Arts Strategies: B.E.S.T. (Body, Energy, Space, Time)

GOAL for the day:  Establish a supportive, “safe” space.  Get students comfortable with creative dance movement.  Start building teamwork and creativity among students.

Lesson Plan:

  1. Introductions
  2. Ice Breaker
  3. Shared Agreements
  4. Braindance warmup: focus on Locomotor, Non-locomotor moves

  1. INTRODUCE THE SCIENCE CONCEPT: Motion  AND DANCE ELEMENT: Locomotor/Non-locomotor skills, Pathways, Space
  1. Make a student-generated list of locomotor and non- locomotor skills
  2. How do dancers show differences?  (Energy, Size)

  1. EXPLORE THE CONCEPT:  
  1. Use the skills from the students’ list
  2. When the music is loud, travel in general space, when it’s soft, stay in self space
  3. Travel in straight pathways, curvy pathways, zizag pathways
  4. Travel to the sides of the room, the center, the corners

  1. LINE SHADOW DANCE
  1. Get in 4 small groups
  2. Use 4 elements:  locomotor, non locomotor, a pathway choice, and a decision on space.
  3. Take turns being the leader
  4. Watch each other?  If the room is comfortable, maybe yes.

  1. RELFECTION
  1. What kinds of motion was more fun?  
  2. Did you like traveling in space, or self space?

  1. BOWS and THANK YOUS

Between

Do some non-locomotor moves in the classroom as a brain break.

Residency Day #2

Science Concept: FORCE

Dance Concept: Energy/Size

Dance Activity: “Pass the Gesture”

Arts Strategies: Snapshot

Lesson Plan:

  1. Ice Breaker if needed
  2. REVIEW
  1. Shared Agreeements
  1. Braindance warmup reviewing locomotor/non locomotor, space, pathways skills

  1. INTRODUCE THE SCIENCE CONCEPT: Force (Push/Pull) AND DANCE ELEMENT: Size/Energy, Parnering
  1. What is Force?
  2. How do dancers show Force?

  1. SNAPSHOT:  push, pull, strong, weak

  1. DANCE GAME: “Pass the Gesture”
  1. Create 4 small groups
  2. Each group can choose Push or Pull, and decide how to show it.  
  3. First, do it the same.
  4. Then, add/decrease intensity. The group should show developing variations of that trait as it moves down the line.
  5. Take turns OBSERVING and if time allows, making revisions and improvements
  6. Can the audience guess the variations?  

  1. BACK TO BACK/ON OFF
  1. Walk around the room.  When I whistle, stand back to back with someone who has different hair color.  Think to what you had for dinner last night.  
  2. Walk around the room.  Back to back with someone with similar colors of clothes.  Think back to when you were in 1st grade--what was your favorite toy?
  3. Walk around the room.  Back to back with anyone close by.  What kind of activity do you loathe?  Is it a food you hate but have to eat?  A chore your parents make you do?  What was your favorite
  4. Walk around the room.  Shoes that are similar color.  Share something you love to do.  If you could do this thing all day, you would.  You might lose track of time.  
  5. Share?

  1. PUSH/PULL
  1. Walk around General space.
  2. Back to Back.  When I whistle, face each other and push on each other.
  3. Back to back, now pull.  
  4. Push on your hands.  Pull on your wrists.
  5. Push on shoulders.  Pull on legs.

  1. REFLECTION
  1. What kind of forces do we have in our own lives?
  2. What is a scientific definitoin of force?
  3. What kind of force are you?

  1. BOWS and THANK YOUS

Between

Play Snapshot for a brainbreak.  

 

Residency Day #3

Science Concept: Newton’s 1st Law, Unbalanced Forces

Dance Concept:  Contact Improvisation

Dance Activity: Swipe Impulse with Pin Ball Effect

Arts Strategies:

Lesson Plan:

  1. Braindance warmup
  2. REVIEW
  1. Motion and Force

  1. INTRODUCE THE SCIENCE CONCEPT: Newton’s 1st Law  AND DANCE ELEMENT: contact improvisation, swipe impulse

  1. SWIPE IMPULSE
  1. Partner up.
  2. Feel the swipe-go where it tells you to go.  
  3. Repeat.

  1. CHOREOGRAPHY
  1. Line shadow dance
  2. Pass the Gesture
  3. Push/Pull
  4. Swipe Impuse (inertia, unbalanced forces)

  1. REFLECTION

  1. BOWS and THANK YOUs

Between

Keep looking for opportunities to use Snapshot and Observational Thinking.

 

Residency Day #4

Science Concept: Newton’s 2nd Law, Acceleration, Friction, Mass

Dance Concept: Tempo, Size

Dance Activity: Slow Motion Tableau --to show how Friction and Mass affect Acceleration

Arts Strategies: Tableau

Lesson Plan:

  1. Braindance warmup
  2. REVIEW

  1. INTRODUCE THE SCIENCE CONCEPT: Newton’s 2nd Law  AND DANCE ELEMENT: Tableau

  1. TABLEAU
  1. Divide the class in half
  2. Each half is given an environment
  3. The students should take on different traits and show them in a Tableau
  4. This is the final pose of the dance

  1. CHOREOGRAPHY--Review
  1. Line shadow dance
  2. Pass the Gesture
  3. Push/Pull
  4. Swipe Impuse (inertia, unbalanced forces, 2st Law)
  5. Tableau showing Newton’s 2nd Law

  1. SHOW EACH OTHER THE DANCES, REVISE
  1. Ask for feedback
  2. Was there variety? Level changes? Size changes?  Tempo changes?
  3. General space?  
  4. Stayed in “character?”
  5. Those not interested could take pictures, document quotes they overhear.

  1. REFLECTION
  1. Write Exit Tickets--Rose, Thorn, Suprising

  1. BOWS and THANK YOUS

 

Residency Day #5

Science Concept: Resilience :)

Dance Concept: Rehearsal/Performance/Theater Etiquette

Dance Activity: Performance

Arts Strategies: review of Snapshot, ABA, Tableau

Lesson Plan:

  1. Braindance warmup
  2. REVIEW

  1. INTRODUCE THE SCIENCE CONCEPT: Revision/Resilience  AND DANCE ELEMENT: Performance/Theater Manners
  1. Ask the students, what behaviors do they want from the audience?

  1. PRACTICE CHOREOGRAPHY
  1. Line shadow dance
  2. Pass the Gesture
  3. Push/Pull
  4. Swipe Impuse (inertia, unbalanced forces, 2st Law)
  5. Tableau showing Newton’s 2nd Law

  1. PERFORM
  1. Ask students what kind of audience behavior they want
  2. Take turns performing

  1. RELFECTION
  1. Talk about all the themes we learned.
  2. Connections to your life?
  3. Nervous before? And Now?
  4. Teacher ideas and questions?

  1. BOWS and THANK YOUS