Physics Lesson Plan
Artist- Nicole McCall
Essential Questions and Student Understanding
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)
Oregon State Science Standards (choose one):
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.
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
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.
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
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
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
Residency Day #5
Science Concept: Resilience :)
Dance Concept: Rehearsal/Performance/Theater Etiquette
Dance Activity: Performance
Arts Strategies: review of Snapshot, ABA, Tableau