1. Day 7: newton 2 Lesson Planning Template
GETTING YOURSELF READY
Materials:
Whiteboards
Markers
Science Notebooks
Homework Worksheets
Carts
Tracks
SpringScales
Your Preparation:
Have this lesson plan
HW Sheets
Pre-made instruction notes
Do Now & Purposewritten and ready on the board
Markers
Individual Boards
Agenda (w/times):
Do Now: 5 min total
Purpose: 2 min
Objective and Proving Behavior: 2 min
Step 1: 7 min
Step 2: 12 min
Step 3: 15
Step 4: Until end of class
Guided Practice: Step 2
Independent Practice: Until end of class/homework
Closure: 3 minutes before they leave *timecheck
GETTING YOUR STUDENTS READY
*Do Now: Whatdo you think a force is? Writeitdown in
your notebooks. Then sharewith partners when
students are done writing.
Next, tell them the definition for a force (ANYTHING
THAT CAUSES ACCELERATION), and have write it down in
their green sheets.
Alternate Do Now:
What is the equation for acceleration? Students
will write their answers on their whiteboards, and
explain what each term means. After two minutes,
they will all then show up their answers. You will
then correct them or approve of their answers with
explanations coming from both you and your
students. (as in, students explain what they did to
each other out loud if they are correct. If they are
incorrect, you identify the problem area and
explain to them and the class how to fix it).
(For the next 2 minutes, students will sharetheir
observations abouttheir trip to school.The end goal is
“acceleration.”

2. Purpose: We are doing this because…Newton’s 2nd
law
is the fundamental way we determine the motion
of objects under forces
Objective: Today you will beableto…Improve your
understanding of acceleration and be able
understand Newton’s 2nd
Law.
Proving Behavior: By determining the acceleration of a
cartbased on a force measurement from a springscale
BUILDING THE SKILL (MAY BELESS OR MORE THAN 4 STEPS) USE THIS
Step 1: Understandingthe terms of a=F/m
Note: DO FORCE AND MASS AS 2 SEPARATE CYCLES
Say: Here we have the equation, acceleration is equal to
force over mass.Before we areable to solvethrough
this,we must understand the definitions of both Force
and Mass
See: Force is a push or pull thatcauses acceleration in an
object. (Show examples of force in classroomie.push a
chair or any object to demonstrate that you are exerting
a force on the object). Force is measured in Newtons.
(N).
Mass is a numerical measureof how much matter is
in an object. This is different from weight, which is
measured as the amount of gravity on the object. (show
what has mass ie. everything, make clear the difference
between weight and mass).Mass is measured in
kilograms.(kg).
*Do: Make sure all students areableto define
acceleration,mass,and force
Say: this is the equation for Newton’s second law. The a
probably represents ______________ (they should all say
acceleration, but notice that is not my “do” for this
cycle). What might the F represent? What does that
mean?
See: Pictures of force (without the words).
Do: Turn to your partner and define the word “force.”
You must give at least two examples of forces in your
every day life as part of youranswer.
Say: What might the m represent? (Note: there are a few
different things they might say here. Make sure they ALL
know that the m represents mass before moving on)
See: Pictures representing mass

3. Do: Turn to a different partner and define the word
“mass.” You must give at least two examples that support
your definition.
Step 2: Visualizinga=F/m Say: Before we get into the math portion of this,lets try
to visualizethe results of what happens to possible
problems we will encounter. Lets say for one problem,
we have a largeforce F makingcontact with a very small
mass m. What might be the characteristics of the
resultingacceleration?
What about a small forcef makingcontact with a very
largemass m. What might be the characteristicsof this
resultingacceleration?
See: Visuals of largeforces makingcontactwith small
objects and small forces on largeobjects.
*Do: Write in notes, and then whipsharearound the
room what will behappening. Have students give other
examples of F on m and f on m.
Step 3: Math of a=F/m Say: 1) Let us say Jethro exerts a force of 20 Newtons
onto Yang’s backpack,which is 12 kg. Whatis the
acceleration?
2) Now Jasper is carryinga bin of books weighting 8 kg
and pushes itinto a cabinet. The force exerted is 43 N.
What is the resultingacceleration?
See: Problem on the board, give visual demonstration to
what is happening
*Do:1) a=F/m 2) a=F/m
a=20N/12kg a=43N/8kg
a=1.6 m/s2 a=5.375 m/s22

4. Step 4: Interchangingthe equation Introduce the triangle formula to solve for force,
mass, and acceleration.
1. Identify your variables. (underline all numbers
with units)
2. Plug in the variables. (put them in the f, m, or
a space using the units)
3. Solve for the unknown. (which ever unit does
not have a number, solve for it)
Say: F=MA. Sometimes we are not just solving for
acceleration. Sometimes we will need to solve for
mass or force. How do you think we can do this?
See: Students see F=MA on the board.
*Do: Have students interchange the equation to
solve for mass in notebooks (although this may not
be used much) and for force (which is more likely
to be used). Thus, F = MA
PRACTICING THE SKILL *quickly go over that fg=9.8ms2 *if there is over 10
minutes left
*Structured Practice (MAY BELESS OR MORE THAN 2
EXAMPLES)-
Led by teacher with gradually quickeningpace,helping
students approach automaticity by manipulatingtime,
materials,and group size
Practice problems written out on board.
Problem 1) Isobel is pushing a cart on level ground in a
straight line. She pushes with a force of 23.25 N, and the
cart is accelerating 0.5 m/s/s. What is the mass of the
cart? NO FRICTION
Problem 2) David is singing at a concert, and he throws
his mic into the crowd. If the mic weighs 0.5 kg and it
accelerates 8 m/s/s, what force is David throwing it with?
Problem 3) Sam is a devoted fan of David’s music. She is

5. in the front row and catches his mic.
- Is this an example of acceleration? Why?
- If the mic hits her hand at 10 m/s, and comes to
rest over a period of 0.325 seconds,what is the
magnitude of its acceleration?
- We know that the mic weighs 0.5 kg, what is the
force that sam exerts on it?
*Guided Practice -The provingbehavior of the objective
monitored by the teacher
Assignment: (from provingbehavior)
Spring Scale Activity: Put 3 500g weights in each cart.
Attach a spring scale to each cart. First, have students
weight the whole thing on a scale. Then have them pull
on the spring, and try to hold it at a consistent force
reading. Knowing the force and the mass, have them
calculate the acceleration of the carts.
Criteria for Mastery: Understanding shown through
participation and answers on the white board.
Independent Practice
Homework Assignment:
Homework sheet
Closure
Closure:Students create a skitdemonstrating knowledge
of Newton’s 2nd Law of Motion (if there is time)

6. If not, write newton’s 2nd law in definition sheet.
If not that or that, solve for all 3 versions of the equation