SCIENCE LESSON PLANS MRS. SPENCER
SCIENCE STANDARDS:
3.1.10C, 3.1.10E - Unifying Themes
3.2.10B, 3.2.10D - Inquiry and Design
3.4.10 C -Physical Science, Force and
Motion
NEWTON'S LAWS OF
MOTION
Overview: Students have probably seen a magician pull a
tablecloth off a table without upsetting the dishes on the table.
Students will learn that the magician was not using magic. He or
she has a good understanding of the scientific concept of inertia. In
the following activities my students will investigate the
relationship between force and motion. They will be introduced to
Newton's laws of motion. Prior to beginning this section, we will
review prior concepts such as velocity and acceleration, force &
net force, friction, balanced and unbalanced forces. Students will
record observations of all activities and labs in their journals.
These observations should include diagrams, math equations when
appropriate, as well as text.
Objects in Motion
One of the things scientists study is how objects
move. A famous scientist named Sir Isaac Newton
(1642–1727) spent a lot of time observing objects in
motion and summarized his analysis of motion by
coming up with three laws that describe how things
move. These activities are only concerned with the first
of his three laws of motion.
Newton’s First Law of Motion
Newton’s First Law of Motion states that moving
objects will continue moving in the same direction and
at a constant speed and in a straight line unless acted
on by an unbalanced force. It also says that objects at
rest will remain at rest unless an unbalanced force
acts on them. The idea of an object resisting change in
its motion is called inertia. All objects have inertia. The
larger the mass of an object, the more inertia it has. It
is much harder to get a large boulder moving than a
tiny pebble. The boulder has a greater amount of mass
and therefore more inertia than the pebble.
Objectives:
1. Students will describe Newton's first law of motion
and explain how it relates to objects at rest and
objects in motion.
2. Students will describe Newton’s first law as the law
of inertia.
3. Students will demonstrate their understanding of
inertia and its relationship to the mass of an object.
4. Students will construct a model that demonstrates
the relationship between force and acceleration and
acceleration and mass.
Concept Questions:
•If you are sitting still in your seat on a bus that is
traveling on a highway, is your body in motion or at
rest?
•a). in motion
•b). at rest
•c). depends on your reference point.

While in outer space, an astronaut takes a
spacewalk to repair a satellite. The only thing
she is carrying are her tools. Which of Newton’s
laws will help her to return to her spaceship and
how could she apply the law in her situation?


a). first law--objects at rest/in motion
b). second law—relating force, mass,
acceleration
c). third law—action, reaction

• Suppose you are standing on a skateboard
and you throw your backpack full of heavy
books to a friend. Describe what you think will
happen to you.
• a). you will move forward with the books.
• b). you will move backwards in the direction
opposite from the books
• c) you will remain at rest and only the
backpack will move
Activities:
Day 1-Who Is Sir Isaac Newton ?
1.The class will do a web search to get info
about Isaac Newton. Students will report
their findings to the class.
2.The students will try to explain the laws of
motion in their own words. They can use
diagrams or suggest activities that
demonstrate the meanings of the laws.
Day 2 Quick lab--First Law
Skateboard.
1.Students work in groups to complete an
investigation and describe how Newton’s laws
apply to what they observe. Students complete
datasheets and record observations in their
journals.
Materials: skateboard, empty soda can
Procedures
1. Place an empty soda can on top of a skateboard.
2. Have a classmate catch the board after you push it
quickly and firmly
3. Record what happens in your journal.
4. Put the can back on the board and push gently so
that the skateboard moves quickly, but the can does
not fall.
5. Have a classmate stop the board after it travels a
short distance. Record what happens to the can.
6. Explain on your response sheet how Newton’s first
law applies to what you observed. Use correct
science vocabulary terms in your explanation
(forces, unbalanced forces, at rest, etc)
Day 3 Quick Lab—First Law
Magic.
1.
2.
Students’ work in group to complete the
investigation and complete datasheets.
Students explain how the first law of
motion applies to this investigation.
Materials: paper towels or
construction paper, plastics cups,
water
Procedure
1. On a flat table or desk, place a large,
empty plastic cup on top of a dry paper
towel.
2. Without touching the cup or tipping it over,
remove the paper towel from under the
cup. How did you accomplish this
(Record in your science journals).
Next…
1. Fill the cup half full with water and place again
on a dry paper towel.
2. Repeat trying to remove the towel without
tipping over the cup.
Was it easier or harder this time?
3. Explain your observations in terms of mass,
inertia, forces and unbalanced forces, and
Newton’s first law of motion
Day 3 Model Making Lab
1.
“Blast Off”—Students work in cooperative groups
to design a model rocket. The rockets need to have a
controlled flight while carrying a payload. Students
analyze their results and describe how Newton’s Laws
influenced the flight of their rockets. Students complete
lab sheets for homework.
Materials: long, thin balloons, small paper
cups, fishing line, meter stick, pennies,
straws, string, masking tape, twist ties
Procedures
1.
Tape one end of the fishing line to the ceiling.
2.
Use a pencil to poke a hole in each side of the
cup near the top. Place a 15 cm piece of string
through each hole and tape the ends inside.
3.
Inflate the balloon, and use the twist tie to hold
it closed.
4.
Tape the free ends of the strings to the side of
the balloon near the bottom. The cup should hang
below the balloon. Your model rocket should look like
a hot-air balloon.
5.
Thread the fishing line that is hanging from
the ceiling through the straw. Tape the balloon
securely to the straw. Tape the loose end of the
fishing line to the top of your table.
6.
Untie the twist tie while holding the balloon
closed. When you are ready, release the balloon.
Mark and record the maximum height of the rocket.
7.
Repeat the above procedures, adding a penny
to the cup each time until your rocket cannot lift any
more pennies.
Math Connection
The relationship of acceleration to mass and force
can be expressed mathematically with the following
equations:
A =F / M or F=M x A
Acceleration and Force are directly proportional. As
the force increases, the acceleration increases.
Acceleration and mass are inversely proportional( as
mass increases, acceleration decreases. Students
should measure the weight of a single penny using a
balance. Students should use stop watches to
measure the time it takes to reach the maximum
height.
Draw Conclusions
Draw a diagram of your rocket. Label the
forces as action forces and reaction
forces. Describe how each of Newton’s
laws influenced the flight of your rocket.
Day 4
1.
Students complete section review and
section quiz. Groups report orally on the three
investigations using their journals and lab
sheets.
Day 5
1. Students work individually to write an
action plan for an experiment that alters the
variables of their rocket. Class selects a new
student design to try.
Materials: skateboards, empty soda cans,
paper towels, plastic cups, water, balloons,
fishing line, pennies, meter sticks, straws
Vocabulary:
inertia, force, mass
acceleration, unbalanced force,
Guides:
Forces, Motion, and
Energy—Holt Science and Technology,
Philadelphia’s Core Curriculum- Science
grade 8, Chapter Resource Files and Data
Sheets for Labs, Scilinks www.scilinks.org
code:HSM1028