A brain compatible lesson plan for teaching Newton's first law of motion.

1. LESSON PLAN
for Experiential Learning

2. TOPIC:
NEWTON’S FIRST LAW
OF MOTION
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Class : 9
Subject: Physics
Duration: 2 x 40 minute lessons
Place: Physics lab

3. LEARNING OBJECTIVES
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At the end of the lessons, students will be able to
Understand and define the concept of inertia and
Newton’s First Law of motion.
Identify situations from daily life that they can
explain with the help of this law.
Analyze situations and apply the concept of
inertia to problems from daily life.
Design and demonstrate an activity to
demonstrate Newton’s First Law of motion.
Test the design.

4. MATERIAL REQUIRED
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Ramp ( Inclined plane)
Toy car
Toy doll (clay)
Tumbler
Playing card
Coin
Internet connectivity/Smart board and projector
Students will work in groups of 4 to 5 for
performing the activities and designing their own
activity.

5. STRATEGY
Make meaning from experience.
• Students will be exposed to a range of
instructional material like an interactive audio
visual, activities to perform in the class,
classroom discussions, group work etc.
• They will use the knowledge gained and their
clarity of concept to create a new experience
that they will test and demonstrate for the
class.

6. PROCEDURE
• An interactive teaching module will be
uploaded 2 to 3 days before the class, on
edmodo where the students will go through
the First law of motion. Boarders will access
the internet in school hours.
Newton's Laws of Motion

7. Contd….
• Begin the class with questioning and discussions.
Guided discussion and previous knowledge testing.(10
minutes)
• Two sets of equipment for the three activities will be
set up in the lab in advance, making a total of six.
• Students will be divided into six groups of 4 to 5
students each.
• Three activities will be performed in the classroom
under the guidance of the teacher.
• Each group will perform the three activities.

8. Activity 1:Place a card on a tumbler and a coin
1
on top of the card. Flick the card and see the
coin fall into the tumbler.
Newton's 1st Law-Coin experiment

9. Activity 2
• Place a stack of coins (carrom coins) on the
work counter. Flick a coin at the lowest coin in
the pile.
• The lowermost coin will slide out of the pile,
while the rest of the pile of coins remains intact.

10. Activity 3: Place a car on the top of a ramp and a toy doll
3
on the car. Let the car roll down the ramp and observe the
doll fall forward. Repeat with different slopes of the ramp.
Discuss the importance of seat belts.
Newton's First law of motion-Video

11. Students will analyze the observations in both the
activities and arrive at Newton’s First law of Motion
and the concept of Inertia through classroom
discussion.

12. • Applications of the First Law will be discussed in
class.
• Each group of students will design an activity to
demonstrate the First Law of Motion.
• Rubric for evaluation will be shared with the
students.
• Homework: Each group will design an activity on
the application of Newton’s 1st Law.
• Day 2: Each group will demonstrate their activity in
the class and will be evaluated for it.
• Homework assignment: Students will go through
the Newton’s 2nd law on the link already provided.

13. EVALUATION RUBRIC
SKILL
EXEMPLARY
Grade A+
PROFICIENT
Grade A
BASIC
Grade B
NOVICE
Grade C
Is actively involved in
the activity.
Shows great
enthusiasm for
the activity
Participates well
in the activities.
Is distracted
with other
things
Showed no
enthusiasm at
all
Works well in a
group,
communicates with
group members.
Shows
leadership
skills,
Respects the
thoughts of
others, Keeps
gp integrated,
takes
responsibility.
Works well in a
group
Needs to learn
to work well in
the group.
Made an
effort.
Is unable to
work well in a
group, coordinate with
the group
members, Tries
to dominate
others
Takes an idea and
contributes to create
a concept that others
can understand.
Recognized the
purpose of the
activity and
contributes
actively. Thinks
differently,
Has good ideas ,
shares his ideas,
helps design the
activity
Made an effort
to come up
with an idea,
contributed a
little to the
group work.
Needs to learn
to think
differently and
share his/her
ideas
Is able to relate the
theory behind the
activity and
summarizes the main
idea.
Is exceptionally
good at
expressing his
understanding
of concept and
flow of thought
clearly
Is good at
expressing his
understanding of
concept and flow
of thought
clearly
Makes an
effort to
understand
the concepts
and relate to
them.
Is unable to
relate to the
concept and is
unable to
express his idea

14. Creating the Kolb’s
Experiential Learning Cycle