Students will be able to state the Law of Inertia and explain how inertia is related to the mass of an object.

Students develop demos to show what they have learned about Newton's 1st Law.

10 minutes

To start off class, I pass back to students the tests on uniform acceleration that they had taken a few days earlier. Before I pass them out, I ask students to think about how they did on the test. Specifically, I ask them to think about what grade they think they got before they see their tests. After I have given them a moment to think about how they did, I pass back the tests. After looking at their tests, I tell students that the test was in three parts and show them which problems were in each part. I ask each student to reflect on how they did on each part and ask them to choose which parts they would want to retake and write those parts at the top of their test. I want them to be able to make a commitment to a retake by choosing which sections they would want to retake.

30 minutes

To start out our discussion on Newton's First Law, I ask students what Newton's First Law is based on what they learned from the previous lesson. After we have established that Newton's First Law is based on inertia and that it focuses on objects at rest and in motion continuing in their state of motion, I show students the following two videos. I have students do a verbal Think-Pair-Share about how each video relates to the Law of Inertia; this way, students have some time to process on their own, then share their ideas with their partner and then share out with the class.

After watching the air hockey video, students generally say that until the puck hits an outside force like the wall or paddle, it stays in motion in a straight line at a constant speed.

Similar to the previous video, students say that unless the students on the hovercraft are stopped by the mats of the other students, they travel at a constant speed in a straight line. Once they have seen a few real-life examples of Newton's First Law, I ask students to work with the person next to them for the next section on Student Created Demos. In this part of the lesson students will explain what happens in their demo. My expectation is that their explanation will be similar to the discussion that we had after each video.

20 minutes

After we have discussed what Newton's First Law is, I pass out the information sheet, Rubric Student Developed Inertia Demos, to show students what I am expecting students to do during the rest of the period and the next lesson. I tell students that they will present a demonstration on inertia with a partner to the class. Each pair will complete the demonstration, explain what happened and discuss how it relates to Newton's First Law. Today they research a demonstration and tell me which one they have chosen so that I can make sure there are no duplicates. If students cannot come up with any demonstrations, I have a list with descriptions that they can use.

I allow students to choose their own partners for this activity in case they want to practice outside of school. I tell them that they will need to come up with their demonstration today and write a description of their demonstration before they leave class. Part of their homework for the night will be to practice their demonstration at home for their family and get a parent signature. After the students understand what to do, I give them until the end of the period to find a demonstration and sign up at the front board with me.