NDNU Lesson Plan Form

2/14/11

Teacher: Janice Williams                

Subject: Physical Science

Central Focus: Motion Unit

Grade Level: 8

State Adopted Academic Content Standard:

Motion

1.   The velocity of an object is the rate of change of its position. As a basis for understanding this concept:

 a. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions.

   b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

          c. Students know how to solve problems involving distance, time, and average speed.    

          d. Students know the velocity of an object must be described by specifying both the                                                        

               direction and speed of an object.  

          e. Students know changes in velocity may be due to changes in speed, direction, or                  

              both.

           f. Students know how to interpret graphs of position versus time and graphs of speed            

          versus time for motion in a single direction.                                                                

State Specific Goals and Objectives for the Lesson:

• Students will become familiar with the terms and equations used in the study of motion.

Pre-Assessments Connecting to prior knowledge/prior learning:

• Students have learned to interpret quantitative relationships graphically.
• Students have been introduced to the concepts of rates, average speed, distance and time.

Identified Academic Language to be addressed:

• We will be using words and terms that relate to the lesson:

• Speed and Velocity
• Average Speed
• Origin
• Position
• Distance and Time
• Direction
• Position vs. Time Graph
• Speed vs. Time Graph

Learner Characteristics:

1. Special Needs

• There is one student who has a learning disability and he is granted more time to finish assignments and tests.

2. English Language Learner

• There are two redesignated ELLs in the class who still struggle to keep up, I give them extra help and time to complete their assignments

3. Other

• There are a few other students who are struggling to keep their grades up. I am trying to identify the reasons why and help them get back on track.

Lesson Delivery:

1. Introduction-connection of content to previous learning

• Introduction to the material in Cha. 12 and explanation of what the material will consist of. Students write down weekly homework assignments in their daily planners. Students will be required to read the three sections of Cha. 12 and complete homework questions from the text.

2. Instruction

• The lecture format will consist of Power point slides that describe the main concepts in the Chapter, such as the relationships between speed, distance, position and velocity. Emphasize that the definitions for these terms in Physics are more rigorous and precise than our everyday usage of these same terms. Show different types of graphs of motion and emphasize that the slope of a position vs. time graph in linear areas can give you the speed. Show relationships between the different types of graphs.
• The students have copies of the slides and take notes.
• Students are queried during the lecture to check for understanding.
• Students are free to ask questions at any point with raised hands.

3. Assessments (e.g. diagnostic/formative/summative formal/informal)

• Check for understanding during lecture, lecture format is interactive.

4. Closure

• Ask for questions, remind students of homework assignments.

NDNU Lesson Plan Form

2/16/11

Teacher: Janice Williams                

Subject: Physical Science

Central Focus: Motion Unit

Grade Level: 8

State Adopted Academic Content Standard:

Motion

1.   The velocity of an object is the rate of change of its position. As a basis for understanding this concept:

 a. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions.

   b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

          c. Students know how to solve problems involving distance, time, and average speed.    

          d. Students know the velocity of an object must be described by specifying both the                                                        

               direction and speed of an object.  

          e. Students know changes in velocity may be due to changes in speed, direction, or                  

              both.

           f. Students know how to interpret graphs of position versus time and graphs of speed            

          versus time for motion in a single direction.                                                                

State Specific Goals and Objectives for the Lesson:

• Students will solve a series of Speed and Velocity Problems.

Pre-Assessments Connecting to prior knowledge/prior learning:

• Students have learned to interpret quantitative relationships graphically.
• Students have been introduced to the concepts of rates, average speed, distance and time.

Identified Academic Language to be addressed:

• We will be using words and terms that relate to the lesson:

• Speed and Velocity
• Average Speed
• Origin
• Position
• Distance and Time
• Direction
• Position vs. Time Graph
• Scalar and Vector Quantities

Learner Characteristics:

4. Special Needs

• There is one student who has a learning disability and he is granted more time to finish assignments and tests.

5. English Language Learner

• There are two redesignated ELLs in the class who still struggle to keep up, I give them extra help and time to complete their assignments

6. Other

• There are a few other students who are struggling to keep their grades up. I am trying to identify the reasons why and help them get back on track.

Lesson Delivery:

5. Introduction-connection of content to previous learning

• Use the worksheet to review the equations previously introduced in the lecture.  
• v = d/t   Speed = distance/time
• v = d/t   Velocity = distance/time with direction

6. Instruction

• I will use Examples to show students a strategy for solving Speed and Velocity problems. I will also introduce the new terms scalar and vector to describe the differences between Speed and Velocity
• I will also emphasize the correct use of units.
• Students will work independently to solve a series of problems.
• Students are free to ask questions at any point with raised hands.

7. Assessments (e.g. diagnostic/formative/summative formal/informal)

• Check for understanding during the exercise, call students to the board to explain their answers.
• I will collect and grade the assignment.

8. Closure

• Ask for questions, collect assignment for grading.

NDNU Lesson Plan Form

2/17/11

Teacher: Janice Williams                

Subject: Physical Science

Central Focus: Motion Unit

Grade Level: 8

State Adopted Academic Content Standard:

Motion

1.   The velocity of an object is the rate of change of its position. As a basis for understanding this concept:

 a. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions.

   b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

          c. Students know how to solve problems involving distance, time, and average speed.    

          d. Students know the velocity of an object must be described by specifying both the                                                        

               direction and speed of an object.  

          e. Students know changes in velocity may be due to changes in speed, direction, or                  

              both.

           f. Students know how to interpret graphs of position versus time and graphs of speed            

          versus time for motion in a single direction.                                                                

State Specific Goals and Objectives for the Lesson:

• Students will interpret Graphs of Motion.

Pre-Assessments Connecting to prior knowledge/prior learning:

• Students have learned to interpret quantitative relationships graphically.
• Students have been introduced to the concepts of rates, average speed, distance and time.

Identified Academic Language to be addressed:

• We will be using words and terms that relate to the lesson:

• Speed and Velocity
• Average Speed
• Origin
• Position
• Distance and Time
• Direction
• Position vs. Time Graph
• Speed vs. Time Graph
• Slope
• Area

Learner Characteristics:

7. Special Needs

• There is one student who has a learning disability and he is granted more time to finish assignments and tests.

8. English Language Learner

• There are two redesignated ELLs in the class who still struggle to keep up, I give them extra help and time to complete their assignments

9. Other

• There are a few other students who are struggling to keep their grades up. I am trying to identify the reasons why and help them get back on track.

Lesson Delivery:

9. Introduction-connection of content to previous learning

• Use the worksheet to introduce the relationship between Position vs. Time graphs and Speed vs. Time graphs  

10. Instruction

• I will use Examples to show how Position Time graphs can be used to create a Speed-Time Graph.
• Students will work independently to solve a series of problems where they need to create Motion Graphs for Position-Time and Speed-Time based on narratives.
• Students are free to ask questions at any point with raised hands.

11. Assessments (e.g. diagnostic/formative/summative formal/informal)

• Check for understanding during the exercise, call students to the board to explain their answers.
• I will collect and grade the assignment.

12. Closure

• Ask for questions, collect assignment for grading.