Scribd
Upload
359 views3 pages

Teacher: Miss Cooper Grade: 10-11 Content Area: Honors Physics 1. Content and Standards

This lesson plan is for an 11th grade honors physics class to review concepts in constant acceleration particle motion in preparation for an assessment. Students will review homework problems, discuss recommended note-taking strategies, and work in groups to solve sample problems presented by the teacher. The teacher will informally assess understanding through discussion and provide feedback to groups. Students will take a formal assessment on these concepts the following class. The teacher will differentiate instruction by providing additional challenge problems to faster groups and focusing extra support on groups needing more assistance.

Uploaded by

api-590983365
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
359 views3 pages

Teacher: Miss Cooper Grade: 10-11 Content Area: Honors Physics 1. Content and Standards

This lesson plan is for an 11th grade honors physics class to review concepts in constant acceleration particle motion in preparation for an assessment. Students will review homework problems, discuss recommended note-taking strategies, and work in groups to solve sample problems presented by the teacher. The teacher will informally assess understanding through discussion and provide feedback to groups. Students will take a formal assessment on these concepts the following class. The teacher will differentiate instruction by providing additional challenge problems to faster groups and focusing extra support on groups needing more assistance.

Uploaded by

api-590983365
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Formal Observation 1 Lesson Plan

Teacher: Miss Cooper


Grade: 10-11
Content Area: Honors Physics

1. Content and Standards:


- Modeling Workshop Program Curriculum for Physics (No classroom text)
o S11.A.2.1.5 - Communicate results of investigations using multiple
representations
o S11.C.3.1.3 - Describe the motion of an object using variables. ie.
Acceleration, velocity, displacement

2. Prerequisites: Prior to this lesson, students should have a solid


understanding of the relationships between position, velocity, and time,
translation of motion maps and graphs, the kinematic equations, and free-fall
definitions.

3. Essential Questions:
- What is the difference between distance and displacement, speed and
velocity?
- How do we translate between motion maps, x vs. t, v vs. t, and a vs. t graphs?
- How can we solve for displacement, initial and final velocity, time, and
acceleration using the three fundamental kinematic equations?
- What information do we know that is specific to free-fall situations?

4. Materials and Equipment:


Teacher:
iPad – Used to project pre-made problems onto the board for students to
view, available to refer to for teacher explanation, and in review of problems to
reference back to. Additionally, the teacher can create additional problems if time
allows.
Pencil – Used to make notes on the board when students need clarification
during our discussion. It can also be used to bullet concepts for note cards.
Moodle – The LMS used in the physics department. Will be used to review
HW3: CAPM review with students based on statistics provided about each question.
Handwritten copy of solutions to pre-made problems – Solutions available to
the teacher; they can determine what level of work needs to be shown to students
live in class based on inspection and discussion.

Students:
Whiteboards and Markers – Students will work on problems at their table
groups. Students will create a solution to share with their peers.
Paper and Pencil – For if students would also like to copy down their
processes for later review
5. Instructional Objective: Students will be able to understand the concepts of
the Constant Acceleration Particle Model through completion of review
questions with 100% completion and 85% percent accuracy to prepare for
tomorrow's assessment.

6. Instructional Procedures:

Before: 5 - 15 min
Before accomplishing the main objective, the teacher will review Moodle HW3:
CAPM with students. The teacher will pull up the homework on the board and
review questions in which students had difficulty as a whole, as indicated by the
statistics calculated by Moodle. Students will have time to ask questions as needed.
After homework review, the teacher will propose a recommended notecard
procedure to prepare for tomorrow's assessment. Students may have a one-sided
notecard and a calculator during testing time. The teacher will highlight the main
components of the notecard: Equations, constants, area, graphs, organizational list,
and examples.

During: 60 min
During the central portion of the class, students will solve acceleration problems
presented on the board in preparation for the assessment. The teacher has created
seven problems to present, with detailed solutions aside. Students will have time to
work in their table groups to create a detailed solution. Once all groups have made
significant progress, the teacher will call on groups to share out their work and
reasoning. Sometimes, the teacher may call on a group to explain to the class, where
the class and teacher can ask the group members questions. Other times, two groups
with conflicting information may go up to the front of the room for their peers to
compare work and share which methods they agree with. If time remains in the
class, the teacher will throw up additional problems for students to complete.

After: 5 – 10 min.
As the last 5 – 10 minutes of class approach, the teacher will call the class back
together. The teacher will remind students of the assessment, notecard, and
calculator before taking any final questions.

7. Assessment:

Informal – While answering questions in the classroom, notes will be made as


necessary. Notes may include information on student questions, difficulties, or any
other relevant information. In observation, the teacher will make notes of student
progress and, through conversation, gauge student understanding.

Tickets for correct answers


Formal – As the teacher goes around the room, student groups will be provided
with a ticket (sticker) to indicate their success. As the class proceeds, the teacher
will make a note of how many stickers each group obtained.

Students will take Assessment III tomorrow during class. This assessment comes
from the Modeling Workshop Program Curriculum for Physics that is followed in
this course for course sequencing. The teacher will review the results of this
assessment to determine the level of student mastery obtained in this unit.

8. Differentiated Instruction:

This lesson is a preparation time for students to get ready for their assessment. If
students need 5 minutes for a problem, okay, great! If some need more, the teacher
allows them to have more, allowing all students to have the opportunity to be
successful before receiving assistance. The teacher can differentiate this time by
observing whiteboard progress, listening to discussions, and engaging in
conversations with students. Since some groups will work faster than others, I can
provide additional challenge work for students that are ahead to complete, such as
altering the variables provided, or asking them to calculate with a different
method/with graphs. The teacher will try to float equal amounts to all groups, but
when feasible, can focus in with groups that need additional assistance.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy