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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

Date

## Subject/ Topic/ Theme

Physics

Grade ___9th_____________

I. Objectives
How does this lesson connect to the unit plan?
cognitiveR U Ap An E C*

## Learners will be able to:

Independently research concept of air resistance and terminal velcoity in order to create notes.
Teach another student about the concept of air resistance and terminal velocity, explaining the relation between air
resistance, velocity, and acceleration
Read and analyze an article discussing the concepts of Force of air resistance and terminal velocity

U, An, C
R, U, App

physical
development

socioemotional

U, An

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard P3-1: Basic forces in motion
P3.2 Net Forces:
Forces have magnitude and direction. The net force on an object is the sum of all the forces acting on the object.
Objects change their speed and/or direction only when a net force is applied. If the net force on an object is zero,
there is no change in motion (Newtons First Law).
P3.2A Identify the magnitude and direction of everyday forces (e.g., wind, tension in ropes, pushes and pulls, weight).
P3.2C Calculate the net force acting on an object.
P3.2d Calculate all the forces on an object on an inclined plane and describe the objects motion based on the
forces using free-body diagrams.
P3.4 Forces and Acceleration: The change of speed and/or direction (acceleration) of an object is proportional to the net force and
inversely proportional to the mass of the object. The acceleration and net force are always in the same direction
HS-PS2-1. Analyze data to support the claim that Newtons second law of motion describes the mathematical relationship among
the net force on a macroscopic object, its mass, and its acceleration.
P3.4B Identify forces acting on objects moving with constant velocity (e.g., cars on a highway).
P3.4C Solve problems involving force, mass, and acceleration in linear motion (Newtons second law).
Mathematics:
MP.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

## II. Before you start

Identify prerequisite
knowledge and skills.

Newtons first law and falling bodies. The concept of force, mass, and acceleration. The difference
between mass and weight. The difference between velocity and acceleration. Different equations we
are using to determine Net Force.
Pre-assessment (for learning):

KWL on board.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

## What barriers might this

lesson present? Students
will be required to answer
questions to a new concept.
A limited time is provided
to
What will it take
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## Formative (as learning):

Students inquiry of air resistance and terminal velocity so they can create their own notes. Student
teach another student what they learned regarding topic of terminal velocity.
Summative (of learning):
Coffee lab article multiple choice questions.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students can use any resources,
from books, computer, etc to
research and create own notes on
the concept of terminal velocity.
Analyze an article on topic. Show
a video of the terminal velocity in
real world application.

## Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students teach each other.
Allowing students to draw, act out,
or write the concept of terminal
velocity.

## Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students choose how they want to
learn material (book, online
sources, videos, etc). Show them a
real life applicable video.

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

## Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

## Students teach another student

what they learned through their
research and collaborate to
make notes on terminal velocity
concept.
Provide options for
comprehension- activate, apply &
highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

## Provide options for expression and

communication- increase medium
of expression

## Students can create notes either

electronically or on paper.
Students teach another student
what they learned.

## Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

## Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

## Students will take what they

learned through research and
teach to another student. A
video relating to real life
application is shown at the end.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

## Independent research into

KWL on board and in notes.
Students research topic to create
terminal velocity. Teaching
Collect article worksheet
own notes as well as teach
and being taught on the topic.
questions.
another student. Exit Slip.
Analyzing an article discussing
the topic. And showing a video
giving real life application
terminal velocity.
Physics books, computers (for those that dont have their own devices), and coffee lab article with
questions. Real life application video. Exit Slip.

Set up for students to be in clusters of either 2,4, or 6, depending on chairs and room size. Preferably
clusters of four. Teacher up front with the smart board.
How will your classroom
be set up for this lesson?

Time

Components

4min
Motivation
(opening/
introduction/
engagement)

22min

Development
(the largest
component or
main body of
the lesson)

## Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
KWL on board. Writes ideas on board.
Respond with ideas for KWL
Give goals for the day: Research topic of terminal
velocity, teach that concept to a neighbor, and
analyze a paper on the topic.

## Tell students they must investigate the topic of

terminal velocity and create their own notes. Ask
students to answer the questions What is terminal
velocity?, How does Force of air resistance, Net
force, and acceleration affected in this process?,
and Compare the (maximum) air resistance of two
objects and explain why one would be greater than
the other?.

## Students research concept of terminal velocity and

create notes on the concept, making sure to answer
the questions given by the teacher.

8min

## Students teach and explain concept of terminal

velocity to their table partner.

## Students teach their table partner the concept of

terminal velocity and compare notes afterwards.

12min

## Give students Coffee lab article and have them

read, analyze, and answer discussion questions.

answer questions

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5min

4min

Closure
(conclusion,
culmination,
wrap-up)

velocity

## Students fill out exit slip

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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