SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME: DANIEL HUMPHREYS

SUBJECT:
PHYSICS
COURSE TITLE, GRADE LEVEL(S): PHYSICS 10-12
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): 2 Dimensional Kinematics
LESSON TITLE: HORIZANTALLY LAUNCHED PROJECTILES
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION: KQHL CHART
CLASS DESCRIPTION: The class is made up of 10-12th grade high school students. These are students
from the iPad Academy. They were introduced to 2 dimensional kinematics in an inquiry based
investigation in the previous lesson, this will be the first lecture on the subject.

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

HS-PS2-1.ANALYZE DATA
TO SUPPORT THE
CLAIM THAT N EWTON S
SECOND LAW OF MOTION
DESCRIBES THE
MATHEMATICAL
RELATIONSHIP AMONGTHE
NET FORCE ON A
MACROSCOPIC OBJECT , ITS
MASS , AND ITS
ACCELERATION . [C LARIFIC
ATION S TATEMENT :
E XAMPLES OF DATA COULD
INCLUDE TABLES OR
GRAPHS OF POSITION OR
VELOCITY AS A FUNCTION
OF TIME FOR OBJECTS
SUBJECT TO A NET
UNBALANCED FORCE , SUCH
AS A FALLING OBJECT , AN
OBJECT ROLLING DOWN A
RAMP , OR A MOVING
OBJECT BEING PULLED BY
A CONSTANT FORCE .]
[A SSESSMENT BOUNDARY :
A SSESSMENT IS LIMITED
TO ONE - DIMENSIONAL
MOTION AND TO
MACROSCOPIC OBJECTS
MOVING AT NON RELATIVISTIC SPEEDS .]

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
4. DETERMINE THE
MEANING OF SYMBOLS, KEY
TERMS, AND
OTHER DOMAIN-SPECIFIC
WORDS AND PHRASES AS
THEY
ARE USED IN A SPECIFIC
SCIENTIFIC OR TECHNICAL
CONTEXT
RELEVANT TO GRADES 11
12 TEXTS AND TOPICS.

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

OBJECTIVE (s) of Lesson

(Students will be able to.)

5. LISTENING ACTIVELY
DEMONSTRATE

-STUDENTS WILL BE ABLE TO DEFINE WHAT A PROJECTILE IS

-STUDENTS WILL BE ABLE TO CALCULATE THE MOVEMENT OF

COMPREHENSION OF ORAL
PRESENTATIONS
AND DISCUSSIONS ON
FAMILIAR
SOCIAL AND ACADEMIC
TOPICS BY ASKING
AND ANSWERING
QUESTIONS, WITH
PROMPTING
AND SUBSTANTIAL SUPPORT.

A HORIZONTALLY LAUNCHED PROJECTILE

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Informal PM

Informal PM

This assessment is
intended to
monitor student
progression and
assess the level of
understanding
during lecture

This assessment
will be
administered
during the lecture,
the class will be
asked questions
pertaining to the
lecture to check
for understanding

Student answers
will be corrected
and correct
answers will be
expanded upon

To check for
understanding of
horizontally
launched projectile
equations

The students will

be tasked with an
assignment,
solving horizontal
projection
problems, this will
be individual
assessment,
walking around
and checking
answers and
answering
questions

The students will

be informed at this
moment of correct
or incorrect
answers and
answers and
processes will be
explained
individually

This will allow the

teacher to assess
the understanding
of the class,
knowing whether
the style of
teaching is
working and
whether the pace
or style needs to
be modified
This will allow for
an understanding
of how the lecture
went and the
comfort level of
the students in
solving equations

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:
. THE CLASS WILL START OFF WITH A
DEMONSTRATION OF HORIZONTALLY
LAUNCHED PROJECTILES. STUDENTS WILL BE
ASKED TO PREDICT WHAT WILL HAPPEN WHEN
TWO OBJECTS ARE LAUNCHED FROM THE
SAME HEIGHT, ONE BEING DROPPED AND THE
OTHER LAUNCHED PERFECTLY HORIZONTAL
-THE DEMONSTRATION WILL THEN BE PLAYED
AND STUDENTS WILL SEE THAT THE OBJECTS
DROP AT THE SAME TIME
-STUDENTS WILL THEN BE ASKED TO
HYPOTHESIZE WHY THIS OCCURS

DESCRIPTION:

H IN
MINUTE
S:

12

STUDENTS WILL THINK CRITICALLY, USING PRIOR KNOWLEDGE AND

SHARE THEIR PREDICTIONS OF THE DEMONSTRATION WITH THE
CLASS, BACKING PREDICTIONS WITH SUPPORT
STUDENTS WILL FILL IN THE K PORTION OF THEIR KQHL CHART AT THIS TIME, THEY
WILL THEN WORK IN GROUPS TO FILL IN BOTH THE Q AND H SECTIONS OF THEIR
CHART BEFORE OBSERVING THE DEMONSTRATION

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
-THE TEACHER WILL GIVE A POWERPOINT
LECTURE ON HORIZONTALLY LAUNCHED
PROJECTILES
-TIES WILL BE MADE TO THE LAB
INVESTIGATION PERFORMED BY THE CLASS
LAST WEEK
-THE TEACHER WILL SHOW DEMONSTRATION
VIDEOS AND ASK FACILITATIVE QUESTIONS,
ENGAGING THE STUDENTS IN CRITICAL
THINKING
-THE TEACHER WILL ASSIGN HORIZONTAL
LAUNCH PROBLEMS, DEMONSTRATING AND
ASKING STUDENTS HOW TO SOLVE THESE
-THE TEACHER WILL WALK AROUND AND
ASSIST STUDENTS AS THEY COMPLETE THE
PROBLEMS

DESCRIPTION:

30

-STUDENTS

WILL TAKE NOTES AND ANSWER QUESTIONS DURING THE

LECTURE
-THEY WILL THEN WORK AT THEIR TABLES TO COMPLETE HORIZONTAL
LAUNCH PROBLEMS

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

YOU, THE TEACHER,

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
-THE TEACHER WILL ASK THE STUDENTS TO SHARE

DESCRIPTION:
-STUDENTS WILL SHARE WHAT THEY HAVE LEARNED WITH THE CLASS
-THEY WILL ASK ANY QUESTIONS THAT PERTAIN TO THE LESSON
-STUDENTS WILL FILL IN THE L PORTION OF THE KQHL CHART AT
THIS TIME

THINGS THEY HAVE LEARNED TODAY WITH THE CLASS

-THE STUDENTS WILL ALSO BE ASKED WHAT KINDS OF
QUESTIONS THEY STILL HAVE AFTER THE LESSON

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X
ONE TEACH, ONE
STATION TEACHING
ASSIST
TEAM TEACHING
DIFFERENTIATED
TEACHING

PARALLEL TEACHING
X

ONE TEACH, ONE

OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
English language learners
will be assisted through the
viewing of multiple
demonstrations. They will
also be provided guided notes
to help during the lecture.

Striving readers will be

assisted through the viewing of
multiple demonstrations. They
will also be provided guided
notes to help during the lecture.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

Students with special needs

will be assisted in accordance
with their specific need

ADVANCED
STUDENTS
Advanced students will be
tasked with helping
struggling students, sharing
what they have learned

RATIONALE SECTION: STUDENTS HAVE ALREADY LEARNED BOTH HORIZONTAL AND VERTICAL
MOTION. THEY WILL NOW PUT THESE TWO CONCEPTS TOGETHER, USING THE VECTOR
ADDITION THEY HAVE LEARNED AND BE ABLE TO SOLVE FOR TWO DIMENSIONAL KINEMATICS.
THIS LESSON IS FOR HORIZONTALLY LAUNCHED PRJECTILES, AN INTRODUCTION INTO THE
TOIPIC, THEN WILL BRIDGE INTO PROJECTILES LAUNCHED AT ANGLE. DEMONSTRATIONS ARE
USED TO HELP STUDENTS VISUALIZE CONCEPTS THAT MAY BE DIFFICULT TO GRASP, SUCH AS A
HORIZONTAL LAUNCED BULLET HITTING THE GROUND AT THE SAME TIME AS A BULLET
DROPPED FROM THE SAME HEIGHT. GUIDED NOTES WILL HELP STUDENT TO STAY ENGAGED IN
THE LECTURE WHILE KNOWING OBTAINING NOTES ON KEY INFORMATION. STUDENTS WILL BE
ALLOWED TO WORK COLLABORATIVELY TO IMPROVE SOCIAL SKILLS AND COLLABORATION
SKILLS IN COMLETING THE ASSIGNED PROBLEMS.