Teacher Name: Date: 11/27/2012 Standards:

Grade: 10 Lesson Title: Work and Power _____________ HIGH SCHOOL DAILY LESSON PLAN

3202.4.3 Demonstrate the relationship between work and power. 3202.Math.1 Understand the mathematical principles behind the science of physics.

3202.Math.2 Utilize appropriate mathematical equations to solve basic physics problems. Objectives: The students will have the opportunity to: Describe the conditions that must exist for a force to do work on an object. (14.1.1) Calculate the work done on an object. (14.1.2) Describe and calculate power. (14.1.3) Compare the units of Watts and horsepower as they relate to power. (14.1.4)

Motivating Students: Have students define Work and Power in their own words to access their prior understanding of the concepts before introducing the scientific definitions of the terms. Make sure to reinforce and reward effort of students during the lesson.

Presenting Instructional Content/Lesson Structure/Pacing: 5 min Bell Ringer on Board In your own words define WORK and POWER Discuss student answers to segue into lecture.

30 min Lecture on Work and Power using PowerPoint Presentation while students are taking notes.

5 min Work and Power Song Video See link in Materials section below.

25 min Groups Work and Power Worksheet During this time, the teacher will circulate among the groups to help students by asking guiding questions that lead them to the correct answers.

20 min Individual Work Chapter 14 Section 1 Review from Textbook (p416 #1-8) Students will return to seats in rows and complete this assignment individually. The teacher will still make themselves available to help students and offer additional instruction or guidance as needed.

5 min Review, Wrap-up, and Questions. Answer any questions that students have. Ask students questions about hypothetical real world scenarios to check Their understanding of the concepts of work and power.

Activities (If Applicable): A. Whole Group: Watch Work and Power Song Video, Complete Section Review including Critical Thinking and Application type questions. B. Small Groups: Complete worksheet using equations for work and power that were taught in the lesson. This will require problem solving skills and will integrate skills learned in Algebra.

Materials: Projector and Powerpoint Presentation Work and Power Song Video (http://teachertube.com/viewVideo.php?video_id=187503) Work and Power Worksheet (see attachment) Physical Science Book for Section Review. Questioning: Below are some sample question to ask during the course of the lesson from each of Blooms Levels:

Blooms Questions/Statements Knowledge: What is the scientific definition of work? Comprehension: What is the difference between work and power?

Application: (During a given Scenario) .. is work being done? Analysis: Why did I say no work was being done in those particular scenarios? Synthesis: What would happen, related to work, if you doubled the power? Evaluation: What is a better way to approach this problem?

Ask a variety of questions to various students. Ask leading questions that help students to discover the correct answer for themselves. Academic Feedback Given by Teacher: Feedback will be both oral and written. During groups, the teacher will give students feedback as he circulates among the groups. Students will also receive written feedback on the work that is turned in and scored by the teacher. Grouping Students/Teacher Knowledge of Students: Students are placed in groups heterogeneously based on ability. Each group will contain at least one student who is typically a strong student and at least one student who generally struggles with new concepts. Thinking: Students will use analytical thinking to compare and contrast work and power and explain how they are related. Students will use practical thinking in the application of the concepts of work and power to real-world scenarios.

Make sure not to give the students all the answers, but rather ask them guiding questions to make them think of the answer themselves.

Problem Solving: Students will have to use the following problem solving skills when completing the activities in this lesson: Identifying Relevant/Irrelevant Information (identifying Variables when given a word problem) Categorization (Deciding which equation to use given a set of known and unknown variables) Drawing Conclusions/Justifying Solutions (explaining how they arrived at a particular answer) Predicting Outcomes (Applying concepts of work and power to hypothetical situations)

Student Work: During this lesson students will be required to solve word problems, answer written and oral questions at all levels of Blooms Taxonomy, and connect the concepts learned to their real world experiences.

Assessment: Student assessment will be both formative, through questioning and written assignments, and summative, through a written examination at the end of each chapter of the textbook. This written exam will be comprised of a variety of question types (essay, multiple choice, short answer, etc.). Assessments are aligned to demonstrate mastery of the standards listed above, including the state standards and the textbook standards. The results of these assessments will be used to determine if students need further instruction and practice with any of the Performance indicators.