Science 10 Physics Lesson Plan
Date: March 29, 2012
Grade/Subject/Topic: Science 10/ Physics/ Acceleration
Time Allotted: 80 mins (two 40 min periods)
Learning Objectives:
GLO:
Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems.
SLO: investigate and analyze one-dimensional scalar motion and work done on an object or system, using algebraic and graphical techniques (e.g., the relationships among distance, time and velocity; determining the area under the line in a force - distance graph)
Resources
Addison Wesley: Science 10 textbook
http://sciencespot.net/Pages/classphys.html#Anchor-accellab (physics ideas and worksheets
http://www.learner.org/interactives/parkphysics/coaster.html (roller coaster site)
Materials Needed:
PowerPoint on memory stick, centers worksheets, string, accelerometers, materials, gum, Popsicle sticks
Centers set up:
1. Bubble Yum; at the labs, need bubble gum
2. Roller Coaster; lap top(s), uploaded roller coaster site
3. Materials for the accelerometer set up on the back table. Cut up string, accelerometer papers, scissors, glue, rulers, index cards, washers
4. Smart board needs to have the Goonies video uploaded
Lesson Goal
Clarity in directions (management)
Assessment Strategies
Centers worksheets
Informal questioning during quick review
Management Strategies
Have groups pre-determined
Give clear directions and expectations. Consequence for poor behaviour discussed before the lab.
Centers have a time limit and questions need to completed for each lab in that time
Procedure:
Introduction (20 total mins):
On the board write the schedule.
Attendance
Explain what we will be doing today:
centers
Body (55 total mins):
Review motion PowerPoint notes
Have students explain each of the four types of motion by pulling Popsicle sticks (informal questioning)
Ask: How are velocity and acceleration different from each other? How are they similar?
What is an example of a scalar quantity? Vector quantity?What is the difference between distance and
displacement?
Explain Centers
Show students what group they are in, and what center they start in
Review expectations and directions
15 minutes at each center; if students finish early they can explore the centers or work on questions they weren`t able to finish in the last center.
If students don`t finish the questions, they may go back to that center at the end of class.
Describe the four centers
Students can go to their center and begin
Closure (5 total mins):
Discuss next weeks schedule
Ask students what center they enjoyed the most and why
Reflection
Students really enjoyed the centers! Bubble yum and making the roller coaster were the top hits. This lesson was very time consuming before hand, but it was worth it in the end. Next time, to save class time it would have been better to have the accelerometers pre made instead of the students making them; by the time students made an accelerometer they had little time left to explore the accelerometer and answer the questions. This was a very busy class with students working on different activities at the same time, and it had the potencial to be very chaotic. At the beginning of the class I clearly discussed my expectations and the consequences for not following those expectations. Especially during a class like this, I feel that classroom management is a priority to keep an organized class where learning is the focus. I believe that I did a good job at keeping an organized classroom where students could discover and explore real world applications of physics.
Date: March 29, 2012
Grade/Subject/Topic: Science 10/ Physics/ Acceleration
Time Allotted: 80 mins (two 40 min periods)
Learning Objectives:
GLO:
Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems.
SLO: investigate and analyze one-dimensional scalar motion and work done on an object or system, using algebraic and graphical techniques (e.g., the relationships among distance, time and velocity; determining the area under the line in a force - distance graph)
Resources
Addison Wesley: Science 10 textbook
http://sciencespot.net/Pages/classphys.html#Anchor-accellab (physics ideas and worksheets
http://www.learner.org/interactives/parkphysics/coaster.html (roller coaster site)
Materials Needed:
PowerPoint on memory stick, centers worksheets, string, accelerometers, materials, gum, Popsicle sticks
Centers set up:
1. Bubble Yum; at the labs, need bubble gum
2. Roller Coaster; lap top(s), uploaded roller coaster site
3. Materials for the accelerometer set up on the back table. Cut up string, accelerometer papers, scissors, glue, rulers, index cards, washers
4. Smart board needs to have the Goonies video uploaded
Lesson Goal
Clarity in directions (management)
Assessment Strategies
Centers worksheets
Informal questioning during quick review
Management Strategies
Have groups pre-determined
Give clear directions and expectations. Consequence for poor behaviour discussed before the lab.
Centers have a time limit and questions need to completed for each lab in that time
Procedure:
Introduction (20 total mins):
On the board write the schedule.
Attendance
Explain what we will be doing today:
centers
Body (55 total mins):
Review motion PowerPoint notes
Have students explain each of the four types of motion by pulling Popsicle sticks (informal questioning)
Ask: How are velocity and acceleration different from each other? How are they similar?
What is an example of a scalar quantity? Vector quantity?What is the difference between distance and
displacement?
Explain Centers
Show students what group they are in, and what center they start in
Review expectations and directions
15 minutes at each center; if students finish early they can explore the centers or work on questions they weren`t able to finish in the last center.
If students don`t finish the questions, they may go back to that center at the end of class.
Describe the four centers
Students can go to their center and begin
Closure (5 total mins):
Discuss next weeks schedule
Ask students what center they enjoyed the most and why
Reflection
Students really enjoyed the centers! Bubble yum and making the roller coaster were the top hits. This lesson was very time consuming before hand, but it was worth it in the end. Next time, to save class time it would have been better to have the accelerometers pre made instead of the students making them; by the time students made an accelerometer they had little time left to explore the accelerometer and answer the questions. This was a very busy class with students working on different activities at the same time, and it had the potencial to be very chaotic. At the beginning of the class I clearly discussed my expectations and the consequences for not following those expectations. Especially during a class like this, I feel that classroom management is a priority to keep an organized class where learning is the focus. I believe that I did a good job at keeping an organized classroom where students could discover and explore real world applications of physics.