{"id":18,"date":"2016-06-19T17:26:58","date_gmt":"2016-06-20T00:26:58","guid":{"rendered":"https:\/\/blogs.ubc.ca\/gult\/?page_id=18"},"modified":"2016-08-14T11:31:51","modified_gmt":"2016-08-14T18:31:51","slug":"lesson-plan","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/gult\/lesson-plan\/","title":{"rendered":"Lesson Plan Secondary"},"content":{"rendered":"

Please download the\u00a0PDF version<\/a> of this lesson plan to view comments and connections.<\/p>\n

Topic: Force and Motion \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Physics 11 \u00a0 \u00a0 \u00a0 \u00a0 Time: 4-5 Hours<\/strong><\/p>\n

Big Idea (Students will understand):<\/strong>\u00a0Newton\u2019s three laws of motion describe the relationship between force and motion.<\/p>\n

Prior Knowledge:<\/strong>\u00a0students understood the basics of Newton’s three laws of motion in Grade six. In Physics 11 and 12 students will understand these concepts in depth(evidence of spiral learning built in our curriculum<\/strong>). Force and Motion unit cannot be completed in one day as there is a lot of content to cover. Thus,\u00a0we will pick one topic- balanced and unbalanced forces- Free body diagrams from the unit and do a lesson.\u00a0During this whole unit, Newton’s three laws of motion and other basic concepts are going to be used again and again. However, with each lesson, complexity of the word problems, labs, and projects is going to increase. Thus, this whole unit needs\u00a0spiral instruction<\/strong> so that before starting each lesson, the previous lesson is reviewed properly to scaffold<\/strong> the student learning.<\/p>\n

    \n
  1. Lesson 1 – Newton’s First Law of Motion\n
      \n
    1. Newton’s First Law<\/a><\/li>\n
    2. Inertia and Mass<\/a><\/li>\n
    3. State of Motion<\/a><\/li>\n
    4. Balanced and Unbalanced Forces<\/a><\/li>\n<\/ol>\n<\/li>\n
    5. Lesson 2 – Force and Its Representation\n
        \n
      1. The Meaning of Force<\/a><\/li>\n
      2. Types of Forces<\/a><\/li>\n
      3. Drawing Free-Body Diagrams<\/a>\u00a0(We are focusing on this)<\/strong><\/li>\n
      4. Determining the Net Force<\/a>\u00a0(We are focusing on this)<\/strong><\/li>\n<\/ol>\n<\/li>\n
      5. Lesson 3 – Newton’s Second Law of Motion\n
          \n
        1. Newton’s Second Law<\/a>\u00a0(We are focusing on this)<\/strong><\/li>\n
        2. The Big Misconception<\/a><\/strong>\u00a0(We are focusing on this<\/strong>)<\/li>\n
        3. Finding Acceleration<\/a>\u00a0(We are focusing on this)<\/strong><\/li>\n
        4. Finding Individual Forces<\/a>\u00a0(We are focusing on this)<\/strong><\/li>\n
        5. Free Fall and Air Resistance<\/a><\/li>\n
        6. Double Trouble<\/a><\/li>\n<\/ol>\n<\/li>\n
        7. Lesson 4 – Newton’s Third Law of Motion\n
            \n
          1. Newton’s Third Law<\/a><\/li>\n
          2. Identifying Action and Reaction Force Pairs<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

            Note: Please click on the links to find the content of highlighted topics.<\/strong><\/p>\n

            Core competencies to cultivate 21st-century skills:\u00a0<\/strong>students will generate hypothesis’, make predictions, and test their predictions. Throughout the process, they will communicate<\/strong> their understanding in any modality while respecting the audience. The demonstration\u00a0of\u00a0involvement, collaboration, and mutual respect during the lesson will foster positive personal and social identity<\/strong>. This unit is also an inquiry-based unit, where critical and creative thinking<\/strong> is an essential part of the learning experience to be successful.<\/p>\n

            \"Physics<\/p>\n

            1. Connect and Attend:<\/span> (60-80 minutes)<\/strong><\/p>\n

            Teacher\u2019s Role – Motivator and Witness, Method-discussion, Question to be answered – Why?<\/strong><\/p>\n

            The objective is to allow the learners to enter into the experience, to engage them, and to integrate the experience with personal meaning. Thus teacher will try to create an engaging\u00a0experience for students asking some questions relevant to their daily life. The teacher can still do the chair demo<\/strong> where teacher can ask a few students to sit on a chairs and ask other students to pull the chair without making the student fall. It is possible that the students will fall, or he\/she will apply equal and opposite force to counterbalance the gravity (make certain that classroom environment is safe, caring and respectful. Students must not laugh at\u00a0each other). Students will come up with similar examples from their daily life.<\/p>\n

            In this section, students will draw upon their past experiences<\/strong> and in-class demonstrations<\/strong> to answer the following question one more time via a group dialogue-<\/p>\n

              \n
            1. What is the difference between motion caused by balanced forces and motion caused by unbalanced forces?<\/strong><\/li>\n
            2. \u00a0How balanced and unbalanced forces are evident in your life?<\/strong><\/li>\n
            3. How can you represent balanced and unbalanced forces in pictures?<\/strong><\/li>\n<\/ol>\n

              Students can record their reflections in\u00a0a google doc\/blog\/Padlet<\/strong> wall. They can also click pictures of their hand-written work and post on any online platform.<\/p>\n

              In attend stage, students may play around with PhET simulation experiments<\/strong> to understand how balanced and unbalanced forces can be represented with the help of vectors. Teachers can download inquiry lab worksheets<\/strong> from PhET website.<\/p>\n

              \"Ramp-Forces-and-Motion_4\"<\/a><\/p>\n

              Content (Students will know): <\/strong>What is a free body diagram and how do we draw a free body diagram.<\/p>\n

              Curricular competencies (Students will do):<\/strong>\u00a0Questioning and predicting,\u00a0Communicating<\/p>\n

              2. Image and Inform: (60-80 minutes)<\/strong><\/span><\/p>\n

              Teacher\u2019s Role – Conceptualizer and \u201cTeacher\u201d,\u00a0Method – Imaging and direct instruction,\u00a0Question to be answered – What?<\/strong><\/p>\n

              It is the place where they link their personal, subjective experience with the objective, analytic world of the content at hand.\u00a0Students will now move to deep reflection. Thus, they will focus on understanding balanced and unbalanced forces and use free body diagrams to solve the word problems. The teacher may provide systematic direct instruction supplemented with enough real word examples and visuals.The lesson may look like-<\/p>\n

              I do (10-15\u00a0minutes)<\/strong> Teacher solves 1-2 word problems for the students.<\/p>\n

              We do (10-15 minutes)<\/strong>\u00a0Teacher and students together solve 1-2 problems or until maximum students feel comfortable to solve the word problems independently.<\/p>\n

              You do (30-40 minutes)\u00a0<\/strong>Students will solve 5-10 word problems without minimum to no help.<\/p>\n

              Exit slip(10 minutes)<\/strong>\u00a0Teacher will assess their understanding by giving them a word problem as an exit slip. Students can upload their solution on any agreed upon online platform at the end of the class. This step will help the teacher to design next lesson with proper scaffolding.<\/strong><\/p>\n

              Content(Students will know):\u00a0<\/strong>Students will learn to solve free-body diagram word problems.<\/p>\n

              Curricular competencies<\/strong>(Students will do):<\/strong>\u00a0Processing and analyzing data and information\u00a0<\/span><\/p>\n

              3. Practice and Extend: (60-80 minutes)<\/strong><\/span><\/p>\n

              Teacher\u2019s Role – Resource and coach,\u00a0Method – Facilitation,\u00a0Question to be answered – How does this work?<\/strong><\/p>\n

              Students will do a small quiz to test their understanding. In the quiz, the teacher will design some questions that will address the common misconceptions<\/strong> (The Big Misconception<\/a>). \u00a0Clicker\/Plicker question\/answer session\u00a0instead of a traditional quiz is better to figure out the common misconceptions among students and provide scaffolding<\/strong>. After\u00a0mastering the\u00a0basics of free body diagrams and balanced and unbalanced forces, this step will\u00a0challenge their understanding (to create disequilibrium<\/strong>). Students will be motivated to explore\u00a0further\u00a0to make everything clear in their brain.<\/p>\n

              Content (Students will know):<\/strong>\u00a0Addressing the misconceptions of Newton’s laws<\/p>\n

              Curricular-competencies: (<\/strong>Students will do):\u00a0<\/strong>Evaluation, applying and innovating<\/p>\n

              Refine and Perform: (60-80 minutes to perform)<\/strong><\/span>–<\/strong> unlimited time to explore outside the classroom)<\/p>\n

              Teacher\u2019s Role – Evaluator\/Re-mediator and Co-Celebrator,\u00a0Method – Evaluation and Self – Discovery,\u00a0Question to be answered – What If?<\/strong><\/p>\n

              Refine is the step where the learners are asked to analyze what they have planned as their \u201cproof\u201d of learning. \u00a0This analysis should be based on:<\/p>\n

              Students will design real life labs\/games\/simulated labs\/projects (situated learning\u00a0experience)\u00a0<\/strong> of their choice on Newton’s laws of motion under\u00a0teacher supervision<\/strong>\u00a0and\u00a0guidance<\/strong>. They will get timely\u00a0peer and teacher feedback, along with feedback from involved community\u00a0members. <\/strong>The feedback\u00a0on their project may help get\u00a0proper scaffolding<\/strong>\u00a0to improve the projects further. During the performance, the teacher may invite other teachers, admin, and community to showcase students’ success. Along with that, students need to reflect upon their learning in their project reports.<\/p>\n

              Content (Students will know):\u00a0<\/strong>Nothing new<\/p>\n

              Curricular competencies<\/strong>(Students will do):\u00a0<\/strong>Communicating,\u00a0Planning and conducting, performing<\/span><\/p>\n

              Please click on this “Read More” button to explore the content of Newton’s laws of motion in depth.<\/p>\n

              \"Read<\/a><\/p>\n

              Assessment and Ed Tech tools: <\/strong>please see\u00a0Assessment page\u00a0<\/a>to explore more about possible assessments, rubrics, and EdTech tools.<\/p>\n

              \"Slide2\"<\/a>\"Slide1\"<\/a><\/p>\n

              _____________________________________________________________________________<\/p>\n

              References<\/strong><\/p>\n

              4MAT Lesson Plans. (2016). Retrieved August 10, 2016, from http:\/\/www.4mationweb.com\/4mationweb\/4mation.php<\/p>\n

              Building Student Success BC\u2019s new curriculum<\/i>. (2015). Retrieved 12 August 2016, from https:\/\/curriculum.gov.bc.ca\/sites\/curriculum.gov.bc.ca\/files\/pdf\/10-12\/science\/en_s_11_phy.pdf<\/span><\/p>\n

              Forces and Motion<\/i>. (2016). PhET<\/i>. Retrieved 12 August 2016, from https:\/\/phet.colorado.edu\/en\/simulation\/legacy\/forces-and-motion<\/span><\/p>\n

              Newton’s Laws<\/i>. (2016). Physicsclassroom.com<\/i>. Retrieved 12 August 2016, from http:\/\/www.physicsclassroom.com\/Physics-Tutorial\/Newton-s-Laws<\/span><\/p>\n

               <\/p>\n","protected":false},"excerpt":{"rendered":"

              Please download the\u00a0PDF version of this lesson plan to view comments and connections. Topic: Force and Motion \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Physics 11 \u00a0 \u00a0 \u00a0 \u00a0 Time: 4-5 Hours Big Idea (Students will understand):\u00a0Newton\u2019s three laws of motion describe the relationship between force and motion. Prior Knowledge:\u00a0students understood the basics of Newton’s three […]<\/p>\n","protected":false},"author":28824,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages\/18","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/users\/28824"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":48,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":833,"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/pages\/18\/revisions\/833"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/gult\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}