L2+Archambault+Michael

=**UMF LESSON PLAN FORMAT**=

**Grade Level:12 Topic:**

 * =**Objectives**:= ||
 * **Students will understand** the difference between acceleration and velocity using vector notation.
 * Students will know that** vectors present a visual aid in understanding graphically what velocity and acceleration look like.
 * Students will be able** to explain velocity and acceleration using vector notation. ||

D4: Force and Motion Grade 9-Diploma Students will explore Newton's three laws of motion. a. Describe the contribution of Newton to our understanding of force and motion, and give examples of and apply Newtons three laws of motion and his theory of gravitation. || Rationale: Students will be able to solve motion problems using vector analysis. They will look further into acceleration, which is a vital concept in Newtons second law.
 * =**Maine Learning Results Alignment**= ||
 * **Establish Goals:** **(G) Maine Learning Results: Science and Technology D. The physical setting**

Students will do a reflection on the experiment. They will answer questions like: What did you observe by doing this experiment? What is the equation for acceleration? Does an object need to be speeding up if it has an acceleration?
 * =Assessment= ||
 * **Formative** (Assessment for Learning)

Students will do their reflections in a blog entry. The blog entries will be responded to by the teacher, and any corrections will be made by the student. The teacher will continue to give feedback on each students blog until it is clear that the student has a solid grasp on acceleration. || Students will do a lab report on the acceleration lab that is being done in class. They will be graded on completeness, data organization, graphs, and concept analysis questions. Each student will be required to complete their own lab report, however the students will work in groups. ||
 * **Summative** (Assessment of Learning)

= = English: English will be used in writing the lab report. They will be graded on correct grammar and punctuation. Mathematics: Students will be collecting data and graphing it. After, they must analyze the graphs and make appropriate assessments and observations of their graphs. ||
 * =**Integration**= ||
 * Technology: Students will be using a blog entry to reflect on what they have learned. They will be given feedback on the blog.


 * =**Groupings**= ||
 * The classroom will be arranged with tables acting as hubs for groups of approximately four students. They will work in the natural groups that this setup forms. I will be walking around and participating in discussions that are happening in each group, offering pointed questions and realigning each discussion towards each groups specific goal. I will assess work by each individual member by having one or two recorders, and the other must do the presenting. They will be assessed on participation. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** being able to see their own acceleration on the graphs they construct will appeal to spatial learners.
 * Interpersonal:** Students will be working in groups.
 * Naturalistic:** Students will be outside for most of the class period, which appeals to the naturalistic style.
 * Intrapersonal**: Students will be doing their own lab reports and blogs. This appeals to the intrapersonal style.
 * Kinesthetic:** The lab requires students to run or walk briskly multiple times, which appeals to the kinesthetic learners.
 * Linguistic**: Students work individually on their lab reports and are expected to use good punctuation and grammar. ||
 * **Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absent Students://** If a student is absent it is their responsibility to get notes from another classmate or from me. Any work that was due the day that he or she was absent is due the next day that they are in class, otherwise it is an automatic zero. The exception is if the student has a legitimate excuse(note from a doctor, parent, legal guardian) where it was not possible to complete the work, I will gladly negotiate an extension with the student. If work is not turned in by that extended day then it will become a zero. || I will use computers as a type II technology by having students explore the ideas of position, velocity, and acceleration through the use of physlets. Another type II application is the student/teacher blog interaction that will be continued until the blogs give correct information. ||
 * **Extensions**


 * =Materials, Resources and Technology= ||
 * * Laptops
 * Stopwatches
 * Calculators
 * Pen
 * Notebooks
 * Lab worksheet
 * Rolling measuring stick ||

http://www.youtube.com/watch?v=zX8f1kziJBs This is my hook, a youtube video with acceleration equations. [|http://www.cabrillo.edu/~jmccullough/physlets/] This website is more physlets. ||
 * =Source for Lesson Plan and Research= ||
 * http://www2.swgc.mun.ca/physics/physlets.html This website is one that has the physlets students will use to interact with.


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:**This lesson exceeds Maine's standards for initial teacher certification because it appeals to seven different learning styles. Kinesthetic learners will be moving around outside. Linguistic learners will be writing reflections. Intrapersonal learners will be reflecting on their own blogs and lab report. Spatial learners will be learning from their graphs they create. Mathematical learners will be collecting and analyzing data in graphs. Interpersonal learning will take place because of the group work.Being outside will appeal to naturalistic learners. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson exceeds Maine's standards for initial teacher certification because I will be preparing notes for the class. (See attached content notes) These notes show that I know the subject matter, therefore can teach it to students. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson exceeds Maine's standards for initial teacher certification because I will provided my students will many different learning opportunities aligned with the multiple intelligences. Kinesthetic learners will be moving around outside. Linguistic learners will be writing reflections. Intrapersonal learners will be reflecting on their own blogs and lab report. Spatial learners will be learning from their graphs they create. Mathematical learners will be collecting and analyzing data in graphs. Interpersonal learning will take place because of the group work.Being outside will appeal to naturalistic learners.

Type II technology will be used with physlet activities and interactive blogging. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will assessed in two different ways during this lesson. The first is the reflective blogging that they will do and receive teacher feedback on. The second is a summative assessment and is the lab report they will hand in the next class period. ||


 * =Teaching and Learning Sequence:= ||
 * **15 Minutes:** Students will understand the difference between acceleration and velocity using vector notation. Vectors present a visual aid in understanding graphically what velocity and acceleration look like. Students will explain velocity and acceleration.( See attached content notes) I will show the students a youtube video of a jingle involving the acceleration equations that is humorous and concise. http://www.youtube.com/watch?v=zX8f1kziJBsThis will get them excited about the topic. They will then be given links to the physlet websites and need to explore physics using the computer. **Where, What, Why, Hook**, **Tailor: Interpersonal, Visual** ||
 * **45 Minutes:** Students will know the definitions of position, displacement, velocity, and have an understanding of acceleration. The students will go outside to do the lab. They will need to measure out 100 Meters in 10 meter increments. Students will be timing at each increment the students who are running the pattern according to the attached lab worksheet. The stopwatches are started when each student starts running. **Equip**, **Explore, Tailor: Kinesthetic, Interpersonal, Logical, Naturalistic** ||
 * **20 Minutes:** Students will go back inside and compare and refine data in their groups. They will graph the data and begin to analyze when each student was acceleration, at constant acceleration, or zero acceleration. The will use their graphs as evidence of their claims. Now the students will have a justified experience of acceleration by doing and analyzing the experiment. By the end of the class, they will be able to see what their movements did to the slopes of the graphs. They will be expected to enter their data into excel and print off a final copy of their graphs. **Explore,Experience, Revise, Rethink**, **Tailor: Intrapersonal, Linguistic, Logical, and Interpersonal** ||
 * In this lesson, students will learn what acceleration does to them directly. They will write a short reflection in their blogs on their previous misconceptions of acceleration, and what the correct analysis is. There reflections will be graded on completeness and timeliness. Each student will pass in a lab report with a final copy of their data and graphs in excel spreadsheet format. **Refine, Tailor**: **Intrapersonal** ||

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