L1+Archambault+Michael

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 12 Topic: Kinematics**

 * =**Objectives**:= ||
 * Student will understand that energy is never made or lost. ||
 * < Student will be able to explain velocity and acceleration. ||
 * Student will know Newton's Laws of motion describe everything around us. ||

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 using vector and graphical analysis to explain velocity and acceleration. They will be comparing a real life experiment to the graphs that their data makes to visually see what acceleration is.**// ||
 * =**Maine Learning Results Alignment**= ||
 * (G) Maine Learning Results: Science and Technology D. The physical setting

Students will combine definitions using a KWL. Students will use the jigsaw technique to apply definitions in real world scenarios. Students will blog about their experiences involving the key terms. They will also share what they have learned to the class, which will cement in their own and other student's knowledge. || Students will combine all classwork and reflections into a final blog entry. My assessment will employ the student's understanding of Newton's contributions to the understanding of force and motion. Their blog entries will be a work in progress until they have complete mastery of the subject. They will also pass in their lab report that will be graded on completeness and correctness. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * __English__: Students will be using language arts when they reflect in their blogs.

__Technology__: Blogging done by the students will be published on a public forum, viewable by the class. The teacher and students will have dialogue through the comments about the understanding of material covered. ||


 * =**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:** The youtube video at the beginning of class and the use of Brainboards in groups.
 * Interpersonal:** Students will work together in groups and share their free writing with each other.
 * Intrapersonal:** Free writing is initially an alone assignment.
 * Musical:** Students will present to the entire class, which will dial in the aural learners.
 * Verbal:** Students will be conferring with group members after the free write.
 * Logical:** Students will be identifying vector direction using pictures.

Blog entries that will carry feedback and responses from the teacher and students will be my type II technology. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Absent students will be required to read and respond to someone from each table's blog to cover all of the topics learned in class time. They will be responsible for completing their own blog with a one class per missed day deadline. || In their blogs, my responses will send the student into more research or thoughtfulness. The idea is to differentiate to each student with the help of their blogs, and assess each student on their own level. They will answer my questions with a response to my comment, which has the requirements of a type II technology. I will have short answer problems on worksheets to help students recognize individual parts of the material. ||
 * **Modifications/Accommodations**
 * **Extensions**

Writing Utensils Worksheet: to organize definitions Blogging site Teacher's laptop Large projector screen Student blog accounts Getting Pushy Lab Skateboard Rollerblades 3 stop watches Newton scale ||
 * =Materials, Resources and Technology= ||
 * Paper

http://www.school-for-champions.com/science.htm#Basics** This website is a tutorial for classical physics. It gets into astronomy, Newton's Laws, and many other common physics. ||
 * =Source for Lesson Plan and Research= ||
 * **[|youtube.com]** This video is the hook, to be played at the beginning of the lesson. It involves and old woman setting off an airbag in a car, and can lead to a discussion on how airbags work.
 * http://www.sciencejoywagon.com/physicszone/01motion/** This website is more of a point and shoot. If you need a question answered about physics, this website should be able to provide an immediate answer.**


 * =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 fosters growth in all of the students development. Students are exploring a new concept of physics that will become clearer as the scaffolding goes up. They will begin to see growth from the seeds I am planting in this lesson very shortly in the unit. Students will have clear rules and boundaries that respect others and incorporates teamwork and problem solving skills. They will be interacting with other students from different areas in the community based on classroom setup, and bolstering their diversity appreciation. ||
 * __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 differentiate towards each students needs via their individual blogs. Each student will gain knowledge and confidence from the group work and intergroup work that will take place during this lesson. They will also continue to achieve higher understanding in the post-lesson dialogue on their blogs. ||
 * __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 teach towards several of the multiple intelligences during this class period. Each student will have interpersonal and intrapersonal experience through group work and free writing. They will all see and hear the youtube hook that i will present at the beginning of class. Students will be verbally teaching their groups and the class. Students will also be organizing definitions and applying them to real life situations, which applies to the logical intelligence. Students will be using blogs that will be interactive with other students and the teacher, which make them a type II technology. They will be gathering information and feedback using these blogs, and keep them as a resource for the rest of the course. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson exceeds Maine's standards for initial teacher certification because I will be constantly formatively assessing the students as a group and individually. I will conversate with tables as a group and lead individual students on their own paths for thinking by asking questions and giving alternative scenarios. I will summatively asses each student's blog and apply immediate feedback through my response. They will meet my rubric's expectations for their blogs, and I will be able to assess their learning. I will give a score on each blog based on completeness, with every student's final result capable of being 100% complete. ||


 * =Teaching and Learning Sequence:= ||
 * My classroom will be set up in small groups of about four students per group. They will have a seating chart based on similar learning styles. I will take attendance, then introduce the lesson with my youtube hook (http://www.youtube.com/watch?v=mji82PQTYeo). Next, I will have a student hand out the worksheets and give directions on what the final product must be. I will be able to determine progress by milling throughout the room and speaking with each group multiple times. When the class gets to an appropriate waypoint, I will bring the focus back to me and start group presentations. I will then have students free write for about 10 minutes. They will share with their group after the free write. By the end of the class, students will have the language to begin to understand Newton's contribution to understanding motion.
 * Attendance generally takes the first five minutes of class due to the initial settling down that takes place in that five minutes.
 * photos and seating chart is located in the substitute folder.
 * The computer and overhead will be ready to go, so log in and search youtube for "old lady crash". It will be the first video. The log in is found on the top of the computer. **Hook**
 * The video is 30 seconds, and will get the students interested in Newton's first law of motion. They may have questions, but explain that they will be answered as the class goes on. This should take in the 2-3 minute range
 * A KWL will be used to combine definitions. Hand out the worksheets that are in the sub-folder, and tell them that they will work together in groups to define the terms listed on the worksheet, and come up with real life examples of each term. This will take 10-15 minutes. Students will understand that energy is never made or lost. **Where, What, Tailor: Visual, Interpersonal, Bodily Kinesthetic**
 * Walk around the room while this is going on to make sure there is a focus, and that there are conversations happening that are thoughtful and provoke discussion.
 * Bring the class focus back to the front of the class. Have each group stand up and present their findings on a word and its real world use. The class will use the jigsaw technique to give examples of each word in action. This will take 10 minutes.
 * The students will now use their laptops to blog about where they have seen demonstrations of the language and Newton's first law. They will begin to understand that Newton's Laws describe everything around us. **Why, Equip**, **Explore, Experience, Tailor: Aural, Interpersonal, Intrapersonal, verbal.**
 * This will take 15 minutes.
 * The students will log into other student's blogs and make comments and reactions to other's experiences. They will be required to respond to at least 5 other students. **Rethink, Revise**, **Tailor: Intrapersonal, Visual.**
 * The teacher will be walking around the room to keep the students engaged.
 * This will take the remaining 35 minutes.
 * For homework, students will need to correct any errors in their blogs, and complete a blog entry reflecting on Newton's first law. **Rehearse, Refine, Tailor: Intrapersonal**

Class 2
 * Hand out "Getting Pushy" lab. Have students read through the pre-lab and explain what they are going to be doing during the lab
 * Assign roles for 3 stopwatch people, one puller, one skater, one rollerblader, one holder, and safety catchers.
 * This should take 10 minutes
 * Go outside in the parking lot and measure off ten meters. **Tailor: Bodily Kinesthetic, Interpersonal, Logical**
 * Follow the directions in the lab, and complete three trials of each.
 * This should take about an hour
 * Come back inside the classroom and begin to graph the data **Tailor: Intrapersonal, Logical,**
 * Students should do this until the end of the period, and complete the lab for homework.
 * The final product will be an interactive blog that students will answer questions from the Lab report, and post a link to something that shows physics in action.

Students will understand that energy is never made or lost. Newton's first law begins to explain everything around us. Students will be able to explain velocity, speed, acceleration, and force. ||
 * I will be formatively assessing the students as I walk around the classroom. This will be the time to differentiate to individual students and learning styles. Students will need to know the definitions of words such as acceleration, speed, force, and velocity to be able to accurately communicate. When the groups present to the class, I will fill in any missed or uncovered areas. They will be expected to participate in the "getting pushy" lab, and will be assessed on that. ||
 * I will have the students ask questions and apply examples to real life during their free write and intergroup conversations. This will inherently lead to higher order thinking. I will assign recorders and presenters in each group, and I will assign each group a certain set of vocabulary and ideas. Students will be able to rethink and revise their ideas during presentations and when they respond to the class in their blogs. I expect students to need to rethink multiple times. ||
 * Students will self assess according to my blog requirement checklist. They will receive immediate feedback via me commenting on their blogs, and they will be retooling and refining their ideas. These blogs will be useful in every aspect of physics until the end of the course, because they will provide a background and knowledge bank of ideas for future reference. They will also be available publicly in the class, so other students can share information with each other. ||

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