L6+Archambault+Michael

=**UMF LESSON PLAN FORMAT**=

**Grade Level:12 Topic: Everyday Relevance**

 * =**Objectives**:= ||
 * **Students will understand** a better understanding of what happens in the world around us can be acquired through the study of force and motion.
 * Students will know** the definitions of position, displacement, speed, velocity, acceleration, and the differences between them. They will also know the definition of force and Newton's Laws.
 * Students will be able** to understand the relevance of force and motion in their lives. ||

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:**// This lesson supports the Maine Learning Results because it requires students to know the meaning of and understand the employment of position, speed, velocity, displacement, acceleration, and the kinematic equations. This lesson is the culmination of the unit, and students will need to apply what they have learned in the previous lessons about force and motion in order to complete the activity. Students will be expected to complete a self evaluation in their blogs after this class. They will need to ask any clarifying questions or questions they have been dying to know the answer to but have not been answered in this unit. They will give the teacher feedback about how things could have been taught better, or the changes they would make if they could do it again. The students will start to work on their WebQuests. These will be checked for progress, but will not be graded until the final product is turned in. || At this point in the unit, student's will have learned everything in the Maine Learning Results about motion and Newton's laws. They will be taking a unit test that incorporates the skills and problem solving techniques they have been learning throughout the unit. The assignment will be graded on correctness and completeness. There will be partial credit awarded. ||
 * =**Maine Learning Results Alignment**= ||
 * **Establish Goals:** **(G) Maine Learning Results: Science and Technology D. The physical setting**
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Technology: Students will need to use computers to complete their unit evaluations and begin their WebQuests. ||
 * =**Integration**= ||
 * Mathematics: Students will be solving equations during this lesson. Basic algebra skills are required and will be put to use during the entire semester and this unit.


 * =**Groupings**= ||
 * The classroom will be arranged so that there is minimal grouping. This is the test formation where students are expected to have clear desks and be separated as best as they can. I will have tables set up facing away from the clock, so they will not be concerned with the time. After the exam is complete, we will rearrange the classroom to the normal set up of four groups. They will choose their WebQuest teams and begin to brainstorm ideas. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** The youtube hook of performance appraisals will be appreciated by the visual learners.
 * Interpersonal:** Students will be working in groups towards the end of the period to discuss their WebQuests strategies.
 * Logical**: Mathematical students will be solving equations and setting them up to organize data and answer questions about specific motion.
 * Intrapersonal**: Students will be taking a test that requires them to be quiet and alone.
 * Kinesthetic:** While the students are working in groups, I would expect them to get up and move around. They will be listening to other student's ideas.
 * Linguistic**: Students will be answering questions on their tests that require essay form answers. This will help me better gauge their mastery of the material. ||
 * **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 make-up the exam. 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 respond to the unit and continue to ask questions in their blogs. They will be using IMovie, and several other interactive programs to complete the WebQuest. ||
 * **Extensions**


 * =Materials, Resources and Technology= ||
 * * Laptops
 * Calculators
 * Pen
 * Notebooks
 * Overhead Projector ||

[|http://www.youtube.com/watch?v=m25LrJAH1D8&feature=related] This is my hook, a youtube video about performance evaluation. A copy of the exam is included with the lesson plans. ||
 * =Source for Lesson Plan and Research= ||
 * [|http://students.umf.maine.edu/~archammb/Physics%20Webquest/physicswebquest/Introduction.html] This website is one that has the WebQuest assignment on it.

Logical: Mathematical students will be solving equations and setting them up to organize data and answer questions about specific motion. Intrapersonal: Students will be taking a test that requires them to be quiet and alone. Kinesthetic: While the students are working in groups, I would expect them to get up and move around. They will be listening to other student's ideas. Linguistic: Students will be answering questions on their tests that require essay form answers. This will help me better gauge their mastery of the material.
 * =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 offers a variety of ways for students to learn. I will offer special circumstances for students who may need them. I will make the lesson apply to the cultural and ethnic differences of each classroom and student. I have established classroom rules at the beginning of the semester that enforce rules against bullying and disrespectful actions. ||
 * __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 the exam for the class. This exam shows that I know the subject matter because I have already taught it to the 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. Visual: The youtube hook of performance appraisals will be appreciated by the visual learners. Interpersonal: Students will be working in groups towards the end of the period to discuss their WebQuests strategies.

Type II technology will be used with the WebQuest 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:** This lesson exceeds Maine's standards for initial teacher certification because students will be expected to complete a self evaluation in their blogs after this class. They will need to ask any clarifying questions or questions they have been dying to know the answer to but have not been answered in this unit. They will give the teacher feedback about how things could have been taught better, or the changes they would make if they could do it again. The students will start to work on their WebQuests. These will be checked for progress, but will not be graded until the final product is turned in. They will also be taking the unit exam that is there summative assessment. ||

Hook: 10 mins Unit Exam: 60 Mins WebQuests: 10 Mins
 * =Teaching and Learning Sequence:= ||
 * **Agenda

10 Minutes:** Students will watch the hook that talks about assessments. The idea is for them to loosen up and understand that it is not the end of the world, but more of a tool to help their learning and my teaching. http://www.youtube.com/watch?v=m25LrJAH1D8&feature=related **Where, What, Why, Hook**, **Tailor: Interpersonal, Visual**, **Musical** ||
 * **60 Minutes:** Students will know the definitions of position, displacement, velocity, and have an understanding of acceleration. The students will work alone to complete the exam. **Equip**, **Explore, Tailor: Interpersonal, Logical** ||
 * **10 Minutes:** Students will begin to explore their WebQuest options. They will pick teams, move around and get ideas for what they are going to do. The students will need to turn in a proposal to the teacher to be approved. **Explore, Experience, Revise, Rethink**, **Tailor: Intrapersonal, Logical**, **Kinesthetic** ||
 * In this lesson, students will need to complete a reflection blog entry. They can discuss anything, but need to give feedback on their self evaluations and teacher evaluations. They will **Refine, Tailor**: **Intrapersonal** ||

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