L4+Archambault+Michael

=**UMF LESSON PLAN FORMAT**=

**Grade Level:12 Topic: 2-D Motion**

 * =**Objectives**:= ||
 * **Students will understand** that most collisions happen on more than one plane, so it will begin to apply to everyday life.
 * Students will know that** vectors present a visual aid in understanding graphically what velocity and acceleration look like on multiple planes.
 * Students will be able** to solve kinematic equations that involve horizontal and vertical component vectors. ||

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 begin to incorporate Newton's laws of motion in two dimensions. Because of the geometries components of both the system and the applied forces, the students must figure out how to break down resultant vectors into component vectors and vice versa. This lesson is designed to get them to this step.**// Students will be expected to answer questions as a class and in smaller groups. The questions will be clarifying questions that are designed to move the class forward as a whole, and fortify their understanding of previously learned material. The students will complete a worksheet with several kinematic problems and compare answers to an answer sheet that will be handed out at the end of the class period. The purpose of the worksheet is to make them practice with feedback from their peers and the teacher, and to get a correctly done answer key in the end. || At this point in the unit, I think it important to give a quiz. The quiz will be worth 10 points on their overall class grade, so nothing that couldn't be offset, but enough to let them know where they stand in regards to my expectations. The quiz will be taken after the worksheet is done, so there is adequate time to allow the students to get questions answered and holes filled. ||
 * =**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)

= = Art: Students will need to draw pictures representing motion and forces. These pictures are extremely important to emphasize what the students know from the problem and what they need to find out. ||
 * =**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 with tables acting as hubs for groups of approximately four students. They will work in the natural groups that this setup forms. The entire classroom will have a horseshoe shape so that every student is facing towards the center of the classroom and the chalkboard. 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 pictures that the students draw at the beginning of each word problem appeals to the visual learning style.
 * Interpersonal:** Students will be working in groups, and as a class.
 * 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 quiz 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 to another group if nobody in their own group could answer a problem. They will probably do this to at least check answers multiple times.
 * Linguistic**: Students will be answering questions on their quizzes 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 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
 * Calculators
 * Pen
 * Notebooks
 * 2-D motion worksheet
 * Overhead Projector ||

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 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. I will offer multiple ways to complete the worksheet, based on each students multiple intelligences. ||
 * __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. Visual: The pictures that the students draw at the beginning of each word problem appeals to the visual learning style. Interpersonal: Students will be working in groups, and as a class. 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 quiz 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 to another group if nobody in their own group could answer a problem. They will probably do this to at least check answers multiple times. Linguistic: Students will be answering questions on their quizzes that require essay form answers. This will help me better gauge their mastery of the material.

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 two dimensional motion worksheets that they will be doing. This qualifies as formative assessment because it is designed for learning, not for grading. The second assessment is the quiz which is a summative assessment. It is designed to show progress and establish way points so that each student knows where they are and where they need to get to before the end of the semester to meet my standards. ||

= =
 * =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 how to calculate component and resultant vectors that make up 2-D motion. ( 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**, **Musical** ||
 * **45 Minutes:** Students will know the definitions of position, displacement, velocity, and have an understanding of acceleration. The students will work in groups to complete the assignment and observe what happens on the physlets when different stimuli are applied. I expect the students to ask questions and be prepared for the upcoming quiz. **Equip**, **Explore, Tailor: Kinesthetic, Interpersonal, Logical** ||
 * **20 Minutes:** Students will take the quiz during the last 20 minutes of class. This will be the first summative assessment of the unit, so I expect to be providing a small amount of scaffolding during the quiz. **Explore, Experience, Revise, Rethink**, **Tailor: Intrapersonal, Logical** ||
 * 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. **Refine, Tailor**: **Intrapersonal** ||