_________________________________________________________________________________________________ Overview Standards: P2.

1A Calculate the average speed of an object using the change of position and elapsed time. P2.1g Solve problems involving average speed and constant acceleration in one dimension. P2.2A Distinguish between the variables of distance, displacement, speed, velocity, and acceleration. P2.2B Use the change of speed and elapsed time to calculate the average acceleration for linear motion. P2.2g Apply the independence of the vertical and horizontal initial velocities to solve projectile motion problems. Objectives: TLW be able to solve problems involving free-fall. TLW be able to solve for position, velocity, or acceleration when given the other two quantities. TLW be able to create graphs to describe how an object is moving and read graphs to understand how an object is moving. TLW be able to solve for multiple quantities using knowledge of free fall. TLW be able to solve for multiple quantities using knowledge of projectile motion. TLW be able to solve real world problems by using the methods given in lecture. Assessments: Throughout the Position and Velocity vs. Time Unit, I will present the students with several different assessments and listed below are a few key assessments that I will use. 1. Pre-assessments a. Physics is a very math intensive course. In order to make sure that all my students are on the same page when I am talking about a mathematical property, a pre-assessment is of the utmost importance. In this assessment, I will test students algebraic strengths, ask how they define position, velocity, and acceleration. (Lesson 1) 2. Formative Assessments

Position and Velocity vs. Time Unit

a. All the different formative assessments will be used after lessons to test the learning targets and see if any concepts need to be revisited. i. Problems from the book which deal with calculating speed and velocity of an object as it moves through space. (Lesson 1) ii. Next problems will be assigned from the book dealing with solving for the acceleration of an object as it moves through space. (Lesson 2) iii. Students will then be tested on their understanding of OneDimensional Free Fall with this assignment. These will be problems from the book that will require students to use the skills they obtained from the previous two lessons in order to calculate different quantities related to free fall. (Lesson 3) iv. Students will be given an assessment that deals with projectile motion next. All of lesson four will be dedicated to informing the students about projectile motion and lesson 5 will be full of examples for students to test their knowledge and see examples. This assessment will once again, be choice examples taken from their textbook for them to practice solving problems associated with projectile motion. (Lesson 4) 3. Summative Assessment a. The final assessment will cover all of the learning objectives that students were informed of at the start of every class. This will be a 5 question test (one question for each learning target) worth 50 points. Accommodations These lessons will be taught within a general education classroom. Within the lessons, word usage will be key. I must be cautious to use the right words to describe something I am talking about. To describe something with the incorrect vocabulary would confuse the students. Students will also have the opportunity to resubmit formative assessments following the specified format. Therefore if a student is struggling to get the material one day and doesnt do well on a assessment, he will have the opportunity to correct his mistakes and learn from them. Unit Sequence This unit will be taught in about 6 school days. Lesson 1 may take around 1 day to complete since it covers a topic that most students should already be familiar with. Lesson 2 will take 1 day to complete, we will define the term acceleration for the students and provide examples of it in use. Lesson 3 will be a two day lesson, the first day will introduce all the topics of One-Dimensional Free Fall for the students while providing some examples, and the next day will provide the students with practice problems in order to make sure that they are comfortable with seeing problems done before they are sent home with homework. Lesson 4 will also be a two day lesson following the same set up as lesson 3.

Technology Within the lessons I will use the technology resources that I have within the classroom. For instance, I have a projector that will project what is on the computer screen on to the front board for all the students to see. From here I can create a variety of presentations to help model the learning objectives. There are plenty of online resources that can be used to portray ideas for the students and I should use these resources when ever there is an opportunity to do so as they may provide clarity for concepts.

_________________________________________________________________________________________________ Lesson One *Before I start the unit I will present students with a pre-assessment that they will work through the first 5 minutes of class. After the 5 minutes is up we will dedicate, at most, the next 10 minutes to going over the answers that students arrived at. I. Behavioral Benchmark P2.1A Calculate the average speed of an object using the change of position and elapsed time. P2.2A Distinguish between the variables of distance, displacement, speed, velocity, and acceleration. II. Behavioral/Objective A. We are going to teach students how to calculate the speed of an object using the change of position over the change in time. We will also differentiate the difference between displacement and distance. B. Students at the end of the lesson will be able to calculate speed. C. This will be measured from the results of their homework that they will turn in on our next class meeting. III. Anticipatory Set A. To generate interest we will gather information from the students about how far students have traveled and how they arrived at that far location. We will use their approximations to create examples to introduce the topic of calculating speed and velocity. B. This will require basic math skills that everyone in the class should possess. IV. Objective/Purpose TLW be able to calculate speed in a certain situation with 85% accuracy. TLW be able to calculate velocity in a certain situation with 85% accuracy.

Lesson Plans

V. Input A. Task Analysis 1. The learner will need to recall information from previous math courses in order to follow what we hope to accomplish in this class.

2. We will start the class with a pre-assessment to determine how much of a math refresher is needed for what we are about to learn. After the pre-assessment, we will do the anticipatory set, showing students how what they are about to learn plays a huge role in their everyday lives. I will then define the difference between distance and displacement and how their differences can play a huge role in the value of speed and velocity. Examples will then be given for the students and then practice problems will be given to the students in class to assess how well they understood the information. 1. Knowledge - is demonstrated in the anticipatory set with how much they can remember from their previous math courses. 2. Comprehension - Students will need to understand what steps they can take when they are working towards a solution using algebra. 3. Application - will use their newly acquired knowledge at the end of class as they go through the practice at the end of the section. C. Learning Styles and Accommodations 1.Visual learners will benefit from the use of the projector. Accommodations will be made at the end practice when students are allowed to work in groups on the practice. D. Method and Materials 1. We will use a smart-board presentation to present the material to the students and will also need access to the internet. 2. Materials needed are projector and text books. VI. Modeling A. I will be explaining why we take the steps we do as we solve for speed and displacement. B. We will explain to students what to look for to know that they are thinking about speed and velocity in the correct context. C. Visual input will be given from the projector as the presentation is given. If there is any media that can help with the grasp of the material, it will be an easy add to the lesson by showing it through the projector. D. Students will be called on through the use of name cards throughout the lecture to make sure all are paying attention and no one is falling behind. VII. Checking for Understanding A. Practice problems will be given at the end of the lesson to get a quick sample of how well students are understanding the material. B. We will be calling on students through the use of name cards to find out where we are in the understanding of the material. C. We will also frequently ask the class if there are any questions so far. VIII. Guided Practice

A. We will offer students the chance to try for themselves how well they understand the material by practicing solving problems at the end of class. B. I will model the way to find a solution first, I will then have students help us in solving a problem, then I will have students work on problems while we help, and then I will have the students work on their own on the problems. IX. Independent Practice A. Students will be allowed to work in groups on the practice at the end of class. B. Students will be assigned a homework assignment out from the textbook. There will be select questions from the text to ensure that different levels of Blooms questions will be asked to the students in order to achieve maximum comprehension. X. Closure A. Students will model how to solve equations on the smart-board and complete the homework assignment B. Teachers reflect on the lesson, what went well what didnt? What would we change if we were to teach the lesson over again?

Lesson 3 (Part 1) I. Benchmark/ Standard: P2.1g Solve problems involving average speed and constant acceleration in one dimension. P2.2B Use the change of speed and elapsed time to calculate the average acceleration for linear motion. II. Objective: a. Students will be able to calculate multiple different quantities from a OneDimensional Free-Fall problem. b. Before moving on to more complicated two-dimensional problems it is beneficial for students to become comfortable in dealing only in one dimension. c. This will be measured using practice problems. III. Anticipatory Set: a. Students will be asked to do their best to graph a position vs. time graph of a basketball falling. b. Students will need to use their best knowledge to attempt to understand that the ball is speeding up as it falls towards the ground. Therefore they will then need to use that information to predict how that will affect how a position vs. time graph would look. c. This activity will be tough for students. The more they struggle at the start of class hopefully when I begin my lecture, they will offer up more questions throughout the lesson. IV. Purpose: TLW be able to solve for multiple quantities using knowledge of free fall with 85% accuracy. TLW be able to create graphs to describe how an object is moving and read graphs to understand how an object is moving with 85% accuracy. V. Input: a. Task analysis: *This is a two day lesson. 1. The learner needs to be able to recall previous knowledge about how to graph relationships. 2. The first 15 minutes will be used to do and go over the anticipatory set. The remainder of the class (save the last 10 minutes) will be spent in a strict lecture format. I will go through and describe why free fall behaves the way it does and relate how velocity, acceleration, and position change because of it.

3. The final 10 minutes will offer time for at least one practice problem for the students to attempt the information on their own. b. Thinking levels 1. Comprehension: This will be seen in the practice problems when students are asked to solve the problems on the board. 3. Application: The practice problems at the end will be in a slightly different format from what was shown in the lecture. This will allow the students to use their new information in a new context. c. Learning Styles: Visual learners will get to observe practice problems on the board done as a class. Interpersonal learners and those needing more help will get help when they work together in small groups. d. Methods/ Materials: 1. Computer, internet, and projector will be needed. VI. Modeling: a. Assist students through the anticipatory set. b. Model thinking about problems through the examples given throughout the lesson. VII. Checking for Understanding: a. At the end of the lesson students will be given a time to test their new knowledge through the completion of practice problems. VIII. Guided Practice: a. Students will be following the model that I give through the examples throughout the lecture. IX. Independent Practice: Students will use the practice problem at the end of the lesson to attempt their new knowledge on problems. Homework will be given to the students at the end of the next lesson once students have had more practice inside the classroom. X. Closure Practice Problems.

Lesson 3 (Part 2) I. Benchmark/ Standard: P2.1g Solve problems involving average speed and constant acceleration in one dimension. P2.2B Use the change of speed and elapsed time to calculate the average acceleration for linear motion.

II. Objective: a. Students will be able to calculate multiple different quantities from a OneDimensional Free-Fall problem. b. Before moving on to more complicated two-dimensional problems it is beneficial for students to become comfortable in dealing only in one dimension. c. This will be measured using practice problems. III. Anticipatory Set: a. In order for students to start thinking about what they learned the previous lesson, students will take 2 minutes to write down what they thought was most weird from the previous days lesson. b. This will provide good discussion for the students and provide me with good information for what I need to spend more time on in the lesson. IV. Purpose: TLW be able to solve for multiple quantities using knowledge of free fall with 90% accuracy. TLW be able to create graphs to describe how an object is moving and read graphs to understand how an object is moving with 90% accuracy. V. Input: a. Task analysis: 1. The learner will need to recall what was covered in the previous days lesson. 2. After the anticipatory set, students will be placed into groups and will complete a lab. The lab will require the students to measure the time it takes for an object to fall from various heights. The students will then need to calculate the final speed that the object experiences from all the different heights. 3. Students will complete the lab and then will describe what they see in their data and validate why or why not their data makes sense.

Students will then be given a homework assignment to complete for the next class period. b. Thinking levels: 1. Knowledge: Students need to recall the information that was gone over in the previous lesson. 3. Application: Students will need to use the equations and formulas that they were given in order to calculate the speed changes from the different free fall situations. 6. Evaluation occurred when students explained the validity of their results. c. Learning Styles: Interpersonal learners will benefit greatly from this as it will be a group effort to make sure that the experiments go smoothly. d. Methods/ Materials: 1. Worksheets for students to complete for homework. 2. An object or students to drop, stopwatch. 2. Computer and smart-board. VI. Modeling: a. Students will be working in groups and I will be walking around helping the students by modeling how to approach possible problems that may come up. b. I will help students think through problems. c. Visual input will be accounted for by the experiment showing the students that what we cover in class really is a part of everyday life. VII. Checking for Understanding: a. Having students evaluate what happens in the lab will assist me in judging how well students understand the material and if there are any misconceptions that exist. VIII. Guided Practice: a. The lab will provide instructions for the students to follow. b. I will be walking around the classroom helping students whenever they may need help or if any issues arise. IX. Independent Practice: Students will have select questions that they need to finish from the book for homework that will be due the following day.

X. Closure Students will evaluate how their lab went and what they gained from the experiment.

_________________________________________________________________________________________________ Pre-assessments: -The pre-assessment will not be graded. The purpose of the pre-assessment was to get an idea of how much of the subject the students already know and to get their minds thinking with a common goal in mind.

Scoring Guides

Formative Assessments: -All the formative assessments will be graded on completion. Keys will be made readily available for the students after they turned in their assignments. This way, students will try their hardest to get the right answer and then once they have their assignment back they can check their answers and see where a mistake was made (if any were made). Promoting selfeducation and responsibility of the students to hold themselves accountable for the material. Summative Assessment: -The summative assessment will incorporate all of the topics that was covered in the unit. It will be worth a total of 50 points. If students did not do well on it, it is my responsibility to recognize what they did poorly in and to make necessary adjustments to help them learn the material

_________________________________________________________________________________________________ Creating this lesson plan was very beneficial for me. Since in my Teacher Assisting or Student Teaching I havent taught any physics yet, it is good to get a look at what resources I have at my disposal as I plan my lessons in the future if I was to get hired to teach a physics classroom. I realized that when organizing the material in physics it is a lot more complicated than when organizing math material. Math content seems to flow together relatively well, but there is so much material in physics that it is tough to cut it down to the important stuff. It was great for me to get experience in looking at what my objectives in a physics lesson are and think about the best ways to accomplish those objectives without losing too much or missing out on important material.

Reflection