Physics: 1-D Kinematics

Grade: 9th
Student Learning Objective: Students will learn about 1-D kinematics and how an objects position, velocity, and acceleration relate with respect to
time.
Materials:
Computer/ 1-D kinematics article
Paper
Pencil
Calculator
Preparation for the Activities:
On the first day of the lesson the teacher will lead a discussion about what the students know about position, velocity, and acceleration. As a class, the
students will come up with their own definitions of those terms and how they relate to time. These definitions will be written on the board by the
teacher and the teacher will ask the students to keep these definitions in mind as they work through the lesson, adjusting or confirming their prior
knowledge.
Text Information:
1-D Kinematics by Tom Henderson
Link to Text:
http://www.physicsclassroom.com/class/1DKin/Lesson-1/Introduction
Flesh-Kincaid Readability Level: 9.7
Order of the Lesson:
1. Introduction Students will have a class discussion about their thoughts and prior knowledge on what they believe 1-D kinematics is.

2014Cherie Behrens

2. Before Reading Strategy Students will pair up with a fellow peer and share their individual information about what they know about 1-D
kinematics. If they are unsure of their thoughts, they will refer to the class definitions and state why they may or may not agree with those
definitions.
3. During Reading Strategy Students will look for information that defines the terms discussed at the beginning at class and revise their own
definitions as they continue reading.
4. After Reading Strategy Students will be placed in small groups where they will work together to answer a series of questions, chosen by
the teacher, based upon the article.
Introduction:
The teacher will lead a class discussion, asking the students about various terms and definitions commonly associated with 1-D kinematics. To
engage the students, the teacher may ask the students to recall upon life experiences with things such as velocity or acceleration, or the teacher may
provide their own experiences with the topic in a storytelling format. Once the students have begun to form their own thoughts about what specific
terms may mean, the teacher will ask the class to agree upon one definition for each term and write these definitions on the board.
CONTENT AREA STANDARD:
Discipline:
Science Physics
SC.912.P.12.2
Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of
reference) as functions of time.
ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS Anchor
Reading
Writing
Standard
CCSS.ELA-Literacy.RI.9-10.4 CCSS.ELA-Literacy.W.9-10.2.a
Addressed:
K-12 CCSS
Determine the meaning of
Introduce a topic; organize complex ideas, concepts,
Anchor
words and phrases as they are
and information to make important connections and
Standards
used in a text, including
distinctions; include formatting (e.g., headings),
with Link and figurative, connotative, and
graphics (e.g., figures, tables), and multimedia when
Standard
technical meanings; analyze
useful to aiding comprehension.
Written Out:
the cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court opinion
differs from that of a
2014Cherie Behrens

Listening and Speaking

CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate
effectively in a range of
collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on
grades 9-10 topics, texts, and
issues, building on others' ideas
and expressing their own clearly
and persuasively.

Correspondin
g Before,
During and
After
Strategies

Evaluation
Using
Formative
Assessment

newspaper).
During Reading: Students will
mentally redefine the terms
used previously in the
beginning class discussion and
in their personal definitions.
.

During Reading: As students

are reading, the teacher will
walk around the classroom and
make sure they fully
understanding the terminology
and mathematic concepts
presented in the text.

During Reading: Students will be taking power

notes. They will identify, define, and organize key
terms as they appear in the text.
After Reading: While working in groups and
competing amongst each different group, the students
will solve word problems given by the teacher. The
students must show their work to receive credit.

During Reading: The teacher will check students

Power Notes as the students are reading the passage.
The teacher will look for correct headings and
concise examples that help explain the material to the
student.

Before Reading: Students will

pair up with fellow peers to
discuss their own individual
knowledge about the topic and
how they may or may not agree
with the class-defined terms.
After Reading (Activity One):
Students will be placed into
small groups and discuss with
each other about what they had
learned.
Before Reading: While each
student pair converses, the
teacher will help to ensure that
the conversations stay on task.

After Reading: The teacher

After Reading: The teacher will test classs
will visit each group and check
understanding of the material by having a group
their understanding of the
competition. The groups will answer a series of
material. The teacher may feel
questions based off what they have learned in the
free to ask questions in order to
article.
challenge the students
knowledge.
Estimated Time: This activity may take one to two days of class periods consisting of 50 minutes. It is scheduled to span the course of two days but
may not take the full class period on the second day, being as this is an introduction to future class material.
English Learner Strategies: Reading, Listening, Speaking, Writing, Group Activities
Hess' Level of Cognitive Rigor Matrix: Analyze: Analyze interrelationships among concepts, issues, and problems.

2014Cherie Behrens

Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will understand how velocity, position, and acceleration relate to
time after they finish reading and performing the after reading activities.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Before Reading:
.
I Do It: The teacher will
explain the directions of
the Think-Pair-Share
activity, where students
will pair up and discuss
their thoughts on the
given topic. The teacher
will also answer any
potential questions.
We Do It: The teacher
will demonstrate the
activity by performing it
with a student volunteer
and using a different
topic.
You Do It: The teacher
2014Cherie Behrens

Gradual Release Model for the Strategies in this Lesson

During Reading:
After Reading:
After Reading:
.
(Activity One)
(Activity Two)
I Do It: The teacher will
I Do It: The teacher will
I Do It: The teacher will
write on the board,
explain the group
keep the groups and explain
different headings,
discussion. The teacher will the next activity. The
subheading, and
break the class into small
groups will be competing
informational text of an
groups and monitor the
against one another,
unrelated topic. These
groups as they discuss what answering a series of
writings will be in random they had learned from the
questions provided by the
order and the students will text.
teacher in order to test their
copy them. The teacher
knowledge of the material.
will explain the
We Do It: The teacher will The teacher will then
importance of power notes give an example of what the answer any questions.
and note organization,
students should talk about
while monitoring student
from the article and then
We Do It: The teacher will
progress.
answer any lingering
provide an example
questions.
question to demonstrate
We Do It: The students
how the groups should
will organize and group
You Do It: The students
communicate and buzz in
the different subheadings
will discuss what they have in order to answer the

will have the students

pair up and discuss the
topic of 1-D kinematics.
Once they have run out
of things to say, the
students will write their
own definitions of the
terms and what they
believe the terms mean.

and headings under the

guidance of the teacher.
The teacher will then
provide the first heading
the students should have
when reading the article.
You Do It: The students
will read the article, taking
note of information that
they deem important as
they progress through the
article.

learned from the lesson and

how they can apply this
newfound knowledge to
their everyday life. The
teacher will track each
groups activities and
answer any questions.

question before other

groups.
You Do It: The teacher will
provide the questions until
the end of class and award
groups with the correct
answers. The teacher will
also monitor the classs
understanding of the
material, potentially
pausing the game in order
to teacher a concept that
may not be fully
understood.

Strategies and Links:

Before Reading: Think-Pair-Share
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx (Links to an external site.)
During Reading: Power Notes
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/DuringReading.aspx (Links to an external site.)
After Reading: Knowledge Circle
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx (Links to an external site.)
Reflection: This lesson plan will help students comprehend at a level three, applied reading level by the act of the teacher providing examples,
demonstrations, and assistance before each activity. The teacher will answer any questions the students may have after the demonstrations in order to
minimize confusion and allow for a smooth transition as the students begin their independent practice. The students are then able to begin each
activity knowing what to do and afterwards they are able to reflect on what they have learned.
Objectives Connection: The objective of this lesson is for students to understand how speed, acceleration, and velocity relate and possibly affect one
another. Students will do this by taking notes on each term and have their knowledge reinforced through conversations with other students, the
teacher, a series of questions where they will apply the knowledge they have learned in a collaborative learning setting.
2014Cherie Behrens

2014Cherie Behrens