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Writing Standard:
W.11-12.3e
Provide a conclusion
that follows from and
reflects on what is
experienced,
observed, or resolved
over the course of the
narrative.
Grade Level: 11
What do students need to
know?
Understand the concept of
motion
Recall Newtons Laws of
motion (how motion is
governed)
Lesson Objective:
How is motion measured?
Lesson Outline and Task for the students:
Have students recall the concepts of reference frames and motion. As a method to guide the students,
using I can use one of the following classic examples: tossing a ball on a moving train, or driving on a
highway toward or away from other moving vehicles.
I will then show a slide show (attached) discussing velocity. Velocity will be the main concept for this
class as it is the answer to the Aim.
After the slideshow I will divide the class into 3 groups and have them complete a worksheet
(attached). This inquiry activity will provide students with a chance to create an experiment to test
motion. Collect the worksheets
Summative Assessment:
For this lesson I have attached the summative assessment with the worksheet
Cognitive Rigor Matrix Level:
Based on the cognitive rigor matrix this lesson falls within DOK level 4. Students will expected to Illustrate
how multiple themes (distance, velocity, time) are interrelated. Students are also Select or devise an approach
among many alternatives to research a novel problem
Universal Design for Learning Guidelines:
This lesson includes UDL Principles 3.1 by supplying background knowledge to start our class. (recalling
what we know about motion). UDL Principle 6.2 is also utilized because students must plan and strategize not
only to complete the assigned task, but to also justify their position.
Text Complexity:
This lesson contains very complex text. No only is there a multitude of academic vocabulary (most from
previous lessons) but students are also expected to link together concepts from previous lessons
Lesson Adaptions for case study students:
These adaptions are specifically designed for to assist all three ELL students. Because this lesson involves
juxtaposing several concepts from previous lessons, it is important to bend the rules as stated in the Content
Strategy text. An example would be to let students use general language as opposed to academic language to
convey ideas. Even though I will be lenient it is important for students to understand content specific words.
Be sure to pay special attention to the language embedded in the power point slides.
Name(s)_________________________________ ________________________________
_________________________________ ________________________________
LHS Physical Science
My Speed Lab
Your Task:
You have been assigned the task of determining which of the following objects . (ping-pong ball, small
marble, tennis ball) would have the greatest speed and momentum when moving a distance of 10 meters. Once
you come to a conclusion, explain why.
YOU CANNOT TOUCH THE PING-PONG BALL, MARBLE or TENNIS BALL WHILE
DETERMINING SPEED.
*Design an experiment to complete the task.
*Be sure to include a data table.(This can be done on notebook paper.)
*Remember to get an average you have to have more than one timing. Use a
2 and a maximum of 3 timings per object.
Materials: Circle any materials listed below that you will use.
Pizza box, ping-pong ball, small marble, tennis ball, chalk, tape measure, scale
Other materials: ____________________________________________________
Procedures: List and make sure others could repeat by reading your procedures.
Number your procedures and write neatly.
minimum of
small marble
tennis ball
small marble
tennis ball
Summative Assessment:
1. Which of the objects had the highest average speed?
2. Which of the objects needed a greater force to move?
3. Why did your answer in question 2 require a greater force?
4. Which of the objects had the greatest momentum (based on average speed/velocity)?
5. Explain how force is related to momentum.
6. Create a time vs. distance graph.