5LP_Motion of a body dropped at an angle to the horizon

Long-term plan unit:  

Kinematics

School:

Date:

Teacher name:

Grade:  10

Number present:

absent:

Theme of the lesson   

Motion of a body dropped at an angle to the horizon

Learning objectives that are achieved at this lesson

To define kinematic values when in motion of a body dropped at an angle to the horizon

Lesson objectives

·         understand the laws and characteristics of the movement of a body thrown at an angle to the horizon;

·         divide the movement of the body into horizontal and vertical components;

·         apply knowledge in solving problems on the calculation of the kinematic characteristics of a body thrown at an angle to the horizon.

Success criteria

Students will be assessed according to the following curriculum criteria:

·         determines the kinematic values ​​when the body is thrown at an angle to the horizon

·         understands the laws of body movement

·         applies knowledge in practice

Language

objectives

Students to use the following terms:

Speed, vector, acceleration, trajectory, angle, projection, coordinate

Useful expressions for conversations and writing:

Acceleration of a body thrown at an angle to the horizon ...

The body moves along the trajectory ....

Vertical speed component ...

Horizontal speed component ... ..

        Values instilled from the     the lesson

Global citizenship, global awareness, scientific curiosity and investigation, critical thinking, analytical skills.      

Cross-curricular

 links

Maths: Algebraic deduction from formulas and IT

ICT skills

Use of spreadsheet to generate table of data and graphs

Previous learning

Kinematic equations (9th grade), projections of vectors (9th grade)

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

3min

Teacher introduces the lesson.

Teacher explain the objectives and the assessment criteria expected for this topic

PPT slides 1-3

10 min

10min

15 min

The teacher explains the activity to students and what is expected from them.

The class is being divided into two groups. Each group receives a laptop with the presentation on the topic:
Part 1. Motion of Objects Projected Horizontally

The students study the topic in groups and analyse the information from the presentations.

Part 2. Motion of objects projected at an angle

Now the groups are being mixed so that each student from group 1 is sitting with the student from group 2. The task for students is to explain the part of the topic they studied previously.

Solving problems

PPT slides 4-6

PPT slide 7

PPT slide 8

Didactic material #1

Summary

2 min

Homework: to watch and analyse the video https://www.youtube.com/watch?v=GiiWsXtt5GE

PPT slide 9

Didactic material #2

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

Most students will know the basic equations and formulas of kinematics.

More able students will be able to solve problems on their own

For the lagging behind - support will be provided by the teacher.

Some learners will not be able to attempt all the questions. In this case teacher gives a differentiated scaffolding.

In the beginning of the lesson:

Q&A with specific questions targeted at individual students

Differentiated scaffolding using Bloom’s taxonomy and Critical thinking.

Self assessment

Students have to assess their own work

Regular feedback given to students

At the end of the lesson:

Learners reflect on their learning: Students have to answer one of above questions in brief. If student prefers to write, they can use different stickers

Students to place their bags in designated areas to avoid minor accidents.

During the work with the different materials (pen, pencil, spring, sharp objects) students must follow SAFETY RULES in the physics lab.

During the break time the lab assistant have to ventilate the classroom.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

What two things would have improved the lesson (consider both teaching and learning)?

1:

what have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lessons

Head of Physics Department: