Newton's second law

Short term plan 1 (Lesson plan)  School: Kizilzhar Teacher’s name: Utarshaeva Ainur Kairatovna Number present: Number absent: Newton’s Second Law of Motion  ­ use appropriate subject­specific vocabulary and talk about a  range of general  topics, and some curricular topics. ­Explain to Newton’s Second Law of Motion; ­apply formula of Newton’s Second Law for problem solving. Term 1   Unit 1 "Dinamics"  Date:_ Grade 9 Theme of the lesson: Learning  objectives(s)  that this lesson  is contributing  to Lesson  objectives  All learners will be able to:  Understand Newton’s Second Law of Motion  Pronounce and name some words according to the topic.  Recognize the theme and grammar material. Most learners will be able to:  Write short sentences in a paragraph.  Answer the questions.   Do exercises with grammar material. Some learners will be able to:   Speak about quantities of things people use.  Talk about quantities of things people use.  Cooperation, respect each other's opinion, functional literacy. Mathematics. Previously learned vocabulary on the topic "Force". Smart board for showing a presentation, getting additional information,  playing the audio files. Accept the diversity of the things that people use, eat and drink among the students of the group as well as all over the world. Breaks and physical activities used.  Planned activities Resources Language  objectives Value links Cross curricular links Previous  learning Use of ICT Intercultural  awareness Health and  Safety Plan Planned timings Warm up.  Start thinking p.8. Answering questions. 1.What is force? 2.Explain the intertial system. Beginnin g the lesson Main Activities Ex.1 p.8. Brainstorming. Push your friend on a skateboard and your  friend accelerates.  Now push equally hard on an elephant on the  skateboard and acceleration is much less Presentation Presentation Presentation • The  newton •      (symbol: N)   is   the   SI   unit   of force.  It   is   named   after   Sir Isaac Newton. • A  newton    of is   the amount   force required to accelerate a   mass   of   one kilogram   by   one metre  per   second squared. Ex.2 p.8. Recognizing vocabulary. Mass ­ масса Weight ­салмақ  Weightlessness­салмақсыздық Density ­ тығыздық Gravity ­ ауыырлық Force ­ күш Friction force – үйкеліс күші Acceleration ­ үдеу Directly ­тура Inversely­ кері When   a   net   force   act   on   an   object,   the   object accelerates in the direction of the net force. The acceleration   is   directly   proportional   to   the   net force   and   inversely   proportional   to   the   mass. Thus,       a  F/m  or,  a  F/m Giving   the  Ex.3   p.8.   Fill   in   the   blanks   with appropriate words. • The  _____(symbol: N) is the SI unit of force.  It is named after Sir_______. • • A newton is the amount of force required to accelerate a mass of one kilogram by ______per second squared. Ex.5 p.8. Table completion. F a   4,6*10      6 N 2,3*10 6  m/s2 m ?  ? 5 N 4,5*10   2,3*10 6  m/s2       0,2kg ?   0,5kg Assessment. hometask. WB p.8. Ending the lesson Additional information     from my plan and why? Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next  lesson? Assessment – how are you planning to  check learners’ learning?  Monitoring  Feedback on the work Critical thinking    think   critically, Students exploring, developing, evaluating   and   making choices about their own and others’ ideas   Differentiation – how do you plan to give  more support? How do you  plan to challenge the more  able learners? can   be Differentiation   achieved through the selection of   activities,   identification   of learning outcomes for a certain student, of individual support to learners, selection of learning materials and   resources   based   on   the individual abilities of learners. Reflection   Were lesson objectives/learning   objectives realistic?  provision  Did   all   learners   achieve the   lesson   objectives/learning objectives? If not, why? the    Did   my   planned differentiation work well?  Did I stick to timings?  What changes did I make