plann

Long-term plan unit:

9.1B - Kinematics

School:

Date:

Teacher Name:

Сабақ тақырыбы

Түзусызықты теңайнымалы қозғалыс кезіндегі координата мен орын ауыстыру

Grade: 9

Number present:

Absent:

Learning objectives that are achieved at this lesson (Subject Programme reference)

Learners can:

- use graphical methods to represent displacement, speed, velocity and   

   acceleration;

- find speed from displacement-time graph;

- use the slope of a velocity-time graph to find the acceleration;

analyse relationships in form y = kx+b (V = V₀ + at);

Lesson objectives

Learners can:

- use graphical methods to represent displacement, speed, velocity and   

   acceleration;

- find speed from displacement-time graph;

- use the slope of a velocity-time graph to find the acceleration;

- analyse relationships in form y = kx+b (V = V₀ + at);

Success criteria

All should know how to represent displacement, speed, velocity and acceleration using graphical methods

All should know how to find speed from distance-time graphs

All should know how to use the slope of a velocity-time graph to find the acceleration;

All should be able to interpret graphs in the form y = kx+b (V = V₀ + at)

Language objectives

discuss and write about  the relationships between air resistance, acceleration and speed or velocity.

Define the terms: acceleration, speed, velocity, displacement, distance

Use phrases

- What happens when ……..

- Why does the ………….decrease.

- What differences are there when ……..

Values instilled at the lesson

Safety, consideration for others

Cross-curricular links

Use of phet online simulations as a link to IT.

ICT skills

Use of phet online simulations as a link to IT.

Previous learning

Learners should recall the concepts of speed, velocity and acceleration from Unit 7.2A. They should be familiar with the use of the mathematical equation of a straight line graph, y = kx+b.

Internationalism

Car accident statistics in New York

https://www.youtube.com/watch?v=xHaRVTwabNE

Car Crashes by teen drivers in New York Statistics

https://www.youtube.com/watch?v=HFQKzP1wFic

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(10 min)

Learners can be shown pictures of moving objects. They then put them in order from slowest to fastest, predicting the value of their maximum speeds.

The teacher may give a quick verbal quiz to check the understanding of the terms speed, distance, displacement, acceleration and knowledge of their units, to find out if learners remember how to calculate speed and acceleration.

Show the video of Car accident statistics in New York.

Powerpoint presentation

Car accident statistics in New York: https://www.youtube.com/watch?v=xHaRVTwabNE

Middle

(60 min)

For this discussion, the teacher may use this website for discussion. 

www.heymath.com (30 min)

or

If a similar experiment has not been performed at Grade 7, learners can be spaced outside or along a corridor 1 m apart with stopwatches. One learner walks along the row; all the learners start their stopwatches as he passes the first person and each stops as he passes them. Learners plot a distance-time graph. Repeat with running and a mixture of walking, stopping and running. (30 min)

The teacher provides learners with a simple distance-time graph of an object moving at constant speed and a speed-time graph of an object with constant acceleration. Learners use their mathematical ability and the equation of a straight line graph, y = kx+b, to derive the actual numerical equation of each graph. (10 min)

The teacher can then show that the gradients are speed and acceleration respectively.

The teacher can provide a worksheet giving several motion graphs and ask learners for the equations for speed and acceleration. Equations can also be given and learners asked to sketch the corresponding motion graph.

www.heymath.com

stopwatches

metre rule

worksheets on displacement-time/velocity time graphs.

End

(10 min)

Role Playing

A group with 4-5 members will be given a displacement-time graphs and they will have to role-play its corresponding motion.

Differentiation

Role Playing, use of ICT, practical activities and worksheets with varied difficulties

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

Assessment tools are as follows:

- from the worksheets

- from the role playing graphs using rubrics

- from HOTS questions

Health and safety regulations

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