Projectile motion lesson plan

Long-term plan unit:

School:

Date:

Teacher name:

Grade:

Number present:

absent:

Theme of the lesson

Projectile motion of objects in gravitational fields

Learning objectives

·         Describe projectile motion of objects in gravitational fields 

Lesson

objectives

Describe projectile motion of objects in gravitational fields 

Success

criteria

Learners achieve these learning objectives if:

Correctly define momentum and impulse

Correctly solve 5/6 problems on momentum

Language

objectives

Define language objectives, including examples of vocabulary and phrases.

Gravitational field, projectile motion, velocity, free fall, acceleration, displacement, distance, speed

Values

instilled at

the lesson

Responsibility, life-long learning, honesty

Cross-

curricula

links

Indicate how the cross-curricular integration is implemented in the classroom (through activities and/or content) Engineering, English,

Mathematics: graphical representation of the inverse function

ICT

skills

Describe what kind of ICT skills the students will be able to develop at the lesson

interactive whiteboard application

Using a Smart board, calculators and laptops.

Previous

learning

Kinematics from grade 7 and 9

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

Creating a collaborative environment  in the classroom

Teachers greet and register students. Students greet teachers and indicate

Introduce the learning and lesson objectives.

Introduce Schedule of the lesson

Middle

Solving problems

 End

Feedback

Homework

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

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

High ability students will have two challenging tasks in addition to the work covered.

It is envisaged that two or three students may find difficulties with recalling and applying the concepts. They will get individual attention during the time that others are working on extra problems. Other students will explain to their colleagues how they go about a particular task. Opportunities for application will be given off-the-cuff.

Use this section to record the methods you will use to assess what students have learned during the lesson.

a.       State Newton’s three laws of motion in sentences

b.       Explain a closed system and the interactions of objects within it

c.       Explain how forces arise in pairs as opposite ends of an interaction. (Explain the implications of Newton’s third law).

d.       State the principle of conservation of momentum in sentence form

e.       Use vectors (drawn as arrows) to represent the linear momentum of each part of a two colliding snooker balls

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Normal classroom conditions

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:

2:

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

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?