WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Andrew Heffner
Date: 02/24/14
Length of Lesson: 28 Periods/4 Weeks
Content Area: Physics
STAGE I – DESIRED RESULTS
LESSON TOPICS:
BIG IDEAS: (Content standards, assessment anchors, eligible content)
objectives, and skill focus)
Two-Dimensional Motion
Projectiles as free-falling objects
Horizontal Projectiles
Angled Projectiles
Height Differentials
Air Resistance
3.2.10.B1.1: Analyze the net forces acting on a body using Newton’s Second Law .
S.11.A.3.2: Compare observations of the real world to that of a constructed model.
S11.C.3.1: Use the principles of motion and force to solve real-world challenges.
All changes in motion are due to forces.
The motion of a projectile can be represented as two different motions, a vertical
motion with constant acceleration and a horizontal motion with constant velocity.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand (S11.A.1.1.1, S11.A.3.2.1, S11.A.3.3.3, S11.C.3.1.3)
Compare and contrast scientific theories, scientific laws, and beliefs (e.g., the
universal law of gravitation, how light travels, formation of moons, stages of
ecological succession).
Compare the accuracy of predictions represented in a model to actual
observations and behavior.
Analyze physical patterns of motion to make predictions or draw conclusions
(e.g., solar system, tectonic plates, weather systems, atomic motion, waves).
Describe the motion of an object using variables (i.e., acceleration, velocity,
displacement).
VOCABULARY:
What is a projectile?
How does the motion in the x direction compare with the motion in
the y direction?
Why are the two motions different?
How can I predict the range and velocity of projectiles?
What are the ideal conditions for maximum projectile range?
What is air resistance, and how is it calculated?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
…define a projectile as an object whose motion is only being influenced by gravity
…describe a projectile’s motion as constant x velocity and constant y acceleration
…use kinematic equations to determine range, maximum height, and velocities of
projectiles.
…apply projectile analysis to hit real targets in the classroom with a projectile
launcher in multiple scenarios (horizontal launch, angled launch, differentials)
…assess the components of air resistance and explain their effect upon the motion
of a projectile.
Projectile, Air Resistance, Range, trajectory
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Virtual Projectile Lab
Horizontal Launch Lab
Angled Launch Lab
Height Differential Lab
OTHER EVIDENCE:
 Informal assessment through problem presentations,
cooperative learning groups, data analysis, and Collins
writing assignments.
 Exit Slips
 Multiple choice exit challenges as formative assessment.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
AE – Multiple Hands-On Labs
EI – I Do, We Do, You Do ;
direct examples, Direct notes
MC – High level multiple
choice questions / dissonance
MO – Virtual Projectile
Launcher, Graphing
SC – Vertical to Horizontal to
Angled to Differentials
MATERIALS AND
RESOURCES:
Pennies & Rulers
Sloped Projectile Planes
Projectile Launchers
Targets and Army Men
Buckets to hang from ceiling
Lab Guides
Laptops for virtual lab
INTERVENTIONS:
ASSIGNMENTS:
Students will visually
experiment with each concept
through scaffolded labs, and
have multiple avenues for
practice.
Physics Lab once a week for
extra practice / study.
Students will be working in
cooperative groups on labs and
in class work.
Visual aids to assist with
recalling challenging concepts
Virtual Projectile Lab
Horizontal Launch Lab
Angled Launch Lab
Height Differential Lab
Jigsaw Skill Practice
Homework
In-Class Practice
Multi-Choice Flip Cards
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