WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Andrew Heffner
Date: 01/12/15
Length of Lesson: 21 Periods/3 Weeks
Content Area: AP Physics
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS: (Content standards, assessment anchors, eligible content)
objectives, and skill focus)
Work Definition, Work Calculations, Hooke’s Law, F(x) Graphs, Work-Energy
Connection, Energy Definition, Kinetic Energy, Work-Kinetic Energy
Theorem, potential energy, Conservative and Non-Conservative Forces,
Conservation of Energy, Power
3.2.10.B2.1: Explain how the overall energy flowing through a system remains
constant.
3.2.10.B2.2: Describe the Work-Energy Theorem.
3.2.10.B2.3: Explain the relationship between work and power.
S11.C.2.1: Analyze energy sources and transfer of energy, or conversion of energy.
All motion can be explained by the laws of conservation of energy and momentum.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
The position and velocity of an object can be represented in terms of kinetic
energy, potential energy, and momentum.
What is the definition of work?
What is energy, and how is it measured?
What is the relationship between work and energy?
How does an object lose or gain energy?
What happens to energy when it “leaves” an object?
What are the types of energy?
What is “Conservation of Energy”?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
The total amount of energy in a closed system is conserved.
In every transformation of energy, some energy is converted to thermal energy.
In a closed system, the total work performed by objects may be calculated from
the change in kinetic energy.
VOCABULARY:
Work, Energy, Kinetic Energy, Potential Energy, Spring Constant, Mechanical
Energy, Work-Energy Theorem, Conservation of Energy, Power.
Students will be able to:
…Define and calculate work done by a force.
…Compare work done the changes in energy.
…categorize the types of energy and compare them to types of forces.
…analyze and diagram the energy changes in a system.
…apply Conservation of Energy to objects and force interactions.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Hooke’s Law Lab
Design-a-Roller-Coaster
Chart That Motion Interactive
OTHER EVIDENCE:
Exit Slips, Interactive Polls, HTML5 Concept Check Results
Peer Review & Argumentation, MOPS Codes
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
DO NOW : Daily Collins
Warm-Up Questions
ML : Direct Instruction
Examples with demos and
student participation
GP : Lab investigations,
reasoning skill tasks
IP : Physics Interactives, MOP
Modules
FA : Peer Review and
discussion of lab results, epolling, exit slips, individual
reflective writing.
Inertial Objects, Force Meters,
Diagramming materials,
computer access, testing
surfaces.
Homework assignments, inclass examples from class
book, teacher notes.
INTERVENTIONS:
ASSIGNMENTS:
Students will be working on
the board on examples and
present throughout unit.
Multiple hand-on labs
Students will be working in
cooperative groups on labs and
in class work.
Online Practice
Peer tutor partners
Procedural writing prompt
within the discipline.
Jigsaw practice of analysis
Homework
Physics Lab Tutoring
Lab reports
Edmodo Supplemental
Resources
MOPS Concept Checks
Physics Interactives